English for Academic
and Professional
Purposes
1
English for Academic and Professional Purposes
Quarter 3 – Self-Learning Module 2: Text Structure
First Edition, 2020
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Published by the Department of Education - Schools Division of Pasig City
Development Team of the Self-Learning Module
Writer: Ryan S. Tamayao
Editor: Julius Cezar D. Napallatan
Reviewers: Julius Cezar D. Napallatan and Joselito E. Calios
Illustrator:
Layout Artist:
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta EdD
Chief, Curriculum Implementation Division
Victor M. Javena, Ed. D.
Chief, School Governance and Operations Division
Education Program Supervisors
Librada L. Agon EdD (EPP/TLE/TVL/TVE)
Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)
Printed in the Philippines by Department of Education – Schools Division of
Pasig City
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English for Academic
and Professional
Purposes
Quarter 3
Self-Learning Module 2
Text Structure
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Introductory Message
For the Facilitator:
Welcome to the English for Academic and Professional Purposes Self-
Learning Module on Text Structure!
This Self-Learning Module was collaboratively designed, developed and
reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.
This learning material hopes to engage the learners in guided and
independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes to the Teacher
This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Moreover, you are expected to encourage and assist
the learners as they do the tasks included in the module.
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For the Learner:
Welcome to the English for Academic and Professional Purposes Self-
Learning Module on Text Structure!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.
This module has the following parts and corresponding icons:
Expectations - This points to the set of knowledge and skills
that you will learn after completing the module.
Pretest - This measures your prior knowledge about the lesson
at hand.
Recap - This part of the module provides a review of concepts
and skills that you already know about a previous lesson.
Lesson - This section discusses the topic in the module.
Activities - This is a set of activities that you need to perform.
Wrap-Up - This section summarizes the concepts and
application of the lesson.
Valuing - This part integrates a desirable moral value in the
lesson.
Posttest - This measures how much you have learned from the
entire module.
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EXPECTATIONS
This is your self-instructional learner module in EAPP 12. All the activities
provided in this lesson will help you learn and understand: Text Structure.
Specifically, you will learn about the following:
1. Familiarize the various text structures;
2. determine the text structure of different passages; and
3. write an academic essay applying all the text structures from the lesson.
PRETEST
Identify what kind of text structure is described in each of the following sentences.
Write the letter of your answer on the space before the number.
1. The text shares information about an event and what reason it to occur.
A. problem and solution B. cause and effect C. description
2. The text provides detailed information of the topic of the text.
A. description B. chronological C. compare and contrast
3. The text includes information about an issue and possible or attempted
ways to resolve.
A. cause and effect B. description C. problem and solution
4. The text has two or more ideas or topics and the author writes about the
similarities and differences.
A. description B. compare and contrast C. chronological
5. The text describes a sequence of events or a list of steps.
A. chronological B. descriptive C. compare and contrast
RECAP
Learners were taught to differentiate language used in academic text from
various disciplines. Academic text is a formal genre of writing and one is expected
to use strict style, registers, format and language. Some of the languages used are:
formality where it has dignified stance in writing in academic community,
objectivity refers to main emphasis on the information, explicitness uses
appropriate signposting and caution considers knowledge from proven theories and
concepts.
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LESSON
Knowledge of text structure is very helpful for readers. According Cataldo
and Oakhill, when readers do not have strong knowledge of the topic of a text, they
depend more on the structure. Also, the structure of a text can help readers find
answers to questions, important component to summarizing, to find specific
information and to build meaning.
Today, let us talk about the common text structures to glean the information
the reader needs.
Text structure refers to the internal organization of a text. As authors
write a text to communicate an idea, they will use a structure that goes along with
the idea (Meyer 1985).
1. Cause and Effect
Explains reasons why something happened or the effects of something.
Transition words such as cause, effect, as a result, consequently, because and
many more.
Example:
Many people think that they can get sick by going into cold weather
improperly dressed; however, illnesses are not caused by temperature- they are
caused by germs.
2. Chronological Order
This is also known as time, sequence, or temporal order. This structure is
organized from one point in time to another. Transition words such as, first, next,
later, and finally help the reader understand how events relate to one another.
