11

English for Academic

and Professional
Purposes
Quarter 1 – Module 2:
Text Structures
English for Academic and Professional Purpose – Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 2: Text Structures
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Development Team of the Module

Writers: Hazel Rose V. Corachea

Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Reggie D. Galindez
Layout Artist: John Arvin B. Genosa
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
 11

English for
Academic and
Professional
Purposes
Quarter 1 – Module 2:
Text Structures
Introductory Message
For the facilitator:

Welcome to the English for Academic and Professional Purposes - 11 Self-Learning

Module (SLM) on Text Structures!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling. This learning resource
hopes to engage the learners into guided and independent learning activities at their
own pace and time. Furthermore, this also aims to help learners acquire the needed
21st century skills 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. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

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Welcome to the English for Academic and Professional Purposes - 11 Self-Learning
Module (SLM) on Text Structures!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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 resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check what
you already know about the lesson to take. If you get all the answers
correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to you in
various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the lesson. This

aims to help you discover and understand new concepts and skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or

blank sentence/paragraph to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your level of mastery
in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.
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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

Structure is an important feature of academic writing. A well-structured text

enables the reader to follow the argument and navigate the text. In academic writing,
a clear structure and a logical flow are imperative to a cohesive text. Meaning is
actually mapped onto the structure of language.

In this module, you determine the way an author arranges information in his
writing. Also, this helps you understand meaning and gather information while
reading the text and consequently provides ideas that enable you to organize your
thoughts as you write your own.

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 After going through this module, you will be able to:
• use knowledge of text structure to glean the information you need.
(CS_EN11/12A-EAPP-Iac-4)

Specifically, you are expected to:

• identify the text structure used in the academic texts;
• write essays and/or articles using specific text structure; and,
• use different text structures for blogging on important events, places, concepts
and ideas.

7/10

What I Know

To be guided with your journey in this module, let us start by working on this
pre - test.

Directions: Read the passages and determine how each is mainly structured. Choose
your answer from the list of words below and write the letter of your choice on the
space provided before the number.

a. cause - effect b. compare - contrast c. sequence

d. descriptive e. question – answer f. problem- solution

b. 1. Apple’s newly unveiled flagship is the iPhone XS which comes hot of the
heels of Sony’s latest contender, the Xperia XZ3. They’re both attractive, but which
is best? Let’s take a closer look. Both phones are prone to cracks and scratches
because of all that glass. But, they differ in water-resistant capacity. iPhone XS has
IP68 rating allows them to be submerged for up to half an hour in up to 2 meters of
water. While, the Xperia XZ3 has an additional IP65 rating which covers jets of water
from any direction. With these, Japanese manufacturer Sony has struggled to gain a

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foothold in the smartphone market, while its American competitor iPhone has
dominated.

a. 2. Since I made it to the honor roll every quarter this year, my mom is going
to buy me a new phone for my birthday. So, I feel so excited whether to get an iPhone
or a Galaxy. Getting one would give me a chance to go through my old music
collection. That would be cool. It’s worth a shot.

e. 3. What type of plant is a corn? Corn belongs to a family of grass. It is a

grass with seeds called kernels. Very few kernels grew on wild corn grass. It took
thousands of years of choosing the corn grass plants with the biggest seeds, or
kernels, to make what we enjoy today as corn on the cob. Now, we all know that corn
is a grass.

c. 4. The foundation of every pizza is the crust, and good crust comes from
good dough. In making a dough, start by adding your yeast sachet to a cup of warm
water. Let the yeast activate, then add two cups of flour, two tablespoons of olive oil,
two teaspoons of sugar, and a teaspoon of salt. Mix all of those together and wait half
an hour for the dough to rise. Now, you’re ready to roll the dough out!

e. 5. The purpose of any artwork is to communicate a message - to comment,

scream or sing about the world in which we find ourselves in. If there is no emotion
behind the work, there is no driving force – nothing to direct and shape your decision
making. So, why do you want to create an artwork? What is your purpose in doing
such?

