INDUCTIVE AND DEDUCTIVE STRUCTURE OF TEXTS: CHARACTERISTICS - LITERATURE - 2025

The inductive and deductive structure of texts are two ways of organizing an author's ideas. These two types of structures are used both in expository texts and in argumentative texts. When analyzing a writing, it is important to take note of the structure or internal structure.

That is, the scheme used to present the ideas. This is diverse, but the inductive and deductive structure of the texts predominate. Deductive structures (when the main idea is at the beginning) are generally easier to absorb; the reader can leave the reading in the middle of the text, and still understand the general idea.

For their part, inductive structures (in these cases the main idea goes last) are more enigmatic, take more time and emphasize the reading process rather than simply the information as a product. Good writers should adopt the most appropriate structure to match their purposes and reading style.

On the other hand, it should be noted that the inductive and deductive structure of texts is also known as synthesizing or analyzing structure, respectively.

Inductive and deductive structure of humanistic texts

In the area of ​​Humanities, cases of inductive and deductive structures of texts are very common. It is very common for expository and argumentative texts to converge in this area.

In general, humanistic texts are considered those whose object is the study of man and his activities. This includes psychology, linguistics, economics, law, anthropology, and pedagogy, among other disciplines.

Although the inductive and deductive structure of the texts predominates in these areas of knowledge, other types of structures are also present: chronological, descriptive, definitional, comparison and contrast, and others.

Inductive structure

characteristics

In the case of the exhibition, a text with an inductive structure starts from the specific until it reaches a global idea. The specific can be about concrete facts, details or examples, and the global idea serves to interpret them.

If it is an argument, then it begins with the arguments that support a thesis (or opinion to defend). This thesis appears at the end as a logical conclusion of the argument.

Examples

Expositive text

“Advocates for euthanasia and physician-assisted suicide argue that terminally ill people should have the right to end their suffering with a quick, dignified and compassionate death.

They also argue that the right to die is protected by the same constitutional guarantees that guarantee rights such as marriage or procreation.

For their part, opponents of euthanasia argue that physicians have a moral responsibility to keep their patients alive, as reflected in the Hippocratic Oath.

Furthermore, they believe that there is a fine line between euthanasia and murder, and that legalizing euthanasia will unfairly target the poor and disabled (insurance companies would end their lives to save money).

In short, the debate on the practice and legalization of voluntary euthanasia has many ethical, medical and legal aspects ”.

Argumentative text

“Approximately 6 to 8 million animals are managed by animal shelters in the US each year. Although some are recovered or adopted, almost 4 million unwanted dogs and cats have nowhere to go.

Animal shelters cannot humanely house and maintain all of these animals until their natural death. They would be forced to live in cramped cages or kennels for years, alone and stressed.

On the other hand, releasing them is not an option either. If they don't starve, they freeze, get run over, or become fatally ill. They can also be tormented and possibly killed by cruel young men.

Sometimes the most humane and compassionate thing a shelter worker can do is give an animal a peaceful, painless, quick, and dignified release through an intravenous injection of sodium pentobarbital. "

Deductive structure

characteristics

Contrary to the inductive one, an exposition with a deductive structure begins with the general idea, and then makes reference to specific cases or events, examples, consequences or others that help to provide a basis for this idea.

When it comes to deductive ordering in an argumentative text, the thesis is presented first. Afterwards, the premises or arguments that support the thesis are exposed.

Example

Expositive text

“Currently, there is no way to reliably predict when an earthquake will occur, its strength or length. These can vary in their magnitude, the size of the earthquake at its epicenter, and the duration.

Predicting an earthquake would require unequivocal precursor signals. In the past, seismologists observed some changes in the environment before earthquakes.

For example, they have observed increases in radon gas concentrations, changes in electromagnetic activity, geochemical changes in groundwater, and even unusual animal behavior.

Unfortunately, all the signals studied occur erratically. In some cases, the earthquakes were preceded by one or few changes. In many other cases, no particular signal was observed.

At the moment, you can't even be sure if there are such precursor signs. "

Argumentative text

“The capitalist ideal is amazing because it is a system based on individual freedom and voluntary consent. Within this system, you can do whatever you want with your own body and your own things.

If other people want you to cooperate with them, they have to persuade you; If you want other people to cooperate with you, you must persuade them.

Under capitalism, how people use their freedom is up to them. They can try to get rich, they can relax, they can help the poor, they can do all three or none of the above. "

References

1. Arroyo Martínez, L. (2015). Spanish language proficiency N3. Pontevedra: Own ideas.
2. Rodríguez Acuña, B. (2014). Spanish language and Literature. Madrid: Editex.
3. Hernández, G.; Marín, JM and Rey, A. (1990). Analysis of selectivity texts. Madrid: Akal.
4. Goatly, A. and Hiradhar, P. (2016). Critical Reading and Writing in the Digital Age: An Introductory Coursebook. New York: Routledge.
5. Madrid Redoli, M. (2015). Correction of texts. Málaga: Editorial Elearning.
6. Benito Lobo, JA and Fernández Vizoso, M. (1994). The comment of texts: assimilation and critical sense. Madrid: Edinumen.