READING

ACADEMIC TEXTS UNIT 1

LESSON I.
Analyzing the
Structure and Language
of Academic and
Professional Texts
 CONATION
1. identify the dominant text structures in sample academic
texts;
2. determine text structure by applying appropriate text
mapping strategies;
3. note language features in texts across disciplines; and
4. value the exchange of ideas with your discussion
partner/groupmates regarding the assigned text.
INFORMATIONAL TEXT
STRUCTURE
Text type depends on the primary purpose
of a text, which in turn determines how its
written-what information the author
introduces in the text and how this
information is organized.
THE NINE MAIN
INFORMATIONAL TEXT
STRUCTURE ARE:
1. definition/elucidation 6. comparison and
contrast
2. description 7. enumeration
3. recount of a sequence 8. classification
4. cause-effect 9. thesis-evidence
5. problem-solution
 Language Cues and
Visual Representation
of Text Structures
DEFINITION
• explains the nature of something
• describes the thing being defined and/or
examples of it
• key words: is/are, for example, can be, is
defined as, means; contain, make up, involves;
as, appears to be, refers to; a form of
(exercise), a branch of (engineering), a type of
(worship), a kind of (ship), etc.
SAMPLE:
Texting, as an abbreviated form of writing used on mobile phones
and pagers with tiny screens and keyboards, suspends normal
conventions of grammar, spelling, and punctuation. It is hybrid
construct, combining elements of writing with speech forms but its
mixing takes entirely new resonances and characteristics. Texting
appears as though people are talking when in fact they are writing.
Texting resembles speech because of its “ethereal and fleeting”
qualities (Young, 1994, http//www.eserver.org/cyber/young.txt). Yet it
also resembles written text because the text has physicality in the
form of the words and symbols printed on the screen.
From: Pertierra,Ugarte,Pingol,Hernandez & Dacanay(2002).Texting
Selves.
Cell phones and Philippine Modernity. Manila: DLSU Press, pp. 23-24.
DESCRIPTION
• a descriptive text gives concrete details about
appearance, characteristics and actions
• key words: size (ex: huge,small or numbers that specify
dimensions) , shape ( ex: spherical, octagonal), position
(ex: middle, top) texture (ex: rough, smooth, velvety) ;
color (ex: verdant green, onyx-like) ; adverbs to qualify
an action or thing (ex: evenly, roughly, consistently) ; and
adjective phrases (ex: ten-gallon container, a four-day
weekend, two-day-old chicks).
SAMPLE FROM ANCESTRAL
HOUSES OF LAGUNA BY MARIETTA
GAPUD:
Mercado House. … This early Spanish period house has the
typical elongated floor plan where rooms follow each other in a
train-like sequence. Typical too is the wooden projecting upper
floor cantilevered by the adobe zaguan below. The façade is
severely simple windows of plane slatted capiz. Its floor plan is
quite introverted in the sense that bedrooms dominate the upper
area fronting the main street, thus leaving no space for the usual
“grandstand” where one usually watched parades of
processions outside. Recurring themes are huge thick doors and
grand arches.
RECOUNT OF A SEQUENCE
• chronological narration of a historical
period, a sequential description of a process
or a procedure
• signal words: first, second, now, before,
after, then, finally, while, meanwhile, during,
and other expressions of time and durations.
SAMPLE: PREPARING THE
POOR MAN’S LECHE FLAN
Break four eggs in a bowl and beat for about 5
minutes or until the white is evenly mixed with the yolk.
Next, pour one small can of condense milk and one half
small can of evaporated milk into the bowl and mix. Set
this aside. Then, place a llanera or leche flan mold over
low fire and prepare the caramel by melting 5
tablespoons of washed sugar in a little water until it
thickens. Set this aside until the caramel cools and
hardnes. Afterwards, pour the mixture of egg and milk
into the llanera and cover it with aluminum foil. Put the
llanera into a steamer and cook for about 10 minutes.
Finally, to test if it is ready, use a toothpick: if some
solid particles stick to it, its done.
CAUSE-EFFECT
• reasons why a situation is obtained
• key words: so, so that, as a result,
consequently, explanation for, thus,
and accordingly
• some expressions that indicate cause
are due to, as a result of, because of,
and a cause of.
SAMPLE: “WHY FILIPINO KIDS ARE
NOT LEARNING” BY JUAN MIGUEL LUZ

