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COURSE DESCRIPTION

This 3-unit course aims for the refinement of the students’ practical English.
Specifically, it aims to improve their English language proficiency by
engaging them in listening, speaking, reading, writing, viewing and grammar
learning activities that are functional, communicative and relevant in their
real-world encounters at home, in school, in the community and in their
future professional workplace locally and globally.
GRADING SYSTEM

Submission of assigned activity - 20%

Student engagement/forum discussion - 20%
Quizzes/unit examination - 30%
Major Exams (Midterms and Finals) - 20%
Attendance to Google meet -10%
______
TOTAL 100%
 A R
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TYPES OF ERRORS
• Pronoun-antecedent agreement
• Usage errors
• Fragments
• Run-ons
• Misplaced Modifiers
• Dangling Modifiers
• Redundancy
 T S
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LET’S FIX THIS

Most of the following sentences contain pronouns that do not agree with
their antecedents. If a pronoun does not agree with its antecedent, provide
the correct pronoun. If a sentence is already correct, label it C.
1. Both Rick and Ned were pleased with their test results.
2. Can even a princess or a queen have their every wish?
3. If you get a red rose or a lily, it will look nice here.
4. My brother and my sister lent me her favorite videos.
5. Two cars and one truck had its lights on.
LET’S REVIEW

Most of the following sentences contain pronouns that do not agree with
their antecedents. If a pronoun does not agree with its antecedent,
provide the correct pronoun. If a sentence is already correct, label it C.
1. Both Rick and Ned were pleased with their test results. C
2. Can even a princess or a queen have her every wish?
3. If you get a red rose or a lily, it will look nice here. C
4. My brother and my sister lent me their favorite videos.
5. Two cars and one truck had their lights on.
 R S
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LEARNING OBJECTIVES
At the end of this unit, you are expected to:
1. Understand the various usage errors;
2. Apply how to correct grammar errors
3. Create a grammar-free narrative output
FRAGMENTS
• A complete sentence must have three components:
1. A subject (the actor in the sentence)
2. A predicate (the verb or action)
3. A complete thought (it can stand alone and make sense).
• A fragment is an incomplete sentence.
• It cannot stand alone and does not express a complete thought.
• Some fragments lack either a subject or verb or both.
• Dependent clauses are also fragments if they stand alone.
 A fragment can be of two types:

I.Phrase Fragment
II.Clause Fragment
PHRASE FRAGMENT is a group of words that does not have a
subject and a verb.

Examples:

Fragment: in the school (prepositional phrase)

Complete Sentence: My mother works in the school.

Fragment: a poetic educator (noun fragment)

Complete Sentence: A poetic educator handles our English class
Fragment: will nurture and care (verb fragment)
Complete Sentence:The teachers will nurture and care for their
students.

Fragment: toiled without pay ( participial fragment)

Complete Sentence:Toiled without pay, the teachers sacrificed
for their students.

Fragment: guarding ballots (gerund fragment)

Complete Sentence:Guarding ballots is the job of a public
school teacher every election.
Fragment: to teach for free( infinitive fragment)

Complete Sentence:To teach for free was what Elena

experienced in that school.
A clause fragment is a kind of fragment that contains a subject and
a verb. However, it still does not express a complete thought. It
must be connected to an independent or main clause in order
for it to be understood.

Examples:

Fragment: who applied for the teaching position (adjective

clause)
Complete Sentence: The lady who applied for the teaching position
is my aunt.
Fragment: while serving the country (adverb
clause)
Complete Sentence: Teachers need to survive while
serving the country.

Fragment: whichever decision she makes( noun

clause )
Complete Sentence: Whichever decision she makes will
affect our family.
LET’S TRY!
Complete the following fragments by adding the missing parts.
Write the complete sentence:

1. serving his fellowmen

2. has done unexpected things

RUN-ON SENTENCES
• A run-on sentence is sentence comprised of two or more
independent clauses not properly separated.
• Lack of punctuation and/or conjunctions
• Incorrect punctuation
• A run-on sentence is not simply a long sentence.
RUN-ON EXAMPLES
• My favorite Mediterranean spread is hummus it is very garlicky.
• It is nearly half past five, we cannot reach town before dark.
 4 fixes for run-on sentences

Use a comma+ a coordinating conjunction (and, but, or, nor, for, so, yet).

Gestures are a means of communication for everyone they are essential for the
hearing-impaired.

Gestures are a means of communication for everyone, but they are essential
for the hearing-impaired.
 4 fixes for run-on sentences

Use a semicolon (+ transitional expression)

Gestures are a means of communication for everyone they are essential
for the hearing-impaired.

