11

English for
Academic and
Professional
Purposes
Quarter 1 – Module 1:
Language Used in Academic
Texts from Various
Disciplines;Text Structures
English for Academic and Professional Purposes 11
Self-Learning Module (SLM)
Quarter 1 – Module 1: Language Used in Academic Texts from Various Disciplines; Text
Structures
First Edition, 2020

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Development Team of the Module

Writers: Niza B. Ponteras and Hazel Rose V. Corachea
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
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Carlos G. Susarno, Ph.D.,CESE– Asst. Schools Division Superintendent
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Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
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Juliet F. Lastimosa - CID Chief
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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step by-step as
you discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module, or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson. At
the end of each module, you need to answer the post-test to self-check your learning.
Answer keys are provided for each activity and test. We trust that you will be honest
in using these.

In addition to the material in the main text, Notes to the Teachers are also provided to
the facilitators and parents for strategies and reminders on how they can best help
you on your home -based learning.

Please use this module with care. Do not put unnecessary marks on any part of the
SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.
If you have any questions in using the SLM or any difficulty in answering the tasks in
this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the language used in academic texts from various disciplines. Do you know that language is
the strongest and most effective but complex form of communication either written or spoken?
Yes, it is. In this module, you will learn the language used in the academic texts in various
discipline. How does language differ from various discipline? Let us find it out!

In this module, you will be able to:

Differentiate language used in academic texts from various disciplines; use knowledge
of text structure to glean the information you need.

Specifically, you are expected to:

1. identify language used in the essay/article/selection;
2. distinguish the general, specific and operational meaning of the language used in
academic texts;
3. create flyers using language from various disciplines;
4. identify the text structure used in the academic texts;
5. write essays and/or articles using specific text structure; and,
6. use different text structures for blogging on important events, places, concepts and
ideas.

What I Know

Before we start with our learning journey, let us answer the following questions to check your
prior knowledge on the topic that will be discussed in this module.

Directions: Read each question carefully. Choose the letter of the correct answer and write
it on a separate sheet of paper.
1. This refers to the method of human communication consisting the use of words in a
structured and conventional way.
a. Vocabulary b. texts c. language d. academic
2. This is defined as critical, objective, specialized texts and relatively formal in structure
and style.
a. academic text b. language c. comprehension d. structure
3. The following are characteristics of academic text, except;
a. Direct b. figurative c. exact d. researched
4. Which of the following characteristics of language is NOT true?
a. Systematic b. conventional c. arbitrary D. arbitrary
5. The following are functions of language, except;
a. Communication C. expression of identity
b. emotional release d. respiration
6. The following suggest the ways in determining the language used in academic text
from various discipline, except:

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 a. Identify the text and then analyze the genre, academic structure and academic
vocabulary
b. Identify and analyze the explicit instruction/deconstruction concerning the
text; consider multiple models if necessary
c. Bring academic language to the surface: identify its usage to a particular
discipline.
d. Consult immediately an expert of language
7. Academic text is usually written by
a. poet
b. experts or professional in a given field
c. well-known official
d. anonymous individual
8. Academic language includes language used in
a. Textbooks b. classrooms c. each discipline d. elsewhere
9. Academic texts include
a. research paper b. reviews c. singing competition d. critiques
10. Language may be used as
a. Spoken b. written c. spoken or written d. none of the above
For items 11 to 15, identify the discipline on which the following descriptions of term belong.
11. Mass is a measure of the amount of matter in an object.
a. Chemistry b. Biology c. Law d. Politics
12. Order is an authoritative mandate, command, or direction issued by a court under its
seal.
a. Law b. Politics c. Business d. Finance
13. Process is a summons or writ requiring a person to appear in court.
a. Politics b. Business c. Law d. Biology
14. Data are known or assumed as facts which serve as the basis of calculation.
a. Law b. Philosophy c. Politics d. Statistics
15. Trade is the action of buying and selling goods and services.
a. Commerce b. Law c. Politics d. Finance
Directions: Read the passages and determine how each is mainly structured. Choose your
answer from the list of words below and write the letter of your choice on the space provided
before the number.

a. cause - effect b. compare - contrast c. sequence

d. descriptive e. question – answer f. problem- solution

________1. Apple’s newly unveiled flagship is the iPhone XS which comes hot of the heels of
Sony’s latest contender, the Xperia XZ3. They’re both attractive, but which is best? Let’s take
a closer look. Both phones are prone to cracks and scratches because of all that glass. But,
they differ in water-resistant capacity. iPhone XS has IP68 rating allows them to be
submerged for up to half an hour in up to 2 meters of water. While, the Xperia XZ3 has an
additional IP65 rating which covers jets of water from any direction. With these, Japanese
manufacturer Sony has struggled to gain a foothold in the smartphone market, while its
American competitor iPhone has dominated.
________2. Since I made it to the honor roll every quarter this year, my mom is going to buy
me a new phone for my birthday. So, I feel so excited whether to get an iPhone or a Galaxy.
Getting one would give me a chance to go through my old music collection. That would be
cool. It’s worth a shot.

