English for Academic and Professional Purposes – Grade 11

Alternative Delivery Mode

Quarter 1 – Module 1: Reading Academic Texts
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or

English for Academic and office wherein the work is created shall be necessary for exploitation of such work for
profit. Such agency or office may, among other things, impose as a condition the payment
of royalties.

Professional Purposes Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Quarter 1 – Module 1: Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim

Reading Academic Texts ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Evaluators: Ryan Dela Cruz

Jonafe Salvador Dalumangcad
Jeanne T. Walid

Writers: Angel Rose Marie L. Ybañez, Ma-an C. Actub, Maryjane C. Mccarry, Kimberly C.
Magaway, Carmy V. Macua, Lianne L. Mutia, Marylene C. Tizon, Diocesa V.
Montecalvo, Cirila C. Natividad

Illustrator: Ryan Z. Roa

Layout & Design Evaluator: Allan H. Guibone

Management Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairperson: Dr. Victor G. De Gracia Jr. , CESO V
Asst. Regional Director
Mala Epra B. Magnaong
CES, CLMD
Dr. Bienvenido U. Tagolimot, Jr.
Regional ADM Coordinator
Dr. Angelina B. Buaron
EPS, English
Printed in the Philippines by
Department of Education – REGION 10
Office Address : Zone 1, Upper Balulang, Cagayan de Oro City 9000
Telephone : (088) 880-7071, (088) 880-7072
CO_Q1_SHS English for Academic and E-mail Address : [email protected]
Professional Purposes _ Module 1
 Introductory Message
For the facilitator:

Welcome to the English for Academic and Professional Purposes Alternative

Delivery Mode (ADM) Module on Reading Academic Texts!

This module was collaboratively designed, developed, and reviewed by educators

both from public and private 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.

English for Academic and

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

Professional Purposes
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:

Quarter 1 - Module 1:
Reading Academic Texts

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 the English for Academic and Professional Purposes Alternative

Delivery Mode (ADM) Module on Reading Academic Texts!

Academic language represents the language of the discipline that students

need to learn. It helps develop their content understandings and a means to
participate in the content area in meaningful ways. While some features of academic
language may vary, it is also important to note that academic or informational texts
are also different to a certain extent depending upon the author’s purpose, the topic
and the genre.

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: The following are some reminders in using this module:
This will give you an idea of the skills or 1. Use the module with care. Do not put unnecessary mark/s on any part of
What I Need to Know competencies you are expected to learn in the the module. Use a separate sheet of paper in answering the exercises.
module. 2. Don’t forget to answer What I Know before moving on to the other activities
This part includes an activity that aims to check included in the module.
What I Know what you already know about the lesson to 3. Read the instruction carefully before doing each task.
take. If you get all the answers correct (100%), 4. Observe honesty and integrity in doing the tasks and checking your
you may decide to skip this module. answers.
This is a brief drill or review to help you link the 5. Finish the task at hand before proceeding to the next.
What’s In current lesson with the previous one. 6. Return this module to your teacher/facilitator once you are through with it.
In this portion, the new lesson will be If you encounter any difficulty in answering the tasks in this module, do not
What’s New introduced to you in various ways such as a hesitate to consult your teacher or facilitator. Always bear in mind that you are not
story, a song, a poem, a problem opener, an alone.
activity or a situation.
This section provides a brief discussion of the We hope that through this material, you will experience meaningful learning
What is It lesson. This aims to help you discover and and gain deep understanding of the relevant competencies. You can do it!
understand new concepts and skills.
This comprises activities for independent
What’s More 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
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given to
Additional Activities you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
Answer Key learned concepts.
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.
 What I Know
What I Need to Know
To be guided with your journey in this module, let us start by working on this pre-test.

