Contexts for expository text structure use

Using both qualitative and quantitative measures the study examined (a) the contexts for use of knowledge about expository text structure and (b) the ways in which students used text structure knowledge. In this facet of a larger study, the classroom of 28 sixth grade students participated in explicit text structure instruction over a nine‐week time period. Retro‐spective interpretative probes in a structured interview followed written recall and composition tasks. Findings from the interviews suggest that following the instructional phase (but not prior to instruction) students used their knowledge of text structure in a variety of contexts during reading (for example, when teacher directed, if the topic was familiar, if the expository texts were interesting, etc.), during writing (in social studies and science, when writing reports, etc), during everyday life (when making a grocery list, when reading a recipe, when visiting a museum, in oral communication, etc.). The interview data also suggested that knowledge of structure was used as a framework during reading and recall of materials read, and, perhaps most saliently, in the process of planning a composition. Prior to instruction, interview data had revealed a lack of awareness of knowledge about the use of structure. Comparisons of the pre and posttest reading recalls revealed a greater adherence to the author's organization. Comparisons of pre and posttest compositions showed (a) an increase in frequency in imposing distinct and explicit super‐ordinate and subordinate macrostructures on the posttest compositions, as well as (b) an increase in the number and type of directional words used. Further research on contexts of expository text use should consider using composition tasks that more closely resemble content area essay writing.