SENIOR HIGH SCHOOL

Structure of an Academic Text

Most Essential Learning Competency:

Use knowledge of text structure to glean the
information he/she needs. (CS_EN11/12A-EAPP-Ia- )

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 Lesson
STRUCTURE OF AN
2 ACADEMIC TEXT

EXPECTATIONS
In this module, you will have to use knowledge of text structure to glean the
information you need.

Specifically, this module will help you to:

 identify the common structures of an academic text; and
 apply knowledge of text structure in gathering information
through critical reading of academic text.

Let us start your journey in learning more about Structure of Academic Text. I am sure
you are ready and excited to answer the Pretest. Smile and cheer up!

PRETEST
Directions: Identify what is being asked or described in each item. Write the
letter of the correct answer in the space provided before the number.

1. Academic texts are generally structured with .

A. Formality C. Citation and references
B. Clear and good structure D. All of the above
2. Which of the following is NOT a common structure of an
academic text?
A. Order C. Cause and Effect
B. Summary D. Comparison and Contrast
3. A large unit of a written language wherein ideas are put together
in a structure that requires them to make one central idea is
.
A. Text C. Discourse
B. Essay D. Paragraph
4. Which of the following is TRUE about text structures?
A. It is synonymous to text features.
B. It can be used within longer texts.
C. It refers to the organizational patterns in the text.
D. It is used in the development of ideas located only in the
body.
5. Ideas in the body can be organized and developed by one or
combination of the following EXCEPT .
A. Anecdote C. Cause and Effect

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 B. Description D. Comparison and Contrast

Great! You finished answering the questions. You may request your facilitator to check your
work. Congratulations and keep on learning!

LOOKING BACK TO YOUR LESSON

Directions. Using your knowledge on parts of a composition, label the
numbered parts of a paragraph and essay by choosing the correct answers
from the word pool below. Write them in the given organizers.
Hamburger PARAGRAPH

ESSAY structure

Source:
https://commons.wikimedia.org/w/index.php?sort=relevance&search=hamburger+cartoon&tit
BRIEF INTRODUCTION
le=Special:Search&profile=advanced&fulltext=1&advancedSearch-
current=%7B%7D&ns0=1&ns6=1&ns12=1&ns14=1&ns100=1&ns106=1#/media/File:Hambur 10
ger_Cartoon.png

BRIEF INTRODUCTION
A text or composition can be classified into academic and non-
academic. In this module, we will focus on academic text.

Academic texts can be articles, conference papers, reviews and

theses/dissertations. How are academic texts typically formed? In general,
academic texts are organized with the following characteristics: (1) has
clearly structured introduction-body-conclusion, (2) is formal, (3) includes
information from credible sources which are properly cited, and (4) includes
a list of references. (Barrot & Sipacio, 2016).

Have you read a thesis or an article? Did you notice how the text was
written? If you notice, thesis, article or other academic text has predetermined
structure. Recognizing the structure will help you understand the text better
since it shows how the ideas are organized and presented in the text. If you
are writer, you would want to make your composition easy to read and make
your content easy to find, right? Otherwise, no reader will get across your
ideas in your text. Therefore, academic texts usually follow an established

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structure which refers to the internal organization of a text. It is called Text Structure.

Text structure is one of the two

categories of how a text can be organized.
The other category is Text Features. Text
Structures refer to the organizational patterns of a
text. Generally, it is
composed of text types, parts, transition
words and phrases, patterns of
organization, sentences, and paragraphs. Source: https://keystoliteracy.com/blog/teaching-text-structures/

The common parts of a text pertain to the I-B-C (Introduction, Body and
Conclusion) structure. Each part consists of sub-components that could help
readers identify the main ideas (stated or implied) and supporting details using
patterns of organization. There are five common patterns of organization used in a
text which are as follow: (1) Description, (2) Order/Sequence, (3)
Comparison/Contrast, (4) Cause and Effect, and (5)
Problem and Solution. Some texts also use the Argument in developing
their ideas which begins with a claim followed by the reasons for the claim
then supported by pieces of evidence. It can include a counter-claim or
refutation. (Gonzales, 2014)

Another component of a text structure is the use of transition words or

phrases. These transition words or phrases are used to show
relationships among ideas. They are found all throughout the text parts and
patterns of organization. Transition words or phrases make the connecting
of one idea to another idea or one part to another part of a text formal, clear
and organized.
The following show how transition words or phrases are used for
specific pattern of organizanization of ideas.
(Sources: National Education Association, 2019 and University of Tennessee
Center for Literacy Studies, 2019)
A. Order/ Sequence: Texts that follow this structure tell the order in
which steps in a process or series of events occur.
Transitions next, first, last, second, another, then, additionally,
next, finally, before, preceding and others
Example First, read the manual of the device. Second, turn on
the device. Then, set the location, time and date.

