Skip to content
NSW SelectiveYear 7 entry

Text structure in Selective Reading

Independent. Not affiliated with the NSW Department of Education.

Text structure is how a writer organises ideas: in time order, cause and effect, compare and contrast, problem and solution, or description. In Selective Reading, signal words like because and however reveal the structure fast.

Watch the full lessonPlay the preview

The full lesson is in the SelectiveReady app. A free account opens How and Why Authors Write; this lesson needs a paid plan.

Updated 16 October 2026 · Facts checked 12 October 2026

How Texts Are Organised (lesson preview)

A short preview from the SelectiveReady lesson “How Texts Are Organised”, on text structure for the NSW Selective test.

Published:

Read the video transcript

We'll see how these tools work on a real exam style problem. So here's our case. The text says, because the river flooded after days of heavy rain, the town of Millbrook was evacuated. As a result, hundreds of people were moved to emergency shelters. Consequently, the local school had to close for two weeks. Now, the big question, what text structure is the author using here? And boom, case solved. Let's break down how we did it in three easy steps. First, we hunt for those signal words, and look at that. We find "because", "as a result" and "consequently". Second, we connect the events. You can see a super clear chain reaction. The rain caused the flood, which in turn caused the evacuation. So third, we match this evidence to our suspects. The pattern points directly to cause and effect. Easy peasy.

How Texts Are Organised is a full lesson in the SelectiveReady app and needs an account. A free account opens one lesson, How and Why Authors Write; the other lessons need a paid plan1SelectiveReady · 13 October 2026 · Published. You can play the preview here, with English and Chinese captions.

2

What will your child learn in this lesson?

Your child learns that every text has a hidden skeleton, like the steel beams inside a building. They'll be able to name five structures, spot their signal words and use headings and layout as clues.

The clip solves a flood passage in three steps. The full lesson adds the five structures, the detective toolkit, three traps and a final checklist.

3

Why does text structure matter in Selective Reading?

Seeing how a text is built tells your child where to look and why a part is there. The Department says Reading questions assess a range of reading comprehension skills2NSW Education · 13 October 2026 · Published.

The Reading testWhere structure helps
Texts include non-fiction, fiction, poetry, magazine articles and reports2NSW Education · 12 October 2026 · PublishedEach kind tends to use its own structures
382NSW Education · 12 October 2026 · Published answers in 452NSW Education · 12 October 2026 · Published minutesKnowing the structure saves rereading time
Answers are multiple-choice2NSW Education · 13 October 2026 · PublishedOptions may describe how a text is organised
One question type: compare two short extracts on the same theme2NSW Education · 12 October 2026 · PublishedTwo extracts on one theme can be built differently
4

What are the five text structures?

The lesson calls them the usual suspects. Each leaves fingerprints: its own signal words.

StructureWhat it doesSignal words
Chronological orderPuts events from first to lastfirst, next, then, finally
Cause and effectShows why things happenbecause, as a result, so, consequently
Compare and contrastWeighs two things side by sidesimilarly, however, unlike, both
Problem and solutionSets a challenge, then the fixthe problem is, to solve this
DescriptionLayers facts about one topicfor example, such as, also
5

What is the method for text structure questions?

The lesson uses two tools: a magnifying glass for signal words, and a close look at the page's layout. Then three steps solve the case.

Five text structures: chronological order, cause and effect, compare and contrast, problem and solution, description.
  1. Hunt for signal words

    Words like because, however or first are the fastest clue to the skeleton.

  2. Inspect the text features

    Headings, bullet points and diagrams show how the writer has arranged the information.

  3. Connect the ideas

    Ask how one part links to the next. Is the focus on when things happened, or why?

  4. Match the suspect

    Pick the structure that fits the evidence, not just the topic.

6

How do headings and layout give the structure away?

Headings, bullet points and diagrams show how the writer arranged the information. Your child can take them in before reading a single sentence.

Numbered steps or a list of dates

Often time order, as in instructions, a recipe or a history.

Two things side by side

Two columns, or headings that name two things, often mean compare and contrast.

A heading for each part of one topic

Often description, as in an information report about one animal.

A heading that names a problem

Often problem and solution, with the fix further down the page.

Layout is a clue, not proof. Your child still checks the signal words before choosing.

7

Which questions does each structure lead to?

Once your child knows the structure, they can guess what the questions will ask. The lesson links each structure to the questions it usually brings.

Chronological order

Questions about the order of events: what happened first, or just before something else.

Cause and effect

Questions about reasons and results: why something happened, and what it led to.

Compare and contrast

Questions about how two things are alike and how they differ.

Problem and solution

Questions about the main problem and how it was solved.

Description

Questions that check the small details of one topic.

8

What does a worked text structure question look like?

We wrote this passage and question to show the method.

Our practice passage
By the end of every term, our school's lost property box overflowed. The problem was that almost nothing had a name on it. To solve this, the Year 6 leaders ran a labelling day, with markers and iron-on tags at every classroom door. As a result, the box is now nearly empty.

Question: Which best describes how the passage is organised?

StepWhat your child finds
Signal words"The problem was", "To solve this", "As a result"
Connect the ideasA challenge (unnamed clothes), a fix (labelling day), then what changed
MatchProblem and solution

"As a result" points to cause and effect, but it describes only the last step. The passage as a whole sets a problem and solves it, so problem and solution fits best.

9

What is the most common text structure trap?

The most common trap is mixing up chronological order with cause and effect. Both put events in order, but cause and effect is about why.

TrapWhat happensFix
Time or cause?Events in order look like a timelineLook for because or as a result: if present, it's about why
Topic or structure?Naming what the text is aboutStructure is how it's built, topic is what it's about
Doing everything at onceMissing signal words on the first readDo a second quick read just for signal words
10

Can my child try one on their own?

Here is a paired-text question from our free reading set: a story and an information text about a rock platform. Your child answers, then checks the explanation.

Practice question · SEL-RE-TST-S1-q4

Before the Tide Turns

The sun was only a thin orange line above the sea when Mai and her grandfather, Ông, climbed down onto the rock platform. The tide had drawn back further than she had ever seen it, leaving the flat grey rock wet and shining, scattered with pools like pieces of a broken mirror.

"An octopus," Mai announced. "Today I'm going to find an octopus."

Ông only nodded and lowered himself onto a dry ledge beside the largest pool. He set down his thermos, folded his hands over his knees and gazed into the water as if he were reading a long letter.

Mai did not sit. She hurried from pool to pool, crouching, peering, swishing her fingers through the weed. She lifted a loose flap of kelp. She tapped a sea snail until it pulled itself inside its shell. Every pool looked the same: brown, green and empty.

"There's nothing here," she said at last, flopping down beside him.

"The pool will show you," Ông said, "if you stop asking it to."

Mai rolled her eyes, but she was tired of hurrying, so she stayed. Ông leaned forward and, with both hands, tilted up a flat stone at the edge of the water. Underneath, something pale shrank into a crack. He looked for a moment, then lowered the stone back into its exact hollow, slowly, the way you would close a door on someone sleeping.

They sat. A gull complained somewhere behind them. Mai's legs began to ache, and she thought about the octopus, and then, without meaning to, she stopped thinking about it.

The surface of the pool smoothed. Her own reflection settled and held. And the pool began, very quietly, to fill with life.

A small crab, the colour of wet sand, stepped sideways out from under the ledge. Then another. A tiny fish with a frog-like face hauled itself onto a pebble and stared up at her. Along the far wall, something she had taken for a stain began to move: a sea star, unhurried, its arms curling over the rock.

Mai did not move. She hardly breathed.

When the first wave slid across the platform and nudged at her shoes, she looked up in surprise. Ông was already standing, holding out his hand.

"Tomorrow," he said, "the octopus."

