English for Academic and

Professional Purposes
Quarter 1 - Module 1:
Reading Academic Texts

CO_Q1_SHS English for Academic

and Professional Purposes _
Module 1
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 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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by theirrespective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from theirrespective copyright owners. The publisher and authors do not
represent nor claim 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. , CESOV
Asst. Regional Director
Mala EpraB. Magnaong
CES, CLMD
Dr. BienvenidoU. Tagolimot, Jr.
Regional ADM Coordinator
Dr. Angelina B. Buaron
EPS, English

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Telephone : (088) 880-7071, (088) 880-7072
E-mail Address :[email protected]
English for Academic and
Professional Purposes
Quarter 1 - Module 1:
Reading Academic Texts
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, de veloped, 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.

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:

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 Mod e (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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to check
What I Know what you already know about the lesson to
take. If you get all the answers correct (100%),
you may decide to skip this module.
This is a brief drill or review to help you link the
What’s In current lesson with the previous one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
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 fille d 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
learned concepts.
This contains answers to all activities in the
Answer Key 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 instruction 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!
 What I Need to Know

This module is solely prepared for you to access and acquire lessons befitted
in your grade level. The exercises, drills and assessments are carefully made to suit
your level of understanding. Concepts like the structure, language used from
various disciplines, ideas contained in various academic texts, knowledge of the text
structure to glean information that is needed, various techniques, and outlining reading
text in various disciplines are discussed in the following lessons:

• Lesson 1 - Academic Language used from Various Disciplines

• Lesson 2 - Text Structure
• Lesson 3 - Techniques in Summarizing Variety of Academic Texts

To accomplish the desired performance stated, please be guided with the

following learning competencies as anchor:
• Differentiates language used in academic texts from various disciplines
• Uses knowledge of text structure to glean the information he/she
needs (CS_EN11/12A-EAPP-Ia-c-4)
• Uses various techniques in summarizing a variety of academic
texts (CS_EN11/12A-EAPP-Ia-c-4)

Learning Objectives:
At the end of the lessons, you will be able to:
1. Differentiate language used in academic texts from various disciplines.
2. Determine the structure of a specific academic text.
3. Explain the specific ideas contained in various academic texts.
4. Use knowledge of text structure to glean the information he/she needs.
5. Use various techniques in summarizing a variety of academic texts.

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 What I Know
To be guided with your journey in this module, let us start by working on this pre-test.

Test I. Direction: Categorize the information based on their characteristics below by filling
in the table to differentiate academic text from non-academic text. Write your answer on
a separate sheet of paper.

Everyday Events To inform and/or validate idea To entertain

Scholarly audience Contains slang and colloquialisms Subjective
Related literature Introduction-Body-Conclusion No fixed structure
Research papers, Reports Diaries, Informal essays Objective
Public Formal

Characteristics Academic Text Non-Academic Text

Audience
Purpose
Structure
Language
Style
Source of content
Examples

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 separate sheet of paper. (ereadingworksheets.com)

a. Narrative b. Cause and Effect c. chronological/sequence

d. Descriptive e. Problem-Solution f. Compare & Contrast

1. Ice-cream is a delicious frozen treat that comes in a many different colors and
flavors. Two of my favorite flavors are strawberry and chocolate. Though both of these
flavors are 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 milkshake.

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 along chrome counter with matching stools extending
to alongside the far wall. Right where the counter stops, the boothseating begins. There
are lots of old-timeyknickknacks 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’tknow, 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.
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But you can prevent freezer burn. Since freezer burn is caused when melted
ice-cream is refrozen,

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 rather than eating your ice-cream from the container as it melts, scoop your
ice- cream into a bowland put the container back in the fridge immediately. Doing
this ought to help you solve your issues with freezer burn.

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 ahot 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.

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 it splattered ice-cream mixture all over the kitchen. The rest of the
mixture finally froze, so we ate some icecream, and then put the remaining
portions in the freezer so that it wouldn’t get freezer burned. That was a good
day.

