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

Teacher Contact No.

Program & Year
Course Description
Culminating 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 in line with one’s field of
profession or industry.
EDUC:
Create a grammatically structured graphic organizer, position paper, term paper and
letter of any type for teaching profession.

HM:
Finals Unit Outcome Create a grammatically structured PowerPoint presentation, position paper, letter
writing and term paper for hospitality management industry.

IT:
Create a grammatically structured video presentation, position paper, letter writing
and term paper for IT industry.

Student’s Name Curricular Yr.& Sec.

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

Module 5 Finishing a Paragraph

CONTENT LEARNING OBJECTIVES
❖ Correcting Errors At the end of this module, you will…
-Dangling and Misplaced ✓ Correct grammatical errors in sentences and paragraphs.
Modifiers ✓ Write letters following the correct format.
-Parallelism ✓ Exhibit social concern and prudency in sharing one’s
❖ Identifying Topic Sentence and perspectives about the topic.
Supporting Details
-Getting the Main Idea and
Supporting Details
ENGAGE
Barriers and the total idea of communication was presented in various ways in the past modules. We will not
proceed with the elements of communication process as the context of our topics.

Test Your Knowledge!

1.What are the elements of communication process? Give a short definition of each.

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 2. In the context of the elements of communication process, how important are correcting errors and identifying
topic sentence as to finishing a paragraph?

3. In your past lessons during your high school and senior high school days or past formal education, how do you
spot the main idea and supporting detail in a paragraph?

4. Create a simple diagram showing the flow of communication.

EXPLORE
The introduction of the concept of communication was presented step by step in each module. Now, as you
approach the end game of this module, you will know the complete process and the elements of communication.

❖ The Elements of Communication Process

According to Yourarticlelibrary.com (2014), the communication process has 7 main elements.
1. Sender- the person who intends to convey the message with the intention of passing information and ideas
to others is known as sender or communicator.
2. Ideas/Message- is the subject matter of the communication. This may be an opinion, attitude, feelings, views,
orders, or suggestions.
3. Encoding- the subject matter of communication is theoretical and intangible, its further passing requires use
of certain symbols such as words, actions or pictures etc. Conversion of subject matter into these symbols is
the process of encoding.
4. Medium- This information is transmitted to the receiver through certain medium which may be either
formal/informal or instrument/natural.
5. Receiver- is the person who receives the message or for whom the message is meant for. It is the receiver
who tries to understand the message in the best possible manner in achieving the desired objectives.
6. Decoding- the person who receives the message or symbol from the communicator tries to convert the same
in such a way so that he may extract its meaning to his complete understanding.
7. Feedback- is the process of ensuring that the receiver has received the message and understood in the same
sense as sender meant it.

Additional elements:

8. Channel- the overall flow of the communication- from sender to the receiver.
9. Noise/Barriers- these are uncontrollable factors that can affect the communication process. It can be the
environment, weather, situation and etc.

How can we determine a completed communication process?

Firstly, the communicator develops an exact idea about concepts, beliefs or data that he wants to convey. Then
he translates the idea into words, symbols or some other form of message which he expects the receiver to
understand. The communicator picks out an appropriate medium for transmitting the message. The message is then
received by the communicate. The communicate acts upon the message as he has understood it. Finally, the
effectualness of communication is assessed through response or feedback. If the communication brings in the
desired changes in the actions, it is said to be successful communication. (See Figure 1)
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 Message Message
Encoding Medium Decoding
Source/ Receiver/
Sender Recipient
Noise/ Noise/
Barrier Barrier

Feedback

Figure 1
❖ Correcting Errors
Dangling/ Misplaced Modifiers Dangling & Misplaced Modifiers

According to Web.colby.edu (n.d.), modifier is a phrase or word meant to describe or explain part of a sentence.
When modifiers are used correctly, the meaning of the sentence is clear. When modifiers are used incorrectly the
meaning of the sentence can change drastically. Using modifiers correctly will improve the clarity of your work.
Watch out for the two modifier mistakes:
• Dangling Modifiers
• Misplaced Modifiers

Dangling Modifiers

“A dangling modifier is a word or word group that refers to (or modifies) a word or phrase that has not been
clearly stated in the sentence”. When a sentence begins with a phrase that is not directly connected to the subject
that it refers to, that phrase is “dangling.” The following are examples of incorrect modifiers and how to correct a
dangling modifier:

Examples:
Incorrect: Driving past The Bread Box Café, the sun peeked through the clouds.
This sentence implies that the sun was the “doer of the action”, that the sun was driving past The Break Box Café.
Correct: Driving past The Bread Box Café, Suzanne saw the sun peek through the clouds.

