Senior High School

English for Academic and

Professional Purposes
Quarter 1 - Module 1, Week 1
The Structure of Academic Texts
Senior High School

English for Academic and

Professional Purposes
Quarter 1 - Module 1, Week 1
The Structure of Academic Texts

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or/universities. We encourage teachers and other education stakeholders
to email their feedback, comments, and recommendations to the
Department of Education at action@ deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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English for Academic and Professional Purposes – Senior High School
Alternative Delivery Mode
Quarter 1 - Module 1, Week 1: The Structure of Academic Texts
First Edition, 2020
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Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module

Authors: Marionne P. Melencion, Angel Rose Marie L. Ybañez

Focal Person: Dr. Jerly H. Eluna
EPS in English
Language and Content
Evaluators: Ronald L. Ampong, Dr. Rosalinda C. Tantiado
Dr. Erlinda Quirap
Layout Artist: Marionne P. Melencion
Layout Evaluators: Ronald L. Ampong and Jessica B. Cunado

Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Dr. Rowena H. Paraon

Assistant Schools Division Superintendent
Dr. Lorebina C. Carrasco, CID Chief

Members Dr. Jerly H. Eluna, EPS – English

Dr. Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II
Printed in the Philippines by
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Office Address: Fr. William F. Masterson Ave., Upper Balulang, Cagayan de Oro
Telefax: (08822)855-0048
E-mail Address: [email protected]
Table of Contents
What This Module is About …………………………… i
What I Need to Know …………………………… i
How to Learn from this Module …………………………… ii
Icons of this Module …………………………… ii
What I Know …………………………… iii

Lesson 1, Week 1:
The Structure of Academic Texts …………………………… 1

What I Need to Know …………………………… 1

What’s New 1

What is It: Definition of Structure of Academic Texts ………….. 2

What’s More: Venn Diagram ……………………………… 3

What I Have Learned: Synthesizing Ones Learning …………… 4

What I Can Do: Simulation ……………………………… 5

Summary ……………………………... 6
Key to Answers ……………………………… 7
References ……………………………... 8
What This Module Is About
Welcome to this module especially made for you! This module is made easy and
interactive, designed to meet your needs as a 21st century learner. What you need most
is to focus and take time so that you will be able to achieve what you need to do in this
module. It also aims to enhance your skills in reading academic texts. You will also be
introduced to the genre of academic text, and be trained to use efficient strategies in
reading texts to provide you with skills for you to be able to work independently.
Reading is a process that involves recognizing words, leading to the development
of comprehension. Reading is a process that negotiates the meaning between the text
and its reader.

In this module, you will acquire knowledge of appropriate reading strategies for a
better understanding of academic texts to be able to produce a detailed abstract of
information gathered from the various academic texts read. Concepts like the structure,
language used from various disciplines, ideas contained in various academic texts,
knowledge of the text structure to glean information that is needed, various techniques,
thesis statements, paraphrasing and outlining reading text in various disciplines are
discussed in the following lessons:
1. Structure of Academic Texts
2. Language used in Academic Texts from Various Disciplines
3. Summarizing, Paraphrasing, Identifying Thesis Statement, and Outlining reading
texts in various disciplines
4. Writing a Precis

What I Need to Know

At the end of this module, you should be able to:

1 determine the structure of a specific academic text.
2 differentiate language used in academic texts from various disciplines.
3 explain the specific ideas contained in various academic texts.
4 use knowledge of text structure to glean the information he/she needs.
(CS_EN11/12A-EAPP-Ia-c-4)
5 use various techniques in summarizing a variety of academic texts.
(CS_EN11/12A-EAPP-Ia-c-4)
6 state the thesis statements of an academic text. (CS_EN11/12A-EAPP-Ia-c-6)
7 paraphrase/explain a text using one’s own words.
8 outline reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)

i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
 Take your time reading the lessons carefully.
 Follow the directions and/or instructions in the activities and exercises diligently.
 Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that are set
Know for you to learn as you go along the module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge.
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

Ii
What I Know

Multiple Choice. Select the letter of the correct answer from the given choices.
Write the letter only in your EFAPP ACTIVITY NOTEBOOK.