B. Comparison/Contrast: Texts that follow this structure tell about the

differences and similarities of two or more objects, places, events
or ideas by grouping their traits for comparison.
Transitions However, unlike, like, by contrast, yet, in
comparison, although, whereas, similar to, different
from, as opposed to, instead of, as well as.
Example Unlike quantitative research, qualitative research uses
descriptive data.

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 C. Description/List: This structure resembles an outline. Each
section opens with its main idea, then elaborates on it, sometimes
dividing the elaboration into subsections.
Transitions For example, for instance, specifically, in particular, in
addition, to illustrate, such as, most important,
another.
Example Filipinos are very appreciative of arts such as plays,
paintings, music, and literature.

D. Cause and Effect: In texts that follow this structure, the reader is told the
result of an event or occurrence and the reasons it happened.
Transitions Consequently, therefore, as a result, thereby, leads to,
because of, in order to, for these reasons, thus, if-then, may
be due to.
Example Everyone followed health protocols. As a result, the
pandemic was gradually eradicated.

E. Problem-Solution: This presents a problem and several possible

solutions. The author may also describe the pros and cons of each
solution.
Transitions The problem is, the difficulty is, it is possible to, if-then,
one challenge is, therefore.
Example The problem that we are facing is the lack of self-discipline
of the society.

The last components of text structures mentioned above are sentences and
paragraphs. In writing effective sentences or paragraphs, a graphic organizer is a
great help. A graphic organizer is a visual presentation with various shapes and
connecting marks that is used to show the organization and relationship of ideas
and parts in a text. It serves as the backbone in writing a formal and effective
academic text.
Reading an academic text is challenging; more so, if we are asked to identify
text structures. Therefore, this module tells us that using graphic organizers helps
us identify the structures of an academic text and understand the whole text. Some
charts are shown below.

Great! You are now ready for our activities. You can perform the following activities
through collaborating with a partner. You can first answer the activities individually then just
communicate the results after.

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 ACTIVITIES
Activity 1
Directions: You are trapped in the text autopsy room to solve the mystery of a
failed yet promising research project. Unlock the four-digit code by correctly
identifying the indicated structures of the text from the given options .
Expression of empathy towards others is natural to people. 1
According to new research published by the American Psychological
Association, empathy is an expression of understanding others’ feelings.
It is described as inspiring. However, there are times that people choose WHICH
to avoid doing it. It is because empathy requires tremendous mental effort. STRUCTURES ARE
People avoid empathizing with others unless they have the strengths and EVIDENT HERE?
capabilities to do it. 1 – DESCRIPTION,
SEQUENCE

According to Dr. Daryl Cameron, the lead researcher, people

2 – CAUSE-EFFECT,
CONTRAST
generally assume that they are expected to provide charitable responses 3 – DESCRIPTION,
like donating. As a result, they try to avoid it. He said, “"But we found CAUSE-EFFECT
that people primarily just don't want to make the mental effort to feel
empathy toward others, even when it involves feeling positive emotions."
This study was published online in the Journal of Experimental
Psychology. The results were conducted through 11 experiments with 2
more than 1,200 participants and an “Empathy Selection Task”.
IDEA In BOLD?
The researchers employed two decks of cards. The task in the A - MAIN IDEA B
first deck was to describe the physical appearance of the person on the - SUPPORTING
card. On the other hand, the task in the second deck was to emphatize DETAIL
with the person in the photo. The participants were free to choose which
deck they would do. There were additional experiments also which
included photos of persons expressing joy. The researchers found that
the participants consistently chose the first deck which did not require
empathy or expression of emotions. According to Cameron, “We saw a 3
strong preference to avoid empathy even when someone else was
expressing joy,". This only showed that participants on average chose
Can ARGUMENT
the first deck over the second deck. There were no monetary or emotion structure be the
solicitation required from the participants but they did not want to exert OVERALL
mental effort for empathy towards the persons in the photos. STRUCTURE of
this text?
To support the findings, the researchers made follow-up R –YES
interview with the participants. Most of them explained that expressing S -NO
empathy was mentally draining. It required much time, effort and
emotion from them. Also, they felt bad about themselves. Therefore,
describing a person in the photo by his or her physical appearance was
easier than expressing empathy.
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Cameron said, "If we can shift people's motivations toward
engaging in empathy, then that could be good news for society as a
whole.”. In other words, there could still be hope in encouraging people
to feel empathy for others. In another two experiments conducted, the Which is most likely the
results showed that people who chose empathy deck viewed empathy as title of the text? 2 - A Study
less cognitive effort. Likewise, they viewed themselves good at it. of Empathy

