11
2
2
English for Academic and
Professional Purposes
Quarter 1 – Week 2
Using Knowledge of Text Structure to
Glean the Information Needed
1
What I Need to Know
At the end of this lesson, you will be able to:
➢ Identify the text structure to glean the information he/she needs
➢ Use knowledge of text structure to glean the information you need
(CS_EN11/12A-EAPP-Ia-c-4)
➢ Evaluate the given information to determine each text structure.
What I Know
A. To find out what you already know about the topic to be discussed in
this module, take the Pre-test. Write your answers in your notebook.
Directions: Read each statement below. Identify what text structure is
described in each item. Choose your answer from the words/phrase inside
the box below. Write your answer on your notebook.
Definition
Description
Order or Sequence structure
Cause and Effect
Enumeration
Comparison and contrast
Problem-Solution
Classification
Thesis evidence
1. It explains the nature of something.
2. It is a text structure that tells the order in which steps in a process or series
of events occur.
3. A paragraph that is structured by starting with a negative situation and
ends with a positive situation.
4. It presents similarities and differences in a paragraph.
5. Text structure that presents the reason why a situation is obtained.
1
6. A text structure that gives concrete details about the appearance,
characteristics and actions of someone or something.
7. It presents groupings, types, classes and categories.
8. In this structure, arguments, points or interpretation is shown.
B. Directions: Below is an unorganized text. Arrange the text according to
the correct structure of an academic text by numbering 1-3.
THE IMPORTANCE OF BEING PERSUASIVE
Marikit Tara Alto Uyhoco
__________ (a.)As citizens of the nation, it is imperative that we are
equipped with the skills necessary in understanding, analyzing, and
constructing these different positions. This is an academic exercise that, when
acquired correctly, should be applicable to your understanding of the world.
According to former US President Bill Clinton, “For any country to succeed in
the long term, it is imperative that citizens understand the workings of
government and also become active participants in it. “We must take every
opportunity to examine our political life and debate the grand issues of our
time.”
_________ (b.)The world we live in are filled with people, products, and
movements that aim to persuade individuals and groups toward their own
ends. This is seen in television commercials, political speeches, election
campaigns, and homilies in church. This is done even in the institutions that
are closest to us, whether it is to follow the Ten Commandments, to buy the
latest gadget, or to go against an ideology.
___________ (c.)The truth is, many arguments and positions that we are
given can be unreasonable, deceitful, or just plain wrong. Sometimes, we can
have the uneasy feeling that we are being forced into believing or doing
something that isn’t right, and many times that feeling would be proven to be
true. It is important to be able to fully articulate the problems and concerns
one may have when it comes to grappling with several positions to discover
their societal and political significance and to be able to use the skill in every
instance of our lives.
You are at the point in your life where your parents can no longer
shelter you from the evils of this world, and the best weapon you have in this
competitive and chaotic society is your mind. The ability to appreciate and
create sophisticated positions in this world is one that will guide you in every
endeavor.
2
What’s In
You have learned from the previous module about the features of academic text.
Can you still remember them? Do the activity below.
Activity 1
Directions: Below are examples of sentences that could be used in writing
academic text. Read each sentence and focus on the underlined word/words.
Write the word formal if it is a formal sentence and informal if it is not. Write
your answer on your notebook.
1. What they’re doing doesn’t seem right to me.
2. Yearly, sales decreased by five percent.
3. Studying abroad provides a great opportunity to learn a foreign language.
4. I hope to get clearer understanding of the issues involved.
5. Prices are continuing to climb year after year.
6. This pandemic has no help for it, we have to be extra careful.
7. The train departed the station on time.
8. I have tried Indian food at once.
Activity 2
Avoiding two-word verbs
Directions: Rewrite the following sentences, replacing the informal two-word
verb with a more formal equivalent. Choose the correct answer from the words
written inside the parenthesis. Write your answer in your notebook.
1. The patient got over his illness. (worsen, recover)
2. The chess prodigy completely blew away the reigning world champion.
(defeated, overwhelm)
3
3. Their film deal had been abruptly cried off, and now they have to start all over
again. (call off, cancel)
4. It’s rude to peel off like that without thanking your host. (leave, walk out)
What’s New
Activity 1: Individual Work
Directions: Look at the surroundings or think of an important person or event.
What can say about these things found in your surrounding? What about this
important person or event in your life? Choose one of these topics? Write a
three-paragraph essay consisting of five (5) sentences or more in each paragraph
about the topic you have chosen. Consider the following questions when writing
your paragraph.
