Quarter 1 - Module 1:

Reading Academic Texts

 Learning Competencies

• 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)
 The following lessons:

• Lesson 1 – Academic Language used from Various Disciplines

• Lesson 2 – Text Structure
• Lesson 3 – Techniques in Summarizing Variety of Academic Texts
 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.
Let’s have a review
 Lesson 1 – Academic Language used from Various Disciplines

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.
• Feature
• Purpose
• Difference between Academic language and Social Language
 Lesson 2

Text Structure
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
1. Go over - ______________________________ 6. A lot of - ____________________________
Reasonable
2. Show - ________________________________ 7. A bit -
________________________________
3. Begin - ________________________________ 8. Fix -
_________________________________
4. Good - ________________________________ 9. Make sure -
____________________________
5. Look at- _______________________________10. Quite good-___________________________
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!
 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 and Problem/ Compare & Definition or
Effect Solution Contrast Description
Have you ever wondered how are the thoughts in academic texts organized?
Now, let us learn how academic texts are structured.

a. Narrative b. Cause and Effect c.

chronological/sequence
d. Descriptive e. Problem-Solution f. Compare &
Contrast
 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.
 a. Narrative b. Cause and Effect c. chronological/sequence
d. Descriptive e. Problem-Solution f. Compare & Contrast

Text Structure Definition Graphic Transitions/ Questions

Organizer Signal Words
Narratives Narrates an Descriptive - Who is the
event/story with language Narrative about?
characters, (adjectives, - Where is it set?
setting, conflict, adverbs, - What is the
point of view, similes, and conflict?
and plot metaphors) - Who is telling
the narrative?
- What is
happening?
 a. Narrative b. Cause and Effect c. chronological/sequence
d. Descriptive e. Problem-Solution f. Compare & Contrast
Text Structure Definition Graphic Transitions/ Signal Questions
Organizer Words
Cause and Provide - If/then - What
Effect explanations - reasons why happened?
or - as a result - Why did it
reasons for - therefore happen?
phenomena - because - What
- consequently caused
- since it to happen?
- so that
- for
- due to
 a. Narrative b. Cause and Effect c. chronological/sequence
d. Descriptive e. Problem-Solution f. Compare & Contrast
Text Structure Definition Graphic Transitions/ Signal Questions
Organizer Words
Chronological, Present ideas - First, second, - What items, events, or
Process, or or events in the third… steps are listed?
Sequence order in which - Later - Do they have to/
they happen - Next always happen in this
- Before order?
- Then - What sequence of
- Finally events is being
- After described?
- When - What are the major
- Since incidents that occur?
- Now/previously - How is this structure
- Actual use of dates revealed in the text?
 a. Narrative b. Cause and Effect c. chronological/sequence
d. Descriptive e. Problem-Solution f. Compare & Contrast

Text Structure Definition Graphic Transitions/ Questions

Organizer Signal Words
Definition or Describes a - for example - What are the
Description topic by listing - characteristics Most important
characteristics, - for instance characteristics?
features, - such as - how is it being
attributes, and - including Described (what does
examples - to illustrate it look like, how does
it work, etc.)?
- What is important to
Remember about it?
 a. Narrative b. Cause and Effect c. chronological/sequence
d. Descriptive e. Problem-Solution f. Compare & Contrast
Text Structure Definition Graphic Transitions/ Questions
Organizer Signal Words
Problem/ Identify - problem is - What is the
Solution problems and - dilemma is problem?
pose solutions - if/then - Why is this a
- because problem?
- so that - Is anything being
- question/ done to try to solve
answer the problem?
- puzzle is Solved - What can be done
to solve theproblem?
 a. Narrative b. Cause and Effect c. chronological/sequence
d. Descriptive e. Problem-Solution f. Compare & Contrast
Text Structure Definition Graphic Transitions/ Signal Questions
Organizer Words
Compare and Discuss two - However/yet - What items are being
Contrast ideas, events, - Nevertheless compared?
or - on the other hand - In what ways
phenomena, - but/ whereas – are they similar?
showing how similarly Different?
they are - although - What conclusion
different and - also/likewise does the author reach
how they are - in contrast/ about these items?
similar comparison - What Conclusion
- different does the author reach
- either/or about these items?
- in the same way/ just as
 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
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.
__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 over time or gives steps is…
__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 different?
_10. The sentence structure that narrates a story.