11/12

English for Academic

and Professional
Purposes (EAPP)

Q1/Q3-Module 2
Academic Text Structure
What I Need to Know
Most Essential Learning Competency (MELC):
Use knowledge of text structure to glean the information he/she
needs. (CS_EN11/12A-EAPP-Ia-c-4)

Objectives:
At the end of this module, you are expected to:
1. define academic texts;
2. determine text structure of an academic text; and
3. explain the components of the three-part essay structure.

What I Know
To check what you already know about our new topic/ lesson, answer the pre-
test below.
PRE-TEST
Directions: Read each item carefully. Choose the letter of the best answer, and
write it on a separate sheet of paper.
1. What part of the academic text usually states the thesis statement?
a. Introduction b. Body c. Conclusion
2. Which of the following texts are considered as formal texts?
a. Novels b. Academic texts c. Literary Texts
3. Which of the following is the proper structure of an Academic text?
a. Introduction, Thesis statement, Conclusion
b. Introduction, Body, Arguments
c. Introduction, Body, Conclusion
4. What part of academic text includes the paper’s argument and supporting
idea and details?
a. Introduction b. Body c. Conclusion
5. It is the part of the academic text that functions as a restatement of the
main arguments and facts presented in the text.
a. Introduction b. Body c. Conclusion

LESSON 2 ACADEMIC TEXT STRUCTURE

What’s In
Let us recall your knowledge about the previous lesson and try to link it to
our new topic by answering the short drill below.

EAPP Module 2 – Quarter I/III, Page 1 of 11

 Directions: Using the Venn diagram, compare and contrast the
characteristics of an academic text from non-academic texts. Write your
answers in a separate sheet of paper.

Academic Text Non-Academic Text

What’s New

Text structure refers to the way an author arranges information in his writing.
Text structure provides the format and enables writers to organize their thoughts
as they write. It also helps the reader in a way that it provides a structure in which
information can be found and understood while it is being read.
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.
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.
In this module, you can learn how to 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.

What Is It
What is an Academic Text?
Academic text is defined as critical, objective, specialized texts written
by experts or professionals in a given field using formal language. This means that
academic texts are based on facts with solid basis. Academic writing, therefore, is
generally quite formal, objective (impersonal) and technical. It is formal by avoiding
casual or conversational language, such as contractions or informal vocabulary. It
is impersonal and objective by avoiding direct reference to people or feelings, and
instead emphasizing objects, facts and ideas. It is technical by using vocabulary
specific to the discipline. To be a good academic writer, you will need to learn the
specific styles and structures for your discipline, as well as for each individual
writing task. Some examples of academic writing are as follow: Literary Analysis,
Research Paper, Dissertation or thesis, textbooks, academic journal articles.

EAPP Module 2 – Quarter I/III, Page 2 of 11

 Academic writing is a particular style used in formal essays and other
assessments for the course. It requires formal language, a logical structure and is
supported by evidence/s. Academic writing is clear, concise, focused, structured
and backed up by evidence. Its purpose is to aid the reader's understanding. It has
a formal tone and style, but it is not complex and does not require the use of long
sentences and complicated vocabulary. It also refers to a style of expression that
researchers use to define the intellectual boundaries of their disciplines and their
specific areas of expertise.
Academic reading differs from reading for pleasure. You will often not read
every word, and you are reading for a specific purpose rather than enjoyment. This
page explains different types of purpose and how the purpose affects how you read,
as well as suggesting a general approach to reading academic texts. Academic and
non-academic texts are also typically written for a particular audience. While non-
academic texts are intended more for mass, public consumption than scholarly or
academic texts, they may be targeted towards special interests or occupations in
society.
Types of Academic Writing
The four main types of academic writing are descriptive, analytical,
persuasive and critical. Each of these types of writing has specific language features
and purposes. In many academic texts you will need to use more than one type.
1. Descriptive
The simplest type of academic writing is descriptive. Its purpose is to provide
facts or information. An example would be a summary of an article or a report of the
results of an experiment. The kinds of instructions for a purely descriptive
assignment include: 'identify', 'report', 'record', 'summarize' and 'define'.
2. Analytical
Most academic writing is also analytical. Analytical writing includes descriptive
writing, but also requires you to re-organize the facts and information you describe
into categories, groups, parts, types or relationships.
The kinds of instructions for an analytical assignment include: 'analyse', 'compare',
'contrast', 'relate', and 'examine'.
3. Persuasive
Persuasive writing has all the features of analytical writing (that is, information
plus re-organizing the information), with the addition of your own point of view.
Points of view in academic writing can include an argument, recommendation,
interpretation of findings or evaluation of the work of others. In persuasive writing,
each claim you make needs to be supported by some evidence, for example a
reference to research findings or published sources. The kinds of instructions for a
persuasive assignment include: 'argue', 'evaluate', 'discuss', and 'take a position'.
4. Critical
Critical writing is common for research, postgraduate and advanced
undergraduate writing. It has all the features of persuasive writing, with the added
feature of at least one other point of view. For example, you may explain a
researcher's interpretation or argument and then evaluate the merits of the
argument, or give your own alternative interpretation. Examples of critical writing
assignments include a critique of a journal article, or a literature review that identifies
the strengths and weaknesses of existing research. The kinds of instructions for
critical writing include: critique, debate, disagree and evaluate.
Structure is an important feature of academic writing. In academic writing a clear
structure and a logical flow are imperative to a cohesive text. These are the two

