S HS

English for Academic

and Professional Purposes
Module 2
English for Academic and Professional Purposes
Module 2 - Using knowledge of text structure to glean the information
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Abegail Mae S . Alimpia, MT II

Editor: S D O La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos J r. , P II

Management Team:

ATTY. Donato D. Balderas, J r.

Schools Division Superintendent

Vivian Luz S . Pagatpatan, Ph. D

Assistant Schools Division Superintendent

German E . Flora, Ph. D, CID Chief

Virgilio C . Boado, Ph. D, EP S in Charge of

LRMS Belen C . Aquino, EP S in Charge of

English Michael J a s o n D . Morales, PDO II

Claire P. Toluyen, Librarian II
 Target

An academic text is a written material in an organized way and in a

specific manner. One salient feature of this writing is that it has a clear
structure. This structure makes it easier for the reader to explore the text
and to navigate with it for him to better understand the piece. E ac h
essential part of the text presents a specific information

In the previous module, you have learned the different features of

language used in academic texts from various disciplines. These features
can help you understand academic texts better.

This section aims to help you locate information in different

academic
texts.

After going through this learning material, you are expected

to:

1. Use knowledge of text structure to glean the information he/she needs

(CS-EN11/12A-EAPP-Ia-c-4).

Before going on, check how much you know about this topic. Do the
introductory activity on the next page

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 Jumpstart

For you to understand the lesson well, do the following activities.

Have fun and good luck!

Activity 1. Reading between the Lines

Directions: Read and understand the passage then answer the

questions that follow.

Understanding Calories

(1)A calorie, also known as kilocalorie, is a unit of energy. This unit

represents the energy required to heat a kilogram of water on degree Celsius.
While people generally link the term calorie with food, it is a unit of
measurement that can be applied to any substance possessing energy. For
instance, there are 8200 calories in a litter (about one quart) of gasoline.

(2)Calories describe the potential energy in food to maintain bodily

functions, grow or repair tissue, and perform mechanical work s uc h as
exercise. Food calories may take the form of fat, carbohydrates, or proteins.
Once consumed, enzymes act on these nutrients through metabolic
processes and break them into their perspective categories of fatty acids,
glucose, and amino acids. These molecules travel through the blood stream
to specific cells where they are absorbed for immediate use or sent on to the
final stage of metabolism where they release their stored energy through the
process of oxidation.

(3)The number of calories burned during an exercise depends on

various factors including body weight and the type of exercise. For example,
an individual weighing 59 kilograms (130 pounds) would expend roughly
500 calories per hour swimming or playing basketball. However, this same
person would burn an estimated 200 walking or playing table tennis. In
order to survive and maintain body weight, the average individual requires
approximately 2000 to 2500 calories per day. Gaining or losing weight is a
simple process. Add and subtract 7,700 calories over the course of time to
gain or lose a kilogram. Nutrition has nothing to do with it. It is all about
calories.

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Directions: Read each item and identify the answer. Use a separate sheet.

1. What is the topic of the text?

A. Calories
B. Energy
C. Exercise
D. Food

2. In which part of the essay is the topic introduced?

A. 1
B. 2
C. 3
D. None of these

3. Which method of development is used in the first paragraph?

A. Definition
B. Cause/Effect
C. Problem/Solution
D. Sequence

4. Which is considered as a signal word in the sentence below?

“However, this same person would burn an estimated 200 walking or
1 2 3
playing table
tennis.” 4

A. 1
B. 2
C. 3
D. 4

5. Which part summed up the point of the essay?

A. 1
B. 2
C. 3
D. None of these

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 Discover

Reading academic texts is done for different purposes. It could to

locate a main idea, scan for information, identify gaps in existing studies, or
connect new ideas to existing ones. In addition it also serves as reference to
support a particular writing assignment and helps in deeply understanding
an existing idea.
Knowledge of the structure of an academic text is important. The
structure of the text enables you to follow the argument and navigate the
text. In an academic text, a clear structure and a logical flow are imperative
to cohesive text.
An academic text consists of three major components which are
the introduction, body and conclusion.

Introduction
The first part of the text usually contains the following information:
introduction of the topic, context of the topic, background information, aim
of the text, manner of development, thesis statement or research question,
suggestions on what the findings are, and importance of the topic. The
statements in the introduction are developed further in the body of the text
and summed up in the conclusion.

Body
The second part of the text is the body. This is the main section of an
academic text and is also the longest. Depending on the length of the text,
the body might be divided into subsections. It is the most substantial part of
the text because this is where the arguments are presented that support the
thesis statement or answer the question posted in the introduction. In
research, this is where the findings, are presented, discussed and analyzed.