Filipino elementary and high school

students are not dumb, but they have
consistently obtained scores below the
international average in Math and Science.
They have also fared poorly in the National
Achievement Test (NAT, which is given to 4th
year high school students), in the High School
Readiness Test( HSRT, given to first year
students), and in other evaluation test.
 This dismal performance has been
attributed to problems such as
overcrowded classrooms, poorly trained
teachers and lack of textbooks. … Because
of the shortage of public school teachers,
physical and health education instructors
are force to teach core subjects such as
Math and Science. … The problems plaguing
the public school systems are largely due
to the decrease in real terms of the
budget for education. Government spends
only about Php. 10 per elementary pupil and
Php. 35 per secondary students a month.
PROBLEM-SOLUTIONS

• starts of with the negative

situation (a problem) and ends with
a positive situation (a solution)
• key words: the problem/dilemma is,
if/then, so that, solves an answer
to, and addresses the problem of
SAMPLE: “WHY FILIPINO KIDS ARE
NOT LEARNING” BY JUAN MIGUEL
LUZ (SIGNAL WORDS IN BOLD
PRINT)
… To discover the reasons of poor achievement
among incoming freshmen, a survey of their
reading levels likewise than following the 2002
NDT test. The initial conclusions: incoming HS
students in Metro Manila were reading at the
late grade 4 and early grade 5 levels, or about
2 years behind in terms of their age and
grade levels. Little wonder then that our
public secondary students fared poorly in the
readiness and achievement test.
FIXING THE PROBLEM
To address this problem, DepEd set a number policy directions,
including: (a) a new grading system to reflect true performance
of students (with no transmutation of grades), (b) a High School
Bridge program to help those that need help the most, and (c)
“Every Child a Reader (by grade 3)” program.

