Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS
– MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
Quarter 1 -Week 2 -Module 2
Lesson 1: Structure of an Academic Text
Most Essential Learning Competency:
Uses knowledge of text structure to glean the
information he/she needs. (CS_EN11/12A -EAPP -Ia -
c-4 )

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 HOW TO USE THIS MODULE

Before answering this module, I want you to set aside other tasks
that will distract you while enjoying the lessons. Read the simple
instructions below to successfully enjoy the objectives of this kit.

Have fun!

1. Follow carefully all the contents and instructions indicated in every

page of this module.
2. Write on your notebook or any writing pad the concepts about the
lessons. Writing enhances learning, which is important to develop
and keep in mind.
3. Perform all the provided activities in the module.

4. Let your facilitator/guardian assess your answers.

5. Analyze conceptually the post-test and apply what you have learned.

6. Enjoy studying!

PARTS OF THE MODULE

•
Expectations - These are what you will be able to know after
completing the lessons in the module.

•
Pretest - This will measure your prior knowledge and the

concepts to be mastered throughout the lesson.

•
Looking Back to your Lesson - This section will measure what
learning and skills did you understand from the previous lesson.

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•
Brief Introduction - This section will give you an overview of the
lesson.
•
Activities - This is a set of activities you will perform with a
partner.
•
Remember - This section summarizes the concepts and
applications of the lessons.

•
Check your Understanding - It will verify how you learned

from the lesson.

•
Post-test - This will measure how much you have learned from the
entire module.

Lesson
STRUCTURE OF AN
1 ACADEMIC TEXT
EXPECTATIONS
In this module, you will have to use knowledge of text structure to
glean the information you need.

Specifically, this module will help you to:

• identify the common structures of an academic text; and
• apply knowledge of text structure in gathering information through
critical reading of academic text.

Let us start your journey in learning more about Structure of Academic Text. I
am sure you are ready and excited to answer the Pretest. Smile and cheer up!

PRE-TEST
Directions: Identify what is being asked or described in each item. Write the
letter of the correct answer in the space provided before the number.

__D__ 1. Academic texts are generally structured with _______.

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 A. Formality C. Citation and references
B. Clear and good structure D. All of the above
_B_ 2. Which of the following is NOT a common structure of an academic
text?
A. Order C. Cause and Effect
B. Summary D. Comparison and Contrast
_C__ 3. A large unit of a written language wherein ideas are put together in a
structure that requires them to make one central idea is _______.
A. Text C. Discourse
B. Essay D. Paragraph
_A_ 4. Which of the following is TRUE about text structures? A. It
is synonymous to text features.
B. It can be used within longer texts.
C. It refers to the organizational patterns in the text.
D. It is used in the development of ideas located only in the
body.
__C__ 5. Ideas in the body can be organized and developed by one or
combination of the following EXCEPT _______.
A. Anecdote C. Cause and Effect
B. Description D. Comparison and Contrast

Great! You finished answering the questions. You may request your facilitator
to check your work. Congratulations and keep on learning!

LOOKING BACK TO YOUR LESSON

Directions. Using your knowledge on parts of a composition, label the
numbered parts of a paragraph and essay by choosing the correct answers
from the word pool below. Write them in the given organizers.

MajorPoints Thesis Statement

Topic Sentence
supporting Minor details
details
Body
concluding Sentence
sentence 3
 topic sentence concluding sentence thesis statement
supporting details lead body major points background
minor details thesis restate ment concluding statement
concluding
statement

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1

Thesis
Hamburger PARAGRAPH

5
restatemen

ESSAY structure
2 t 6

3
8

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Source:

BRIEF INTRODUCTION
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BRIEF INTRODUCTION
A text or composition can be classified into academic and non-
academic. In this module, we will focus on academic text.

Academic texts can be articles, conference papers, reviews and

theses/dissertations. How are academic texts typically formed? In general,
academic texts are organized with the following characteristics: (1) has
clearly structured introduction-body-conclusion, (2) is formal, (3) includes
information from credible sources which are properly cited, and (4) includes
a list of references. (Barrot & Sipacio, 2016).
Have you read a thesis or an article? Did you notice how the text was
written? If you notice, thesis, article or other academic text has predetermined
structure. Recognizing the structure will help you understand the text better
since it shows how the ideas are organized and presented in the text. If you
are writer, you would want to make your composition easy to read and make
your content easy to find, right? Otherwise, no reader will get across your
ideas in your text. Therefore, academic texts usually follow an established
structure which refers to the internal organization of a text. It is called Text
Structure.

