Arrangement of Ideas in Logical Sequence – JSS1 English Lesson Note (First Term)

Arranging ideas in logical sequence means putting the parts of a piece of writing in an order that makes sense to the reader. A piece of writing usually has a beginning that hooks the reader, a middle organised by a structure such as sequence or cause and effect, and an ending that suits the writer’s purpose.

Behavioural objectives

By the end of the lesson, students should be able to:

• explain why the beginning of a piece of writing matters and name techniques for hooking a reader;
• name the five basic organisational structures used in the middle of a piece of writing;
• use signal words for sequence, cause and effect, and comparison and contrast;
• describe different ways of ending a story or an expository text.

Beginnings: how do you hook your reader?

Where to begin is an important decision for a writer. A good beginning can draw a reader into a piece of writing, and a mediocre beginning can discourage a reader from reading further. The beginning, also called the lead or the hook, orients the reader to the purpose of the writing. It does this by introducing characters or setting (for narrative) or the topic, thesis or argument (for expository writing).

A good beginning also sets up expectations for the purpose, style and mood of the piece. Good writers know how to hook their readers in the opening sentences and paragraphs by using techniques such as:

• dialogue
• flashback
• description
• inner thoughts
• jumping right into the action

What is in the middle of a piece of writing?

The organisation of the middle of a piece of writing depends on the genre. Researchers have identified five basic organisational structures: sequence, description, cause and effect, compare and contrast, and problem and solution.

Sequence

The sequence structure uses time, numerical or spatial order as the organising structure. Some narrative genres that use a chronological sequence structure are:

• personal narrative genres (memoir, autobiographical incident, autobiography);
• imaginative story genres (fairytales, folktales, fantasy, science fiction);
• realistic fiction genres.

Cause and effect

The cause and effect structure is used to show causal relationships between events. It organises more sophisticated narratives as children become more adept at showing the relationship between events. Young children can also begin to extend opinion essays by giving reasons to support their opinions using the word “because”.

Signal words for cause and effect structures also include: if…then, as a result, and therefore.

Comparison and contrast

The comparison and contrast structure is used to explain how two or more objects, events or positions in an argument are similar or different. Graphic organisers such as Venn diagrams, compare/contrast organisers and data matrices can be used to compare features across different categories. Primary-grade children can begin to use words such as “same” and “different” to compare things.

Other words used to signal comparison and contrast include alike, in contrast, similarities, differences and on the other hand.

Problem and solution

The problem and solution structure requires writers to state a problem and come up with a solution. Problem/solution structures are typically found in informational writing. Realistic fiction also often uses a problem/solution structure that children can learn to identify.

Endings: how should a piece of writing finish?

Anyone who has watched a great movie for ninety minutes, only to have it limp to the finish with a weak ending, knows that strong endings are just as important to effective writing as strong beginnings. Even great directors have trouble coming up with satisfying endings for their movies.

Just like directors, writers have to decide how to wrap up the action in their stories. They resolve the conflict and tie up loose ends in a way that leaves the audience satisfied. Student writers often struggle with strong endings. They rely on the weak “I had a lot of fun” summation or the classic “It was just a dream” ending to rescue them from their stories. The type of ending an author chooses depends on his or her purpose.

Endings that entertain

When the purpose is to entertain, the ending may be:

• happy or tragic;
• a surprise ending that provides a twist;
• circular, looping back to the beginning so that readers end where they began;
• open, leaving the reader hanging and wishing for more;
• deliberately ambiguous or ironic, designed to make the reader think;
• explicit, stating the moral of the story and telling the reader what to think.

Endings for expository texts

Strong endings for expository texts can summarise the highlights, restate the main points, or end with a striking final statement to drive home the main point to the audience.

Evaluation

1. Write a short note on how to logically arrange ideas in essays.
2. List the five basic organisational structures used in the middle of a piece of writing.
3. Give four signal words for cause and effect, or for comparison and contrast.
4. Name three ways of ending a story meant to entertain.

Assignment

Choose any one of the techniques for hooking a reader (dialogue, flashback, description, inner thoughts, or jumping right into the action). Write an opening paragraph for a short story using it.