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 _________3. What type of plant is a corn? Corn belongs to a family of grass. It is a grass with
seeds called kernels. Very few kernels grew on wild corn grass. It took thousands of years of
choosing the corn grass plants with the biggest seeds, or kernels, to make what we enjoy
today as corn on the cob. Now, we all know that corn is a grass.
_________4. The foundation of every pizza is the crust, and good crust comes from good dough.
In making a dough, start by adding your yeast sachet to a cup of warm water. Let the yeast
activate, then add two cups of flour, two tablespoons of olive oil, two teaspoons of sugar, and
a teaspoon of salt. Mix all of those together and wait half an hour for the dough to rise. Now,
you’re ready to roll the dough out!
________5. The purpose of any artwork is to communicate a message - to comment, scream
or sing about the world in which we find ourselves in. If there is no emotion behind the work,
there is no driving force – nothing to direct and shape your decision making. So, why do you
want to create an artwork? What is your purpose in doing such?
________6. Thousands of people die each year in car accidents involving drugs or alcohol.
Lives could be saved if our city adopts a free public vehicle service. By providing such a
service, we could prevent intoxicated drivers from endangering themselves or others.
_________7. Ice-cream is a delicious frozen treat that comes in a many different colors and
flavors. Two of my favorite flavors are strawberry and chocolate. These flavors are delicious.
I love the strawberry flavor for the granules of the fruit slowly melts in my mouth as I savor
the taste. Also, chocolate flavor is mouth – watering for it gives you a bitter – sweet and creamy
tastes. Even though more chocolate ice-cream is sold across the country than strawberry,
each flavor tastes great inside of a milk shake.
_________8. People of all ages benefit from regular physical activity. Physical activity leads to
improved physical fitness. Consequently, it helps the body systems to function at their
optimal efficiency associated with an individual’s ability to work effectively, to enjoy leisure
time, to resist disease and to respond easily to emergency situations.
_________9. Linux and Windows are both operating systems. Computers use them to run
programs. Linux is totally free and open source, so users can improve or otherwise modify
the source code. Windows is proprietary, so it costs money to use and users are prohibited
from altering the source code.
_________10. If you use too much effort in pitching the ball without rest, a serious elbow or
shoulder may be on the horizon. If you complain of elbow or shoulder pain, see a physician
familiar with sports injuries. But then, it is recommended to warm up properly by doing body
stretching, running and gradual pitching to prevent injuries. Of course, do not play all year
round because your body needs to recover from the physical demands of playing.

Lesson Language Used in Academic Texts from

1 Various Disciplines
In this lesson, you will be taught to differentiate the language used in different disciplines
such as Business, Law, Art, Philosophy, Politics, Religion, Science, Sports and TechVoc.
Learning about the language as used in context will improve your understanding and widen
your knowledge on the varied academic texts from various disciplines.

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 What’s In

Language plays a vital role in our daily conversation. This language may be used in
communicating with other people either spoken or written. Taking into accounts, academic
language takes place in our professional dealings. This language varies especially when used
in various disciplines. For instance, the word ‘division’ may be used differently in parliament,
mathematics and sports. Read and analyze the short text below to learn about this matter.

Which process is stronger and more important? Which process we shall encourage and
which discourage? A competition which makes sure that humans are still going forward or
cooperation which assures that we are still human beings and can solve common problems
together. A dilemma that has always existed, a natural choice that human beings has been
confronted. Fortunately, it was the greatest skill of humans to combine these two paradoxically
contradictory processes to produce the world we are living now and to keep improving it.
Competition can be defined as a process where one being rivals the other in reaching certain
objective faster and smarter. It is a force that has been given by nature and has assured that only
those who deserve to survive will be able to do it. Long before the human beings have appeared
on earth other creatures were competing with each other for a single aim of survival. Advent of
humans didn't change the basic import of competition. They started to compete not only with
other animals environing them but also with animals of the same kind, namely, humans.
Competing with environment allowed humans to take control of it and produced improvements,
innovations and modernizations that humans have enjoyed throughout their evolution.
However, competition and cooperation are merely one side of the same coin. When
competition is a rival between two or more to reach an aim, cooperation is an agreement to reach
that aim together. Competition makes sure that only strongest survive regardless of the purpose,
cooperation ensures that that the survival is adhered to the purpose. An organization of people to
reach a common aim can be narrowly called as a society, and society was enabled only by
cooperation. Cooperation is a force that assured a leading role of humans on this planet, a
continuation of a progress of human beings.

Guide Questions:
1. In what particular discipline the text you read belongs?
2. How are the insights in the text presented?
3. How do the underline terms in the text being used?
4. How do the underline terms being used in the other disciplines?