Incorrect: Having just met the new roommates, it was certain that this year would come down to survival of the
fittest.
In this sentence the subject “it” takes on the action of “having just met the new roommates.”

Correct: Having just met the new roommates, Joey was certain that this year would come down to survival of the
fittest.

Misplaced Modifiers

“A misplaced modifier is a word or word group placed so far away from what it refers to (or modifies) that the
reader may be confused. Modifiers should be placed as closely as possible to the words they modify in order to keep
the meaning clear”. The following are examples of incorrect modifiers and how to correct a misplaced modifier:

Examples:
Incorrect: The Girl Scouts went wild when they were told that they had raised one million dollars by selling cookies
at the troop meeting.
The way this sentence is written means that during the troop meeting the Girl Scouts raised one million dollars. However,
“at the troop meeting” should actually refer to where “they were told.”

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 Correct: The Girl Scouts went wild when they were told at the troop meeting that they had raised one million
dollars by selling cookies.

Misplaced modifiers can also be just one word. These are some of the frequently misplaced one-word modifiers:
almost, even, hardly, just merely, nearly, only. Changing the location of these individual words changes the meaning
of the sentence.

Example: The student passed almost all of her classes.

This sentence means that she passed most of her classes, but not all of them.

The student almost passed all of her classes.

This sentence means that she came close to passing all of her classes but didn’t actually pass any of them.

As you work on avoiding dangling and misplaced modifiers, you might want to have a peer tutor read over your
essays. If they mention that a sentence is unclear or awkward, check for a dangling or misplaced modifier.

Parallelism

Parallelism is a similarity of grammatical form for similar elements of meaning within a sentence or among
sentences. If two or more ideas are parallel, they should be expressed in parallel grammatical form. Single words
should be balanced with single words, phrases with phrases, clauses with clauses. Parallelism makes form follow
meaning.

Rule no. 1: Balance parallel ideas in a series

Description
Readers expect items in a series to appear in parallel grammatical form. When one or more of the items violates
readers’ expectations, a sentence will be needlessly awkward.

Examples:

Not Parallel: Abused children commonly exhibit one or more of the following symptoms: withdrawal,
rebelliousness, restlessness, and they are depressed.
Parallel: Abused children commonly exhibit one or more of the following symptoms: withdrawal,
rebelliousness, restlessness, and depression.

Not Parallel: Sam is responsible for stocking merchandise, writing orders for delivery, and sales of computers.
Parallel: Sam is responsible for stocking merchandise, writing orders for delivery, and selling computers.

Rule no. 2: Balance parallel ideas presented in pairs

Description
When pairing ideas, underscore their connection by expressing them in similar grammatical form. Paired ideas
are usually connected in one of three ways:
• With a coordinating conjunction such as and, but, or, nor, yet
• With a pair of correlative conjunctions such as either . . . or . . . not only . . . but also
• With a word introducing a comparison, usually than or as

Examples:
Not Parallel: At Lincoln High School, vandalism can result in suspension or even being expelled from school.
Parallel: At Lincoln High School, vandalism can result in suspension or even expulsion from school.

Not Parallel: Mother could not persuade me that giving is as much a joy as to receive.
Parallel: Mother could not persuade me that giving is as much a joy as receiving.

Rule no. 3: Use Parallelism with lists, headings, and outlines

Description
The items in a list or outline are coordinate and should be parallel. Parallelism is essential in the headings that
divide a paper into sections and in a formal topic outline.

Example:
Not Parallel
1. Changes in Renaissance England
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 2. Extension of trade routes
3. Merchant class became more powerful
4. The death of feudalism
5. Up surging of the arts
6. Religious quarrels began

Parallel
1. Changes in Renaissance England
2. Extension of trade routes
3. Increased power of the merchant class
4. Death of feudalism
5. Upsurge of the arts
6. Rise of religious quarrels

❖ Identifying Topic Sentence and Supporting Details

Getting the Main Idea and Supporting Details
It is very important to get the main idea first because it is one of many ways to better understand a text. The
supporting details also gives the main idea the clearer information/date to strengthen our comprehension.