1. How did you start your essay?
2. What does your essay compose of?
3. What have you realized in connection to how they were structured or formed?
4. Is there any pattern to the writing of your paragraph?
5. How do your ideas divided and presented?
What Is It
The Structure 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.
4
Paragraph development
Paragraphs can be structured in different ways. The internal structure of
each paragraph often depends on the idea that is treated in that specific
paragraph and its relationship to the surrounding paragraphs as well as to the
text as a whole.
Your topic and the purpose of the paragraph should determine its
organization. These organizational patterns are called text structures. The term
“text structure” refers to how information is organized in a passage. The
structure of a text can change many times in a work and even within a
paragraph. For example, if your purpose is to illustrate the differences between
two theories, your topic sentence should tell the reader that you are about to
contrast two theories. You may then describe first one theory, then the other,
and finally contrast the two.
NINE MAIN STRUCTURES OF A TEXT
1. Definition- explain the nature of something
2. Description or List Structure- gives concrete details about the
appearance, characteristics and actions. This structure
resembles an outline. Each section opens with its main idea,
then elaborates on it, sometimes
dividing the elaboration
into subsections. It uses signal words like for example, for
instance, specifically, in particular, in addition,
characteristics includes, next, another kind, spatial word
like near, beyond, over, etc.
Example 1: A book may tell all about whales or describe what the geography
is like in a particular region.
Example 2:
Geologists classify types of rocks by closely examining certain
characteristics. They often begin by looking at the rock through a magnifying
lens to check for crystal structures, luster, and color. Breaking the rock shows
specimen’s fracture or cleavage.
3. Order or Sequence Structure - chronological narration. Texts that follow
this structure tell the order in which steps in a process or
series of events occur. It uses signal words like next, first,
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last, second, another, then, additionally,
dates, events, order, etc.
sequential
Example 1: A book about the American Revolution might list the events
leading to the war. In another book, steps involved in harvesting
blue crabs might be told.
Example 2: First, Goldilocks sat in the great big, Papa Bear chair, but it was
too hard. Then, she sat in the medium sized, Mama bear chair,
but it was too soft. Finally, she sat in the little, bitty, Baby Chair,
and it was just right.
4. Cause and Effect Structure - presents the reason why a situation is obtained
or a link between the way things are now and how they got that
way. In texts that follow this structure, the reader is told the result
of an event or occurrence and the reasons it happened. Signal
words: if/then, reasons, why, because, due to, consequently,
therefore, as a result, thereby, leads to, etc.
Example 1:
Weather patterns could be described that explain why a big
snowstorm occurred.
Note: The order of stating the cause and effect doesn’t matter. Sometimes,
the cause will be presented first, then the effect will follow.
Example 2: Cause: During the experiment, Henry poured the liquid
bromine into the saline solution.
Effect: His hypothesis was proved correct when the solution
changed colors.
Sometimes, the issues are presented with the effects sited first
then the causes are offered as explanation. See next example.
Example 3: Effect: The future gorillas in the wild are at risk. Scientists
predict that at the present rate of decline, in 30 years all the
world’s wild gorillas will be gone.
Cause: Gorilla meat is a dietary staple for nearly 12 million people in
Africa.
5. Comparison and contrast - presents similarities and differences. Texts that
follow this structure tell about the differences and similarities
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of two or more objects, places, events or ideas by
grouping their traits for comparison. Signal words: differ, same,
both, on the other hand, however, unlike, like, by contrast,
yet, in comparison, although, whereas, similar to, different
from, etc.
Example 1: A book about ancient Greece may explain how the Spartan
women were different from the Athenian women.
Example 2: Saturn is the second largest planet in the solar system, much larger
than Earth. It is mostly made by hydrogen. It rotates more quickly
too. A day on Saturn is only about 10 Earth hours long. But it takes
about 30 of our years to make one full trip around the sun.
6. Enumeration - listing parts and characteristics, of examples
7. Problem-Solution - starts off with a negative situation and ends with a
positive situation. A problem is presented and followed by the
steps to bring about a solution. It uses signal words like
problem is, dilemma is, if-then, because, so that, questionanswer, problem is solved, reason why, etc.
Example 1: Native American tribes who lived on the central plains had to
move from place to place to follow the migrating herds. Since they
could not build permanent homes, they invented the teepee which
allowed them to move their homes from place to place.
8. Classification - presents groupings, types, classes categories
9. Thesis evidence - argues, points, interpretation
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What’s More
Independent Learning Activity 1
Directions: Read the passage below and answer the following question.
