PRAYER

GOOD AFTERNOON
EVERYONE!
 QUARTER 1 - MODULE 1
READING ACADEMIC TEXTS
Lesson 1 – Academic Language used from Various
Disciplines
Lesson 2 – Text Structure
Lesson 3 – Techniques in Summarizing Variety of Academic
Texts
LEARNING TARGETS:
 Differentiate language used in academic texts from various
disciplines.
 Determine the structure of a specific academic text.
 Explain the specific ideas contained in various academic texts.
 Use knowledge of text structure to glean the information he/she
needs.
 Use various techniques in summarizing a variety of academic
texts.
 PRE-ASSESSMENT
Test I. Direction: Categorize the information based on their
characteristics below by filling in the table to differentiate academic text
from non-academic text. Write your answer on a separate sheet of
paper.

Everyday Events To inform and/or validate idea

To entertain
Scholarly audience Contains slang and colloquialisms
Subjective
Related literature Introduction-Body-Conclusion
No-fixed structure
Research papers, Reports Diaries, Informal essays
 CHARACTERISTIC ACADEMIC TEXT NON-ACADEMIC TEXT

AUDIENCE

PURPOSE

STRUCTURE

LANGUAGE

STYLE

SOURCE OF CONTENT

STRUCTURE
Test II. Direction: Read the passages and determine how the information is being
organized. Choose your answer from the list of words below. Write the letter of your
choice on a separate sheet of paper.

a. Narrative b. Cause and Effect c.

chronological/sequence
d. Descriptive e. Problem-Solution f.
Compare & Contrast
1. 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. Though both of these 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.
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 to 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.
3. One time my mom and I made ice-cream. We added sugar and
cream into a big glass bowl. We kept it frozen in the middle of a
bigger glass bowl. While it froze, I stirred the mixture with a hand
mixer. It was the first time that had I used one and it splattered ice-
cream mixture all over the kitchen. The rest of the mixture finally
froze, so we ate some ice cream, and then put the remaining
portions in the freezer so that it wouldn’t get freezer burned. That
was a good day.
LESSON 1: ACADEMIC LANGUAGE USED FROM
VARIOUS DISCIPLINES
 NATURE AND CHARACTERISTICS OF AN ACADEMIC TEXT

An academic text is a written language that

provides information, which contain ideas and
concepts that are related to the particular discipline.
Essay, Research Paper, Report, Project, Article,
Thesis, and Dissertation are considered as
academic texts.
 STRUCTURE

The basic structure that is used by an academic text is

consist of three (3) parts introduction, body, and
conclusion which is formal and logical. This kind of
structure 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.
 TONE

This refers to the attitude conveyed in a piece of

writing. The arguments of others are fairly presented
and with an appropriate narrative tone. When
presenting a position or argument that disagrees with
one’s perspectives, describe the argument accurately
without loaded or biased language.
 LANGUAGE

It is important to use unambiguous language. Clear topic

sentences enable a reader to follow your line of thinking
without difficulty. Formal language and the third person point-
of-view should be used. Technical language appropriate to
area of study may also be used, however, it does not mean
using “big words” just for the sake of doing so.
CITATION

Citing sources in the body of the paper and providing a list

of references as either footnotes or endnotes is a very
important aspect of an academic text. It is essential to
always acknowledge the source of any ideas, research
findings, data, or quoted text that have been used in a
paper as a defense against allegations of plagiarism.
COMPLEXITY

An academic text addresses complex

issues that require higher-order thinking
skills to comprehend.
EVIDENCE-BASED ARGUMENTS

What is valued in an academic text is that

opinions are based on a sound understanding
of the pertinent body of knowledge and
academic debates that exist within, and often
external to a specific discipline.
THESIS-DRIVEN

The starting point of an academic text is a

particular perspective, idea or position applied
to the chosen research problem, such as
establishing, proving, or disproving solutions to
the questions posed for the topic.
FEATURES OF ACADEMIC
TEXTS:
 1. COMPLEX