f. 6. Thousands of people die each year in car accidents involving drugs or

alcohol. Lives could be saved if our city adopts a free public vehicle service. By
providing such a service, we could prevent intoxicated drivers from endangering
themselves or others.

a. 7. Ice-cream is a delicious frozen treat that comes in a many different colors

and flavors. Two of my favorite flavors are strawberry and chocolate. These flavors
are delicious. I love the strawberry flavor for the granules of the fruit slowly melts in
my mouth as I savor the taste. Also, chocolate flavor is mouth – watering for it gives
you a bitter – sweet and creamy tastes. Even though more chocolate ice-cream is
sold across the country than strawberry, each flavor tastes great inside of a milk
shake.

e. 8. People of all ages benefit from regular physical activity. Physical activity
leads to improved physical fitness. Consequently, it helps the body systems to
function at their optimal efficiency associated with an individual’s ability to work
effectively, to enjoy leisure time, to resist disease and to respond easily to emergency
situations.

f. 9. Linux and Windows are both operating systems. Computers use them
to run programs. Linux is totally free and open source, so users can improve or
otherwise modify the source code. Windows is proprietary, so it costs money to use
and users are prohibited from altering the source code.
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 f. 10. If you use too much effort in pitching the ball without rest, a serious
elbow or shoulder may be on the horizon. If you complain of elbow or shoulder pain,
see a physician familiar with sports injuries. But then, it is recommended to warm
up properly by doing body stretching, running and gradual pitching to prevent
injuries. Of course, do not play all year round because your body needs to recover
from the physical demands of playing.

I have got only 7 over 10 on this pre-test because I haven’t clearly understand the problems
in no. 7 to no. 9 because I didn’t understand the problems that they where giving to me so I
have got wrong answers.

Lesson

2 Text Structures

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 While most pieces of non- academic
texts follow the same or similar general
organizational patterns, different academic
texts can have different text structures. An
academic text may present a main idea and
then details, a cause and then its effects, an
effect and the causes, two different views of a
topic, etc. Therefore, it is important that you
can recognize common text structures found
in academic texts. Recognizing common text
structures found in academic texts helps you
monitor your comprehension.

What’s In
In your previous module, you have
learned to differentiate language used in academic texts from various disciplines. You
have understood that academic language represents the language demands of school
(academics). Academic language includes language used in textbooks, in classrooms,
on tests and in each discipline. It is different in vocabulary and structure from the
everyday spoken English of social interactions. However, each type of communication
both academic and social has its purpose and neither is superior to the other.
Thus, academic language has unique characteristics of establishing ways in
organizing writing which can affect how one reads in a text of specific discipline.
Different genres, paragraph/sentence structures, level of text difficulty, purpose,
intended audience, overall organization, and knowledge of resources for the text all
affect how one writes and reads the text of specific discipline.

Activity 1: Bring Down Your Memory Lane!

Directions: Read the selection entitled ‘From the Autopsy Surgeon’s Report’. Pick –
out at least five (5) academic terms used in the discipline and write their specific
meaning. Write your answers in the table.

From the Autopsy Surgeon’s Report

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 Death occurred from the effects of asphyxia, cerebral anemia, and
shock. The victim’s hair was used for the constriction ligature. Local marks of
the ligature were readily discernible: there were some abrasion and a slight
ecchymosis in the skin. But, I found no obvious lesion in the blood vessels of
the neck. Cyanosis of the head was very slight and there were no pronounced
hemorrhages in the galea of the scalp. I should judge that very
great compression was effected almost immediately, with compression of the
arteries as well as of the vein, and that the superior laryngeal nerve was
traumatized in the effect of throwing the victim into profound shock. The lungs
revealed cyanosis, congestion, over aeration, and sub pleural petechial
hemorrhages.

Specific Meaning
Academic Term (Operational Meaning in the Discipline)

Operational discipline involves agreeing with and

properly implementing a series of well-thought-out and
well-defined procedures. Confusing organizational
excellence with operational discipline is not uncommon.
Although the two are in fact closely related, without the
latter organizational discipline, the former will not be
realized but is an essential component among others
along the road to operational excellence.

