Republic of the Philippines

Province of Cebu
City of Talisay
TALISAY CITY COLLEGE
Poblacion,Talisay City, Cebu
1st Semester, Academic Year 2020-2021

Eng 1: Communication Arts

Module Writer John Carlo Lasola Department Languages
Module Reviewer Rachel Jane M. Casquejo Department Education

Teacher Contact No.

Program & Year
Course Description
Culminating Outcome
Final Unit Outcome
BSEd/BEEd, BSHM, BSIT 1 Credit Units 3
This course is designed to improve the communication skills and language proficiency of
students in English by teaching basic grammatical structures needed for various
fundamental tasks. This is also designed to develop the listening and writing skills of
students on their respective discipline utilizing the techniques in writing surveys as
research tools, and learning and applying the lessons along English grammar.
Develop a grammatically structured writing portfolio
Produce a substancial structured writing portfolio, employing the different patterns
of paragraph development

Student’s Name Curricular Yr.& Sec.

Contact No. Time Allotment 9 hours
Residence Inclusive Date/s

COURSE MATERIAL 5 Finishing A Paragraph

CONTENT LEARNING OBJECTIVES
▪ Identifying Topic Sentence and At the end of this course material, you will…
Supporting Details ✓ identify topic sentence and supporting details.
✓ determine and correct sentence errors such as faulty
▪ Correcting Errors parallelism, run-on sentence, and sentence fragments.
- Faulty Parallelism ✓ produce a substantial writing portfolio, employing the
- Run-On Sentence different patterns of paragraph development.
- Sentence Fragments

ENGAGE
Starter
1. Read the following chart very carefully.
2. Circle the statement in each column and each box that corresponds to one another. That is, circle one item from
each box in column 2 that are related to one another. Then, circle the item in column 1 that is related to the items
you circled in column 2. Finally, circle the two items in each box of the third column which you think corresponds
to column 1 and 2.

Column 1 Column 2 Column 3

(a) The Philippines is where
the greatest people
converge.
(a) Discover the country’s
natural wonders.
(b) The country is situated
in the “Pacific Ring of
Fire.”
(a) Come across the world-class
white sand beach resorts.
(b) Admire the beauty of the
people.
(c) Uncover the captivating view
of volcanoes and mountains.

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 (b) The Philippines is a (a) Witness the amazing (a) Filipinos are known for their
great tourist Philippine festivals. hospitality.
destination. (b) Call your travel agents (b) Enjoy the Sinulog in Cebu.
now. (c) Be thrilled by the Ati-Atihan in
Kalibo.

(a) Experience the richness (a) Interact with the interesting

of its cultural heritage.
(b) Cost of education in the
Philippines is lower
compared to other
Asian countries.
indigenous people.
(b) Havea glimpse of pre-Hispanic
architectural designs.
(c) Jose Rizal is a proof of
Filipino’s ingenuity.

Self-Assessment

Tick the column that best describes your overall skills in writing a thesis statement, topic sentence, and
supporting details. Consider, as well, your performance in the starter when answering the scale. This assessment process
will best benefit you if it is answered with complete honesty. Keep in mind that there are no wrong answers. Work
carefully and alone. Do not consult with your classmates. Usually, the first answer that comes to mind your best answer.

Statements Always Sometimes Seldom

1. The central idea of my essay is clear.

2. When I write a paragraph, I make my
main idea clear.
3. I support my main ideas with specific details
and/ or logical arguments.
4. I go to the library or check reliable references
before finalizing the central idea of my essay.
5. I ask a specific question about a general topic
to come up with a more specific one.
6. I write the main idea of my paragraph in a
complete sentence.
7. The main idea of each paragraph in the body
of my essay is related to the central idea of
the whole essay.
8. I do not announce my topic using
statements, such as “I will discuss the
negative effects of smoking.”
9. I use supporting details that are directly
related to the main idea of the paragraph.
10. I use different forms of information like facts,
statistics, reasons, opinions, or examples.
TOTAL

Scoring: Always = 3 points Sometimes = 2 points Seldom = 1 point

Interpretation
26-30 - You show very good skills in writing a thesis statement, topic sentence, and supporting
details.
21-25 - You show good skills in writing a thesis statement, topic sentence, and supporting
details but you still have to further improve on some aspects.
20 and below - You need to improve on your overall skills in writing the thesis statement, topic
sentence, and supporting details.

EXPLORE
What Is a Paragraph?
A paragraph is a group of related sentences that develop a main thought, or idea, about a single topic. The
structure of a paragraph is not complex. There are usually three basic elements: (1) a topic, (2) a topic sentence, and
(3) supporting details. The topic sentence states the main, or controlling, idea. The sentences that explain this main
point are called supporting details. These details may be facts, reasons, or examples that provide further information
about the topic sentence.

