English for Academic and Professional Purpose – Grade 11

Self-Learning Module (SLM)

Quarter 1 – Module 2: Text Structures
First Edition, 2020

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Development Team of the Module

Writers: Hazel Rose V. Corachea
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
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Layout Artist: John Arvin B. Genosa
Cover Art Designer: Ian Caesar E. Frondoza
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Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
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Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
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 What I Need to Know

Structure is an important feature of academic writing. A well-structured text

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. Meaning is
actually mapped onto the structure of language.

In this module, you determine the way an author arranges information in his
writing. Also, this helps you understand meaning and gather information while
reading the text and consequently provides ideas that enable you to organize your
thoughts as you write your own.

After going through this module, you will be able to:

 use knowledge of text structure to glean the information you need.
(CS_EN11/12A-EAPP-Iac-4)

Specifically, you are expected to:

 identify the text structure used in the academic texts;
 write essays and/or articles using specific text structure; and,
 use different text structures for blogging on important events, places, concepts
and ideas.

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 Lesson

2 Text Structures

While most pieces of non- academic texts

follow the same or similar general organizational
patterns, different academic texts can have
different text structures. An academic text may
present a main idea and then details, a cause
and then its effects, an effect and the causes,
two different views of a topic, etc. Therefore, it
is important that you can recognize common
text structures found in academic texts.
Recognizing common text structures found in
academic texts helps you monitor your
comprehension.

What’s In

In your previous module, you have learned to differentiate language used in

academic texts from various disciplines. You have understood that academic
language represents the language demands of school (academics). Academic
language includes language used in textbooks, in classrooms, on tests and in each
discipline. It is different in vocabulary and structure from the everyday spoken
English of social interactions. However, each type of communication both academic
and social has its purpose and neither is superior to the other.
Thus, academic language has unique characteristics of establishing ways in
organizing writing which can affect how one reads in a text of specific discipline.
Different genres, paragraph/sentence structures, level of text difficulty, purpose,
intended audience, overall organization, and knowledge of resources for the text all
affect how one writes and reads the text of specific discipline.

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Activity 1: Bring Down Your Memory Lane!

Directions: Read the selection entitled ‘From the Autopsy Surgeon’s Report’. Pick –
out at least five (5) academic terms used in the discipline and write their specific
meaning. Write your answers in the table.

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 abrasion and a
slight ecchymosis in the skin. But, I found no obvious lesion in the blood
vessels 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 effected 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 sub pleural
petechial hemorrhages.

Specific Meaning
Academic Term (Operational Meaning in the Discipline)

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 What’s New

With your learning experiences in Module 1, you have learned that

understanding the meaning of words as used in context is very important in gleaning
information. Now, I am sure that you want to learn some other ways of
understanding and appreciating academic texts. With that, let us gain knowledge on
how thoughts are organized in academic texts. Let us begin our learning journey in
Module 2!

Activity 1: Pick me out!

Direction: Pick out the signal words from the list and classify them accordingly using
the boxes below.

and similarly consequently so finally

according to for example to start with or to address

Compare - Contrast Problem - Solution

Cause - Effect Descriptive

Sequence Question - Answer

How do you classify the signal words? Indeed, you are encouraged to think
about the meaning of signal words in the activity.

Don’t you know that signal words play an important role in organizing your
thoughts? All words are powerful, but some words have superpower. Consider words
and phrases indicate connections of ideas like however, in addition, in contrast, as
a result, furthermore, specifically, currently, while, eventually, in the same way,
later, next, and on the contrary. These are signal words and they are sentence
superheroes which help you in understanding and organizing academic texts.

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 Thus, you have to take note that in reading academic text you have to slow
down when you see signal words and think about what is coming next. The same
advice applies when you write, but be careful – not all signal words are equal even
those in the same category. To reinforce these ideas, let us learn how signal words
help in understanding someone’s thoughts and organizing your own.

What is It

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

Common Text Structures

Text structure is how information in a text is organized. Being able to identify
the structure of a text can greatly increase students' comprehension of the material
being read. According to Taylor (1992), students who are taught to identify the
structure of expository and narrative texts have been found to have better
comprehension than students who have not received such instruction. The following
are the six basic structures that are commonly found in textbooks and/or academic
texts.

1. Compare-Contrast Structure. This type of text structure examines the

similarities and differences between two or more people, events, concepts, ideas, etc.
The selection below uses compare and contrast sentence structure.