 Written language has no longer words, it is lexically more varied

vocabulary.
 Written texts are shorter and the language has more grammatical
complexity, including more subordinate clauses and more passives
2. Formal
Should avoid colloquial words and expressions.
3. Precise
- Facts are given accurately and precisely.
4. OBJECTIVE

has fewer words that emphasize on the information you

want to give and the arguments you want to make mostly
use nouns (adjectives), rather than verbs (adverbs)
5. EXPLICIT

 It is the responsibility of the writer in English to

make it clear to the reader how the various parts of
the text are related.
6. ACCURATE

Uses vocabulary accurately

Most subjects have words with narrow specific
meanings.
7. HEDGING

 It is necessary to make decisions about your

stance on a particular subject, or the strength
of the claims you are making.
8. RESPONSIBLE

 You must be responsible for and must be

able to provide evidence and justification
for any claims you make.
9. ORGANIZE

Well-organized.
It flows easily from one section to the next
in a logical fashion.
10. PLAN

Well-planned.
It usually takes place after research and
evaluation, according to specific purpose
and plan.
 PURPOSES IN READING AN ACADEMIC
TEXT

1. To locate a main idea;

2. To scan for information;
3. To identify gaps in existing studies;
4. To connect new ideas to existing ones;
5. To gain more pieces of information;
6. To support a particular writing assignment; and,
7. To deeply understand an existing idea.
FACTORS TO CONSIDER IN WRITING ACADEMIC TEXT

1. State critical questions and issues;

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

Academic language is the language needed by students to

do the work in schools. It includes, for example, discipline-
specific vocabulary, grammar and punctuation, and
applications of rhetorical conventions and devices that are
typical for a content area (e.g.,essays, lab reports,
discussions of a controversial issue.) Students who master
academic language are more likely to be successful in
academic and professional settings.
SOCIAL LANGUAGE

Social language is the set of vocabulary

that allows us to communicate with others
in the context of regular daily
conversations.
HERE ARE SOME OF THE DIFFERENCES BETWEEN SOCIAL
AND ACADEMIC LANGUAGE INCLUDES:
 CHARACTERISTICS
 A. Formal OF ACADEMIC LANGUAGE
- It should not sound conversational or casual. Colloquial, idiomatic, slang or
journalistic expressions should particularly be avoided.
Examples:
Use…
Instead…
Consider, monitor
Look at
Revise, review
Go over
Solve, repair, amend
Fix
 OBJECTIVE

This means it is unbiased. It should be based

on facts and evidence and are not influenced by
personal feelings
IMPERSONAL

This involves avoiding the personal pronouns ‘I’ and ‘we’.

For example, instead of writing ‘I will show’, you might
write ‘this report will show’. The second person, ‘you’, is
also to be avoided.
 INSTRUCTION: WRITE TRUE IF THE STATEMENT IS CORRECT
AND FALSE IF IS NOT.

1. Students who master academic language are more likely to be successful in

academic and professional settings.
2. An academic text makes use of complex jargons to promote a higher level of
comprehension.
3. Academic text uses words which tones up claims expressing certainty.
4. Both academic and non-academic texts can be used to inform.
5. The language used in academic texts should be conversational.
 INSTRUCTION: WRITE TRUE IF THE STATEMENT IS CORRECT
AND FALSE IF IS NOT.

6. In reading an academic text, it helps acquire new information.

7. An academic text needs less concentration and focus because the
terms are simple.
8. It is in academic text that issues are stated to provoke information
discussion.
9. A magazine is an academic text.
10. Academic language should be objective, precise, impersonal and
formal.
USING THE VENN DIAGRAM, COMPARE AND CONTRAST THE
CHARACTERISTICS OF ACADEMIC TEXTS FROM NON-ACADEMIC TEXTS.
END OF MODULE 1-LESSON
1
LESSON 2

Text Structure
FROM THE PAST LESSON, YOU HAVE LEARNED:

To differentiate language used in academic texts

from various disciplines.
Academic language is the language needed by
students to do the work in schools.
Academic language and social language have its
own purpose.
Activity 1. Direction: Match the informal
vocabulary in the list below with the more
appropriate formal options from the box.
1. Revise, review-look at 3. Commence, initiate, undertake 8. Solve,
repair, amend
9. Confirm, determine 4. Satisfactorily, positive, favorable 5.
Consider, monitor, analyze
7. Somewhat, fairly 2. Demonstrate, indicate, illustrate 6. A grea
deal of, many-good
10. Reasonable
 1. Go over - ____________________________6. A lot of - _________________________________
 2. Show - ______________________________ 7. A bit - _____________________________________
 3. Begin - ______________________________ 8. Fix - _______________________________________
 4. Good - ______________________________ 9. Make sure - _________________________________
 5. Look at- ______________________________10. Quite good-________________________________
Have you ever wondered how are the thoughts in
academic texts organized?
 COMMON TEXT STRUCTURES

Text structures (WDPI, 2012) refer to the way authors

organize information in text. Recognizing the
underlying structure of texts can help students focus
attention on key concepts and relationships, anticipate
what is to come, and monitor their comprehension as
they read.
Why is Text Structure
Important?
 THE READERS CAN SIGNIFICANTLY IMPROVE THEIR COMPREHENSION
AND RETENTION OF INFORMATION WHEN THEY CAN IDENTIFY AND
RECOGNIZE THE TEXT STRUCTURE OF A TEXT. IT CAN ALSO HELP THEM:

1. Organize information and details they are learning in

their minds while reading.
2. Make connections between the details being
presented in a text.
3. Summarize the important details shared in a text.
 ACTIVITY 2: DIRECTION: IDENTIFY THE TEXT STRUCTURE BASED ON THE GIVEN
STATEMENT. WRITE YOUR ANSWERS ON A SEPARATE SHEET.

_________1. This text structure is “how are things in the text similar or different.”
_________2. The text structure that discusses what is specifically being described.
_________3. The text structure that is written in a style that tells what happened
and why it happens.
_________4. This text structure tells what the conflict is, or problem, and how it
was solved.
_________5. The text structure that shows events taking place over time or gives
steps is…
_________6. “Similar, same, alike, both, on the other hand, instead” are
signal words for…
_________7. Before putting the model car together, we gathered our
supplies. Then we were able to read and follow the directions. Before long,
our car was done.
_________8. Which type of text structure answers the question of what
happened and why?
_________9. Which type of text structure shows how two or more things are
alike and different?
_________10. The sentence structure that narrates a story
 ACTIVITY 3:

Direction: Read the passages and determine what

sentence structure is used.
Choose your answer from the list of words below. Write
only the letter of your choice. You may use a separate
sheet in writing your answers.
A. Narrative B. Chronological/Sequence
C. Cause-Effect
D. Descriptive E. Problem-Solution
F. Compare-Contrast
______1. There are two popular sports played at Milton,
basketball, and volleyball. Both take place inside of the gym at
Milton. Also, each sport has two teams of people. In basketball,
however, the ball can be played off of the floor, and in volleyball,
the ball cannot touch the floor, or it is out of play. Basketball and
volleyball are popular sports at Milton. What text structure is
this?
_____2. Lots of students fail classes. Some students fail because
the work is too hard for them. Other times they may fail because
they are lazy, and don’t do any work. Another reason why
students may fail is if they don’t go to school. If you’re not in
class, you may miss a lot. Many students fail classes every
_____3. Dr. Knapp doesn’t want people to sit back and let the toad vanish.
He believes that everyone is responsible for restoring the toad species. Dr.
Knapp thinks we could help restore the toad population if we stop mowing
parts of our lawns and let the grass grow wild to reserve space for the toad.
He also believes we need to stop using pesticides and fertilizers. The
chemicals kill the insects that toads eat. If we preserve some spaces in our
lawns and stop using fertilizers, Dr. Knapp believes we can save the toads.
What text structure is this?
_____4. Devers experienced the highlight of any sprinter’s career, as she
stood on the huge platform in the giant stadium and received an Olympic
gold medal. Eighteen months earlier she wasn’t thinking about running. She
was hoping that she would be able to walk again. Just four years earlier, in
the summer of 1988, as Devers was training for the Olympic Games, to be
held in Seoul, South Korea, she began to feel very tired all the time and
_____5. The Eiffel Tower is divided into three
sections. I. The lowest section of the tower
contains the entrance, a gift shop, and a
restaurant. II. The middle section of the
tower consists of stairs and elevators that
lead to the top. III. The top section of the
tower includes an observation deck with a
spectacular view of Paris.
 LESSON 3:
Techniques in Summarizing
Variety of Academic Texts
 TECHNIQUES IN SUMMARIZING ACADEMIC TEXTS
Summarizing is how we take larger selections of
text and reduce them to their bare essentials: the
gist, the key ideas, the main points that are worth
noting and remembering. Webster's calls a
summary the "general idea in brief form"; it's the
distillation, condensation, or reduction of a larger
work into its primary notions. (“Reading Quest
Strategies | Summarizing”)
 BASIC RULES:
A. Erase things that don’t matter. Delete trivial
material that is unnecessary to understanding.

