LESSON 2

English for Academic and Professional Purposes

 OBJECTIVES 01

02
At the end of the topic, you are expected to:

03
01 Define informational text structure
04

02 Identify the different text structures

Identify the dominant text structures in sample academic

03 texts

Determine text structure by applying appropriate text

04 mapping strategies and by outlining
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02

03

04
 What is a Text Structure? 01

02

A “structure” is a building or framework. 03

04
“Text structure” refers to how a piece
of text is built.
 Informational Text Structure 01

02
• Each text type has different purposes
03
• It tells what information the author introduces
• How are the information organized? 04
• Writers use different structures to build their ideas
• Each text structure communicates ideas in a
different way
• It refers to the ways that authors organize and
communicate information in text.
 Three Approaches in Determining Text Structure 01

02

➢ Linguistic – taking notes of language cues 03

➢ Text mapping – graphically representing the text through 04

Venn diagram, continuum line, semantic web, etc.

➢ Outlining – topic or sentence outline classifying the major and

minor ideas of a text

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02

03

04
 What are the different informational text 01

structure? 02

1. Definition/ Elucidation 6. Comparison and Contrast 03

2. Description 7. Enumeration 04

3. Recount of a Sequence 8. Classification

4. Cause-Effect 9. Thesis-evidence

5. Problem-Solution
 Definition/ Elucidation 01

02

A definition text 03
explains the nature
of something. 04

It describes the
thing being defined
and/or cites examples
of it.
 Definition/ Elucidation 01

Texting, as an abbreviated form of writing used on mobile phones 02

and pagers with tiny screens and keyboards, suspends normal conventions 03
of grammar, spelling, and punctuation. It is a hybrid construct, combining
04
elements of writing with speech forms but its mixing takes entirely new
resonances and characteristics. Texting appears as though people are
talking when in fact they are writing. Texting resembles speech because of
its “ethereal and fleeting” qualities (Young, 1994). Yet it also resembles
written text because the text has physicality in the form of the words and
symbols printed on the screen.
 Definition/ Elucidation 01

02
Hybrid
construct 03

04
Abbreviated Abbreviated
Texting
spelling writing

Suspended
grammar and
punctuation
 Description 01

02

A descriptive text 03
gives concrete details
about appearance, 04
characteristics, and
actions.
 Description 01

02
Sample from Ancestral Houses of Laguna by Marietta Gapud:

03
Mercado House. …This early Spanish period house has the typical
elongated floor plan where rooms follow each other in a train-like 04
sequence. Typical too is the wooden projecting upper floor cantilevered by
the adobe zaguan below. The façade is severely simple windows of plain
slatted Capiz. Its floor plan is quite introverted in the sense that bedrooms
dominate the upper area fronting the main street, thus leaving no space for
the usual “grandstand” where one usually watched parades of processions
outside. Recurring themes are huge thick doors and grand arches.
 Description 01
Description of
specific parts 02

03
Wooden upper floor
General Description Main Topic
Windows of slatted 04
Old (early Soanish period) The Mercado Capiz
Elongated floor plan House in
Rooms in train-like
Introverted floor plan Biñan, Laguna
sequence

Simple façade

Huge, thick doors

Grand arches
 Recount of a Sequence 01

02

A recount of a 03
sequence is a
chronological narration 04
of a historical
period, a sequential
description of a
process or a
procedure
 Recount of a Sequence 01

Sample: Preparing the Poor Man’s Leche Flan 02

Break four eggs in a bowl and beat for about 5 mins. or until the white is evenly 03
mixed with the yolk. Next, pour 1 small can of condensed milk and ½ small can
04
of evaporated milk into the bowl and mix. Se this aside. Then place a llanera or
leche flan mold over low fire and prepare the caramel melting 5 tablespoons of
washed sugar in a little water until it thickens. Set this aside until the caramel
cools and hardens. Afterwards, pour the mixture of egg and milk into the
llanera and cover it with aluminum foil. Put the llanera into a steamer and cook
for about 10 mins. Finally, to test if it is ready, use a toothpick: if some solid
particles stick to it, it’s done.
 Recount of a Sequence 01

Pre-cooking
02
(Preparation) After Cooking

03

Cooking 04

FLOWCHART

Cutting Drying Sorting Packaging

 Cause-Effect 01

02

A cause-effect 03
text presents
reasons why a 04
situation is
obtained.
 Cause-Effect 01

Sample: “Why Filipino Kids are not Learning” by Juan Miguel Luz
02

Filipino elementary and high school students are dumb, but they have consistently obtained
03
scores below the international average in Math and Science. They have also fared poorly in the National
Achievement Test (NAT, which is given to fourth year high school students), in the High School
04
Readiness Test (HSRT, given to first year students), and in other evaluation tests.
…
This dismissal performance has been attributed to problems such as overcrowded
classrooms, poorly trained teachers and lack of textbooks. …Because of the shortage of public school
teachers, physical and health education instructors are forced to teach core subjects such as Math and
Science. …The problems plaguing the public school system are largely due to the decrease in real terms
of the budget for education. Government spends only about Php 10 per elementary pupil and Php 35 per
secondary student a month.
 Cause-Effect 01

02

Effect 1 03

04

Cause 1 Effect 2

Effect 3
 Problem-Solution 01

02

A problem-solution
03
text starts off with
a negative situation 04
(a problem) and ends
with a positive
situation (a solution).
 Problem-Solution 01
Sample: “Why Filipino Kids are not Learning” by Juan Miguel Luz
02
…To discover the reasons of poor achievement among incoming freshmen, a survey of their reading
levels was likewise done following the 2002 NDT test. The initial conclusions: incoming HS students in Metro Manila 03
were reading at the late Grade 4 and early Grade 5 levels, or about two years behind in terms of their age and grade
levels. Little wonder then that our public secondary students fared poorly in the readiness and achievement tests. 04
To address this problem, DepEd set a number policy directions, including: (a) a new grading system
to reflect true performance of students (with no transmutation of grades), (b) a High School Bridge program to help
those that need help the most, and © “Every Child a Reader (by Grade 3)” program.
The permanent solution to this learning deficiency is to make “Every Child a Reader” starting at the
elementary level. For this, DepEd has embarked on a program to make every child a reader by Grade 3 and to
address the problem of poor learning achievement in the formative years, including preschool. This will take time to
bear fruit, however, and it will take a number of years before we see achievement test scores improve dramatically.
But it must start with raising the level of independent readers at the end of the elementary cycle from less than 20
percent to 100 percent.
 Problem-Solution 01

02

Solution 1 03

04

Problem Solution 2

Solution 3
 Problem-Solution 01

Who: 02
PROBLEM: What:
Why:
03

Who: 04
ATTEMPTED SOLUTION: What:

What:
RESULT: Why:

Positive:
FINAL OUTCOME: Negative:
 Comparison and Contrast 01

02
In a comparison and
03
contrast text,
similarities and
04
differences are
presented.
 Comparison and Contrast 01

On one hand, when learners are asked to compute, to define, to explain, to

02
identify, to differentiate, and other similar tasks, they are being asked to do cognitive tasks.
On the other hand, when they are asked to review their answers and perhaps to trace the 03
sources of errors, then the learners are being asked to do a metacognitive task. When
learners haver to recall lessons to be able to answer a question, that is cognitive; however, 04
when they are asked to evaluate and determine what they can do to improve their ability to
recall facts and previous lessons, that is metacognitive. In other words, cognitive is thinking
about a given problem or situation whereas metacognitive is “thinking about thinking,” to
use the words of Flavell. The learners assess their own thinking – where they did right or
wrong, where their strong and weak points are – monitor their own performance, and if
necessary, correct themselves.
Comparison and Contrast 01

02

03

Subject Subject 04

A B
 Enumeration 01

02

An enumeration is
03
a listing, as in a
list in parts, of 04
characteristics, of
examples, etc.
 Enumeration 01
By the year 2050, urban population is predicted to explode. According to Newsweek
02
(June 6, 2011), an estimated 6.4 billion people will be living in cities, and this despite
the complaints about high crime rate and high standard of living in the city. Why is 03
this the trend? This pattern of rural to urban migration has been established for
decades now and for three main reasons. First, industrialization gave birth to 04

factories which are often built in centers of transportation and commerce, for easier
production and marketing of goods. Second, with more and more families moving to
the cities, governments and private institutions thought it practical to build schools
near cities. The opportunity for better education has proven to be a very strong
magnet that further pulled rural dwellers to cities. Finally, what sealed the trend was
the establishment of places of entertainment like theaters, sports arenas, and
museums which made city life alluring.
 Enumeration 01

02
Reasons for growth of cities
03
Growth of factories in cities

04
 Enumeration 01

02
Reasons for growth of cities
Reasons for growth of cities 03

1. Growth of factories in cities 04

• Growth of factories in cities
2. Establishment pf schools that
• Establishment pf schools that
offer better education in cities
offer better education in cities
3. Building of places of leisure
• Building of places of leisure
and entertainment
and entertainment
 Classification 01

02

A classification
03
text presents
groupings, types, 04
classes,
categories, and
sub-categories
that constitute a
concept, presented
in hierarchical
order.
 Classification 01

Concepts can be divided into three groups: 02

03
Concrete concepts: relate to objects or things that are tangible (e.g., a car, a
chair) 04

Semi-concrete concepts: relate to an action, color, position, or something that

can be demonstrated but not held in one’s hand (e.g., jumping, behind, red).

Abstract concepts: include feelings (e.g., love, nervousness)

 Classification 01

02

03
Concepts
04

Concrete Semi-concrete Abstract

Concepts concepts concepts
 Thesis-evidence 01

02
Primarily to serve
03
the purpose of
arguing a 04
point/position or
interpretation.
It may be arranged
deductively or
inductively.
 Thesis-evidence 01

02
All day long, we knowingly or unknowingly communicate nonverbally with those
around us. Even if our parents don’t say a word, we know that something is 03
wrong when Mother places the dishes on the rack noisily and Father stomps out
04
of the house. We know our teacher is pleased when she nods her head and
smiles every time we greet her. The dirty beggar who sneaks inside a fast-food
chain to ask for leftovers, and who wouldn’t understand the message behind a
shy smile given by a girl to her crush? Likewise, a rose handed over by a red-
faced boy to the girl of his dreams makes a loud declaration.
 Thesis-evidence 01

02

03

Evidence 1
Thesis/ 04

Main Idea

Evidence 2
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 Baby painted turtles spend all
winter in their nests. They have special
chemicals in their blood that can keep
their blood from freezing. As a result,
baby painted turtles can survive freezing
temperatures!

CAUSE-EFFECT
 Have you ever made macaroni and
cheese? It’s simple! First, boil some
water and make some macaroni. Then,
make your cheese sauce. After the cheese
sauce is ready, mix it with the macaroni.
Bake the entire thing in the oven.
Finally, it’s time to eat!
RECOUNT OF A SEQUENCE
 The Chesapeake Bay faces an
uncertain future. Issues such as pesticides,
too many nutrients, and habitat loss all
threaten the Bay’s water quality and
animal life. However, scientists are hopeful
that the future may be brighter. If
everyone in the Chesapeake Bay watershed
works together, solutions may be found.
PROBLEM-SOLUTION
 The cardinal and the cedar waxwing are two
common birds. Both have crests on their heads. Both are
common at birdfeeders. But the birds have some differences.
The male cardinal is a bright red, while the waxwing is
brown. The cedar waxwing often migrates from place to
place. On the other hand, the cardinal stays in one place
year after year. The cardinal and the cedar waxwing are two
common birds. Both have crests on their heads. Both are
common at birdfeeders. But the birds have some differences.
The male cardinal is a bright red, while the waxwing is
brown. The cedar waxwing often migrates from place to
place. On the other hand, the cardinal stays in one place
year after year.

COMPARISON AND CONTRAST

 Through the ages, Pennsylvania has seen
many interesting events. The state was
founded in 1681 by William Penn. Later,
Pennsylvania was the site of important
Revolutionary War battles. After that,
Pennsylvania was home to new factories
during the Industrial Revolution. Today,
Pennsylvania continues to make history.
RECOUNT OF A SEQUENCE
 The night’s snowstorm had many effects.
People were out shoveling snow from their
sidewalks. The power lines were draped
with ice. Snow ploughs drove down every
street. Children were the happiest of all.
The unexpected snow caused school to be
cancelled!

CAUSE-EFFECT
 Park School had a terrible problem. Every
day at recess, students would argue over
the slides. Teachers had to spend time
every day taking care of the arguments.
Finally, one teacher came up with a great
solution. They bought another set of slides
that everyone could enjoy.

PROBLEM-SOLUTION
 The pond was a beautiful place to visit.
The falling leaves, all different colors,
decorated the surface of the water. At the
edges of the pond, small wildflowers grew.
The golden forest glowed faintly in the
distance.

DESCRIPTION
 Daniel Sullivan was the first to notice the flames
coming from the O’Leary barn at around 8:30 pm
on October 8. A problem with the alarm box made
it impossible for the people in the area to call for
the fire department. By 9:30 pm, the entire block
was blazing. In another 3 hours, there were fires
all over Chicago. The heavy wind coming from the
lake only made the fire bigger. It would be another
day before the fire would be completely out. By
that time, 17,500 buildings had been burned.

RECOUNT OF A SEQUENCE
 Why was the Great Chicago Fire so
disastrous? After all, Chicago had fire
departments and fire alarms. One reason for the
terrible fire is that the alarm malfunctioned. The
local fire company noticed the fire by accident as it
was returning from another fire. As another
problem, a watchman who saw the flames directed
other fire companies to a location that was nearly
a mile away from the fire. Because of these two
problems, a fire that could have been controlled
rapidly spread across the city.

CAUSE-EFFECT
 Chicago changed in many ways after the fire. Before
the fire, most of the buildings were less than five
stories high. The buildings that were constructed after
the fire, however, were some of the first skyscrapers in
the country. Before the fire, most of the houses were
made of wood. After the fire, people chose to build their
houses out of stone or brick. There were changes in
where people lived, as well. The poor people in the city
lived close to the center of the city before the fire. After
the fire, they moved into neighborhoods that were
farther away from the downtown area.

COMPARISON AND CONTRAST

 By Monday night, the town of Chicago was
burning. People described it as terrible, but
amazing. The flames were brighter than
anything people had ever seen. The harsh
winds swept the fire across the city with
terrible speed. For many who watched, it
was a sight to remember for the rest of
their lives.
DESCRIPTION