Materials should be the context of communication

processes and not the product in itself of
communicative instruction. Authentic learning should
be applicable to the field of education.

It is important to note that teaching methods such as

direct instruction, distinction, or scaffolding, to name
only a few, are rarely direct instruction that is mutually
exclusive and can be combined in a given course or
lesson with any variety of other instructional
approaches.
Customized perspectives of studying. Orthodox models
of teaching and studying will hardly cover all the
instructional needs of all learners. Online learning,
visual learning, improved connectivity, efficient study,
and enjoyable learning.

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 What’s New

With your learning experiences in Module 1, you have learned that

understanding the meaning of words as used in context is very important in gleaning
information. Now, I am sure that you want to learn some other ways of understanding
and appreciating academic texts. With that, let us gain knowledge on how thoughts
are organized in academic texts. Let us begin our learning journey in Module 2!

Activity 1: Pick me out!

Direction: Pick out the signal words from the list and classify them accordingly using
the boxes below.
and similarly consequently so finally according
to for example to start with or to address

Compare - Contrast Problem - Solution

Cause - Effect Descriptive

Sequence Question - Answer

How do you classify the signal words? Indeed, you are encouraged to think
about the meaning of signal words in the activity.

Don’t you know that signal words play an important role in organizing your
thoughts? All words are powerful, but some words have superpower. Consider words
and phrases indicate connections of ideas like however, in addition, in contrast, as a
result, furthermore, specifically, currently, while, eventually, in the same way, later,
next, and on the contrary. These are signal words and they are sentence superheroes
which help you in understanding and organizing academic texts.

Thus, you have to take note that in reading academic text you have to slow
down when you see signal words and think about what is coming next. The same
advice applies when you write, but be careful – not all signal words are equal even

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those in the same category. To reinforce these ideas, let us learn how signal words
help in understanding someone’s thoughts and organizing your own.

What is It

Have you ever wonder how are the thoughts in academic texts organized? Now,
let us learn how academic texts are structured.

Common Text Structures

Text structure is how information in a text is organized. Being able to identify
the structure of a text can greatly increase students' comprehension of the material
being read. According to Taylor (1992), students who are taught to identify the
structure of expository and narrative texts have been found to have better
comprehension than students who have not received such instruction. The following
are the six basic structures that are commonly found in textbooks and/or academic
texts.

1. Compare-Contrast Structure. This type of text structure examines the

similarities and differences between two or more people, events, concepts, ideas, etc.
The selection below uses compare and contrast sentence structure.

Example:
Most mobile phones sold today have an operating system that is either designed
by Apple or Google. Both of these operating systems allow users to connect to
application stores and download applications. However, one major difference between
these two operating systems is that Apple makes the iOS operating system powering
their iPhones and iPads. In other words, the iOS operating system only appears on
products created by Apple. On the other hand, Google makes the Android operating
system that can be found on many different mobile phones and tablets like Samsung,
Sony and LG. So, which operating system do you prefer - Android or iOS?

Obviously, the sample text presents a compare - contrast structure. How do the
signal words help in developing the structure of the text? How are the similarities
and differences of mobile phone’s operating system elaborated? Analyze the graphic
organizer that follows to further understand the structure of the text.

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 Apple Google

Apple makes the iOS Apple and Google makes the

operating system Android operating
Google operating
powering their iPhones system that can be
systems allow
and iPads.
It only found on many
appears on Apple users to connect to different mobile
application stores phones like
products.
and download
Samsung, Sony and
applications. LG.

2. Cause-Effect Structure. This structure presents the causal relationship

between a specific event, idea, or concept and the events, ideas, or concept that
follow. An action and its results are explained.

Example:
In the Philippines, it is the brown race that constitutes the majority and the white
or mestizo is the minority. It follows, therefore, that the mean and measure in judging
beauty is the Malay skin, hair, eyes, nose, lips, body, and stance. As a result, film
producers and directors consciously build up stars whose dominant features are Malay
like Nora Aunor, Angel Locsin, John Lloyd Cruz and Daniel Padilla.

If the text uses cause – effect structure, what do you think is the cause? How
about the effect? Have you spotted some signal words which help to elaborate the
causal relationship of ideas? The causal relationship presented in the text is
simplified in the following graphic organizer:
Cause Effects
The mean and measure in
judging beauty is the
Malay skin, hair, eyes,
In the Philippines, nose, lips, body, and
it is the brown stance.
race that
constitutes the Film producers and
majority and the directors consciously build
white or mestizo up stars whose dominant
is the minority. features are Malay like
Nora Aunor, Angel Locsin,
John Lloyd Cruz and
Daniel Padilla.

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3. Sequence Structure. This text structure gives readers a chronological order
of events or a list of steps in a procedure.

Example:
Egg is good for our health. One of the simplest recipe for egg is omelette. It sounds
like an expensive dish but actually it is very affordable and easy to cook. To make an
omelette like a pro, precook the toppings such as minced onions and garlics, shred
cheese, sliced tomatoes and other fresh herbs. Next, crack the eggs into a bowl and
add a splash of water. The steam from the water makes the omelette light and fluffy.
Then, whisk the egg-water mixture vigorously with a fork until the whites and yolks
are completely blended. After that, heat the pan and add enough oil or butter in it. Pour
the egg mixture into the hot pan and let the egg set along the edges. After few seconds,
sprinkle the precooked toppings. Don’t forget then to season with salt and pepper.
That’s it! You have made the perfect omelette for breakfast.

How is the text mainly structured? Yes, you are right! The text uses sequence
structure. It presents the list of steps on how to make a perfect omelette for breakfast.
Take a look in the following graphic organizer to learn sequence structure in details.

Heat the pan

and add
Whisk the
enough oil or
egg-water
butter in it.
mixture until
Crack the
the whites
eggs into a
and yolks are
bowl and add
blended.
a splash of
Precook the water. Pour the egg
toppings. mixture into
the hot pan
Sprinkle the and let the egg
precooked set along the
Don’t forget edges.
toppings.
then to
season with
salt and
pepper.

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4. Descriptive Structure. This type of text structure describes something in
order of space and how something looks. It features a detailed description of
something to give the reader a mental picture.

Example:
Galileo was a thoughtful youth and doubtless carried on a rich and varied
reverie. He had artistic ability and might have turned out to be a musician or painter.
When he had dwelt among the monks at Valambros, he had been tempted to lead the
life of a religious. As a boy, he busied himself with toy machines and he inherited a
fondness for mathematics. All these facts are of record.

Can you picture out the subject described in the text? How is the subject being
described? To answer these questions, let us study the following graphic organizer:

He was a
thoughtful youth
and doubtless.

He had an
He artistic
tempted to ability. He
lead a Galileo might have
religious turned out
life. to br
musician
or painter.
He busied himself
with toy machines
and inhereted
fondness for
Mathematics.

5. Problem-Solution Structure. This type of structure sets up a problem or

problems, explains the solution, and then discusses the effects of the solution.

Example:
Dr. Ramos doesn’t want the eagles to vanish. These Philippine giant birds are
disappearing at an alarming rate. Dr. Ramos thinks that we should demand the
government to plan for immediate action in the preservation of this specie. He also
thinks that we should donate to Save the Eagles. Our donations will help to support
and empower those who are fighting the hardest to preserve the eagles. With this, we
can make a difference. We owe it to our helping and caring hands to do something.

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 Based on the text, what is the problem discussed? What are the
recommendations drawn to address the problem? The graphic organizer below shows
the specific problem and solutions presented in the text:

Solutions
*Dr. Ramos thinks that we
Problem should demand the
Eagles are government to plan for
disappearing at an immediate action in the
alarming rate. preservation of this specie.

*He also thinks that we

should donate to Save the
Eagles.