1. How long should an introduction be?

A. Every introduction should be at least five sentences.
B. The length of the introduction varies with the purpose of the essay.
C. A good introduction only needs to be one sentences.
D. All of the above

2. What should a good conclusion be?

A. reiterates the main points made in the paper.
B. states the significance of research findings.
C. calls to action.
D. All of the above

3. Which of the following statements is TRUE about introduction?

A. An introduction should set the tone and flow into the body of the paper.
B. Start with an obvious, general statement that the reader can agree with.
C. State your position by saying “In this paper, I will show…”
D. All of the above

4. Which of the following is a GOOD strategy for engaging readers in the

introductory paragraph?
A. telling a brief story
B. starting with a dictionary definition
C. announcing the purpose in a formal way
D. none of the above

5. Which of the following best defines an executive summary

A. briefly covers all the main parts of the report.
B. provides a concise statement of the findings and recommendations
based on those findings
C. appears on a separate page and is able to stand on its own
D. all of the above

6. What is a thesis statement?

A. It is the central idea of a paper.
B. It is the answer to the central question raised in a paper.
C. It is the first sentence of the introductory paragraph.
D. both A and B

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7. What is a topic sentence?
A. It is the first sentence in a paragraph.
B. It is the discussion of each paragraph.
C. It is the sentence that expresses the main idea of the paragraph.
D. It is the transitional sentence logically connecting two paragraphs
together.

8. Which of the following should NOT be included in a concluding paragraph?

A. recommendation for further exploration of the subject
B. new idea not discussed in the main body of the paper
C. short summary of the main idea
D. question about the research findings

9. Which language feature of academic writing contains fewer words that refer to the
writer or the reader?
A. Complexity B. Formality
C. Precision D. Objectivity

10. What language features of academic writing show citations of ideas and
acknowledging sources of information?
A. Accuracy B. Explicitness
C. Hedging D. Responsibility

11. Which among the following is NOT a reading strategy?

A. Asking Questions B. Infer and Predict
C. Repetition D. Visualize

12. Making connections is one of reading strategies, thus this involves the following,
EXCEPT:
A. Text to life B. Text to nature
C. Text to self D. Text to text

13. Choose the best summary based from the paragraph given.
Some authorities say that the only true pyramids are the ones built in Egypt. These
solid structures have a square or a rectangular base, smooth sloping sides, and a pointed
top. The Egyptian pyramids were designed as burial places for the pharaohs. However,
elsewhere in the world, pyramid-like structures were built. These pyramids were often
used as temples or building for astronomical studies. Notable examples were the
Ziggurats of Mesopotamia and many others scattered around the world.

A. The most famous true pyramids are the ones in Egypt.

B. Pyramids were built in many parts of the ancient world.
C. Although some authorities say, the only true are Egyptian; pyramid-like
structures were built in other places.
D. All of the above

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14. What is the greatest benefit of using an outline to draft an essay?
A. Outlines allow the writer to compile information and set a direction for essay
before jumping to a first draft.
B. An outline is the same thing as the first draft, so once the outline is written the
draft is done.
C. With an outline, writers do not have to worry so much about their final product.
D. Writers who use outline always produce successful and engaging essays.

15. Why is using full sentence outline beneficial for most standard essays?
A. Full sentence outlines allow for writing that is more creative.
B. With a full sentence outline, you can guarantee an essay’s success.
C. The numbers and decimal involved in the other outline types are confusing.
D. While the sentence outline may be more time-consuming up front, it makes
writing the first draft much easier.

v
Lesson
The Structure of Academic
1 Texts
First Semester, Q1 – Week 1

What I Need to Know

The text you read in school are different from the texts you read during your leisure
time. While the texts you read for pleasure, such as graphic novels or magazines, can be
likened to the appeal of sweet desserts, academic texts are more like the heavy main
course. More often than they need to be chewed and savored for a long time before their
meanings can be fully digested.

Photo Credit: https://sokogskriv.no/en/writing/structure.html

What’s New
yo
Activity 1. Answer the following questions. Write your answers in your ACTIVITY
NOTEBOOK.