Conclusion
In the third part, the conclusion, the thesis statement or the problem
is revisited. It may include the evaluation and explanation whether the aim
was reached or the problem presented in the introduction solved or not.

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 Figure 1. Structure of an Academic Text

Locating information in an Academic Text

Organizational Patterns

The transition words or the signal words that the writer employs in
the academic text can help the reader identify what type of organizational
pattern is being utilized. This leads the reader to grasp all the facts
presented to decipher what the written text has to say. There are five
patterns commonly used in academic texts.
The tabular presentation below explains the types of organizational
patterns, their purposes and the transition words used.

Organizational Pattern Purpose Transitional Devices

Definition Explains the meaning of Is, refers to, defined
new words or phrases as, means, consists of,
involves, is a term that,
is called, is

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 characterized by, occurs
when, are those that,
entails, corresponds to,
is literally

Ca us e and Effect Describes how one or Because, for, since,

more things cause or stems from, one cause
are related to one is, one reason is, leads
another to, creates, yields,
produces, due to,
breeds, for this reason,
consequently, results
in, one result is,

Therefore, thus, as a
result, hence
Comparison and Discuss similarities Both, also, similarly,
Contrast and/or differences likewise, like, too, as
among ideas, theories, well as, resembles,
concepts, objects, or correspondingly, in the
persons same way, to compare,
in comparison, share,

unlike, differs from, in

contrast, on the other
hand, instead, despite,
nevertheless, however,
in spite of, whereas, as
opposed to

Problem/solution Starts with the negative The problem/dilemma

situation (a problem) is, if/then, so that,
and ends with a positive solves, an answer to,
situation (a solution) and addresses the
problem of
sequence Chronological narration first, second, now,
of a historical period, a before, after, then,
sequential description finally, while,
of a processor a meanwhile, during,
procedure and other expressions
of time and duration

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 Explore

Here are some enrichment activities for you to work on to master

and strengthen the basic concepts you have learned from this
lesson.

Enrichment Activity 1. Looking for Clues

Directions: Read the passage and take note of the transitional devices used.

(1)Consumption of processed and convenience foods and dependence

on vehicles are problems of the modern world. These lead to an increase in
obesity and reduction in the fitness level of the adult population. In some
countries, especially industrialized ones, the number of obese people can
amount to one third of the population. This is significant as obesity and
poor fitness lead to a decrease in life expectancy.
(2)Overweight people are more likely to have serious illnesses suc h as
diabetes and heart disease, which can result in premature death. It is well
known that regular exercise can reduce the risk of heart disease and stroke,
which means that those with poor fitness levels are at an increased risk of
suffering from those problems.
(3)However, if individuals make changes to their diet and their physical
activity then they can increase life expectancy. They could also
prepare their own food and consume more fruit and vegetables, so that they
could ensure that their diet is healthier and more balanced, which could
lead to a reduction in obesity levels. To address decreasing fitness levels,
people could also choose to walk to cycle to work or to the shops rather than
taking their car or public transportation. They could also choose to walk
upstairs instead of using an escalator or elevator.
(4)In short, obesity and poor fitness are significant problems in
modern life, leading to lower life expectancy. Therefore it is important for
individuals to make adjustments in their lifestyle to address the issue. The
answer to the rising obesity levels is to take action now.

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Assessment 1.

Directions: Read the questions and choose the correct answer. Use a
separate
sheet.

1. What is the topic?

A. People’s Habits
B. Exercise and
fitness
C. Obesity and
poor fitness
D. Different
means of
transportation

2. Where is the topic

located?
A. Body
B. Conclusion
C. Introduction
D. Recommendati
on

3. Which is a
proposed solution
to the problem
posted?
A. Eating a
balanced diet
B. Going to the
doctor
regularly
C. Decreasing
fare on public
transportation
D. Increasing
taxes on cars
and
convenience
stores

4. What type of
organizational
structure is
dominant in the
text?
A. Comparison
and contrast
B. Problem/
Solution
C. Description 8
D. Sequence
Enrichment Activity 2. Which is Which

Directions: Read the passage and take note of the similarities and
differences
in this comparison and contrast text.

