1

FOR ZAMBOANGA CITY DIVISION USE ONLY

NOT FOR SALE

12
English for Academic &
Professional Purposes
(EAPP)
QUARTER 3
Week 1

Capsulized Self-Learning Empowerment Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 1)
Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 2)
 12

CapSLET
Capsulized Self-Learning Empowerment Toolkit

SUBJECT &
EAPP/12 QUARTER 3 WEEK 1 DAY ____________________________________
GRADE/LEVEL dd/mm/yyyy

TOPIC The Structure of Academic Texts

determines the structure of a specific academic text.
Code: Objective:
LEARNING
CS_EN11/12A- • identify the structure of an academic text by
COMPETENCY
EAPP-Ia-c-1 reading various texts.

IMPORTANT: Do not write anything on this material. Write your answers on the Learner’s
Activity and Assessment Sheets provided separately.

UNDERSTAND
The Structure of Academic Texts
An important feature of academic texts is that they are organised in a specific way; they have a
clear structure. This structure makes it easier for your reader to navigate your text and understand the
material better. It also makes it easier for you to organise your material. The structure of an academic
text should be clear throughout the text and within each section, paragraph and even sentence.

Texts are structured in different ways in different subjects, but the majority of reading texts do fall
into these categories
Text Structure Definition Example
Description This type of text structure features A book may tell all about
a detailed description of whales or describe what the
something to give the reader a geography is like in a
mental picture. particular region.
Cause and Effect This structure presents the causal Weather patterns could be
relationship between an specific described that explain why a
event, idea, or concept and the big snowstorm occurred.
events, ideas, or concept that
follow.
Comparison/Contrast This type of text examines the A book about ancient Greece
similarities and differences may explain how the Spartan
between two or more people, women were different from the
events, concepts, ideas, etc. Athenian women.
Order/Sequence This text structure gives readers a A book about the American
chronological of events or a list of revolution might list the events
steps in a procedure. leading to the war. In another
book, steps involved in
harvesting blue crabs might be
told.
Problem-Solution This type of structure sets up a “…thousands of people die each
problem or problems, explains the year in car accidents involving
solution, and then discusses the drugs or alcohol. By providing
effects of the solution. such a service, we could prevent
intoxicated drivers from
endangering themselves or
others

Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 1)
Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 2)
 23

SAQ 1: How do you think authors organize the text that they write?

SAQ 2: What do you think are the different purpose of authors in writing different texts?

Let’s Practice! (Answer on the separate sheets provided.)

Directions: Read each item carefully and answer the following questions. Choose the letter that
corresponds to the correct answer.

1. This text structure discusses "how are things in the text similar or different."
a. cause and effect b. descriptive
c. compare and contrast d. sequence / process
2. The text structure that discusses what is specifically being described is ______________.
a. cause and effect b. descriptive
c. compare and contrast d. sequence / process
3. The text structure that is written in a style that tells what happened and why it happens is...
a. cause and effect b. descriptive
c. compare and contrast d. problem solution
4. This text structure tells what is the conflict, or problem, and how it was resolved.
a. cause and effect b. descriptive
c. order/sequence d. problem solution
5. The text structure that shows events taking place over time or gives steps is...
a. cause and effect b. descriptive
c. order/sequence d. problem solution

REMEMBER
Key Points

Description: resembles an outline. Each section opens with its main idea, then elaborates on it,
sometimes dividing the elaboration into subsections.
Cause and Effect: The results of something are explained.
Compare and Contrast: two or more things are described. Their similarities and differences are
discussed.
Order/Sequence: information is organized in steps or a process is explained in the order in which it
occurs.
Problem and Solution: a problem is described and a response or solution is proposed or explained.

TRY
Let’s see how much have you learned today!
(Answer on the Learner’s Activity and Assessment sheets.)

Part I. Directions: Match the definition to the term and write the letter of the correct answer on the
space provided before each item.

_____1. An action and its results are discussed a. description

_____2. Information is organized in order of time b. problem and solution
_____3. A difficulty is described and an answer is offered c. sequence / process
d. cause and effect

Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 1)
Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 2)
 43

_____4. Differences and similarities of two or more things are a. cause and effect
discussed b. descriptive
_____5. Explains how something happens or is done, step-by-step c. compare and contrast
d. sequence / process

Part II. Directions: Read each passage carefully and identify the structure of the text. Write the letter
of the correct answer on the space provided before each item.
Tip: Determine how the information is being organized.

____1. Students Who Study Abroad Achieve Greater Success

Much of our learning takes place outside the classroom. We learn how to maintain budgets, forge
friendships, develop business relationships, and more. Imagine extending those skills on a global
level. We would immediately cease to believe the world only contains the people and things we
can see but, rather, a wide variety of opinions, customs, beliefs, and ethics. This is why every
college-level student must study abroad during their undergraduate years. They will learn more in
that semester abroad than in any other academic year.
a. cause and effect b. descriptive
c. order/sequence d. problem solution
____2. Obesity and Poor fitness
Obesity and poor fitness decrease life expectancy. Overweight people are more likely to have
serious illnesses such as diabetes and heart disease, which can result in premature death. It is well
known that regular exercise can reduce the risk of heart disease and stroke, which means that those
with poor fitness levels are at an increased risk of suffering from those problems.
Changes by individuals to their diet and their physical activity can increase life expectancy. There
is a reliance today on the consumption of processed foods, which have a high fat and sugar content.
By preparing their own foods, and consuming more fruit and vegetables, people could ensure that
their diets are healthier and more balanced, which could lead to a reduction in obesity levels.
a. cause and effect b. descriptive
c. order/sequence d. problem solution
____3. The Effects of Stress on Business Employees and Programs Offered by Employers to Manage
Employee Stress
On the basis of the findings, several conclusions concerning the effects of stress on Central
Texas business employees can be drawn. The findings of this study indicated stress does negatively
affect the work performance of employees.
Job satisfaction and productivity were indicated as two areas most affected by work-related
stress. Therefore, stress cannot be considered just an individual issue because reduced job
satisfaction and lower productivity has a direct effect on the company as a whole.
a. cause and effect b. descriptive
c. order/sequence d. problem solution

____4. Chemical and Physical Changes

All matter, all things can be changed in two ways: chemically and physically. Both chemical
and physical changes affect the state of matter. Physical changes are those that do not change the make-
up or identity of the matter. For example, clay will bend or flatten if squeezed, but it will still be clay.
Changing the shape of clay is a physical change, and does not change the matter’s identity. Chemical
changes turn the matter into a new kind of matter with different properties. For example, when paper
is burnt, it becomes ash and will never be paper again. The difference between them is that physical
changes are temporary or only last for a little while, and chemical changes are permanent, which means
they last forever. Physical and chemical changes both affect the state of matter.
a. cause and effect b. descriptive
c. order/sequence d. comparison and contrast
____5. Screen Protector

Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 1)
Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 2)
 45

Before applying the screen protector, clean the surface of your phone’s screen with a soft cloth.
Once the surface of your screen is clean, remove the paper backing on the screen protector. Evenly
apply the sticky side of the screen protector to your phone’s screen. Smooth out any air bubble trapped
on between the protector and the phone screen. Enjoy the added protection.
a. cause and effect b. descriptive
c. order/sequence d. comparison and contrast
For further readings please follow these links:

Source: “The Structure of Academic Texts,” Linnaeus University, last

modified March 16, 2020, https://lnu.se/en/library/Writing-and-referencing/
the-structure-of-academic-texts/

Source: “The Structure of Academic Texts,” Writing Guide, accessed June 16,
2020, http://writingguide.se/writing/the-structure-of-the-academic-text/

Source: “Structure of an Academic Text,” StuDocu, accessed June 16, 2020,

https://www.studocu.com/ph/document/our-lady-of-fatima-university/english
REFERENCE/S
for-academic-and-professional-purposes/lecture-notes/structure-of-an
academic-text/2680495/view

“ Source: “The Structure of Academic Text,” Karonlinska Institutet University

Library, last modified August 27, 2018, https://kib.ki.se/en/writecite
/academic-writing/structure-academic-texts

Source: “Types of Academic Writing,” The University of Sydney, last

modified October 03, 2019, https://www.sydney .edu.au/students/writing/
types -of-academic-writing.html
This learning resource contains copyrighted materials. The use of which has not
been specifically authorized by the copyright owner. We are making the
learning resource in our efforts to provide printed and e-copy learning
resources available for the learners about the learning continuity plan of
DISCLAIMER OF this division in this time of pandemic. Credits and respect to the original
LIABILITY creator/owner of this materials found in the learning resource.

This material is not intended for uploading nor for commercial use, but purely
for educational purposes only and for the utilization of Zamboanga City
Division only. No malicious infringement is intended by the writer.

Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 1)
Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 2)
 6
5

CapSLET
Capsulized Self-Learning Empowerment Toolkit

SUBJECT & ______________

EAPP/12 QUARTER 3 WEEK 1 DAY
GRADE/LEVEL dd/mm/yyyy
TOPIC Common Structures of Academic Texts
Determines the structure of a specific academic text.
Objectives:
Code:
LEARNING • identify the structure of an academic text by
CS_EN11/12A-
COMPETENCY examining its parts;
EAPP-Ia-c-1
• identify the parts of an academic text by reading
various texts.
IMPORTANT: Do not write anything on this material. Write your answers on the Learner’s
Activity and Assessment Sheets provided separately.

UNDERSTAND
Common Structures of Academic Texts
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. Furthermore, in many university assignments the correct use of structure
is part of the final assessment.
The structure academic text depends on the type of assignment, but two common structures used
in academic writing are the three-part essay structure and the IMRaD (Introduction, Methods and
materials, Results and Discussion) structure. Even shorter essays that are not divided into titled sections
follow such a structure. Longer texts may be further divided into subsections.
The three-part essay structure:
1. Introduction
2. Body
3. Conclusion
The Structure of the Entire Text and of Each Section
Most academic texts in the sciences adhere to the model called IMRaD
which is an acronym for introduction, methods and materials, results, and
discussion. IMRaD is often illustrated with the following image (see
explanation below). The model should however be complemented with
sections for aims and research questions, as these make up the very backbone
of the academic text. They often appear towards the end of the introduction,
but sometimes after a separate heading. “IMRaD Structure”,
The following are the description of the various functions of the different Karolinska Institute
University Library, last
components of an academic texts: modified August 27,
2018,
TITLE PAGE https://kib.ki.se/en/write
The title page is to provide information instantly to the reader regarding -cite/academic-
writing/structure-
the title, author and type of work. academic-texts
ABSTRACT OR SUMMARY
An abstract or summary provides a brief account of the main content of an academic paper. The
purpose of the summary is partly to generate interest, and partly to present the main issue and key
results. Most importantly, the summary is to capture what the paper is about.

Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 1)
Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 2)
 7
6

INTRODUCTION
The introduction often contains: a background to the topic, aim and issue, a description of the outline
of the text
An introduction is necessary in order to engage the reader and acquaint them with the subject, as
a soft-start and orientation. The aim of the academic paper is usually included in the introduction,
BACKGROUND
This section is to give the reader the necessary background information in order to understand the
context in which your study was conducted. Depending on the scope of the text, the background is
sometimes part of the introduction and sometimes included as a separate chapter.
LITERATURE REVIEW
A literature review is a survey of scholarly sources (such as books, journal articles, and theses)
related to a specific topic or research question. It is often written as part of a thesis, dissertation, or
research paper, in order to situate your work in relation to existing knowledge.
METHODS
The methods section of an academic paper is like a roadmap leading to the core of the text, guiding
the readers through the actual journey the authors took to reach their destination. In the manuscript,
this section contains the essential details for other readers to replicate the procedures of the study and
help the common readers to understand the study better.
RESULTS, ANALYSIS and DISCUSSION
One of the most central parts of an academic paper is the reporting of results and subsequent
discussion. This is where you present and analyze your empirical material, that is, your results. This
could involve analysing your results in relation to previous research or reflecting on how well they
relate to your theoretical framework.
CONCLUSION
The conclusion is intended to help the reader understand why your research should matter to them
after they have finished reading the paper. A conclusion is not merely a summary of your points or a
re-statement of your research problem but a synthesis of key points

SAQ 1: How do you determine if a particular text is considered an academic text? What
do you think are its structures?

SAQ 2:isHow
What do you distinguish the parts of an academic paper?
Digestion?

Let’s Practice! (Answer on the separate sheets provided.)

Part I. Directions: Read the following passages taken from different text. Write Yes if the phrase came
from a publication. Otherwise, write No.
1. There are 10 persons died in the accident last June 10, 2017 at Brgy. Ariba, Zamboanga
City.
2. The warrior saved the princess and they lived happily ever after.
3. Cinderella left her shoes in the party and the prince kept looking for her.

Part II. Directions: The different parts of a common type of research paper are listed below. Put them
into the correct order by numbering them from 1-12.
The title of the research paper
A summary that ties together the research paper and the thesis
The purpose of the particular research paper
The reference list
Recommendations
An overview of the writer’s position and/or scope of research

Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 1)
Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 2)
 78

A description of the methods used to carry out the research

A presentation of the research results
A review of past research relevant to the topic
An interpretation and discussion of the results
The abstract
A presentation of the research problem

REMEMBER
Key Points

In order to make academic texts easy to read and their contents easy to find, they usually follow a
predetermined structure. Although this structure may differ slightly depending on the subject, the
objective remains the same: to make it easy for the reader to find what they are looking for in the text.
The structure’s role in this is to be the very framework that holds all the different parts together.
Below is an overview of what should be included in each of the sections of the academic text:
✓ 1) Aim
✓ 2) Research questions
✓ 3) Introduction
✓ 4) Methods and Materials
✓ 5) Results
✓ 6) Discussion
✓ 7) Conclusion
Other parts of academic papers
Apart from the parts that are treated in the above section about the three-part structure and the
IMRaD structure, academic papers also consist of other often quite formalized parts.
✓ 1) Title
✓ 2) Abstract
✓ 3) Table of contents
✓ 4) Reference list

TRY
Let’s see how much have you learned today!

