EAPPQ3W2CA

FOR ZAMBOANGA CITY DIVISION USE ONLY 1
NOT FOR SALE
12
English for Academic &
Professional Purposes
(EAPP)
Quarter 3
WEEK 2
Capsulized Self-Learning Empowerment Toolkit
Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City
“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Written by: Irish B. Galiz (T-II) Maria Clara Lorenzo Lobregat NHS (Lesson 1)
Written by: Thomas S. Acuna (T-II) Maria Clara Lorenzo Lobregat NHS (Lesson 2)
12
CapSLET
SUBJECT &
EAPP/12 QUARTER 3 WEEK 2 DAY ____________________________________
GRADE/LEVEL dd/mm/yyyy
TOPIC TEXT STRUCTURES

The learner uses knowledge of text structure to glean the
information he/she needs
Code: Objectives:
LEARNING CS_EN11/12A-
COMPETENCY EAPP-Ia-c-4 • Identify the different text structures.
• Use knowledge of text structure to glean the information he/she
needs.
IMPORTANT: Do not write anything on this material. Write your answers on the Learner’s
Activity and Assessment Sheets provided separately.
UNDERSTAND
Good day learners! Are you excited for today’s lesson? Our lesson will be about text structures.
Knowledge of text structure is very helpful to readers in gathering the information he/she needs.
When readers do not have a strong knowledge of the topic of a text, they depend more on the structure
(Cataldo and Oakhill). Research shows that efficient searchers use the structure of the text to help them
find the information. Thus, knowing the text structures is vital in gathering information one needs.
Text structure refers to the internal organization of a text. According to Meyer (1985), as authors
write a text to communicate an idea, they will use a structure that goes along with the idea. Text
structures are design elements of a text that indicate its organizational structure or make its key ideas
and information understandable.
It is important to understand that there is no “official” list of text structures. Different writers have
different lists of text structures. In this lesson, we will be discussing the common text structures.
Common text structures:
1. Chronological Order – This is also known as time order, sequence, or temporal order. This
structure is organized from one point in time to another. Transition words such as first, next,
later and finally are included to help the reader understand how events relate to one another.
Dates and times are also used.
Example 1
I will teach you how to cook pancakes. First, prepare all the ingredients such as all-
purpose flour, baking powder, salt, sugar, milk, egg and butter. Second, strain all the dry
components in a large bowl. Then, pour in the rest of the fixings. Mix all together until smooth.
After that, heat a lightly oiled frying pan over medium-high temperature. Scoop one-fourth cup
of butter onto the griddle. Brown on both sides and serve hot.
Example No. 2
A publishing company needs to produce ten thousand copies of a novel in a span of one
year. The process will begin with the author, who will be writing the whole story in the first
four months. This will be submitted to the editor who will review the contents of the draft. It
will be sent back to the writer for revisions, before the editor checks it again for the last time.
Finally, the company will produce the ten thousand copies of the novel.
2. Cause and Effect – This text structure shows how one or more causes led to one or more effects.
Also, this has strong time component, since causes come before effects. Transition words such
as cause, effect, as a result, consequently, and because are used.
Example No. 1
When water is heated, the molecules move quickly, therefore the water boils.
Example No. 2
32
A tornado blew the roof off the house, and as a result, the family had to find another place to
live in.
3. Problem and Solution – This text structure presents a problem, and shows how it can be (or
has been) solved. This text structure can be confused with cause and effect. The key difference
is that problem and solution always has a solution, while cause and effect does not. Transitions
may include problem, solution, solve, effect, hopeful, and so forth.
Example No. 1
Obesity has become a major health issue, and this problem is aggravated by the lack of
physical activity in large segments of the population. In addition to healthier eating habits, one
solution would be to make it easier for obese to exercise on a daily basis. This program would
help decrease the obesity in the community.
Example No. 2
In most parts of the world, there are not as many crocodiles as there used to be. This is a
problem because crocodiles are becoming endangered and also crocodiles are necessary to the
balance of nature. In order to preserve these mighty creatures, people must take care of the
crocodiles’ environment and help put a stop to the needless shooting of these animals.
4. Compare and Contrast – This text structure shows how 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 No. 1
Sam is a small dog. He is brown with white spots. He also has small ears and a wet, black
nose. Sam has a blue collar with a red dog tag. He is a happy dog and loves to wag his tail.
Buster is a large dog. He is brown with white spots. Buster has big ears. His nose is wet
and black. Buster has a green collar with an orange dog tag. Buster is a happy dog who loves to
chew bones.
Example No. 2
Kim and Kari are girls on the same soccer team. They both have brown hair and blue
