Senior High School

English for Academic

and Professional Purposes
Quarter 1 – Module 2
Using Knowledge of Text Structure
to Glean Information
CS_EN11/12A-EAPP-Ia-c-4
 Introductory Message
For the Facilitator:

Welcome to English for Academic and Professional Purposes Alternative Delivery

Mode (ADM) Module on Using Knowledge of Text Structure to Glean Information.

This module was collaboratively designed, developed and reviewed by

educators from public institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners’ progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the Learner:

Welcome to English for Academic and Professional Purposes Alternative Delivery

Mode (ADM) Module on Using Knowledge of Text Structure to Glean Information.

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn
in the module.
This part includes an activity that aims to
check what you already know about the
 lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.
This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story,
a song, a poem, a problem opener, an
activity
or a situation.
This section provides a brief discussion of
the lesson. This aims to help you
discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the
lesson.
This section provides an activity which
will help you transfer your new knowledge
or skill into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be
given to you to enrich your knowledge or
skill of the lesson learned.
This contains answers to all activities in
the module.

At the end of this module, you will also find:

References- This is a list of all sources used in developing this

module. The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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Directions: Read the following statements and choose the best answer. Write your
answers on the space before each number.
1. It refers to how information is organized in a passage.
a. descriptive structure
b. academic structure
c. text structure

2. It is a text structure that explains reasons why something

happened.
a. problem-solution
b. cause and effect
c. spatial/description
3. This type of text examines the similarities and differences
between two or more people, concepts, ideas, etc.
a. problem-solution
b. cause and effect
c. comparison and contrast

4. This word means time.

a. chrono
b. logic
c. chronological

5. This type of structure sets up a problem or problems, explains

solutions and then discusses the effects of the solution.
a. problem-solution
b. cause and effect
c. comparison and contrast

6. This type of text structure features a detailed description of

something to give a reader a mental picture.
a. problem-solution
b. cause and effect
c. spatial/description
 7. The following words can be used as signal words in cause and
effect text structure EXCEPT:
a. due to
b. because
c. meanwhile

8. It is the basic pattern of a story.

a. middle - beginning - end
b. beginning – middle - end
c. end – middle – beginning

9. It is organized based on the occurrence of an event.

a. spatial/description
b. chronological order
c. cause and effect

10. This word means order.

a. chrono
b. logic
c. chronology

11. The following are signal words for contrasting EXCEPT:

a. similarly
b. but
c. unlike

12. The following are signal words for chronological order EXCEPT:
a. first, second, third…
b. begin, next, last…
c. like, unlike, both…

13. The following are signal words for comparing EXCEPT:

a. both
b. but
c. similarly

14. This text structure presents the causal relationship between a

specific event.
a. cause and effect
b. spatial description
c. comparison and contrast.

15. What kind of description should be used in describing specific

events, persons or places in spatial/description text structure?
a. vague
b. vivid
c. non realistic

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Let’s Review!

Directions: Identify the following terms based on your previous lesson. Choose your
answer from the box below. Write the letter of your answer on the space before
each item.

A. style B. purpose C. caution D. objectivity E. formal

1. It is the language that should be used in writing academic text.

2. It serves as the writer’s goal in writing a text.
3. It is a feature of language that requires you to be careful on your writing.
4. It is a feature of language which prohibits you to include personal emotions in the
text.
5. It deals with the way the writer organize a text.

Do We Match?

Directions: Match the definition in column A to the term in Column B. Write the
letter of your answer on the space before each number.

Column A Column B
1. It is the meaning of the word “logic”. A. description
2. It refers to the signal word for cause and effect. B. text structure
3. It creates a picture in the mind of the readers. C. beginning – middle - end
4. It is the organization of text in a passage. D. order
5. It is the basic structure of a story. E. due to

Using Knowledge of Text Structure to Glean Information

Text Structure

Every student should understand that a text should present its details and main
ideas. Text structure helps them to organize a written text, giving its cause and
effect, or its different views. Text structure refers to organization of information in
a passage.

Common Types of Text Structure

Spatial or Description gives a reader a detailed feature that creates a picture

on his/her mind about a topic.
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 Spatial organization is when information in a passage is organized in order
of space or location. Spatial organization can also be called as descriptive writing.
If you are about to describe how something looks, you are describing it spatially. It
can also be used in fiction and non-fiction. Even if narration style of writing is
usually arranged chronologically, if the author is describing a setting of a certain
scene, the author is describing it spatially.

Example: Volcanoes can be a source of fear and destruction. Even

though volcanoes are like pressure valve in the inner earth, they are very
beautiful sights. One of the parts of the volcanoes that cannot be seen all the time
is its magma chamber. It is beneath the earth’s bedrock and is very hot. Conduit is
the one that runs from the magma chamber to the crater, which can be seen at the
top of the volcano. The crater is where the magma exits. Volcanoes are very scenic
yet very dangerous.

Cause and Effect presents the relationship between specific events, ideas, or concepts.

Cause and effect is one way of organizing information in a text. It explains

reasons why something happened. It can be ordered as cause to effect or vice
versa. It is generally used in expository and persuasive writing modes.

It can be cause to effect wherein it explains why something happened and

the effect of it. It can be also effect to cause wherein it explains the result of things
that happened and its reasons. This structure is commonly used, most of the time
writers do not notice that they use this kind of text structure.

Example: Many people think that they can acquire illness by going into cold
weather improperly dressed. However, illnesses are not caused by temperature.
They are caused by germs. So, trembling outside in the cold probably won’t
strengthen your immune system, but you are more likely to acquire illness
outdoors because you will greatly be exposed to germs.

In the previous example, the paragraph explains how germs cause illnesses.
The germs are the cause in the paragraph and the illness is the effect.

Here is another example of a paragraph that is written using the cause and
effect text structure:

Another Example:

Students are prohibited to chew gum in my class. While other students

think that I am just being mean, I have a lot of good reasons for this rule. First,
there are some irresponsible students who can make messes with their gums.
Students may leave them on the bottoms of desks, drop them on the floor, or put
them on other people’s property. Another reason why I don’t allow students to
chew gum is because it can be a source of distraction while listening, reading,
writing and learning. When they are allowed to chew gum, students are more
worried about having it, popping it, chewing it, and snapping it. This is why I don’t
allow students to chew gum in my class.

Identifying a text written using the cause and effect pattern of

organization can be tricky. Though stories are arranged chronologically, Cause
and Effect pattern is only
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organized by the time an event happened that has causal relationship. Contrarily,
cause and effect passages usually focus on explaining the reason why something
occurs or occurred.

These are the signal words that may indicate that information in a
paragraph is organized as cause and effect: because, as a result, resulted, caused,
affected, since, due to, effect.

Comparison and Contrast gives the similarities and differences between two
or more people, events, concepts, ideas, and the like.

Comparison and Contrast is a text structure or pattern of organization that

discusses similarities and differences. You should bear in mind that this kind of
structure should discuss both comparing (similarities) and contrasting
(differences). If you will only discuss comparing and not contrasting, it cannot be
called as comparing and contrasting but comparing alone and vice versa.

This pattern is generally easy to recognize. Writer who is comparing and

contrasting will bounce back and forth between two subjects. Here are some signal
words that may indicate that the text is written using the compare and contrast
organizational pattern: like, unlike, both, neither, similar, and different.

Example: Mangoes and durians are both fruits. They both have seeds
inside of them. Each has a skin, but durian skins are thick and difficult to peel.
Mango skins are thinner and peel easily. Durians have distinct stench while
mangoes have sweet smell, but both fruits are delicious.

Chronological Order

Chronological order explains a text by the time an event occurs. Chrono

means time and logic means order. The events occur along a timeline even if
the author uses flashbacks, or flash forwards. All stories are organized
chronologically, therefore, every story has a beginning, middle, and end. Non-
fiction stories organized chronologically usually contain dates while fiction
passages or narratives usually have no dates. A narrative or story is a journey
through time, and all of the events are arranged in order of time. Stories require
the passage of time. Sometimes, time will stop in a narrative. Certain passages in
a story may focus on describing scenery or spaces, and use a descriptive or
spatial method of organization. The conflict of a story may be discussed in terms of
problem and solution or cause and effect, but the text in a story is still mainly
organized chronologically.

