Analyzing Text Structures

Descriptive

Cause-and-effect

Problem-solution

Sequence

To provide evidence supporting Aansoo's teaching methods

To describe the religious background of the village children

To transition to a new topic about Pakistan's geography

1. To analyze the political situation in Pakistan

"You only have to watch Aansoo at work for a short while to realize that to describe her cattle shed as a school, or her as a teacher, really is a stretch."

"Overwhelmed by numbers, she teaches some of the older children, who then squat on the ground and impart what they have just learned to the smaller kids, some as young as three."

"Somehow the village whipped up enough money to buy some dog-eared government textbooks and hand-held blackboards."

"But there is another goal here."

1. "Every day, shortly after breakfast, more than 150 noisy and eager-eyed kids, coated in dust from top to toe, troop into a mud cowshed in a sun-baked village among the cotton fields of southern Pakistan."

1. "The shed is no larger than the average American garage; the boys and girls squeeze together, knee-to-knee, on the dirt floor."

1. "Her name is Aansoo Kohli."

1. "Nor are there any teachers, except for one very young woman who is sitting serenely in front of this boisterous throng, occasionally issuing instructions, watched by a cow and a couple of goats tethered a few feet away."

1. To analyze the problem of teacher absenteeism

1. To serve as a transition to the next paragraph

1. To provide evidence supporting Aansoo's teaching methods

1. To express Aansoo's primary message and call to action

1. To present a counterargument to Aansoo's efforts

1. To serve as a transition to a new topic

1. To analyze the economic situation of the village

1. To provide evidence of changing attitudes toward education