The permanent solution to this learning deficiency is to make

“Every Child a Reader” starting at the elementary level. For this
DepEd has embarked on a program to make every child a reader
by Grade 3 and to address the problem of poorly learning
achievement in the formative years, including preschool. This
will take time to bear fruit, however, it will take a number of
years before we see achievement test scores improve
dramatically. But it must start a raising the level independent
readers at the end of the elementary cycle from less than 20
percent to 100 percent.
COMPARISON AND
CONTRAST
• similarities and differences are presented
• key words: expressions that point to
similarities are similarly, in like manner, and in
the same way; to talk about differences, on
the other hand, on the contrary, the opposite,
compared to, in contrast, although, unless, and
however; comparative (ex: better than, more)
and superlative (ex: best, most); likewise, mark
opposites or antonyms (ex: traditional vs.
modern)
 SAMPLES:
When learners are asked to compute, to define, to explain,
to identify, to differentiate and other similar tasks, they are
being asked to do cognitive tasks. On the other hand, they
are ask to review their answers and perhaps to trace the
sources of errors, then the learners are being asked to do a
metacognitive tasks. When learners have to recall lessons to
be able answer a question, that is cognitive; however, when
they are asked to evaluate and determine what they can do
to improve their ability to recall facts and previous lesson,
that is metacognitive. In other words, cognitive is thinking
about a given problem or situation whereas metacognitive is
“thinking about thinking, to use the word of Flavell. The
learners assess their own thinking - where they did right and
wrong, where their strong and weak points are – monitor
their own performance, if necessary, correct themselves.
ENUMERATION
• listing, as in a list of parts, of
characteristics, of examples, etc.
• key words: to start with, first,
second, in addition, next, then,
another, finally and also
• appears as a numbered list or a
bulleted texts
SAMPLE:
By the year 2050, urban population is predicted. According to
Newsweek(June 6,2011), as estimated 6.4 billion people will be
living in cities, in this despite the complaints about high crime rate
and high standard of living in the city. Why is this the trend? This
pattern of rural to urban migration has been established for
decades now and for three main reasons. First, in industrialization
gave birth to factories which are often built in centers of
transportation and commerce, for easier production and marketing
of goods. Second, with more and more families moving to the
cities, governments and private institutions thought it practical to
build schools near cities. The opportunity for better education has
proven to very strong magnet that further pulled rural dwellers to
cities. Finally, what sealed the trend was the establishment of
places of entertainment like theaters, sports arena , and museum
which made city life alluring.
CLASSIFICATION
• presents groupings, types, classes, categories and
sub-categories that constitute a concept,
presented in hierarchical order
• some example are types of personalities, groupings
in a school, species of animals, categories of films,
and televisions shows
• languages cues are: there several types / kinds of
, a part of , an example of,
groups/kinds/ways/types/classes of, another kind
of, divided into
SAMPLE:
Concepts can be divided into 3 groups.
Concrete concepts: relate to objects or
things that are tangible (e.g.,a car , a chair).
Semi-concrete concepts: relate to an action,
color, position, or something that can be
demonstrated but not held in one’s hand (e.g.,
jumping, behind, red).
Abstract concepts: include feelings (e.g., love,
nervousness).
THESIS-EVIDENCE
• to serve a purpose of arguing a point/position or
interpretation
• organization or thought pattern may be arranged
deductively (general statement or thesis followed
by supporting details) or inductively (details from
which an inference or thesis is drawn),
• key words: assert,claim,prove/show that….,support
and allege that; and nouns like evidence, proof and
argument
SAMPLE:
All day long, we knowingly or unknowingly communicate
nonverbally with those around us. Even if are parents
don’t say a words, we know that something is when wrong
Mother places the dishes on the rack noisily and Father
stomps out of the house. We know our teacher is
pleased when she nods her heads and smiles every time
we greet her. The dirty beggar who sneaks inside a
fastfood chain to ask for leftovers, and gets a scornful
look from the customer who is enjoying his meal, knows
that he is an unwelcome sight. And who wouldn’t
understand the message behind a shy smile given by a
girl to her crush? Likewise, a rose handed over by a red-
faced boy to the girl of his dreams makes a loud
declaration.
OUTLINING
• shows the
framework of a text
through division and
subdivision of ideas
BASIC PRINCIPLES
AND RULES IN
OUTLINING
1. PRINCIPLE OF DIVISION

• You cannot claim to have divided

something and have only one part, so
since outlining is based on division,
every part of an outline that has
subtopics should have at least two
parts or subsections.
 SAMPLE
I. Types of Mass Media
A. Print
B. Broadcast
1. Radio
2. Television
C. Digital Media
1. Internet
2. Computers
3. Mobiles Phones
II. Significance of Mass Media
A. Information Dissemination
B. Opinion Formation
C. Social Cohesion (Socialization)
D. Entertainment Fare
2. PRINCIPLE OF
CLASSIFICATION
• Similar ideas should go together.
This implies that there should be no
overlapping of topics and subtopics
in an outline.
I. Nature of texting
A. Texting as a “hybrid
construct”
B. As suspension of grammar and
punctuation rules

II.Usage of texting in the

Philippines
3. PRINCIPLE OF
COORDINATION
• Ideas of equal rank and value are
coordinate, therefore, they belong
to the same level of the outline.
Coordinate headings must be
expressed in parallel construction.
Wrong: I.Mass media are important in
modern life. (sentence)
II. Forms of mass media
(phrase)

Right: I. Importance of mass media

in modern life (phrase)
II. Forms of mass media
(phrase)
4. PRINCIPLE OF
SUBORDINATION
• There are big ideas and small
ideas; small ideas should fall under
the appropriate big ideas.
I. Definition of mass
media
II.Types of mass media
A. Broadcast media
B. Print media
TYPES OF OUTLINE
1. SENTENCE
OUTLINE
• heading of each level is one
sentence
EXAMPLE
I. There are two types of sports
fan.
a. The first type is the spectator.
b. The second type is the analyst.
II. Sports fan express their
involvement in the game in several ways.
2. TOPIC OUTLINE
• heading of each level is a
phrase
EXAMPLE:
I. Two types of sports fan
a. The spectator
b. The analyst

