ENG MAJ 11

TECHNICAL
WRITING
MOJICA, ADRIENNE DAVE B.
BSE-ENG A2020 (A11)
MR. RYDWAN TANJILI
PRACTICE

1. Write an essay about how technological advancement brings an impact to your ability to
communicate. Apply the MEAL method of paragraph development.
ANSWER:

How we communicate with one another has developed over time, from smoke signals and
messenger pigeons to the telephone and email. Critics of the digital information age argue
that all of the forms of digital communication available to humans are inherently destroying
interpersonal communication as we once knew it. This claim is completely untrue and is
based on claims that are emotionally rooted in a fear of changing times, most often by an
older population that hasn't yet embraced technology and its many applications in their
daily lives.

Technology has the ability to enhance daily living from appliances to mobile devices and
computers, technology is everywhere. According to Tofts, the innovation of having a
conversation using a devise called telephone changed everything in communication. This
became magical and one couldn’t believe such innovation would exist. However technology
can also teach people how to communicate with a variety of audiences. It's not always as
simple as staring into a phone. Long before the invention of mobile phones, humans were
concerned about communication. Though the fear of communicating with others in a
variety of settings is known as communication apprehension. While someone may have
communication anxiety in the classroom but be fine speaking up in other settings, they still
have it; it just depends on the situation.

2. Construct 10 sentences observing

the use of parallelism.
ANSWER:
sometimes we cry because we're sad, and sometimes we cry because we're happy
trust the process before the progress
we shall fight for our freedom, we shall never surrender
nature is not cruel, nature is no beautiful, nature only is
mankind can create, mankind can destroy too
love your family, love your friend, even your enemies
the more you hate, the more you love
what you see, what you hear, live it here.
eat food, your body get healthy. pray, your soul get healthy.
realize that everything connects to everything else.

 3. Compose an essay about defining the differences among sentence, clause and fragment, and
provide comparative examples.
ANSWER:
A sentence is a group of words that expresses a complete thought. It has a subject as well as a
predicate. A sentence can be as brief as two words, or it can be as long as a whole paragraph.
Depending on their structure, a sentence can be classified into numerous categories. The
example of sentence are “You ate fish.”
More complex sentences can combine multiple clauses or phrases to add additional information
about what is described. Clauses may be combined using conjunctions – such as “and”, “but” and
“or”. another example of sentence is “He went out to dinner but didn’t enjoy the meal.”
A sentence fragment is a collection of words that form a sentence. It will begin with a capital
letter and end with punctuation, but it will not be a complete concept or an independent clause.
It's a group of words that don't make up a complete phrase since one of the necessary
components is absent. Sentence Fragments without a subject example, Smashed the table and
left. Revision: Clara smashed the table and left. Sentence Fragment without a verb example,
Showing her trophy and gloating. Revision: Calli was showing her trophy and gloating. Sentence
Fragments that are Dependent Clauses example, In the audience, a conspicuous fan was the
comedian's mother, who applauded every time he told a joke. Delete the subordinating
conjunction, thus making the dependent clause an independent clause, which can stand alone.
Connect the dependent clause to a nearby independent clause.
Clauses are collections of words with both subjects and predicates. A clause, unlike phrases, can
sometimes function as a sentence; this is referred to as an independent clause. This isn't always
the case, and some clauses can't be used on their own - these are known as subordinate clauses,
and they require the usage of an independent clause to be complete. Example of a subordinate
clause: “If you pass the exam, I will buy you a new sneakers.” and the Example of an independent
clause: “The engineer always comes to work fully equipped”. While the independent clause could
be used by itself as a complete sentence, the subordinate clause could not. For it to be correct, it
would need to be paired with another clause: “When the man broke into the house, the dog
barked at him.”

4. Make a sentence for each of the S-VA rules.

ANSWER:
Rule 1:
The guard and center of the team has been blocked.
Rule 2:
Either Kitana or Crassy is helping today with construction equipments.
Rule 3:
Neither he, I, nor my friends are going to the gig.
Rule 4:
40 of every 100 fishes are dying
Rule 5a:
The policeman, along with the medic, is expected shortly.
Rule 5b:
Bert and his phone was always updated
Rule 6:
There are 3 steps to ride.
Rule 7:
Five thousand is a high price to borrow.
Rule 8:
All of the ball is red.
All of the balls are red.
Rule 9:
All of audience is surprise OR are suprise
Rule 10:
I wish it were on the concert.
 5. Is observing a consistent or uniform (only one) sentence structure a key to coherence and unity of
ideas throughout the paragraph? Provide examples to demonstrate your point.

Paragraph unity: Develop a paragraph around a major idea. Express this idea in the topic sentence.
Make the relationship between the main idea of the paragraph and the thesis of the paper clear. Don’t
assume that the reader will “get it.” Spell it out for him/her. Support the main idea of the paragraph with
details. Create separate paragraphs for those details that explore your topic from different
perspectives. Eliminate sentences that do not support the main idea. Alternately, you may revise the
main idea to include those sentences.
Example this paragraph, The pogrom of May 3, 1987 exemplifies how foreign aid funds were
appropriated for repressive rather than social development purposes. On that day, some 20,000 people
were abducted from villages in the countryside, charged as traitors and summarily executed. Then
governor-for-life Zeely Zeelafsun had recently used $5 billion in aid to create a standing paramilitary
police force. Without some restrictive control over the aid, human rights organizations were unable to
prevent the buildup and unleashing of this disaster. Robert Bee, the director of the Development as
Freedom Foundation wrote, “The Zeeland massacre illustrates the need for greater control and
vigilance.”