6. Question - Answer Structure. This text structure starts by posing a question

then goes on to answer that question.
Example:
Why do we have schools? Schools deal important role in the society and they have
three main functions. First, students learn skills that will help prepare them for society.
Writing, reading, and mathematics are essential in global market and workplace and
individuals likely learn these skills in schools. Second, schools serve communities by
providing safe havens for students in temporary living situations. Third, schools
provide a conducive environment for children to engage in productive activities during
many days of the year while their adult caretakers may be working. These are the
reasons why we have schools in our society.

Looking closely at the text, have you seen some signal words used in this structure?
Have you found these signal words - first, second and third? These signal words are
used to enumerate the answers of the question posted. Do the details in the text
support and provide answers to the question? Check out the graphic organizer on
the next page to help you find answer with the latter.

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 Answer 1:
Students learn skills that will help prepare them for society.
Question:

Answer 2:
Schools serve communities by providing safe havens for
students in temporary living situations.
Why
do
we Answer 3:
Schools provide a conducive environment for children to
have engage in productive activities during many days of the year
schools? while their adult caretakers may be working.

At this stage, you should have several ideas on the common text structures
used in academic texts. Keep in mind these ideas because you are going to use your
knowledge on text structures for enhancing your skills in gleaning information.

What’s More
Eventually, you are ready to prove your understanding about the topic and this can
be realized by getting involved in the following activities.

Activity 2: Spot the clues!

Directions: Read the text below. Circle the signal words used and determine the text
structure applied in the text.

Working on a computer may be easier and safer than working in a mine. However, it
doesn’t come without risks. Using a computer for a long time can lead to poor eyesight,
muscle loosening, back pain, and injuries to the hands and wrists. If you find yourself
working or playing on a computer quite regularly, take a few steps to prevent these
problems and you’ll thank yourself later. To address this, taking frequent breaks when
you are computing for a long time is recommended. Specifically, you have to get up,
walk around, stretch your hands and wrists, and straighten your back every once and
a while. Undeniably, it can be hard to pull yourself away from your computer once you
get into a zone, but your body will thank you later if you do. Thus, make your health a
priority and don’t worry so much about what is happening on that little screen.

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What is the structure used in the text?____________________________________________

Why do you think so? ____________________________________________________________

__________________________________________________________________________________

________________________________________________________________________________

It seems that you did it like a pro. So, challenge yourself for another one. Let us

continue!

Activity 4: Read to find out!

Direction: Read the text entitled Studying for a Test and answer the questions that
follow. Write your answers on the space provided.

Studying for a Test

Believe it or not, as important as it is, many students do not know how to study
for a test. Well, studying for a test is easy. The first that you must do is take out your
notes. Open your notes up to the section that you are supposed to review. Read what
you wrote in your notebook. When you are done, close your notebook and see if you
remember the ideas that you were studying. Still don’t remember? Open your
notebook back up a try again.
Source: www.ereadingworksheets.com

1. What does the author want to convey to the readers?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________

2. How does the author present his ideas?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________

3. What are the signal words used in the text?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________

4. How do the signal words help in organizing the author’s ideas?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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You’re doing great! How do you find the activities? Do they help you learn more about
the lesson? Indeed, the activities help you understand more about academic text
structures.

What I Have Learned

Let us sum up the salient points discussed in this module. So, get
ready to figure them out!

Activity 5: Match to know!

Direction: Match the group of words in Column A to their meanings in Column B.

Write only the letter of your choice in the space provided.

Column A Column B
______1. Compare – Contrast a. explains how to do it or how it
happens
______2. Cause – Effect b. specifies only the consequences of the
action
______3. Sequence c. starts by posing a question then
goes on to answer that question
______4. Problem – Solution d. Shows what is in common and
what is different
______5. Descriptive e. gives the reader a mental picture
______6. Question – Answer f. discusses advantages and
disadvantages
g. presents the action and its result
h. suggests appropriate actions to
address certain issue

What I Can Do
Obviously, you are aware that our lives and our ways of living have
drastically changed when the COVID-19 pandemic came unexpectedly. Share your
thoughts and experiences about it. Try structuring your own text.

Activity 6: Structure your essay!