Example:
This morning was crazy. My alarm clock was set for PM instead of AM, so I
woke up really late. First, I threw on some clothes and ran out the door. Second, I
rode my bike as fast as I could and thought that I was going to be late for sure, but
when I got there everyone was outside and there were firetrucks all lined up in
front of school. Third, I guess somebody pulled the fire alarm before class started.
Finally, it worked out though, because nobody really noticed or minded that I was
tardy.
3. Compare and Contrast
Pertains to how or two or more ideas or items are similar or different.
Transition words may include like, similar, unlike, on the other hand, also, and
too.
Example:
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By consuming healthy foods fatigue, depression, headache, joint pains,
lungs problem could be resolved on the other hand unhealthy food welcomes the
cardiovascular diseases (CVD), obesity, diabetes and also other chronic diseases.
4. Description
Shows what an item or place is like. Transitions in this structure include
spatial words (passages organized in space or location) such as, next to, on top of,
beside, below that, above that, to the right of and many more.
Example:
Volcanoes are a feared and destructive force for good reason. A volcano is
like a pressure valve for the inner earth, but they can also be very beautiful. One
part of the volcano that people rarely see is the magma chamber. The magma
chamber is way beneath the Earth’s bed rock. It is tremendously hot. Running
from the magma chamber to the crater of the volcano is the conduit. The conduit
connects the magma chamber to the outer world. At the top of the volcano is the
crater. This is where the magma exits. Volcanoes are a beautiful yet dangerous
natural phenomenon.
5. Problem and Solution
Presents a problem and shows how it can be or has been solved. This has
always have solutions, while cause and effect does not. Transition words may
include problem, solution, solve, effect, hopeful, and so forth.
Example:
It seems like there has been a surge in teen pregnancies these days. Teen
pregnancies make it very difficult for young mothers to pursue their dreams and
meet the demands of an infant. Fortunately, most teen pregnancies can be easily
prevented by using birth control; however, even birth control is not 100% effective.
The most effective way to prevent teen pregnancies is abstinence, which is 100%
effective.
Guided Practice
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Let’s try a few items which serve as a quiz. In a sheet of paper, identify the
text structures of the given passages.
Here is the first one:
Low Test Scores: Many students have been getting low scores on tests
and this is upsetting to parents, teachers, and students. Low test scores show that
teachers aren’t teaching effectively or that students aren’t learning. Either way it’s
an issue with which we are concerned. I propose the following: any teacher who is
giving a test should open up their classroom for study groups the night and
morning before the test. Maybe by giving students extra opportunities to study, we
can improve students’ test scores.
It is Problem and Solution. The problem is many students got low scores on
test and the solution is extra opportunities to study. How about this passage?
Peanut Butter and Jelly: After a long day at school, I came home and
watched “Cops,” my favorite show. During the commercial breaks, I got up and
made a peanut butter and jelly sandwich. I took the bread out of the cabinet,
spread the jelly and peanut butter on the bread, and stuck the two pieces together.
I enjoyed that sandwich as I watched the rest of “Cops.”
It is chronological, because the information is organized in order of time.
Let’s do a more difficult one.
Eligibility: Being involved in after school sports and clubs is not a
right. It is a privilege. Therefore, students have to meet eligibility requirements. If
students have any “D”s or “F”s, they are not allowed to play. Also, if students have
behavior issues in class, they cannot be on the team or in the club. Lastly,
students need to keep good attendance. If students miss school, they most
certainly cannot come to practice. Being on a team is a lot of responsibility. If
students are not proving to be responsible, they will not be permitted to be in clubs
or teams.
It is cause and effect, because the action and its results were explained.
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ACTIVITIES
A. Read the following passages carefully and answer the following questions.
Write the letter of your answer below the question and you may also underline
the signals/words/phrases that were used to justify your answer.
A. Cause and effect
B. Chronological order
C. Compare and contrast
D. Description
E. Problem and solution
1. Concentration becomes more difficult with a lack of
sleep. According to Healthline, “Sleep deprivation leaves
your brain exhausted, so it can’t perform its duties as well.
You may also find it more difficult to concentrate or learn
new things. The signals your body sends may also come at
a delay, decreasing your coordination skills and increasing
your risks for accidents” (“11 Effects of Sleep Deprivation on Your Body”). A lack of
concentration can also affect us seriously at work, where this function is often the
name of the game.