eyes. The girls look so much alike that sometimes their coach can’t tell them apart! They even
wear their hair the same way. However, Kim’s hair is longer. Kim is also a little bit taller than
Kari.
5. Description – This shows what an item or place is like. Transitions in this structure might
include spatial words, such as next to, on top of, beside, and so forth.
Example No. 1
I have a friend named Tickles. Tickles is a very small. He has gray fur. Tickles has two
round ears and a black nose. Tickles has a long tail. Tickles’ favourite food is cheese. Tickles
is afraid of cats. Tickles is a rat.
Example No. 2
I could feel the warm sand on my feet as I ran for the water. I had been in the sun all
day and I needed to cool off. The waves looked so pretty as they hit my legs.
SAQ-1: How can text structure make the idea and information understandable?
SAQ-2: Why is text structure important in gathering information?
Let’s Practice! (Answer on the separate sheets provided.)
Directions: Read the passages. Answer the questions given. Circle your answers.
Passage No. 1
Violent video games have led to an increase in crime. Over the last decade, video game usage has
increased 78 %. Similarly, crime in our state has increased by 78 %. Many popular video games
showcase crimes as part of their venue. Gamers are “rewarded” for committing crimes on screen. This
may lead them to become sensitized to crime in real life. Finally, shoplifting video games have
increased dramatically in teenagers. It is obvious if these video games did not exist, there would be
nothing to steal. Increased criminal activity is in direct correlation with violent video usage.
1. What is the text structure of this passage?
a. Cause and Effect b. Compare and Contrast c. Description d. Problem and Solution
2. Which of the following is the cause?
a. Increase in crime b. Become sensitized to crime c. Steal d. Violent video games
3. Which of the following is the effect?
43
a. Gamers are rewarded b. Shoplifting c. Increased criminal activity d. Video games have
increased
Passage No. 2
The Mayans and the Aztecs had a lot in common. Although the Mayan civilization died out as the Aztec
empire came into power, both tribes still have full-blooded members living today. At their peaks, both
tribes were skilled in warfare. In religion, they both believed in the sane gods. Both the Mayans and the
Aztecs were very fond of trading with other tribes or nations. Both tribes also kept slaves. As you can
see, these tribes had a lot in common.
2. How are the Mayans and the Aztecs similar?
a. both civilizations died out b. both empires came into power c. both are free people
d. both are skilled in warfare
3. How do the Mayans and the Aztecs differ?
a. Mayan civilization died out b. Aztecs still have full-blooded member living c. Mayan
believed in the same gods d. Aztecs built temples
Passage No. 3
Starfish, also known as sea stars, get their name from their shape. They have five arms and live in the
water. Whether they are red, orange, blue or brown, most have an upper surface that is spiny. Even if
they lose an arm, they can regrow another!
Starfish have a strange, but pretty look. Oddly, they have a mouth at the center of the lower surface.
But they are so appealing that many people collect them just for their beauty. Starfish are quiet
interesting friends of the sea!
2. What of the following is NOT a description given?
a. Five arms b. live in the water c. spiny d. black
Passage No. 4
Students often complain that they “do not like school”. What can parents do? Research suggests that
students who are more involved with their peers like school a lot. Parents can encourage children to
join a club, such as Student Council or Art Club. Athletics are also an option. Parents can tell children
that they will support them through the year with rides to practice and attending games. If children
think that joining an athletic team is a positive thing, they are more likely to try out. Sometimes getting
students to like school is just a few suggestions away.
2. What is the problem given?
a. Students often complain that they “do not like school” b. Research suggests that students who
are more involved with their peers like school a lot. c. Parents can encourage children to join
a club d. teachers can inspire students to study hard.
3. Which of the following is NOT a solution given?
a. Parents should enrol their children in a private school. b. Students should attend all sports in
school. c. Parents can encourage children to join a club. d. Teachers should require students to
excel in academic and extra-curricular activities.
Passage No. 5
When I got home from school after a long boring day, I took out the peanut butter, jelly, and bread.
After taking the lid off of the jars, I spread the peanut butter on one side of the bread and the jelly on
the other, and then I put the two pieces of bread together. After that, I enjoyed it while watching “Cops”
on the TV. I swear, that was the best peanut butter and jelly sandwich I ever ate.
a. Cause and Effect b. Chronological Order c. Description d. Problem and Solution
2. What is the first event in the passage?
1. When I got home from school after a long boring day, I took out the peanut butter, jelly, and
bread. b. after taking the lid off of the jars, I spread the peanut butter on one side of the
bread and the jelly on the other, and c. then I put the two pieces of bread together.
d. After that, I enjoyed it while watching “Cops” on the TV.
54
REMEMBER
Key Points
Knowledge of text structure is very helpful to readers in gathering the information he/she needs.
Thus, knowing the text structures is vital in gathering information one needs.
Text structures are design elements of a text that indicate its organizational structure or make its
key ideas and information understandable.
It is important to understand that there is no “official” list of text structures. Different writers have
different lists of text structures. In this lesson, we will be discussing the common text structures.
The common text structures are:
1. Chronological Order
2. Cause and Effect
3. Problem and Solution
4. Compare and Contrast
5. Description
TRY
Let’s see how much have you learned today!
Directions:
Read the passages. Identify the text structure. Complete the graphic organizer with the correct
information found in the passage.
(Answer on the Learner’s Activity and Assessment sheets.)
Passage No. 1
Coral snakes are distinguished by their red,
yellow/white, and black colored banding. Most
species are small in size. North American species
average around 3 feet in length, but specimens up
to 5 feet or slightly larger have been reported.
Passage No. 2
There are many differences and likenesses
between my two brothers. Glenn, my eldest
brother, was very rebellious as a teenager. Eric,
who is older than me, but younger than Glenn,
was not rebellious as a teenager. A couple of
examples are the fact that Eric always put his
academics ahead of everything and stayed out of
trouble. Glenn did not attend college, but pursued
2.
a career in the military. Whereas Eric did attend
Which passage shows a cause and effect
college, became a pharmacist, and is in the army
relationship?
National Guard. They are both religious, but
Write the information from the passage into the
Glenn is a Catholic who speaks with anyone and
graphic organizer.
everyone about his religion, and Eric is a
Passage No. _______
Christian who lets you believe what you believe.
Glenn is overly protective of his family. Eric is
protective, but not overly protective of his family.
Both Glenn and Eric have a wonderful sense of
humor. Glenn and Eric are both married to their
high school sweethearts, and have had large
families. Glenn has three boys, and one girl. Eric
has three girls. Lastly, they both own beautiful
homes that are comfortable for their family sizes.
My brothers are very different, yet similar. (Kelly
Deck, 2005)
Passage No. 3
Drug abuse rises in many countries. Billions 3.
of dollars are spent internationally preventing Which passage shows a problem and solution
drug abuse, treating addicts, and fighting drug- relationship?
65
related crime. Although drugs threaten many Write the information from the passage into the
societies, their effects can also be combated graphic organizer.
successfully. This essay looks at some of the Passage No. _______
effects of drug use on society, and suggests some
solutions to the problem.
Drug abuse causes multiple problems for
countries and communities. The medical and
psychological effects are very obvious. Addicts
cannot function as normal members of society.
They neglect or abuse their families, and
eventually require expensive treatment or
hospitalization.
The second effect is on crime. Huge police
resources are needed to fight smuggling and
dealing. Criminal gangs and mafia underworlds
4.
develop with the money from drugs.
Which passage shows a compare and contrast
However, the menace of drugs can be fought.
relationship?
Education is the first battle. Children need to be
told at home and in school about drugs. People
graphic organizer.
need to be aware of the effects so that they can
Passage No. _______
avoid this problem.
In conclusion, although the problem of drugs may
seem impossible to eliminate, there are concrete
steps that can be taken to weaken the hold of drugs
on society. The danger from drugs is too great to
ignore for us and our children. (Source:
writefix.com)
Passage No. 4
Heavy rainfall is one of the major causes of
floods. The level of water in rivers or lakes rises
due to heavy rainfalls. When the level of water
rises above the river banks or dams, the water
starts overflowing, this causes floods. The water
overflows to the areas adjoining to the rivers,
5.
lakes or dams, causing floods or deluge. The flood
Which passage is descriptive in nature?
water causes havoc and great destruction in the
areas where it flows. Floods occur more in the
graphic organizer.
regions that get heavy rainfall.
Passage No. _______
Passage No. 5
My family and I went to the Kennedy Space
Center in Florida. The first thing we did when we
got there was to take a tour of a space shuttle that
once flew into space. During our tour, an
astronaut showed us her spacesuit. I even got to
try on the space boots. Next, we tasted the food
astronauts eat while they are in space. It was
really different from other foods that I had eaten
but it tasted pretty good. Finally, we got in a
special booth that showed us what it is like to be
weightless! It was an amazing day.
1.
Which passage is in chronological order?
graphic organizer.
Passage No. _______
76
For further readings, please follow these links:
“Teaching Text Structure”, Emily Kissner, accessed June 21, 2020,

