Cte-Bsed Eng-1st Term, 1st Sem - Elt 214

University of Mindanao 1
College of Teacher Education “Physically Distanced but Academically Engaged”
UNIVERSITY OF MINDANAO
College of Teacher Education
Bachelor of Secondary Education- English
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)
Course/Subject: ELT214 Technical Writing
Name of Teacher: Christian Jay O. Syting
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
TABLE OF CONTENTS
PART 1: Course Outline Policy. …………………………………………………………….. 4

PART 2: Instruction Proper .………………………………………………………………..... 6
Week 1-3
ULO A ……………...............................………………………..…………………………........ 7
Metalanguage …….…………..………………………………………………………… 7
Essential Knowledge ……….…………………………………………………………. 8
ULO B …………………………………………………………………………………………….. 27
Metalanguage …….…………..………………………………………………………… 27
Essential Knowledge ……….…………………………………………………………. 27
Further Reading ………………………………………………….…………………….. 37
Let’s Check ……………………………………………………….…………………….. 37
Let’s Analyze ……………………………………………………….……………….….. 39
In a Nutshell ……………………………………………………….……………………. 39
Q & A list ……………………………………………………………..………………….. 40
Keywords Index …………………………………………………….………………….. 40
Week 4-5
ULO A ………………...……..……………......….…..………………………………………….. 41
Metalanguage ………………………………………………………..……………........ 41
Essential Knowledge ………………………………………………………………….. 41
ULO B ……………………………………………………………………………………………. 48
Metalanguage ………………………………………………………..……………........ 48
Further Reading ………………………………………………………………………... 61
Let’s Check …………………………….……………………………………………….. 61
Let’s Analyze …………………………………………………………………………… 64
In a nutshell ………………………………………………………………………......... 65
Q and A List …………………………………………………………………………….. 65
Keywords Index ………………………………………………………………………... 65
Week 6-7
ULO A ……………..….……..……………......….…..………………………………………….. 66
Metalanguage ………………………………………………………..……………........ 66
ULO B ……………………………………………………………………………………………. 84
Metalanguage ………………………………………………………..……………........ 84
Further Reading ………………………………………………………………………... 94
Let’s Check …………………………….……………………………………………….. 94
Let’s Analyze …………………………………………………………………………… 94
In a nutshell ………………………………………………………………………......... 95
Q and A List …………………………………………………………………………….. 96
Keywords Index ………………………………………………………………………... 96
Week 8-9
ULO A .............................………………………..…………………………............................ 97
Metalanguage ………………………………………………………..……………........ 97
Further Reading ………………………………………………………………………... 111
ULO B ……………………………………………………………………………………………. 111
Let’s Check …………………….……………………………………………………….. 111
Let’s Analyze …………………………………………………………………………… 111
In a nutshell ………………………………………………………………………......... 111
Q and A List …………………………………………………………………………….. 112
Keywords Index ………………………………………………………………………... 1123
Course Outline: ELT 214 TECHNICAL WRITING
Course Coordinator: Christian Jay O. Syting

Email: christianjay_syting@umindanao.edu.ph
Student Consultation: Monday and Tuesday 1:00-2:00pm
Mobile: 09950615438
Phone: 305 06 40 local 102
Effectivity Date: June 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact This 3-unit course self-instructional manual is designed for blended
Hours learning mode of instructional delivery with scheduled face to face or
virtual sessions. The expected number of hours will be 54 including the
face to face or virtual sessions. The face to face sessions shall include
the summative assessment tasks (exams) since this course is crucial in
the licensure examination for teachers.
Assessment Task Submission of assessment tasks shall be on 3rd, 5th, 7th and 9th week of
Submission the term. The assessment paper shall be attached with a cover page
indicating the title of the assessment task (if the task is performance),
the name of the course coordinator, date of submission and name of the
student. The document should be emailed to the course coordinator. It is
also expected that you already paid your tuition and other fees before the
submission of the assessment task.
If the assessment task is done in real time through the features in the
Blackboard Learning Management System, the schedule shall be
arranged ahead of time by the course coordinator.
Since this course is included in the licensure examination for teachers, you
will be required to take the Multiple-Choice Question exam inside the
University. This should be scheduled ahead of time by your course
coordinator. This is non-negotiable for all licensure-based programs.
Turnitin Submission (IF To ensure honesty and authenticity, all assessment tasks are required to
NECESSARY) be submitted through Turnitin with a maximum similarity index of 30%
allowed. This means that if your paper goes beyond 30%, the students
will either opt to redo her/his paper or explain in writing addressed to the
course coordinator the reasons for the similarity. In addition, if the paper
has reached more than 30% similarity index, the student may be called
for a disciplinary action in accordance with the University’s OPM on
Intellectual and Academic Honesty.
Please note that academic dishonesty such as cheating and