What kind of text structure was used in the passage?
2. E-mails, cellphones, and internet are only few examples of technological
improvements in communication. Back then, people were only able
to send letters through mails, which many now call "snail mails", in
order for them to send messages to their loved ones far away from
home. While in this modern era, many can now connect easily with
our families and friends using cellphones and internet services by
sending them messages through e-mail or SMS, which they are able
to read and reply right away using these new inventions.
What kind of text structure was used in the passage?
3. Obesity and poor fitness decrease life expectancy. Overweight
people are more likely to have serious illnesses such 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.
What kind of text structure was used in the passage?
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4. “The life and death of a star begins somewhere in space. Astronomers claim that
a star begins as a cloud of hydrogen and helium. As the cloud moves about it
collects bits of dust and more floating gases. Then the cloud
begins to warm as more dust and gases are pulled into it. After
a long period of time as the cloud becomes denser, heat and
friction cause the atoms to explode. That is how a star is born.
The star will burn for about ten billion years as it radiates heat
and energy. When the hydrogen begins to burn out the star
becomes even larger. At this stage, it gives off a lot of light but not much energy.
The star may continue to burn brightly but dies when it runs out of hydrogen. This
is the life cycle of a star”.
What kind of text structure used in the passage?
5. Soccer is one of the most sports in the world where millions of
people play. It is a fairly game to learn. Players try to move the ball
down the field and kick it into their goal. However, a goalie stands in
front of the goal and tries to block any shot the other team makes. If a
team gets the ball in the goal, they score one point.
What kind of text structure was used in the passage?
B. 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
Text Applied all the Four of the text Three of the text Two and
structures text structures structures in structures in below of the
in writing writing writing text
academic essay academic essay academic essay structures
were used were used in writing
academic
essay were
used
Grammar, No errors in Few errors in A number of So many
usage and spelling, spelling, errors in errors in
mechanics punctuation and punctuation and spelling, spelling,
grammar grammar punctuation and punctuation
grammar and
grammar
Quality of The essay was The essay was The essay has The essay
Writing written in written in an little style and had no style
extraordinary interesting style voice and voice
style and voice and voice
Length 450 words Under the Under the Under the
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minimum minimum or minimum or minimum
600 words over the over the or over the
maximum maximum by 15 maximum by 25 maximum
words words by more
than 50
words
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WRAP-UP
The following are the things I have learned about the lesson: _______________
_________________________________________________________________________________.
VALUING
Always remember, prevent the worst and put safety first, because being safe
today will keep you alive tomorrow.
POSTTEST
Choose the word and its text structure (cause and effect, chronological,
compare and contrast, description, and problem and solution) to complete the
following statements. Write the letter of your answer before the number.
1. Adam is _____ about the course he will take in college, so he called up his
mom’s help. Finally, his mom gave him an advice.
A. worried: problem and solution B. thinking: cause and effect
C. uninterested: description
2. Back then, most young boys are playing patintero with their neighbors. _____
in this modern era, they play mobile legend to whoever is online.
A. majority: description B. while: compare and contrast
C.in addition: chronological
3. Cecille did not get enough sleep last night, so she found herself more
difficult to _____ in the class.
A. study: description B. listen: problem and solution
C. concentrate: cause and effect
4. A tiger is the master of _____ in the land. It stalks its prey and then silently
closes in.
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A. animal: description B. deception: description
C. wild: description
5. This _____ weekend, Anne had a great time in Australia.
A. last: description B. previous: compare and contrast
C. last: chronological order
KEY TO CORRECTION
C 5. D 5. A 5.
B 4. vary. B 4. B 4.
C 3. answers may E 3. C 3.
B 2. Learner’s C 2. A 2.
A 1. A 1. B 1.
Posttest Activity B Activity A Pretest
References
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https://www.ereadingworksheets.com/text-structure/patterns-of-
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“COMPARE AND CONTRAST TECHNOLOGY NOW AND BEFORE.”
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“Spatial Organization.” Ereading Worksheets. Accessed June 28, 2020.
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“Text Structure Patterns of Organizaton” LinkedIn SlideShare, January 13, 2013.
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AMANDA LEON LEAL
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https://www.slideshare.net/AMANDALEONLEAL/the-paragraph-62495806.
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