Textual units: text organizers
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Abstract
The way authors refer to the organization of their texts within the text itself has been discussed from a variety of perspectives and has received different names. A study of this function across school textbooks has allowed us to identify those parts that are primarily concerned with this function and their importance to facilitate understanding and learning by the students, who are often unexperienced readers and newcomers to the field of scientific knowledge. This article presents the characteristics of what we have called Textual Units in the Social Science and Natural Science textbooks. It also discusses the importance of its presence in these types of text and the way teachers must evaluate them, replace or make use of them.
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