REFERENCE/S
www.slideshare.net/elkissn/teaching-text-structure
“Text Structure”, Brenda Carmel Reynolds, accessed June 21, 2020,
slideplayer.com/slide/13073613/
This learning resource contains copyrighted materials. The use of which has not been
specifically authorized by the copyright owner. We are making the learning
resource in our efforts to provide printed and e-copy learning resources available
for the learners about the learning continuity plan of this division in this time of
DISCLAIMER OF pandemic. Credits and respect to the original creator/owner of this materials
LIABILITY found in the learning resource.
This material is not intended for uploading nor for commercial use, but purely for
educational purposes only and for the utilization of Zamboanga City Division
only. No malicious infringement is intended by the writer.
87
CapSLET
SUBJECT &
EAPP/12 QUARTER 3 WEEK 2 DAY ____________________________________
GRADE/LEVEL dd/mm/yyyy
TOPIC Techniques in Summarizing

The learner uses various techniques in summarizing a
Code:
LEARNING variety of academic texts.
CS_EN11/12A-
COMPETENCY • Define summarizing
EAPP-la-c-4
• Identify the techniques in summarizing.
IMPORTANT: Do not write anything on this material. Write your answers on the Learner’s
Activity and Assessment Sheets provided separately.
UNDERSTAND
A summary is a combination of the key ideas of a piece of writing, restated in your own words – You
may write a summary as a stand-alone assignment or as part of a longer paper. Whenever you
summarize, you must be careful not to copy the exact wording of the original source.
Summarizing is summing up the written materials in reader’s own words. It is shorter than the original
text and may use some of the same words, but contains the important ideas that reader needs to know.
Techniques in Summarizing:
1. Writing a summary is no easy task, fitting all the key information from an essay into one short
paragraph is a lot harder than it sounds. The key is to focus on the bigger picture rather than
expanding on smaller details. Try to mention points that’s link to another point.
2. Always use present tense. Avoid switching tenses mid-way through the paragraph, not only
will it cause confusion for the reader but it would also affect the flow of the paragraph.
3. Do not use the full name of the article as the introduction but use the words within the name
of the article. Not only will it save much valuable space but also make the paragraph less
bulky.
4. Avoid using the word “conclude” but use the word “argues”, “claims” and also “charts”.
5. Try to use direct words from the article and put it into the summary. It not only gives the
readers a taste of the original article but also put more trust into your work.
6. Try to stay neutral and only use words like “intend” when you doubt or disagrees with the
original text. Please be aware that after using these words, an explanation is required. You will
have to explain why you disagree or what the writer is trying to prove but failed to.
7. Last but not least, always remember to introduce the writer. Avoid using information like
which University he/she is from and try to mention something the readers would want to
know or find useful! The writer’s field of studies is an example. For example: Biologist
Rachel Lam proposed that in her recent article.
Example:
Original:
Students frequently overuse direct quotation in taking notes, and as a result they overuse
quotations in the final research paper. Probably only about 10% of your final manuscript should appear
98
as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of
source materials while taking notes.
Summary:
Students should take just a few notes in direct quotation from sources to help minimize the
amount of quoted material in a research paper.
SAQ-1: What is the importance of summarizing?

