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Definition
Definition
Text structure is defined as “the way information is organised in different types of texts, for example chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences, taxonomies, cause and effect. Choices in text structures and language features together define a text type and shape its meaning.” (NSW English K-10 glossary)
Text structure in persuasive / informative texts
Text structure in persuasive / informative texts
In the minimum standard online writing test, students should include the following structural elements:
Introduction
Body paragraphs
Conclusion
They can include other structural elements as mentioned in the definition, however, this is not necessary to achieve a minimum standard of Level 3.
Text structure in narrative / imaginative texts
Text structure in narrative / imaginative texts
In the minimum standard online writing test, students should include the following structural elements:
Complication
Series of events
Climax
Resolution
They can include other structural elements as mentioned in the definition, however, this is not necessary to achieve a minimum standard of Level 3.
Teaching and learning activities
Teaching and learning activities
The two sets of resources below provided targeted teaching to support student improvement in this skill. The enhanced activities have been designed to support the learning needs of EAL/D students.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
Highlight and annotate Teachers access the texts and read them as a class where students highlight and annotate the different structural components of the text and use the annotations provided to help them recognise the structure.
Model and co-construct different texts Example text starters that teachers can use to model and co-construct how to structure persuasive and narrative texts.
Re-structure the texts Texts with paragraphs that have been placed out of order where students re-organise the paragraphs so that reflect the appropriate structure of the text type.
Graphic organisers Graphic organisers to encourage students to consider the structure of their texts prior to writing.
Writing scaffold Writing scaffolds for persuasive and narrative texts with checklists to help students structure their texts.
Download all (ZIP)Download the resource pack containing all activities.
PLAN2 Areas of focus
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Enhanced teaching and learning activities for EAL/D learners
Enhanced teaching and learning activities for EAL/D learners
Enhanced highlight and annotate for EAL/D learnersTeachers access the texts and read them as a class where students highlight and annotate the different structural components of the text and use the annotations provided to help them recognise the structure.
Enhanced re-structure the texts for EAL/D learnersTexts with paragraphs that have been placed out of order where students re-organise the paragraphs so that reflect the appropriate structure of the text type.
Enhanced model and co-construct different texts for EAL/D learnersExample text starters that teachers can use to model and co-construct how to structure persuasive and narrative texts.
Enhanced graphic organisers for EAL/D learnersGraphic organisers to encourage students to consider the structure of their texts prior to writing.
Enhanced writing scaffold for EAL/D learnersWriting scaffolds for persuasive and narrative texts with checklists to help students structure their texts.
Enhanced for EAL/D learners - download all (ZIP)Download the resource pack containing all activities.
Relevance to writing test marking
Relevance to writing test marking
The feedback for a Level 3 performance in the HSC minimum standard online writing test states:
Individuals performing at this level typically “produce a range of familiar texts with appropriate grammatical structures and writing conventions” and “sequence writing to produce cohesive texts.”
Students’ use of text structure contributes to the structure and sequence of ideas as their organisation of their writing demonstrates the appropriate and necessary structural elements of a familiar text type.
Connections with ACSF Level 3 descriptors
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how text structure is assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Writing Indicator .05: Audience, purpose and meaning-making
Focus area: Structure and cohesion
Level 3 performance features:
Sequences writing to produce cohesive text
Uses layout consistent with text type
Writing Indicator .05: Audience, purpose and meaning-making
Focus area: Audience and purpose
Level 3 performance features:
Demonstrates the need to vary written language to meet requirements of the audience and purpose
Chooses appropriate text type to communicate relevant information and/or ideas effectively
Connections with National Literacy Learning Progression
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to text structure are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Writing
Sub-elements: Creating texts (CrT)
CrT7 — Text forms and features
CrT7 — Text forms and features
creates informative, imaginative and persuasive texts for a range of learning area purposes, such as to recount a sequence of events; to describe a person, thing or process; to explain a process; to argue with evidence or reasons; to express emotions
CrT8 — Crafting ideas (informative, persuasive, imaginative)
CrT8 — Crafting ideas (informative, persuasive, imaginative)
Informative
Informative
includes structural features appropriate to the type of text and task, such as opening statements to define the topic and at least two body paragraphs
Persuasive
Persuasive
includes structural features appropriate to the type of text and task, such as an introduction with a statement of position, body paragraphs and a simple conclusion
Imaginative
Imaginative
includes structural features appropriate to the type of text, such as an orientation, complication and resolution
CrT8 — Text forms and features
CrT8 — Text forms and features
Informative
Informative
uses cohesive devices to signpost sections of text (e.g. uses text connectives such as finally, as a result, in addition)
Persuasive
Persuasive
uses cohesive devices to link points in an argument (e.g. uses text connectives such as however, on the other hand)
Imaginative
Imaginative
uses cohesive devices to link ideas (e.g. uses word associations such as repetition, synonyms and antonyms)
CrT9 — Crafting ideas
CrT9 — Crafting ideas
Informative
Informative
selects structural elements to comprehensively and accurately represent the information (e.g. a fact sheet includes an opening statement, labelled diagrams and text boxes)
Persuasive
Persuasive
selects structural elements to suit the purpose (e.g. introduces an argument with a clearly articulated statement of position)
Imaginative
Imaginative
selects structural elements to suit the purpose (e.g. uses a series of events to build a complication, includes an ending that resolves the complication)
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