EAPP Module 2 – Quarter I/III, Page 3 of 11

common structures of academic texts that you need to learn which depends on the
type of assignment you are required: the three-part essay structure and the IMRaD
structure. Different disciplines also have different styles and structures of writing.
For example, some disciplines, such as in the humanities, expect longer
paragraphs, which include topic sentences to show how your argument is
structured. Other disciplines, for example in the sciences, expect short paragraphs,
with no topic sentences, which are denser in factual information.
The three-part essay structure is a basic structure that consists of
introduction, body and conclusion. The introduction and the conclusion should be
shorter than the body of the text. For shorter essays, one or two paragraphs for
each of these sections can be appropriate. For longer texts or theses, they may be
several pages long.
Introduction. Its purpose is to clearly tell the reader the topic, purpose and
structure of the paper. As a rough guide, an introduction might be between 10 and
20 percent of the length of the whole paper and has three main parts:
A. the most general information, such as background and/or definitions.
B. the core of the introduction, where you show the overall topic, purpose,
your point of view, hypotheses and/or research questions (depending on
what kind of paper it is); and
C. the most specific information, describing the scope and structure of your
paper.
The Body. It develops the question, “What is the topic about?”. It may
elaborate directly on the topic sentence by giving definitions, classifications,
explanations, contrasts, examples and evidence. This is considered as the heart
of the essay because it expounds the specific ideas for the readers to have a better
understanding of the topic. It usually is the largest part of the essay.
Conclusion. The conclusion is closely related to the introduction and is
often described as its ‘mirror image’. This means that if the introduction begins with
general information and ends with specific information, the conclusion moves in
the opposite direction. The conclusion usually begins by briefly summarizing the
main scope or structure of the paper, confirms the topic that was given in the
introduction, ends with a more general statement about how this topic relates to its
context. This may take the form of an evaluation of the importance of the topic,
implications for future research or a recommendation about theory or practice.
The IMRaD Structure
The sections of the IMRaD structure are Introduction, Methods, Results and
Discussion. The Introduction usually depicts the background of the topic and the
central focus of the study. The Methodology lets your readers know your data
collection methods, research instrument employed, sample size and so on. Results
and Discussion states the brief summary of the key findings or the results of your
study.

What’s More

Directions: Indicate using a check mark (✓) if you would agree to the
following statements about Academic text and its structure. Write your answers in a
separate sheet of paper.
_____1. Academic texts can use first person point-of-view and include one’s
emotional attachment to the topic.
_____2. An academic text should clearly state its thesis, argument or proposition.
_____3. An academic text does not necessarily need to include a list of references.

EAPP Module 2 – Quarter I/III, Page 4 of 11

_____4. Poetry has the same text structure with that of the academic texts.
_____5. The introduction of an academic text provides the context of the argument.
_____6. In the body of an academic text, arguments, ideas and results are
developed and discussed.
_____7. Academic texts are written in formal structures.
_____ 8. Structure of an academic text depends on its theme/ topic.
_____ 9. An academic text has an introduction, body and conclusion.
_____ 10. A thesis statement is necessary in academic texts.

