Text

Structure
From the past lesson, you have learned:
•To differentiate language used in academic
texts from various disciplines.
•Academic language is the language
needed by students to do the work in
schools.
•Academic language and social language
have their own purpose.
Direction:
Match the
informal
vocabulary
in the list
with the
more
appropriate
formal
options from
the box.
Answers:
Directions: Classify the signal words given
below based on how they are used. Write your
answers on a separate sheet of paper.
 Answers:

Narrative Sequence Cause & Problem/ Compare & Definition or

Effect Solution Contrast Description
Important Since Since Because However For
powerful Finally So that So that Although instance
Later Due to Such as
Common Text Structure
Text Structure
•refer to the way authors organize
information in text.
•Recognizing the underlying structure of
texts can help students focus attention on
key concepts and relationships, anticipate
what is to come, and monitor their
comprehension as they read.
What
Why is
Structure
Important?
•The readers can significantly
improve their comprehension and
retention of information when
they can identify and recognize the
text structure of a text.
It can also help them:
•Organize information and details they
are learning in their minds while reading.
•Make connections between the details
being presented in a text
•Summarize the important details shared
in a text
Why study
Text
Structure?
•Text structure will determine the
complexity of the text. Most of
the reading materials in senior
high school, college and academe
are primarily expository
materials.
•As a student, you are not only expected to
read academic expository texts but also
write that kind of text.
•Understanding text structure or lack of
such, may enhance or impair reading
comprehension. No wonder, there are
several high school, college and even
graduate students find reading difficult and
challenging.
Categories of
Text
Structure?
1. Text Feature
•include all the components of a
reading material that are not the
main body of text.
Text Feature
•These include the table of contents,
index, glossary, headings, bold
words, sidebars, pictures and
captions, and labeled diagrams.
Text Feature
•These features can be helpful if they
are concise, related to the content,
and clear, or they can be harmful if
they are poorly organized, only
loosely related to the content, or
too wordy.
Commo
n Text
Feature
2. Text Organization
•Text organization refers to the patterns
and structures used by the author(s) to
write the text.
Text Organization
•A well-organized text assists the reader
through predictable placement of
information.
•A poorly organized text can impede the
reader by being counterintuitive.
 3. Text Content
•Content can be accessible if it is
reduced to manageable chunks, or
it can be intimidating if it includes
too much specialized academic
vocabulary and too many abstract
concepts.
Text Content
•Content is both information and
communication: the sum total of
the freshness, readability,
relevancy, and usefulness of the
information presented, and the
manner in which it is presented.
Disciplinary Texts
•Disciplinary text refers to
specialized texts and ways of
using literacy in the disciplines.
Disciplinary Texts
•Historians, mathematicians,
literary critics, and scientists
read and write differently
because they create different
kinds of knowledge and rely on
different kinds of evidence.
Disciplinary Texts
•Same with students in Senior
High School from different
strands have different
specialized writing tasks
specially in your "major" or
specialized subjects.
Application:
• Refer to your handouts
Answers:
A.
Answers:
B.
Assignment: