Republic of the Philippines

D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

ENGLISH FOR ACADE

CADEMIC AND PROFESSIONAL
L PURPOSES
PU –
Grade 12
Quarter 1, Week 2
Module 2

Organiz
rganizing Ideas in a Text

Learning Competency
tency

Use knowledge
e of text
te structure to glean the informa
formation they
need

(CS_EN11/12A-EAP
EAPP-Ia-c-10)

Address: D. Macapaga
pagal Highway, Poblacion, Toledo City
Tel. No.: (032) 322-77
7770; Fax. No.: (032) 467-8629;
ledo.city@deped.gov.ph
Email Address:toledo
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

Message to the Learner

rner and
a Facilitator

For the Learner:

In this module,
ule, you
y will do activities that will allow you to use your knowledge
in arranging and organizing ideas in a text. You need to read rea and follow the
directions correctly.
correc Answer the activities as sincerely as you y can. Ask help
from your parent
paren or guardian only if you find it very hard rd to answer. As much
as possible,, try to
t answer the activities in less than an hour.

For the Facilitator:

Self-explanatory
atory activities on using their knowledge in structuring
s a text
accordinglyy are in this module. You may read the directionstions to the child. Give
examples if needed,
need but make sure that the child himself/he
elf/herself answers the
activities. Wee intend
int to train the child for independent learnin
earning. It is very much
appreciated d if the
th child can finish this independently, ly, correctly
co within the
allotted time.

Introduction
Many of you haveha difficulty organizing your thoughts when asked to write a
paragraph or a longer
nger essay. What’s more, you may have difficulty
difficu identifying the
main idea and thee supporting
supp ideas in a reading text. Thus, in this lesson, you will
develop your skillss in using
u a variety of ways to organize ideas
as in a text which will
eventually help youu write
writ paragraphs more effectively, and allow
ow you
yo to comprehend
reading texts more
e easily.
easil

What I Need to Know

Kn
After you are throug
hrough with this module, you are expected to be able
a to:

Identify the main

m pattern of organization used in the given paragraphs;
Arrange e infor
information in the text with accords to its key
ey points;
poi
Appreciate the benefits of understanding concepts ts in text structure in
developing
ping one’s
o comprehension skill;
Display confidence
conf in performing the activities and d in facing
fa challenges;
and
Practice critical
critic thinking in performing the activities

What I Know
To test your familiar
miliarity of the lesson, match the descriptionss in Column
C A to the
terms in Column B.

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 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

Column
lumn A Colum
olumn B
1. In this pattern, steps
eps or o phases of a process or A. Compare
mpare-Contrast
project are specifiedecified without cause-effect Structure
ucture
relationships being g implied;
impl a recipe or procedure
for a science investigati
stigating would be examples of B. Definition
finition Structure
differing complexity.
2. This pattern is found ound in most narrative texts, C. Events/E
ents/Enumeration/D
where the plot unfoldsfolds over time; more complex escription
ription Structure
texts use literary devices,
device such as flashback and
foreshadowing to implicitly
implic establish time order. D. Time
3. This pattern usually ally covers
c a larger piece of order/Ch
er/Chronology
writing rather than an a single paragraph. An
introductory paragraph raph is provided which states E. Sequenc
quence (Process)
the topic and facilitates
litates the listing or elaboration Structure
ucture
of important descripti
scriptions, characteristics, or
attributes. F. Deductiv
ductive Structure
4. Typically this pattern
tern includes
in a “definition” and
examples of classs membership/type,
mem attributes, G. Judgmen
gmental/Critique
and functions Structure
ucture
5. This pattern showss similarities
sim and dissimilarities
between objects, actions,
actio ideas, or processes; H. Propositi
position-Support
headings and subhea ubheadings generally provide (Persuas
rsuasion)
extra support/signals nals to readers about this I. Problem
blem-Solution
structure; often one ne paragraph
pa is dedicated to (Hypothe
pothetical)
similarities and another her to differences. Structure
ucture
6. This pattern carriess the implication that the effect
is produced by a specific spe cause or that the J. Cause--Effect
consequences follow from the specified (Anteced
tecedent-
antecedents; this might be found in a discussion Consequ
nsequence)
of science investigatio
stigation results or historical Structure
ucture
articles linking multiple
ltiple causes
c and effects.
7. This pattern may follow follo a number of different
forms; at one extreme,
reme, the problem and solution
are labelled as such;
uch; at a the other extreme, the
pattern is a series of questions
qu and answers that
may or may nott lead to a resolution of the
problem or issue.
8. This is similar to problem/solution,
pr although
arguments and counter count arguments are both
presented in support ort of a thesis statement.
9. This pattern usess a set se of criteria to evaluate
information or ideas as that
th have been presented;
often discourse style
tyle (e.g.,
(e humor, satire) affects
the complexity and d understanding
und of this type of
text.
10. This structure
e first presents a
generalization/definition
inition and then follows it with
specific examples