According to Langen & Jenkins(2014), a paragraph is a group or specially and intentionally related sentences; a
thought unit; sentences that revolve around a single idea and is a writer’s attempt to develop an idea or part of an
idea.
Organization of a Paragraph
1. Statement of the main idea.
2. Elaboration of the main idea and supporting details.
3. Restatement of the main idea-summary of main ideas or conclusions.

TOPIC
The topic is the subject that the selection is about. The main idea can usually be
located if you can determine what the topic is. To find the topic of a selection,
ask the simple question, “Who or what is the selection about?”

EXAMPLE:
Consumers concerned about the hazards or noise can reduce noise pollution in many ways. They can purchase
noisy products such as garbage disposals and lawn mowers with reduced noise levels. They can also use sound-
absorbing materials in their home. Carpeting can be installed instead of hard flooring, and cork and fabric can be used
in rooms that tend to be noisy. Also, people can become less noisy themselves. They can learn to avoid shouting, to
close doors without slamming them, and to play radios, TV sets, and stereos at moderate levels.

TOPIC OF THIS PARAGRAPH: noise pollution or noise pollution in the home.

MAIN IDEA
Chief point an author is making about a topic. It sums up the author’s primary message.

Topic Sentence; Statement of the main idea. It is the statement under which all other material in the paragraph
– examples, reasons, facts, details and other evidence – can fit.
EXAMPLE: (refer to above example)
Notice that all information is after the first sentence is about ways to reduce noise pollution. The first sentence
is the most general – it states that there are ways to reduce noise pollution. It summarizes the other statements in
the paragraph.

Location of the Topic Sentence

Topic sentences are usually in the first sentence of the paragraph, but not always.
They may also be located within the paragraph or at the end of the paragraph.
They may even appear twice – at the beginning and at the end.

EXAMPLE: WITHIN A PARAGRAPH – Preceded by one or more introductory sentence that may relate the main
idea to the previous paragraph, arouse the reader’s interest or give background for the main reason.

The physical complaints of neurotics – people who are overly anxious, pessimistic, hostile, or tense – were once
largely ignored by physician. Many doctors believed that the frequent complaint of neurotic were exaggerations.
However, new research shows that neurotics are, fact, more likely to have physical problems. Specifically,
researchers found neurotics stand a greater chance of having five particular ailments: arthritis, asthma, ulcers,
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headaches, and heart disease. In addition, there is evidence that people who are pessimistic in their teens and
twenties are more likely to become ill or die in their forties.

Main idea: Third sentences. The two sentences before the topic
sentence introduce the question of the physical health of neurotics. The
topic sentence gives the writer’s main ideas on the topic. The last two
sentences develop the main idea by giving specific details of the relevant
research.

EXAMPLE: END OF THE PARAGRAPH-Previous sentences builds up to the main idea.

A study at one prison show that owning a pet can change a hardened prison inmate into a more caring person.
Another study discovered that senior citizens, both those living alone and those in nursing homes, became more
interested in life when they were given pets to care for. Even emotionally disturbed children have been observed to smile
and react with interest if there is a cuddly kitten or puppy to hold. Animals, then, can be a means of therapy for many
kinds of individuals.

EXAMPLE: BEGINNING AND END OF THE PARAGRAPH

We are on our way to becoming a cashless, checkless society, a trend that began with the credit card. Now some
banks are offering “debit cards” instead of the credit cards. That costs of purchases made with these cards are deducted
from the holder’s bank account instead of being added a monthly bill. And checking accounts, which are mainly used for
paying bills, are going electronic. Now some people can make computer transactions over their pushbutton phones to
pay bills by transferring money from their account to the account of whomever they owe. Soon we may be able to
conduct most of our business without signing a check or actually seeing the money we earn and spend.

Topic Sentences That Cover More Than One Paragraph

Sometimes, you find a topic sentence that provides a main idea for more than one paragraph. This occurs when
the author feels that the development of the main idea may be too lengthy for one paragraph.

MAIN IDEAS THAT ARE INFERRED

• Sometimes a selection lacks a topic sentence but that does not mean that it lacks a main idea. The
author simply lets the details of the selection suggest the main idea. You must figure out the implied
idea by deciding the points of all the details.

EXAMPLE:
In ancient times, irrational behavior was considered the result of demons and evil spirits taking possession of a
person. Later, Greeks looked upon irrational behavior as a physical problem – caused by an imbalance of body fluids
called “humors” – or by displacement of an organ. In the highly superstitious Middle Ages, the theory of possession by
demons was revived. It reached a high point again in the witch-hunts of eighteenth-century Europe and America. Only in
the last one hundred years did true medical explanations gain wide acceptance and were categories of illnesses changed.