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 As a writer, these paragraph elements provide you with an easy-to-follow structure for expressing your
ideas clearly and effectively. As a reader, these same elements help you know what to look for and ensure that you
will understand and remember what you read.
Topic Sentence
All writing should make a clear point. In a multi-paragraph essay, that point is expressed in a thesis
statement. In a single-paragraph essay or in a body paragraph of a longer essay, that point is expressed in a topic
sentence (sometimes called a focus sentence).
Definition: A topic sentence states the main point of your paragraph. It typically appears at the beginning
of the paragraph.
WRITE A TOPIC SENTENCE: A topic sentence has two parts: TOPIC (SUBJECT) + MAIN IDEA (FOCUS)

Examining a paragraph:
Read the following paragraph from “Cancer, Greed, and Pink KFC Buckets,” noticing how all the details relate
to one point and explain the topic sentence, which is highlighted. The topic sentence identifies the topic as animal
welfare and states that KFC claims its animal welfare advisory council is key to its animal welfare program.

KFC claims, on its website, that its animal-welfare advisory council “has been a key factor in
formulating our animal welfare program.” But Dr. Duncan, along with five other former members of this
advisory council, say otherwise. They all resigned in disgust over the company’s refusal to take animal
welfare seriously. Adele Douglass, one of those who resigned, said in an SEC filing reported on by the
Chicago Tribune that KFC “never had any meetings. They never asked any advice, and then they touted to
the press that they had this animal-welfare advisory committee. I felt like I was being used.

Notice how well the topic sentence and details in the above paragraph work together to develop a main
idea. The more general topic sentence is explained by the more specific details. You might ask, “How can I tell what
is ‘general’ and what is ‘specific’ when I am reading?” Here are a few examples that are drawn from the professional
reading. The first two use short topics and details; the last two use topic sentences and detail sentences.

Notice that in each of these examples, the specific points explain the general by giving examples, reasons, or
further information. In the same way, supporting details in a paragraph explain or support a topic sentence. Now
that you have seen how specific details are used to support topic sentences, practice distinguishing between general
and specific.

EXERCISE 1: Using General and Specific Terms

Directions: For each list of items, select the choice that best describes that grouping.
B 1. For money, for experience, to meet people
a) reasons to attend a party
b) reasons to get a part-time job
c) reasons to apply for loans
d) reasons to date
C 2. U.S. Constitution, Bill of Rights, Federalist Papers, Twenty-Fifth Amendment
a) policies b) historical events c) historical documents d) party politics
D 3. Mars, Saturn, Jupiter, Mercury
a) asteroids b) solar systems c) galaxies d) planets
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 Identifying and Selecting Topics
Topics are important to both readers and writers. Identifying the topic of a paragraph helps readers to
understand what it is about. Choosing focused topics helps writers focus their thoughts and organize their ideas.

Reading: Locating the Topic of a Paragraph

You already know that the topic is the general subject of an entire paragraph. Every sentence in a
paragraph in some way discusses or explains this topic. To find the topic of a paragraph, ask yourself: What is the one
idea the author is discussing throughout the paragraph? Read the following paragraph with that question in mind:

When PETA sent investigators with hidden cameras into a KFC “Supplier of the Year”
slaughterhouse in Moorefield, West Virginia, what they found was enough to make KFC choke on its
own pink publicity stunts. Workers were caught on video stomping on chickens, kicking them and
violently slamming them against floors and walls. Workers were also filmed ripping the animals’ beaks
off, twisting their heads off, spitting tobacco into their eyes and mouths, spray-painting their faces, and
squeezing their bodies so hard that the birds expelled feces—all while the chickens were still alive.

In this example, the writer is discussing one topic—the mistreatment of chickens in KFC
slaughterhouses—throughout the paragraph. Notice that words related to mistreatment—stomping, kicking,
slamming, twisting, spitting, and squeezing—provide clues to the topic. Writers often repeat key words or use
related words to discuss and emphasize their main point.

Exercise 2 Reading: Locating Topics

Directions: After reading each of the following paragraphs, select the choice that best represents the
topic of the paragraph.

_____ 1. You’ve probably heard that older men die before older women virtually everywhere in the
world. In the United States, women are expected to live an average of 80.4 years, while men live only
75.2 years. Sociologists attribute many factors to this trend. For example, men have higher testosterone
levels than women, which may make men more likely to abuse alcohol and tobacco, drive aggressively,
and engage in other life-threatening behaviors. Men also choose riskier types of work and become
involved in wartime aggression, which are connected to men’s decreased life expectancy. Studies also
show that women are less likely to experience life-threatening illnesses and health problems than men
are. —Carl, Think Sociology, p. 211

a. women’s health b. men and risky behaviors c. testosterone and age d. men’s life expectancy

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 ___2. Many people look back to the 1950s as the golden age of the traditional family, but was it really?
Teenage pregnancy rates were higher in the 1950s than they are today, although a higher proportion of
teenage mothers were married (primarily due to “shotgun weddings,” a colloquialism that developed from
the idea that many fathers of pregnant girls had to force, possibly with a weapon, a man to marry his
daughter once she became pregnant). Many families were unable to survive the traumas of war and its
aftermath, and the divorce rate rose from one in six in 1940 to one in four marriages in 1946. Although many
families prospered in the years following World War II, many others suffered from economic hardship. In
1948, Newsweek reported that most of the 27 million school children in the United States were badly in need
of medical or dental care, while more than 900 thousand children were malnourished.