What’s New

How are you coping with our lesson? I hope you are curious about the activities we
are about to do in this module. Can you tell the different usage of PPE in various disciplines?
Kindly write your answers on a separate sheet of paper.

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 COOKERY
HAT APRON GLOVES NON-SLIP SHOES

MEDICINE
RESPIRATOR MASK DISPOSABLE GOOGLES
FULL-FACE VISOR FACEMASK

SMAW
LEATHER SHOES LEATHER APRON GLOVES SAFETY GLASSES

EIM
PROTECTIVE HELMET EYE WEAR
EAR PROTECTION VIS CLOTHES

What is It

Now, let us study the concepts related to your activity.

Language Used in Academic Texts from various Disciplines
Academic language represents the language demands of school (academics).
Academic language includes language used in textbooks, in classrooms, on tests, and in each
discipline. It is different in vocabulary and structure from the everyday spoken English of
social interactions. Each type of communication (both academic and social) has its purpose,
and neither is superior to the other.

Academic vocabulary is used in all academic disciplines to teach about the content
of the discipline, e.g., a water table is different from a periodic elements table. Before taking
chemistry, for example, some students know the technical words used in chemistry, while
others do not. Pre-teaching of vocabulary and subject-specific terminology helps to address
that need. Teaching academic language can be challenging because struggling readers and
English learners do not always know the vocabulary used to learn specific academic terms or
key concepts.

Academic structure also includes the established ways of organizing writing (which
can affect how one reads) in a discipline. Different genres, paragraph/sentence structure,
level of text difficulty, purpose, intended audience, overall organization, and knowledge of
outside resources for the text all affect how one writes and reads in that discipline.
In determining the language used in academic text from various discipline, be

reminded of the following:

• Identify the text and then analyze the genre, academic structure and academic
vocabulary. For example, a lab report for chemistry requires different academic
structure and vocabulary than a newspaper article for social studies or a food recipe
for home economics.
• Identify and analyze the explicit instruction/deconstruction concerning the
text; consider multiple models if necessary. Example: Deconstruct a word problem
in algebra that requires different academic language from deconstructing a proof in

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 geometry, a poem in English, or a musical symphony. Use textual evidence to support
their ideas in speaking and writing.
• Use explicit, scaffolded instruction: a clear instructions, both auditory and
visual, and make models of expected or possible outcomes.
• Bring academic language to the surface: identify its usage to a particular
discipline.

At this point, you probably have understood that academic language includes language
terms used in textbooks, in classrooms, on tests in each discipline.

What’s More

Now, let us check how far you have gone with our lesson.

Activity 1. Guess the Word

Directions: Arrange the jumbled letters to form words that are used variedly in different
disciplines. Identify the words being described/defined by rearranging the scrambled letters.

1. YSTSME - __________________________
A set of things working together as parts of a mechanism or an interconnecting
network
A set of rules, an arrangement of things, or a group of related things that work toward
a common goal
In astronomy, this refers to a group of celestial objects connected by their mutual
attractive forces, especially moving in orbits about a center.
2. ARTTCSBA - __________________________
Existing in thought or as an idea but not having physical or concrete existence
A brief summary of a research article, thesis, review, conference proceeding
This is a self-contained, short, and powerful statement that describes a larger work.
3.LILB - __________________________
An amount of money owed for goods supplied or services rendered, set out in a printed
or written statement of charges
A proposed legislation under consideration by a legislature
A draft of proposed law presented to parliament for discussion.
4.UDORPTC - __________________________
In mathematics, this is result of multiplying, or an expression that identifies factors to
be multiplied.
In marketing, this is an object or system made available for consumer use.
In chemistry, this is a substance that is formed as the result of a chemical reaction.
5.ECROF - __________________________
In Physics, this is any interaction that, when unopposed, will change the motion of an
object.
An organized body of military personnel or police.
Strength or energy as an attribute of physical action or movement.

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Activity 2. I Mean It!

In the given article, give the meaning of the highlighted academic terms as used in the
article. Also, give the meaning of the terms when used in other disciplines. Item number one
is given as an example. Write your answer on a separate sheet of paper.