commissioning other students or people to complete the task for you
have severe punishments (reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the designated time on
Assignments/Assessments the due date, without an approved extension of time, will be reduced by
5% of the possible maximum score for that assessment item for each day
or part day that the assessment item is late.
However, if the late submission of assessment paper has a valid reason,

a letter of explanation should be submitted and approved by the course
coordinator. If necessary, you will also be required to present/attach
evidences.
Return of Assessment tasks will be returned to you two (2) weeks after the
Assignments/Assessments submission. This will be returned by email or via Blackboard portal.
For group assessment tasks, the course coordinator will require some or
few of the students for online or virtual sessions to ask clarificatory
questions to validate the originality of the assessment task submitted and
to ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course coordinator his/her
intention to resubmit an assessment task. The resubmission is premised
on the student’s failure to comply with the similarity index and other
reasonable grounds such as academic literacy standards or other
reasonable circumstances e.g. illness, accidents financial constraints.
Re-marking of You should request in writing addressed to the program coordinator your
Assessment Papers and intention to appeal or contest the score given to an assessment task. The
Appeal letter should explicitly explain the reasons/points to contest the grade.
The program coordinator shall communicate with the students on the
approval and disapproval of the request.
If disapproved by the course coordinator, you can elevate your case to

the program head or the dean with the original letter of request. The final
decision will come from the dean of the college.
Grading System Course exercises – 40% (including BlackBoard forum)
1st 10%
2nd 10%
3rd. 10%
Finals – 30%
Preferred Referencing APA 6th Edition
Style (IF THE TASK
REQUIRES)
Student Communication You are required to create a umindanao email account which is a
requirement to access the BlackBoard portal. Then, the course
coordinator shall enroll the students to have access to the materials and
resources of the course. All communication formats: chat, submission of

assessment tasks, requests etc. shall be through the portal and other
university recognized platforms.
You can also meet the course coordinator in person through the
scheduled face to face sessions to raise your issues and concerns.
For students who have not created their student email, please contact
the course coordinator or program head.
Contact Details of the Dr. Jocelyn Bacasmot
Dean Email: jbacasmot@umindanao.edu.ph
Phone: 082-3050647 local 102
Contact Details of the Giovanni Pelobillo
Program Head Email: giovanni_pelobillo@umindanao.edu.ph
Phone: 082-3050647 local 102
Students with a Special Students with special needs shall communicate with the course
Needs coordinator about the nature of his or her special needs. Depending on the
nature of the need, the course coordinator with the approval of the program
coordinator may provide alternative assessment tasks or extension of the
deadline of submission of assessment tasks. However, the alternative
assessment tasks should still be in the service of achieving the desired
course learning outcomes.
Online Tutorial You are required to enroll in a specific tutorial time for this course via the
Registration (IF www.cte.edu.ph portal. Please note that there is a deadline for
NECESSARY) enrollment to the tutorial.
Help Desk Contact BSED@umindanao.edu.ph
Library Contact Brigida E. Bacani (Head, LIC) library@umindanao.edu.ph #09513766681
GSTC Contact GSTC Head- Ronadora E. Deala email:
ronadora_deala@umindanao.edu.ph #09212122846
GSTC Facilitator- Ivy Jane Regidor
email: gstcmain@umindanao.edu.ph #09105681081
Course Information – see/download course syllabus in the Black Board LMS
CC’s Voice: Greetings! Welcome to ELT214 or Technical Writing. This course is

