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.
• 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.

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 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.

______ 1. Academic texts are generally structured with _______.

A. Formality C. Citation and references
B. Clear and good structure D. All of the above
______ 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
______ 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
______ 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.
______ 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

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 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.

topic sentence concluding sentence thesis statement

supporting details lead body major points background
minor details thesis restatement concluding statement
Hamburger PARAGRAPH

4
1

ESSAY structure
5

2
6

3
8

9
Source:

BRIEF INTRODUCTION
https://commons.wikimedia.org/w/index.php?sort=relevance&search=hamburger+cartoon&tit
le=Special:Search&profile=advanced&fulltext=1&advancedSearch-
current=%7B%7D&ns0=1&ns6=1&ns12=1&ns14=1&ns100=1&ns106=1#/media/File:Hambur
ger_Cartoon.png

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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.
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 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)
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.

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 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, if-
then, 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.
Transitions The problem is, the difficulty is, it is possible to, if-
then, one challenge is, therefore.
Example The problem that we are facing is the lack of self-
discipline 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.

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 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.

Expression of empathy towards others is natural to people. 1

According to new research published by the American Psychological
Association, empathy is an expression of understanding others’ feelings.
It is described as inspiring. However, there are times that people choose WHICH
to avoid doing it. It is because empathy requires tremendous mental STRUCTURES ARE
effort. People avoid empathizing with others unless they have the EVIDENT HERE?
strengths and capabilities to do it. 1 – DESCRIPTION,
SEQUENCE

According to Dr. Daryl Cameron, the lead researcher, people 2 – CAUSE-EFFECT,

CONTRAST
generally assume that they are expected to provide charitable responses
3 – DESCRIPTION,
like donating. As a result, they try to avoid it. He said, “"But we found that CAUSE-EFFECT
people primarily just don't want to make the mental effort to feel empathy
toward others, even when it involves feeling positive emotions." This study
was published online in the Journal of Experimental Psychology. The
results were conducted through 11 experiments with more than 1,200
participants and an “Empathy Selection Task”. 2

The researchers employed two decks of cards. The task in the first
IDEA In BOLD?
deck was to describe the physical appearance of the person on the card.
On the other hand, the task in the second deck was to emphatize with the A - MAIN IDEA

person in the photo. The participants were free to choose which deck they B - SUPPORTING
would do. There were additional experiments also which included photos DETAIL
of persons expressing joy. The researchers found that the participants
consistently chose the first deck which did not require empathy or
expression of emotions. According to Cameron, “We saw a strong
preference to avoid empathy even when someone else was expressing
joy,". This only showed that participants on average chose the first deck 3
over 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. Can ARGUMENT
structure be the
OVERALL
To support the findings, the researchers made follow-up interview
STRUCTURE of
with the participants. Most of them explained that expressing empathy this text?
was mentally draining. It required much time, effort and emotion from
them. Also, they felt bad about themselves. Therefore, describing a person
R –YES
in the photo by his or her physical appearance was easier than expressing S - NO
empathy.

Cameron said, "If we can shift people's motivations toward

engaging in empathy, then that could be good news for society as a
whole.”. In other words, there could still be hope in encouraging people to 4
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 Which is most likely
added, "It could encourage people to reach out to groups who need help, the title of the text?
such as immigrants, refugees and the victims of natural disasters.” Being 2- A Study of Empathy

able to empathize could be a great opportunity to spread hope and joy 4- Encouraging Empathy
among People
especially during challenging times.
5 - Empathy is Hard Work:
The Cognitive Costs

Source: https://www.sciencedaily.com/releases/2019/04/190422090847.htm
CODE:

6 Item 1 2 3 4
Processing Questions:
1. If your answer for Item 3 is YES, Justify your answer. If NO, what should
be the correct text structure? Explain your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why is your answer the most probable title of the article? Provide textual
evidence to support your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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. 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.

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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.
______ 1. This is one of the signal terms in a cause-effect structure.
A. Then C. Whereas
B. Thus D. Following
______ 2. Which is NOT a benefit of knowing the text structure?
A. Easy Reading C. Extensive Reading
B. Increased ComprehensionD. Development of Critical
Thinking
______ 3. Which is NOT a technique in idea organization?
A. Outline C. Final Draft
B. Annotation D. Graphic Organizer
______ 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.
______ 5. Which can be used to organize ideas in a comparison-contrast
structure?
A. B. C. D.

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 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.

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 that…
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.pdf

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&advance
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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 11
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