Chronic Traumatic Encephalopathy

Concussions are brain injuries that occur when a person receives a blow to the head, face,
or neck. Although most people who suffer a concussion experience initial bouts of dizziness,
nausea, and drowsiness, these symptoms often disappear after a few days. The long-term effects
of concussions, however, are less understood and far more severe. Recent studies suggest that
people who suffer multiple concussions are at a significant risk for developing chronic traumatic
encephalopathy (CTE), a degenerative brain disorder that causes a variety of dangerous mental
and emotional problems to arise weeks, months, or even years after the initial injury. These
psychological problems can include depression, anxiety, memory loss, inability to concentrate,
and anger. In extreme cases, people suffering from CTE have even committed suicide or homicide.
The majority of people who develop these issues are athletes who participate in popular high-
impact sports, especially football. Although both new sports regulations and improvements in
helmet technology can help protect players, the sports media and fans alike bear some of the
responsibility for reducing the incidence of these shocking injuries. Improvements in diagnostic
technology have provided substantial evidence to link severe—and often fatal—psychological
disorders to the head injuries players receive while on the field. Recent autopsies performed on
the brains of football players who have committed suicide have shown advanced cases of CTE in
every single victim.
In response to the growing understanding of this danger, the National Football League
(NFL) has revised its safety regulations. Players who have suffered a head injury on the field must
undergo a "concussion sideline assessment"—a series of mental and physical fitness tests—before
being allowed back in the game. In an effort to diminish the amount of head and neck injuries on
the field, NFL officials have begun enforcing stricter penalty calls for helmet-to-helmet contact,
leading with the head, and hitting a defenseless player. Furthermore, as of 2010, if a player’s
helmet is accidentally wrenched from his head during play, the ball is immediately whistled dead.
There is hope that these new regulations, coupled with advances in helmet design, will reduce the
number of concussions player endure, and thus curb the number of CTE cases.

1. Assessment- A series of mental and physical fitness tests.

➢ In other discipline refers to the process of evaluating the learners for

the attainment of national certificate especially to the skilled strand
such as SMAW, COOKERY, EIM,

ACTIVITY 3. They Mean It!

Provide at least two meanings for the following terms as used in various discipline.
Write your answer on a separate sheet of paper.
1. Treatment
2. Measurement
3. Assessment
4. Position
5. Proposal

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 Additional Activities
Congratulations! You have come this far. I know you have learned
something about academic language as used in various disciplines. For
your additional activities, create a flyers and evaluate your learning
journey using PMI Strategy as shown below.

Activity 1. Understanding Your Discipline

1. Create a flyer that contains language used in your discipline and its meaning.
Please be guided by the suggested criteria for evaluation.

Suggested Criteria for Evaluation

Informative Content 25 pts.
Organization 15 pts.
Creativity 10 pts.
Total 50 pts.

Lesson
Text Structures
2
While most pieces of non- academic texts follow the same or similar general
organizational patterns, different academic texts can have different text structures. An
academic text may present a main idea and then details, a cause and then its effects, an effect
and the causes, two different views of a topic, etc. Therefore, it is important that you can
recognize common text structures found in academic texts. Recognizing common text
structures found in academic texts helps you monitor your comprehension.

What’s In

In lesson 1, you have learned to differentiate language used in academic texts from
various disciplines. You have understood that academic language represents the language
demands of school (academics). Academic language includes language used in textbooks, in
classrooms, on tests and in each discipline. It is different in vocabulary and structure from
the everyday spoken English of social interactions. However, each type of communication
both academic and social has its purpose and neither is superior to the other.
Thus, academic language has unique characteristics of establishing ways in organizing
writing which can affect how one reads in a text of specific discipline. Different genres,
paragraph/sentence structures, level of text difficulty, purpose, intended audience, overall
organization, and knowledge of resources for the text all affect how one writes and reads the
text of specific discipline.

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Activity 1: Bring Down Your Memory Lane!

Directions: Read the selection entitled ‘From the Autopsy Surgeon’s Report’. Pick – out at least
five (5) academic terms used in the discipline and write their specific meaning. Write your
answers in a separate sheet of paper.

From the Autopsy Surgeon’s Report

Death occurred from the effects of asphyxia, cerebral anemia, and shock. The victim’s
hair was used for the constriction ligature. Local marks of the ligature were readily discernible:
there were some abrasion and a slight ecchymosis in the skin. But, I found no obvious lesion
in the blood vessels of the neck. Cyanosis of the head was very slight and there were no
pronounced hemorrhages in the galea of the scalp. I should judge that very great compression
was effected almost immediately, with compression of the arteries as well as of the vein, and
that the superior laryngeal nerve was traumatized in the effect of throwing the victim into
profound shock. The lungs revealed cyanosis, congestion, over aeration, and sub pleural
petechial hemorrhages.

Specific Meaning
Academic Term (Operational Meaning in the Discipline)

What’s New

With your learning experiences in Module 1, you have learned that understanding
the meaning of words as used in context is very important in gleaning information. Now, I am
sure that you want to learn some other ways of understanding and appreciating academic
texts. With that, let us gain knowledge on how thoughts are organized in academic texts. Let
us begin our learning journey in Module 2!

Activity 1: Pick me out!