Wrigley’s Chewing Gum
(1) Wrigley’s chewing gum was actually developed as a premium to be given
away with other product rather than as a primary product for sale. As a teenager,
William Wrigley Jr. was working for his father in Chicago selling soap that has
been manufactured in his father’s factory. The soap was not very popular with
merchants because it was priced at 5 cents, and this selling price did not leave
a good profit margin for the merchants. Wrigley convinced his father to raise the
price to ten cents and to give away cheap umbrellas as a premium for the
merchants. This worked successfully, confirming to Wrigley that the use of
premium was an effective sales tool.
(2) Wrigley then established his own company; in his company he was selling
soap as a wholesaler, giving baking soda away as a premium, and using a cook
book to promote each deal. Over time, the baking soda and cookbook became
more popular than the soap, so Wrigley began a new operation selling baking
soda, he soon decided on chewing gum. Once again, when Wrigley realized that
the demand for premium was stronger than the demand for the original product,
he created the Wm. Wrigley Jr. Company to produce and sell chewing gum.
(3) Wrigley started out with two brands of gum, Vassar and Lotta gums, and
soon introduced Juicy Fruit and Spearmint. The latter two brands grew in
popularity, while the first two were phased out. Juicy Fruit and Spearmint are
two of Wrigley’s main brand to this day.
Questions:
1. Based on the passage, how does Wrigley’s chewing gum begin?
2. Read the opening paragraph. What does it say about the subject matter?
3. Now read and evaluate the whole passage. What text structure is used to
glean the information in the passage?
8
Activity 2
Directions: In an assessment notebook, choose any of the text structures
you are confident to use then write a paragraph with five
sentences using either of the following topic:
a.) “The Hero I Look Up To”
b.) “Why I Took the (name of the strand)”.
* It will be graded using a rubric below.
RUBRIC FOR GRADING
Category
Text focus
Text structure
Excellent
(4pts)
Student
demonstrate a
clear
understanding
of the topic and
develop the text
in a way that is
clear for the
reader’s
understanding
Good
(3 pts)
Students
address the
topic
appropriately
and maintain
a clear focus.
Student show
understandin
g of the topic.
Regular
(2 pts)
Students
address
the
topic
in
an
appropriate
way, but they
sometimes
wander
off.
Students
demonstrate
limited
understanding
of the topic.
Needs
to
improve (1pt)
There is no
clear focus in
the
text.
Students
do
not
understand
the topic or the
points to be
followed.
Students
introduce
in
detail
the
subject they are
choosing. The
text
is
well
divided
into
paragraphs that
refer to different
aspect on the
subject. Several
connectors
suited in the
chosen
text
structure
is
consistently
used to add
Students
identify
the
subject of the
text but only
few
details
are
mentioned.
The text is
divided into
paragraphs,
referring
to
the
subject
matter
and
are
linked
into one or
two
connectors of
There is no
clear
introduction of
the
subject
matter.
The
paragraphs are
divided
but
there is no clear
use
of
transitions or
connectors.
Students
do
not include a
concluding part
to summarize
the text.
Students need
help to focus
on the subject
matter.
They
need
some
guidelines
to
learn
what
information
should
be
included
in
each
paragraph and
how to use
connectors to
link the ideas
in
each
paragraph.
9
qualities of the
text.
Student
include
a
concluding part
to
summarize
the text.
the
chosen
text
structure.
Students
include
a
concluding
part
to
summarize
the text.
Students
do
not include a
concluding
part
to
summarize the
text.
Language:
Vocabulary
and Grammar
Student
use
very appropriate
and
varied
adjectives
to
refer
to
the
subject matter.
There
is
a
consistent use
of the correct
subject-verb
agreement
in
the sentences.
Student use
some
appropriate
and
varied
adjectives to
refer to the
subject
matter. There
is a several
use of the
correct
subject-verb
agreement in
the
sentences.
Student
use
few appropriate
and
varied
adjectives
to
refer to the
subject matter.
There is a rare
use
of
the
correct subjectverb agreement
in
the
sentences.
A
little
bit
grammar
mistakes
are
evident.
There is no
clear
understanding
of the use of
words.
Sentences are
simple
and
contain many
grammar
mistakes.
