Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
English Language Arts and Reading.8.9.B
The student is expected to
analyze how the use of text structure contributes to the author's purpose;
Knowledge and Skills Statement
Demonstrated Proficiency of ELA.8.9.B
Create an anchor chart that includes several types of text structures, the characteristics of each, and some signal words that help the reader understand the text structure. Read several texts, each written in a different text structure, and have students identify the text structure. Then, have students analyze the text structure and determine why the author may have chosen that particular structure.
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Text Structure |
Key Words |
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Concept and Definition The writer describes or explains a topic or phenomenon by listing unique characteristics, features, and examples. |
for example, involves, can be, defined, for instance, also, within, contain, make up |
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Sequence The writer either tells the reader how to do something (step-by-step) or describes how something is done or happened. |
to begin with, first, second, in addition, next, then, last, finally, another, also, earlier, later, now before, after, following, while, meanwhile, during, not long, when, on (date) |
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Compare and Contrast The writer explains the similarities and differences between at least two objects or ideas. The purpose is to develop the relationship between them and, in the process, explain both in detail. |
different from, same as, alike, like, similar to, unlike, as well as, yet, either . . . or, not only . . . but also, compared to, in contrast, while, resembles, although, most, however, on the other hand, opposite, opposed to, similarly |
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Cause and Effect The writer presents a reason or motive for an event, situation, or trend and then explains its result or consequence. |
because, so that, thus, unless, therefore, as a result of, led to, then, reasons for, then . . . so, for this reason, consequently, an explanation for, this reason, nevertheless, thus, accordingly |
Further Explanation
For this SE, students are expected to determine how an author organizes ideas in a text to accomplish a specific purpose such as to entertain, convince a reader to believe an idea, share an experience, or provide information.
Supporting Information for ELA.8.9.B
Research
1. Gorman, R., & Eastman, G. S. (2010). I see what you mean: Using visuals to teach metaphoric thinking in reading and writing. The English Journal, 100(1), 92–99. doi:10.2307/20787700
Summary: This article provides instructional strategies that analyzes images as a way to improve students' reading and writing skills.
2. Hamilton, J. (2018, October 18). Narrative writing: There's more to the story. [Web log post]. Retrieved from www.voyagersopris.com/blog/edview360/2018/10/18/narrative-writing-there-s-more-to-the-story
Summary: This blog post is part two of a three-part series focused on the strategies that improve writing skills. Hamilton briefly discusses text structure—beginning a narrative, ending a narrative, and using language that illustrates characters and draws upon the emotions of the reader.
3. Mason, L. H., Kubina, R. J., & Taft, R. J. (2011). Developing quick writing skills of middle school students with disabilities. Journal of Special Education, 44(4), 205–220. doi:10.1177/0022466909350780
Summary: Two studies were designed to examine the use of persuasive quick write responses with seventh-grade students with disabilities In both studies, the written responses of the students were evaluated before, during, and after students developed their personal strategy to address the quick response. Two strategies were used by the students: POW—pick my idea, organize my notes, write and say more; and TREE—topic sentence, reasons (three or more), explain, and ending. All students improved in their ability to create a strong persuasive response after a few weeks of instruction and practice.