1. What is the easiest writing assignment you have done so far?

_________________________________________________________________
2. How about the most difficult writing assignment you have done?
_________________________________________________________________

1
3. Based on your answer, what do you think is academic writing and its differences from
other kinds of writing?
____________________________________________________________________
____________________________________________________________________

What Is It

The Structure of The Academic Text

ACADEMIC TEXTS

Essay Project
Articles Theses/Dissertations Report

Figure 1: Examples of Academic Texts

What is an Academic Text?

An academic text is a written language that provides information, which contain

ideas and concepts that are related to the particular discipline. Academic texts are
typically formal. They have a clearly structured introduction, body and conclusion. They
also include information from credible sources which are, in turn, properly cited. They also
include a list of references used in developing the academic paper.
Table 1. Examples of academic texts and its description.
Academic Texts Description
Articles Published in scholarly journals, this type of academic text offers
results of research and development that can either impact the
academic community or provide relevance to nation – building.

Conference These are papers presented in scholastic conferences, and may

Papers be revised as articles for possible publication in scholarly journals.

Reviews These provide evaluation or reviews of works published in

scholarly journals.

Theses, These are personal researches written by a candidate for a college

Dissertations or university degree.

2
What’s More

Activity 2. To differentiate academic text from non-academic texts, watch the video in
the link below:
http://www.screencast.com/users/Uni_Rdg_Library/folders/Study%20Advce/medi
a/898c4360-f86d-4808-812a-758d4ef4ac02

After watching, note the descriptions and differences of academic and non-
academic text using the Venn diagram below.

Academic Text Non-academic

Text

Aside from the fundamental differences in the content and form, the difference
between academic and non-academic texts lies in the approach you take when reading
them.

Reading Goals

It is important that you know your purpose for reading early on, so you can save
time and improve your comprehension.

Before you read an academic text, ask yourself the following questions:
1. Why am I reading this text?
2. What information or pieces of information do I need?
3. What do I want to learn?

3
General Purposes for reading an academic text:
 To better understand an existing idea
 To get ideas that can support a particular writing assignment
 To gain more information
 To identify gaps in existing studies
 To connect new ideas to existing ones

Factors to Consider in Writing Academic Text

1. State critical questions and issues;
2. Provide facts and evidence from credible sources;
3. Use precise and accurate words while avoiding jargon;
4. Take an objective point of view;
5. List references; and,
6. Use cautious language.

Activity 3. Write T if the statement is true and F if it is false. Write your answer in your
ACTIVITY NOTEBOOK.
_______1. Academic reading requires concentration and comprehension.
_______2. Academic texts are completely different from non-academic texts in terms of
structure, content and style.
_______3. Authors of academic texts usually present facts to support their main
argument.
_______4. Completing academic readings appears to a full understanding of the texts.
_______5. Essentially, the language of academic texts is precise and accurate.

What I Have Learned

Authors organize their information intentionally in an organized pattern

called text structures. Common text structures include introduction, body, and
conclusion. It is important to understand text structure to empower you as a
reader. Answer the following questions below. Write your answer in your ACTIVITY
NOTEBOOK.
What I want to say about the lesson:
_________________________________________________________________
What I found out:
_______________________________________________________________________________
_______________________________________
_________________________________________________________________
4
_____________________________________________________
What I Can Do

Activity 4. Using a minimum of 300 words and maximum of 500 words, write an
analysis of the writing style and organization of the article. Write your
answer in your EFAPP ACTIVITY NOTEBOOK.

UNICEF Philippines Statement on COVID-19

MANILA, 13 March 2020 – Following President Rodrigo Duterte’s declaration placing