What I Have Learned

Directions: Read the given article below then extract the essential
statements of the Introduction, Body and Conclusion parts. Write your answers in a
separate sheet of paper.
Online Education
It seems everything is moving online these days. Even our education is
transferring onto the internet. Many people might squabble about the disadvantages
of this phenomena, but today, I want to discuss the advantages of getting an
education online. This is a pertinent topic, as the future of education is moving more
and more towards shifting physical educational institutions online. There are
reasons for this: many times you can learn whatever you want, it is more
comfortable in a variety of ways, online courses often look good on resumes, the
pacing of learning is managed by the learner, and the cost of virtual education is
often lower than traditional education.
The freedom to choose your educational path is an enduring quality of online
education. For more creative people, or people who want to focus on a single
activity, this can be a dream come true. According to e-learning Industry, “You can
pick the program of your dreams in traditional education, too, but that would involve
traveling away from home, living in a completely unknown city, and struggling in an
extremely competitive learning environment. With online education, you can take
any program or course present in traditional four-year universities” (Norman,
Stephanie). So, the ease of access to the courses and majors you are striving to
study are widely available online. This increases opportunities to gain the education
we desire instead of making needless compromises.
Like the last point, comfort takes center stage for many students. Countless
students choose online education in order to avoid wasting time travelling and on
many other activities in order to attend physical education institutions. According to
the Open Education Database, “Commercials that feature online students studying
in their pajamas only skims the surface of one of the benefits of online education:
no physical class sessions. Students listen to lectures and complete assignments
sent to them electronically, with no need to fight traffic, leave work early for class,
or miss important family time. Rather than miss important class sessions (due to
weather conditions), students in online courses can always “attend” by participating
in discussion boards or chat sessions, turning in their work on time, and watching
lectures or reading materials” (“10 Advantages of Taking Online Classes”). In other
words, by being an online student, you circumnavigate many of the issues that
regular students endure on a daily basis.
In addition, many employers are happy to see online courses on resumes. Many
recruiters see the taking of online courses as a sign of taking initiative. As stated
by Pongo Resume, “Employers respect a degree earned online as much as a
degree earned from attending a brick-and-mortar school. They understand that
with the technological advances we have today, more and more employees are
getting their education and training online. Because hiring managers value
continuing education and professional development, having the relevant courses
and programs in the education section of your resume will demonstrate that you
are resourceful and have taken the initiative to stay ahead of the curve and improve

EAPP Module 2 – Quarter I/III, Page 5 of 11

 professionally” (“The Advantages of Online Learning for You and Your Career”).
Therefore, not only is online education seen as equal to regular education by
employers, but it is also viewed as being competent in the latest technologies and
trends.
Back to the students, one of the great advantages of online education is that
learners can study at their own pace. According to eLearning Industry, “This type
of system does not require attending live sessions; you can access the materials
at any time that works for you. If you have to work or take care of your home and
children during the day, you can study at night. That’s an advantage the traditional
educational system cannot beat” (Norman, Stephanie). In addition, people who
want to take a longer time to receive a degree can do so without any pressure.
Finally, the cost of getting an online education is cheaper on average than receiving
a traditional education. According to the Open Education Database, “Though not
all online degrees offer less expensive net tuition prices than traditional colleges,
associated expenses almost always cost less. For example, there are no
commuting costs, and sometimes required course materials, such as textbooks,
are available online at no cost. In addition, many colleges and universities accept
credits earned via free massive open online courses (MOOCs), the most recent
advance in online education” (“10 Advantages of Taking Online Classes”). Thus,
there are a variety of reasons why an online education costs less.
Receiving an online education is becoming more and more popular due to a
multitude of advantages it has over traditional instruction. These advantages
include, to name a few: students can learn whatever they want, it is more
comfortable, online courses often look great on resumes, the pacing of learning is
managed by the pupil, and the cost is often lower than traditional education. With
these reasons, it is hard to not see why this form of education is on the rise.
(Source: https://www.coursehero.com/file/39507225/Online-Educationdocx/)

What I Can Do
Directions: Write an essay/article about Covid-19 pandemic that we are
experiencing today using the three-part essay structure of an academic text. Write
your essay/article in a separate sheet of paper.
Scoring Rubrics:

Criteria 1 2 3 4 Score
The essay is The essay is The essay is
The essay
focused on topic focused on the focused,
poorly
Focus/ Main and includes topic and purposeful,
addresses topic
Point few loosely includes and reflects
and includes
related ideas relevant ideas clear insight
irrelevant ideas
and ideas
Persuasively
supports
Supports main Supports main main
Provides little or point with some point with point with
Support no support for underdeveloped developed well
the main point reasons and/or reasons and/or developed
examples examples reasons
and/or
examples
Organization Little or no Some Organizes Effectively
& Format organization of organization of ideas to build an organizes

EAPP Module 2 – Quarter I/III, Page 6 of 11

(Paragraphs, ideas to build an ideas to build an argument ideas
Transitions) argument argument to build a
logical,
coherent
argument
Effective and
creative use
Language Little or no use of
Use, of elements of Some use of Appropriate use elements of
Style & style elements of of elements of style to
Conventions Many errors in style style enhance
(Sentence grammar, Contains Uses correct meaning
structure, word spelling, and frequent errors grammar, Uses correct
choice, punctuation, in grammar, spelling, and grammar,
grammar, makes reader’s spelling, and punctuation spelling,
spelling, comprehension punctuation with few errors punctuation
punctuation) difficult throughout
with very few
errors
Distinctive
experimentati
on with
Sufficient language
No experimentation and usage to
Very little
experimentation with language enhance
Originality experimentation
nor and usage to concepts
(Expression of to enhance
enhancement of enhance Applies
the theme in a concepts
concepts concepts higher order
creative way) Does not exhibit
No adherence Applies basic thinking
creativity
to the theme creative skills to and creative
relay ideas skills
to relay
complex
ideas

Assessment:
Post Test
Directions: Read each item carefully. Choose the letter of the best answer
and write it on a separate sheet of paper.

1.Writing academic papers requires deliberate, thorough and careful thought.

Therefore, what should one do to achieve a well-crafted academic essay?
A. One must depend on his/her own opinions alone.
B. One must conduct a research on the topic at hand.
C. One must not consult the Internet for unsure sources.
D. One must depend highly on the Internet for easy information access
2. What are the three main parts of an essay?
A. The hook, the main idea and the conclusion.
B. The introduction, the body and the conclusion.
C. The topic sentence, the body and the conclusion.
D. None of the above

EAPP Module 2 – Quarter I/III, Page 7 of 11

3. What are the purposes of doing an academic writing?
A. To settle, to negotiate and to inform
B. To defend, to challenge and to question
C. To inform, to persuade and to argue a specific point
D. To guess, to hypothesize and to make conclusions
4. Who are the target readers of an academic essay?
A. Parents, workers, teachers
B. Teachers, students, academic community
C. Students, out-of-school youth, government officials
D. None of the above
5. What refers to the way an author arranges information in his writing which
provides the format and enables writers to organize their thoughts as they write?
A. Text Structure
B. Academic writing
C. Researching
D. Academic Reading
6. Which of the following types of academic writing is called the simplest type and
its purpose is to provide facts or information?
A. Analytical
B. Persuasive
C. Critical
D. Descriptive
7. Which of the following words best describe an academic writing?
A. Talented, stylish, inspiring
B. Precise, clear, objective
C. Decisive, divisive, derisive
D. Subjective, obscure, vague
8. What particular part of an academic essay that is closely related to the
introduction and is often described as its ‘mirror image’, and usually begins by
briefly summarizing the main scope or topic of the paper?
A. Thesis Statement B. Introduction
C. Body D. Conclusion
9. What is true of the introductory paragraph?
A. ends with the thesis
B. introduces the big idea of the essay
C. starts with a hook
D. all of these
10. What part of the IMRaD Structure lets your readers know your data collection
methods, research instrument employed, sample size?
A. Methodology B. Introduction
C. Results/Discussion D. Conclusion

Additional Activities

Directions: Arrange the following paragraphs by determining the

introduction, body and conclusion. Arrange the paragraph by numbering them 1-4
and write the paragraphs according to your answer. Write your answer in a
separate sheet of paper.

