ERIC Number: ED240521
Record Type: RIE
Publication Date: 1983-Jul
Reference Count: 0
Meeting Students' Need to Understand Structure in Expository Text.
The intended significance of text conventions must be understood if reasonably convergent text interpretation is to occur. If students can learn to recognize structural cues or signals, then they can group words into units with particular inner relationships. Expository text comprehension consists of integrating at least three structures: the written text, the concepts underlying the text, and the concepts or schemata already in the mind of the reader to which unfamiliar ideas can be related. These three structures are related through the categorizing process, which, in expository text, usually takes the classical form. This form defines attributes and sees items in a group as equivalent in some way. This implies the need to bring into the students' conscious range their own strength as categorizers in daily life, and then help them use this ability to perceive categories in text. Expository text as a hierarchy is visually signalled by such devices as headings, typefaces, and spacing on the page, as well as by punctuation and by relation and transitions words. A plan encouraging the automatic search for structure when reading involves presenting students with a text page typed only with "Xs," relating it to known conventions of expository text, and showing how to predict text from headings. (HTH)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Expository Text; Reader Text Relationship; Text Structure; Visual Cues
Note: Paper presented at the Annual Meeting of the United Kingdom Reading Association (Worcester, England, July 25-29, 1983).