Direction: Pick out the signal words from the list and classify them accordingly using the
boxes below.
and similarly consequently so finally
according to for example to start with or to address

Compare - Contrast Problem - Solution

Cause - Effect Descriptive

Sequence Question - Answer

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 How do you classify the signal words? Indeed, you are encouraged to think about the
meaning of signal words in the activity.
Don’t you know that signal words play an important role in organizing your thoughts?
All words are powerful, but some words have superpower. Consider words and phrases
indicate connections of ideas like however, in addition, in contrast, as a result, furthermore,
specifically, currently, while, eventually, in the same way, later, next, and on the contrary.
These are signal words and they are sentence superheroes which help you in understanding
and organizing academic texts.

Thus, you have to take note that in reading academic text you have to slow down when
you see signal words and think about what is coming next. The same advice applies when
you write, but be careful – not all signal words are equal even those in the same category. To
reinforce these ideas, let us learn how signal words help in understanding someone’s thoughts
and organizing your own.

What is It

Have you ever wondered how are the thoughts in academic texts organized? Now, let us
learn how academic texts are structured.

Common Text Structures

Text structure is how information in a text is organized. Being able to identify the
structure of a text can greatly increase students' comprehension of the material being read.
According to Taylor (1992), students who are taught to identify the structure of expository
and narrative texts have been found to have better comprehension than students who have
not received such instruction. The following are the six basic structures that are commonly
found in textbooks and/or academic texts.

1. Compare-Contrast Structure. This type of text structure examines the similarities and
differences between two or more people, events, concepts, ideas, etc. The selection below uses
compare and contrast sentence structure.

Example:
Most mobile phones sold today have an operating system that is either designed by Apple
or Google. Both of these operating systems allow users to connect to application stores and
download applications. However, one major difference between these two operating systems is
that Apple makes the iOS operating system powering their iPhones and iPads. In other words,
the iOS operating system only appears on products created by Apple. On the other hand, Google
makes the Android operating system that can be found on many different mobile phones and
tablets like Samsung, Sony and LG. So, which operating system do you prefer - Android or iOS?

Obviously, the sample text presents a compare - contrast structure. How do the signal
words help in developing the structure of the text? How are the similarities and differences of
mobile phone’s operating system elaborated? Analyze the graphic organizer that follows to
further understand the structure of the text.

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 Apple Google
Apple makes the Apple and Google makes the
iOS operating Android operating
Google operating
system powering system that can
systems allow
their iPhones and be found on many
iPads. It only users to connect to different mobile
appears on Apple application stores phones like
products. and download
Samsung, Sony
applications. and LG.

2. Cause-Effect Structure. This structure presents the causal relationship between a specific
event, idea, or concept and the events, ideas, or concept that follow. An action and its results
are explained.
Example:
In the Philippines, it is the brown race that constitutes the majority and the white or mestizo is the
minority. It follows, therefore, that the mean and measure in judging beauty is the Malay skin, hair, eyes,
nose, lips, body, and stance. As a result, film producers and directors consciously build up stars whose
dominant features are Malay like Nora Aunor, Angel Locsin, John Lloyd Cruz and Daniel Padilla.

If the text uses cause – effect structure, what do you think is the cause? How about the
effect? Have you spotted some signal words which help to elaborate the causal relationship
of ideas? The causal relationship presented in the text is simplified in the following graphic
organizer:

Cause Effects
The mean and measure in
judging beauty is the
Malay skin, hair, eyes,
In the Philippines, nose, lips, body, and
it is the brown stance.
race that
constitutes the Film producers and
majority and the directors consciously build
white or mestizo up stars whose dominant
is the minority. features are Malay like
Nora Aunor, Angel Locsin,
John Lloyd Cruz and
Daniel Padilla.
3. Sequence Structure. This text structure gives readers a chronological order of events or
a list of steps in a procedure.

Example:
Egg is good for our health. One of the simplest recipe for egg is omelette. It sounds like an expensive
dish but actually it is very affordable and easy to cook. To make an omelette like a pro, precook the
toppings such as minced onions and garlics, shred cheese, sliced tomatoes and other fresh herbs. Next,
crack the eggs into a bowl and add a splash of water. The steam from the water makes the omelette light
and fluffy. Then, whisk the egg-water mixture vigorously with a fork until the whites and yolks are

12
completely blended. After that, heat the pan and add enough oil or butter in it. Pour the egg mixture into
the hot pan and let the egg set along the edges. After few seconds, sprinkle the precooked toppings. Don’t
forget then to season with salt and pepper. That’s it! You have made the perfect omelette for breakfast.
How is the text mainly structured? Yes, you are right! The text uses sequence structure.
It presents the list of steps on how to make a perfect omelette for breakfast. Take a look in
the following graphic organizer to learn sequence structure in details.

Heat the pan and

add enough oil or
Whisk the egg-water butter in it.
mixture until the
Crack the eggs into whites and yolks
a bowl and add a are blended.
splash of water.
Pour the egg mixture
Precook the into the hot pan and
toppings. let the egg set along
Sprinkle the
the edges.
precooked
Don’t forget then to toppings.
season with salt
and pepper.