2
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

Score Interpretation:
10-9 Excellent!
To check your answers, please proceed
eed to the last page
8-5 Very good!
4-2 Nice try! of this module.
1-0 Poor
Note: If your score reaches 90% off the perfect
p score in
this activity (9 over 10 points), you may sskip this module
and proceed to the next.

What’s In
Recall your knowledge on transition
trans words by providingtwo examples for the
t given type of
text structure after each item.

1. Description
a. ________________
______
b. ________________
______
2. Comparison
a. ________________
______
b. ________________
______
3. Contrast
a. ________________
______
b. ________________
______
4. Sequence
a. ________________
______
b. ________________
______
5. Chronology
a. ________________
______
b. ________________
______

Proceed to the
e last
la page for the link where you can verify yourr ans
answer

What’s New
Before you move forward
forw to the lesson proper, consider the
he organization
org of the
paragraph below.. Reorganize
Reo the ideas so that the paragraph’s
raph’s organization is
logical.

Hotels and transpo

ansportation on trips can be expensive if you ou don’t
do book them
plenty of time in advance.
adv When you go on a trip, you need d to think
th about how
much money to allot al for things like transportation, food,d, and
an hotels. It is
important to plan
lan your
yo trips carefully. Planning your trip carefully
refully will allow you
to have a morere relaxed
rela trip. Another thing to plan for is how muchm time you
want to spend sightseeing
sight and doing different sorts of activities
tivities. Even though
you may wantt to do everything, you have to remember that at there
the are only so
many hours in the day!
d

***Adapted from: https://owl.purdue.ed

due.edu/engagement/ged_preparation/part_1_lessons_1_4/
_1_4/order_of_ideas.html

3
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

For the sugges

gested answer, please proceed to the last page of this
th module.

What Is It

1. In the activity
vity just done, what were your clues in n de
determining which
information should
shou be stated first before the others?

2. What important
tant consideration did you take in order to arrive at a more
logically organiz
anized text?

Mini-Lesson

Text Structure is the organizational

organi structure used within paragraphs
raphs or longer texts,
appropriate to genre and purpose.
purpo

What are the benefits of understanding this in developing one one’s

comprehension skill?
Text structure is one specific
cific type
t of prior (or background) knowledgege that
tha skilled readers
possess. Good readers can an identify
id important information in a text and are
a aware of how
other textual information relates
relate to the important propositions. They can an do this even when,
as often happens, the textext is not well organized. These readers are applying
a cognitive
patterns—rhetorical structures
tures—that they have already acquired, first via their
th oral language
experience and later via their reading.
re These patterns guide them to the recognition
re that (for
example) a given text compare
mpares two entities, or that it presents a problem
blem and a solution to
that problem. Readers who ho can
ca identify the structure of a text are better
etter able
a to locate the
information they need for successful
succe comprehension.
***Adapted from https://www.psych
.psychologytoday.com/us/blog/psyched/201703/teaching-tex
text-structure-improves-
reading-comprehension )

What are the types of Text

ext Structures?
St

1. Sequence (Process)
ss) Structure—in
S this pattern, steps or phases
hases of a process or
project are specified
ied without
wi cause-effect relationships being g implied;
imp a recipe or
procedure for a science
ence investigating
i would be examples of differing
ering complexity.
c ꜜ [4]
Examples:
During flooding, one e thing
thin that may probably save your life is an improvised
im flotation
device. You can makeake one
on using your pants. First, knot off the leg holes
ho of your pants.
Then, hold the open n waist
wais and swing the pants around to fill the legs with air. Promptly
knot the waist to trap
ap the air and hold the pants underwater so o that the air would not
escape. ꜜ [1]

