ESOL Wt/L1.3a Structure texts sequentially and coherently according to genre

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Adult ESOL>Writing>Text Focus>Writing Composition>Wt/L1.3 present information in a logical sequence, using paragraphs where appropriate

Wt/L1.3a:  Structure texts sequentially and coherently according to genre

• Understand that paragraphs are one way of organising information in continuous text
• Consider different types of paragraph structure, and use a structure which helps the reader to understand the text, e.g. (a) General sentence followed by an expansion (b) Chronologically sequential points about a single topic or cluster of topics (c) Statement of argument followed by points for and against
• Understand and apply key features of written discourse in English, in terms of ordering and sequencing information, e.g. that the opening usually signals the subject and or purpose to the reader; points are elaborated in a logical order; it is clear how one point relates to the other; the ending may summarise previous points or signal the writer’s desired outcome
• Apply knowledge of key linguistic features that show logical relationship between sentences and indicate logical arrangement, e.g. accordingly, as a result, for this reason, therefore; use of tense and paragraphing with some consistency
• Make decisions about whether to use paragraphs, and if so, what type of paragraph structure to use, and whether to use headings, bullet points, etc. 
• Recognise where conventions of written discourse in English may differ from written conventions in other languages, in terms of ordering and sequencing information Indicate logical arrangement and the relationship between ideas through use of: markers; lexical phrases, e.g. accordingly, as a result, for this reason, therefore; use of a range of verb forms

Related Adult Literacy link: Wt/L1.3 Present information in a logical sequence, using paragraphs where appropriate
Related Functional Skills English link: FE L1.25 Write consistently & accurately in complex sentences, using paragraphs where appropriate

Example of application and level

• Write an account of a personal experience e.g. a learners first impression of life in Britain
• Write a description of a place for a guide book e.g. 
  Montevideo, the capital of Uruguay, was founded in 1726 by the Spanish. Nearly half the population (3.1 million citizens) live here, and it is the largest city in this small country. Montevideo lies on the east bank of the Rio de la Plata, which flows down from Brazil. There are ferries to Buenos Aires every day, so travelling between Argentina and Uruguay is easy. For many visitors, the most interesting and colourful area of Montevideo is the Ciudad Vieja. It is a complex network of narrow streets and noisy squares, full of bars, shops and cheap hotels. 

Sample activities

• Learners are given a set of paragraphs to order, in which the opening paragraph signals the subject and/or purpose to the reader and the ending summarises previous points or signals the writer’s desired outcome. They order the paragraphs, explain their ordering, compare it with that of the actual text and discuss the function of each paragraph. Learners make comparisons with the way that texts are ordered in other languages. On a range of texts learners highlight the main points and consider how each point relates to the one before and the one after.
• Learners examine a range of texts, some of which use paragraphs as a way of organising information in continuous text, and some of which use other methods. Learners consider why each writer has chosen their method of organisation. Learners are given two writing tasks and asked to organise the information in a different way. Prior to starting a writing task, learners discuss how they will order and sequence the text, including, if appropriate, paragraphing structure. Learners can use writing frames for guidance. Learners can evaluate each other’s writing and redraft as appropriate.
• In small groups, learners prepare a short report on either the life of a famous man or woman they admire, or life in Britain in the 21st century. They are encouraged to research their chosen topic using reference material, the internet, etc. and to interview other learners. Each group prepares their report, and each member rehearses it. One person is then asked to present their report orally. Copies are then distributed to all the members of the class.

Source: Department for Education and Skills (2001) Adult ESOL Core Curriculum, DfES (2001)