Dominant structure
A text compares two animals in columns using “both”, “unlike” and “whereas”. Even if one sentence says “later”, the dominant organisation is compare–contrast.
What students learn
Texts are organised differently because they have different purposes. Students identify a text’s main purpose, recognise dominant structures such as sequence, compare–contrast, cause–effect and problem–solution, and explain how language features and characteristic stages help readers, listeners or viewers follow the message.
Success criteria
- separate topic from purpose
- identify the dominant whole-text structure
- use signal words as clues without relying on one word alone
- describe characteristic stages in common text types
- link a language or visual feature to purpose and organisation
- explain how a structure helps the audience understand ideas
Purpose: what is the text trying to do?
| Purpose | Typical job | Example clue |
|---|---|---|
| Inform | Explain or provide information | facts, definitions, grouped details |
| Persuade | Influence a belief or action | claim, reasons, recommendation, imperative |
| Entertain | Engage through story, humour or imaginative experience | characters, events, crafted tension or humour |
Trap: topic is not purpose. Two texts can both be about sharks while one informs and the other entertains.
Four important ways ideas are organised
| Structure | Main relationship | Common signals |
|---|---|---|
| Sequence | events, stages or steps in order | first, next, afterwards, finally |
| Compare–contrast | similarities and differences | both, unlike, whereas, however |
| Cause–effect | why something happens and what results | because, therefore, as a result |
| Problem–solution | an issue and ways to address it | problem, challenge, response, solution |
Texts can contain more than one relationship. Choose the label that best describes how the whole text is mainly organised.
Stages, language and multimodal features
- Narrative: orientation → complication → resolution
- Persuasive text: position → reasons/evidence → response to another view → conclusion/recommendation
- Information report: classification → grouped sections → summary where useful
- Procedure: goal → materials/resources → ordered steps → check/result
Headings, captions, arrows, image order, sound, spoken delivery and layout can all organise meaning in multimodal texts.
Worked examples
Purpose
“Please bring a reusable bottle to reduce plastic waste.” It contains information, but the imperative asks readers to act, so the main purpose is persuade.
Common misconceptions
- Topic and purpose are not the same.
- One signal word does not decide the structure.
- Any chronological order is not automatically a sequence structure.
- Two subjects do not automatically create compare–contrast.
- Visual features can organise meaning; they are not only decoration.
Learning progression and next steps
This skill connects Year 5 reading and writing: students first recognise purpose and organisation, then use those structures deliberately in their own texts. Continue through the Year 5 English curriculum hub, then reinforce this code with the worksheet, practice set and separate test.
Curriculum coverage and research note
AC9E5LA03: describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts.
Research evidence strongly supports purpose and written text structures. Spoken and multimodal demands are taught as curriculum-aligned extensions rather than represented as copied task types.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: Comparing Text Structures
Khan Academy — Notice how organising information changes the way a text explains its subject.
As you watch: How does the text’s structure help it achieve its purpose?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Plan the same topic as a time sequence and as a compare-and-contrast text, then explain which suits your purpose.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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