Alligators versus Crocodiles

Alligators and crocodiles are both relics of the dinosaur age, facing an
uncertain future as huma ns encroach on their territory. The alligator family
includes the caiman, and the crocodile family include the gavial; they are
found in many parts of the world. Alligators and crocodiles are strong, agile
creatures that have striking similarities, yet have differences.
Alligators and crocodiles have many similarities. They are both
carnivores found near water. Most species are about the same size except for
the saltwater Crocodile, which can be two-thousand pounds in weight.
Both of them are cold-blooded and must regulate their body
temperatures, either by being in water or basking in the s un . All have
tongues attached to the bottom of the mouth, preventing the tongue from
moving. One striking similarity is the lack of sex chromosomes; the young’s
sex is determined by the temperature at which the eggs are incubated;
males re incubated at a slightly higher temperature than the females
(MacMillan 5). With all these similarities, it can be concluded that they
share a common ancestry.
Despite all the similarities, there are differences in the two animals.
Alligators have a wide, rounded snout, and crocodiles have a longer, pointed
snout. The fourth tooth in the lower jaw of the crocodile is visible when
the mouth is closed, unlike the alligator, whose upper jaw hides the
tooth.
Crocodiles have functioning salt water glands on their tongues, whereas
alligators prefer fresh water. Crocodiles tend to be grayish in color, and
alligators tend to be greener. Additionally, alligators mature in four to seven
years, and crocodiles mature in eleven years. Although similar in
appearance, these are two distinct species.
For alligators and crocodiles, the differences in appearance are
all in
the fine details of shape, size and color. They share a common ancestor,
but evolution has given each species its unique characteristics and behavior
role.

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Assessment 2.

Directions: Identify the similarities and differences of alligators and

crocodiles
by accomplishing the graphic organizer below. Use a
separate
sheet.

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Enrichment Activity 3. Making Connections

Directions: Read the passage and trace the history of Wrigley’s chewing
gum.

Wrigley’s Chewing G u m

(1)Wrigley’s chewing gum was actually developed as a premium to be

given away with other products rather than as a primary product for sale. As
a teenager, William Wrigley J r. was working for his father in Chicago selling
soap that has been manufactured in his father’s factory. The soap was not
very popular with merchants because it was priced at 5 cents, and this
selling price did not leave a good profit margin for the businessmen. Wrigley
convinced his father to raise the price to ten cents and to give away cheap
umbrellas as a premium for the merchants. This worked successfully,
confirming to Wrigley that the use of premium was an effective sales tool.

(2)Wrigley then established his own company. In his company he was

selling soap as a wholesaler, giving baking soda as a premium, and using a
cook book to promote each deal. Over time, the baking soda and cookbook
became popular that the soap, so Wrigley began operation selling baking
soda; he soon decided on chewing gum. Once again, when Wrigley realized
that the demand for premium was stronger than the demand for the original
product, he created the Wm. Wrigley J r. Company to produce and sell
chewing gum.

(3)Wrigley started out with two brands of gum, Vassar and Lotta gums,
and soon introduced J u i c y Fruit and Spearmint. The latter two brands grew
in popularity, while the first two were phased out. J u i c y Fruit and Spearmint
are two of Wrigley’s main brand to this day.

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Assessment 3:

Directions: Trace the history of Wrigley’s Chewing G u m by accomplishing

the graphic organizer on the next page. Use a separate sheet.

History of Wrigley’s Chewing Gu m

Great job! You have understood the lesson.

Are you now ready to summarize?

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 Deepen

Using the concepts learned from the activities, try to write your own
academic text. Choose a topic below and develop your text using the
different organizational structures.

Materials:

Bond paper, references

Instructions:

1. Choose a topic.

2. Research information for your text.

3. Write your draft.

4. Have somebody critique your draft.

5. Edit your work and write the final text.

Possible Topics:

a. Greatest Invention

b. H uma n brain versus computer

c. Extinction of species

d. Supply and demand

e. Language

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 Rubrics for Scoring the Output

Category 4 3 2 1
Introduction inviting; states states the states the No clear
(Organization) the main topic main topic main topic introduction of
and position; and position; and position; the main
previews the previews the does not topic, position
structure of structure of adequately or structure of
the paper the paper; not preview the the paper
particularly structure of
inviting the paper; not
particularly
inviting

Focus on one clear, well- Main idea is Main idea is Main idea is
topic focused topic; clear but somewhat not clear.
(Content) main idea supporting clear but there There is a
stands out and information is is a need for seemingly
is supported by general more random
detailed supporting collection of
information information information
Support for Relevant, Supporting Supporting Supporting
topic telling, quality details and details and details and
(Content) details give the information information information
reader are relevant are relevant are typically
important but one key but several unclear or not
information issue or key issues or related to the
that goes portion of the portions of the topic.
beyond the text is text are
obvious or unsupported unsupported
predictable

Conclusion The conclusion The The There is no

(Organization) is strong and conclusion is conclusion is clear
leaves the recognizable recognizable, conclusion;
reader with a and ties u p but does not the paper just
feeling that almost all the tie up several ends.
they loose ends loose ends.
understand
what the writer
is “getting at”

Grammar and Writer makes Writer makes Writer makes Writer makes
Spelling no errors in 1-2 errors in 3-4 errors in more than 4
(Conventions) grammar or grammar or grammar or errors in
spelling that spelling that spelling that grammar or
distract the distract the distract the spelling that
reader from the reader reader distract
content from the from the the reader
from the
content. content. content.