Metro Manila under lockdown from 15 March 2020 to 14 April 2020, UNICEF Philippines
remains steadfast in working with the Philippine Government and partners to stop the
transmission of the virus and to keep children and their families safe.
UNICEF Philippines has been fully supporting the Government’s emergency response as
early as the first few cases of COVID-19 were identified in the country. Just recently, we
provided tents to the Department of Health (DOH) to support the management of COVID-
19 cases requiring hospital care.
DOH is further strengthening its capacity in hospital preparedness, rapid response, risk
communication, and information dissemination with full support from UNICEF Philippines.
UNICEF is working with DOH to take appropriate measures for the continuous delivery of
other essential public health services including access to water, sanitation and hygiene,
mental health and psychosocial support, and nutrition.
“We are intent on staying on the ground working to mitigate impact on children and their
families including pushing back against stigma associated with vulnerable groups,” said
Wigdan Madani, UNICEF’s Chief of Health & Nutrition, “and we remain concerned by
related control measures including school closures, the burden on local health systems
for the delivery of primary care, protection risks, and economic pressures felt by families.”
With the suspension of classes in all levels within Metro Manila and in selected LGUs
until 12 April 2020, UNICEF Philippines encourages schools to plan continuity for
learning. We urge communities, caregivers, and parents to stay informed about COVID-
19 through trusted sources like the DOH, local government units, WHO, and UNICEF to
recognize symptoms, coordinate with schools to support safety efforts, and help children
cope with the stress caused by the current situation.
Characterizing COVID-19 as a pandemic is not an indication that the virus has become
deadlier. Rather, it is an acknowledgement of the disease’s geographical spread. Let’s
continue to prepare and respond to the epidemic to protect children and families in the
Philippines.
Source: https://www.unicef.org/philippines/press-releases/unicef-philippines-statement-covid-19

5
Summary

An academic text is a written language that provides information, which contain

ideas and concepts that are related to the particular discipline.

Moreover, academic texts are typically formal. The structure includes introduction,
body and conclusion. It should include information from credible sources which are, in
turn, properly cited.

6
References

A. Books Sources

Barrot, Jessie and Sipacio, Philippe John. Communicate Today English for Academic &
Professional Purposes for Senior High School. Quezon City: C & E Publishing, Inc.,
2016.

Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and
Professional Purposes Reader Learner’s Material. Quezon City. Department of
Education. 2016

Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and
Professional Purposes Reader Teacher’s Guide. Quezon City. Department of
Education. 2016

Gabelo, Nerissa, and Geron, Cristina. Reading-Writing Connection for the 21st Century
Learners for Senior High School. Malabon City. Mutya Publishing House, Inc. 2016.

Valdez, P. English for the globalized classroom series. English for Academic &
Professional Purposes. The Phoenix Publishing House Inc. 2016

Oracion, G. M. & Dalona, I. F. English for Academic and Professional Purposes. Tagum
City. Diocesan Printing Press and Publishing, Inc. 2018

B. Online Sources

Google. “Writing Structure” Accessed June 28, 2020.

https://sokogskriv.no/en/writing/structure.html

Google. “Academic and Non Academic Texts” Accessed June 28, 2020.
http://www.screencast.com/users/Uni_Rdg_Library/folders/Study%20Advice/me
dia/898c4360-f86d-4808-812a-758d4ef4ac02

Google. “Covid 19 Statement” Accessed June 28, 2020.

https://www.unicef.org/philippines/press-releases/unicef-philippines-statement-
covid-19

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Google. “Academic Texts” Accessed June 28, 2020.
http://online-
resources.elc.cityu.edu.hk/ELSS/Resource/Language%20Features%20of%20A
cademic%20Texts/part2/index.html

Google. “Features of Academic Texts” Accessed June 28, 2020.

http://www.uefap.com/writing/feature/featfram.htm

Google. “Writing Exercise” Accessed June 28, 2020.

https://www.students.mq.edu.au/public/download.jsp?id=263142

Google. “Writing Exercise” Accessed June 28, 2020.

http://www.uefap.com/writing/exercise/feature/educat/edufram.htm

Google. “Talking with friends” Accessed June 28, 2020.

https://www.istockphoto.com/vector/highschool-friend-clique-gm1050049312-
280805029

Google. “Benjamin Franklin” Accessed June 28, 2020.

https://www.bostonteapartyship.com/wp-content/uploads//2013/06/ben-
Franklin.jpg

Google. “Pandemic declaration” Accessed June 28, 2020.

https://time.com/5791661/who-coronavirus-pandemic-declaration/

Google. “Thesis Statement” Accessed June 28, 2020.

https://courses.lumenlearning.com/suny-basicreadingwriting/chapter/outcome-
thesis/

Google. “Writing Style” Accessed June 28, 2020.

https://searchengineland.com/how-to-create-a-style-guide-for-your-seo-content-
writers-305893

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For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City
Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]