Part I. Directions: Read and understand each item carefully. Identify which part of the research article
is being describe. Write the letter of the correct answer on the space provided before each item.

______1. This part of a research article should be specific and indicate the problem the research project
addresses using keywords that will be helpful in literature reviews in the future.
a. Title b. Abstract c. Introduction d. Literature Review

______2. This part gives the broad overall topic and providing basic background information. It then
narrows down to the specific research question relating to this topic. It provides the purpose and focus
for the rest of the paper and sets up the justification for the research.
a. Methods b. Abstract c. Introduction d. Literature Review

______3. The purpose of this section is to describe past important research and it relate it specifically
to the research problem. It should be a synthesis of the previous literature and the new idea being
researched.
a. Methods b. Abstract c. Introduction d. Literature Review

______4. This section will describe the research design and methodology used to complete to the study.
The general rule of thumb is that readers should be provided with enough detail to replicate the study.

Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 1)
Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 2)
 98

a. Methods b. Abstract c. Results d. Literature Review

______5. This section should also discuss how the results relate to previous research mentioned in the
literature review, any cautions about the findings, and potential for future research.
a. Methods b. Discussion/Conclusion c. Results d. Literature Review

Part II. The extracts below have been taken from a research paper titled CRAZY ABOUT YOU:
REFLECTIONS ON THE MEANINGS OF CONTEMPORARY TEEN POP MUSIC written in 2002
by Phillip Vannini and Scott M. Myers from Washington State
University. { http://www.sociology.org/content/vol006 .002/vann ini_myers.html}
Directions: Identify in which section of the research paper each of these extracts is likely to appear and
write it beside the extract. You don’t need to try to understand the exact content of each extract. Just
look for clues that will help you find the answer.

_____1. As youths look for sources of A. Presentation of the research problem

information, emotional understanding, and B. Purpose of the paper
cues for the expression of their emerging C. Review of past research relevant to the
social and personal identity, they often find paper
music to provide them with valuable meanings D. Presentation of research results
(Zillman and Gan, 1987).

_____2. In this paper we explore the A. Presentation of the research problem

characteristics of teen pop lyrics and their B. Purpose of the paper
significance at the personal and socio-cultural C. Review of past research relevant to the
level paper
D. Presentation of research results

_____3. In our analysis we included all the A. Overview of writer’s position

artists featured on the Disney Channel B. Purpose of the paper
Network (hereafter, DCN) during the third C. Description of methods used to carry out
week of December 2000 in order to draw a the research
broad sample of contemporary teen pop D. Recommendations
performers. We chose the DCN because it is
one of only two TV cable channels whose
programming is dedicated exclusively to pre-
adolescents and adolescents.
_____4. Future research must address the A. Overview of writer’s position
role of the greater discursive realm of popular B. Conclusion
music, for example by studying videos as C. Description of methods used to carry out
meaningful cultural symbols, and by studying the research
the salience of music identity at the social D. Recommendations
psychological level.
A. Overview of writer’s position
_____5. As argued, we believe that popular B. Conclusion
music is shaped by existing attitudes while at C. Description of methods used to carry out
the same time it helps shape those attitudes. the research
D. Recommendations

For further readings please follow these following links:

REFERENCE/S Source: “The Structure of Academic Texts,” Linnaeus University, accessed

March 2020, https://lnu.se/en/library/Writing-and-referencing/

Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 1)
Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 2)
 10
9

Source: “The Structure of Academic Texts,” Writing Guide, accessed June 16,
2020, http://writingguide.se/writing/the-structure-of-the-academic-text/

Source: “Structure of an Academic Text,” StuDocu, accessed June 16, 2020,

https://www.studocu.com/ph/document/our-lady-of-fatima-
university/Englishfor-academic-and-professional-purposes/lecture-
notes/structure-of-an academic-text/2680495/view

Source: “The Structure of Academic Text,” Karonlinska Institutet University

Library, accessed August 27, 2018, https://kib.ki.se/en/writecite
/academic-writing/structure-academic-texts

Source: “Types of Academic Writing,” The University of Sydney, accessed

October 2019, https://www.sydney .edu.au/students/writing/types -of-
academic-writing.html
This learning resource contains copyrighted materials. The use of which has not
been specifically authorized by the copyright owner. We are making the
learning resource in our efforts to provide printed and e-copy learning
resources available for the learners about the learning continuity plan of
DISCLAIMER OF this division in this time of pandemic. Credits and respect to the original
LIABILITY creator/owner of this materials found in the learning resource.

This material is not intended for uploading nor for commercial use, but purely
for educational purposes only and for the utilization of Zamboanga City
Division only. No malicious infringement is intended by the writer.

Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 1)
Written by: ARNEL E. SAAVEDRA (T-I) Tolosa National High School (Lesson 2)