—Kunz, THINK Marriages & Families, p. 8

a. teenage pregnancy rates b. the effect of war on divorce

c. family problems in the 1950s d. golden age

_____3. In the past few years, social networking sites such as MySpace, Facebook, and Twitter have
become hugely popular across all ages. Despite the opinions of some that young people are in danger of
turning into crouching androids glued to their computers, research shows that the majority of friendships
are still maintained offline. Offline friendships are characterized by more interdependence, depth,
understanding, and commitment, but online friendships can gain some of these qualities with time. Most
online friends tend to be rather cautious about disclosing personal information. However, this does not
apply to people with a negative view of themselves and others; they instead seem to share more
information, possibly in an attempt to become more self-confident in their interactions. Interestingly, even
in online friendships people seem to gain more satisfaction when befriending people of a similar age and
place of residence. —Kunz, THINK Marriages & Families, p. 82

a. offline vs. online friendships b. technology and self-image

c. personal information sharing online d. satisfaction in online friendships

_____4. A century ago, politicians used to say, “Vote early and often.” Cases such as West Virginia’s
159,000 votes being cast by 147,000 eligible voters in 1888 were not that unusual. Largely to prevent
corruption associated with stuffing ballot boxes, states adopted voter registration laws around the turn of
the century, which require individuals to first place their name on an electoral roll in order to be allowed to
vote. Although these laws have made it more difficult to vote more than once, they have also discouraged
some people from voting at all. Voter registration requirements in the United States are, in part, to blame
for why Americans are significantly less likely to go to the polls than citizens of other democratic nations.
—Edwards et al., Government in America, p. 313

a. voter turnout b. voter registration c. voter eligibility d. voter fraud

______5. Compared with the technical resources of a theater of today, those of a London public theater
in the time of Queen Elizabeth I seem hopelessly limited. Plays had to be performed by daylight, and scenery
had to be kept simple: a table, a chair, a throne, perhaps an artificial tree or two to suggest a forest. But
these limitations were, in a sense, advantages. What the theater of today can spell out for us realistically,
with massive scenery and electric lighting, Elizabethan playgoers had to imagine and the playwright had to
make vivid for them by means of language. Not having a lighting technician to work a panel, Shakespeare
had to indicate the dawn by having Horatio, in Hamlet, say in a speech rich in metaphor and descriptive
detail: But look, the morn in russet mantle clad Walks o’er the dew of yon high eastward hill.
—Kennedy and Gioia, Literature, p. 1243
a. impact of technological limitations on Elizabethan theater
b. benefits of modern technology in theater performances
c. effects of Shakespeare’s writing style
d. the use of language to make ideas vivid

Correct Answers: 1. D 2. C 3. A 4. B 5. A

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Correcting Errors: Faulty Parallelism
Faulty parallelism in writing can happen when using lists or pairs of words and phrases. Words or phrases
should match in structure and format to avoid faulty parallelism and choppy writing. Learn more in this lesson.
When using parallelism, it's important that the words in the pair or the list have the same form. For
example, nouns go with nouns, infinitive forms go with infinitive forms, and so on. Keep your terms parallel: you
don't want a noun to cross over and be mixed with a verb. Parallelism can help the reader understand what you are
saying and make your writing flow.

Here is a simple example using parallelism with nouns:

▪ Charles packed his pencils, pens, and notebooks in his backpack.

And another where each item ends in '-ing:'

▪ Terrance went hiking, swimming, and zip-lining on his camping trip.

Look out for faulty parallelism whenever you use one of the following constructions:

a and b
a, b, and c
a or b
a, b, or c
not only a but also b

The clauses or phrases joined by the conjunctions should have similar grammatical structures to ensure
that your reader can follow the logic of your sentence and to avoid awkwardness. Consider the sentence,

My first-year philosophy professor was informative, lively, and a source of inspiration.

Notice that the first two phrases in the a, b, and c construction are adjectives, while the third is a noun
phrase. This sentence suffers from faulty parallelism.

How to identify and repair faulty parallelism

To check whether the elements of a construction are in parallel, place boxes around them. Next, label the boxes.

My first-year philosophy professor was informative a, lively b, and a source of inspiration c.

To repair the faulty parallelism here, you will have to change the elements a and b into noun phrases or the
element c into an adjective. Always choose the simplest option. In this case it is easiest to change the final element, c,
into an adjective:

My first-year philosophy professor was informative a, lively b, and inspiring c.