4. Descriptive Structure. This type of text structure describes something in order of space
and how something looks. It features a detailed description of something to give the reader a
mental picture.

Example:
Galileo was a thoughtful youth and doubtless carried on a rich and varied reverie. He
had artistic ability and might have turned out to be a musician or painter. When he had dwelt
among the monks at Valambros, he had been tempted to lead the life of a religious. As a boy,
he busied himself with toy machines and he inherited a fondness for mathematics. All these
facts are of record.

Can you picture out the subject described in the text? How is the subject being
described? To answer these questions, let us study the following graphic organizer:

He was a
thoughtful youth
and doubtless.
He had an
artistic
He ability. He
tempted might
to lead a Galileo have
religious turned
life. out to br
musician
He busied or
himself with toy painter.
machines and
inhereted
fondness for
Mathematics.

5. Problem-Solution Structure. This type of structure sets up a problem or problems,

explains the solution, and then discusses the effects of the solution.
Example:

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 Dr. Ramos doesn’t want the eagles to vanish. These Philippine giant birds are
disappearing at an alarming rate. Dr. Ramos thinks that we should demand the government to
plan for immediate action in the preservation of this specie. He also thinks that we should
donate to Save the Eagles. Our donations will help to support and empower those who are
fighting the hardest to preserve the eagles. With this, we can make a difference. We owe it to
our helping and caring hands to do something.
Based on the text, what is the problem discussed? What are the recommendations
drawn to address the problem? The graphic organizer below shows the specific problem and
solutions presented in the text:

Solutions
*Dr. Ramos thinks that we should
demand the government to plan for
Problem immediate action in the preservation
Eagles are of this specie.
disappearing at an
alarming rate. *He also thinks that we should
donate to Save the Eagles.

6. Question - Answer Structure. This text structure starts by posing a question then goes
on to answer that question.
Example:
Why do we have schools? Schools deal important role in the society and they have three
main functions. First, students learn skills that will help prepare them for society. Writing,
reading, and mathematics are essential in global market and workplace and individuals likely
learn these skills in schools. Second, schools serve communities by providing safe havens for
students in temporary living situations. Third, schools provide a conducive environment for
children to engage in productive activities during many days of the year while their adult
caretakers may be working. These are the reasons why we have schools in our society.

Looking closely at the text, have you seen some signal words used in this structure?
Have you found these signal words - first, second and third? These signal words are used to
enumerate the answers of the question posted. Do the details in the text support and provide
answers to the question? Check out the graphic organizer on the next page to help you find
answer with the latter

Answer 1:
Students learn skills that will help prepare them for
society.

Answer 2:
Question: Schools serve communities by providing safe havens for
Why students in temporary living situations.
do
Answer 3:
we
Schools provide a conducive environment for children
have to engage in productive activities during many days of
schools? the year while their adult caretakers may be working.

14
 At this stage, you should have several ideas on the common text structures used in
academic texts. Keep in mind these ideas because you are going to use your knowledge on
text structures for enhancing your skills in gleaning information.

What’s More

Eventually, you are ready to prove your understanding about the topic and this can
be realized by getting involved in the following activities.

Activity 1: Spot the clues!

Directions: Read the text in the next page. Circle the signal words used and determine the
text structure applied in the text.

Working on a computer may be easier and safer than working in a mine. However, it
doesn’t come without risks. Using a computer for a long time can lead to poor eyesight, muscle
loosening, back pain, and injuries to the hands and wrists. If you find yourself working or
playing on a computer quite regularly, take a few steps to prevent these problems and you’ll
thank yourself later. To address this, taking frequent breaks when you are computing for a long
time is recommended. Specifically, you have to get up, walk around, stretch your hands and
wrists, and straighten your back every once and a while. Undeniably, it can be hard to pull
yourself away from your computer once you get into a zone, but your body will thank you later
if you do. Thus, make your health a priority and don’t worry so much about what is happening
on that little screen.

What is the structure used in the text?____________________________________________

Why do you think so? ____________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________

You’re doing great! How do you find the activities? Do they help you learn more about the
lesson? Indeed, the activities help you understand more about academic text structures.

What I Have Learned

Let us sum up the salient points discussed in this module. So, get ready to figure them
out! Write your answer in a separate sheet of paper.

1. Language is…
2. Academic text is…
3. Language in different discipline means…

15
Match to know!
Direction: Match the group of words in Column A to their meanings in Column B. Write only
the letter of your choice in the space provided.