Test III. Direction: Summarize the paragraph below in 2-3

sentences. “The Northern Lights”

There are times when the night sky glows with bands of color. The bands may
begin as cloud shapes and then spread into a great arc across the entire sky. They may
fall in folds like a curtain drawn across the heavens. The lights usually grow
brighter, then 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 they saw fiery dragons in the sky. Some even concluded that
the heavens were on fire.

Long Beach City College WRSC

SUMMARY

Key to answers on page 27

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 Lesson
Academic Language used from
1 Various Disciplines

What’s In

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-
academic.

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.
2. The current study showed that COVID-19 pandemic lockdown affected
the
academic performance of most participants with varying degrees.
3. In his reverie he remembershow 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.
5. The current study showed that the most popular device that students used
to access the online materials was the smart phone followed by laptop, while
the least used tool was the personal computer.

What’s New

Direction: Read and answer the questions below. Write your answers on a
separated sheet of paper.

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
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,
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Research Paper, Report, Project, Article, Thesis, and Dissertation are considered as
academic texts.

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Structure

The basic structure that is used by an academic text is consist of three (3)
parts introduction, body, and conclusion which is formal and logical. This kind of
structure enables the reader to follow the argument and navigate the text. In academic
writing a clear structure and a logical flow are imperative to a cohesive text.

Tone

This refers to the attitude conveyed in a piece of writing. The arguments of others
are fairly presented and with an appropriate narrative tone. When presenting a
position or argument that disagrees with one’s perspectives, describe the
argument accurately without loaded or biased language.

Language

It is important to use unambiguous language. Clear topic sentences enable a reader to

follow your line of thinking without difficulty. Formal language and the third person
point- of-view should be used. Technical language appropriate to area of study may also
be used, however, it does not mean using “big words” just for the sake of doing so.

Citation

Citing sources in the body of the paper and providing a list of references as
either footnotes or endnotes is a very important aspect of an academic text. It is
essential to always acknowledge the source of any ideas, research findings, data, or
quoted text that have been used in a paper as a defense against allegations of plagiarism.

Complexity

An academic text addresses complex issues that require higher-order thinking skills
to comprehend.

Evidence-based Arguments

What is valued in an academic text is that opinions are based on a sound

understanding of the pertinent body of knowledge and academic debates that exist
within, and often external to a specific discipline.

Thesis-driven

The starting point of an academic text is a particular perspective, idea or

position applied to the chosen research problem, such as establishing, proving, or
disproving solutions to the questions posed for the topic.

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Features of Academic Texts:
1. Complex
- Written language has no longer words, it is lexically more varied vocabulary.
- Written texts are shorter and the language has more grammatical
complexity, including more subordinate clauses and more passives.
2. Formal
- Should avoid colloquial words and expressions.
3. Precise
- Facts are given accurately and precisely.
4. Objective
- has fewer words that emphasize on the information you want to give and
the arguments you want to make
- mostly use nouns (adjectives), rather than verbs (adverbs)
5. Explicit
- It is the responsibility ofthe writer in English to make it clear to the reader
how the various parts of the text are related.
6. Accurate
- Uses vocabulary accurately
- Most subjects have words with narrow specific meanings.
7. Hedging
- It is necessary to make decisions about your stance on a particular subject,
or the strength of the claims you are making.
8. Responsible
- You must be responsible for and must be able to provide evidence
and justification for any claims you make.
9. Organize
- Well-organized.
- It flows easily from one section to the next in a logical fashion.
10. Plan
- Well-planned.
- It usually takes place after research and evaluation, according to
specific purpose and plan.
Purposes in Reading an Academic Text

1. To locate a main idea;

2. To scan for information;
3. To identify gaps in existing studies;
4. To connect new ideas to existing ones;
5. To gain more pieces of information;
6. To support a particular writing assignment; and,
7. To deeply understand an existing idea.