Example:
Most mobile phones sold today have an operating system that is either designed
by Apple or Google. Both of these operating systems allow users to connect to
application stores and download applications. However, one major difference between
these two operating systems is that Apple makes the iOS operating system powering
their iPhones and iPads. In other words, the iOS operating system only appears on
products created by Apple. On the other hand, Google makes the Android operating
system that can be found on many different mobile phones and tablets like Samsung,
Sony and LG. So, which operating system do you prefer - Android or iOS?

Obviously, the sample text presents a compare - contrast structure. How do the
signal words help in developing the structure of the text? How are the similarities
and differences of mobile phone’s operating system elaborated? Analyze the graphic
organizer that follows to further understand the structure of the text.

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 Apple Google

Apple makes the iOS Apple and Google makes the

operating system Android operating
Google operating
powering their iPhones system that can be
systems allow
and iPads. It only found on many
appears on Apple users to connect to different mobile
application stores phones like
products.
and download
Samsung, Sony and
applications. LG.

2. Cause-Effect Structure. This structure presents the causal relationship between

a specific event, idea, or concept and the events, ideas, or concept that follow. An
action and its results are explained.

Example:
In the Philippines, it is the brown race that constitutes the majority and the white
or mestizo is the minority. It follows, therefore, that the mean and measure in judging
beauty is the Malay skin, hair, eyes, nose, lips, body, and stance. As a result, film
producers and directors consciously build up stars whose dominant features are Malay
like Nora Aunor, Angel Locsin, John Lloyd Cruz and Daniel Padilla.

If the text uses cause – effect structure, what do you think is the cause? How
about the effect? Have you spotted some signal words which help to elaborate the
causal relationship of ideas? The causal relationship presented in the text is
simplified in the following graphic organizer:

Cause
In the Philippines,
it is the brown
race that
constitutes the
majority and the
white or mestizo
is the minority.
Effects
The mean and measure in
judging beauty is the
Malay skin, hair, eyes,
nose, lips, body, and
stance.
Film producers and
directors consciously build
up stars whose dominant
features are Malay like
Nora Aunor, Angel Locsin,
John Lloyd Cruz and
Daniel Padilla.

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3. Sequence Structure. This text structure gives readers a chronological order of
events or a list of steps in a procedure.

Example:
Egg is good for our health. One of the simplest recipe for egg is omelette. It sounds
like an expensive dish but actually it is very affordable and easy to cook. To make an
omelette like a pro, precook the toppings such as minced onions and garlics, shred
cheese, sliced tomatoes and other fresh herbs. Next, crack the eggs into a bowl and
add a splash of water. The steam from the water makes the omelette light and fluffy.
Then, whisk the egg-water mixture vigorously with a fork until the whites and yolks
are completely blended. After that, heat the pan and add enough oil or butter in it. Pour
the egg mixture into the hot pan and let the egg set along the edges. After few seconds,
sprinkle the precooked toppings. Don’t forget then to season with salt and pepper.
That’s it! You have made the perfect omelette for breakfast.

How is the text mainly structured? Yes, you are right! The text uses sequence
structure. It presents the list of steps on how to make a perfect omelette for breakfast.
Take a look in the following graphic organizer to learn sequence structure in details.

Heat the pan

and add
Whisk the
enough oil or
egg-water
butter in it.
mixture until
Crack the
the whites
eggs into a
and yolks are
bowl and add
blended.
a splash of
Precook the water. Pour the egg
toppings. mixture into
the hot pan
Sprinkle the and let the egg
precooked set along the
Don’t forget edges.
toppings.
then to
season with
salt and
pepper.

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4. Descriptive Structure. This type of text structure describes something in order
of space and how something looks. It features a detailed description of something to
give the reader a mental picture.

Example:
Galileo was a thoughtful youth and doubtless carried on a rich and varied
reverie. He had artistic ability and might have turned out to be a musician or painter.
When he had dwelt among the monks at Valambros, he had been tempted to lead the
life of a religious. As a boy, he busied himself with toy machines and he inherited a
fondness for mathematics. All these facts are of record.

Can you picture out the subject described in the text? How is the subject being
described? To answer these questions, let us study the following graphic organizer:

He was a
thoughtful youth
and doubtless.

He had an
He artistic
tempted to ability. He
lead a Galileo might have
religious turned out
life. to br
musician
or painter.
He busied himself
with toy machines
and inhereted
fondness for
Mathematics.

5. Problem-Solution Structure. This type of structure sets up a problem or

problems, explains the solution, and then discusses the effects of the solution.