Often faulty parallelism can be repaired by paying close attention to where you place your verbs. The faulty
parallelism in the following sentence is easy to detect once you place boxes around the two elements of the not only
but also construction:

My philosophy professor not only demonstrated how to reason persuasively a but also how to avoid logical
fallacies b.

Note that element a begins with a verb but element b doesn't. To repair the faulty parallelism, you can add a
verb to the start of element b. However, since the same verb will work for both parts of the construction, the more
elegant solution is to drag the verb demonstrated to the front of the whole construction:

My philosophy professor demonstrated not only how to reason persuasively a but also how to avoid logical
fallacies b.

Problems with parallelism often arise from the careless use of clauses beginning with the subordinating
conjunction that:

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 He warned me to revise my essay a and that I should pay close attention to parallel structures b.

To repair the problem, choose either an infinitive (to + verb) or a that clause on both sides of
the a and b construction. In this example, the infinitive provides the more elegant solution:

He warned me to revise my essay a and to pay close attention to parallel structures b.

Exercise 3 Easy Faulty Parallelism Exercise

Rewrite the following so that each has a list using the same verb or noun from sample answers are below:

1. The English teacher spoke in a nasal tone, unpleasantly, but conveying the information clearly and
was funny.
2. The coach told his players that they should get plenty of water, to not eat sugary snacks, and being
sure they are getting plenty of sleep.
3. Benefits of coaching include: knowing each player, helping that player to solve and to get to improve
and to get to see that person succeed in life.
4. At the party, my sister helped us make the cake, gathering the kids for games, clean up, and to drive
some kids home.
5. Exercises that I enjoy doing are marathon running, to swim lengths in a pool, riding my bicycle in the
park, and to walk along the trails in a forest.

Correct answers:
1. The English teacher had an unpleasant nasal tone, but conveyed the information clearly and humorously.
2. The coach told his player to get plenty of water, not eat sugary snacks and to be sure they plenty of sleep.
3. Benefits of coaching include knowing each player, helping that player improve, and seeing that person succeed in
life.
4. At the party, my sister helped us make the cake, gathered the kids for games, cleaned up the mess, and drove some
kids home.
5. Exercises I enjoy doing are running marathons, swimming lengths in a pool, riding my bicycle in the park, and
walking along the trails in a forest.

Correcting Errors: Run-on Sentences

Run-ons - Comma Splices - Fused Sentences
Run-ons, comma splices, and fused sentences are all names given to compound sentences that are not
punctuated correctly. The best way to avoid such errors is to punctuate compound sentences correctly by using
one or the other of these rules.

1. Join the two independent clauses with one of the coordinating conjunctions (and, but, for, or, nor, so, yet),
and use a comma before the connecting word.

Run-on Sentence: He enjoys walking through the country and he often goes backpacking on his vacations.

_________________________, and _________________________.

Revise: He enjoys walking through the country, and he often goes backpacking on his vacations.

2. When you do not have a connecting word (or when you use a connecting word other than and, but, for, or
nor, so, or yet between the two independent clauses) use a semicolon (;).
Run-on Sentence: He often watched TV when there were only reruns; she preferred to read instead.
__________________________;_____________________________.
Revise: He often watched TV when there were only reruns; she preferred to read instead.
or
__________________________; however, ____________________.
Revise: He often watched TV when there were only reruns; however, she preferred to read instead.
So, run-ons and fused sentences are terms describing two independent clauses that are joined together
with no connecting word or punctuation to separate the clauses.
INCORRECT: They weren't dangerous criminals they were detectives in disguise.
CORRECT: They weren't dangerous criminals; they were detectives in disguise.
INCORRECT: I didn't know which job I wanted I was too confused to decide.

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 CORRECT: I didn't know which job I wanted, and I was too confused to decide.

Exercise 4 Correcting Run-On Sentences

Directions: Try to correct the following run-on sentences.

1. My mother and father and sister are coming to dinner tonight.

2. I like learning English it makes me tired.
3. My sister was taller than me when we were young now I am the tallest it is fun.
4. I love school, I love learning, my teacher is nice.
5. I don’t want much for Christmas just some chocolates and a little toy car.

- Correcting Answers:
1. My mother, father, and sister are coming to dinner tonight.
My parents and my sister are coming to dinner tonight.
2. I like learning English, but it makes me tired.
3. My sister was taller than me when we were young. Now I am the tallest, which is fun.
4. I love school, I love learning, my teacher is nice.
I love school and learning. I have a nice teacher.
5. I don’t want much for Christmas – just some chocolates and a little toy car.
I don’t want much for Christmas. I would be happy with some chocolates and a little toy car.

Correcting Error: Sentence Fragments

Fragments are incomplete sentences. Usually, fragments are pieces of sentences that have become
disconnected from the main clause. One of the easiest ways to correct them is to remove the period between the
fragment and the main clause. Other kinds of punctuation may be needed for the newly combined sentence.