This module is solely prepared for you to access and acquire lessons befitted in Test I. Direction: Categorize the information based on their characteristics below by filling
your grade level. The exercises, drills and assessments are carefully made to suit your in the table to differentiate academic text from non-academic text. Write your answer on a
separate sheet of paper.
level of understanding. Concepts like the structure, language used from various
disciplines, ideas contained in various academic texts, knowledge of the text structure to Everyday Events To inform and/or validate idea To entertain
glean information that is needed, various techniques, and outlining reading text in various Scholarly audience Contains slang and colloquialisms Subjective
disciplines are discussed in the following lessons: Related literature Introduction-Body-Conclusion No fixed structure
Research papers, Reports Diaries, Informal essays Objective
• Lesson 1 – Academic Language used from Various Disciplines Public Formal
• Lesson 2 – Text Structure
• Lesson 3 – Techniques in Summarizing Variety of Academic Texts Characteristics Academic Text Non-Academic Text
Audience
To accomplish the desired performance stated, please be guided with the
Purpose
following learning competencies as anchor:
Structure
• Differentiates language used in academic texts from various disciplines
Language
• Uses knowledge of text structure to glean the information he/she needs
Style
(CS_EN11/12A-EAPP-Ia-c-4)
Source of content
• Uses various techniques in summarizing a variety of academic texts
Examples
(CS_EN11/12A-EAPP-Ia-c-4)
Test II. Direction: Read the passages and determine how the information is being organized.
Choose your answer from the list of words below. Write the letter of your choice on a
Learning Objectives: separate sheet of paper. (ereadingworksheets.com)
At the end of the lessons, you will be able to:
1. Differentiate language used in academic texts from various disciplines. a. Narrative b. Cause and Effect c. chronological/sequence
2. Determine the structure of a specific academic text. d. Descriptive e. Problem-Solution f. Compare & Contrast
3. Explain the specific ideas contained in various academic texts.
1. Ice-cream is a delicious frozen treat that comes in a many different colors and flavors.
4. Use knowledge of text structure to glean the information he/she needs.
Two of my favorite flavors are strawberry and chocolate. Though both of these flavors are
5. Use various techniques in summarizing a variety of academic texts. delicious, strawberry may contain pieces of fruit while chocolate usually will not. Even
though more chocolate ice-cream is sold across the country annually than strawberry,
each flavor tastes great inside of a milk shake.

2. The ice-cream shop around the corner from my house has the best ice-cream in the city.
When you first walk inside, there is a long chrome counter with matching stools extending
to alongside the far wall. Right where the counter stops, the booth seating begins. There
are lots of old-timey knickknacks on the walls and chrome napkin holders on all the tables.
My favorite part of the shop is behind the counter glass, where they keep all of the ice-
cream flavors. A rainbow of delicious sugary flavors is kept cool and delicious behind the
counter glass.

3. Freezer burn may have wasted more ice-cream than sidewalks. If you don’t know,
freezer burn is when ice crystals form on the surface of ice-cream. These ice
crystals can ruin the texture and flavor of the ice cream. But you can prevent
freezer burn. Since freezer burn is caused when melted ice-cream is refrozen,
CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
1 Professional Purposes _ Module 1 2 Professional Purposes _ Module 1
 rather than eating your ice-cream from the container as it melts, scoop your ice- Lesson
cream into a bowl and put the container back in the fridge immediately. Doing this
Academic Language used from
1
ought to help you solve your issues with freezer burn.
Various Disciplines
4. Have you ever had an ice-cream headache? That’s 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 center in the roof of your mouth.
The nerve center is overreacting to the cold by trying to heat your brain. Ice-cream
headaches have turned many smiles to frowns.
What’s In
5. One time my mom and I made ice-cream. We added sugar and cream into a big
glass bowl. We kept it frozen in the middle of a bigger glass bowl. While it froze, I
stirred the mixture with a hand mixer. It was the first time that had I used one and A. Direction: Read the passages below. Then, identify whether each passage can be an
academic text or non-academic text. Write A if it is academic and N if it is non-
it splattered ice-cream mixture all over the kitchen. The rest of the mixture finally
academic.
froze, so we ate some ice cream, and then put the remaining portions in the freezer
so that it wouldn’t get freezer burned. That was a good day.
1. Some educators suggest that the distinction between conversational and academic
language is somewhat arbitrary and that it is the situation, community, or context
that is either predominantly social or academic.
Test III. Direction: Summarize the paragraph below in 2-3 sentences. 2. The current study showed that COVID-19 pandemic lockdown affected the
academic performance of most participants with varying degrees.
“The Northern Lights” 3. In his reverie he remembers how nature marked the season it happened.
4. I believe they are the first and last and the closest things I have to say about my
own life.
There are times when the night sky glows with bands of color. The bands may begin 5. The current study showed that the most popular device that students used to
as cloud shapes and then spread into a great arc across the entire sky. They may fall in access the online materials was the smart phone followed by laptop, while the
folds like a curtain drawn across the heavens. The lights usually grow brighter, then least used tool was the personal computer.
suddenly dim. During this time the sky glows with pale yellow, pink, green, violet, blue,
and red. These lights are called the Aurora Borealis. Some people call them the Northern
Lights. Scientists have been watching them for hundreds of years. They are not quite sure
what causes them. In ancient times people were afraid of the Lights. They imagined that What’s New
they saw fiery dragons in the sky. Some even concluded that the heavens were on fire.
Direction: Read and answer the questions below. Write your answers on a separated
Long Beach City College WRSC sheet of paper.

SUMMARY 1. What is the easiest writing assignment you have done so far?
2. How about the most difficult writing assignment you have done?
3. Based on your answer, what do you think is academic writing and its differences
from other kinds of writing?

What is it
Key to answers on page 27 Nature and Characteristics of an Academic Text
An academic text is a written language that provides information, which contain
ideas and concepts that are related to the particular discipline. Essay, Research Paper,
Report, Project, Article, Thesis, and Dissertation are considered as academic texts.

CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
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Structure Features of Academic Texts:
1. Complex
The basic structure that is used by an academic text is consist of three (3) parts - Written language has no longer words, it is lexically more varied vocabulary.
introduction, body, and conclusion which is formal and logical. This kind of structure - Written texts are shorter and the language has more grammatical complexity,
enables the reader to follow the argument and navigate the text. In academic writing a including more subordinate clauses and more passives.
clear structure and a logical flow are imperative to a cohesive text. 2. Formal
- Should avoid colloquial words and expressions.
Tone
3. Precise
This refers to the attitude conveyed in a piece of writing. The arguments of others are - Facts are given accurately and precisely.
fairly presented and with an appropriate narrative tone. When presenting a position or 4. Objective
argument that disagrees with one’s perspectives, describe the argument accurately - has fewer words that emphasize on the information you want to give and the
without loaded or biased language. arguments you want to make
- mostly use nouns (adjectives), rather than verbs (adverbs)
Language 5. Explicit
- It is the responsibility of the writer in English to make it clear to the reader how
It is important to use unambiguous language. Clear topic sentences enable a reader to the various parts of the text are related.
follow your line of thinking without difficulty. Formal language and the third person point- 6. Accurate
of-view should be used. Technical language appropriate to area of study may also be used, - Uses vocabulary accurately
however, it does not mean using “big words” just for the sake of doing so. - Most subjects have words with narrow specific meanings.
Citation 7. Hedging
- It is necessary to make decisions about your stance on a particular subject, or
Citing sources in the body of the paper and providing a list of references as either the strength of the claims you are making.
footnotes or endnotes is a very important aspect of an academic text. It is essential to 8. Responsible
always acknowledge the source of any ideas, research findings, data, or quoted text that - You must be responsible for and must be able to provide evidence and
have been used in a paper as a defense against allegations of plagiarism. justification for any claims you make.
9. Organize
Complexity - Well-organized.
- It flows easily from one section to the next in a logical fashion.
An academic text addresses complex issues that require higher-order thinking skills to
10. Plan
comprehend.
- Well-planned.
Evidence-based Arguments - It usually takes place after research and evaluation, according to specific
purpose and plan.
What is valued in an academic text is that opinions are based on a sound understanding Purposes in Reading an Academic Text
of the pertinent body of knowledge and academic debates that exist within, and often
external to a specific discipline. 1. To locate a main idea;
2. To scan for information;
Thesis-driven 3. To identify gaps in existing studies;
4. To connect new ideas to existing ones;
The starting point of an academic text is a particular perspective, idea or position 5. To gain more pieces of information;
applied to the chosen research problem, such as establishing, proving, or disproving 6. To support a particular writing assignment; and,
solutions to the questions posed for the topic. 7. To deeply understand an existing idea.

CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
5 Professional Purposes _ Module 1 6 Professional Purposes _ Module 1
 Factors to Consider in Writing Academic Text Characteristics of Academic Language
1. State critical questions and issues; A. Formal
2. Provide facts and evidence from credible sources; - It should not sound conversational or casual. Colloquial, idiomatic, slang or journalistic
3. Use precise and accurate words while avoiding jargon; expressions should particularly be avoided.
4. Take an objective point of view; Examples:
5. List references; and, Use… Instead…
6. Use cautious language. Consider, monitor Look at
Revise, review Go over
Academic Language Solve, repair, amend Fix

Academic language is the language needed by students to do the work in schools. B. Objective
It includes, for example, discipline-specific vocabulary, grammar and punctuation, and - This means it is unbiased. It should be based on facts and evidence and are not
applications of rhetorical conventions and devices that are typical for a content area (e.g., influenced by personal feelings.
essays, lab reports, discussions of a controversial issue.) Students who master academic
language are more likely to be successful in academic and professional settings. C. Impersonal
- This involves avoiding the personal pronouns ‘I’ and ‘we’. For example, instead of
Social language is the set of vocabulary that allows us to communicate with others writing ‘I will show’, you might write ‘this report will show’. The second person,
in the context of regular daily conversations.
‘you’, is also to be avoided.

Here are some of the differences between social and academic language includes: Let us see now how well you know about the structure of an academic text. Belowis the activity
Social Language Academic Language that you are going to do.
In everyday interactions in In textbooks, research papers, conferences
spoken/written form in spoken/written form
For everyday conversation Used in school/work conversations
Used to write to friends, family, or for Appropriate for written papers, classwork, What’s More
other social purposes homework Instruction: Write TRUE if the statement is correct and FALSE if is not.
Informal, such as words like ''cool,'' Very formal and more sophisticated in its
1. Students who master academic language are more likely to be successful in
''guy,'' ''kidding'') expressions, such as words like
academic and professional settings.
''appropriate,'' ''studies,''
2. An academic text makes use of complex jargons to promote a higher level
''implementation'' of comprehension.
Can use slang expressions Don't use slang 3. Academic text uses words which tones up claims expressing certainty.
Can be repetitive Uses a variety of terms 4. Both academic and non-academic texts can be used to inform.
Can use phrases Uses sentences 5. The language used in academic texts should be conversational.
Sentences don't follow grammar Sentences begin with appropriate 6. In reading an academic text, it helps acquire new information.
conventions necessarily, with phrases transitions, like, ''moreover'' or ''in 7. An academic text needs less concentration and focus because the terms are
like, ''you're hungry?'' addition'') simple.
(Social & Academic Language Acquisition: Differences & Characteristics, 2020) 8. It is in academic text that issues are stated to provoke informationdiscussion.
9. A magazine is an academic text.
10. Academic language should be objective, precise, impersonal and formal.
(Accessed from: https://www.slideshare.net/jellianerosedinorog/academic-text-style-and-structure)