Gestures are a means of communication for everyone;

(however,) they are essential for the hearing-impaired.
4 fixes for run-on sentences
 4 fixes for run-on sentences

Restructure the sentence.

Gestures are a means of communication for everyone
they are essential for the hearing-impaired.
Although gestures are a means of communication for
everyone, they are essential for the hearing-impaired.
 N G
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General rule: Modifiers must always be
placed near the word being
modified.

Misplaced: If a modifier is placed near a

word it doesn’t describe
Dangling: If a modifier appears to modify
the wrong word or the word it
modifies is missing
EXAMPLES:
Misplaced Modifier: Teachers facilitated the election, who
stayed up all night..
Corrected: Teachers, who stayed up all night,
facilitated the election.

Misplaced Modifier: Crowded with people, Carmela

experienced a busy election.

Corrected: Carmela experienced a busy election

crowded with people.
Dangling Modifier: Exercising the right to vote, the classrooms
were filled.
Corrected: Exercising the right to vote, Filipinos filled
the classrooms.

Dangling Modifier: When she was in grade five, Tracy’s aunt

wanted to take up Education.

Corrected: When Tracy was in grade her aunt wanted

to take up Education.
 N D
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 DEFINED DEFINITION

re·dun·dan·cy /rəˈdəndənsē/

the state of being not or no longer needed or useful.

the use of words or data that could be omitted without loss of
meaning or function; repetition or superfluity of information.
synonyms: superfluity, unnecessariness, excess
the inclusion of extra components that are not strictly necessary
to functioning, in case of failure in other components.
BEWARE OF THESE FOLLOWING REDUNDANCY
EXPRESSIONS:
personally, I think/feel I feel/I think
in my personal opinion opinion
puzzling in nature puzzling
refer back refer
repeat again repeat
return again return
BEWARE OF THESE FOLLOWING
REDUNDANCY EXPRESSIONS:
 12 midnight  12 noon
 3 am in the morning  3 am
 absolutely  spectacular/
spectacular/phenomenal phenomenal
 a person who is honest  an honest person
 a total of 14 birds  14 birds
 biography of her life  biography
 circle around  circle
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EDITING YOURSELF
• Learn the rules.
• Plan ahead—leave yourself enough time to edit.
• Know your writing weaknesses.
• Read aloud or in reverse.
• Don’t be afraid to delete!
• Ensure clarity of meaning with modifiers
• Locate the modifier near the word modified
• Make the word modified obvious and not ambiguous.
• Seek assistance from references when in doubt!
Write your own autobiography by
applying what you have learned in the
correct usage of grammar. It will consist
of 4-5 paragraphs with 5-8 sentences in
each paragraph. Submit your work to this
account:

abuyuanloraine@gmail.com

Format of File Submission:

Marcos, Loraine_Autobiography
AVAILABLE RESOURCES
• Books
• A good dictionary/thesaurus
• Style guides (APA, MLA, Turabian)
• Strunk & White’s classic The Elements of Style, and others
• Web resources
• www.liberty.edu/universitywritingprogram
• http://owl.english.purdue.edu
• Be sure to use credible websites!
• People
THE WRITING CENTERS
• Graduate Writing Center
• Email: graduatewriting@liberty.edu
• Call: (434) 592-4727
• Undergraduate Writing Center
• Email: undergraduatewriting@liberty.edu
• Call: (434) 592-3174
• Online Writing Center
• Email: onlinewriting@liberty.edu
• Web: www.liberty.edu/onlinewritingcenter
REFERENCES
• Examples courtesy of:
• http://vdvdvdvdvdvdvdv.blogspot.com/2012/02/5-common-english-grammar-mistakes.html#!/2012/02/5-
common-english-grammar-mistakes.html
• http://writingcenter.unc.edu/handouts/fragments-and-run-ons/
• http://booksoulmates.blogspot.com/2011/02/grammar-101-apostrophes.html
• http://www.englishliteraturenotes.com/Grammar/Fragments.html
• http://www.prismnet.com/~hcexres/style/long_sentences.html
• http://www.iup.edu/page.aspx?id=62009
• http://depts.dyc.edu/learningcenter/owl/agreement_pa.htm
• http://www.liberty.edu/media/2030/Common%20Punctuation%20Errors.ppt
• From the Writing Lab website: http://uwf.edu/writelab/advice/documents/wa-onjobgram8.htm
• A Writer’s Reference, Diana Hacker
• The Random House Handbook