Below are some examples with the fragments shown in red. Punctuation and/or words added to make
corrections are highlighted in blue. Notice that the fragment is frequently a dependent clause or long phrase that
follows the main clause.

▪ Fragment: Purdue offers many majors in engineering. Such as electrical, chemical, and industrial
engineering.
Possible Revision: Purdue offers many majors in engineering, such as electrical, chemical, and industrial
engineering.
▪ Fragment: Coach Dietz exemplified this behavior by walking off the field in the middle of a game. Leaving
her team at a time when we needed her.
Possible Revision: Coach Dietz exemplified this behavior by walking off the field in the middle of a game,
leaving her team at a time when we needed her.
▪ Fragment: I need to find a new roommate. Because the one I have now isn't working out too well.
Possible Revision: I need to find a new roommate because the one I have now isn't working out too well.
▪ Fragment: The current city policy on housing is incomplete as it stands. Which is why we believe the
proposed amendments should be passed.
Possible Revision: Because the current city policy on housing is incomplete as it stands, we believe the
proposed amendments should be passed.

You may have noticed that newspaper and magazine journalists often use a dependent clause as a separate
sentence when it follows clearly from the preceding main clause, as in the last example above. This is a
conventional journalistic practice, often used for emphasis. For academic writing and other more formal writing
situations, however, you should avoid such journalistic fragment sentences.
Some fragments are not clearly pieces of sentences that have been left unattached to the main clause; they
are written as main clauses but lack a subject or main verb.

No main verb

• Fragment: A story with deep thoughts and emotions.

Possible Revisions:
o Direct object: She told a story with deep thoughts and emotions.

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 o Appositive: Gilman's "The Yellow Wallpaper," a story with deep thoughts and emotions, has
impressed critics for decades.

• Fragment: Toys of all kinds thrown everywhere.

Possible Revisions:
o Complete verb: Toys of all kinds were thrown everywhere.
o Direct object: They found toys of all kinds thrown everywhere.
• Fragment: A record of accomplishment beginning when you were first hired.
Possible Revisions:
o Direct object: I've noticed a record of accomplishment beginning when you were first hired
o Main verb: A record of accomplishment began when you were first hired.

No Subject

• Fragment: With the ultimate effect of all advertising is to sell the product.
Possible Revisions:
o Remove preposition: The ultimate effect of all advertising is to sell the product.
• Fragment: By paying too much attention to polls can make a political leader unwilling to propose
innovative policies.
Possible Revisions:
o Remove preposition: Paying too much attention to polls can make a political leader unwilling to
propose innovative policies.
• Fragment: For doing freelance work for a competitor got Phil fired.
Possible Revisions:
o Remove preposition: Doing freelance work for a competitor got Phil fired.
o Rearrange: Phil got fired for doing freelance work for a competitor.

These last three examples of fragments with no subjects are also known as mixed constructions, that is,
sentences constructed out of mixed parts. They start one way (often with a long prepositional phrase) but end with
a regular predicate. Usually the object of the preposition (often a gerund, as in the last two examples) is intended
as the subject of the sentence, so removing the preposition at the beginning is usually the easiest way to edit such
errors.

Exercise 5 Correcting Sentence Fragments

For each item below, write correct if the word group in italics is a complete sentence; write fragment if the italicized word
group is not a complete sentence.

Correct each fragment either by attaching it to the sentence alongside it or adding the words needed to complete the idea.
When you are done, compare your responses with the suggested answers on page two.

1. When you are worried, talk things over with someone who cares. Don't keep your troubles bottled up inside.
2. Using a paper clip to pick the lock. Archie broke into the storeroom.
3. Wild animals do not make good household pets. A wombat, for instance, may claw up your carpet looking for roots.
4. After several delays throughout the afternoon. The game was finally canceled because of rain.
5. Some sports are much more popular outside the U.S. Soccer and rugby, for example.

Below are suggested answers to the exercise on page one: Identifying and Correcting Sentence Fragments.

1. Correct
2. Fragment: Using a paper clip to pick the lock, Archie broke into the storeroom.
3. Correct
4. Fragment: After several delays throughout the afternoon, the game was finally canceled because of rain.
5. Fragment: Some sports--soccer and rugby, for example--are much more popular outside the U.S.

