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-c-4)
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).
Academic texts usually follow an established. 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.
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 organization 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.

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.

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.

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 B. Thus C. Whereas D. Following
______ 2. Which is NOT a benefit of knowing the text structure?
A. Easy Reading C. Extensive Reading
B. Increased Comprehension D. 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. C.

B. D.
PERFORMANCE TASK #1
Write your own academic essay about your strand in senior high school and apply all the text structures
from the lesson.

RUBRIC 10 7 4 1
Two and below of
Applied all the Four of the text Three of the text
the text structures
structures in structures in structures in
Text Structures in writing
writing academic writing academic writing academic
academic essay
essay essay were used essay were used
were used
No errors in Few errors in A number of errors So many errors in
Grammar, usage spelling, spelling, in spelling, spelling,
and mechanics punctuation and punctuation and punctuation and punctuation and
grammar. grammar. grammar grammar
The essay was The essay was
Quality of written in written in an The essay has little The essay had no
Writing extraordinary style interesting style style and voice style and voice
and words. and voice.
Under the
Under the Under the
450 words minimum or over
minimum or over minimum or over
Length minimum 600 the maximum by
the maximum by the maximum by
words maximum. more than 50
15 words 25 words
words