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Direction: In the space provided, write an essay/article about COVID – 19 pandemic
using a specific text structure of your choice. You may use a separate sheet if
necessary.

Please be guided by the suggested criteria for scoring.

Criteria for Scoring:

Appropriate Use of Text Structure………20 pts.
Mechanics………….…………...................15 pts.
Creativity and Presentation……….…......15 pts.
Total………………………….............………50 pts.

________________________________________________
Title

Assessment

Check your skills on identifying text structures by answering the activity below:

Directions: Read the passages below and determine how each is mainly structured.
On a sheet of paper, answer the questions that follow and put the information from
each passage in an appropriate graphic organizer. Feel free to make changes of the
graphic organizer if necessary.

Passage 1
Earthquakes happen all over the world in areas called seismic zones. Seismic
zones occur where the plates of crust covering the Earth’s surface meet each other.
Inside the Earth, the mantle is always moving, which in turn moves the plates. These
plates push against each other, building up tension between them. When the tension
between plates becomes too great, they grind against each other, causing the Earth’s
surface to tremble and shake.

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Passage 2
I have noticed that a lot of people are confused about mobile data and Wi-fi.
Some people think that they’re the same thing. Both mobile data and Wi-fi allow you
to connect to the internet. However, there are some important differences between
them. Mobile data is provided by the mobile phone company. Whereas, Wi-fi is comes
through cable or phone lines. Mobile data gives you internet access anywhere that
your phone can get a signal. But, you can only get Wi-fi access when you are near a
router. Customers are usually given a nearly unlimited amount of Wi-fi data, like an
all-you-can-eat buffet. On the other hand, mobile data is often sold in limited
portions, like an expensive restaurant. It is important to know which you are using
so that you aren’t charged additional fees for going over your mobile data plan limits.

Passage 3
In the center of Luna’s Spoliarium painting are fallen gladiators being dragged
by Roman soldiers. At the left side, spectators ardently await their chance to strip
off the combatants of their metal helmets and other armory. In addition, emotions
are featured on the left and the right side presents a sober mood. It can be seen also
in the right side; an old man carries a torch perhaps searching for his son while a
woman weeps the death of her loved one.

Passage 4
The first step of changing oil in a car is to gather supplies. After you have
collected all of the tools and supplies, prepare your vehicle. Start the car and let it
run for one to two minutes to warm the oil and the engine. Then, find a flat surface
to jack the vehicle from the center under the engine. Next, locate the oil filter and oil
drain plug. Put on work gloves to protect your hands and position an oil drain pan
under the engine then remove the plug the rest of the way.

Passage 5
What is an ice cream headache? It is when a painful sensation resonates in
your head after eating something cold (usually ice cream) on a hot day. This pain is
produced by the dilation of a nerve in the roof of your mouth. The nerve center is
overreacting to the cold by trying to heat your brain. It is an ice cream headache
when you feel those sensations which have turned many smiles to frowns.

Passage 6
Some students have poor attendance. The school has tried many ways of
addressing this such as teachers have sent letters and/or have talked to parents
immediately, school has scheduled parent/ teacher/ guidance counsellor/ school
prefect of discipline conferences with students who are habitually absent. Hopefully,
this will help more students get to school every day.

20
1. Which passage is cause - effect? Put information from the passage in the graphic

organizer.

Passage Number: ____________________________

Effect
Cause

Effect

2. Which passage is sequence? Put information from the passage in the graphic
organizer.
Passage Number: ____________________________

3. Which passage is problem-solution? Put information from the passage in the

graphic organizer.

Passage Number: ____________________________

Solution
Problem

Solution

21
4. Which passage is compare-contrast? Put information from the passage in the

graphic organizer.

Passage Number: ____________________________

What is being compared and contrast?

Similarities Differences

5. Which passage is descriptive? Put information from the passage in the graphic

organizer.

Passage Number: ____________________________

Detail

Detail

Detail

22
 6. Which passage is question- answer? Put information from the passage in the

graphic organizer.

