This paper considers ways in which the organization of text can be made explicit through verbal cuing and the ways in which this organization can be related to the cognitive processes of the reader. It is noted that the textual factors supplementary to the main content play an important part in the comprehension of text and are, thus, important elements in the design of text; and that the mathemagenic approach--which refers to a group of devices known as adjuncts to text and which seeks to orient learners to the text and show them what is relevant and important--is essentially text control of the learning process. A comparison is then made between the mathemagenic approach and the generative approach, which emphasizes both learner involvement and learner control of the processes that produce comprehension. Adjunct aids and their role in the context of text-induced cognitive processing are then considered, including advance organizers ("if it works, it is an advance organizer"); graphic organizers; adjunct questions; and learning objectives. It is concluded that, for the instructional designer, the reconsideration of adjunct aids as verbal cuing devices within a cognitive perspective of the reading process provides a defensible framework and challenges the designer to implement on a basis of principle rather than practice. (27 references) (CGD)