Key to answers on page 27

CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
7 Professional Purposes _ Module 1 8 Professional Purposes _ Module 1
 which swim in the middle of the tank, and kuhli loach (Pangio kuhlii), which swim
near the bottom of tank. It is anticipated that they will respond differently to light
What I Have Learned according to their niche with the tank.
E. This essay is focused on investigating the photo tactic responses of three different
species of fish that occupy different areas of an aquarium: danios (Danio rerio), which
An academic text is a reading material that provides information which group near the surface of the water, black skirt tetra (Gymnocorymbus ternetzi),
include concepts and theories that are related to the specific discipline. which swim in the middle of the tank, and kuhli loach (Pangio kuhlii), which swim
Common text includes introduction, body, and conclusion. On one hand, near the bottom of tank. It is anticipated that they will respond differently to light
students who master academic language are more likely to be successful in according to their niche with the tank.
academic and professional settings. Characteristics of Academic A B C D E
GETTING DEEPER! Language
Lesson: Does the text use a formal
language? (Yes/No)
_ Is the language impersonal?
What I want to say about the lesson: (Yes/No)
Are the choice of words
appropriate for an academic text?
(Yes/No)
What I found out: Does the text use technical terms?
(If yes, write 1 term found in the
text./No)
Is the academic text objective?
(Yes/If No, write 2 phrases that
indicate subjectivity.)

Test II. Instructions: Using the Venn diagram, compare and contrast the characteristics
What I Can Do
of academic texts from non-academic texts.

Test I. Instruction: Using the criteria given, evaluate the language of the following sample
academic texts from various disciplines. Write your answer on a separate sheet required ACADEMIC TEXT NON-ACADEMIC TEXT
by the teacher.

A. This essay intends to investigate whether there is a causal relationship between music
listened to and the mood of individuals. Additionally, it will seek to explore whether
this relationship is used in advertising to encourage people to spend money.
B. This essay intends to investigate whether there is a causal relationship between music
listened to and the mood of individuals. Additionally, it will seek to explore whether
this relationship is used in advertising to encourage people to spend money.
C. This essay intends to investigate whether there is a causal relationship between music
listened to and the mood of individuals. Additionally, it will seek to explore whether
this relationship is used in advertising to encourage people to spend money.
D. This essay is focused on investigating the photo tactic responses of three different
Key to answers on page 27
species of fish that occupy different areas of an aquarium: danios (Danio rerio), which
group near the surface of the water, black skirt tetra (Gymnocorymbus ternetzi),

CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
9 Professional Purposes _ Module 1 10 Professional Purposes _ Module 1
 Lesson Activity 2. Direction: Classify the signal words given below based on how they are used.
Write your answers on a separate sheet of paper.

2 Text Structure
Since
Such as
because
although
however
so that
for instance
important
powerful due to finally later

What’s In Narrative Sequence Cause & Problem/ Compare Definition

Effect Solution & Contrast or
From the past lesson, you have learned: Description
• To differentiate language used in academic texts from various disciplines.
• Academic language is the language needed by students to do the work in
schools.
• Academic language and social language have its own purpose.

Activity 1. Direction: Match the informal vocabulary in the list below with the more
Key to answers on page 27
appropriate formal options from the box.
Revise, review Commence, initiate, undertake Solve, repair, amend
Confirm, determine Satisfactorily, positive, favorable Consider, monitor, analyze
Somewhat, fairly Demonstrate, indicate, illustrate A great deal of, many What is it
Reasonable

1. Go over - 6. A lot of - Have you ever wondered how are the thoughts in academic texts organized?
Now, let us learn how academic texts are structured.
2. Show - 7. A bit -
3. Begin - 8. Fix - Common Text Structures
4. Good - 9. Make sure -
Text structures (WDPI, 2012) refer to the way authors organize information in
5. Look at- 10. Quite good-
text. Recognizing the underlying structure of texts can help students focus attention on
(Research & Learning Online, 2020) key concepts and relationships, anticipate what is to come, and monitor their
comprehension as they read.