designed to develop technical and scientific writing skills across disciplines.
More specifically, this heightens proficiency in technical rules and
structures, tailored to an audience who have diverse educational, cultural,
and linguistic backgrounds and various levels of expertise.
In this module, all the information here is taken from the work of Dr. Steven
M. Gerson (ND), developed and Published by Kansas Curriculum Center
Washburn University Topeka, K entitled “Writing That Works: A Teachers’
Guide to Technical Writing, Michigan State University’s Department of
Biosystems and Agricultural Engineering Technical Writing Guide (2007),
and Alred, Brusaw, Oliu’s (2009) Handbook of Technical Writing (9th ed.)
CO Upon completion of the course, you are expected to discuss the nature of
technical writing and the qualities of technical style following technical rules
and structures, and apply the principles of technical writing to various types
of technical communication.
Let us begin!
CC’s voice: For the coverage of first examination, you are expected to
develop deep understanding towards technical and scientific
writing. This includes knowing the importance and traits of
technical writing, using appropriate language, creating text
flow, and using correct grammar. You are not only expected
to remember and understand the nature of technical writing
but also expected to apply its technicalities through the
prepared tasks. It is in this light that you are expected
demonstrate proficiency in written communication.
Big Picture
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. discuss the nature and qualities/traits of technical writing; and

b. apply technical rules on sample written communication.
Big Picture in Focus: ULOa. Discuss the nature and qualities/traits of

technical writing
METALANGUAGE
Technical Writing: A Definition

• Technical writing is communication written for and about business and industry,
focusing on products and services: how to manufacture them, market them,
manage them, deliver them, and use them.
• Technical writing is written in the work environment (in the office, from 8:00 to 5:00,
not counting overtime) and for supervisors, colleagues, subordinates, vendors,
and customers.
• Technical writing, which must be understood easily and quickly, includes: memos
and e-mail, letters, reports, instructions, brochures and newsletters, the job search,
web pages, fliers, PowerPoint presentations, and graphics
• Technical writing is the resumé that helps get a job and the web page that
promotes a company. In each case, the technical document must be quantifiable,
precise, and easily understood.
ESSENTIAL KNOWLEDGE
Why is technical writing so important?
Why would I want to teach technical writing? Don’t I have enough to
teach now without adding one more assignment or series of assignments to
my curriculum? What’s the point?
• Technical writing is not literature; it’s neither prose which recounts the fictional
tales of characters nor poetry which expresses deeply felt, universal emotions
through similes and metaphors.
• Technical writing is neither an expressive essay narrating an occurrence nor an
expository essay analyzing a topic.
• Technical writing is not journalism, written to report the news.
• Technical writing does not focus on poetic images, describe personal
experiences, or report who won the basketball game.
Instead, technical writing is:

—an instructional manual for repairing machinery
—a memo listing meeting agendas
—a letter from a vendor to a client
—a recommendation report proposing a new computer system
Questions to ponder:
Once students are employed, will they have to write on the job?
The answer is a resounding YES! Basically, one reason for teaching technical
writing is so students will know the types of documents they will write on the job.
When our students are employed and have to write on the job, will they write
essays?
The answer is no. Our students, when employed, will not write essays at work.
They will write essays while working on their college degrees; they might even be asked
to write an essay on their job application when applying for work. However, once the job
begins, essays end.
What takes the place of the essay?

The answer is technical writing—memos, letters, reports, e-mail, proposals,
instructions, even web pages. That’s why technical writing is important. Technical writing
is the type of written communication that our students will be responsible for on the job.
Is technical writing a necessary component of every employee’s professional skill?