Text structure is one of the two

categories of how a text can be
organized. The other category is Text
Features. Text Structures refer to
the organizational patterns of a text.
Generally, it is composed of text
types, parts, transition words and
phrases, patterns of
organization, sentences, and paragraphs.

Source: https://keystoliteracy.com/blog/teaching-text-structures/

The common parts of a text pertain to the I-B-C (Introduction, Body

and Conclusion) structure. Each part consists of sub-components that
could help readers identify the main ideas (stated or implied) and supporting
details using patterns of organization. There are five common patterns of
organization used in a text which are as follow: (1) Description, (2)
Order/Sequence, (3) Comparison/Contrast, (4) Cause and Effect, and (5)
Problem and Solution. Some texts also use the Argument in developing
their ideas which begins with a claim followed by the reasons for the claim
then supported by pieces of evidence. It can include a counter-claim or
refutation. (Gonzales, 2014)

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 Another component of a text structure is the use of transition words
or phrases. These transition words or phrases are used to show
relationships among ideas. They are found all throughout the text parts and
patterns of organization. Transition words or phrases make the connecting
of one idea to another idea or one part to another part of a text formal, clear
and organized.
The following show how transition words or phrases are used for
specific pattern of organization of ideas.
(Sources: National Education Association, 2019 and University of Tennessee Center for
Literacy Studies, 2019)
A.Order/ Sequence: Texts that follow this structure tell the order in
which steps in a process or series of events occur.
Transitions next, first, last, second, another, then, additionally,
next, finally, before, preceding and others
Example First, read the manual of the device. Second, turn on
the device. Then, set the location, time and date.

B.Comparison/Contrast: Texts that follow this structure tell about

the differences and similarities of two or more objects, places, events or
ideas by grouping their traits for comparison.
Transitions However, unlike, like, by contrast, yet, in
comparison, although, whereas, similar to, different
from, as opposed to, instead of, as well as.
Example Unlike quantitative research, qualitative research
uses descriptive data.

C.Description/List: This structure resembles an outline. Each

section opens with its main idea, then elaborates on it, sometimes dividing
the elaboration into subsections.
Transitions For example, for instance, specifically, in particular,
in addition, to illustrate, such as, most important,
another.
Example Filipinos are very appreciative of arts such as plays,
paintings, music, and literature.

D.Cause and Effect: In texts that follow this structure, the reader is
told the result of an event or occurrence and the reasons it happened.
Transitions Consequently, therefore, as a result, thereby, leads
to, because of, in order to, for these reasons, thus,
ifthen, may be due to.
Example Everyone followed health protocols. As a result, the
pandemic was gradually eradicated.

E.Problem-Solution: This presents a problem and several possible

solutions. The author may also describe the pros and cons of each solution.

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 Transitions The problem is, the difficulty is, it is possible to,
ifthen, one challenge is, therefore.
Example The problem that we are facing is the lack of
selfdiscipline of the society.

The last components of text structures mentioned above are

sentences and paragraphs. In writing effective sentences or paragraphs, a
graphic organizer is a great help. A graphic organizer is a visual
presentation with various shapes and connecting marks that is used to show
the organization and relationship of ideas and parts in a text. It serves as the
backbone in writing a formal and effective academic text.
Reading an academic text is challenging; more so, if we are asked to
identify text structures. Therefore, this module tells us that using graphic
organizers helps us identify the structures of an academic text and
understand the whole text. Some charts are shown below.

Great! You are now ready for our activities. You can perform the following
activities through collaborating with a partner. You can first answer the
activities individually then just communicate the results after.

ACTIVITIES
Activity 1: Identifying the Structures of the Text
Directions: You are trapped in the text autopsy room to solve the mystery of a failed yet
promising research project. Unlock the four-digit code by correctly identifying the indicated
structures of the text from the given options to break out from the room and revive the
project.
He said, “"But we
Expression of empathy towards others is natural to people. found that people
According to new research published by the American primarily just don't
Psychological Association, empathy is an expression of want to make the
understanding others’ feelings. It is described as inspiring. mental effort to feel
However, there are times that people choose to avoid doing it. It is empathy toward
because empathy requires tremendous mental effor t. People others, even when
avoid empathizing with others unless they have the strengths it involves feeling
and capabilities to do it. positive emotions."
This study was
published online in
According to Dr. Daryl Cameron, the lead researcher,
the Journal of
people generally assume that they are expected to provide
Experimental
charitable responses like donating. As a result, they try to avoid it.