In this paragraph provides a tight topic sentence that links the main idea of the paragraph to the central
argument of the paper. It eliminates details that do not fall under the topic and adds details that are
relevant to the reader’s understanding of the events and their relation to foreign aid.

Paragraph coherence: Arrange your sentences in a way that best develops the main topic of the
paragraph. Your supporting sentences are the building blocks of your argument. They won't make sense
to the reader until they're organized.

Example of Paragraph coherence: Topic sentence:

1, Chronological sequence.
Topic sentence: Our journey was filled with misfortune and luck.
After the car broke, we had to walk several miles.
Having eaten little for lunch, we were soon wearied.

2. Expert Conversation
Topic sentence: Karl Marx and Michel Foucault produced influential and superficially similar but
ultimately conflicting understandings of the way that power struggles determine truth.

Marx, writing in the mid-nineteenth century, asserted that truth was the product of conflicts
between classes, or groups of people positioned differently in historical economic power
arrangements.
While agreeing with Marx’s recognition of the way that power struggles and history alter truth,
Foucault was more skeptical about Marx’s identification of classes as the primary actors in the
struggle.
Instead, Foucault suggested that an examination of the claims made about sexuality and
appropriate punishments revealed a complex give and take between various social groups and
interests, all of which sought to establish dominance by controlling meaning.
Marxist critics of Foucault argue in response that removing the focus from class eliminates a broad
view of social conflict necessary to seeing how economic and political changes shape our everyday
understanding
 Supply the blank in the sentence with the correct verb.
1. Many of my friends disagrees (disagree/disagrees) with me on this topic.
2. Fifteen pounds are (is/are) the price of that jacket.
3. Two hundred kilometers seems (seem/seems) a long distance to drive just for a
party.
4. One-half of the students in the class has (has/have) good marks on the test.
5. Some of the agencies have (has/have) not yet resumed full operation.
6. Several members of the staff in the company needs (need/needs) a higher
salary.
7. One pair of scissors is (is/are) needed.
8. None of the senators approves (approves/approve) the bill.
9. Many politicians raises (raise/raises) concerns about protecting the marine
resources.
10. Anyone who has had children understand (understand/understands) the
importance of discipline.

Rewrite the following the sentences onto your own sheet of paper to correct the
dangling modifiers.
1. Bent over backward, the posture was very challenging.
The posture was very challenging, when jack bent over backward.
2. Making discoveries about new creatures, this is an interesting time to be a
biologist.
This is an interesting time to be a biologist, Mr. Cruz, Making discoveries about new
creatures.
3. Walking in the dark, the picture fell off the wall.
As Dredd was walking in the dark, the picture almost fell off the wall.
4. Playing a guitar in the bedroom, the cat was seen under the bed.
Playing a guitar in the bedroom, the cat was seen under the bed by Jeff.
5. Packing for a trip, a cockroach scurried down the hallway.
Jon was packing for a trip, only a cockroach scurried down the hallway.
6. While looking in the mirror, the towel swayed in the breeze.
While I was looking in the mirror, the towel swayed in the breeze.
7. While driving to the veterinarian’s office, the dog nervously whined.
While I was driving to the veterinarian's office, the dog nervously whined.
8. The priceless painting drew large crowds when walking into the museum.
The priceless painting drew large crowds, when walking into the museum.
9. Piled up next to the bookshelf, I chose a romance novel.
I chose a romance novel, nearly piled up next to the bookshelf.
10.Chewing furiously, the gum fell out of my mouth.
I was chewing furiously, the gum almost fell out of my mouth.

Directions: Rewrite the following paragraph correcting all the misplaced and dangling
modifiers.
I bought a fresh loaf of bread for my sandwich shopping in the grocery store. Wanting
to make a delicious sandwich, the mayonnaise was thickly spread. Placing the cold
cuts on the bread, the lettuce was placed on top. I cut the sandwich in half with a knife
turning on the radio. Biting into the sandwich, my favorite song blared loudly in my
ears. Humming and chewing, my sandwich went down smoothly. Smiling, my
sandwich will be made again, but next time I will add cheese.

Shopping in the grocery store, I bought a fresh loaf of bread for my sandwich. Wanting to make a delicious
sandwich, I thickly spread the mayonnaise. After placing the cold cuts on the bread, I put the lettuce on top.
I cut the sandwich in half with a knife and turned on the radio. My favorite song blared loudly in my ears
while I bit into my sandwich. Humming as I chewed, my sandwich went down smoothly. Smiling to myself, I
decide I will make this sandwich again, but, next time, I will add cheese.
 Directions: Re-write the paragraph below and add punctuation to fix all run on
sentences.
Stephanie was one of the best volleyball players on the team she was able to spike
the ball consistently over the net. Stephanie was around six feet tall and she could
jump at least four feet in the air she was a team player who always looked out for her
teammates. During the championship game Stephane injured her ankle she was still
able to help the team win she overcame adversity and showed that hard work and
determination can pay off.

Stephanie was one of the best volleyball players on the team. She was able to spike the ball
consistently over the net. Stephanie was around six feet tall and could jump at least four feet in the air.
Stephanie was a team player who always looked out for her teammates. During the championship
game, Stephanie injured her ankle. She could still help the team win; she overcame adversity and
showed that hard work and determination could pay off.