LEARNING MODULE IN

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Name: Grade and Section:

MODULE 2

In the Age of information when there is so much to know, students are expected to be good at
processing various informational texts. Nonfiction in nature, informational texts constitute the dominant
readings in school and in the workplace.
In this particular module, you will be able to know the importance of analyzing the structure and
language of a particular text. In addition, it will introduce to you the various characteristics and language
features of different texts across disciplines. It will enhance your critical thinking skills especially when it
comes to constructing and analyzing a text.

LESSON 1: INFORMATIONAL TEXT STRUCTURE

LESSON 2: LANGUAGE AND TEXT STRUCTURE ACROSS DISCIPLINES

Things you should LEARN!

This module was created for you to be able to:
1. identify the dominant text structures in sample academic and professional texts (DICES) and,
2. differentiate language used in academic text from various disciplines. (DepEd-MELC,
CS_EN11/12A-EAPP-Ia-c-2)

Let’s see how much do you know!

(Pre-assessment)
Directions: Read and answer carefully the following questions. Write your answers on the space provided
after question.

1. Have you ever encountered an unfamiliar or unusual word while reading a text? What did you do after
encountering that word in a text?

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2. What do you think is the importance of being familiar with the terminologies used in a particular text? How
do you think it would help you in understanding the text?

DAY 1
LESSON 1:
INFORMATIONAL TEXT STRUCTURE
Directions: Study the Concept Notes and accomplish the given exercise on your Learning Activity Sheet.

LEARNING ACTIVITY SHEET

Lesson Title: Exploring INFORMATIONAL Text Structure
Learning Target/Competency: The learners will be able to identify the dominant text structures in
sample academic and professional texts. (DICES)
Values/Graduate Attributes: The learners will become reflective and critical thinkers, eloquent
communicators, purposeful and decisive, ethical and morally upright, globally competitive and locally
active individuals who manifest effective reading abilities in comprehending academic texts.
Reference(s) & Author(s): Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH
ENGAGEMENT English for Academic and Professional Purposes Senior High School. Makati City,
Metro Manila, Philippines: Don Bosco Press, Inc. Module No.: ______2______
Concept Notes:
INFORMATIONAL TEXT STRUCTURE
There are a lot of things that we need to consider in writing a text and for it to become well-written
and easy to understand. Text type depends primarily on the purpose of a text which in turn determine how
it’s written – selection and organization of information.
Informational Text is nonfiction writing, written using special text features with the intention of
informing the reader about a specific topic. There are nine main informational text structures and these are
the following:
1. Definition/Elucidation – It explains the nature of something and describes the thing that is being
defined.
2. Description – It gives concrete details regarding a certain thing, focusing on the appearance,
characteristic, and action.
3. Recount of a sequence – It presents a chronological narration of a historical period, a sequential
description of a process or a procedure.
4. Cause-Effect – It records the reasons (causes) and consequences (effects) of events. It presents reasons
why a situation is obtained.
5. Problem-Solution – It starts by discussing the problem and it will end by having a positive solution.
6. Comparison and Contrast – It shows the similarities and differences in terms of the characteristics of
any other items, like groups of people, individual people, books, characters, animals, etc.
7. Enumeration – It is a process of making or stating a list of things.
8. Classification – It presents the groupings, types, classes, and categories that constitute a concept,
presented in hierarchical order.

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 9. Thesis-Evidence – It primarily serves the purpose of arguing a point/position or interpretation.

(For a more in-depth and detailed discussion of this lesson, watch the video-recorded instruction provided
by your subject teacher or from your account in the Aralinks or MS Teams.)

Exercise 1
Directions: Refer to your book in English for Academic and Professional Purposes entitled “ENHANCED
ENGLISH ENGAGEMENT English for Academic and Professional Purposes Senior High School” and
proceed to page 19. Identify and indicate the dominant text structure of the first and second excerpts given.
Provide a short explanation that will justify your answer. Please consult the guide questions below and the
given rubric for your explanation. You may write your answer for this exercise on the MY NOTES section
of this academic module.