Text Definition Graphic Transitions/ Questions

What’s New Structure Organizer Signal Words
Narrative Narrates an Descriptive - Who is the
event/story language narrative
with (adjectives, about?
In module 1, you have learned that the means to glean information is to understand
characters, adverbs, - Where is it
the meaning of the words on how it is used in the context. At this point, you will be setting, conflict, similes, and set?
learning more techniques of understanding and appreciating academic texts. Let us begin point of view, metaphors) - What is the
our journey in learning from Module 2! and plot conflict?
- Who is telling
the narrative?
- What is
happening?

CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
11 Professional Purposes _ Module 1 12 Professional Purposes _ Module 1
 does the
Chronological, Present ideas - First, second, - What items, author reach
Process, or or events in the third… events, or steps about these
Sequence order in which - Later are listed? items?
they happen - Next - Do they have - for example
Definition or Describes a - What are the
- Before to/ always - characteristics most
Description topic by listing
- Then happen in this - for instance
- Finally order? characteristics, important
features, - such as characteristics?
- After - What sequence - including
- When of events is attributes, and - how is it
- to illustrate
- Since being described? examples being
- Now/ - What are the described
previously major incidents (what does it
- Actual use of that occur? look like, how
dates - How is this does it work,
structure etc.)?
revealed in the
- What is
text?
important to
Cause and Provide - If/then - What
- reasons why remember
Effect explanations or happened?
- as a result about it?
reasons for - Why did it
phenomena - therefore happen? ©2012 Wisconsin Department of Public Instruction – Form DL-I
- because - What caused
- consequently Why is Text Structure Important?
it to happen?
- since
- so that The readers can significantly improve their comprehension and retention of information
- for when they can identify and recognize the text structure of a text. It can also help them:
- due to
Problem/ Identify - problem is - What is the
1. Organize information and details they are learning in their minds while reading.
Solution problems and - dilemma is problem?
- if/then - Why is this a 2. Make connections between the details being presented in a text
pose solutions 3. Summarize the important details shared in a text
- because problem?
- so that - Is anything
- question/ being done to try
answer to solve the At this stage, you should have several ideas on the common text structures used
- puzzle is problem? in academic texts. Keep in mind these ideas because you are going to use your knowledge
solved - What can be on text structures for enhancing your skills in gleaning information.
done to solve the
problem? Let us see how much you have understood about the topic by answering the activity
Compare and Discuss two - However/yet - What items prepared below.
Contrast ideas, events, - Nevertheless are being
or phenomena, - on the other compared?
showing how Difference Difference
hand - In what ways
- but/ whereas –
What’s More
Similarities
they are are they
similarly
different and similar?
- although
how they are - also/likewise Different? Activity 3. Direction: Identify the text structure based on the given statement. Write your
similar - in contrast/ - What answers on a separate sheet.
comparison conclusion
- different does the 1. This text structure is “how are things in the text similar or different.”
- either/or author reach 2. The text structure that discusses what is specifically being described.
- in the same about these 3. The text structure that is written in a style that tells what happened ang why it
way/ just as items? happens.
- What 4. This text structure tells what the conflict is, or problem, and how it was solved.
conclusion 5. The text structure that shows events taking place over time or gives steps is…
CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
13 Professional Purposes _ Module 1 14 Professional Purposes _ Module 1
 6. “Similar, same, alike, both, on the other hand, instead” are signal words for…
7. Before putting the model car together, we gathered our supplies. Then we
were able to read and follow the directions. Before long, our car was done.
8. Which type of text structure answers the question of what happened and
why?
9. Which type of text structure shows how two or more things are alike and Text structure refers on how the information within a written text is
different? organized. This strategy helps students understand that a text might present
10. The sentence structure that narrates a story.
a main idea and details; a cause and then its effects; and/or different views of
Activity 4. Direction: Read the passages and determine what sentence structure is used. a topic. This will help students monitor their comprehension.
Choose your answer from the list of words below. Write only the letter of your
choice. You may use a separate sheet in writing your answers.
GETTING DEEPER!
a. Narrative b. Chronological/Sequence c. Cause-Effect Lesson:
d. Descriptive e. Problem-Solution f. Compare-Contrast

1. There are two popular sports played at Milton, basketball, and volleyball. Both
What I want to say about the lesson:
take place inside of the gym at Milton. Also, each sport has two teams of people. In
basketball, however, the ball can be played off of the floor, and in volleyball, the ball
cannot touch the floor, or it is out of play. Basketball and volleyball are popular
sports at Milton. What text structure is this?
What I found out:
2. Lots of students fail classes. Some students fail because the work is too hard for
them. Other times they may fail because they are lazy, and don’t do any work.
Another reason why students may fail is if they don’t go to school. If you’re not in
class, you may miss a lot. Many students fail classes every quarter. What text
structure is this?