4
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

ology—this pattern is found in most narrative

2. Time order/Chronology ve texts,
tex where the plot
unfolds over time; more complex texts use literary devices, such as a flashback and
foreshadowing to implicit
plicitly establish time order. ꜜ [4]
Example:
Ondoy began to develop
evelop from an active low-pressure area to a tropical
tro cyclone on
September 24, 2009.09. The
Th following day, PAGASA raised storm rm signals
sig all over the
Philippine archipelago.
ago. AtA that point, signal no. 2 was raisedd in Catanduanes
C and
other parts of Luzon.
on. ByB Saturday morning, reports of floodinging started
st to pour in.
Meanwhile, President
dent Arroyo declared a state of calamity ity in Metro Manila.
Immediately after Presid
resident Arroyo’s declaration, various governmen
nment agencies began
the rescue and relief
ief operations.
op As soon as Typhoon Ondoy exited the Philippines,
more and more relief
ief and rescue operations were conducted. ꜜ [1]

ion/Description Structure—this pattern usually

3. Events/Enumeration/De sually covers a larger
piece of writing rather
her than
th a single paragraph. An introductory paragraph
para is provided
which states the topic and facilitates the listing or elaborati boration of important
descriptions, characterist
cteristics, or attributes. ꜜ [4]
Example:
A laptop is one of the grgreatest inventions of the modern era. It is a lightweight
l device
that can save a vast amount of information. The screen,, touchpad, touc speakers,
keyboard, battery, and AC adapter are the basic parts off a laptop. la The most
noticeable part off a laptop
la is its screen, which is responsibl
onsible for displaying
information. Anotherer major
ma component is the keyboard. On it are the keys needed to
enter data into the computer.
comp Near the keyboard you will find a smooth,
sm rectangular
surface which actss like a desktop computer mouse—this is the touchpad. At the
bottom part of this rectangular
rectan surface, you will see buttons thatt operate
ope like a mouse
button. Below the keyboard
keybo and touchpad, built into the laptop itself are the speakers
which allow you to hear sounds and music. Found at the back of the keyboard is the
battery; it serves ass the lifeline of the computer. Finally, a laptop
op also
als comes with an
AC adapter which chargcharges the battery and serves as the source urce of electric power
when it is plugged in. ꜜ [1]

—Typically this pattern includes a “definition”

4. Definition Structure— ition” and examples of
class membership/type,
type, attributes,
a and functions; It may also include
clude the parts and the
relationship between
en the parts or structure and function; in some instances, it will
include ways something
thing is similar to or different from other things. ꜜ [4]
Example:
Social engineering is defined
de as any method which tricks people ople to
t share personal
information throughh the use of technology. The “social” componen ponent in this scheme
means that there is reliance
relia on various psychological tricks and nd on the gullibility of
users rather than technical
tech hacking. Social engineering also lso refers
r to various
malicious acts online,
e, such
su as phishing, spamming, and pretexting.ꜜꜜ [1]

5
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

5. Compare-Contrastt Structure—this
Str pattern shows similarities
ies and
a dissimilarities
between objects, actions
ctions, ideas, or processes; headings and subheadings
subhe generally
provide extra support/sig
ort/signals to readers about this structure; often one paragraph is
dedicated to similarities
rities and
a another to differences. ¹
Example:
Are you not sure yett whic
which phone to buy? To help you decide, this review
re will help you
inspect the basic similarities
simila and differences of the flagship phones
phon of two giant
companies: Apple’ss iPhone
iPho 6 and Samsung’s Galaxy S5. Both th brag
bra to be the best
smart phones in market
arket to date. While these state-of-the art phones
hones have similarities
in the form of their
ir sleek
slee design, multi-touch screen, and multimed
ltimedia features, they
have their distinctive
ive features
fea as well. First, Galaxy S5 has a larger
larg screen at 5.1
inches as compared d to iPhone
i 6’s 4.7 inches. As for the operating
ating system,
s iPhone 6
uses iOS (8.x) while
ile S5 uses Android (5.0, 4.4.2). In terms of the camera,
c S5 has a
2.1-megapixel front-facin
facing camera which is higher than iPhone’sone’s 1.2 megapixels.
Unlike S5, iPhone’s’s battery
batt is not user-replaceable and has a shorter
shor talk time, but
when it comes to built--in storage, iPhone 6 outperforms S5. Now ow that
th you know the
basic differences off the two
t phones, you can decide! ꜜ [1]