Guide Questions:
1. What is the dominant text structure of the given excerpt?
2. How does the text present the topic or the information?
3. What are the words used in the text that may support or prove your answer?

RUBRIC FOR THE EVALUATION OF YOUR EXPLANATION

Criteria 1 point 3 points 5 points
The explanation
The explanation has
manifests a high degree
The explanation has no sufficient bearing and are
of focus, has a significant
significant bearing and are somehow relevant to the
Relevance bearing and is evidently
clearly irrelevant to the given task.
relevant to the given task.
given task. It somehow justifies the
It greatly justifies the
answer.
answer.
The explanation is The answer is well-
The explanation is coherent and somehow written, coherent, and
Coherence
confusing and illogical. presents a logical flow of clearly presents a logical
ideas. flow of ideas.

DAY 2
LESSON 2:
LANGUAGE AND TEXT STRUCTURE ACROSS DISCIPLINES
Directions: Study the Concept Notes and accomplish the given exercise on your Learning Activity Sheet.

LEARNING ACTIVITY SHEET

Lesson Title: Discovering the LANGUAGE and TEXT STRUCTURE across DISCIPLINES
Learning Target/Competency: The learners will be able to differentiate language used in academic text
from various disciplines. (DepEd-MELC, CS_EN11/12A-EAPP-Ia-c-2)
Values/Graduate Attributes: The learners will become reflective and critical thinkers, eloquent
communicators, purposeful and decisive, ethical and morally upright, globally competitive and locally
active individuals who manifest effective reading abilities in comprehending academic texts.

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 Reference(s) & Author(s): Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH
ENGAGEMENT English for Academic and Professional Purposes Senior High School. Makati City,
Metro Manila, Philippines: Don Bosco Press, Inc. Module No.: ______2______
Concept Notes:
LANGUAGE AND TEXT STRUCTURE ACROSS DISCIPLINES
• Mathematics Texts
Mathematics is easily recognizable because of its unique language features. Its most prominent
language feature is the use of symbols. Math uses symbols in place of words, such as symbols for
operations like “+” for addition, “x” for multiplication.
• Business Texts
Like mathematics, business has a special vocabulary (jargon), so first of all you have to learn are its
jargon, like remit, obligate, loan, collateral, interest, stocks, etc. Some compound nouns are standard
expressions in business, like tax collection system, company car, price list, and bulk buying.
• Social Science Texts
Just like in reading math and business texts, reading in the social sciences requires knowledge of the
jargon of its specific, for example: Political Science (communism, monarchy and executive branch),
Economics (market, profit, equity and trade relations), Sociology (migration, social class, and
discrimination), and Psychology (depression, suicidal, personality and motivation).
• Natural Science Texts
In natural science texts such as physics, chemistry, and biology, technical terms, symbols (ph, NaCl,
and CO2) and abbreviations are common. Similar to other disciplines, common words like power,
pressure, force, work, and impulse have a technical meaning.
• Literature and The Arts
Like the other disciplines, literature and the arts have their content-specific terms or jargon
(examples: gothic, mood, symbol, balance, mosaic, hue, etc.) but what makes them different is the
dominant use of connotative language and figures of speech to describe and convey content.

(For a more in-depth and detailed discussion of this lesson, watch the video-recorded instruction provided
by your subject teacher or from your account in the Aralinks or MS Teams.)

Exercise 2
Directions: Direction: Refer again to your book in English for Academic and Professional Purposes and
proceed to page 20. Using your acquired knowledge from the given concepts regarding language and text
structures across disciplines, differentiate the fourth and fifth excerpts given. Provide at least 10 differences
of the given excerpts and write your answers on the MY NOTES section of this academic module.

DAY 3
APPLY WHAT YOU HAVE LEARNED!
Activity Number: 2.1 Date: _______________
Time Started: _______________ Time Finished: _______________

A. Informational Text Structures (15 points)

Directions: Choose one among the informational text structures introduced from LESSON 1. Look for an
example of your chosen text structure from any reading materials available at your home. Cut out that portion
and paste it inside the box provided on the next page. Then, write a brief explanation that will justify your

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sample text. Do not forget to indicate your chosen text structure. Refer to the given rubric for the evaluation
of your work.

Paste the example of your chosen text structure here:

Write your explanation here:

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 RUBRIC FOR THE EVALUATION OF YOUR OUTPUT
Criteria 1 point 3 points 5 points
The text presented does The text presented The text presented clearly
Relevance of the not reflect the somehow reflects the reflects the characteristics
Text Presented characteristics of the characteristics of the of the indicated text
indicated text structure. indicated text structure. structure.
The explanation
The explanation has
manifests a high degree
The explanation has no sufficient bearing and are
of focus, has a significant
Relevance of the significant bearing and are somehow relevant to the
bearing and is evidently
Explanation clearly irrelevant to the given task.
relevant to the given task.
given task. It somehow justifies the
It greatly justifies the text
text presented.
presented.
The explanation is The answer is well-
Coherence of the The explanation is coherent and somehow written, coherent, and
Explanation confusing and illogical. presents a logical flow of clearly presents a logical
ideas. flow of ideas.

DAY 4
Let’s do some moRe!
(ENRICHMENT)
A. Text Structures Across Disciplines (15 points)
Directions: Think and provide at least 1 common terminology or jargon used for each of the following
classifications of text and define each. After giving the definition, use it in a correct form of sentence. Each
item has a corresponding point. Write your answers on the space provided for each item.
MATHEMATHICS TEXT
1.
Definition:
Sentence:

BUSINESSS TEXT
2.
Definition:
Sentence:

SOCIAL SCIENCE TEXT

3.
Definition:
Sentence:

NATURAL SCIENCE TEXT

4.
Definition:

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Sentence:

LITERATURE AND ARTS TEXT

5.
Definition:
Sentence:

DAY 5
Let’s see how much you hAVe LeARned!
(POST-Assessment)
I. KNOWLEDGE
A. Multiple Choice (5 points)
Directions: Read and answer the following questions carefully. Write the letter of the correct answer on the
space provided before the number.

1. Which informational text structure is appropriate to use in explaining the nature of love?
A. Compare and Contrast C. Description
B. Definition D. Enumeration

2. Which text structure serves the purpose of arguing a point/position or interpretation?

A. Enumeration C. Recount of Sequence
B. Problem-Solution D. Thesis-Evidence

3. Which of the following choices may not be used in a text to present the chronological order of the
information?
A. First C. Moreover
B. Lastly D. Then

4. Which among the given choices below presents the reason why a situation is obtained?
A. Cause and Effect C. Problem-Solution
B. Compare and Contrast D. Recount of sequence

5. Which of the following text structures often uses symbols in place of words such as symbols for
operations like addition, subtraction, multiplication and division?
A. Business Text C. Natural Science Text
B. Mathematics Text D. Social Science Text

B. True or False (5 points)

Directions: Read and analyze carefully the following statements. Write TRUE if the statement is correct and
FALSE if it is wrong. Write your answer on the space provided before each number.

_________________1. The typical sentences in science texts are dense; that is, they are information heavy.

_________________2. Graphs and tables are common features of a literary text.

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_________________3. Tax collection, payment, income, company car are examples of standard expression
for Natural Science.

_________________4. The letters X, Y, and Z have their own special meanings in a mathematical text.

_________________5. Literature and Arts have no specific terms or jargons.

CHECK your understanding!

ANSWERS FOR PRE-ASSESSMENT
Answers to pre-assessment may vary.
Checking of answers may be based on the criteria used by/conclusion of the subject teacher.

REFERENCES
Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH ENGAGEMENT
English for Academic and Professional Purposes Senior High School. Makati
City, Metro Manila, Philippines: Don Bosco Press, Inc.

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