No sentence is a good topic sentence that covers all other sentences. We must ask ourselves, “What is the
main point the author is trying to make up with these details?” “Does all or most of the material support
this idea?” In this case, the details show that people have explained mental illness in many different ways over
the years. Although this is not stated, it is a broad enough summary to include all other material in the
paragraph-it is the main idea.

SUPPORTING DETAILS
• A paragraph contains facts, statements, examples-specifics which guide us to a full understanding of the main
idea. They clarify, illuminate, explain, describe, expand and illustrate the main idea and are supporting details.

Determining Supporting Details

1. Decide which details help to further the story line.

2. Decide which details help you to understand the main idea.
3. Answer question raised by the main idea (who, what when, why or how).

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 Topic Sentences That Cover More Than One Paragraph

Sometimes, you find a topic sentence that provides a main idea for more than one paragraph. This occurs
when the author feels that the development of the main idea may be too lengthy for one paragraph.

MAIN IDEAS THAT ARE INFERRED

• Sometimes a selection lacks a topic sentence but that does not mean that it lacks a main idea. The author
simply lets the details of the selection suggest the main idea. You must figure out the implied idea by
deciding the points of all the details.

EXAMPLE:
In ancient times, irrational behavior was considered the result of demons and evil spirits taking possession of a
person. Later, Greeks looked upon irrational behavior as a physical problem – caused by an imbalance of body fluids
called “humors” – or by displacement of an organ. In the highly superstitious Middle Ages, the theory of possession by
demons was revived. It reached a high point again in the witch-hunts of eighteenth-century Europe and America. Only in
the last one hundred years did true medical explanations gain wide acceptance and were categories of illnesses changed.

No sentence is a good topic sentence that covers all other sentences. We must ask ourselves, “What is the
main point the author is trying to make up with these details?” “Does all or most of the material support
this idea?” In this case, the details show that people have explained mental illness in many different ways over
the years. Although this is not stated, it is a broad enough summary to include all other material in the
paragraph-it is the main idea.

SUPPORTING DETAILS
• A paragraph contains facts, statements, examples-specifics which guide us to a full understanding of the
main idea. They clarify, illuminate, explain, describe, expand and illustrate the main idea and are supporting
details.

Determining Supporting Details

• Decide which details help to further the story line.

• Decide which details help you to understand the main idea.
• Answer question raised by the main idea (who, what when, why or how).

Types of Supporting Materials

1. COMPARISONS in which one thing is shown to be like another.
EXAMPLE: Skilled college students are like the unskilled students in their desire for a diploma.
2. CONTRASTS in which one thing is shown to differ from another.
EXAMPLE: Skilled students are different from unskilled students in that they use a method to read textbook.
3. STATISTICS
EXAMPLE: 75 percent of the students who do not attend class regularly receive grades of C or worse.
4. GRAPHS
EXAMPLE: Figure 9-1 is one type of graph.
5. QUOTATIONS from authorities
EXAMPLE: Professor Smity admits, “I tell students they don’t need to attend my class if they don’t want to. I
know, however, that if they don’t come, they won’t pass.”
6. VIVID DESCRIPTIONS
EXAMPLE: The students took the exam from the professor’s hand, quickly looked at the grade, gave a
sigh of relief and began to smile.
Major and Minor Details

There are two kinds of supporting details-major and minor. The main idea and its major supporting details
form the basic framework of paragraphs. The major details are the primary points that support the main
idea. Paragraphs often contain minor details as well. While the major details explain and develop the main
idea, they, in turn are expanded upon the minor supporting details.

EXAMPLE: Main Idea and Major Detail

Studies reveal that people’s first names can have an influence on them. Some names reflect on
people in a positive way. However, other names can have a negative impact.

EXAMPLE: Main Idea and Major and Minor Detail

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 Studies reveal that people’s first names can have an influence on them. Some names reflect on
people in a positive way. For example, one survey showed that American men consider them
name Susan to be very sexy. And participants in a British study thought Tony to be the name of
someone very friendly. However, other names can have a negative impact. In one study, for
instance, teachers gave lower grades to essay supposedly written by boys named Hubert and
Elmer than to the very same essay when they credited to boys with more popular names. Another
study found girls with unpopular names did worse on IQ and achievement tests than girls with
more appealing names.

