EAPP Quarter 1 – Module 1 Academic Text and Text Structure.pdf

English for Academic and
Professional Purposes
Quarter 1 – Module 1:
Academic Text and Text Structure

English for Academic and Professional Purposes – Grade 11/12
Alternative Delivery Mode
Quarter 1 – Module 1: Academic Text and Text Structure
First Edition, 2020
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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,
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Every effort has been exerted to locate and seek permission to use these materials from their
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over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by Department of Education – Schools Division of Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
Development Team of the Module
Writer: Rhenn B. Songco
Editor: Ryan Jake F. Bariacto
Reviewer: Ryan Jake F. Bariacto
Illustrator: Leo Espinosa
Layout Artist: Rhenn B. Songco
Cover Design: LRMDS-Bataan
Management Team:
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Asst. Schools Division Superintendent : Roland M. Fronda, EdD, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
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District Lead Illustrator, EAPP : Marlon Q. Diego
District Lead Evaluator, EAPP : Rea A. Pangilinan

English for Academic
and Professional
Purposes
Quarter 1 – Module 1:
Academic Text and Text Structure

1
Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes – Grade
11/12 Alternative Delivery Mode (ADM) Module on Academic Text and Text
Structure!
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:
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.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.

2
For the learner:
Welcome to the English for Academic and Professional Purposes – Grade
11/12 Alternative Delivery Mode (ADM) Module on Academic Text and Text
Structure!
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.

3
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.
At the end of this module you will also find:
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!
References This is a list of all sources used in developing
this module.

4
What I Need to Know
This module is designed and written to help you acquire knowledge of
appropriate reading strategies for a better understanding of academic texts.
At the end of this module, you will be able to produce a detailed abstract of
information gathered from the various academic texts read by:
1. Differentiating the language used in academic texts from various
disciplines (CS_EN11/12A-EAPP-Ia-c-2).
What I Know
Use the table below to enumerate the characteristics of Academic Texts and
Non-Academic Texts.
Academic Texts Non-Academic Texts

5
Lesson
1 Academic Text
The academic text or the academic language embodies the language that is
used for academic discipline. It has different forms namely, a paragraph or the
sentence structure, purpose, genre, audience, overall organization and level of text
difficulty. These are the factors that affect how the person write or read in the
discipline.
Parts of the Academic Text
I. Title Page– provides information regarding the title, author, and type of work.
II. Abstract or Summary- provides a brief account of the main content of an
academic paper.
III. Table of Contents- gives an opportunity to gain an idea of what the academic
paper is about at an early stage.
IV. Introduction- it is a soft-start and orientation to engage and acquaint with the
academic text.
V. Background- gives the necessary background information to understand the
context of the academic text.
VI. Aim and Issue- provides the terms of reference for academic paper.
VII. Theoretical Framework- defines the key concepts, proposes relations between
them, discusses relevant theories and models based on a literature review.
VIII. Method- provides the methodological details of the paper.
IX. Results, Analysis and Discussion- involves the result of the study, its analysis
and discussion.
X. Closure- the end section of the academic paper. A summary or a concrete
conclusion about the issue and questions can be used to end the academic paper.
XI. List of References- acknowledges the contribution of other writers and
researchers in your work.
XII. Appendices- contains supplementary materials that may be helpful in providing
a more comprehensive understanding of the academic paper.

6
What’s In
Read the following statements carefully. Identify the word or group of words
that corresponds the following statements. Write your answer on the space provided
before each number.
_______________ 1. It gives a list of what is usually found on a page before the start of
a written work.
_______________ 2. It includes the information about the contents of the article, the
author, origin of the article and the article type.
_______________ 3. It is the procedure used to identify, select, process, and analyze
information about a topic.
_______________ 4. It provides a quick overview of the main content of an academic
paper.
_______________ 5. It is a structure that can hold or support a theory of a research.
_______________ 6. It gives information that increases a reader’s awareness to the
context of the academic text.
_______________ 7. It is the end section of the academic paper.
_______________ 8. It states the purpose or intent of the paper.
_______________ 9. It provides details of the sources that have been used in the text.
_______________ 10. It is used when the incorporation of material in the body of the
text would make it poorly structured or too long and detailed.
This module prepares the learners to produce abstract of
information gathered from academic texts by differentiating the
language used in academic texts from various disciplines.