Linguistic
conventions
Correct use of
spelling,
punctuation,
and
capitalization
There are few
minor errors
in
spelling,
punctuation,
and
capitalization
The
text
contains
several errors
in
spelling,
punctuation,
and
capitalization
There
are
many errors in
spelling,
punctuation,
and
capitalization
What I Have Learned
I learned that:
❖ A well-structured text enables
__________________________________________________________________________
_______________________________________________
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❖ There are nine main structures of an academic text. These
are_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________.
What I Can Do
Directions: Below are some of the most current issues our society is
experiencing. Choose at least one (1) of the following topics then write an essay
about it on a separate sheet of paper. Use any of the text structures to develop
your ideas in your paragraph. This is good for 15 points. Refer to the rubrics
below.
a. ) COVID 19 Pandemic
b. ) Teenage pregnancy
c. ) Senior High School Curriculum
d. ) Philippine crisis
RUBRICS:
Text focus
Excellent
(4pts)
Student
demonstrate a
clear
understanding
of the topic and
develop the text
in a way that is
clear for the
reader’s
understanding
Good
(3 pts)
Students
address
the
topic
appropriately
and maintain a
clear
focus.
Student show
understanding
of the topic.
11
Regular
(2 pts)
Students
address the
topic in an
appropriate
way, but they
sometimes
wander
off.
Students
demonstrate
limited
understandin
g of the topic.
Needs
to
improve (1pt)
There is no
clear focus in
the
text.
Students
do
not
understand
the topic or the
points to be
followed.
Text structure
Students
introduce
in
detail
the
subject they are
choosing. The
text
is
well
divided
into
paragraphs that
refer to different
aspect on the
subject. Several
connectors
suited in the
chosen
text
structure
is
consistently
used to add
qualities of the
text.
Student
include
a
concluding part
to
summarize
the text.
Students
identify
the
subject of the
text but only
few details are
mentioned. The
text is divided
into
paragraphs,
referring to the
subject matter
and are linked
into one or two
connectors of
the chosen text
structure.
Students
include
a
concluding
part
to
summarize the
text.
There is no
clear
introduction
of the subject
matter. The
paragraphs
are
divided
but there is
no clear use
of transitions
or
connectors.
Students do
not include a
concluding
part
to
summarize
the text.
Students need
elp to focus on
the
subject
matter.
They
need
some
guidelines
to
learn
what
information
should
be
included
in
each
paragraph and
how to use
connectors to
link the ideas
in
each
paragraph.
Students
do
not include a
concluding
part
to
summarize the
text.
Language:
Vocabulary
and Grammar
Student
use
very appropriate
and
varied
adjectives
to
refer
to
the
subject matter.
There
is
a
consistent use
of the correct
subject-verb
agreement
in
the sentences.
Student
use
some
appropriate
and
varied
adjectives
to
refer to the
subject matter.
There
is
a
several use of
the
correct
subject-verb
agreement
in
the sentences.
Student use
few
appropriate
and
varied
adjectives to
refer to the
subject
matter. There
is a rare use
of the correct
subject-verb
agreement in
the
sentences. A
little
bit
grammar
mistakes are
evident.
There is no
clear
understanding
of the use of
words.
Sentences are
simple
and
contain many
grammar
mistakes.
Linguistic
conventions
Correct use of
spelling,
punctuation,
and
capitalization
There are few
minor errors in
spelling,
punctuation,
and
capitalization
The
text
contains
several errors
in
spelling,
punctuation,
and
capitalization
There
are
many errors in
spelling,
punctuation,
and
capitalization
12
Assessment
Activity 1:
Directions: Read the given passages and determine the text structure
observed in each text. Write your answers on a separate sheet
of paper.
For numbers 1-4. Choose your answer from the choices below:
Compare and contrast
Enumeration
Problem-solution
Cause and Effect
1.
Although I raised Marcee and Obbie from puppies, they have completely diverse
personalities. Obbie is a six-year-old, male, toy Pomeranian whereas Marcee is a one
year old, female, Boston terrier. Obbie is small and soft, unlike Marcee who has bristly
hair and is much bigger. Marcee insists on sleeping on the bed, under the covers every
night. On the other hand, Obbie will only sleep on the floor, under the bed. Obbie is
tremendously loyal and uptight; however, Marcee is hyper and friendly to anyone she
meets or sees. Around other dogs, Marcee cowers to the larger dog, yet Obbie will
always stand his ground, never giving up until he is scolded. Given that they were both
treated the same way all their lives, it is hard to believe that they are so different in
everything they do. (Kayla Marie Anfinson, 2005)
2.
