![]() If the writer does not discuss any examples of imagery in Macbeth, there is no way for the reader to know whether this claim is true or if the writer is making it up. For instance, imagine a writer claims that William Shakespeare uses imagery to develop his theme of ambition in Macbeth (1623). Making honest, fact-based claims is a critical part of establishing academic credibility. For instance, in this case, a writer might claim: Uniforms are valueless in schools because they do not impact academic achievement.Įvidence is also a necessary part of an essay because, without evidence, the reader cannot be sure that what the writer is claiming is true. If the writer disagrees with the prompt, they should use negative phrases with language from the prompt or antonyms of words in the prompt. This immediately tells the reader that the writer's essay addresses what the test asks. Note how the writer here makes a direct statement about uniforms and reuses the word "valuable" to connect their claim to the prompt. A thesis that makes a relevant claim might look something like this: Uniforms are valuable in school because they reduce distracting differences, minimize bullying, and instill traditional values in students. To respond, writers would have to state whether or not uniforms are valuable and summarize why. They can do this by using similar language to the language in the prompt and then creating a defensible claim.įor example, imagine a prompt asking test-takers to write an essay arguing for or against the value of uniforms in schools. To write an essay that is on topic, test-takers have to craft a claim that responds directly to the prompt. Needham Heights, MA: Allyn and Bacon.Crafting a clear claim and supporting claims is especially important for exams. Farnan (Eds.), Content Area reading and Learning: Instructional Strategies (2nd ed.). Identifying and Teaching Text Structures in Content Area Classrooms. Minoan art contains no unambiguous depiction of a monarch, and textual evidence suggests they may have had some other form of governance. Teaching Expository Text Structure Awareness. Retrieved March 26, 2008, from ĭymock, S. ![]() Text organization and its relation to reading comprehension: A synthesis of research. Eugene, OR: National Center to Improve the Tools of Educators. This type of structure sets up a problem or problems, explains the solution, and then discusses the effects of the solution.ĭickson, S. In another book, steps involved in harvesting blue crabs might be told. This text structure gives readers a chronological of events or a list of steps in a procedure.Įxample: A book about the American revolution might list the events leading to the war. ![]() This type of text examines the similarities and differences between two or more people, events, concepts, ideas, etc.Įxample: A book about ancient Greece may explain how the Spartan women were different from the Athenian women. This structure presents the causal relationship between a specific event, idea, or concept and the events, ideas, or concept that follow.Įxample: Weather patterns could be described that explain why a big snowstorm occurred. This type of text structure features a detailed description of something to give the reader a mental picture.Įxample: A book may tell all about whales or describe what the geography is like in a particular region. Have students diagram these structures using a graphic organizer.Have students try write paragraphs that follow a specific text structure.Model the writing of a paragraph that uses a specific text structure.Examine topic sentences that clue the reader to a specific structure.Show examples of paragraphs that correspond to each text structure.To use the text structure strategy teachers should: Introduce and model using a graphic organizer to chart the text structure. Introduce the following common text structures (see the chart below for more detailed information):Ĥ.Introduce the idea that texts have organizational patters called text structures.Choose the assigned reading and introduce the text to the students. ![]() As a follow up, having students write paragraphs that follow common text structures helps students recognize these text structures when they are reading.Ĭreate and Use the Strategy To create the text structure strategy teachers should: Students learn to identify and analyze text structures which helps students navigate the various structures presented within nonfiction and fiction text. Teachers can use this strategy with the whole class, small groups, or individually. Teaching students to recognize common text structures can help students monitor their comprehension. This strategy helps students understand that a text might present a main idea and details a cause and then its effects and/or different views of a topic. Text structure refers to how the information within a written text is organized.
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