Senior High School

Grade 11

English for Academic and Professional Purposes

ENGLISH LEARNING KIT

First Semester - Week 2

USE KNOWLEDGE OF
TEXT STRUCTURE

Grade 11-English for Academic and Professional Purposes

Competency: Uses knowledge of text structure to glean the information he/she needs
CS-EN11/12A-EAPP-Ia-c-4
English – Grade 11
English Learning Kit
Use Knowledge of Text Structure
First Edition, 2020

Published in the Philippines

By the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City

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.

This English Learning Kit is published to be utilized by the Schools Division

of Iloilo.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the Schools Division of Iloilo.

Development Team of English Learning Kit

Writer: Merlo Ceasar O. Francisco

Illustrators: Armand Glenn S. Lapor, Mark T. Dasa

Layout Artists: Lilibeth E. Larupay, Jun Victor F. Bactan

Ricky T.Salabe, Merlo Ceasar O. Francisco

Division Quality Assurance Team:

Lilibeth E. Larupay, Dr. Ruby Therese P. Almencion
Armand Glenn S. Lapor, Ma. Jonalyn O. Gegato
Bonafe T. Davasol

Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason, Jr.

Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Ruby Therese P. Almencion

Use Knowledge of Text Structure

BEGIN
 K-12 Senior High School curriculum offers
distinct tracks and strands to the learners that
would surely develop their promptness in mind,
acquisition of suitable 21st century competencies in
the level of knowledge and skills to pursue better
lives for themselves, their families and their
community. Thus, one of its learning areas is the
English for Academic and Professional Purposes.
This subject helps learners to distinguish the
different purposes of English both in the academe
and in the workplace. It provides lessons where the
learners would be able to apply knowledge in
grammatical rules, writing techniques, varied
professional papers, etc.
This module will help learners to use their
knowledge of text structure to glean the information
he/she needs.

TARGET

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

1. use knowledge of text structure to glean the information he/she needs;
(CS_EN11/12A-EAPP-Ia-c-4)
2. identify signal words used in the structure of a specific academic text; and
3. value the information taken in a specific academic text.

TRY THIS
Grade 11-English for Academic and Professional Purposes 3
Competency: Uses knowledge of text structure to glean the information he/she needs
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 Directions: Read each passage and identify what the text is all about. Write the
letter of your answer in your EAPP activity notebook.

1. Ice cream is a delicious frozen treat that comes in many different colors
and flavors. Two of my favorite flavors are strawberry and chocolate. Though
both flavors are delicious, strawberry may contain pieces of fruit while
chocolate usually will not. Even though more chocolate ice cream is sold
across the country annually than strawberry, each flavor tastes great inside of
a milk shake.

A. The qualities of ice cream

B. How to make an ice cream
C. The different colors of ice cream
D. The similarities and differences of ice cream

2. The ice cream shop around the corner from my house has the best ice
cream in the city. When you first walk inside, there is a long chrome counter
with matching stools extending alongside the far wall. Right where the counter
stops, the booth seating begins. There are lots of old-timey knickknacks on the
walls and chrome napkin holders on all the tables. My favorite part of the shop
is behind the counter glass, where they keep all of the ice-cream flavors. A
rainbow of delicious sugary flavors is kept cool and delicious behind the counter
glass.

A. The location of the ice-cream shop.

B. The description of the ice-cream shop.
C. The different ice creams being advertise.
D. The display and design of the ice-cream shop.

Freezer burn may have wasted more ice-cream than sidewalks. If you
don’t know, freezer burn is when ice crystals form on the surface of ice-cream.
These ice crystals can ruin the texture and flavor of the ice cream. But you can
prevent freezer burn. Since freezer burn is caused when melted ice-cream is

Grade 11-English for Academic and Professional Purposes 4

Competency: Uses knowledge of text structure to glean the information he/she needs
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 refrozen, rather than eating your ice-cream from the container as it melts,
3. scoop your ice-cream into a bowl and put the container back in the fridge
immediately. Doing this help you solve your issues with freezer burn.

A. The tips on how to handle the freezer well

B. The problem and the solution of freezer burning
C. The tips on how to prevent freezer from burning
D. The cause and effect on how a freezer could be burn

No one knows the true origin of ice-cream, but the first published ice-
4.
cream recipe appears in “Mrs. Mary Eales's Receipts,” a cookbook that was
printed in London in 1718. Sometime around 1832, an African American
confectioner named Augustus Jackson created multiple ice cream recipes and
invented a superior technique to manufacture ice cream. Ice cream soda was
invented around 1874, but the real breakthrough may have been at the 1904
World’s Fair in St. Louis, Missouri, when the American ice-cream cone was
unveiled!

