1. Patterns & Organization of Expository Text
Text Structures:
Patterns & Organization of Expository Text

2. Descriptive Listing Chronological/ Sequential Cause/Effect
Six Types of Expository Text Organizational Patterns/ Internal Structures
Descriptive
Listing
Chronological/
Sequential
Cause/Effect
Comparison/Contrast
Problem/Solution
Trainer says: There are six types of expository text structures which occur in text materials you may encounter. They are: descriptive, enumerative, sequence, cause and effect, compare and contrast, and problem/solution. We will briefly discuss each one along with some of the key words or signal words that may be contained in that type of text. We will also identify a Thinking Map or other type of graphic organizer that students could use to visually represent the material presented in this type of text pattern.

3. Descriptive Presents a specific topic and addresses its attributes
No specific signal words
Is the author trying to tell the reader what something is?
Graphic organizers commonly used: Circle map or web
Trainer says: The first category is called descriptive. In a descriptive passage, a specific topic is presented along with its attributes. To identify this type of text students could ask themselves: Is the author trying to tell the reader what something is? A circle map or concept map could be used to organize the information from this type of text. Passage #1 is an example of a descriptive passage. Please take about two minutes to create a circle map (or concept map) using the information from the passage in the blank space on the paper.
Trainer Note: Direct the teachers to use the blank space next to Passage #1 for making their map.

4. Listing (Enumeration)
States main topic in the topic sentence and has a list of examples for support
Signal words: first, second, third, next, last, finally
Is the author trying to give a specific list of things that are related to the topic and tell about each?
Graphic organizers commonly used: Flow map or flow chart
Trainer says: The next category is called enumerative. An enumerative paragraph states it main topic in the topic sentence and has a list of examples in the text that support the topic sentence. This is the type of writing we often instruct our students to use for the expository essay session of the FCAT Writing + test. We ask them to make a statement that answers the prompt, and then write additional paragraphs that contain the supporting details. Some of the signal words are: first, second, third, etc. and next, last, finally. To identify this type of text students could ask themselves: Is the author trying to give a specific list of things that are related to the topic and tell about each? A flow map or flow chart could be used to organize the information from this type of text. Passage #2 is an example of an enumerative passage. Please take about two minutes to create a flow map (or flow chart) using the information from the passage in the blank space on the paper.
Trainer Note: Direct the teachers to use the blank space next to Passage #2 for making their map.

5. Chronological/Sequential
Has a main topic supported by details which must be in a specific order to convey the correct meaning
Signal words: first, second, third, then, before, after, next, last, finally
Is the author trying to tell someone how to do something or make something by relating the order of steps? Is the author trying to relate a series of events in time order?
Graphic organizers commonly used: Flow map or flow chart
Trainer says: The next category is called sequence. A sequence passage has a main topic supported by details which must be in a specific order to convey the correct meaning. The difference between the sequence structure and the enumerative structure is that the support in the enumerative structure can be in any order-they could be moved around without changing the meaning. The support in the sequence structure must occur in a specific order or the meaning will be compromised. Some of the signal words are: first, second, third, etc. and then, before, after, next, last, finally. To identify this type of text students could ask themselves: Is the author trying to tell someone how to do something or make something? A flow map or flow chart could be used to organize the information from this type of text. Passage #4 is an example of a sequence passage. Please take about two minutes to create a flow map (or flow chart) using the information from the passage in the blank space on the paper.
Trainer Note: Direct the teachers to use the blank space next to Passage #4 for making their map.

6. Cause/Effect
Makes a statement in the topic sentence; supporting details tell why the statement was made
Signal words or phrases: so, so that, because of, as a result of, since, in order to
Is the author trying to give reasons why something happens or exists?
Graphic organizers commonly used: Multi-flow map
Trainer says: The next category is called cause and effect. A cause and effect passage makes a statement in the topic sentence with supporting details that tell why the statement was made. Some of the signal words are: so, so that, because of, as a result of, since, in order to. To identify this type of text students could ask themselves: Is the author trying to give reasons why something happens or exists? A multi-flow map could be used to organize the information from this type of text.

7. Compare/Contrast
Subjects are compared, contrasted, or both; supporting details show how subjects are either alike (comparison) or different (contrast), or both
Signal words or phrases: different from, same as, alike, similar to, resembles, compared to, unlike
Is the author trying to show the similarities or differences between two topics or aspects of a topic?
Graphic organizers commonly used: Double bubble map or Venn diagram
Trainer says: The next category is called compare and contrast. A compare and contrast passage names the subjects that are to be compared, contrasted, or both with supporting details that show how the subjects are either alike (comparison) or different (contrast), or both. Some of the signal words or phrases are: different from, same as, alike, similar to, resembles, compared to, unlike. To identify this type of text students could ask themselves: Is the author trying to show the similarities or differences between two topics or aspects of a topic? A double bubble map or Venn diagram could be used to organize the information from this type of text. Passage #3 is an example of a compare/contrast passage. Please take about two minutes to create a double bubble map or Venn diagram using the information from the passage in the blank space on the paper.
Trainer Note: Direct the teachers to use the blank space next to Passage #3 for making their map.

8. Problem/Solution
States a problem in topic sentence; supporting details describe the problem, its causes, and solutions
Signal words or phrases: a problem is, a solution is, the problem is solved by
Is the author trying to state a problem and offer some solutions?
One-sided multi-flow map
Trainer says: The next category is called problem/solution. A problem/solution passage states a problem in the topic sentence with supporting details that describe the problem, its causes, and the solutions. Some of the signal words or phrases are: a problem is, a solution is, the problem is solved by. To identify this type of text students could ask themselves: Is the author trying to state a problem and offer some solutions? A one sided multi-flow map could be used to organize the information from this type of text. Passage #5 is an example of a compare/contrast passage. Please take about two minutes to create a one sided multi-flow map using the information from the passage in the blank space on the paper.
Trainer Note: Direct the teachers to use the blank space next to Passage #5 for making their map.

9. External Text Structures
A text may contain multiple external text structures:
Underlining key words
Subheadings
Illustrations
Italics
Definitions
Trainer says: It is important to note that a piece of text is often comprised of multiple text structures within the same book, chapter, or section. Students should not be led to expect that a passage will be constructed of a single structure. This may be one of the reasons our students find the comprehension of expository text more challenging than comprehension of narrative text. With a narrative text, we expect to encounter the components of characters, setting, plot, conflict, and resolution. These fundamental components can be identified in most any narrative piece we select, and we use that knowledge to help us understand the story. With expository text, however, we have seen that the components may vary greatly-any of these six structures may be used-each with its own personal characteristics. Expository text is not usually limited to the use of a single structure, either. Students will encounter multiple structures used in conjunction with each other, making the task of comprehension all the more challenging.