Daily, newspapers tell us that employers want to hire people who can communicate
effectively, both in writing and orally. Career counselors reiterate this.
• In fact, we are told that on the job, an employee will spend at least 20 percent of
his or her time writing.
• This number increases as an employee’s responsibilities increase.
• Managers spend up to 50 percent of their time writing.
• CEOs spend between 80 and 100 percent of their work week communicating
Students often do not believe they will have to write at work; they
assume that once their education is completed, writing will be a
distant memory. They are wrong.
How does technical writing compare/contrast to traditional essays?
Technical writing is different from other types of written communication. Does that
mean, therefore, that you must relearn all your teaching skills to accommodate this new
communication beast? Absolutely not. Many of the writing skills you already teach are
applicable to technical writing. Others are less valid.
“Technical writing would come in handy for some students, such as our vo-tech
kids. When they enter the job market, they could benefit by knowing how to write at work.
But what about our college-bound students? Why would they need technical writing?”
Here is a reminder…
College lasts only four to six years. In K-12, we should continue to prepare our students for
college by teaching essays. In addition, we should prepare them for what comes next—their
jobs. After they graduate with their AA or BA or BS, they go to work where they will write
memos, letters, and reports.
The career and technical education students—the students who will work as mechanics,
welders, office help, or daycare center assistants—can benefit by learning how to write
technical documents.
However, our students who acquire associate degrees and bachelor degrees—the students
who go on to become computer programmers, CAD/CAM operators, dental hygienists, fashion
merchandising specialists, graphic artists, engineers, architects, accountants, doctors, and
lawyers—also will need to write memos, letters, and reports.
Of course, there are exceptions… On the next page is a poem about

Newsletters, sales letters, websites, and fliers might a tennis shoe as well as technical
include promotional information. Such sales details specifications for manufacturing
could depend on expressive words—maybe even the same shoe. These two writing
fictional characters. However, generally speaking, samples further illustrate the
most technical writing is denotative difference between technical
versus connotative. writing and other types of writing.
People read literature for pleasure, essays for

enlightenment, and journalism for news. People
read technical writing to accomplish a job.
Conclusion:
If we want students to write technical documents, we need to define what

technical writing is and provide a context for writing such documentation. This
first chapter may be used to accomplish those goals.
1. CLARITY
Clarity in technical writing is mandatory
The most important criteria for effective technical writing is clarity. If the audience
responds to a memo, letter, report, or manual with, “Huh?” what has the writer
accomplished? If the correspondence is not clearly understood, the reader will either call
the writer for further clarification, or just ignore the information. In either case, the writer’s
time is wasted; the reader’s time is wasted; the message is lost.
Clarity, however, is not just a time concern. Think of it from this perspective: your
company has written an installation manual for a product. The manual, unfortunately, is
not clear. When the reader fails to understand the content, three negatives can occur:
• BAD—The equipment is damaged. This requires the owner to ship the equipment
back. The company will replace the equipment, costs accrue, and public relations
have been frayed.
• WORSE—The owner is hurt, leading to pain, anxiety, doctor’s bills, and bad public
relations.
• EVEN WORSE—The company is sued. The company loses money, the writer of
the manual loses a job, and public relations are severed.
2. CONCISENESS
The above paragraph is not successful writing. It fails to

communicate clearly because it is too long-winded. In this case,
conciseness actually would aid clarity.
Isn’t it the responsibility of the reader to figure it out? No. The

responsibility is with the writer. Here is why.
If an individual reads literature, it is his or her responsibility to

understand the writing. Creative writers seek to challenge us.
However, technical writing, as noted above, is not literature. We
read technical writing because it is a job requirement.
Good technical writing is concise. It is a tool for the readers to