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Psychology. The results were conducted through 11 experiments 1 – DESCRIPTION,
with more than 1,200 participants and an “Empathy Selection SEQUENCE
Task”. 2 – CAUSE-EFFECT,
CONTRAST

The researchers employed two decks of cards. The task in the 3 – DESCRIPTION,
first deck was to describe the physical appearance of the person on CAUSE-EFFECT
the card.

On the other hand, the task in the second deck was to emphatize
with the person in the photo. The participants were free to
choose which deck they would do. There were additional 2
experiments also which included photos of persons expressing joy.
The researchers found that the participants consistently chose the
first deck which did not require empathy or expression of IDEA In BOLD?
emotions. According to Cameron, “We saw a strong preference to A - MAIN IDEA
avoid empathy even when someone else was expressing joy,". This
B - SUPPORTING
only showed that participants on average chose the first deck over
DETAIL
the second deck. There were no monetary or emotion solicitation
required from the participants but they did not want to exert
mental effort for empathy towards the persons in the photos.

To support the findings, the researchers made follow-up

interview with the participants. Most of them explained that 3
expressing empathy was mentally draining. It required much time,
effort and emotion from them. Also, they felt bad about Can ARGUMENT
themselves. Therefore, describing a person in the photo by his or structure be the
her physical appearance was easier than expressing empathy. OVERALL
STRUCTURE of
this text?
Cameron said, "If we can shift people's motivations toward
engaging in empathy, then that could be good news for society as a R –YES
S - NO
whole.”. In other words, there could still be hope in encouraging
people to feel empathy for others. In another two experiments
conducted, the results showed that people who chose empathy
deck viewed empathy as less cognitive effort. Likewise, they viewed
themselves good at it. Cameron
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added, "It could encourage people to reach out to groups who need
help, such as immigrants, refugees and the victims of natura l Which is most likely
disasters.” Being able to empathize could be a great opportunity to the title of the text?
spread hope and joy especially during challenging times.

2- A Study of Empathy

4 - Encouraging
Empathy among
Source: https://www.sciencedaily.com/releases/2019/04/190422090847.htm People

1 5 - Empathy is
Hard Work: The
Cognitive Costs
WHICH
STRUCTURES ARE EVIDENT HERE?
CODE:

Item 1 2 3 4
Processing Questions:

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1. If your answer for Item 3 is YES, Justify your answer. If NO, what
should be the correct text structure? Explain your answer.
___________No, Because the text was just a part of it.
____________
________________________________________________________________________
________________________________________________________________________
2. Why is your answer the most probable title of the article? Provide
textual evidence to support your answer.
________ And they're going to know or have an idea about it from our
responses. Without our responses, there is no substance in our post, so
that our response is also likely to be the title of our posts.____

Activity 2: Writing an Academic Text

Code: ___ ___ ___ ___ Suppose that… The codes for digits 1 and 4 point
1 2 3 4 to the order of letters in the Roman alphabet.
What letter does digit 1 point to? … digit 4?

Directions: Identify the four-letter word code which is relevant to the

main idea of the article. Revive and improve the project by writing your
own article with the same main idea. Use the Problem-Solution
structure in discussing the main idea/thesis. Relate the decoded word
to the main idea and to your present context. Do not forget to observe
the structure and characteristics of an academic text in the course of
writing. This task is graded according to compliance to structure (10
points), mechanics (5 points), focus and details (5 points), use of
citations (5points) and organization of ideas (5points). Use the given
answer sheet for your composition.

REMEMBER
• How is Academic Text characterized? It is formal, has clearly
structured introduction-body-conclusion, includes information from
credible sources which are properly cited, and includes a list of
references.
• What are the Common Structures of Academic Texts? They are
Description, Sequence/Order, Comparison/Contrast, Cause and
Effect, and Problem-Solution.
• Why is it important to know? Using your knowledge of text
structure will aid you in easy reading and increased comprehension,
as long as it is coupled with critical reading and use of appropriate
techniques for idea organization (e.g. maps, graphic organizers,
outlines, annotation, etc.). If you can recognize the text structure,
you will be able to read more strategically since you know the
predictable information to be laid out in each structure as you read.