.
A. The tips manufacturer of the ice-cream
B. The timeline of the first ice-cream recipe
C. The author of the book about the ice-cream recipe
D. The location of where the first ice-cream originated

Have you ever had an ice-cream headache? That’s when a painful

5.
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 center in
the roof of your mouth. The nerve center is overreacting to the cold by trying to
heat your brain. Ice-cream headaches have turned many smiles to frowns.

A. The cause of ice-cream headache

B. The effects of ice-cream headache
C. The cause and effect of ice-cream headache
D. The body part affected by having ice-cream headache

KEEP THIS IN MIND

Grade 11-English for Academic and Professional Purposes 5

Competency: Uses knowledge of text structure to glean the information he/she needs
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 Good job! You are able to answer the
questions well in your previous activities. This
time, you will know more about the barriers in
communication and how to give them
solutions.

WHAT IS TEXT STRUCTURE?

A structure is a building or framework. Text structure refers to how a piece of

text is built. Writers use different structures to build their ideas. Each text structure
communicates ideas in a different way. To easily understand an academic text, you
need to know the signal words or transitional words that could help you to identify
the information you needed.

A transition is a change from one idea to another in writing or speaking and

can be achieved using transition terms or phrases. These are often placed at the
beginning of sentences, independent clauses, and paragraphs and thus establish a
specific relationship between ideas or groups of ideas. 2

COMMON TEXT STRUCTURES AND TRANSITION WORDS

1. SEQUENCE- authors use chronological order to explain how things happen in

order. Chronological order is also called sequence or time order.

Transitional words include first, next, later, then, and finally as

well as dates and time. You will often see chronological order in
directions.

For example:

Have you ever made macaroni and cheese?

It’s simple! First, boil some water and make some

macaroni. Then, make your cheese sauce. After the cheese sauce
is ready, mix it with the macaroni. Bake the entire thing in the oven.
Finally, it’s time to eat!

2 Kevin H. “Effective Transition Terms in Academic Papers”. Accessed July 5, 2020. https://wordvice.com/common-transition-terms-used-in-academic-
papers/

Information

Have you ever made macaroni and cheese? It’s simple!

Grade 11-English for Academic and Professional Purposes 6

Competency: Uses knowledge of text structure to glean the information he/she needs
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 First, boil some water and make some macaroni.
Then, make your cheese sauce.
After the cheese sauce is ready, mix it with the macaroni. Bake
the entire thing in the oven.
Finally, it’s time to eat!3

2. COMPARE AND CONTRAST- this text structure shows how two or more ideas
or items are similar or different. The text may use a clustered
approach, with details about one topic followed by details about
the other or alternating approach, with the author going back
between the two topics.

Transition words may include like, similar, unlike, on the other

hand, also, and too.4

For example:

The cardinal and the cedar waxwing are two common

birds. Both have crests on their heads. Both are common at
birdfeeders. But the birds have some differences. The male
cardinal is bright red while the waxwing is brown. The cedar
waxwing often migrates from place to place. On the other hand,
the cardinal stays in one place year after year.

Information:

The cardinal and the cedar waxwing are two common birds.
Both have crests on their heads.
Both are common at birdfeeders.
But the birds have some differences. The male cardinal is
bright red
while the waxwing is brown. The cedar waxwing often migrates
from place to place.
On the other hand, the cardinal stays in one place year after
year. 5

Comparison: Both have crests on their heads. Both are

common at birdfeeders.
Contrast: The male cardinal is bright red while the waxwing is
brown. The cedar waxwing often migrates from place to place.
On the other hand, the cardinal stays in one place year after
year.

3 Emily Kissner. “Teaching Text Structure. Accessed July 5, 2020. https://www.slideshare.net/aelowans/understanding-textstr

ucturepowerpoint
4 Emily Kissner. “Teaching Text Structure”. Accessed July 5, 2020. https://www.slideshare.net/aelowans/understanding-textstructurepowerpoint
5 Emily Kissner. “Understanding Text Structure. Accessed July 5, 2020. https://www.slideshare.net/aelowans/understanding-textstructurepowerpoint
3. CAUSE AND EFFECT- this text structure shows how one or more causes led to
one or more effects. This structure also has a strong time
component, since causes come before effects.

