Text Organisation

My focus is on the textbook: Modules in Social Studies by Rampersad Ramsawak and Ralph Umraw, 3rd ed. This book is used at the form four level. I have always found this textbook to be very reader friendly, even before I learnt about text organisation.

The cover page is very inviting with various shades of red, part of a globe, a coconut tree with a sunset setting, and different photographs which highlight what social studies is about: the society. A variety of font styles, sizes, and colours are also used. I find these features are very appealing to the visual learners. It forces one to turn the pages to see whether the inside of the book is as well presented as the cover page.

The table of contents is well organised with the main topics and sub topics. The main topics are highlighted, with the subtopics a little less highlighted. This enables the reader to easily differentiate between the main topics and sub topics.

Throughout the interior, the book is filled with a variety of pictures and colours. Cartoons and drawings are used. The tables are presented using a different colour for each row and column. The important phrases and terms which are contained in the paragraphs are embolderned.


The authors included an activity for the students to complete after each topic: questions to answer based on the information presented, as well as case studies. Multiple choice items have been placed at the end of each chapter. Mnemonics and charts are also included in order to help readers remember the meaning of concepts, and to see the link between concepts.

They also make use of bullets when listing important points. Therefore the reader doesnt have to read a long paragraph instead to get to the main points. The language used in the book is easy to understand. The book contains a glossary which contains words that may pose problems for the reader, and an index. These two features make a big difference for me as a strategic reader, and so I think that the authors have really considered that the organisation of the textbook can either hinder or enhance the reader's comprehension. They have done an excellent job in their presentation of this text.

One big fault of the textbook is that the information is biased to the Trinidadian context, and it also contains some incorrect and outdated information.

The construction of the multiple choice questions which it contains need revision as well. They are not in line with the principles that must be adhered to in the construction of multiple choice questions.

I would have also liked it to have an advanced organiser at the start of each chapter. For e.g. In this chapter, you will learn ....

I do not know whether these points are relevant to text organisation.

I would first like to concur with jea's thoughts on the pro's and cons of the Social Studies textbook mentioned with reference to the nature of the text. I have found that the numerous pictures as well as the reader friendly text in the SS textbook has a significant impact on students attitude and view on the subject of Social Studies.

However, I would like to switch to text structures that contribute significantly to the negative attitudes that students often associate with the particular subject and that is the structures of texts in the area of English Literature.

We as language teachers are often plagued with coming up with novel ways to get our students to take an interest in reading. However, I can clearlyy recall my literature students growning as they browsed through John Knowles' " A Separate Peace." These were form 5 literature students who already established the self awareness that they have an appreciation for reading but still were turned off by the relatively small black and white text of the novel we were about to get into.

It makes me wonder if we have spoiled our readers with too many illustrative narrative texts at an early age or the reality that no matter the stage of the reader (according to Chall), publishers must still pay careful attention to making texts as attractive as possible to the reader.

I have so much more to say on this issue of the text structure of out Literature books but I will save it for further discussion down the line.

Well said Jea and I want to agree with the point about the presentation of the text being appealing to the reader regardless of his/her age. However Trish does have a point and perhaps this may be due to the fact that some teachers have relied too heavily on texts with illustrations at the early grades and did nto introduce students to those without illustrations. Students need exposure to both, I agree.

Thus text features such as illustrations, and text structure become a critical factor when selecting appropriate texts for students to learn in school.

Very interesting discussion

This is post 3 on this subject.....HELP... hope this one goes through.


I am very pleased with the comments so far and would like to say that many times author biases are revealed not only in the content of the book but also in the physical presentation of the text. So i could see why the S.S book is more suited to the Trinidadian learner with not much consideration for the regional or international learner.

Also the point that Trish made in relation to literature, couldn't be more true. My interaction with the book A Separate Peace, was rather painful. I only recall an army of ants on white sheets. There is no doubt that the style of the writing is part of text structure as it affects how one reads the book and probably can inform one's decision to even read the book.

This brings me to my estimation of the text structure of the Spanish text in relation to Jae's concern on the use of illustrative texts. It is my view that such texts are important to enhancing our students reading ability especially when faced with students who may be language disabled and have difficulty comprehending text.

The Spanish text is a prime example. It is organised in such a way to have students make the best of the content. the illustrations are critical to them making connections with what they hear and read to what they see. Additionally the table of contents is ina table form highlighting the main,and subtopics and vocabulary items associated with each chapter and topic. thus from the onset the students know what they will come across within the book.

The last few pages also contain a dictionary and words in both Spanish and English for making translations, thus improving comprehension. In light of this i think that all texts should contain a Glossary of terms that will help students focus on pertinent words, phrases explained that are critical to the general understanding of the text.

HOPING TO HEAR OTHER SUGGESTIONS
LATER...... ;D

Physical Representation is everything to me when choosing a book to read!

I also took a look at the book Jeane chose, Modules in Social Studies, and i found it quite engaging; i was tempted to read it myself! ;D

In agreement i found the book to be reader friendly, as it was easy to read and go through the important details the author was trying to; and successfully highlight. It possessed numerous pictorial representations, illustrations, graphs, and graphic designers that the students could easily understand. I believed this book was an excellent representation of what should be included in a text which is understandable to students. With my experience and testimonies from students, they confessed that this book was easier to understand, makes Social Studies fun and interesting, enjoyable, and keeps you engaged in the book and the subject.

It allows the students to make the necessary connections, and sort of guide their trail of thought. What else can a teacher ask for?

My suggestion also is that teachers should pay more attention to the cover of the book. Allow the students to explore the book simply by what they see on the outside. If the cover draws your attention, the first thing that comes to mind is; "this book looks interesting!"

What do you think guys?

"Do we honestly judge a book by it's cover?