KNOWLEDGE-BUILDING
ASSESS

Assessment Task 1 Correcting Errors

(1) Identify the errors of each sentence in the paragraph
Instructions:
(2) Write the corrected sentences in a separate sheet of paper.
Completion of this task will
Basis for Rating: generate 2 points per sentence. Your Rating/Total Points 20

Misplaced and Dangling Modifier

1. Waiting for the rainstorm to pass through, the day passed slowly.
2. We only drove as far as the state line the first day
3. To complete the transaction, the check box for the terms of service must be checked.
4. Limping along the sidewalk, I felt sorry for the stray dog.
5.They gave prizes to the top contestants in gift-wrapped boxes.

Parallelism
1.Eggs contain not only protein but are also are full of vitamins.
2.They are low in sodium but do not have many calories.
3.Eggs, however, are high in cholesterol and rather fat-filled.
4.The yolk of one egg contains 213 milligrams of cholesterol and there are 5 SKILL BOX
grams of fat.
5.Still, the whites are both fat-free and have no cholesterol.
• Grammar Awareness
• Applying Lessons Learned
• Knowledge Retention

CRITICAL THINKING
Assessment Task 2 Position Paper
Create a position paper in a specific event know by many. The topic must be timely
Instructions:
and everybody can relate. Current issues and news are highly recommended.
Completion of this task will
generate 50 points. Your score will
be based on the following:
Basis for Rating: Your Rating/Total Points 50
❖ Grammar and structure
❖ Substance content of
your position paper

SKILL BOX
• Understanding your Stand
• Concretize thoughts into applied
works
• Creativity and originality of work

CREATING
Assessment Task 3 Writing Application Letter 2
In your profession, you will write a letter addressed to the company for you to
Instructions: get hired. Create an application letter with the proper usage of modifiers and
parallelism in the content following the prescribe format.
Rubric: Criteria
-Substance/ Content -Details
-Organization -Format/ Layout/Design

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 SKILL BOX
The application of the topics/theories you learned from this module is highly
• Application of Techniques in
recommended Writing
• Concretize thoughts into applied
works
• Creativity and originality of work

REFERENCES AND SUGGESTED READINGS

Yourarticlelibrary.com. (2014, February 14). 7 Major Elements of Communication Process. Your Article Library.

https://www.yourarticlelibrary.com/business-communication/7-major-elements-of-communication-

process/25815

Web.colby.edu. (n.d.). Dangling & Misplaced Modifiers. Web.Colby.Edu. Retrieved September 13, 2020, from

http://web.colby.edu/farnham-writerscenter/grammar-tips/dangling-misplaced-modifiers/

Lynchburg.edu. (n.d.). University of Lynchburg. Misplaced and Dangling Modifiers. Retrieved September 13, 2020,

from https://www.lynchburg.edu/academics/writing-center/wilmer-writing-center-online-writing-

lab/grammar/misplaced-and-dangling-modifiers/

Webapps.townson.edu. (n.d.). What is a misplaced modifier. www.Webapps.Towson.Edu. Retrieved September 13,

2020, from https://webapps.towson.edu/ows/moduleDangling.htm

Bailey, K. (n.d.). Parallel Structure - Grammar - Writing Resources - Writing Center - IUP. Www.Iup.Edu. Retrieved

September 13, 2020, from https://www.iup.edu/writingcenter/writing-resources/grammar/parallel-structure/

Langen, J. and Jenkins, L. (2014). University of Hawaiʻi at Mānoa | Make Mānoayours.

https://manoa.hawaii.edu/undergrad/learning/wp-content/uploads/2014/03/MAIN-IDEAS-AND SUPPORTING.pdf
LEARNING MODULE ENGAGEMENT CHECKLIST
Your feedback matters to us. The following are statements about the module. Please indicate the point to which
each statement characterizes your assessment on module by checking the appropriate box.
YES NO
❖ The module is easy to understand.
❖ The given instructions are clear.
❖ The given tasks are doable.
❖ The given information is complete.
❖ The teacher seeks ongoing feedback.

What is your personal thought on the module? __________________________________________________________

_________________________________________________________________________________________________

ACADEMIC HONESTY STATEMENT

I confirm that I have read and fully understood the policies of Talisay City College with regards to Academic
Dishonesty, and that I am fully aware of its possible legal and disciplinary consequences.
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