Passage Number: ____________________________

Answer

Question
Answer Answer

Answer

Additional Activities

You have come this far. Let us celebrate by working with another fun - learning
activity. What a relief!

23
 Activity 7: Let’s Blog!

Directions: Using different text structures, make a video blog or article blog featuring
the most influential persons or important events, places, concepts and ideas in your
field of interest. If you want to do a video blog, add sub – title in the video to determine
the text structures used. Post your blog in Youtube and send the link of the video to
your teacher for assessment. If you prefer to do an article blog, write it in a separate
paper and attach it here. Or, you may submit a copy of article blog to your teacher
in any platforms applicable.

Choose only one from the following possible topics for your blog:

1. Make a blog featuring your day at home coping the challenges brought by the
COVID -19 pandemic (for Academic Track Students)

2. Do a research and feature in a blog your favorite local artist (for Arts and Design
Track Students)

3. Inspire others by sharing in a blog your home workouts that you do to keep healthy
and fit while staying at home (for Sports Track Students)

4. Make a review blog on the specifications of cars or mobile phones from famous
brands, or you may do a cooking tutorial blog (for TVL Track Students)

Rubrics for Scoring

Indicators/ 4 3 2 1
Scale
Organization The content of the The content of the The content of the The content of the
blog has excellent blog has blog has observed blog’ format and
formatting and appropriate random formatting organization of
very organized formatting and and some organized information are
presentation of well - organized infromation. confusing to the
information. presentation of viewer/reader.
information.

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Ideas The blog The blog The blog The blog
communicates communicates communicates communicates
relevant relevant irrelevant irrelevant
information information information, or information, and
appropriately and appropriately to communicates communicates
effectively to the the intended inappropriately to inappropriately to
intended audience. the intended the intended
audience. audience. audience.
Conventions All of the writing is Most of the Some of the writing Most of the writing
done in complete writing is done is done in complete is not done in
sentences. in complete sentences. Some of complete sentences.
Capitalization and sentences. Most the capitalization Most of the
punctuation are of the and punctuation are capitalization and
correct. capitalization correct. punctuation are
and punctuation incorrect.
are correct.
Graphics The graphics go Most of the Few of the graphics The graphics do
well with the text graphics go with go with the text and not go with the
and there is a good the text but few most of them create accompanying text.
mix of text and create distractions.
graphics. distractions.

Clearly, you have actively engaged in various tasks that help you improve your
understanding of the target concepts, and at the same time, develop your skills in
reading and writing academic texts. Definitely, you are now ready to embrace your
next learning journey. Congratulations!

25
 Answer Key

What I Know What’s More

What’s New

What I Have Learned Assessment

26
References

Book Sources
DepEd Teaching Guide in English for Academic and Professional Purposes
DepEd English 10 Learner’s Material,Celebrating Diversity through World Literature
DepEd English 10 Learner’s Material,Celebrating Diversity through World Literature
DepEd English 9 Learner’s Material, A Journey through Andlo – American Literature
DepEd Physical Education and Health 10 Learner’s Material
Otero, Rowel Ll. (2016), English for Academic and Professional Purposes Worktext

Online Sources
Mira Pak, with help from Judy Lombardi, Carolyn Burch, and Bonnie Ericson.
Literacy Matters: Text Structure, http://www.literacymatters.org/content/te
xtinyto.htm#geningo
Structural Clues in Nonfiction - PDF Content Area Literacy: Understanding Text
Structure, http://score.rims.k12.ca.us/score_lessons/content_area_lite
racy/pages/understanding_text_struct.html
https://www.ereadingworksheets.com/text-structure/

Other Sources
DepEd Curriculum Guide in English for Academic and Professional Purposes

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with
the primary objective of preparing for and addressing the new normal. Contents of
this module were based on DepEd’s Most Essential Learning Competencies (MELC).
This is a supplementary material to be used by all learners of Region XII in all public
schools beginning SY 2020-2021. The process of LR development was observed in
the production of this module. This is version 1.0. We highly encourage feedback,
comments, and recommendations

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph