ENGLISH FOR

ACADEMIC AND
PROFESSIONAL
PURPOSES
Quarter 1-Week 2 -Module 2
Lesson 2: 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-

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 11A - CSS

Lesson
STRUCTURE OF AN
2 ACADEMIC TEXT
EXPECTATIONS
In this module, you will have to use knowledge of text structure to
glean the information you need.

Specifically, this module will help you to:

• identify the common structures of an academic text; and
• apply knowledge of text structure in gathering information through
critical reading of academic text.

Let us start your journey in learning more about Structure of Academic Text. I am sure you
are ready and excited to answer the Pretest. Smile and cheer up!

PRETEST
Directions: Identify what is being asked or described in each item. Write the
letter of the correct answer in the space provided before the number.

______ 1. Academic texts are generally structured with _______.

A. Formality C. Citation and references
B. Clear and good structure D. All of the above
______ 2. Which of the following is NOT a common structure of an academic
text?
A. Order C. Cause and Effect
B. Summary D. Comparison and Contrast
______ 3. A large unit of a written language wherein ideas are put together in
a structure that requires them to make one central idea is
_______.
A. Text C. Discourse
B. Essay D. Paragraph
______ 4. Which of the following is TRUE about text structures? A.
It is synonymous to text features.
B. It can be used within longer texts.
C. It refers to the organizational patterns in the text.

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 D. It is used in the development of ideas located only in the
body.
______ 5. Ideas in the body can be organized and developed by one or
combination of the following EXCEPT _______.
A. Anecdote C. Cause and Effect
B. Description D. Comparison and Contrast

Great! You finished answering the questions. You may request your facilitator to check your
work. Congratulations and keep on learning!

LOOKING BACK TO YOUR LESSON

Directions. Using your knowledge on parts of a composition, label the
numbered parts of a paragraph and essay by choosing the correct answers
from the word pool below. Write them in the given organizers.
topic sentence concluding sentencethesis statement
supporting details lead body major points background
minor details thesis restatement concluding statement

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Hamburger PARAGRAPH

1
5
ESSAY structure

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2
7

8
3
9

Source:

BRIEF INTRODUCTION 10

BRIEF INTRODUCTION
A text or composition can be classified into academic and
nonacademic. 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

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information from credible sources which are properly cited, and (4) includes
a list of references. (Barrot & Sipacio, 2016).

Have you read a thesis or an article? Did you notice how the text was
written? If you notice, thesis, article or other academic text has predetermined
structure. Recognizing the structure will help you understand the text better
since it shows how the ideas are organized and presented in the text. If you
are writer, you would want to make your composition easy to read and make
your content easy to find, right? Otherwise, no reader will get across your
ideas in your text. Therefore, 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.
Source: https://keystoliteracy.com/blog/teaching-text-structures/

The common parts of a text pertain to the I-B-C (Introduction, Body

and Conclusion) structure. Each part consists of sub-components that
could help readers identify the main ideas (stated or implied) and supporting
details using patterns of organization. There are five common patterns of
organization used in a text which are as follow: (1) Description, (2)
Order/Sequence, (3) Comparison/Contrast, (4) Cause and Effect, and (5)
Problem and Solution. Some texts also use the Argument in developing
their ideas which begins with a claim followed by the reasons for the claim
then supported by pieces of evidence. It can include a counter-claim or
refutation. (Gonzales, 2014)

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 organizanization 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

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 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.

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 The last components of text structures mentioned above are sentences and
paragraphs. In writing effective sentences or paragraphs, a graphic organizer is a
great help. A graphic organizer is a visual presentation with various shapes and
connecting marks that is used to show the organization and relationship of ideas
and parts in a text. It serves as the backbone in writing a formal and effective
academic text.
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.

Great! You are now ready for our activities. You can perform the following activities
through collaborating with a partner. You can first answer the activities individually then just
communicate the results after.

