Abstract:

Texts, which are a natural reflection of the human language and thought system, are linguistic and grammatical elements that are organized in a meaningful manner and in accordance with the general typological principles required by the text based on a complex network of relationships in every single layer of the textual structure rather than a simple string of words and ideas coming together. In the reading - comprehension process, the way in which the audience can go through an efficient reading - comprehension process and acquire knowledge out of the text as the basic output of the reading act is only possible by knowing how to analyze the texts established on this network of complex relations. To analyze the text accurately, it is also necessary to identify the structural features that distinguish the text from others, that are related to how the feelings and ideas in the texts are transferred to the reader, and that allow access to the text type scheme by creating a focus window during the reading process and teach these structural features by including them in the curricula related to reading education. Thus, the purpose of this study is to explore the link between the type of informative text and linguistic evidentiality, which is thought to contribute to the understanding of the difference between the concept of text type and text types through reading, understanding, evaluating, and interpreting informative texts within the reading comprehension process as a distinctive structural feature of informative text, and describe the representations that emerge in this type of text.

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