The lack of rain has horrible effects on farmers. With no rain their land dries up,
and it is very difficult to grow anything. When the crops fail, the farmers haven’t any
choice but to get a second job in order to make the money they need. Farming is a fulltime job and with a second job, farmers are overworked, stressed, and even depressed.
Many farmers end up sellig their land. Some farmers have accepted the government
program which is the Conservation Reserve Program (CRP), where the land is left idle
to let the grass grow and must be left idle a certain number of years. While the land is
in the CRP program, some farmers have taken outside jobs. That is why when it doesn’t
rain, you notice that most of the farmers are very crabby. As a farmer’s daughter, I have
experienced some good times and bad times. I have gained a great respect for farmers
everywhere. (Laura White, 2005).
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3.
Bullying may lead to various drastic consequences that may greatly affect a
child’s life. One way of stopping bullying is through the solution of campaigns and
seminars regarding the effects of bullying. The audience should be bullies themselves
and it should discuss the many negative results of this horrid act on victims. Statistics
show that most bullies are not aware of these outcomes. Bullying is continued because
teens who take part in this horrid act experience pleasure in the feeling of superiority.
Once bullies realize the outcomes of the action, hopefully cases lessen.
4.
There are a number of good reasons for immigrating to Finland. First, everyone
speaks English (though they’re not very talkative). Second, Finland has a superior, free
health system (if you don’t mind the long lines) and all education is free (and you get
what you pay for). In addition, most public transport is free (except if you get caught).
A third reason is that Finns are friendly, outgoing people (when they’re intoxicated).
Finns also value equality between the sexes (so, no opening of doors for the fairer sex).
Finally, where else except in Finland can you swim outside during the winter (through
a hole in the ice).
For numbers 5-8. Choose your answer from the choices below:
Problem-solution
Order or Sequence
Compare and contrast
Description
5.
The old car slowly chugged down on the street like the caboose of a stream
engine train. The car goes up the hill it goes Kaboom, kerchunk. The car is old
and weathered with rust covering the entire body like cancer consuming its
victim. Wheels and tires wobble like a drunk bum on his way home from the bar.
Hub caps are gone along with all the mirrors and extras on the car. Black smoke
flows out the rotten tail pipes like smoke out of and old cob pipe. The local junk
yard had seen better cars than this. The interior was dusty brown with holes
covering almost every square inch of the seat covers. The ceiling was hanging
down and the rust had eaten through the roof like a Billy goat through a tin can.
This old car is my old car and it is as faithful as a good old dog by always starting
and getting me from where I need to go. (Jace Oeleis, 2005)
6.
Although VCI and Qwest have some similarities, they are also very
different. VCI charges a ＄150 connection fee that you pay ＄25 the first time,
and ＄10 a month addition to your regular phone bill for 1 year. They charge ＄
15 a month for local service plus tax; in addition, they offer call waiting, three way calling, and caller Id. There is no long distance offered in this package. The
bill would total anywhere from ＄35 to ＄45 a month. If your bill is late, they
charge an additional ＄10 for a late fee; on the other hand, Qwest offers no
connection fee for service and free local calls for the first three months with no
14
deposit, just for hooking up service with them. They charge ＄15 a month for
local service ＋ tax with voice mail, call waiting, and caller Id. They also offer
unlimited long distance ＄20 a month. They charge no late fees for late payments;
however, with long distance the bill would total about ＄50 a month. Both VCI
and Qwest offer necessary service to the public. However, their service rates are
different. (Rubyee Brown, 2005)
7.
When a river receives a lot of extra water it may flood. During a flood there
is plenty of water, and most people wouldn’t think that dehydration was a serious
risk, but flood waters are mostly polluted and not safe to drink. People who drink
the contaminated water may suffer from illness or diseases such as typhoid. You
can prepare for flooding by filling many containers with fresh clean drinking
water. You can also use sandbags to protect your house and to soak up the
water. Be prepared and be safe.
8. Once upon a time, there was a girl named Goldilocks. She went for a walk in
the forest. Pretty soon, she came upon a house. Then, upon entering the house
she first eats three bowls of porridge sitting on the table. Then, she tests out
three different chairs to see which one is the most comfortable. After that
escapade, she goes upstairs to lie down in each of the three beds. Sure enough,
three bears come home and express horror over the fact that someone’s been
eating their porridge and sitting in their chairs. When they make their way
upstairs and find her lying in Baby Bear’s bed, Goldilocks screams, “Help!” and
runs out of the room, never to return.