II. Ways sports fans express

their involvement in the game
OUTLINE FORMAT
A traditional outline starts with a
Thesis Statement (TS). This is a
one-sentence statement of the main
idea of the article. Then the body of
the article is divided and subdivided
this way:
a. Main ideas are labeled with Roman numerals.
(1st level of an outline)
a. Supporting ideas developing the main ideas are
labelled with capital letters, indented. (2nd level)
b. Details developing the supporting ideas are
labelled with Arabic numbers, indented. (3rd
level)
c. Minor details developing the details are labelled
with small letters, indented. (4th level)
 LANGUAGE AND
TEXT STRUCTURE
ACROSS
DISCIPLINES
MATHEMATICS TEXTS
• uses symbols as prominent language feature
• notations, numbers, and formats are typical of math
texts
• nouns could numbers or expressions with numbers and
the verb could be the equal sign =
• uses ordinary language but watch out-these ordinary
could have different meanings
• for example, in statistics, universe, is not outer space
but the total count of the subjects under study
• linking verb ‘is’ has different meanings
EXAMPLE
a. 3 is the square root of 9 -> 3
equals is the same as the square
root of 9
b. 10 is less than 15 -> regular
meaning of ‘is’.
c. 5 is a prime number -> 5 is an
example of a prime number
• dominant structure is problem-
solution
• problem is posed as a question , the
answer to which you arrive at by
doing any or several math
operations.
• another common text structure is
comparison and contrast: for
instance, which has more and by
how much? Which is bigger/faster
/cheaper?
BUSINESS TEXT
• has a special vocabulary (jargon) like
remit, obligate, loan, collateral,
interest, stocks, etc.
• compound nouns are standard
expressions in business, like tax
collection system, company car, price
list and bulk buying
• learn some of the conventions or
established practices , of business like
form , business letter, a memo ,
minutes of meeting, a proposal, etc.
• standard parts of business communication are date, inside
address, the salutation, the body or the main purpose of the
communication, the complimentary close, etc.
• It is important to remember that business requires cordiality
to sustain it, to keep the customer. Polite expressions such
as the following are part of the ritual of the politeness of
business: (Cortes de los Rios, 2010).
Could you please…
We are extremely sorry…
May I suggest…
Thank you for your inquiry on..
Please let us know…
• common text structures are
problem-solution in which the
cause(s) of a problem situation is
/are explained, followed by the
company’s proposed solution

• description in which the

specifications of a product or offer
are given
SOCIAL SCIENCE TEXT
• require knowledge of the jargon of its
specifi discipline, for example, Political
Science (communism,monarchy,and
excutive branch), Economics
(market,profit,equity and trade relations),
Sociology (migration,social class and
discrimination), Psychology
(depression,suicidal,personality and
mutation).
• graphs and table are common features
• text structures are definition and
example, recount of an event (history),
cause-effect, and comparison and contrast
NATURAL SCIENCE TEXTS
• abbreviations are common: physics, chemistry, biology,
technical terms, symbols(ph, NaCl, and CO2)
• technical meaning: power, pressure, force, work and
impulse
• prefixes(uni, semi and multi), root words(bio, geo, vis
and derma) and suffixes
• diagrams and drawings
• lengthy and dense sentences found in science texts
suggest slow reading for comprehension and retention of
facts
LITERATURE AND THE ARTS
• jargon(examples: gothic, mood, symbol, balance,
mosaic, hue, etc.)
• vivid language is used to create images and
impressions
• creativity weighs as much as content in literature
and the arts
• “suspend disbelief,” ride along the writer, and
discover the patterns in the unique use of language
• common text structures are definition,
description, example and cause-effect
LESSON 2