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 Factors to Consider in Writing Academic Text
1. State critical questions and issues;
2. Provide facts and evidence from credible sources;
3. Use precise and accurate words while avoiding jargon;
4. Take an objective point of view;
5.List references; and,
6. Use cautious language.

Academic Language

Academic language is the language needed by students to do the work in

schools. It includes, for example, discipline-specific vocabulary, grammar and
punctuation, and applications of rhetorical conventions and devices that are typical for a
content area (e.g., essays, lab reports, discussions of a controversial issue.) Students
who master academic language are more likely to be successful in academic and
professional settings.

Social language is the set of vocabulary that allows us to communicate with

others in the context of regular daily conversations.

Here are some of the differences between social and academic language includes :
Social Language Academic Language
In everyday interactions in In textbooks, research papers,
spoken/written form conferences in spoken/written form
For everyday conversation Used in school/work conversations
Used to write to friends, family, or Appropriate for written papers,
for other social purposes classwork, homework
Informal, such as words like ''cool,'' Very formal and more sophisticated in
''guy,'' ''kidding'') its expressions, such as words
like ''appropriate,''
''studies,'' ''implementation''
Can use slang expressions Don't use slang
Can be repetitive Uses a variety of terms
Can use phrases Uses sentences
Sentences don't follow Sentences begin with appropriate
grammar conventions necessarily, transitions, like, ''moreover'' or ''in
with phrases like, ''you're hungry?'' addition'')
(Social & Academic Language Acquisition: Differences & Characteristics, 2020)

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Characteristics of Academic Language
A. Formal
- It should not sound conversational or casual. Colloquial, idiomatic, slang or journalistic
expressions should particularly be avoided.
Examples:
Use … Instead …
Consider, monitor Look at
Revise, review Go over
Solve, repair, amend Fix

B. Objective
- This means it is unbiased. It should be based on facts and evidence and are
not influenced by personal feelings.

C. Impersonal
- This involves avoiding the personal pronouns ‘I’ and ‘we’ . For example, instead
of writing ‘Iwill show’, you might write ‘this report will show’ . The second
person,
‘you’, is also to be avoided.

Let us see now how well you know about the structure of an academic text. Belowis the
activity that you are going to do.

What’s More
Instruction: Write TRUE if the statement is correct and FALSE if is not.
1. Students who master academic language are more likely to be successful
in academic and professional settings.
2. An academic text makes use of complex jargons to promote a higher
level of comprehension.
3. Academic text uses words which tones up claims expressing certainty.
4. Both academic and non-academic texts can be used to inform.
5. The language used in academic texts should be conversational.
6. In reading an academic text, it helps acquire new information.
7. An academic text needs less concentration and focus because the terms
are simple.
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)

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 Key to answers on page 27

CO_Q1_SHS English for Academic

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 What I Have Learned

An academic text is a reading material that provides information

which include concepts and theories that are related to the specific
discipline.
Common text includes introduction, body, and conclusion. On one
hand, students who master academic language are more likely to be
successful in academic and professional settings.
GETTING DEEPER!
Lesson:

What I want to say about the lesson:

What I found out:

What I Can Do

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 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.

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D. This essay is focused on investigating the photo tactic responses of three
different species of fish that occupy different areas of an aquarium: danios
(Daniorerio), which group near the surface of the water, black skirt tetra
(Gymnocorymbus ternetzi),

CO_Q1_SHS English for Academic and

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 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 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
(Daniorerio), which group near the surface of the water, black skirt tetra
(Gymnocorymbus ternetzi), 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 according to their niche with the tank.
Characteristics of A B C D E
Academic
Language
Does the text use a formal
language? (Yes/No)
Is the language impersonal?
(Yes/No)
Are the choice of words
appropriate for an academic text?
(Yes/No)
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 of academic texts from non-academic texts.
ACADEMIC TEXT NON-ACADEMIC TEXT