7
What’s New
Legal Indictment
State of ----
--- Country
TWENTY-FIRST JUDICIAL
DISTRICT COURT
THE GRAND JURORS of the State of --- duly impaneled and sworn, in and for
--- County in the name and by the authority of the said State upon their oath, find
and present:
That one John Doe late of --- County, on the 223rd day of January in the year
of our Lord One Thousand Nine Hundred and Twenty-Four, with force and arms, in
-- County, aforesaid and within jurisdiction of the Twenty First Judicial District
Court of ---, for the --- County, did unlawfully, feloniously, with malice aforethought
kill and slay one Porphyria Blank by strangulation.
Contrary to the form and the Statutes of the State of ---, in such cases made
and provided and against the peace and dignity of the same.
…………………………………………………..
District Attorney for the 21st
Judicial District of ---
What is It
Academic Text Non-academic Text
Stricter Format Formal but not that strict
Yields toward the academe Yields toward the personal means
It has a purpose of creating new body
of knowledge
It has a goal which is to communicate.

8
What’s More
In the left column, write the findings of the grand jurors using their language
based on the text. In the right column, interpret the findings of the grand juror using
the type of language you use in ordinary communication.
Note: Give one answer to the findings and its interpretation so that the learners have
ideas what to do.
Findings of the Grand Juror Interpretation
Example:
“unlawfully”
Example:
-A person have done an act contrary to the law.
What I Have Learned
Answer this question in not less than 10 sentences but not more than 15
sentences. Evaluate your answer based on the given rubric below.
1. How does the language used by the grand juror differ from the language you used?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

9
RUBRIC
Criteria Excellent (4) Good (3) Fair (2) Poor (1) Score
Content
(Response to
the
question/s)
Your response
directly addressed
the question/s.
You used a thesis
statement and
relevant supporting
details.
Your response
directly addressed
the question/s.
You used a thesis
statement.
Your response
did not directly
address the
question/s but
you provided
some relevant
information that
indirectly
addressed the
question/s.
Your response
did not
address the
question/s.
Organization
(Flow of
Thoughts)
Your output is
well-organized. You
connected all the
ideas smoothly.
Your output is
organized. You
often connected
the ideas
smoothly.
Your output is
mainly organized.
You seldom
connected the
ideas.
Your output
lacked
organization.
Mechanics
(Output
Format)
You observed
proper output
format.
You somehow
observed proper
output format.
You barely
observed proper
output format.
You did not
observe proper
output format.
Total:
*Note: Add 3 points to your total scores.
What I Can Do
Understanding Calories
(1) A calorie, also known as kilocalorie, is a unit of energy. This unit represents
the energy required to heat a kilogram of water on degree Celsius. While people
generally link the term calorie with food, it is a unit of measurement that can be
applied to any substance possessing energy. For instance, there are 8200 calories in
a litter (about one quart) of gasoline.
(2) Calories describe the potential energy in food to maintain bodily functions,
grow or repair tissue, and perform mechanical work such as exercise. Food calories
may take the form of fat, carbohydrates, or proteins. Once consumed, enzymes act
on these nutrients through metabolic processes and break them into their
perspective categories of fatty acids, glucose, and amino acids. These molecules
travel through the blood stream to specific cells where they are absorbed for
immediate use or sent on to the final stage of metabolism where they release their
stored energy through the process of oxidation.
(3) The number of calories burned during an exercise depends on various
factors including body weight and the type of exercise. For example, an individual