Cameron added, "It could encourage people to reach out to groups who 4 - Encouraging Empathy
among People
need help, such as immigrants, refugees and the victims of natural 5 - Empathy is Hard Work:
disasters.” Being able to empathize could be a great opportunity to The Cognitive Costs
spread hope and joy especially during challenging times.
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Source: https://www.sciencedaily.com/releases/2019/04/190422090847.htm
 CODE:

Item 1 2 3 4

Processing Questions:
1. If your answer for Item 4 is YES, Justify your answer. If NO, what should
be the correct text structure? Explain your answer.

2. Why is your answer the most probable title of the article? Provide textual
evidence to support your answer.

Activity 2
Suppose that… The codes for digits 1 and 4 point
Code:
to the order of letters in the Roman alphabet.
1 2 3 4
What letter does digit 1 point to? …

Directions: Identify the four-letter word code which is relevant to the main
idea of the article. Revive and improve the project by writing your own article
with the same main idea. Use the Problem-Solution structure in discussing
the main idea/thesis. Relate the decoded word to the main idea and to your
present context. Do not forget to observe the structure and characteristics of
an academic text in the course of writing. This task is graded according to
compliance to structure (10 points), mechanics (5 points), focus and details
(5 points), use of citations (5points) and organization of ideas (5points). Use
the given answer sheet for your composition.

REMEMBER
 How is Academic Text characterized? It is formal, has clearly structured
introduction-body-conclusion, includes information from credible sources
which are properly cited, and includes a list of references.
 What are the Common Structures of Academic Texts? They are
Description, Sequence/Order, Comparison/Contrast, Cause and Effect,
and Problem-Solution.
 Why is it important to know? Using your knowledge of text structure will
aid you in easy reading and increased comprehension, as long as it is

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 coupled with critical reading and use of appropriate techniques for idea
organization (e.g. maps, graphic organizers, outlines, annotation, etc.). If
you can recognize the text structure, you will be able to read more
strategically since you know the predictable information to be laid out in
each structure as you read. Knowing how to write a text through
identifying its structures while you read will also help you understand
the text better and remember its essential information even after reading
(National Institute for Literacy, 2007 as cited in Gonzales, 2014).
Remember to Read like a writer, and write like a reader, as they say.

CHECKING YOUR UNDERSTANDING

Directions: Organize the ideas that you wrote in the article from Activity 2 by
creating an appropriate graphic organizer for the text structure you used.
This is graded according to organization (10points), summarization
(10points), mechanics (10points) and design (5points). Use the answer sheet
provided.

POST TEST
Directions: Identify what is being asked or described in each item. Write the
letter of the correct answer on the space provided before the number.
1. This is one of the signal terms in a cause-effect structure.
A. Then C. Whereas
B. Thus D. Following
2. Which is NOT a benefit of knowing the text structure?
A. Easy Reading C. Extensive Reading
B. Increased ComprehensionD. Development of Critical
Thinking
3. Which is NOT a technique in idea organization?
A. Outline C. Final Draft
B. Annotation D. Graphic Organizer
4. Which is TRUE about text structures?
A. They are similar to text features.
B. They can be recognized with the help of signal words.
C. They only develop critical reading and not critical thinking
skills.
D. They are classified into sequence, description, conclusion
and argument.
5. Which can be used to organize ideas in a comparison-contrast
structure?
A. B. C. D.

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