Living Between the Tides

Roughly twice a day, the sea pulls back from the rocky shores of New South Wales and then returns. For the animals that live on a rock platform, this is the central fact of life. For a few hours they are underwater, where food drifts past and the temperature hardly changes. Then the water drains away, and they are left in the open air, under a sun that can heat bare rock until it is too hot to touch.

Each creature has its own way of surviving the dry hours. Sea snails pull back into their shells and seal the opening with a hard little plate, trapping a drop of seawater inside. Waratah anemones, which look like soft red flowers when the tide is in, fold their tentacles away and become shiny blobs of jelly. Crabs, small fish and sea stars squeeze into the places that stay cool and damp: shaded cracks, deep pools and, above all, the undersides of loose rocks.

Hiding also protects them from hunters. When the tide is out, gulls and other shorebirds patrol the platform, and a shadow passing overhead can mean a beak is about to strike. For this reason, many small animals freeze or dart for cover the moment anything moves above them. They creep out again only when everything above the pool has been still for some time.

All of this holds two lessons for human visitors. The first is that a rock is a roof. Turn one over and leave it, and the animals beneath are suddenly exposed to the drying sun and the waiting birds. If you lift a rock to look, put it back gently, the same way up and in the same spot.

The second lesson is that the best way to see a rock pool is not to search it but to wait beside it. Choose a pool, sit where your shadow does not fall across the water, and keep still. Within a few minutes, a pool that seemed empty often turns out to be crowded.

Near the end of Extract A, a pool that seemed empty "began, very quietly, to fill with life". Which idea from Extract B best explains why?

  1. A

    Lifting a loose rock shows the animals that shelter on its damp underside.

  2. B

    Animals come out early in the morning, before the bare rock becomes too hot.

  3. C

    Small animals come out once everything above them has been still for a while.

  4. D

    The returning tide carries small animals back onto the rock platform from the sea.

Show answer and explanation

Answer: C

Answer: C

Extract B says small animals hide when something moves above them and "creep out again only when everything above the pool has been still for some time". In Extract A, the animals appear only after Mai stops hurrying, sits beside Ông and does "not move". Her stillness is what lets the hidden animals feel safe to come out.

Why the other options are wrong

  • A: When Ông lifts the stone the creature underneath shrinks away, so lifting rocks is not what fills the pool with life.
  • B: Extract B says the sun heats the rock, but it never says animals come out in the early morning.
  • D: In Extract A the animals appear before the first wave arrives, and Extract B never says the tide brings them back.
  1. Extract A: time order with a turn

    Mai hurries "from pool to pool", then sits, then "without meaning to" stops thinking about the octopus. The turn comes when she is still.

  2. Extract B: cause and effect

    "For this reason" signals a cause. Small animals hide when something moves above them and come out once everything is still.

  3. Link the two structures

    The question asks Extract B to explain the turn in Extract A. Only option C names the cause, stillness, that the story shows.

11

What should your child remember for every structure question?

The lesson's final briefing has five points. Together they make a quick check before your child picks an option.

  • I know the five structures and their signal words.

  • I hunted for signal words first.

  • I looked at the headings, bullet points and diagrams.

  • I kept structure (how it's built) apart from topic (what it's about).

  • For a sequence of events, I asked: is the focus on when, or why?

12

Questions parents ask about text structure in Selective Reading

What are signal words?

Small words that show how ideas connect, such as because, however, first and as a result.

Is text structure the same as genre?

No. Genre is the kind of text, like a poem or a report. Structure is how its ideas are arranged.

How can we practise text structure at home?

Read a short news article together. Circle the signal words and name the structure.

Is the full lesson free?

It needs an account. A free account opens one lesson, How and Why Authors Write; the other lessons need a paid plan1SelectiveReady · 13 October 2026 · Published.

Sources and checks

  1. SelectiveReady

    SelectiveReady · Checked 13 October 2026

  2. Selective high school practice tests

    NSW Department of Education · Checked 12 October 2026 · Practice materials: personal or non-commercial use only; CC BY 4.0 does not apply (page notice). Page text: CC BY 4.0.

Found something that needs a correction? Tell us.