1. The Puzzle of
(Writing) Patterns:
Understanding and
Identifying Text
Structure
Reading Strategies

2. MMAAPPPPSS
• Asking “Where is the
proof?” leads you to the
author’s supporting details.
• Supporting details give
support – evidence or proof
– for the author’s point.
TTHHEE QQUUEESSTTIIOONNSS WWEE KKNNOOWW NNOOWW TTOO
AASSKK……

3. • Or the TEXT
STRUCTURE…
Identifying
Understandin
g
The Puzzle
of
Patterns
Text Structure

4. A “structure” is a
building or
framework.
“Text structure”
refers to how a
piece of text is built.

6. There are patterns or clues
available for every text.

7. • The major supporting details of a
paragraph are often organized in a certain
pattern.
• At times, you can forecast the pattern of
organization when you read the topic
sentence
• After you make a question out of the topic
sentence, you can mentally prepare a
structure in which to fill in the answers.

10. • What kinds are there?
• Signal words (transitions):

12. • How are these alike?
• Signal words (transitions):
 the same, identical
 similar, similarly, similarity
 alike, like, likewise
 both
 not only . . . But also

13. • How are these different?
• Signal words (transitions):
 differs from, differs by, a difference
 contrasts with, in contrast, to the contrary
 on the one hand . . . on the other hand
 however, although, but, while
 instead, rather
 distinguishes, distinguish between

14. ItIteemm 1 1
SSimimilialarritityy o orr d dififffeerreennccee
SSimimilialarritityy o orr d dififffeerreennccee
ItIteemm 2 2
SSimimilialarritityy o orr d dififffeerreennccee
SSimimilialarritityy o orr d dififffeerreennccee

15. • What does this word or idea mean?
• Signal words (transitions):
 is, that is
 is called, can be understood as, refers to
 means, has come to mean
 defined as
 consists of
 is not; rejected the idea (used to show what a
term does not mean)

16. Term Being Defined
General Category
Specific Type
Particular Example

17. • Details to help understand the general
statements
• Signal words (transitions):
 for instance,
 to illustrate,
 namely,
 for example.

18. GGeenneerraall ccaatteeggoorryy
SSppeecciiffiicc eexxaammppllee
SSppeecciiffiicc eexxaammppllee
SSppeecciiffiicc eexxaammppllee

19. • What made this happen?
• Signal words (transitions):

20. • What does this lead to? What is the result
of this action?
• Signal words (transitions):

21. CCaauussee
CCaauussee
CCaauussee
EEffffeecctt CCaauussee
EEffffeecctt
EEffffeecctt
Effect,
which becomes
Effect,
which becomes
CCaauussee Effect,
Effect,
which becomes
a cause
a cause
which becomes
a cause
a cause
EEffffeecctt

22. • When did events happen?
• Signal words (transitions):
 before, during, after
 first, second, third
 next, then, later
 preceding, following, afterward
 as soon as, when, while, until, since
 days, dates, and times

23. PPaasstt PPrreesseenntt FFuuttuurree

24. • What order the steps occurred
• Signal words (transitions):
 first step, second step, third step
 first stage, second stage . . .
 first, next, eventually, last
 start, continue, end
 any of the words from the Narration List in
your textbook.

25. Second
event
Second
event
First
event
First
event
Third
event
Third
event
Fourth
event
Fourth
event
and so
on
and so
on

26. • Where are things located?
• Signal words (transitions):
 on the left, in the middle, on the right
 in front of, in back of
 above, below, underneath, behind, forward
 off in the distance, beyond, up close, near, far
 at, in, on (at the store, in the wilderness, on the
table)
 inside, outside, inward, outward
 ten feet away, a mile in the distance, 2 ½ inches
from the top.

27. • As you read, mentally use your senses,
especially your sense of sight, to re-create
the scene the author is describing.
• Sometimes it’s helpful to draw a diagram
or map