10
weighing 59 kilograms (130 pounds) would expend roughly 500 calories per hour
swimming or playing basketball. However, this same person would burn an
estimated 200 walking or playing table tennis. In order to survive and maintain body
weight, the average individual requires approximately 2000 to 2500 calories per day.
Gaining or losing weight is a simple process. Add and subtract 7,700 calories over
the course of time to gain or lose a kilogram. Nutrition has nothing to do with it. It is
all about calories.
Answer the following question in not less than 15 sentences but not more than
20 sentences. Evaluate your answer based on the given rubric.
Why is it important to understand calories?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
RUBRIC
Content
(Response to
the
question/s)
Your response
directly addressed
the question/s.
You used a thesis
statement and
relevant supporting
details.
Your response
directly addressed
the question/s.
You used a thesis
statement.
Your response
did not directly
address the
question/s but
you provided
some relevant
information that
indirectly
addressed the
question/s.
Your response
did not
address the
question/s.
Organization
(Flow of
Thoughts)
Your output is
well-organized. You
connected all the
ideas smoothly.
Your output is
organized. You
often connected
the ideas
smoothly.
Your output is
mainly organized.
You seldom
connected the
ideas.
Your output
lacked
organization.
Mechanics
(Output
Format)
You observed
proper output
format.
You somehow
observed proper
output format.
You barely
observed proper
output format.
You did not
observe proper
output format.
Total:

11
Assessment
Complete the table by writing the language used in “Understanding Calories”
and using your own language.
Paragraph Language Used in the Text Interpretation
1
2
3

12
Additional Activities
List down at least 10 words from “Understanding Calories” that are related to dietary
and nutrition and write their definition.
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
7. ___________________________________________________________________________
8. ___________________________________________________________________________
9. ___________________________________________________________________________
10. _________________________________________________________________________

13
Answer Key
What I Need to Know
What
I
Know:
Answers
may
vary.
What’s
In:
1.
Table
of
Contents
2.
Title
Page
3.
Method
4.
Summary
5.
Theoretical
Framework
6.
Background
7.
Closure
8.
Aim
and
Issue
9.
List
of
References
10.
Appendices
What’s
More:
Answers
may
vary.
What
I
have
Learned:
Answers
may
vary
What
I
Can
Do:
Answers
may
vary.
Assessment:
Answers
may
vary.
Additional
Activities:
Answers
may
vary

14
This module is designed and written to help you acquire knowledge of
appropriate reading strategies for a better understanding of academic texts.
At the end of this module, you will be able to produce a detailed abstract of
information gathered from the various academic texts read by:
1. Using knowledge of text structure to glean the information that you need
(CS_EN11/12A-EAPP-Ia-c-4).
What I Know
Think of other words or phrases that can be associated to these two words.
Write your answers inside the box.
Lesson Text Structure
TEXT STRUCTURE

15
2
Text structure refers to how the information within a written text is organized.
This strategy helps you understand that a text might present a main idea and details;
a cause and then its effects; and/or different views of a topic. It helps you in
identifying and analyzing text structures to navigate the various structures presented
within nonfiction and fiction texts.
What’s In
Write T if the statement is correct but if it is false, write F and change the
underlined word or group of words to make the whole statement correct.
_______________1. Abstract or Summary provides you a brief account of the main
content of an academic paper
_______________2. Title Page provides information regarding the title, author, and type
of work.
_______________3. Theoretical Framework is a part of academic text that provides the
methodological details of the paper.
_______________4. Academic text has a purpose of creating new body of knowledge.
_______________5. Academic text yields toward the personal means
_______________6. Closure gives you the necessary background information to
understand the context of the academic text.
_______________7. Table of Contents gives you an opportunity to gain an idea of what
the academic paper is about in an early stage.
_______________8. Aim and Issue provides the terms of reference for your academic
paper.