STATING THE
MAIN IDEA OF A
TEXT
CONATION
Lesson 2 aims to help you strengthen this
skill. In particular, at the end of the lesson,
you should be able to:
1. identify the topic and main idea of texts, if
expressed;
2. express the main idea in your own words
if it is implicit in the text; and
3. assist others in understanding a learning
material.
THE MAIN IDEA OR THESIS
The main idea is the thesis or main point of an
informational text. It can be expressed anywhere in
a material or paragraph, either at the beginning or
middle, or at the end. If stated at the beginning,
then you can expect the sentences that follow to
support or develop the main idea. This is what you
call deductive order. If the thesis or main idea is
expressed at the end, then the earlier statement are
details/specifics that build up on the main point or
general statement. This text follows the inductive
order.
Consider the words that are repeated
throughout the material that refer to the
same subject-most probably that is the
topic of the material. Writers refer to the
topic by actually repeating the key term,
using synonyms or other names for it, or
using pronouns. For example, for the topic
names like “Pambansang Kamao” or
“People’s Champ” or “Eight –division
Champion,” “Cong. Pacquiao,” “Pacman,”
or “he.”
 Next, try to express what is being said
about this key word, preferably one
sentence per idea. Then group the
sentences whose ideas are closely related
and try to express each group’s ideas in
just one sentence. Finally, combine the
ideas and try to come up with one
sentence to summarize them all. This is
the text’s main idea/thesis. Another clue
may be the title.
 Determining or inferring the main idea
or thesis does not only apply to
informational texts(although they
constitute the bulk of learning materials in
school) but also to audio-visual materials
such as color, shape, facial expression,
gesture and position and aural details such
as tone, pitch and volume.
LESSON 3

SUMMARIZING AND
PARAPHRASING
CONATION
At the end of this lesson, you should be able
to:
1. Explain the functions of paragraphs in a
longer text in order to write coherent
summaries;
2. Summarize and paraphrase paragraphs;
and
3. Appreciate the value of intellectual
honesty
WRITING A GOOD SUMMARY
• A summary is a short or abbreviated version of
a longer text. To be able to shorten something (to
about a quarter of its original length) and still be
faithful to its content, you should express only
the text’s essential points
• Equallity important, you should try your best to
express these ideas in your own words. Refrain
from copying unless the original wording is so
precise and beautiful that it will lose these
virtues if you used your own words.
• If you must copy a phrase, be sure to enclose
it in quotation marks because its not yours,
otherwise you commit plagiarism.
• Technical scientific terms, such as ecology,
genetics, and biodiversity, should not be
changed.
• Copying a unique phrase from the original
requires the use of quotation marks, after all
it’s the author’s phrasing, not yours. This is
intellectual honesty.
• Mention the source material (lest the
reader is misled into thinking that he or
she is reading your own work) and the
main idea of the text.
• Granting that you have done the two
requirements in the first sentence, then
your succeeding sentences should mention
the major supporting details that the text
uses to develop the thesis.
SUMMARIZING A LONGER
TEXT
To help you summarize a longer material, its
important to know the function of each paragraph in it.
This will help you see the flow and interrelationship of
ideas in the text. For example, the material begins with
a definition and the next paragraph present examples.
So ask yourself how the second paragraph is related to
the first, what its purpose is. Logic should tell you that
the example probably illustrates the definition. If the
third paragraph still presents examples, the consider
paragraphs 2 and 3 to serve the same function: to
illustrate the definition.
 The other possible purposes or functions of
paragraphs are to explain, to compare and
contrast, to concede a point, to debate or question
a point, to restate, or to provide proof or evidence,
to transition to another point, to assert a position
to introduce and idea, and to conclude. The
numbers of paragraphs that the writer devotes to a
certain function indicates the importance of the
idea in the material. This should suggest probable
inclusions of the idea in your summary. If several
paragraphs serve the same function, one sentence
can summarize this part of article.
WRITING AN EFFECTIVE
PARAPHRASE
- if a summary is written to presents the
essential ideas of an article, a paraphrase is a
restatement and a restructuring of ideas for
the purpose of clarifying the meaning of the
text. Restatement means that should rephrase
the original using your own words. However,
you don’t just change some words in the
material; you also change the flow of ideas in
the effort to make the original meaning
clearer.
 As in writing a summary, as you need to
identify the source material that you’re
paraphrasing and you have to use
quotation marks when you copy from the
original. That way you cant be accused of
plagiarism.
GROUP 6
NOAH CHRISTIAN M. ALIDIO
CHARLES JAVIER DIVINA
JOSEPH B. GANGOSO
CHASTINE KAYE CONTRERAS
PAMELA SUMAYLO
KAREN JOYCE ZOLETA