use to accomplish whatever job they are doing. In contrast to
traditional essays, effective technical writing uses short words
and short sentences.
3. ACCESSIBLE DOCUMENT DESIGN
What can you observe?
• Wall-to-wall words turn off readers. Highlighting techniques make the text open,
airy, and inviting!
• Students can make information leap off the page by making content accessible
through the following highlighting techniques:
4. AUDIENCE RECOGNITION
Questions to ask involve the ff:
Who is writing to whom? What does the audience know, need to know,
and want to know?
• When your audience fails to understand the text, you have failed to
communicate!
Successful technical writers know that they can only achieve clarity by
recognizing their audiences. Basically, our students will write to either High Tech Peers,
Low Tech Peers, or Lay Readers. These three audience levels have the following traits.
High Tech Peers know as much about a subject matter as you. They have the same
job title, same education, same years of experience, and the same level of expertise. For
example, a medical doctor writing to another medical doctor would be writing High Tech
to High Tech.
Low Tech Peers who work in your company know something about the subject matter.
They may not have the same job title, education, years of experience, or level of expertise.
For example, a medical doctor writing to a staff nurse would be writing High Tech to Low
Tech.
Lay Readers are your customers. They are completely out of the loop. For example, a
medical doctor communicating with a patient.
Of course, it should be noted that writing successfully to these three types of

audiences requires different techniques.
Important point to remember:
• Use pronouns in technical writing. After all, companies do not write to companies.
People write to people!
• Readers want to be spoken to, not spoken at. Pronouns are effective in technical
writing. You, your, us, we, our, I, me, and my create a personalized tone.
5. ACCURACY
Effective technical writing must be correct, whether grammatically,

mathematically, electronically, etc. Errors in technical writing make the company and the
employee look bad. More importantly, errors can lead to damages, injuries, lawsuits, or
just embarrassment and misunderstandings.
Students must understand the importance of proofreading.
Ask your students to try these proofreading techniques:
• Use the computer’s spell check—remember, however, that a spell check will
not catch form if you mean from, to if you mean too, or except if you mean
accept.
• Let it sit—for a day or a weekend. When the document is cold, students are
more objective about their own writing.
• Use peer evaluations—others will see the errors we miss.
• Read it aloud—sometimes we can hear errors.
• Read it backwards—then you read words out of context. You cannot anticipate
the next word.
Big Picture in Focus: ULOb. Apply technical rules on sample written

communication.
METALANGUAGE
1. USE APPROPRIATE LANGUAGE. Technical reports use formal English, direct
language, and simple terms. Make sure to select the correct term; review the list of
commonly misused words in Appendix E. Employ correct scientific terms and conventions
for engineers. Replace words that are a problem for the foreign reader, such as the verb
“do” and words with multiple meanings (feel, do, as, like).
2. CREATE TEXT FLOW. Select an appropriate style and tone, and then simply write
down ideas and facts without concern for quality or format under each heading and
subheading. Then edit, wait, and edit again, eliminating irrelevant information, emotion,
unsupported opinions, and judgments.
Organize the ideas into smooth flowing text by developing coherent paragraphs, using
transitional words, and incorporating sentence variety. Be selective in the use of
acronyms and initialisms. Use numbers or bullets to convey lists of information.
3. USE CORRECT GRAMMAR. Grammar is an essential part of writing, especially, of

technical writing — documentation should be clear and grammatically correct.
ESSENTIAL KNOWLEDGE
1. USE APPROPRIATE LANGUAGE
1.1 FORMAL ENGLISH
Formal English is explicit even for the foreign reader who uses English as a second
language. This requires elimination of contractions (I’m, don’t) and personal pronouns,
which include: first person (e.g., I, we, our, us): second person (you, your, yours); and
third person (he, her, it, theirs). Technical text is also void of colloquialisms, jargon,
clichés, and sexist language − each of which is defined in detail below.
Colloquialisms (local or regional expressions) are characteristic of ordinary spoken or

written communication that imitates informal speech, which may not carry the expected
meaning. Examples include “gonna” for “going to” and “passed on” for “died.”
Jargon, or slang, is terminology that is used by a particular group of people in a