SAQ-2: How is summarizing helpful to students?
Let’s Practice! (Answer on the separate sheets provided.)
Directions: Read and analyze each question carefully. Encircle the letter of the correct answer.
1. Summarizing a reading passage means:

a. to give a brief recap about the main points in the selection
b. to make/create new information
c. to give/make personal judgment about the selection
d. to give information based on your perception about the selection
2. Writing a paragraph for each main idea in the passage is called
a. chronological order
b. report
c. written summary
d. outline
3. A type of summary that records information through using letters, numbers or symbols is called
a. chronological order
b. report
c. written summary
d. outline
4. A good thing to consider when writing for an INFORMATIONAL text is
a. conflict/problem
b. facts and details
c. main characters
d. solution/plans
5. Julie watched the ants as they carried small crumbs down the trail to the anthill. She thinks ants are
very hardworking and industrious little creatures. They always seemed to be busy, and you never saw an
ant laying around doing nothing. They were carrying food, building tunnels, or defending the anthill. The
summary of this passage is:
a. Ants are seen doing nothing sometimes.
b. Ants usually bite people when they are not in mood.
c. Ants are hard workers.
d. Ants are friendly and intelligent.
REMEMBER
Key Points
A summary or a precise is a synopsis on an entire text. When summarizing, make sure that you capture
all the major points of the text, leaving out details which may confuse the readers.
Three methods for summarizing:

1. Outline- records the essential features of the text through designated rankings. Basically, main ideas
are ranked higher than smaller details. The ranking is shown through lettering, numbering, and symbols.
2. Written summary-involves writing a summary in paragraph form. The length of the written summary
depends on the length of the reading; the longer the reading selection, the longer the written summary.
3. Chronological order- written summary of any piece of literature where stories are mostly written in
order of time, and should mimic the reading. It should also include all major plot points or events in
the story.
109
TRY
Let’s see how much have you learned today!
Directions: Give the summary of this paragraph using various techniques in summarizing a variety of
academic text.
Original text:
America has changed dramatically during recent years. Not only has the number of graduates in
traditional engineering disciplines such as mechanical, civil, electrical, chemical, and aeronautical
engineering declined, but in most of the premier American universities engineering curricula now
concentrate on and encourage largely the study of engineering science. As a result, there are
declining offerings in engineering subjects dealing with infrastructure, the environment, and related
issues, and greater concentration on high technology subjects, largely supporting increasingly
complex scientific developments. While the latter is important, it should not be at the expense of
more traditional engineering.
Rapidly developing economies such as China and India, as well as other industrial countries in
Europe and Asia, continue to encourage and advance the teaching of engineering. Both China and
India, respectively, graduate six and eight times as many traditional engineers as does the United
States. Other industrial countries at minimum maintain their output, while America suffers an
increasingly serious decline in the number of engineering graduates and a lack of well-educated
engineers. (169 words
Rubrics for
grading an 1 2 3 4
outline
Content Does not capture Capture the main Capture the main Capture the main
the man idea, and idea, but lack idea. idea but misses idea and all
very few details few details. important details.
were provided.
Organization No principle of Choppy Effective flow of Effective flow
organization is presentation of ideas with a few of ideas.
followed. ideas. stay details.
Mechanics Format for Several errors in Few errors in Conventions are
outlining is not format. format. strictly followed.
followed.
For further readings, please follow these links:
“Summarizing,” Reading Rockets, last modified date 2000

https://www.google.com/search?q=importance+of+summarizing
REFERENCE/S
“Summarizing Information to Demonstrate Understanding”, Angela Janovsky,
accessed July 21, 2020, www.study.com/academy/lesson/summarizing-
information-to-demonstrate-understanding.html#lesson
This learning resource contains copyrighted materials. The use of which has not been
specifically authorized by the copyright owner. We are making the learning resource
in our efforts to provide printed and e-copy learning resources available for the learners
about the learning continuity plan of this division in this time of pandemic. Credits and
DISCLAIMER OF
respect to the original creator/owner of this materials found in the learning resource.
LIABILITY
This material is not intended for uploading nor for commercial use, but purely for
educational purposes only and for the utilization of Zamboanga City Division only. No
malicious infringement is intended by the writer.

EAPPQ3W2CA

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EAPPQ3W2CA

Uploaded by

Copyright:

Available Formats

FOR ZAMBOANGA CITY DIVISION USE ONLY 1

NOT FOR SALE

Capsulized Self-Learning Empowerment Toolkit

Schools Division Office of Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

TOPIC TEXT STRUCTURES

Let’s Practice! (Answer on the separate sheets provided.)

For further readings, please follow these links:

“Teaching Text Structure”, Emily Kissner, accessed June 21, 2020,

TOPIC Techniques in Summarizing

SAQ-1: What is the importance of summarizing?

Let’s Practice! (Answer on the separate sheets provided.)

1. Summarizing a reading passage means:

Three methods for summarizing:

For further readings, please follow these links:

“Summarizing,” Reading Rockets, last modified date 2000

You might also like