3. Dr. Knapp doesn’t want people to sit back and let the toad vanish. He believes that
everyone is responsible for restoring the toad species. Dr. Knapp thinks we could What I Can Do
help restore the toad population if we stop mowing parts of our lawns and let the
grass grow wild to reserve space for the toad. He also believes we need to stop using
pesticides and fertilizers. The chemicals kill the insects that toads eat. If we preserve Activity 5. Direction: Write an essay about your experience during the COVID -19
some spaces in our lawns and stop using fertilizers, Dr. Knapp believes we can save pandemic using a specific text structure of your choice. Use a
the toads. What text structure is this? separate sheet in writing.

4. Devers experienced the highlight of any sprinter’s career, as she stood on the huge Please be guided by the suggested criteria for scoring.
platform in the giant stadium and received an Olympic gold medal. Eighteen months Criteria for Scoring:
earlier she wasn’t thinking about running. She was hoping that she would be able to Appropriate Use of Text Structure - 20 pts.
walk again. Just four years earlier, in the summer of 1988, as Devers was training Convention - 15 pts.
for the Olympic Games, to be held in Seoul, South Korea, she began to feel very tired Creativity and Organization - 15 pts.
all the time and failed to make the Olympic finals. What text structure is this? Total - 50 pts.

5 The Eiffel Tower is divided into three sections. I. The lowest section of the tower (Title)
contains the entrance, a gift shop, and a restaurant. II. The middle section of the
tower consists of stairs and elevators that lead to the top. III. The top section of the
tower includes an observation deck with a spectacular view of Paris.

Key to answers on page 27

CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
15 Professional Purposes _ Module 1 16 Professional Purposes _ Module 1
 Lesson Did you find the retelling of the story difficult? Why or why not?
Techniques in Summarizing What strategies did you employ in order to retell the story? Did you find these strategies

3
helpful? Why or why not?
Variety of Academic Texts
Key to answers on page 27

What’s In What is it
Techniques in Summarizing Academic Texts
In the previous lesson, you have learned:
• Text Structure refers to the way authors organize information in text.
Summarizing is how we take larger selections of text and reduce them to their bare
• There are six commonly used text structures these are: Narrative, essentials: the gist, the key ideas, the main points that are worth noting and remembering.
Chronological/Sequence, Cause & Effect, Problem-Solution, Compare & Contrast, Webster's calls a summary the "general idea in brief form"; it's the distillation,
and Descriptive. condensation, or reduction of a larger work into its primary notions. (“Reading Quest
Strategies | Summarizing”)
• It helps students monitor their comprehension.
Basic Rules:
Let’s recall how much you’ve learned in the previous lesson. A. Erase things that don’t matter. Delete trivial material that is unnecessary to
understanding.
Activity 1. Direction: Match the group of words in Column A to their meanings in Column
B. Write only the letter of your choice. Use a separate sheet in writing your answers. B. Erase things that repeat. Delete redundant material. In note taking, time and
space is precious. If a word or phrase says basically the same thing you have
Column A Column B already written down, then don’t write it again!
1. Compare – Contrast a. Explains how to do it or how it happens
C. Trade, general terms for specific names. Substitute superordinate terms for lists
2. Cause – Effect b. Specifies only the consequences of the (e.g., flowers for daisies, tulips for roses). Focus on the big picture. Long, technical
action lists are hard to remember. If one word will give you the meaning, then less is more.
3. Sequence c. Shows what is in common and what is
D. Use your own words to write the summary. Write the summary using your own
different
words but make sure to retain the main points.
4. Problem-Solution d. Give the reader a mental picture
5. Descriptive e. Narrates a story or an event Techniques:
6. Narrative f. presents the action and its result 1. Somebody Wanted But So. The strategy helps students generalize, recognize cause and
g. suggests appropriate actions to address effect relationships, and find main ideas.
certain issue Somebody Wanted But So Then
(Who is the (What did the (What was the (How was the (Tell how
text about?) main character problem problem solved?) the story
want?) encountered?) ends.)
What’s New Little Red She wanted to She She ran away, crying A
Riding Hood take cookies to encountered a for help. woodsman
her sick wolf pretending heard her
Activity 2. Direction: Try to recall one of the novels or short stories you discussed in
grandmother. to be her and saved
one of your previous classes in English; choose one selection out of the several
grandmother. her from
you tackled throughout your school life. Then, on a separate sheet of paper, try to
the wolf.
rewrite the storyusing your own words.
Kris Bales, “5 Easy SUMMARIZING Strategies for Students,” ThoughtCo, accessed August 4, 2021,
https://www.thoughtco.com/summarizing-strategies-for-students-

CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
17 18
Professional Purposes _ Module 1 Professional Purposes _ Module 1
 After answering the questions, combine the answers to form a summary:

Little Red Riding Hood wanted to take cookies to her sick grandmother, but she
encountered a wolf. He got to her grandmother’s house first and pretended to be the
old woman. He was going to eat Little Red Riding Hood, but she realized what he was Try this technique with a familiar fable such as "The Tortoise and the Hare."
doing and ran away, crying for help. A woodsman heard the girl’s cries and saved her
Who is the What did When did Where did Why did the How did
from the wolf.
story they do? the action the story main the main
about? take place? happen? character do character
2. SAAC Method. This method is particularly helpful in summarizing any kind of text.
what s/he do what
SAAC is an acronym for “State, Assign, Action, Complete.” Each word in the acronym
did? s/he did?
refers to a specific element that should be included in the summary.
The He raced a When isn’t An old The tortoise The
tortoise quick, specified in country was tired of tortoise
State Assign Action Complete
boastful this story, so road hearing the kept up his
(the name of the (the name of the (what the author is (complete the
hare and it’s not hare boast slow but
article, book, or author) doing (example: sentence or
won. important in about his steady
story) tells, explains)) summary with
this case. speed. pace.
keywords and
important details)
4. First Then Finally. This technique helps students summarize events in chronological
“The Boy Who Aesop (a Greek tells what happens
order.
Cried Wolf” storyteller) when a
shepherd boy
First: What happened first? Include the main character and main event/action.
repeatedly lies to
Then: What key details took place during the event/action?
the villagers about
Finally: What were the results of the event/action?
seeing a wolf

Here is an example using "Goldilocks and the Three Bears."

Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in
complete sentences:
First, Goldilocks entered the bears' home while they were gone. Then, she ate their
"The Boy Who Cried Wolf," by Aesop (a Greek storyteller), tells what happens food, sat in their chairs, and slept in their beds. Finally, she woke up to find the
bears watching her, so she jumped up and ran away.
when a shepherd boy repeatedly lies to the villagers about seeing a wolf. After a
while, they ignore his false cries. Then, when a wolf really does attack, they don’t
5. Give Me the Gist. This type of techniques is like giving a friend the gist of a story. In
come to help him.
other words, they want a summary – not a retelling of every detail.

3. 5 W's, 1 H. This technique relies on six crucial questions: who, what, when where, Kris Bales, “5 Easy SUMMARIZING Strategies for Students,” ThoughtCo, accessed August 4, 2021,
why, and how. These questions make it easy to identify the main character, https://www.thoughtco.com/summarizing-strategies-for-students-
important details, and main idea. You are now equipped on how to summarize. Here is what you should do next.

Kris Bales, “5 Easy SUMMARIZING Strategies for Students,” ThoughtCo, accessed August 4, 2021,
https://www.thoughtco.com/summarizing-strategies-for-students-

CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
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Professional Purposes _ Module 1 Professional Purposes _ Module 1
 What’s More
What I Have Learned
Activity 3. Direction: Read the text below. Write a 3-5 sentence summary of the following
text using any of the techniques mentioned above. Use a separate sheet in writing
your summary.
Summarizing is reducing a larger selection but retaining the main points.
Understanding Calories

(1) A calorie, also known as kilocalorie, is a unit of energy. This unit represents the GETTING DEEPER!
energy required to heat a kilogram of water on degree Celsius. While people generally Lesson:
Link the term calorie with food, it is a unit of measurement that can be applied to any
substance possessing energy. For instance, there are 8200 calories in a litter (about one
quart) of gasoline.
(2) Calories describe the potential energy in food to maintain bodily functions, grow What I want to say about the:
or repair tissue, and perform mechanical work such as exercise. Food calories may take
the form of fat, carbohydrates, or proteins. Once consumed, enzymes act on these
nutrients through metabolic processes and break them into their perspective categories
of fatty acids, glucose, and amino acids. These molecules travel through the blood stream What I found out:
to specific cells where they are absorbed for immediate use or sent on to the final stage of
metabolism where they release their stored energy through the process of oxidation.
(3) The number of calories burned during an exercise depends on various factors
including body weight and the type of exercise. For example, an individual weighing 59
kilograms (130 pounds) would expend roughly 500calories per hour swimming or
playing basketball. However, this same person would burn an estimated 200 walking or
playing table tennis. In order to survive and maintain body weight, the average individual
requires approximately 2000 to 2500 calories per day. Gaining or losing weight is a simple
process. Add and subtract 7,700 calories over the course of time to gain or lose a kilogram.
What I Can Do
Nutrition has nothing to do with it. It is all about calories.

Activity 4. Direction: In a paragraph, summarize your personal experiences during the

time of COVID-19 pandemic. Use a technique the best fits the nature of the
summary you are writing.

Please be guided by the suggested criteria for scoring:

Concept - 20 pts.
Convention - 15 pts.
Creativity and Organization - 15 pts.
Total - 50 pts.