Grade 11-English for Academic and Professional Purposes 7

Competency: Uses knowledge of text structure to glean the information he/she needs
CS-EN11/12A-EAPP-Ia-c-4
 Transition words such as cause, effect, as a result,
consequently, and because are used. Time order transitions
are also used which can lead to some confusion.

For example:

The night’s snowstorm had many effects. People were out

shoveling snow from their sidewalks. The power lines were
draped with ice. Snow plows drove down every street. Children
were the happiest of all. The unexpected snow caused classes
to be cancelled!

Information:

The night’s snowstorm had many effects. People were out

shoveling snow from their sidewalks.
The power lines were draped with ice. Snowplows drove down
every street. Children were the happiest of all. The unexpected
snow caused classes to be cancelled!

Cause: The night’s snowstorm had many effects.

Effect: The unexpected snow caused classes to be cancelled!

4. DESCRIPTION- this text structure shows what an item or place is like. Some texts
will categorize typical main idea and detail paragraphs as
description. Some texts will also refer to these paragraphs as
statement and support.

Transition words include spatial words, such as next to, on

top of, beside, and so forth. 6

For example:

The pond was a beautiful place to visit. The falling leaves, all
different colors, decorated the surface of the water. At the
edges of the pond, small wildflowers grew. The golden forest
glowed faintly in the distance. 7

Information:

The pond was a beautiful place to visit. The falling leaves, all
different colors, decorated the surface of the water. At the
edges of the pond, small wildflowers grew. The golden forest
glowed faintly in the distance.

6 Emily Kissner. “Teaching Text Structure”. Accessed July 5, 2020. https://www.slideshare.net/aelowans/understanding-textstructurepowerpoint

7 Emily Kissner. “Understanding Text Structure. Accessed July 5, 2020. https://www.slideshare.net/aelowans/understanding-textstructurepowerpoint
Main Idea: The pond was a beautiful place to visit.
Supporting Ideas: The falling leaves, all different colors,
decorated the surface of the water. At the edges of the

Grade 11-English for Academic and Professional Purposes 8

Competency: Uses knowledge of text structure to glean the information he/she needs
CS-EN11/12A-EAPP-Ia-c-4
 pond, small wildflowers grew. The golden forest glowed
faintly in the distance.

5. PROBLEM AND SOLUTION

This text structure explains a problem and show one or

more solutions.

Transition words may include problem, solution, solve,

effect, hopeful, and so forth. 8

Example:

The Chesapeake Bay faces an uncertain future.

Issues such as pesticides, too many nutrients, and habitat
loss all threaten the Bay’s water quality and animal life.
However, scientists are hopeful that the future may be
brighter. If everyone in the Chesapeake Bay watershed
works together, solutions may be found.

Information:

The Chesapeake Bay faces an uncertain future.

Issues such as pesticides, too many nutrients, and
habitat loss all threaten the Bay’s water quality and
animal life. However, scientists are hopeful that the future
may be brighter. If everyone in the Chesapeake Bay
watershed works together, solutions may be found.

Problem: Issues such as pesticides, too many nutrients, and

habitat loss all threaten the Bay’s water quality and animal
life.

Solution: If everyone in the Chesapeake Bay watershed

works together, solutions may be found. 9

8 Emily Kissner. “Teaching Text Structure”. Accessed July 5, 2020. https://www.slideshare.net/elkissn/teaching-text-structure

9 Linkedln Learning. “Understanding Text Structure. Accessed July 5, 2020. https://www.slideshare.net/aelowans/understanding-textstructurepowerpoint

SUM UP
Grade 11-English for Academic and Professional Purposes 9
Competency: Uses knowledge of text structure to glean the information he/she needs
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 You are almost done with this
module; you have already known how to
use your knowledge of academic texts to
glean the information you need. Now, let’s
recap important things you have learned.

TEXT STRUCTURE refers to how a piece of text is built. You can easily glean
information from the academic text you are reading through the help of TRANSITION
words.

A transition is a change from one idea to another idea in writing or speaking

and can be achieved using transition terms or phrases. These are most often placed
at the beginning of sentences, independent clauses, and paragraphs and thus
establish a specific relationship between ideas or groups of ideas.

Academic texts have five structures namely; sequence, compare and

contrast, cause and effect, description and problem and solution. Each structure has
corresponding transition words or signal words respectively.

Sequence is a structure in which authors use chronological order to explain

how things happen in order. Chronological order is also called sequence.
Transitional words includes first, next, later, then, and finally as well as dates and
time.
Compare and Contrast is a structure that shows how two or more ideas or
items are similar or different. The text may use a clustered approach, with details
about one topic followed by details about the other or alternating approach, with the
author going back between the two topics. Transition words may include like,
similar, unlike, on the other hand, also, and too.