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 KNOWLEDGE-BUILDING
Assessment Task 1 Identifying Parts of a Paragraph
A. Read the following paragraphs and answer the questions.
Instructions: B. Choose the best topic sentence for each group of supporting sentences.
Write it on the line provided.
Basis for Rating: 3 points each Your Rating/Total Points 20
A. Read the following paragraphs and answer the questions.
1. There are many reasons why people move. Some move to find better jobs or to advance their careers. Others are attracted
to places with better weather. Still others want to move to a place with less crime. Finally, people often want to move to a
place with a lower cost of living. For these reasons, every year millions of people pack up and move to new places.

a. What is the topic sentence? ___________________________________________

b. How many supporting sentences are there in the paragraph? _________________
c. Is there a concluding sentence? _________________________________________

2. Many men are now employed in jobs that traditionally belonged to women. For example, there are now twice as many male
nurses as there were ten years ago. The number of male flight attendants has increased from zero in 1960 to over 10,000 today.
Similarly, there are many more male secretaries, elementary school teachers, and telephone operators than ever before. It is
clear that ideas about traditionally female occupations have changed.

a. What is the topic sentence? ___________________________________________

b. How many supporting sentences are there in the paragraph? _________________
c. Is there a concluding sentence? _________________________________________

3. For thousands of years garlic has had many uses. The Romans gave garlic to their slaves for strength and to their soldiers
for courage. During the Middle Ages, some people used garlic to keep witches away. In the eighteenth century, garlic was used
to cure diseases. Even today, some people believe that eating garlic can prevent colds. Garlic has a long history as a plant that
can give health and protection.

a. What is the topic sentence? ___________________________________________

b. How many supporting sentences are there in the paragraph? _________________
c. Is there a concluding sentence? _________________________________________

B. Choose the best topic sentence for each group of supporting sentences. Write it on the line provided.
1.________________________________. I usually go skiing every weekend in the winter even though it is expensive. I love the
feeling of flying down a mountain. The views are beautiful from the top of a mountain and along the trails. Even the danger of failing
and getting hurt can’t keep me away from the slopes on a winter day.
a. Skiing is expensive b. Skiing is my favorite sport c. Skiing is dangerous
2.________________________________. North Americans send cards for many occasions. They send cards to family and friends on
birthdays and holidays. They also send thank you cards, get well cards, graduation cards, and congratulation cards. It is very common
ASSESS0

to buy cards in stores and send them through the mail, but turning on the computer and sending cards over the Internet is also
popular.
a. Sending cards is very popular in North America.
b. Birthday cards are the most popular kind of card.
c. It is important to send thank-you cards.
3._____________________________. First of all, we need money to repair old roads and build new roads. We also need more money
to pay teachers’ salaries and to pay for services such as trash collection. Finally, more to tax money is needed to give financial help
to the poor citizens of city. It is clear that the city will have serious problems if taxes are not raised soon.
a. We should raise city taxes. b. City taxes are too high. C. City taxes pay for new roads.
4. _________________________. For example, a person can have breakfast in New York, board an airplane, and have dinner in
Paris. A businesswoman in London can instantly place an order with factory in Hongkong by sending a fax. Furthermore,
schoolboy in Tokyo can turn on a TV and watch a baseball game being played in Los Angeles.
a. Airplanes have changed our lives.
b. Advances in technology have made the world seem smaller.
c. The fax machine was an important invention.
5. __________________________. One thing you must consider is the quality of the university’s educational program. You also
need to think about the school’s size and location. Finally, you must be sure to consider the university’s tuition to make sure
you can afford to go to school there.
a. It is expensive to attend a university in the United States.
b. There are several factors to consider when you choose a university to attend.
c. You should consider getting a good education.

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 CRITICAL THINKING
Assessment Task 2 Differentiated Writing Tasks
A. Correcting Faulty Parallelisms. Rewrite each of the following sentences, correcting any
errors in parallelism.
B. Correcting Run-On Sentences. Write the letter of the correct answer.
C. Correcting Sentence Fragments. For each item below, write correct if the word group in
italics is a complete sentence; write fragment if the italicized word group is not a complete
Instructions:
sentence. Correct each fragment either by attaching it to the sentence alongside it or
adding the words needed to complete the idea.
D. Proofread it! This exercise offers practice in identifying and correcting needless sentence
fragments during the editing stage of the writing process.

Test A: 2 points each

Test B: 2 points each
Basis for Rating: Test C: 2 points each
Your Rating/Total Points 50
Test D: 10 points
A. Correcting Faulty Parallelism. Rewrite each of the following sentences, correcting any errors in parallelism.

1. Exercises that I enjoy doing are marathon running, to swim lengths in a pool, riding my bicycle in the park, and to walk
along the trails in a forest.
2. We must either change the laws about drunk driving or it will be necessary to start enforcing them more strictly.
3. The protestors were gathering outside, held signs, starting to shout loudly and stopped the speaker from being heard.
4. My sister-in-law loves fad diets and has tried: eating only meat, to not eat anything but rice, smoothies every morning while
not restricting anything else, and fasting 12 hours a day.
5. To my honor, math instructor was enthusiastic, cracked a lot of jokes, is demanding, and failed half the class.