(Title)

CO_Q1_SHS English for Academic and CO_Q1_SHS English for Academic and
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Professional Purposes _ Module 1 Professional Purposes _ Module 1
 Online References
Assessment
Lesson 1
Ma. Ragie P. Tabotabo. English for Academic and Professional Purposes, Quarter 1-Module 1:
Test I. Direction: Read the text entitled “From the Autopsy Surgeon’s Report” and answer Academic Language. Cebu City: Department of Education, 2020.
the questions that follow. Write your answers on a separated sheet. https://bnvhsmodules.com/wp-content/uploads/2020/10/EAPP-Module-1.pdf.
From the Autopsy Surgeon’s Report
Monash University. "Using Academic Language." Research & Learning Online. Last
modified February 23, 2020. https://www.monash.edu/rlo/research-writing-
Death occurred from the effects of asphyxia, cerebral anemia, and shock. The
assignments/writing/features-of-academic-writing/academic-language#top.
victim’s hair was used for the constriction ligature. Local marks of the ligature were
readily discernible: there were some abrasions and a slight ecchymosis in the skin.
But I found no obvious lesion in the blood vessels of the neck. "Social & Academic Language Acquisition: Differences & Characteristics." Study.com. April
Cyanosis of the head was very slight and there were no pronounced 16, 2020. https://study.com/academy/lesson/social-academic-language-
hemorrhages in the galea of the scalp. I should judge that very great compression acquisition-differences-characteristics.html.
was affected almost immediately, with compression of the arteries as well as of the
vein, and that the superior laryngeal nerve was Structure and Features of Academic Text. 2016. Accessed August 2, 2021
traumatized in the effect of throwing the victim into profound shock… https://www.slideshare.net/pokray/structure-and-features-of-academic-text.
The lungs revealed cyanosis, congestion, over aeration, and subpleural
petechial hemorrhages… "Text Structure Activities, Projects, and Resources." Ereading Worksheets. Last modified
December 18, 2010. https://www.ereadingworksheets.com/text-structure/text-
structure-activities/.
1. What does the author want to convey to the readers?
2. How does the author present his ideas? "The Structure of Academic Texts." Lnu.se. Accessed August 2, 2021.
3. What are the signal words used in the text? https://lnu.se/en/library/Writing-and-referencing/the-structure-of-academic-
4. How do the signal words helped in organizing the author’s ideas? texts/.

Test II. Direction: From the same reading text above, titled “From the Autopsy Surgeon’s UEFAP. Features of Academic Writing. n.d. Accessed August 2, 2021
Report”, write a 2-3 sentences summary using any technique of your choice. Use a https://www.uefap.com/writing/feature/featfram.htm.
separate sheet of paper.
Lesson 2
Jennifer Findley. "Teaching Text Structure (And What To Do When Students Struggle)."
Teaching with Jennifer Findley (blog). March 14, 2020.
Additional Activities https://jenniferfindley.com/teaching-text-structure/.

"Nonfiction Text Structures Review - Quiz." Quizizz — The World’s Most Engaging
Test I. Direction: Read the following sentence from a student’s essay: Learning Platform. Accessed August 3, 2021.
https://quizizz.com/admin/quiz/5875632ec2846dcf2f28fbb8/nonfiction-text-
1. Articles on women’s sports were placed on the left page and often at the bottom, structures-review#.
which is a place skipped by many readers.
Quizzma Team. "Text Structure Quiz » Quizzma." Quizzma. Last modified April 22,
Which two sentences below express the same idea using more formal language? 2020. https://quizzma.com/text-structure-quiz/.
a. Articles on women’s sports were placed on the left page and often at the bottom,
which is an area most readers jump over. Wisconsin Department of Public Instruction |. Accessed August 3, 2021.
b. Articles on women’s sports were placed on the left page and often at the bottom, https://dpi.wi.gov/sites/default/files/imce/ela/images/Text%20Structures.pdf.
which is a less prominent position.
c. Articles on women’s sports were placed on the left page and often at the bottom, Lesson 3
which is an area often overlooked by readers. Bales, Kris. "5 Easy Summarizing Strategies for Students." ThoughtCo.
https://www.thoughtco.com/summarizing-strategies-for-students-4582332
(accessed August 4, 2021).

26 CO_Q1_SHS English for Academic and 27 CO_Q1_SHS English for Academic and
Professional Purposes _ Module 1 Professional Purposes _ Module 1
Department of Education. English for Academic and Professional Purposes, 1st ed. 3F
Maine City Tower, 236 Tomas Morato Avenue,Brgy. South Triangle, Quezon City:
Sunshine Interlinks Publishing House, Inc., 2016. PDF e-book.

Meade PASS training. "Summarizing Strategies." Bath County Schools. Accessed August 4,
2021. https://www.bath.k12.ky.us/docs/Summarizing%20Strategies.pdf.

Raymond C. Jones. "ReadingQuest Strategies | Summarizing." ReadingQuest | Main Page.

Accessed August 4, 2021. https://www.readingquest.org/summarize.html.

28 CO_Q1_SHS English for Academic and

Professional Purposes _ Module 1