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 Gauge

Directions: Read each item carefully then choose the letter of the correct
answer. Use a separate sheet for your answers.

1. Which part of the academic text presents the main topic?

A. Body
B. Conclusion
C. Introduction
D. Recommendation
2. Which part of the academic text provides relevant
arguments and provides supporting details?
A. Body
B. Conclusion
C. Introduction
D. Recommendation

3. In which part of a text could the statement below be read?

“Therefore, it is important for the people to stay at home and
prevent the spread of the disease.”
A. Body
B. Conclusion
C. Introduction
D. Recommendation

4. Which type of text structure shows how two or more things are alike
and different?
A. Ca use and Effect
B. Compare and Contrast
C. Problem/Solution
D. Sequence

5. Which type of text structure is written in a style that tells what

happened and why?
A. Ca use and Effect
B. Compare and Contrast
C. Problem/Solution
D. Sequence

6. “Similar, same, alike, both, on the other hand, instead” are signal
words used in which academic text structure?
A. Ca use and Effect
B. Compare and Contrast
C. Problem/Solution
D. Sequence

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7. Which type of text structure is used in the passage below?
“Children need to be active to be healthy. Unfortunately, many
active youngsters get injured. Do you know what to do for
injuries? The word R I C E can help you to remember what to
do.”
A. Ca us e and Effect
B. Compare and Contrast
C. Problem/Solution
D. Sequence

8. What is the correct arrangement of the sentences below to form

a sensible paragraph?
(1) Making ice-cream is not easy.
(2) Ingredients may be added at this point, if desired.
(3) Depending on the equipment, this may take as long as an
hour.
(4) Cream and sugar have to first be mixed in a frozen container.
(5) After the ice-cream is prepared, it must be kept frozen until it is
ready to be enjoyed.
(6) The mixture must be stirred and whipped until the cream and
sugar -mixture is frozen.
(7) Making ice-cream is difficult, but most people would agree that it
is worth the trouble.
A. 1-4-2-6-3-5-7
B. 1-2-3-4-5-6-7
C. 1-3-5-6-4-7-2
D. 1-5-4-7-2-3-6

9. When arranged correctly, which type of text structure is shown in the

passage in item number 8?
A. Compare and Contrast
B. Definition
C. Problem/Solution
D. Sequence

10. Given the title, “Filipino Courtship Then and Now,” which type of text
structure could be used?
A. Compare and Contrast
B. Definition
C. Problem/Solution
D. Sequence

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References
Printed Materials:
Laurel, M a . Milagros C . , et.al. English for Academic and Professional
Purposes Reader. Pasig City: Philippines.

Laurel, M a . Milagros C . , et.al. English for Academic and Professional

Purposes Teacher’s Guide. Pasig City: Philippines.

Saqueton, Grace M . (2016) English for Academic and Professional Purposes.

Sampaloc, Manila: Philippines.

Sword, H . (2012). Stylish Academic Writing. Cambridge, MA: Harvard

University Press.

Websites:

Academic Writing: Features of Academic Writing. (n.d.) retrieved J u ly 25,

2020 from www.uefap.com/writing/feature/featfram.htm

Alligators and crocodiles: Comparison and Contrast. (2016). Retrieved J u ly

28, 202 from https://studymoose.com/alligators-and-crocodiles-
comparison-and-contrast-essay.
De jesus, Georvin. (n.d.) Lesson 1: Fundamentals of Reading Academic Texts.
Retrieved J u ly 24, 2020 from https://quizlet.com/217546421/lesson-1-
fundamentals-of-reading-academic-texts

Gonzales, Aexii. (n.d.) The Structure of Academic Texts. Retrieved J u ly 27,

2020 from https://
www.academia.edu/3409933/The_Structure_of_Academic_Texts_sh
ort_version.
Michelle, J u l i a . (2019). Retrieved J u ly 28, 2020 from Unit-I-
EAPP.https://www.scribd.com/presentation413029580/Unit-I-EAPP.
Romano, Gi an . (n.d.) The Language of Academic Writing. Retrieved J u ly 24,
2020 from www.slideshare.net/mobile/Gian_romano/the -language-of-
academic-writing.

Structure of an academic.(n.d.) Retrieved J u ly 27, 2020 from

text.https://www.sudocu.com/ph/document/our-lady-of-fatima—
university/English-for-academic-and-professional-purposes/lecture-
notes/structure-of-an-academic-text/2680495/view.

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