Example: This morning was pretty crazy. I woke up really late because of
wrong setting of my alarm. It was set PM instead of AM. I just wore any clothes
and ran out the door. I rode my bike as fast as I could with the thought that I was
going to be late for sure, but when I got there everyone was outside and there
were fire trucks all lined up in front of school. I guess somebody pulled the fire
alarm before class started. It worked out though, because nobody really noticed or
minded that I was tardy.

Problem-Solution mentions a problem or problems, identifies some possible

solutions and discusses the effect of the solution.

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 Problem – Solution is a pattern of organization that explains a problem or
issue and an attempted solution in the issue. This type of text is usually
interchanged with cause and effect type of structure but the only thing that they
should remember is that cause and effect text structure do not offer a solution.
This mentions a problem and then offers a solution plus the possible effect of a
solution.

Example: Bullying has been prevalent these days. These encounters make
it hard for children to develop confidence and high self-esteem. Fortunately,
bullying has been noticed and is being addressed by many sectors of the
community. However, these efforts are not enough. The most effective way to
stop bullying is by nurturing and inculcating good manners and right conduct
within families.

Independent Activity 1

Directions: Read the following statements. Write T if the statement is True and
F if it is False. Write your answer on the space before each number.

1. Text structure is how information within a written text is organized.

2. Comparing is all about differences.
3. Contrasting is all about similarities.
4. Spatial is also called description.
5.Cause and effect explains reasons why something happened
6. Chronological comes from the words “chrono” and “logic”
7. Comparison and contrast is only about giving similarities.
8. Chronological order is the arrangement of events beginning with a flashback.
9. Description creates a picture in the mind of the readers.
10. Chronological order can only be used in fiction.

Independent Assessment 1

Directions: Identify what is being described in the following statements. Write your
answer on the space before each item.

1. This type of text examines the similarities and

differences
between two or more people, concepts, ideas, etc.
2. This type of structure sets up a problem or problems
explains
solutions and then discusses the effects of the solution.
3. This type of text structure features a detailed description
of
something to give a reader a mental picture.
4. It is the basic pattern of a story.
5. Two words when combined means order of time.
6. This word means order.
7. This word means time.
8. A text structure that explains reasons why something
happened.

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 9. It is organized by the time an event occurred.
10. It refers how information was organized in a passage.

Independent Activity 2

Fill in the blanks.

Directions: Fill in the blanks inside the matrix with the correct information. Remember
the
terms discussed in this module in order to answer this activity.

Text Structure Definition Signal words

1. It gives a reader a No signal words,

feature that creates a just the
on his/her mind about a topic.
concrete
description about
the
topic.

It presents the because, as a result,

2. Cause and Effect between specific events, resulted, caused,
, or affected, since, due
to, effect.

3. Comparison and It gives the and Like, unlike,

Contrast between both, neither,
or more people, events, similar, and different.
concepts, ideas, and the like.

Chrono means Words that

4. and logic means . indicate order like
first, second, third,
next, after, end
etc.

It mentions a problem or No specific

5. , identifies some signal words.
possible and
discusses the effect of the
solution.
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Independent Assessment 2

Directions: Read and analyze the paragraph in each number. Fill out the given
graphic organizers with the correct information based on the given paragraph.

1. Comparison and Contrast

Whales and sharks are animals that both live in water. They both
have fins and can swim underwater. However, whales have hairs and
needs to come on the surface of the water to breathe air while sharks have
scales on their skin.
Aside from that, whales give birth to their young ones. Sharks on the
other hand lay eggs. They also have specialized gills that enable them to
breathe underwater.

1. Topic

Similarities Differences

1. 1.

2. 2.

3. 3.

2. Chronological Order

Khaiden was born in Bulacan until he was five years old. Next, he
moved to Makati City. He stayed there until he graduated Senior High
School. Then he went away to Manila to get his college diploma. He stayed
there for six years until he finished his course in engineering and passed his
licensure examination. After getting his license he went back to Bulacan
4
.

Title: Khaiden’s Life 3.

2.

1.

and started his career as an engineer.

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3. Cause and Effect

Students are not allowed to have their cellular phones during

classroom discussion unless needed because it causes distraction and
disable students to concentrate in class. Furthermore, some students use
phones to bully other students by taking unnecessary pictures and videos.

Effect #1

Cause

Effect #2

4. Problem - Solution

There is an increasing nitrogen monoxide emission in the

environment. This contributes to global warming that leads to climate
change that has a drastic effect in our life. To prevent this, we are
encouraged to use renewable source of energy such as windmill and solar
energy. In addition, communities were urged to recycle their waste
materials.

Solution
Problem:

Increasing Nitrogen
Solution
Monoxide

Independent Activity 3

Directions: Answer the questions after each passage. Write your answer on
space provided for.

1. Sinigang na Hipon is a type of Filipino sour soup where shrimp is the main
ingredient. It also includes radish, okra and eggplant. It is best served during cold
season with a cup of rice. Here is the procedure on how to cook sinigang na hipon. In
a pot, boil 2-3cups of water, then add radish, tomato, okra, eggplant, and onion.
Continue to cook for 6-8 minutes. After that, add the fresh shrimp. Make sure it is
cleaned first before cooking. Let it boil until the shrimp and vegetables are cooked.
Lastly, add seasoning. Serve while it is hot.
 a. What is the text structure used in the passage?

b. What is the main idea of the passage?

a. Is there any signal words that you have observed that lead you to your
answer in letter a? If there is any, cite them.

2. Owl is one of the beautiful creatures that can be found here in the Philippines.
Owl has a forward facing eye and ear-holes, a hawk-like beak, a flat face, and
usually a conspicuous circle of feathers, a facial disc around each eye. Owls are
far-sighted. They are unable to clearly see anything near them. They can also
rotate their heads and necks as much as 270°.
a. What is the text structure used in the passage?

b. What is the main idea of the passage?

c. Is there any signal words that you have observed that lead you to your
answer in letter a? If there is any, cite them.

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Directions: Choose the letter of the best answer. Write your answer on the space before

each number.
1. This type of text structure features a detailed description of
someone or something to give the reader a mental picture.
a. cause and effect
b. spatial/description
c. problem – solution

2. The following are signal words for comparing EXCEPT:

a. both
b. but
c. similarly

3. The following are signal words for contrasting EXCEPT:

a. similarly
b. but
c. unlike

4. The following are signal words for chronological order

EXCEPT:
a. first, second, third…
b. begin, next, last…
c. like, unlike, both…

5. This structure presents the causal relationship between a

specific event, idea, or concept.
a. cause and effect
b. spatial/description
c. problem – solution
6. This type of text examines the similarities and differences between
two or more people, concepts, ideas, etc.
a. cause and effect
b. spatial/description
c. comparison and contrast

7. This type of text structure is highly dependent on time of occurrence.

a. cause and effect
b. spatial/description
c. chronological order
8. This type of structure sets up a problem or problems, explains
solutions and then discussed the effects of the solution.
a. cause and effect
b. spatial/description
c. problem – solution

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9. It is organized by the time an event occurred.
a. chronological order
b. spatial/description
c. problem – solution

10. It is how information is organized in a passage.

a. descriptive structure
b. academic structure
c. text structure

11. What kind of description should be used in describing specific

events, persons or places in spatial/description text structure?
a. vague
b. vivid
c. non realistic

12. This word means “order”.

a. chrono
b. logic
c. chronology

13 This word means “time”.

a. chrono
b. logic
c. chronology

14. The following words can be used as signal word in cause and
effect text structure EXCEPT:
a. due to
b. because
c. meanwhile
15. It is the basic pattern of a story.
a. end-middle-beginning
b. beginning-middle-end
c. middle-beginning-end

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