Which strategy is effective for helping students analyze the structure an author uses in informational texts?

Teaching students to recognize transition markers or signal words and phrases is an effective strategy for analyzing the structure an author uses in informational texts because these elements serve as clues that guide readers through the text’s organization. Transition markers—such as "however," "moreover," and "for example"—indicate relationships between ideas, assist in the flow of arguments, and signal shifts in topics or points of emphasis. By learning to identify these signals, students can better comprehend the author's intent and the logical progression of information presented, ultimately enhancing their overall reading comprehension and analytical skills.

In contrast, ignoring text structure would lead to a lack of understanding of how information is organized, while focusing solely on the author's biography does not provide insights into the actual content or structure of the text. Additionally, encouraging students to read unrelated books does not contribute to their ability to analyze specific texts, as it diverts attention from the skills needed to tackle thematic or structural elements within the relevant informational texts.