Cause and Effect is a structure that shows how one or more causes led to one
or more effects. This structure also has a strong time component, since causes
come before effects. Transition words such as cause, effect, as a result,
consequently, and because are used. Time order transitions are also used which can
lead to some confusion.

Description is a structure that shows what an item or place is like. Some texts
will categorize typical main idea and detail paragraphs as description. Some texts
will also refer to these paragraphs as statement and support. Transition words
include spatial words, such as next to, on top of, besides, and so forth.

Problem and Solution is a structure that explains a problem and show one or
more solutions. Transition words may include problem, solution, solve, effect,
hopeful, and so forth.

Grade 11-English for Academic and Professional Purposes 10

Competency: Uses knowledge of text structure to glean the information he/she needs
CS-EN11/12A-EAPP-Ia-c-4
 APPLY WHAT YOU HAVE LEARNED

Activity 1. IT’S YOUR TURN!

Directions: Find at least two academic texts and read it comprehensively. Cut or
copy any part of the academic text and identify its structure, underline
the transition words used and present the information gathered. Write
your answer in your activity notebook.

REFLECT
REFLECT

Congratulations! You have

exhibited significant improvement after
accomplishing all the activities in this
lesson. Now, take time to reflect on your
work and evaluate your confidence.

Well done! You have shown great improvement after accomplishing all the
tasks in each lesson. This time you will reflect on your work and rate your
confidence.
Activity 2. STOP, LOOK AND LISTEN!
How are you doing so far?

1 thing I do not understand

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Activity 3. CLIQUE. CRITIQUE. SHARE.

Directions: Look for a partner and exchange your proposal which you have written.
Go over your partner’s work and accomplish the table that follows. After

Grade 11-English for Academic and Professional Purposes 11

Competency: Uses knowledge of text structure to glean the information he/she needs
CS-EN11/12A-EAPP-Ia-c-4
 a given period, discuss your answer with your peer. Write your answers
in your activity notebook.

Partner’s Name:
Specialization:
Title of the activity:

Title and Author of the Text Structure, Ideas that Recommendations

Chosen Academic Transition Words Needs
Text Used and Improvement
Information Gathered

Additional remarks:

ASSESS WHAT YOU HAVE LEARNED

Activity 4. TRY THIS!

Directions: Identify which paragraph is in chronological order and uses signal
words to convey information. Write your answer in your activity
notebook.

Text A Text B
Pennsylvania has many historic Through the years, Pennsylvania
sites. You can revolutionary war sites, has seen many interesting events. The
like Valley Forge. You can also visit state was founded in 1681 by William
important locations from the civil site of Penn. Later, Pennsylvania was the site
important war, like Gettysburg. Finally, of important revolutionary war battles.
you can also see the site of the first oil After that, Pennsylvania was home to
well on Titusville. Pennsylvania has new factories during the industrial
many neat places to visit! revolution. Today, Pennsylvania
continues to make history.

GLOSSARY

Grade 11-English for Academic and Professional Purposes 12

Competency: Uses knowledge of text structure to glean the information he/she needs
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 Cause and Effect - a structure that shows how one or more causes led to one or
more effects.

Compare and Contrast - a structure that shows how two or more ideas or items
are similar or different.

Description - a structure that shows what an item or place is like.

Problem and Solution - a structure that explains a problem and show one or more
solutions.

Sequence - a structure in which authors use chronological order to explain how

things happen in order.

Text structure - refers to how a piece of text is built.

Transition - a change from one idea to another idea in writing or speaking and
can be achieved using transition terms or phrases.

REFERENCES

Emily Kissner. “Teaching Text Structure”. Accessed July 5, 2020. https://www.

slideshare. net/aelowans/understanding-textstructurepowerpoint

Emily Kissner. “Understanding Text Structure. Accessed July 5, 2020.https://www.

slideshare.net/aelowans/understanding-textstructurepowerpoint

E-Reading Worksheet. “Test Structure Quiz”. Accessed July 5, 2020.https://www.

ereadingworksheets.com/text-structure/text-structure-activities/text- structure-quiz/

Kevin H. “Effective Transition Terms in Academic Papers”. Accessed July 5, 2020.

https://wordvice.com/common-transition-terms-used-in-academic-papers/

Grade 11-English for Academic and Professional Purposes 13

Competency: Uses knowledge of text structure to glean the information he/she needs
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