tecedent-Consequence) Structure—unlike the sequence

6. Cause-Effect (Anteced s pattern,
this pattern carries the implication
i that the effect is produced by a specific cause or
that the consequencesces follow
fo from the specified antecedents; this his might
mi be found in a
discussion of science
ce investigation
inv results or historical articles linking multiple causes
and effects. ꜜ [4]
Examples:
The advancement in technology
tec and economy has created major jor changes
ch in modern
society. One of these
se changes
cha is globalization. As we know, globaliza
balization has affected
the world in many ways.way First, it served as a catalyst to worldw orldwide trading, thus
allowing countries to access
ac foreign products. Although this had positive
p effects, it
also posed a real threat
threa to the merchandise of local traders.. Second,Seco globalization
affected the financial
cial market.
m As a result, different countriess had more access to
funds, and the exchan
xchange in national currencies dramatically lly increased.
in Finally,
globalization also led to the privatization of various facilities, such as public health
institutions. These institutions
institu were being privatized due to the e idea that the private
sector can better manage
mana and provide health services. In consequence,
cons health
policies become moreore and
an more of a commodity on a global scale. ꜜ [1]

7. Problem Solution (Hypothetical)

(Hyp Structure—this pattern may
ay follow
fol a number of
different forms; at one extreme,
ex the problem and solution are labelled
labelle as such; at the
other extreme, the pattern
patte is a series of questions and answers rs that
tha may or may not
lead to a resolution of the problem or issue. ꜜ [4]
Examples:
Today, most of the e energy
ene resources we have are generated ed from
fro coal, oil, and

6
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

natural gas. However,ver, these

th resources are limited. If continuously
ously consumed at an
alarming rate, fossil
sil fuels
fue necessary for generating power to oper operate vehicles and
factories will run out
ut before
befo long. Nonetheless, this problem can an be resolved through
the use of alternative
ative sources of energy and conservation n efforts.
effo First, using
alternative sources of energy
en such as solar energy and fusion n energy
en would lessen
pollution. These alternati
ternatives are actually more accessible and cost-efficient.
cost Although
there are some potential
tential risks in using fusion energy, these risksks can
ca be mitigated by
implementing strict safety measures. The second solution that govern overnments can adopt
is the enhancementt of conservation
co efforts. To do this, governments
ents need to make the
public more aware of the th benefits of conservation, as well as ways wa of conserving
energy, such as recyclin
cycling. Laws can also be passed to mandate date the
t public and all
stakeholders to recycle
ycle energy.
e ꜜ [1]

8. Proposition-Support
ort (Persuasion)—this
(P is similar to problem/s
lem/solution, although
arguments and counter ounter arguments are both presented in support supp of a thesis
statement.ꜜ [4]
Example:
Euthanasia or mercy killing kil has been a widely debated issue.. It is an act to end a
person’s life to alleviate
eviate the suffering brought about by a terminal
minal or grave illness.
While it may be suppor upported by some, mercy killing is not onlyy an unethical
u medical
practice, it is also a crim rime. After all, on the most basic level, euthanasia
euthan still takes a
life. In fact, majorityy of the
th countries in the world, including those
e that have legalized it,
consider it as homicide icide. Aside from being a crime, euthanasia sia is unethical in the
medical context becausecause it violates the principle of “primum non noc
nocore” which means
“first, do no harm.”” In theirth code of ethics, doctors have the responsibility
respon of saving
lives, not destroying g them,
them which is why euthanasia can never be e acceptable.
acc ꜜ [1]