Key to answers on page 27

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 Lesson

2 Text Structure

What’s In

From the past lesson, you have learned:

• 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 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
Reasonable

1. Go over - 6. A lot of -
2. Show - 7. Abit -
3. Begin - 8. Fix -
4. Good - 9. Make sure -
5. Look at- 10. Quite good-
(Research & Learning Online, 2020)

What’s New

In module 1, you have learned that the means to glean information is to

understand the meaning of the words on how it is used in the context. At this point,
you will be learning more techniques of understanding and appreciating academic texts.
Let us begin our journey in learning from Module 2!

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Activity 2. Direction: Classify the signal words given below based on how they are
used. Write your answers on a separate sheet of paper.

Since because however for instance

Such as although so that important
powerful due to finally later

Narrative Sequence Cause Problem/ Compare Definition

& Solution & Contrast or
Effect Description

Key to answers on page 27

What is it

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

Common Text Structures

Text structures (WDPI, 2012) refer to the way authors organize information
in text. Recognizing the underlying structure of texts can help students focus attention
on key concepts and relationships, anticipate what is to come, and monitor
their comprehension as they read.

Text Definition Graphic Transitions/ Questions

Structure Organizer Signal Words
Narrative Narrates an Descriptive - Who is
event/story language the
with (adjectives, narrative
characters, adverbs, about?
setting, conflict, similes, and - Where is
point of view, metaphors) it set?
and plot - What is the
conflict?
- Who is
telling the
narrative?
- What is

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 happening?

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Chronological, Present ideas - First, second, - What items,
Process, or or events in third … events, or
Sequence the order in - Later steps are
which they - Next listed?
happen - Before - Do they
- Then have to/
- Finally always
- After happen in this
- When order?
- Since - What sequence
- Now/ of events is
previously being described?
- Actual use of - What are the
dates major incidents
that occur?
- How is this
structure
revealed in the
text?
Cause and Provide - If/then - What
Effect explanations or - reasons why happened?
reasons for - as a result - Why did
phenomena - therefore it happen?
- because - What
- consequently
caused it to
- since happen?
- so
that -
for
- due to
Problem/ Identify - problem is - What is the
Solution problems and - dilemma is problem?
pose solutions - if/then - Why is this
- because a problem?
- so that - Is anything
- being done to try
question/ to solve the
answer problem?
- puzzle - What can be
is solved done to solve
the problem?

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Compare and Discuss two - However/yet - What items
Contrast ideas, events, - Nevertheless are being
or phenomena, Difference
Similarities
Difference - on the compared?
showing how other hand - In what
they are - but/ whereas – ways are they
similarly
different and - although similar?
how they - also/likewise Different?
are similar - in contrast/ - What
comparison conclusion
- different does the
- either/or author reach
- in the about these
same way/ items?
just as - What
conclusion

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 does the
author reach
about these
items?
Definition or Describes a - for example - What are
Description topic by listing - characteristics the most
characteristics, - for instance important
features, - such as characteristics?
- including
attributes, and - how is it
examples - to illustrate being
described
(what does it
look like,
how does it
work, etc.)?
- What is
important to
remember
about it?
©2012 Wisconsin Department of Public Instruction – Form DL-I

Why is Text Structure Important?

The readers can significantly improve their comprehension and retention of

information when they can identify and recognize the text structure of a text. It can also
help them:

1. Organize information and details they are learning in their minds while reading.
2. Make connections between the details being presented in a text
3. Summarize the important details shared in a text

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

Let us see how much you have understood about the topic by answering the
activity prepared below.

What’s More
Activity 3. Direction: Identify the text structure based on the given statement. Write
your answers on a separate sheet.