_____Globalization and Development can contribute to the advancement of the

overall international human condition; however, the delegation of Romania
recognizes that without proper regulation the potential for advancement will remain
limited to an elite few individuals, businesses, and nations. Unless checked and
aimed toward the common good, globalization cannot effectively serve the global

EAPP Module 2 – Quarter I/III, Page 8 of 11

community. Crucial in dealing with the complexities of globalization, good
governance must act with solidarity and responsibility.
Romania believes that in involving people in globalization we must promote moral
values, democratic principals, inclusive global political culture, institutions that
safeguard both individual civil rights and inherent freedoms, and the common
good. In addition, coping with the influx of information from globalization
governments must act with solidarity and insight. Access to digital education will
undoubtedly result in the confidence of citizens in their respective administrations
and allow for a greater degree of transparency, and therefore a lesser degree of
corruption.

______Romania is party to the majority of multilateral treaties and conventions

identified as such by the Secretary General in the context of the Millennium Summit
in 2001. Romania has always supported innovative and effective ways of
establishing cooperation within and between regional organizations. As one of the
newest members of the European Union, Romania is an active member of the World
Trade Organization, and looks forward to offering its support to the redirection of
globalization to best benefit the global community.

______In the past two decades the rapidly growing world trend has been toward
globalization. With the emergence of the internet as a means of communication and
the increasing accessibility of international trade physical barriers are not the only
barriers withering away. Protective tariffs are plummeting and free trade
agreements are becoming more prevalent. Romania appreciates that globalization
creates favourable situations for expansion of commercial as well as economic
assets. In the past year Romania has seen a foreign direct investment (FDI)
increase of 199%. Inward FDI increased from EURO 234 million in 2005 to EURO
699 million in 2006. However, Romania realizes that increased globalization does
not automatically produce more equality.

_____Romania believes the multinational business community has the ability and
the obligation to support pertinent values in human rights, labor standards, and
environmental preservation. As stated by the president, Mr. Traion Basescu,
Romania feels a "heartfelt attachment to multilateralism, as an effective instrument
designed to identify the adequate answers to the challenges brought by
globalization."
(Source:http://www.oas.org/en/asg/moas/high_schools/36_moas_hs/Documents/Example
_PositionPaper_UNModel.docx)

EAPP Module 2 – Quarter I/III, Page 9 of 11

 References
Department of Education. Curriculum and Instruction Strand. K to 12 Most
Essential Learning Competencies with Corresponding CG Codes.
Department of Education. English for Academic and Professional Purposes.
(2016). Teacher’s Guide. First Edition.
Department of Education. English for Academic and Professional Purposes.
(2016). Reader. First Edition.
Jessie S. Barrot, Academic Reading and Writing for Senior High School,2016.
Quezon City: C & E Publishing, Inc.
Online Sources:
Features of Academic Writing. Accessed November 29,
2018: http://www.uefap.com/writing/feature/complex_intro.htm

Gillet, A. Using English for Academic Purposes For Students in Higher Education.
October 24, 2019. Accessed on November 29, 2018:
http://www.uefap.com/writing/feature/ featfram.htm

Text Structure Activities and Student Work. My Digital Chalk Board. Retrieved
(2020, May) from
https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/9c/9c
19101/9c1391013fb5746417c97609aeb03d9ac16bb63e/TextStructureActivitiesand
St udentWork.pdf

https://study.com/academy/lesson/classification-division-text-structure-definition-
examples.html

https://heroictechwriting.com/2018/03/29/characteristics-of-formal-and-informal-
writing/

https://www.ereadingworksheets.com/text-structure/

https://www.readnaturally.com/research/5-components-of-reading/comprehension

EAPP11_Q1_Mod1_Reading and Writing Academic Texts

file:///C:/Users/Student/Downloads/EAPP-Module-1.pdfVersion 3.pdf

EAPP Module 2 – Quarter I/III, Page 10 of 11

Answer Key

WHAT I WHAT’S WHAT I HAVE

KNOW: MORE: LEARNED:
1. X
1. A 2. ✓ Answers may vary.
2. B 3. X
4. X WHAT I CAN DO:
3. C 5. X
4. B 6. ✓ Answers may vary.
5. C 7. ✓
8. X ASSESSMENT
9. ✓ 1. B
10. ✓
WHAT’S IN: 2. B
Answers may 3. C
vary. 4. B
5. A
6. D
7. B
8. D
9. D
10. A

ADDITIONAL ACTIVITIES
a. 2
b. 4
c. 1
d. 3

EAPP Module 2 – Quarter I/III, Page 11 of 11