7th Grade Internal Text Structures



4th - 8th Grade Internal Text Structures

When you are reading informational text, you will notice that authors use many different text structures or organizational patterns to organize their information. The following chart lists signal words, definitions, and examples of some of the most common text structures you will encounter when reading informational text:

**Note that many text structures use key words that overlap (first, next, sometimes…). Students should be able to summarize the text and rely on key words. Relying on key words alone is not a guaranteed strategy.

|Text Structure |Signal Words |Definition |Example |

|Cause and Effect |so that, because of, thus, unless, |The writer explains the reasons for an |So many Bald Eagles were killed by pesticides |

|Grades |since, as a result, then, reasons for,|event or phenomenon. |and illegal hunting that they were in danger |

|4,5,6,7,8 |consequently, explanation for, |*Explains why something happens |of becoming extinct. |

| |nevertheless, thus, accordingly , | | |

|Comparison/ Contrast |different from, same as, alike, |The writer discusses the similarities and |Golden Eagles are apt to hunt for prey while |

|Grades |similar to, unlike, but, as well as, |differences of two ideas, objects, or |Bald Eagles are more likely to take an easy |

|4, 5, 6,7,8 |yet, either…or, compared to, in |processes. |meal. |

| |contrast, while, although, unless, | | |

| |however, on the other hand, similarly | | |

| |to begin with, first, second, in |The writer presents information in a |1. Golden Eagles are birds of prey. |

|Enumeration or Listing |addition, next, then, last, finally, |structure that resembles an outline. It is|2. Golden Eagles search for prey. |

|Grades |another, also, most important |often presented in numbered, lettered, or | |

|4, 5, 6, 7,8 | |bulleted format. |3. Golden Eagles swoop through the air to |

| | |**Enumeration can be formatted as a list |attack their prey. |

| | |ONLY. | |

|Chronological |first, second, third, now, before, |The writer presents a series of events in |Golden Eagles were first spotted in the Rocky |

|Grades |after, then, next, finally, following,|the order they happen; specific |Mountains in 1834. In 1836, golden eagles |

|4, 5,6,7,8 |while, meanwhile, last, during, not |dates/times are applied (even if the dates|were … |

| |long, when, on date, today |or times are nonspecific - not shown as | |

| | |years i.e. “The Great Depression” instead | |

| | |of the 1930’s, or “during the TV show | |

| | |Friends,” instead of at 4:30. | |

|Concept Definition |refers to, thus,is, for example, |The writer introduces an idea and explains|The Bald Eagle is a powerful symbol of freedom|

|Grades |involves, can be, defined, an example,|what it is. |in America. Freedom is an important idea. |

|4,5.6,7,8 |for instance, in fact, also, contain, | |Freedom is like… |

| |make up, figurative language | | |

|Generalization/ |is, for example, involves, always, |The writer explains generalized statements|Golden Eagles are birds of prey. |

|Principle |normally, can be, defined, an example,|by listing examples and unique | |

|Stereotype |for instance, in fact, also, contain, |characteristics that help the reader to |Most birds of prey live in northern climates |

|Grades |make up, most, many, some, few, it |draw a conclusion based on the examples. |(for example, eagles, owls, and hawks) |

|6,7,8 |could be argued that | |although some will live in southern climates |

| | | |close to water, too (for example, ospreys). |

|Process/ |begins with, in order to, first, next,|The writer tells the procedure or process |In order to protect Golden Eagles, it would be|

|Sequential |after, then, last, finally |for how something is done/created |important to inform and engage the public, |

|Order | |*Explains how something is done |government leaders, and agency personnel in |

|Grades | | |any conservation strategies developed for this|

|4, 5, 6, 7,8 | | |species. |

| | | |OR |

| | | |First, Golden Eagles soar high along ridges |

| | | |near their nests. Then, they search for prey. |

| | | |When a meal is spotted, they attack in a long |

| | | |swoop. |

|Problem/Solution |question is… dilemma is… the puzzle |The writer will present a problem that |Distinguishing the golden eagle from |

|Grade |is… to solve this… one answer is… one |needs to be solved. The writer may |other Aquila eagles in Eurasia is potentially |

|4, 5,6,7,8 |reason for the problem is…difficulty, |sometimes say why there is a problem, and |a greater identification problem.  One reason |

| |a solution is …as a result of… |then will give one or more possible |for the problem is that Aguila eagles have a |

| |reason for the problem… |solutions to the problem. |similar appearance. |

External Text Structures or Features

A text may contain multiple external text structures, such as:

• Underlined words

• Headings and Subheadings

• Illustrations (graphics, images, maps, diagrams, etc.)

• Italics/Bold Text

• Definitions (within text, usually in parentheses, or in the footer or margin of a page)

External text structures can help you read and understand informational (or expository) text. The following chart lists some commonly used text structures, their format and their purpose:

|External Text feature |Format |Purpose–How does it help me read and |

| | |understand the information? |

|Table of contents |Chapters |This provides me with a list of information |

| | |included in the text. |

|Headings |Headings and Subheadings |I can read a brief phrase that tells me what|

| | |information I will find in the paragraph |

| | |below it. |

|Bold or italicized words |Bold or italicized words |These words are important terms that I must |

| | |be able to define so I can understand the |

| | |information. |

|Graphics/illustrations |Graphics/illustrations |A picture, graph, or chart that provides me |

| | |more information OR arranges the information|

| | |in a visual format so I might understand it |

| | |better. |

To help you understand how internal and external text structures are used together, the following chart lists informational (or expository) writing assignments and the internal text structure and external text structure/feature that could be used when completing them:

|Writing Assignment |Internal Text Structure/External Text Structure |

|Biography |Chronological Order/Timeline |

|Report about a country or state |Description/Map |

|Article for a school newspaper about a school related question or issue |Problem and Solution/Chart |

|Report about a life cycle |Sequential/Diagram |

|Essay about how something has changed over time, such as clothing styles |Compare and Contrast/Pictures |

|Article about the effects of a new law or important news event |Cause and Effect/Subheadings, Definitions, Italics |

Using Graphic Organizers:

Cluster/map/web – creative writings, just to come up with ideas for your essay

Flowchart – chronological essays

Venn Diagram – comparing and contrasting (what goes in the center?)

Listing – coming up with ideas

Outline – coming up with ideas and organizing your essay by paragraph

Adapted from the website - Internal Text Structures

mmcdade.internal-text-structures-1.docx

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These organizational text structures are listed in the Curriculum Frameworks. Once introduced in the Curriculum Frameworks, various internal and external text structures may reappear on SOL tests at higher grades without being listed in the Curriculum Frameworks for those grades.

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