16
_______________9. List of References is a part of the academic text that acknowledges
the contribution of other writers and researchers in your work.
_______________10. Method contains supplementary materials that may be helpful in
providing a more comprehensive understanding of the academic paper.
What’s New
Wrigley’s Chewing Gum
(1) Wrigley’s chewing gum was developed as a premium to be given away with
other product rather than as a primary product for sale. As a teenager, William
Wrigley Jr. was working for his father in Chicago selling soap that has been
manufactured in his father’s factory. The soap was not very popular with merchants
because it was priced at 5 cents, and this selling price did not leave a good profit
margin for the merchants. Wrigley convinced his father to raise the price to ten cents
and to give away cheap umbrellas as a premium for the merchants. This worked
successfully, confirming to Wrigley that the use of premium was an effective sales
tool.
(2) Wrigley then established his own company, in his company he was selling
soap as a wholesaler, giving baking soda away as a premium, and using a cookbook
to promote each deal. Over time, the baking soda and cookbook became more
popular than the soap, so Wrigley began a new operation selling baking soda, he
soon decided on chewing gum. Once again, when Wrigley realized that the demand
for premium was stronger than the demand for the original product, he created the
Wm. Wrigley Jr. Company to produce and sell chewing gum.
(3) Wrigley started out with two brands of gum, Vassar and Lotta gums, and soon
introduced Juicy Fruit and Spearmint. The latter two brands grew in popularity,
This module prepares the learners to produce a detailed abstract
of information gathered from academic text from using knowledge
of text structure.

17
while the first two were phased out. Juicy Fruit and Spearmint are two of Wrigley’s
main brand to this day.
What is It
Common Types of Text Structures
Structure Description Signal Words Examples
Descriptive This type of text structure
features a detailed
description of something
to give the reader a
mental picture.
characteristic
are, to
illustrate,
also, one
example, in
addition
Information
sheets about
products for
sale.
Cause and
Effects
This structure presents
the causal relationship
between a specific event,
idea, or concept and the
events, ideas, or concept
that follow.
as a result
of, because
of, thus, for
theses
reasons
Warning labels
naming possible
side effects of
using a product.
Comparison and
Contrast
This type of text examines
the similarities and
differences between two
or more people, events,
concepts, ideas, etc.
like, in
contrast,
similar to,
while, as
opposed to,
whereas
News articles
about the
position of two
political parties
on certain
issues.
Order/Sequence This text structure gives
readers a chronological of
events or a list of steps in
a procedure.
first, second,
last, next,
then, before,
another
Directions in a
manual for using
an appliance.
Problem and
Solution
This type of structure sets
up a problem or
problems, explains the
solution, and then
discusses the effects of
the solution
the problem
is, the
solution is,
the difficulty
is
A political
speech
proposing a
solution for a
social problem.

18
What’s More
In chronological order, use the following organizer to list the different events
of how Wrigley’s Chewing gum succeeded.
Event 1:
Event 3:
Event 2:
The Ending:

19
What I Have Learned
Answer the question in not less than 15 sentences but not more than 20
sentences. Evaluate your answer based on the given rubric below.
In some countries, chewing gum ends up paying a fine, what is your stand if
chewing a gum is banned in the Philippines? Support your answer using a
description type of text structure.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
RUBRIC
Content
(Response to
the
question/s)
Your response
directly addressed
the question/s.
You used a thesis
statement and
relevant supporting
details.
Your response
directly addressed
the question/s.
You used a thesis
statement.
Your response
did not directly
address the
question/s but
you provided
some relevant
information that
indirectly
addressed the
question/s.
Your response
did not
address the
question/s.
Organization
(Flow of
Thoughts)
Your output is
well-organized. You
connected all the
ideas smoothly.
Your output is
organized. You
often connected
the ideas
smoothly.
Your output is
mainly organized.
You seldom
connected the
ideas.
Your output
lacked
organization.
Mechanics
(Output
Format)
You observed
proper output
format.
You somehow
observed proper
output format.
You barely
observed proper
output format.
You did not
observe proper
output format.
Total:

20
What I Can Do
Answer the question in not less than 3 paragraphs but not more than 5
paragraphs. Evaluate your answer based on the given rubric.
Discuss a social issue topic that is really happening today using a Cause-
Effect and Problem-Solution type of text structures.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
RUBRIC
Content
(Response to
the
question/s)
Your response
directly addressed
the question/s.
You used a thesis
statement and
relevant supporting
details.
Your response
directly addressed
the question/s.
You used a thesis
statement.
Your response
did not directly
address the
question/s but
you provided
some relevant
information that
indirectly
addressed the
question/s.
Your response
did not
address the
question/s.
Organization
(Flow of
Thoughts)
Your output is
well-organized. You
connected all the
ideas smoothly.
Your output is
organized. You
often connected
the ideas
smoothly.
Your output is
mainly organized.
You seldom
connected the
ideas.
Your output
lacked
organization.
Mechanics
(Output
Format)
You observed
proper output
format.
You somehow
observed proper
output format.
You barely
observed proper
output format.
You did not
observe proper
output format.
Total:

21
Assessment
Competition and Cooperation
(1) Explanations of the interrelation between competition and cooperation
have evolved over the time. Early research into competition and cooperation defined
each of them in terms of the distribution of rewards related to each. Competition was
defined as a situation in which rewards are distributed unequally on the basis of
performance, cooperation on the other hand, was defined as a situation in which
rewards are distributed equally on the basis of mutual interactive behaviour among
individuals. By this definition, a competitive situation requires at least on competitor
to fail for each competitor that wins, while a cooperative situation offers a reward
only if all members of the group receive it.
(2) Researchers have found definitions of competition and cooperation based
upon rewards inadequate primarily because definitions of these two concepts based
upon rewards depict them as opposite. In current understanding, competition is not
viewed as opposite of cooperation, instead, cooperation is viewed as integral
component of competition. Cooperation is necessary among team members, perhaps
in a sporting event or in a political race, in order to win the competition, it is equally
important to understand that cooperation is of great importance between teams in
that same sporting event or ground rules of the game or election in order to compete.
(3) Interestingly, the word competition is derived from a Latin verb which
means “to seek together.” An understanding of the derivation of the word competition
supports the understanding that cooperation, rather than evoking a characteristic
at the opposite extreme of human nature from competition, is in reality a necessary
factor in competition.

22
Fill in the Venn diagram below to list down the similarities and differences of
“competition” and “cooperation.”
Additional Activities
Use your Venn diagram to help you write a 200-word essay on the similarities
and differences of “competition” and “cooperation.” How do “competition” and
“cooperation” work within society? Evaluate your answer based on the given rubric.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Competition Cooperation

23
Answer Key
What
I
Know:
1.
Descripti
ve
2.
Cause
and
Effect
3.
Compare
and
Contrast
4.
Order
5.
Problem
and
Solution
What’s
In:
1.
T
2.
T
3.
F,
Method
4.
T
5.
F,
Non-
Academic
6.
F,
Background
7.
T
8.
T
9.
T
10.
F,
Appendices
What’s
More:
Answers
may
vary.
What
I
have
Learned:
Answers
may
vary.
What
I
Can
Do:
Answers
may
vary.
Assessment:
Answers
may
vary.
Additional
Activities:
Answers
may
vary.

24
References
DepEd (2016). English for Academic and Professional Purposes. Teachers Guide.
First Edition.
DepEd (2016). English for Academic and Professional Purposes. Learners Material.
First Edition.
DepEd (2020). Most Essential Learning Competencies (MELC). English for
Academic and Professional Purposes

For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph

EAPP Quarter 1 – Module 1 Academic Text and Text Structure.pdf

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EAPP Quarter 1 – Module 1 Academic Text and Text Structure.pdf