Column A Column B
______1. Compare – Contrast a. explains how to do it or how it
happens
______2. Cause – Effect b. specifies only the consequences of the action
______3. Sequence c. starts by posing a question then
goes on to answer that question
______4. Problem – Solution d. Shows what is in common and
what is different
______5. Descriptive e. gives the reader a mental picture
______6. Question – Answer f. discusses advantages and
disadvantages
g. presents the action and its result
h. suggests appropriate actions to
address certain issue

What I Can Do

For lesson 1: Write a two-paragraph text on the topic that interests you. Please be guided by
the suggested criteria for scoring. Use another sheet of paper for your answer.
Suggested Criteria for Scoring:
Mechanics………….…………...15pts.
Organization.…….……………...15pts.
Relevance of Content……….….20pts.
Total……………………………….50pts.
For lesson 2: Structure your essay!
Write an essay/article about COVID – 19 pandemic using a specific text structure of your
choice. You may use a separate sheet if necessary.

Criteria for Scoring:

Appropriate Use of Text Structure………20 pts.
Mechanics………….…………...................15 pts.
Creativity and Presentation……….…......15 pts.
Total………………………….............………50 pts.

Assessment

For Lesson 1. MY VARIOUS MEANINGS

Directions: Read a feature article from your school paper or from newspaper. Pick out the
academic terms used in the article and give their general and specific meaning. Please be
guided by the table below. Write your answer on a separate sheet of paper.
Discipline Academic General Specific Meaning
Terms Meaning (Operational Meaning in the
Discipline)

16
Check your skills on identifying text structures by answering the activity below:

For Lesson 2: Directions: Read the passages in the next page and determine how each is
mainly structured. On a sheet of paper, answer the questions that follow and put the
information from each passage in an appropriate graphic organizer. Feel free to make changes
of the graphic organizer if necessary.

Passage 1
Earthquakes happen all over the world in areas called seismic zones. Seismic
zones occur where the plates of crust covering the Earth’s surface meet each other.
Inside the Earth, the mantle is always moving, which in turn moves the plates. These
plates push against each other, building up tension between them. When the tension
between plates becomes too great, they grind against each other, causing the Earth’s
surface to tremble and shake.

Passage 2
I have noticed that a lot of people are confused about mobile data and Wi-fi. Some
people think that they’re the same thing. Both mobile data and Wi-fi allow you to connect
to the internet. However, there are some important differences between them. Mobile
data is provided by the mobile phone company. Whereas, Wi-fi is comes through cable
or phone lines. Mobile data gives you internet access anywhere that your phone can get
a signal. But, you can only get Wi-fi access when you are near a router. Customers are
usually given a nearly unlimited amount of Wi-fi data, like an all-you-can-eat buffet. On
the other hand, mobile data is often sold in limited portions, like an expensive
restaurant. It is important to know which you are using so that you aren’t charged
additional fees for going over your mobile data plan limits.

Passage 3
In the center of Luna’s Spoliarium painting are fallen gladiators being dragged by
Roman soldiers. At the left side, spectators ardently await their chance to strip off the
combatants of their metal helmets and other armory. In addition, emotions are featured
on the left and the right side presents a sober mood. It can be seen also in the right side;
an old man carries a torch perhaps searching for his son while a woman weeps the death
of her loved one.
Passage 4
The first step of changing oil in a car is to gather supplies. After you have collected
all of the tools and supplies, prepare your vehicle. Start the car and let it run for one to
two minutes to warm the oil and the engine. Then, find a flat surface to jack the vehicle
from the center under the engine. Next, locate the oil filter and oil drain plug. Put on
work gloves to protect your hands and position an oil drain pan under the engine then
remove the plug the rest of the way.
Passage 5
What is an ice cream headache? It is when a painful sensation resonates in your
head after eating something cold (usually ice cream) on a hot day. This pain is produced
by the dilation of a nerve in the roof of your mouth. The nerve center is overreacting to
the cold by trying to heat your brain. It is an ice cream headache when you feel those
sensations which have turned many smiles to frowns.

17
Passage 6
Some students have poor attendance. The school has tried many ways of
addressing this such as teachers have sent letters and/or have talked to parents
immediately, school has scheduled parent/ teacher/ guidance counsellor/ school
prefect of discipline conferences with students who are habitually absent. Hopefully, this
will help more students get to school every day.

1. Which passage is cause - effect? Put information from the passage in the graphic
organizer.
Passage Number: ____________________________

Effect
Cause

Effect

2. Which passage is sequence? Put information from the passage in the graphic
organizer.
Passage Number: ____________________________

3. Which passage is problem-solution? Put information from the passage in the graphic
organizer.
Passage Number: ___________________________

Solution
Problem

Solution

18
4. Which passage is compare-contrast? Put information from the passage in the graphic
organizer.
Passage Number: ____________________________

What is being compared and contrast?

Similaritie Difference
s s

5. Which passage is descriptive? Put information from the passage in the graphic
organizer.
Passage Number: ____________________________
Thing/Place/Event being Described

Detail

Detail

Detail

6. Which passage is question- answer? Put information from the passage in the graphic
organizer.
Passage Number: ____________________________

Answer

Question
Answer Answer

Answer

19
 Additional Activities

You have come this far. Let us celebrate by working with another fun - learning activity.
What a relief!

