1. Organizational Patterns

2. Descriptive Chronological/ Sequential Cause/Effect Comparison/Contrast
Five Types of Expository Text Organizational Patterns/ Internal Structures
Descriptive
Chronological/
Sequential
Cause/Effect
Comparison/Contrast
Problem/Solution
There are five types of expository text structures which are useful for teaching purposes and occur in text materials your students may encounter. They are: descriptive, 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.
-Piccolo, J. (1987). Expository text structure: teaching and learning strategies. The Reading Teacher, 40,

3. Descriptive Presents a specific topic and addresses its attributes
Signal words: An example, to illustrate, characteristics,
Is the author trying to tell the reader what something is?
Graphic organizers commonly used: Circle map or web
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.

4. Can you name the organizational pattern?
Evan and his parents arrived at the beach one sunny, bright June morning. The sand tickled their feet as they walked. The ocean glistened a sparkling topaz color in the distance. Waves crashed all around them as they made their way toward the shoreline.

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
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.. 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.

6. Here's how the Pony Express worked
Here's how the Pony Express worked. A young rider would grab a mailbag, then jump on a horse and ride for ten miles at top speed. Then he would jump on a fresh horse and keep going. He would change horses seven times, and then he would pass the mailbag to another rider, who would keep on riding another seven horses for another seventy miles until he reached the next rider!

7. Cause/Effect
Cause is why something happened. Effect is what happened (sometimes the effect is listed first).
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
The next category is called cause and effect. Cause is why something happened. Effect is what happenedSome 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.

8. Climate is influenced by many factors
Climate is influenced by many factors. It depends first and foremost on latitude. Areas nearest the equator are warm and wet.

9. 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
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.

10. Although much more common than hurricanes and tornadoes, thunderstorms can be equally dangerous.

11. Problem/Solution
States a problem, 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
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. Please take about two minutes to create a one sided multi-flow map following the teacher’s instructions.

12. Bullying has become a major problem in schools around the world
Bullying has become a major problem in schools around the world. Bullies use social media and intimidation to make their victims feel threatened and unsafe. By encouraging students to stand up for those who are being bullied and issuing harsher punishments for the students doing the bullying, this problem can be greatly reduced or even diminished.