B. Erase things that repeat. Delete redundant

material. In note taking, time and space is precious. If a
word or phrase says basically the same thing you have
already written down, then don’t write it again!
 BASIC RULES:

C. Trade, general terms for specific names.

Substitute superordinate terms for lists (e.g., flowers for
daisies, tulips for roses). Focus on the big picture. Long,
technical lists are hard to remember. If one word will give
you the meaning, then less is more.

D. Use your own words to write the summary. Write

the summary using your own words but make sure to
retain the main points.
TECHNIQUES:

1. Somebody Wanted But So. The

strategy helps students generalize,
recognize cause and
effect relationships, and find main ideas.
Little Red Riding Hood wanted to take cookies
to her sick grandmother, but she encountered
a wolf. He got to her grandmother’s house
first and pretended to be the old woman. He
was going to eat Little Red Riding Hood, but
she realized what he was doing and ran away,
crying for help. A woodsman heard the girl’s
cries and saved her from the wolf.
2. SAAC Method. This method is particularly
helpful in summarizing any kind of text. SAAC
is an acronym for “State, Assign, Action,
Complete.” Each word in the acronym refers
to a specific element that should be included
in the summary.
 USE THE FOUR SAAC CUES TO WRITE OUT A SUMMARY OF "THE BOY WHO CRIED
WOLF" IN
COMPLETE SENTENCES:

"The Boy Who Cried Wolf," by Aesop (a Greek

storyteller), tells what happens when a shepherd
boy repeatedly lies to the villagers about seeing a
wolf. After a while, they ignore his false cries.
Then, when a wolf really does attack, they don’t
come to help him.
3. 5 W's, 1 H. This technique relies on six crucial
questions: who, what, when where, why, and how.
These questions make it easy to identify the main
character, important details, and main idea.
4. First Then Finally. This technique helps students
summarize events in chronological order.

First: What happened first? Include the main character

and main event/action.
Then: What key details took place during the
event/action?
Finally: What were the results of the event/action?
Here is an example using "Goldilocks and the
Three Bears."
First, Goldilocks entered the bears' home while they
were gone. Then, she ate their food, sat in their
chairs, and slept in their beds. Finally, she woke up
to find the bears watching her, so she jumped up and
ran away.
5. Give Me the Gist. This type of
techniques is like giving a friend the
gist of a story. In other words, they
want a summary – not a retelling of
every detail.
ACTIVITY TIME!!
Direction: Read the text below. Write a 3-5 sentences each
paragraphs, summary of the following text using any of the
techniques mentioned above. Use a separate sheet in
writing your summary.;
Direction: In a paragraph, summarize your
personal experiences during the time of
COVID-19 pandemic. Use a technique the best
fits the nature of the summary you are writing.