St.

Mary’s College of Marinduque

Boac, Marinduque

Integrated Basic Education Department

SY 2021 – 2022

I. Title
Subject English for Academic and Quarter First Module # 2
Professional Purposes
Level Grade 12 Duration 2 weeks Day 1-14
Topic: Text Structure Code CS_EN11/12A-
EAPP-Ia-c-4

II. Objectives
Identify the different structures of a text;
Determine the text structure used in a text;
Create a graphic organizer appropriate for the text structure employed in a text; and
Relate the acquired information with one’s life experience.

II. Discussion/ Broadening of Concept

Lesson 3: Common Text Structures

It is important to note that there is no official list of text structures. Different writers have
different lists of text structures. A nonfiction text can have one overall text structure or several different
text structures.

What is a text structure?

A text structure refers to the internal organization of a text. According to Meyer (1985), as
authors write a text a text to communicate an idea, they will use a structure that goes along with the
idea.

Common Text Structures

1. Chronological Order
It is also known as time order. This structure is
organized from one-point in time to another.

2. Sequence
Steps described in the order they occur. It does not
take place in a specific point in time.

MRS. JELLIE O. ANAYA EAPP12-Q1-M2 Page 1 of 5

3. Cause-Effect
This structure shows how one or more causes led to
one or more effects. Many texts do not include just one cause
leading to one effect– instead, there may be several causes
and several effects.

4. Problem-Solution
The text structure presents a problem, and shows how it
can be (or has been) solved. The key difference between
cause-effect and problem-solution is that the latter always
present a solution while the former does not.

5. Compare-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 the details
about the other. It may also show an alternating approach, with
the author going back between the two topics.

6. Exemplification/Classification
An exemplification paragraph develops a general
statement--the topic sentence--with one or more specific
examples. A classification paragraph divides things into groups,
classes, or categories. It also organizes ideas into divisions
based on criteria or standards.

7. Persuasion
This text structure convinces readers to agree to an
argument or claim about a particular topic.

How does text structure help readers?

As it turns out, a knowledge of text structure can be very helpful for readers. When readers do
not have a strong knowledge of the topic of a text, they depend more on the structure (Cataldo &
Oakhill). A well-written text guides the reader through the content.

Research shows that efficient searchers use the structure of the text can help them find
specific information, and make and interpret arguments. The structure of the text can help readers find
answers to questions, as well. Text structure is also an important component to summarizing. When
readers summarize, they need to reflect the text structure in the summary.

Lesson 4: Reading Strategies

Metacognition: Thinking About How You Think

Before you can truly develop your reading skills, you need to know what happens in good
readers; minds while they read. You may even do these things already.

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 Good readers have developed good habits when they read. We call these habits strategies.
Strategies help readers understand, connect to, and determine the importance of what they are
reading. They also visualize, ask questions about, and read between the lines of what they read.

The Reading Strategies:

1. Make Connections. In making connection, try to consider the following:

❖ Text to Self (similar events in your life)
❖ Text to Text (books, movies, T.V., etc.)
❖ Text to Life (real world events)

Ask yourself:
a. What do I already know about this?
b. Has anything similar ever happened to me?
c. How would I feel if this happened to me?
d. Can I relate to the characters?
e. Does this story remind me of something?

2. Ask Questions. In asking questions, try to consider the following:

a. What is it that you do not get?
b. What is it that you get?
c. What are the words that you do not understand?
d. What other questions do I have?
e. What do you wonder about as you read?

Why Ask Questions?

a. Asking questions helps keep you focused on the text.
b. If your mind wanders, you will not understand; then, you will be bored.
c. If you run into problems, things you just do not understand, then you can check yourself with
a question.

3. Determine the Importance of Inferring and Predicting. The following are two of the important
things to remember:
✓ Think about what a teacher might ask on a test.
✓ Think about what the author hints might be important later on.

Why Determine the Importance of inferring and predicting?

Anything you read contains a lot of information. You cannot remember everything. By deciding
what is important, you do not have to remember everything. You can prioritize the information you
need in order to understand.

4. Infer and Predict

✓ Good readers are like detectives.
✓ They use clues to determine what happening in a story.
✓ This is called INFERENCE!
✓ Good readers also make educated guesses about what may happen later in the
story.
✓ They use the author’s hints to PREDICT what will most likely occur.

Ask Yourself:
a. What isn’t stated that I have figured out?
b. What do I predict will happen?
c. Why do I think so?

MRS. JELLIE O. ANAYA EAPP12-Q1-M2 Page 3 of 5

 REMEMBER: KNOWLEDGE + TEXT = INFERENCE

5. Visualize
▪ Picture in your mind the images the author creates with his/her words.
▪ Pay close attention to sensory details.
For example, if you were there, what would you SEE, HEAR, SMELL, TASTE, TOUCH, FEEL?

Why Visualize?
✓ If you do not picture the events of the story, you will get bored.
✓ The author’s job is to paint pictures in the reader’s mind. The reader’s job is to visualize
what the author describes.

6. Synthesize
Synthesize is a fancy way of saying that you must bring everything together in the end.
In other words, what is the meaning of what you are reading?

Ask Yourself:
a. What does it all mean?
b. What is the big idea?
c. Are there questions still left unanswered?
d. What are the lessons I should learn?
e. What do I think about this book?

7. Use Fix Up Strategies

Make sure you understand what you are reading. When you run into trouble, (you just
do not get it), use little correction strategies to help you figure out what went wrong.
We call these methods FIX UP STRATEGIES.

Here are some examples of Fix Up Strategies:

1. Re-read
2. Underline
3. Use a Dictionary
4. Read Aloud
5. Ask for Help

Why Use Strategies?

✓ Strategies create a plan of attack. Then you can solve any reading problems yourself.
✓ Strategies help you learn HOW to understand. If you know HOW to understand, then you
are more likely TO understand.
✓ Strategies help you realize HOW you are thinking so that you can think more deeply and
more consciously.

References
 https://znnhs.zdnorte.net/wp-content/uploads/2020/10/signedoff_EAPPG11_q1_mod1_reading-
for-acadtext_v3.pdf
 http://www.slideshare.net/jellianerosedinorog/academic-text-style-
 Identifying Text Structure Worksheets. Retrieved from
https://www.ereadingworksheets.com/text-structure/. Retrieved date July 7, 2020.
 Main Idea and Text Structure Worksheets. Retrieved from
https://www.ereadingworksheets.com/text-structure/. Retrieved date July 7, 2020.
 Text Structure| Ereading Worksheets. Retrieved from
https://www.ereadingworksheets.com/text-structure/. Retrieved date July 7, 2020.

MRS. JELLIE O. ANAYA EAPP12-Q1-M2 Page 4 of 5

 ACTIVITY SHEETS

Name: ___________________________ Subject: _______________________

Grade/Level: ______________________ Teacher: _______________________

I. Instruction: Identify how the information in the text are organized. Create an appropriate graphic
organizer of your choice that highlights the author’s idea about competition and
cooperation.

Criteria
Content – 10
Appropriateness – 10
Creativity – 5
25

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 behavior 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.

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