Activity 7: Let’s Blog!

Directions: Using different text structures, make a video blog or article blog featuring the
most influential persons or important events, places, concepts and ideas in your field of
interest. If you want to do a video blog, add sub – title in the video to determine the text
structures used. Post your blog in YouTube and send the link of the video to your teacher for
assessment. If you prefer to do an article blog, write it in a separate paper and attach it here.
Or, you may submit a copy of article blog to your teacher in any platforms applicable.

Choose only one from the following possible topics for your blog:

1. Make a blog featuring your day at home coping the challenges brought by the COVID -19
pandemic (for Academic Track Students)
2. Do a research and feature in a blog your favorite local artist (for Arts and Design Track
Students.
3. Inspire others by sharing in a blog your home workouts that you do to keep healthy and fit
while staying at home (for Sports Track Students)
4. Make a review blog on the specifications of cars or mobile phones from famous brands, or
you may do a cooking tutorial blog (for TVL Track Students)
Rubrics for Scoring
Indicators/S 4 3 2 1
cale
Organization The content of the The content of the The content of the blog The content of the
blog has excellent blog has has observed random blog’ format and
formatting and very appropriate formatting and some organization of
organized formatting and well organized infromation. information are
presentation of - organized confusing to the
information. presentation of viewer/reader.
information.
Ideas The blog The blog The blog The blog
communicates communicates communicates communicates
relevant information relevant irrelevant information, irrelevant
appropriately and information or communicates information, and
effectively to the appropriately to the inappropriately to the communicates
intended audience. intended audience. intended audience. inappropriately to the
intended audience.
Conventions All of the writing is Most of the writing Some of the writing is Most of the writing is
done in complete is done in complete done in complete not done in complete
sentences. sentences. Most of sentences. Some of the sentences. Most of
Capitalization and the capitalization capitalization and the capitalization and
punctuation are and punctuation punctuation are punctuation are
correct. are correct. correct. incorrect.
Graphics The graphics go well Most of the Few of the graphics go The graphics do not
with the text and graphics go with with the text and most go with the
there is a good mix of the text but few of them create accompanying text.
text and graphics. create distractions. distractions.

Clearly, you have actively engaged in various tasks that help you improve your understanding
of the target concepts, and at the same time, develop your skills in reading and writing academic
texts. Definitely, you are now ready to embrace your next learning journey. Congratulations!

20
 21
1. Cause – Effect 1. d
2. Compare – Contrast 2. g
3. Descriptive 3. a
4. Sequence 4. h
5. Question – Answer 5. e
6. Problem – Solution 6. c
Assessment What I Have Learned
according to finally
to start with
Question - Answer Sequence
for example consequently, so
Descriptive Cause - Effect
to address similarly
Problem - Solution Compare - Contrast
What’s New
For lesson 2:
1. C
2. A
3. B
4. D
1. b
5. D
2. a 6. D
3. e 7. B
4. c 8. D
A. Spot the Clues
5. e 9. C
Signal Words
6. f 10. D
However 1. system 11. A
7. d 2. abstract
To address this 12. A
8. a 3. bill
Specifically 13. C
9. b 4. product 14. B
Undeniably
10. f 5. force 15. A
Thus
What’s More What I Know What’s More What I Know
For Lesson 2: For lesson 1:
Answer Key
References
Online Sources
http://www.englishforeveryone.org/PDFs/11_Chronic_Traumatic_Encephalopathy_Free
_Sample.pdf

Worktext
Otero, R. (2016). English for academic and professional purposes.
Laurel, M. et.al (2016). English for Acdemic and Professional Purposes: Teacher’s
Guide

Book Sources
DepEd Teaching Guide in English for Academic and Professional Purposes
DepEd English 10 Learner’s Material,Celebrating Diversity through World Literature
DepEd English 10 Learner’s Material,Celebrating Diversity through World Literature
DepEd English 9 Learner’s Material, A Journey through Andlo – American Literature
DepEd Physical Education and Health 10 Learner’s Material
Otero, Rowel Ll. (2016), English for Academic and Professional Purposes Worktext

Online Sources
Mira Pak, with help from Judy Lombardi, Carolyn Burch, and Bonnie Ericson. Literacy
Matters: Text Structure, http://www.literacymatters.org/content/te
xtinyto.htm#geningo
Structural Clues in Nonfiction - PDF Content Area Literacy: Understanding Text
Structure, http://score.rims.k12.ca.us/score_lessons/content_area_lite
racy/pages/understanding_text_struct.html
https://www.ereadingworksheets.com/text-structure/

Other Sources
DepEd Curriculum Guide in English for Academic and Professional Purposes

22
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]