B. Correcting Run-On Sentences. Write the letter of the correct answer.

6. My academic advisor told me not to take 18 credit hours for the fall semester I'm regretting not having listened to her.
a.) Run-on b.) Complete sentence
7. My cat was upset all day he didn't get canned food for breakfast.
a.) Run-on b.) Complete sentence
8. Organizations that promise students a scholarship if they pay an extraordinarily high application fee are most likely scams.
a.) Run-on b.) Complete sentence
9. Because Rose was late for the all-you-can-eat buffet, she had to order from the main menu.
a.) Run-on b.) Complete sentence
10. The student fell asleep in class everyone thought this was rude behavior.
a.) Run-on b.) Complete sentence
11.) My academic advisor told me not to take 18 credit hours for the fall semester I regret I didn't listen to her.
a.) My academic advisor told me not to take 18 credit hours this semester, and now I regret not having listened to her.
b.) When my academic advisor told me not to take 18 credit hours this semester, and I now regret not having listened to her.
c.) My academic advisor told me not to take 18 credit hours this semester, now I regret that I did not listen to her.
12.) My cat was upset all day he didn't get canned food for breakfast.
a.) My can was upset all day. Because he did not get canned food for breakfast.
b.) My cat was upset all day because he did not get canned food for breakfast.
c.) Because my cat was upset today and did not get canned food for breakfast.
13.) The student fell asleep in class everyone thought this was rude behavior.
a.) The student fell asleep in class, and everyone thought this was rude behavior.
b.) The student was falling asleep in class, and although everyone thought this was rude behavior.
c.) Even though the student fell asleep in class, and everyone thought this was rude behavior.
14.) Ron was chopping the vegetables Ginny was boiling the rice.
a.) Ron was chopping the vegetables, and Ginny was boiling the rice.
b.) When Ron was chopping the vegetables and Ginny was boiling the rice.
c.) Ron was chopping vegetables and while Ginny was boiling the rice.
15.) When we wanted to drive to the park we followed the direction from our neighbors we ended up in Canada instead.
a.) When we wanted to drive to the park, we followed the directions we received from our neighbors and ended up in Canada instead.
b.) We wanted to drive to the park as we followed the directions we received from our neighbors we ended up in Canada.
c.) Because we wanted to drive to the park and got wrong directions and ended up in Canada.

C. Correcting Sentence Fragments. For each item below, write correct if the word group in italics is a complete sentence;
write fragment if the italicized word group is not a complete sentence. Correct each fragment either by attaching it to the
sentence alongside it or adding the words needed to complete the idea.

16. Katie works at the college snack bar. Every weekend and on Tuesday and Thursday nights.
17. Before we entered the house, Holly peeked through a window. No one appeared to be home.
18. Many common foods contain large amounts of sugar. Such as ketchup and hamburger buns.
19. Raising the window so that I could clean the outside panes. I strained my back.
20. Fred ran across the rain-soaked lawn. His shirttail flapping in the breeze.

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 D.Proofread it! This exercise offers practice in identifying and correcting needless sentence fragments during
the editing stage of the writing process.

Instructions: The following descriptive paragraph contains three needless sentence fragments. First, identify
the three fragments, and then correct each one--either by attaching it to an adjacent sentence or by turning the
fragment itself into a complete sentence.

My five-year-old son Anthony is built like a little wind-up toy. His black curly hair, bushy
eyebrows, a cute button nose, and chubby cheeks, which people can't resist pinching. These make
him look like a life-size teddy bear. Anthony loves to wear his favorite black leather jacket with the
image of Mumble the penguin on the back. And jeans with patches on the knees as a result of the
holes he puts in them while crawling on the floor, pushing his toy cars around. Indeed, he is a very
energetic little boy. In one afternoon, he will ride his bicycle, play video games, complete a 200-
piece jigsaw puzzle, and, of course, play with his toy cars. In fact, his energy scares me sometimes.
For example, that time on the roof. He shinnied up a tree and jumped onto the roof. However, he
wasn't energetic (or bold) enough to climb back down, and so I had to rescue my wonderful little
wind-up toy.

CREATING
Assessment Task 3 My Writing Portfolio
A. Choose two of the following topic sentences to write about. Make a list of
supporting details. You do not have to write the list in incomplete sentences.
B. Depending upon the subject of your paragraph, some of these patterns of the
Instructions:
paragraph will work better than others. Now, let us try to produce your first
writing portfolio. Choose and write any three (3) patterns of paragraph that
you are very familiar with.
Rubric: Writing Portfolio Rubric

Quality

Criteria Advanced (8-10 points) Proficient (6-7 points) Developing (2-5 points)

• Portfolio presents an • The entries • The portfolio

effort to improve demonstrate indicates no
Writing writing by relating to some effort to effort to develop
Development self, peer and teacher revise and writing skills
and Process evaluations and improve writings and/or student is
reflecting on the over the course not able to
differences between of the semester. articulate his/her
the drafts. growth as a
• The entries writer.
demonstrate • Entries
consistent efforts to demonstrate little
revise and improve awareness of the
writings over the writing process.
course of the
semester.
• Student can clearly • Student can • Student cannot
justify her/his choice of mostly justify justify her/his
entries and how these her/his choice of choice of entries
choices have entries and how and how these
contributed to and these choices choices have
represent her/his have contributed contributed to
writing. to and represent and represent
her/his writing. her/his writing.