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 ACTIVITIES
Activity 1
Directions: You are trapped in the text autopsy room to solve the mystery of a
failed yet promising research project. Unlock the four-digit code by correctly
identifying the indicated structures of the text from the given
options . empathy was
mentally draining.
Expression of empathy towards others is natural to people. It required much
According to new research published by the American time, effort and
Psychological Association, empathy is an expression of emotion from
understanding others’ feelings. It is described as inspiring. them. Also, they
to
However, there are times that people choose to avoid doing it. felt bad about
break out from the room and revive the project. themselves.
It is because Therefore,
empathy requires tremendous mental effort. People avoid describing a
empathizing with others unless they have the strengths and person in the
capabilities to do it. photo by his or
her physical
According to Dr. Daryl Cameron, the lead researcher, people appearance was
generally assume that they are expected to provide charitable easier than
responses expressing
empathy.
like donating. As a result, they try to avoid it. He said, “"But we
found that people primarily just don't want to make the mental Cameron said,
effort to feel empathy toward others, even when it involves "If we can shift
feeling positive emotions." This study was published online in the people's
Journal of Experimental Psychology. The results were conducted motivations
through 11 experiments with more than 1,200 participants and toward engaging in
an “Empathy Selection Task”. empathy, then
that could be good
The researchers employed two decks of cards. The task in the news for society as
first deck was to describe the physical appearance of the person a whole.”. In other
on the card. On the other hand, the task in the second deck was words, there could
to emphatize with the person in the photo. The participants were still be hope in
free to choose which deck they would do. There were additional encouraging
experiments also which included photos of persons expressing people to feel
joy. The researchers found that the participants consistently empathy for
chose the first deck which did not require empathy or expression others. In another
of emotions. According to Cameron, “We saw a strong preference two experiments
to avoid empathy even when someone else was expressing joy,". conducted, the
This only showed that participants on average chose the first results showed
deck over the second deck. There were no monetary or emotion that people who
solicitation required from the participants but they did not want chose empathy
to exert mental effort for empathy towards the persons in the deck viewed
photos. empathy as less
cognitive effort.
Likewise, they
To support the findings, the researchers made follow-up viewed themselves
interview with the participants. Most of them explained that good at it.
expressing
Cameron added, "It could encourage people to reach out to 3
groups who
Can ARGUMENT
need help, such as immigrants, refugees and the victims of structure be the
natural disasters.” Being able to empathize could be a great OVERALL
opportunity to spread hope and joy especially during challenging STRUCTURE of
times. this text?

6 R –YES
Source: https://www.sciencedaily.com/releases/2019/04/190422090847.htm S - NO

WHICH
STRUCTURES ARE EVIDENT HERE? 4
1 – DESCRIPTION, SEQUENCE
Which is most likely
2 – CAUSE-EFFECT, CONTRAST
the title of the text?
3 – DESCRIPTION, CAUSE-EFFECT

2- A Study of Empathy
4- Encouraging Empathy
among People
2 5 - Empathy is Hard
Work:
The Cognitive Costs
IDEA In BOLD?

A - MAIN IDEA

B - SUPPORTING
DETAIL

CODE:

Item 1 2 3 4

Processing Questions:
1. If your answer for Item 4 is YES, Justify your answer. If NO, what
should be the correct text structure? Explain your answer.
______________________________________________________________________
__
______________________________________________________________________
__
______________________________________________________________________
__
2. Why is your answer the most probable title of the article? Provide
textual evidence to support your answer.
______________________________________________________________________
__
______________________________________________________________________
__

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 ______________________________________________________________________
__

Activity 2

Code: ___ ___ ___ Suppose that… The codes for digits 1 and 4
___ 1
2 3 4 point to the order of letters in the Roman alphabet. What
letter does digit 1 point to? …

Directions: Identify the four-letter word code which is relevant to the

main idea of the article. Revive and improve the project by writing
your own article with the same main idea. Use the Problem-Solution
structure in discussing the main idea/thesis. Relate the decoded
word to the main idea and to your present context. Do not forget to
observe the structure and characteristics of an academic text in the
course of writing. This task is graded according to compliance to
structure (10 points), mechanics (5 points), focus and details (5
points), use of citations (5points) and organization of ideas (5points).
Use the given answer sheet for your composition.

REMEMBER
• How is Academic Text characterized? It is formal, has clearly
structured introduction-body-conclusion, includes information
from credible sources which are properly cited, and includes a list
of references.
• What are the Common Structures of Academic Texts? They are
Description, Sequence/Order, Comparison/Contrast, Cause and
Effect, and Problem-Solution.
• Why is it important to know? Using your knowledge of text
structure will aid you in easy reading and increased
comprehension, as long as it is coupled with critical reading and
use of appropriate techniques for idea organization (e.g. maps,
graphic organizers, outlines, annotation, etc.). If you can recognize
the text structure, you will be able to read more strategically since
you know the predictable information to be laid out in each
structure as you read. Knowing how to write a text through
identifying its structures while you read will also help you
understand the text better and remember its essential information
even after reading (National Institute for Literacy, 2007 as cited in
Gonzales, 2014). Remember to Read like a writer, and write like a
reader, as they say.

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CHECKING YOUR UNDERSTANDING
Directions: Organize the ideas that you wrote in the article from
Activity 2 by creating an appropriate graphic organizer for the text
structure you used. This is graded according to organization
(10points), summarization (10points), mechanics (10points) and
design (5points). Use the answer sheet provided.

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

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A. B. C. D.

REFLECTIVE LEARNING SHEET

Name: ____________________________________________ Grade & Section:

____________

Structure of an Academic Text

REFLECTIVE LEARNING SHEET No. 2

Directions: Reflect on what you have learned after taking up this lesson by
completing the chart below.

I thought…
What were your thoughts or
ideas about structure of
academic text prior to the
discussion of this lesson?

I learned

What new or additional ideas did

you learn after taking up this
lesson?

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