Example:
Dr. Ramos doesn’t want the eagles to vanish. These Philippine giant birds are
disappearing at an alarming rate. Dr. Ramos thinks that we should demand the
government to plan for immediate action in the preservation of this specie. He also
thinks that we should donate to Save the Eagles. Our donations will help to support
and empower those who are fighting the hardest to preserve the eagles. With this, we
can make a difference. We owe it to our helping and caring hands to do something.

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 Based on the text, what is the problem discussed? What are the
recommendations drawn to address the problem? The graphic organizer below shows
the specific problem and solutions presented in the text:

Solutions
*Dr. Ramos thinks that we
Problem
should demand the
Eagles are government to plan for
disappearing at an immediate action in the
alarming rate. preservation of this specie.

*He also thinks that we

should donate to Save the
Eagles.

6. Question - Answer Structure. This text structure starts by posing a question

then goes on to answer that question.
Example:
Why do we have schools? Schools deal important role in the society and they
have three main functions. First, students learn skills that will help prepare them for
society. Writing, reading, and mathematics are essential in global market and
workplace and individuals likely learn these skills in schools. Second, schools serve
communities by providing safe havens for students in temporary living situations.
Third, schools provide a conducive environment for children to engage in productive
activities during many days of the year while their adult caretakers may be working.
These are the reasons why we have schools in our society.

Looking closely at the text, have you seen some signal words used in this
structure? Have you found these signal words - first, second and third? These signal
words are used to enumerate the answers of the question posted. Do the details in
the text support and provide answers to the question? Check out the graphic
organizer on the next page to help you find answer with the latter.

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 Answer 1:
Students learn skills that will help prepare them for society.
Question:

Answer 2:
Schools serve communities by providing safe havens for
students in temporary living situations.
Why
do
we Answer 3:
Schools provide a conducive environment for children to
have engage in productive activities during many days of the year
schools? while their adult caretakers may be working.

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.

What’s More

Eventually, you are ready to prove your understanding about the topic and this
can be realized by getting involved in the following activities.

Activity 2: Spot the clues!

Directions: Read the text below. Circle the signal words used and determine the text
structure applied in the text.

Working on a computer may be easier and safer than working in a mine.

However, it doesn’t come without risks. Using a computer for a long time can lead to
poor eyesight, muscle loosening, back pain, and injuries to the hands and wrists. If
you find yourself working or playing on a computer quite regularly, take a few steps to
prevent these problems and you’ll thank yourself later. To address this, taking frequent
breaks when you are computing for a long time is recommended. Specifically, you have
to get up, walk around, stretch your hands and wrists, and straighten your back every
once and a while. Undeniably, it can be hard to pull yourself away from your computer
once you get into a zone, but your body will thank you later if you do. Thus, make your
health a priority and don’t worry so much about what is happening on that little screen.

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What is the structure used in the text?____________________________________________

Why do you think so? ____________________________________________________________

__________________________________________________________________________________

________________________________________________________________________________

It seems that you did it like a pro. So, challenge yourself for another one. Let us

continue!

Activity 4: Read to find out!

Direction: Read the text entitled Studying for a Test and answer the questions that
follow. Write your answers on the space provided.

Studying for a Test

Believe it or not, as important as it is, many students do not know how to study
for a test. Well, studying for a test is easy. The first that you must do is take out your
notes. Open your notes up to the section that you are supposed to review. Read what
you wrote in your notebook. When you are done, close your notebook and see if you
remember the ideas that you were studying. Still don’t remember? Open your
notebook back up a try again.
Source: www.ereadingworksheets.com

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 help in organizing the author’s ideas?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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References

Book Sources
DepEd Teaching Guide in English for Academic and Professional Purposes
DepEd English 10 Learner’s Material,Celebrating Diversity through World Literature
DepEd English 10 Learner’s Material,Celebrating Diversity through World Literature
DepEd English 9 Learner’s Material, A Journey through Andlo – American Literature
DepEd Physical Education and Health 10 Learner’s Material
Otero, Rowel Ll. (2016), English for Academic and Professional Purposes Worktext

Online Sources
Mira Pak, with help from Judy Lombardi, Carolyn Burch, and Bonnie Ericson.
Literacy Matters: Text Structure, http://www.literacymatters.org/content/te
xtinyto.htm#geningo
Structural Clues in Nonfiction - PDF Content Area Literacy: Understanding Text
Structure, http://score.rims.k12.ca.us/score_lessons/content_area_lite
racy/pages/understanding_text_struct.html
https://www.ereadingworksheets.com/text-structure/

Other Sources
DepEd Curriculum Guide in English for Academic and Professional Purposes

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