Activity 2
Directions: Read each passage. Write a sentence explaining the main idea of the
text and identify how the text is being organized in the passage, choose whether
it is organized through definition, description, sequence, cause and effect,
comparison and contrast, enumeration problem solution, classification or
thesis evidence. (2 pts each)
1.
Being a clown isn’t all fun and games. Rodeo clowns expose themselves to
create danger every time they perform. When cowboys dismount or are bucked
off of bulls at riding competitions, rodeo clowns jump in front of the bulls and
motion wildly to get their attention. In this way rodeo clowns provide an alternate
target, and in doing so protect the rider. So you see, sometimes clowning around
can be serious business.
2.
The wolverine, a medium sized mammal weighing no more than 50 lbs.,
has earned its reputation for ferocity with its documented ability to kill prey
15
many times its size. The reason why wolverines have so many conflicts with other
animals (including wolves, cougars, and even bears) is probably because of the
wolverine’s preferred hunting style. Rather than chasing down or tricking its prey
like most hunters, the wolverine prefers to take its meals directly from other
hunters. So while a polar bear or a lone wolf might be enjoying a hard earned
carcass, a hungry wolverine may try to take his lunch. This keeps the wolverine
in plenty of fights.
3.
What’s that humming sound? Could it be hummingbird, the only bird
capable of backward flight? Hummingbirds have may uniquely flight habits that
distinguish them from other birds. Most birds flap their wings up and down to
fly, but the hummingbirds move their wings forward and backward very rapidly
in a figure eight pattern. This allows the hummingbird to hover in position, fly
upside down, and move about very rapidly. And while other birds have to push
off with their feet to begin flying, and work their ways up to their top speeds, the
hummingbird can both start flying at maximum speed and stop flying
instantaneously. After you’ve seen a hummingbird in flight, it’s unlikely that
you’ll mistake them for another bird.
16
Answer Key
What I Know
A.
1. Definition
5. Cause and Effect
2. Order or Sequence structure
6. Description
3. Problem-Solution
7. Classification
4. Comparison and Contrast
8. Thesis Evidence
B.
a. 3
b. 1
c. 2
*What’s In
Activity 1
Activity 2
1. Informal
5. Informal
1. Recover
2. Formal
6. Informal
2. Defeated
3. Formal
7. Formal
3. Cancel
4. Informal
8. Informal
4. Leave
What’s More
This is an essay type of test, and answers of students may vary.
1. Wrigleys chewing gum began as a premium to be given away with other
product rather than as a primary product for sale.
2. The opening paragraph is describing and narrating how the subject matter
began
as a product. It also describes how the author establish his own
company
through the use of premium as an effective sales tool.
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3. The whole passage is using order or sequence structure. It is narrating how
Wrigley’s chewing gum began and developed. There are also signal words used
in the paragraphs that shows chronological order.
What I Can Do
Student’s answer may vary. The teacher may refer to the rubrics provided.
Assessment
(Post-Test)
Activity 1
1. Compare and Contrast
5.Description
2. Cause and Effect
6. Compare and Contrast
3. Problem- Solution
7. Problem-Solution
4. Enumeration
8. Order or Sequence
Activity 2
This is also an essay type of test. Your answer may vary as long as the idea
is there, it depends how you and your teacher discuss about it.
1. This passage is about how Rodeo clowns protect bull riders. It is organized as
cause and effect. This passage also could be arguably organized as problem and
solution.
2. This passage is about how wolverines rob other animals of their meals. It is
organized as cause and effect.
3. This passage is about the unique flying abilities of the hummingbird. It is
organized as compare and contrast.
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References:
“How
to
Write
an
Essay”(n.p.,n.d.).
Accessed
July
3,
2020.
https://en.wikibooks.org/w/index.php?title=How_to_Write_an_Essay/P
arts&oldid=3550127
Linnaues University.(2018). Features of Academic Writing. Accessed December
17, 2018 https://lnu.se/en/library/Writing-and-referencing/thestructure-of-ademic-texts/
National Education Association.(n.d.).Using Text Structure.
http://www.nea.org/tools/using-text-structure-37339145.
The Pennsylvania State University.(2019).
https://abington.psu.edu/traditional-academic-essays-three-parts
“Text Structure”. Digital Image. Accessed July, 01, 2020.
https://www.flocabulary.com/lesson/text-structure/
Uyhoco, M.T.(n.d.)Importance of Being Persuasive. https://smartanswers.ph/english/importance-of-being-persuasive- by-m=2511293
Yardley, B.(n.d.)Analyzing Text Structures.
https://www.slideshare.net/mobile/libraryyard/analyzing-text- structures
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