1. This text structure is “how are things in the text similar or different.”
2. The text structure that discusses what is specifically being described.
3. The text structure that is written in a style that tells what happened ang why
it
happens.
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 4. This text structure tells what the conflict is, or problem, and how it was
solved.
5. The text structure that shows events taking place overtime or gives steps is …

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 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 showshow two or more things arealike and
different?
10. The sentence structure that narrates a story.

Activity 4. Direction: Read the passages and determine what sentence structure is
used. 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.

a. Narrative b. Chronological/Sequence c. Cause-Effect

d. Descriptive e. Problem-Solution f. Compare-Contrast

1. There are two popular sports played at Milton, basketball, and volleyball.
Both 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?

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 goto 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 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 some spaces in our lawns and stop using fertilizers, Dr. Knapp
believes we can save the toads. What text structure is this?

4. Devers experienced the highlight of any sprinter’s career, as she stood on the
huge platform in the giant stadium and received an Olympic gold medal. Eighteen
months earlier she wasn’t thinking about running. She was hoping that she would
be able to walk again. Just four years earlier, in the summer of 1988, as Devers
was training for the Olympic Games, to beheld in Seoul, South Korea, she began to
feel very tired all the time and failed to make the Olympic finals. What text
structure is this?

5 The Eiffel Tower is divided into three sections. I. The lowest section of the
tower 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
15 Professional Purposes _ Module 1
 CO_Q1_SHS English for Academic and
15 Professional Purposes _ Module 1
 What I Have Learned

Text structure refers on how the information within a written text is

organized. This strategy helps students understand that a text might present
a main idea and details; a cause and then its effects; and/or different views
of a topic. This will help students monitor their comprehension.

GETTING DEEPER!
Lesson:

What I want to say about the lesson:

What I found out:

What I Can Do
Activity 5. Direction: Write an essay about your experience during the COVID -
19 pandemic using a specific text structure of your choice. Use
a separate sheet in writing.

Please be guided by the suggested criteria for

scoring. Criteria for Scoring:
Appropriate Use of Text Structure - 20 pts.
Convention - 15 pts.
Creativity and Organization - 15 pts.
Total - 50 pts.

(Title)
___________________

CO_Q1_SHS English for Academic

16 Professional Purposes _ Module 1
 Lesson
Techniques in Summarizing
3 Variety of Academic Texts

What’s In
In the previous lesson, you have learned:
• Text Structure refers to the way authors organize information in text.
• There are six commonly used text structures these are:
Narrative, Chronological/Sequence, Cause & Effect, Problem-Solution, Compare
& Contrast, and Descriptive.
• It helps students monitor their comprehension.

Let’s recall how much you’ve learned in the previous lesson.

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.

Column A Column B
1. Compare – Contrast a. Explainshow to do it or how it happens
2. Cause – Effect b. Specifies only the consequences of
the action
3. Sequence c. Shows what is in common and what
is different
4. Problem-Solution d. Give the reader a mental
5. Descriptive picture e. Narrates a story or an
6. Narrative event
f. presents the action and its result
g. suggests appropriate actions to
address certain issue

What’s New

Activity 2. Direction: Try to recall one of the novels or short stories you discussed
in one of your previous classes in English; choose one selection out of the
several you tackled throughout your school life. Then, on a separate sheet of
CO_Q1_SHS English for Academic
1 and Professional Purposes _
Module 1
paper, try to rewrite the storyusing your own words.

CO_Q1_SHS English for Academic

1 and Professional Purposes _
Module 1
Did you find the retelling of the story difficult? Why or why not?
What strategies did you employ in order to retell the story? Did you find these
strategies helpful? Why or why not?

Key to answers on page 27

What is it
Techniques in Summarizing Academic Texts

Summarizing is how we take larger selections of text and reduce them to their
bare essentials: the gist, the key ideas, the main points that are worth noting and
remembering. Webster's calls a summary the "general idea in brief form"; it's
the distillation, condensation, or reduction of a larger work into its primary notions.
(“Reading Quest Strategies | Summarizing”)

Basic Rules:
A. Erase things that don’t matter. Delete trivial material that is unnecessary
to understanding.