9. Judgmental/Critique Structure—this pattern uses a set of criteria

ue S crit to evaluate
information or ideass thattha have been presented; often discourse rse style
st (e.g., humor,
satire) affects the comple
omplexity and understanding of this type of text. ꜜ [4]
Example:
"The objective of this
his review
rev was to view the trends in composition
ition studies
s within the
past fifty years and d see how commentary on student writing has as transformed
tra and is
still transforming. It's
t's clear
cle from the research reviewed that evaluativ
aluative commentary is
widely practiced alll through
throu composition programs in universitiess today.
tod Together with
this, it's also evidentnt that
tha the field of composition studies in regards
regard to the kinds of
commentary that student
tudents get on their writing is varied and continue
tinues to be examined
and analyzed to benefitnefit both
b composition students and the society
iety at large. Moreover,
corrective vs. evaluative
luative commentary is still being discussed,, and continues to be
problematic in the discourse
discou community of college composition n and also high school
writing as viewed in Bardine
Bar et al.'s research." Assisting students
ents to become better
writers is important in our
ou current society with reducing school budget
udgets."ꜜ [5]

7
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

10. Inductive/Deductive
ve Structure—there
St are subtle differencess between
bet these two
structures, which apply
pply elements of enumeration and definition structures:
struct
A deductive ive structure first presents a generalization/def
on/definition and then
follows it with
ith specific
sp examples; conversely, an inductive
tive structure presents
illustrationss and examples and then moves the reader to draw conclusion
from the exampl
xamples; these structures are often embedded ed within
wi cause/effect,
proposition/supp
/support, and judgment/critique structures. ꜜ [4]

Example:
While the Internet offers so many benefits to man, it also has itss downsides.
dow One of
these is phishing, which
hich refers to the act of obtaining personal information,
inform such as
passwords and creditdit card
ca details, through online means. In otherther words,
w phishing
is a form of cybercrime
crime. As an example, let us consider the case pf Mr. X. He
received an email stating that his Gmail account has been comprom mpromised and that
he needed to click a link to update personal information. If Mr.. X clicks
clic on the link,
his personal information
ation will be illegally acquired by cybercriminals.ꜜꜜ [1]

The explicitness of ideas presented,

pres structural and semantic cues in text,
tex length of text,
vocabulary “load”, level of reasoning
re required to understand ideass presented,
pre and the
reader’s “knowledge of the
e world”
worl influence overall comprehension of text.

What’s More

Read each passage and identify

identif the text structure used. (Right x 2 points)

1. Before you begin to bakeb chocolate chip cookies, remember

ber to
t gather all the
ingredients. Next,, turn the oven and preheat it. Then, you
u are ready to begin
measuring and mixing
ixing the
th dough.

2. It is dark as nightt in the

th deepest parts of the ocean. Most fish would w find it very
difficult or impossible
ible to see, but the lantern fish has solved this
is problem.
prob It carries its
own flashlight.

3. Eels are long and thin like

lik snakes. Trying to hold onto an eel is like trying
t to hold onto
a snake.

4. Because a plate of grapes

gra was out in the hot sun, they turned
rned iinto raisins within
several days.

5. Carol forgot to addd yeast

yeas to the dough when she was baking. Therefore,
Theref wheat bread
did not rise, and she
he was
wa not able to eat it.

***Adapted from
https://www.mydigitalchalkboard.o
oard.org/cognoti/content/file/resources/documents/9c/9c139
9c139101/9c1391013fb57
46417c97609aeb03d9ac16bb63ebb63e/TextStructureActivitiesandStudentWork.pdf

8
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

What I Have Learned

rned

Let us check your understandin

tanding and realizations of the lesson as you sharewhat
share you have
learned.

1. I realized that among

ng the
th types of text structures discussed, the
e most
mos difficult to use
is__________________
_________ because ______________________ _______________
___________________
________________________________________ _________________
___________________
________________________________________ _________________

2. How is understanding
ding this
th lesson beneficial in developing your comprehension
comp skills?
Use your own words
ds in expressing
e your thoughts.
___________________
________________________________________ _________________
___________________
________________________________________ _________________
___________________
________________________________________ _________________

What I Have Valued

Did you encounter any difficulty

fficulty in performing the activities? If so, how did yyou deal with it?
What attitude and values did youyo exemplify? How do you relate this in the real-life
re
situations? Discuss brieflyy but comprehensively.
c

_________________________
________________________________________
__________________
_________________________
________________________________________
__________________
_________________________
________________________________________
__________________
_________________________
________________________________________
__________________
_________________________
________________________________________
__________________
_________________________
________________________________________
__________________

What I Can Do
Read each passage and on a sheet
s of paper, identify the main pattern
rn of organization
o used
in each paragraph and put
ut the information from each passage into an appropriate
ap graphic
organizer.