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 Knowing how to write a text through identifying its structures while
you read will also help you understand the text better and
remember its essential information even after reading (National
Institute for Literacy, 2007 as cited in Gonzales, 2014).
Remember to Read like a writer, and write like a reader, as they say.
CHECKING YOUR UNDERSTANDING
Directions: Organize the ideas that you wrote in the article from
Activity 2 by creating an appropriate graphic organizer for the text
structure you used. This is graded according to organization (10points),
summarization (10points), mechanics (10points) and design (5points).
Use the answer sheet provided.

POST-TEST
Directions: Identify what is being asked or described in each item. Write the
letter of the correct answer on the space provided before the number.
_B_ 1. This is one of the signal terms in a cause-effect structure.
A. Then C. Whereas
B. Thus D. Following
__C__ 2. Which is NOT a benefit of knowing the text structure?
A. Easy Reading C. Extensive Reading
B. Increased Comprehension D. Development of Critical
Thinking
_C_ 3. Which is NOT a technique in idea organization?
A. Outline C. Final Draft B. Annotation D. Graphic
Organizer
_B_ 4. Which is TRUE about text structures?
A. They are similar to text
features.
B. They can be recognized with the help of signal words.
C. They only develop critical reading and not critical thinking
skills.
D. They are classified into sequence, description, conclusion
and argument.
_B_ 5. Which can be used to organize ideas in a comparison-contrast
structure?

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 A. B. C. D.

REFLECTIVE LEARNING SHEET No. 2

Lesson 1: Structure of an Academic Text

Directions: Reflect on what you have learned after taking up this lesson by
completing the chart below.

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 I thought…
What were your thoughts or
ideas about structure of
academic text prior to the
discussion of this lesson?

I learned
What new or additional ideas did
you learn after taking up this
lesson?

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REFERENCES
American Psychological Association. "Empathy often avoided because of
mental effort: People don't want to feel empathy unless they think they
are good at it, study finds." ScienceDaily. ScienceDaily, 22 April 2019.
Retrieved from www.sciencedaily.com/releases/2019/04/190422090847.htm

Barott, J. & Sipacio, P.J. (2016). Communicative today. English for academic and
professional purposes for senior high school. Quezon City, Philippines: C&E
Publishing, Inc.
Gonzales, J. (2014). When we all teach text structures, everyone wins.
Retrieved from https://www.cultofpedagogy.com/text-structures/

National Education Association. (2019). Retrieved from

http://www.nea.org/tools/using-text- structure.html

Sedita, Joan (2020). Teaching Text Structures. Retrieved from

https://keystoliteracy.com/blog/teaching-text-structures/

University of Tennessee Center for Literacy Studies. (2012). Retrieved from

https://x78251kcpll2l2t9e46kf96a-wpengine.netdna-
ssl.com/wpcontent/uploads/2014/11/common_info_text_structures.p
df

Wikimedia Commons. (n.d.). Retrieved from

https://commons.wikimedia.org/w/index.php?
sort=relevance&search=ham
burger+cartoon&title=Special:Search&profile=advanced&fulltext=1&adv
ance dSearch-
current=%7B
%7D&ns0=1&ns6=1&ns12=1&ns14=1&ns100=1&ns106=1#/m
edia/File:Hamburger_Cartoon.png
Rubrics retrieved from:
http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

Acknowledgements
Writer: Irish Mellie U. Nomorosa, TIII
Editor: Ross Marie Ann B. Gomez, MT II
Reviewer: Vicente M. Victorio Jr., Education Program Supervisor
Management Team: Maria Magdalena M. Lim, CESO V,
Schools Division Superintendent-Manila
Aida H. Rondilla, CID Chief
Lucky S. Carpio, Division EPS in Charge of
LRMS and Division ADM Coordinator

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 14
PRE -TEST
1 .D 2 . B 3 .C 4 .A 5 .C
POST -TEST
1 .B 2 .C 3 .C 4 .B 5 .B
KEY ANSWERS