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 already written down, then don’t write it again!

C. Trade, general terms for specific names. Substitute superordinate terms for
lists (e.g., flowers for daisies, tulips for roses). Focus on the big picture. Long,
technical lists are hard to remember. If one word will give you the meaning, then
less is more.

D. Use your own words to write the summary. Write the summary using your
own words but make sure to retain the main points.

Techniques:
1. Somebody Wanted But So. The strategy helps students generalize, recognize cause
and effect relationships, and find main ideas.
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.)
Little Red She wanted to She She ran away, A
Riding Hood take cookies to encountered a crying for help. woodsman
her sick wolf pretending heard her
grandmother. to be her and saved
grandmother. her from
the wolf.
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

1 and 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 doing and ran away, crying for help. A woodsman heard the girl’s cries and
saved her from the wolf.

2. SAAC Method. This method is particularly helpful in summarizing any kind of

text. SAAC is an acronym for “State, Assign, Action, Complete.” Each word in the
acronym refers to a specific element that should be included in the
summary.

State Assign Action Complete

(the name of (the name of (what the (complete the
the the author is doing sentence or
article, book, author) (example: summary with
or tells, keywords and
story) explains)) important
details)
“The Boy Aesop (a tells what
Who Cried Greek happens when
Wolf” storyteller) a shepherd boy
repeatedly lies
to the villagers
about seeing a
wolf

Use the four SAAC cues to write out a summary of "The Boy Who
Cried Wolf" in complete sentences:

"The Boy Who Cried Wolf," by Aesop (a Greek storyteller), tells

what happens 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 come to help him.

3. 5 W's, 1 H. This technique relies on six crucial questions: who, what, when
where, why, and how. These questions make it easy to identify the main
character, important details, and main idea.

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

1 and Professional Purposes _
Module 1
Try this technique with a familiar fablesuch as "The Tortoise and the

Hare."

Who is the What When did Where did Why did the How did
story did they the action the story main the main
about? do? take place? happen? character do character
what s/he do what
did? s/he did?
The He raced When An The The
tortoise a quick, isn’t old tortoise tortoise
boastful specified country was tired kept up
hare in this road of hearing his slow
and won. story, so the hare but
it’s boast steady
not about pace.
important his speed.
in this
case.

4. First Then Finally. This technique helps students summarize events in

chronological order.

First: What happened first? Include the main character and main
event/action. Then: What key details took place during the event/action?
Finally: What were the results of the event/action?

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

First, Goldilocks entered the bears' home while they were gone. Then, she ate
their food, satin their chairs, and slept in their beds. Finally, she woke up to
find the bears watching her, so she jumped up and ran away.

5. Give Me the Gist. This type of techniques is like giving a friend the gist of a story.
In other words, they want a summary – not aretelling of every detail.

Kris Bales, “5 Easy SUMMARIZING Strategies for Students,” ThoughtCo, accessed August 4,
2021, https://www.thoughtco.com/summarizing-strategies-for-students-
You are now equipped on how to summarize. Here is what you should do next.

CO_Q1_SHS English for Academic

2 and Professional Purposes _
Module 1
 What’s More

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.

Understanding Calories

(1) A calorie, also known as kilocalorie, is a unit of energy. This unit represents
the energy required to heat a kilogram of water on degree Celsius. While people
generally
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
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
bloodstream 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. Nutrition has nothing to do with it. It is all about calories.

CO_Q1_SHS English for Academic

2 and Professional Purposes _
Module 1
 What I Have Learned

Summarizing is reducing a larger selection but retaining the main points.

GETTING DEEPER!
Lesson:

What Iwant to say about the:

lesson:

What I found out:

What I Can Do

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)
___________________

25 CO_Q1_SHS English for Academic

and Professional Purposes _
Module 1
25 CO_Q1_SHS English for Academic
and Professional Purposes _
Module 1
 Assessment

Test I. Direction: Read the text entitled “ From the Autopsy Surgeon’s Report” and
answer the questions that follow. Write your answers on a separated sheet.
From the Autopsy Surgeon’s Report

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

1. What does the author want to convey to the readers?

2. How does the author present his ideas?
3. What are the signal words used in the text?
4. How do the signal words helped in organizing the author’sideas?

Test II. Direction: From the same reading text above, titled “From the Autopsy
Surgeon’s Report”, write a 2-3 sentences summary using any technique of your
choice. Use a separate sheet of paper.

Additional Activities

Test I. Direction: Read the following sentence from a student’s essay:

1. Articles on women’s sports were placed on the left page and often at the
bottom, which is a place skipped by many readers.

Which two sentences below express the same idea using more formal language?
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.
b. Articles on women’s sports were placed on the left page and often at the
bottom, which is a less prominent position.
c. Articles on women’s sports were placed on the left page and often at the
bottom, which is an area often overlooked by readers.

CO_Q1_SHS English for Academic

2 and Professional Purposes _
Module 1
 MODULE

Answer Key

CO_Q1_SHS English for Academic

2 and Professional Purposes _
Module 1
Online References
Lesson 1
Ma. Ragie P. Tabotabo. English for Academic and Professional Purposes, Quarter 1-Module
1: Academic Language. Cebu City: Department of Education, 2020.
https://bnvhsmodules.com/wp-content/uploads/2020/10/EAPP-Module-1.pdf.

Monash University. "Using Academic Language." Research & Learning Online. Last
modified February 23, 2020. https://www.monash.edu/rlo/research-writing-
assignments/writing/features-of-academic-writing/academic-language#top.

"Social & Academic Language Acquisition: Differences & Characteristics." Study.com. April
16, 2020. https://study.com/academy/lesson/social-academic-language-
acquisition-differences-characteristics.html.

Structure and Features of Academic Text. 2016. Accessed August 2, 2021

https://www.slideshare.net/pokray/structure-and-features-of-academic-text.

"Text Structure Activities, Projects, and Resources." Ereading Worksheets. Last

modified December 18, 2010. https://www.ereadingworksheets.com/text-
structure/text- structure-activities/.

"The Structure of Academic Texts." Lnu.se. Accessed August 2, 2021.

https://lnu.se/en/library/Writing-and-referencing/the-structure-of-
academic- texts/.

UEFAP. Features of Academic Writing. n.d. Accessed August 2, 2021

https://www.uefap.com/writing/feature/featfram.htm.

Lesson 2
Jennifer Findley. "Teaching Text Structure (And What To Do When Students
Struggle)." Teaching with Jennifer Findley (blog). March
14, 2020. https://jenniferfindley.com/teaching-text-structure/.

"Nonfiction Text Structures Review - Quiz." Quizizz — The World’s Most

Engaging Learning Platform. Accessed August 3,
2021. https://quizizz.com/admin/quiz/5875632ec2846dcf2f28fbb8/nonfiction-
text-
structures-review#.

Quizzma Team. "Text Structure Quiz » Quizzma." Quizzma. Last modified April 22,
2020.https://quizzma.com/text-structure-quiz/.

Wisconsin Department of Public Instruction |. Accessed August 3,

2021. https://dpi.wi.gov/sites/default/files/imce/ela/images/Text
%20Structures.pdf.

Lesson 3
Bales, Kris. "5 Easy Summarizing Strategies for Students."
ThoughtCo. https://www.thoughtco.com/summarizing-strategies-for-students-
CO_Q1_SHS English for Academic
2 and Professional Purposes _
Module 1
4582332
(accessed August 4, 2021).

CO_Q1_SHS English for Academic

2 and Professional Purposes _
Module 1
Department of Education. English for Academic and Professional Purposes, 1sted. 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.

CO_Q1_SHS English for Academic

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]