1. Why Do We Have Schools?

Scho
Education in our society serves many purposes, but there are e three
thre main functions.
First, students learn
rn skills
sk that will help prepare them for society.
ciety. Writing, reading,
and mathematics are essential
e in today’s workplace and many ny people
pe learn these
skills in school. Second,
Secon schools serve communities. Whether ther byb functioning as
polling locations during
uring elections, or providing safe havens forr students
stude in temporary
living situations, public
ublic schools add value to communities. Third,
hird, schools
s provide a
structured environment
ment for children to engage in productive activities
activi during many
days of the year while
hile their
th adult caretakers may be working. In otherothe words, schools

9
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

also provide day care.

are. These
T are three of the primary reasonss why we have schools
in our society.

2. Milestones
In 1821, the first public high school in the United States was started
start in Boston. By
1900, 31 states require
equired children to attend school from the age of 8 to 14. As a
result, by 1910, 72 2 percent
per of American children attended school.
hool. Half the nation’s
children attended one-room
one schools. In 1918, every state required
requ students to
complete elementarytary school.
s In 1954, the Supreme Court in Brown
Br v. Board of
Education unanimously
ously declared that separate facilities were
e unconstitutional
unc and
desegregation began.

3. Have a Great Day

There is more than n one way to have a successful school day, but a greatg way is to be
well prepared. The e first thing you should do is complete your ur homework
hom the night
before. Don’t try to
o do your
y work in the morning, it will be too stressful
stres and you may
not have enough time. Next,
N you need to go to bed at a reasonable
nable time. If you stay
up too late, you will
ill not be able to focus on assignments or instruction
instru as well and
you may even fallll asleep
asle during class. Lastly, you should wake
ake upu early. This will
give you time to get
et ready
rea and feel good about yourself, and you’ll
ou’ll also
a be able to get
something to eat before the day begins. So remember, one wayy to have h a successful
school day is to do o your
you homework the night before, go to bed ed early,
ea and wake up
early. Have a greatt day.

4. Attendance
Having good attendanc
ndance is important because attendance determ etermines the school’s
funding. Some students
dents have poor attendance, and the school ol has tried many ways
of addressing this:: teachers
teac have talked to parents on the phone ne and
an the school has
mailed letters. Yet,
t, some
som students still maintain poor attendance.nce. Next,
N the staff will
attempt to schedule le parent/teacher/administrator
par conferences with students who are
habitually absent. Hopefully,
Hope this will help more students get to school
scho every day.

5. Are Charter Schoolsols Harder

H Schools?
Charter Schools
Definition by Oxford
rd Dictionary:
Dic
NOUN
charter schools (plura
lural noun)
1. (in North America)
a) a publicly
p funded independent school establishe
blished by teachers,
parents, or community
unity groups under the terms of a charter with
ith a local
lo or national
authority.

These days, students

ents and their caretakers have more choices ices when
w it comes to
selecting a public school.
schoo In addition to the traditional neighborhood
rhood schools, Charter

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 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

schools have poppedped up in major cities across the country. Both th charter
ch schools and
neighborhood schoolsools fill
f traditional roles like providing instruction,
tion, sserving lunch and
other meals, and administering
admin the state tests. But charter schools
ools aand neighborhood
schools differ in many important ways. One key difference is the amount of time
students spend in school.
schoo In Chicago, students who attend neighbo ighborhood schools do
so for around 180 days in a year, and each day is slightly overr six hours
h long. On the
contrary, students who attend charter schools do so for around nd 200
20 days in a year,
and most charter school
schoo days are over eight hours long. While hile both
bo neighborhood
and charter schoolsols provide
pr free public education to students ts meeting
me enrollment
criteria, students who attend
at charter schools spend much more e time in class.

***Adapted from
https://www.ereadingworkshe
orksheets.com/text-structure/text-structure-worksheets/text
/text-structure-worksheet-
6/

To check your
ur answers,
a please proceed to the last page of this
t module.

Post-Assessment
Identification. Determine
e what
wha pattern of development is described
d in each
e item below.
Write your answer on a separat
eparate sheet of paper.