Written • The portfolio is well- • The portfolio is • The portfolio not

Presentation/ organized, attractive mostly well- well-organized or
and contains all organized, neat, and may not
Final Product required pieces. attractive and contain all the
• The portfolio is typed contains all required pieces.
and submitted on required pieces. • The portfolio is
time. • The portfolio is not completely
• Individual entries typed and typed and is not
include: an submitted on submitted on
introduction, a clean time. time.
presentation copy of • Most entries • Most entries do
the writing, and any include: an not include: an
relevant drafts related introduction, a introduction, a
to the entry. clean clean
presentation presentation

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 • Student has gone copy of the copy of the
beyond the minimum writing, and any writing, and any
requirements and the relevant drafts relevant drafts
portfolio related to the related to the
demonstrates pride entry. entry.
and effort to • Student has met • Student has not
showcase his/her the minimum met the minimum
work. requirements. requirements.

A. Choose one (1) of the following topic sentences to write about. Make a list of supporting details.
You do not have to write the list in incomplete sentences.
▪ My Proudest Moment
▪ My Job
▪ My Worst Day
▪ My Favorite Kind of Music
▪ My Most Embarrassing Moment

1. Write a topic sentence.

2. Make a list of supporting details.
3. Think about the ideas on your list. Cross out any idea that does not support your topic
sentence.
4. Write your list in complete sentences.
5. Use the topic and supporting sentences to write a paragraph.

B. Writing Portfolio.
When beginning to write, it is helpful to determine the patterns of development that are most
effective for your purpose and audience. The following table presents the summary of the patterns of
development.
Depending upon the subject of your paragraph, some of these patterns will work better than others.
Now, let us try to produce your first writing portfolio. Choose and write any three (3) patterns of paragraph
that you are very familiar with.

Patterns of Development Characteristics of each mode of writing

Narration This sort of paragraph requires chronological ordering. Using transitional words and
phrases that signal time are highly recommended. It is like telling a story.
Description In this paragraph, you convey how something sounds, smells, tastes, feels, and/or
looks. Using transitional
Definition A paragraph demonstrating this technique will include a definition of the term, the
class to which it belongs, and the details that differentiate it from other members of
its class.
Exemplification This paragraph uses specific illustrations to clarify a general statement. Using
transitional words and phrases that signal examples are recommended.
Comparison and Contrast A paragraph that demonstrates comparison and/or contrast examines how given
subjects are either similar or different. Comparison examines how the subjects are
the same. Contrast examines how the subjects are different. Using transitional words
and phrases that signal comparison and contrast are highly recommended.
Cause and Effect When you use this technique, you are exploring why events occur and what happens
as a result of them. Transitional words and phrases that signal causes and effects are
suggested.
Problem – Solution This pattern presents the readers with a problem (a cause) and some facts or reasons
why it is a problem. The closing statement underscores the connection between the
problem and the solution.
Persuasion This sort of paragraph requires convincing the readers that the opinion of the writer
on a subject is the right one. Considering the type of audience and the kind of
evidences your audience would likely respond to are helpful.
(Source: Kirszner and Mandell the Brief of Holt Handbook, second edition, University Center for Learning Assistance, Illinois State University)

Remember: A paragraph also needs to be in proper paragraph form. Follow these rules of proper paragraph form.

▪ Indent the first word of each paragraph.

▪ Leave margins (space on both sides of the paragraph)
▪ Begin each sentence with a capital letter.
▪ End each sentence with either in a period, question mark, or exclamation point.
▪ Do not start each new sentence on a new line.

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REFERENCES AND SUGGESTED READINGS

Toppr-guides.com (2019, February 8). Toppr-Guides.

https://www.toppr.com/guides/business-correspondence-and-reporting/communication/barriers-in-
communication/
CetKing. (2019, March 19). 10 must know rules for Subject Verb Agreement - Grammar. CetKing.
https://cetking.com/10-must-know-rules-for-subject-verb-agreement-grammar/
Johnson, D., & Steele, V. (1996). So many words, so little time: Helping college ESL learners acquire vocabulary-
building strategies. Journal of Adolescent & Adult Literacy, 39(5), 348-357.
Sibold, C. (2011). Building English Language Learners' Academic Vocabulary: Strategies and Tips. Multicultural
Education, 18(2), 24-28.
Matthews, B. (2017, February 23). 3P Learning. 3P Learning. https://www.3plearning.com/blog/blog-importance-
spelling/
Nordquist, R. (2020). What Are Context Clues (and What Are They Good For)? ThoughtCo.
https://www.thoughtco.com/context-clue-vocabulary-1689919
Nordquist, R. (2020). Definitions and Examples of the Top 20 Figures of Speech. ThoughtCo.
https://www.thoughtco.com/top-figures-of-speech-1691818

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