1. This pattern carriess the implication that the effect is produced by a specific cause or
that the consequences
nces follow
f from the specified antecedents; this might
m be found in a
discussion of science
nce investigation
in results or historical articles linking
linkin multiple causes
and effects.

2. This pattern may follow a number of different forms; at one extreme,

treme, the problem and
solution are labelled
lled as
a such; at the other extreme, the pattern
patter is a series of
questions and answers
swers that may or may not lead to a resolutiontion of
o the problem or
issue.

3. This is similar to problem/solution,

proble although arguments and counter
counte arguments are
both presented in support
suppo of a thesis statement.

4. This pattern uses a set

se of criteria to evaluate information or ideas that have been
presented; often discourse
discou style (e.g., humor, satire) affects
ts the complexity and
understanding of this type
typ of text.

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 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

5. This structure first presents

prese a generalization/definition and then
n follows
follo it with specific
examples

6. In this pattern, steps

ps or phases of a process or project are specifie
pecified without cause-
effect relationshipss being
bein implied; a recipe or procedure for a science
scie investigating
would be exampless of differing
d complexity.

7. This pattern is found

nd in most narrative texts, where the plot unfolds
nfolds over time; more
complex texts use literary
litera devices, such as flashback and foreshado
shadowing to implicitly
establish time order.

8. This pattern usually

lly covers
cov a larger piece of writing rather than
an a single
s paragraph.
An introductory paragra
ragraph is provided which states the topic and nd facilitates
fac the listing
or elaboration of importa
mportant descriptions, characteristics, or attributes
ibutes.

9. Typically, this pattern

ern includes
in a “definition” and examples of class
lass membership/type,
m
attributes, and functions
ctions

10. This pattern shows similarities

sim and dissimilarities between objects,
jects, actions, ideas, or
processes; headings
ngs and
a subheadings generally provide extra
xtra support/signals
s to
readers about thisis structure;
stru often one paragraph is dedicatedted to similarities and
another to differences.
ces.

Additional Activity
Write a paragraph of not
n less than 150 words about a real-life
ife exp
experience applying
any one of the types of text structures
st discussed (or a combination of various
va types). Use
appropriate transition words
rds in developing your ideas. Indicate the primary
prima text structure
employed, and then underline
rline the topic sentence in your paragraph.

Name: __________________
______________ Date: ________________

Text Structure: ____________

___________________

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 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

Answer Key

13
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

References
Book:

[1] Jessie S. Barrot, Acade

ademic Reading and Writing for Senior High School
Sch (Quezon
City: C & E Publishing,
hing, Inc.,
I 2016), 64-71.

Web:

[2] Common Types off Informational

Infor Text Structure. (2012). University
ity of
o Tennessee
Center for Literacy Studies.
Stud Retrieved from
https://x78251kcpll2l2t9
ll2l2t9e46kf96a-wpengine.netdna-ssl.com/wp-
content/uploads/2014/11
014/11/common_info_text_structures.pdf

[3] EReading Worksheets

eets
https://www.ereadingwo
ingworksheets.com/text-structure/text-structure-wo
worksheets/text-
structure-worksheet-6/
6/

[4] Karen K. Hess, “Teachin

eaching and Assessing Understanding of Text xt Structures
Stru across
Grades” nciea, updated
dated 2008,
https://www.nciea.org/si
.org/sites/default/files/publications/TextStructures_
tures_KH08.pdf

[5] Literature Review Examples.

Exam Paper Writers. Retrieved (2020, August)
Augus from
https://paperwriters.org/
s.org/literature-review-examples/

[6] Text Structure Activities

tivities and Student Work. My Digital Chalk Board
ard. Retrieved (2020,
May) from
https://www.mydigitalch
italchalkboard.org/cognoti/content/file/resources/d
rces/documents/9c/9c1
39101/9c1391013fb574
fb5746417c97609aeb03d9ac16bb63e/TextStructu tructureActivitiesandSt
udentWork.pdf

14
 Republic of the Philippines
D
Department of Education
Region VII
SCH
SCHOOLS DIVISION OF TOLEDO CITY

AMYTHEEZ V. CAMOMOT
Teacher II
Bunga National High School
hool
Bunga, Toledo City

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