specialized field; it may not be understandable by any other group or individual. If jargon
is used, define or explain the meaning. For example, a “hydrostat transmission” is jargon
for a “variable pump hydraulic transmission with infinite speed variability.” Examples of
slang include “hang on” for “wait” and “run” for “computer simulation.”
Clichés, when first created, were vivid descriptions of something that was current in the
minds of the people. As time passed, the descriptions lost their original meaning, and no
longer represent descriptive text (e.g., avoid like the plague; a can of worms; in the long
run; and by the same token). Technical writing must also be void of recent and current
clichés.
Sexist language is inappropriately gender specific. To prevent bias, eliminate gender

specific words to describe a category of people who could be either male or female. Do
not use adaptations, such as he/she, because they hinder the text flow. As alternatives,
use plurals, change words, or simply say he and she, his or her, him and her.
1.2 DIRECT LANGUAGE

In technical writing, every word must have a place in the sentence and a meaning. Use
direct statements and an active voice, avoiding past tense as much as possible, except
in the executive summary, where past tense is always used. Use future tense to project
into the future Avoid saying the same thing twice and repeating the same word in a
sentence. When a sentence contains the same word twice, try rewriting the sentence.
Reword negative language to the positive. Provide certainty by eliminating auxiliaries
such as would, should, could, may, and might. Avoid ambiguous words and phrases by
selecting a clearer alternative. Replace wordy text (despite the fact that) with a concise
alternative (because).
1.3 SIMPLE TERMS

Impress the audience with analysis, not vocabulary. Replace complex words with simple
language if it conveys the same meaning. This prevents the audience from interpreting
the text, allowing the author to maintain control by forcing the reader to understand the
intended meaning. Replacing the word “utilize” with “use” or “altercation” with “dispute”
simplifies the text.
1.4 ACTION VERBS
Develop precise and interesting text. Replace verb-preposition combinations with high
quality action verbs (go with → accompany, find out → discover, start out → begin).
2. CREATE TEXT FLOW

2.1 COHERENT PARAGRAPHS
Create paragraphs with a single topic or focus, and include supporting details. Each
paragraph usually contains around five sentences (although this is not a rule). To improve
comprehension, place the key topic at the beginning of a sentence and new information
at the end.
All of the ideas contained within a paragraph must relate to one central thought. Arrange
factual sentences in a logical order from general to specific. If there are ideas that relate
to other foci, construct additional paragraphs.
In order to build the individual paragraphs into a complete paper, take ideas from the
beginning paragraph and expand each into subsequent paragraphs. Link paragraphs
together by stating what will appear in the next paragraph.
2.2 TRANSITIONAL WORDS
Use transitional words to connect one idea to the next, one sentence to another, one
paragraph to another. Forms of transitional words include: indicators for time order
(earlier, later); position in time (rarely); sequence (next); occurrences that happen again
(to explain); conclusions (in conclusion); the end of an idea (finally); compare/contrast
(also/but); causality (because, as a result, therefore); spatial concerns (neighboring); and
other connectors (or, nor, but, subsequently, then, besides, furthermore, similarly,
likewise, moreover, in which, nevertheless).
2.3 SENTENCE VARIETY

Develop clear concise text by writing shorter sentences that are appropriate for the
intended audience, avoiding very short sentences. Use a long sentence only when it
consists of more than one clause and both the meaning and logical relationships
between the clauses are clear. Avoid using phrases with more than three nouns in a
row by dividing the phrase into a shorter noun phrase with a relative clause or
prepositional phrase, or use hyphens to connect closely related words in the noun
string. Compare the first example, which has six nouns in a row, with the rewritten
sentence that follows:
The nanotechnology enhanced iron foam column contactor removes phosphorus

…
The column contactor uses nanotechnology-enhanced iron foam to remove
phosphorus …
For clear text that is understandable for non-native English-speaking readers, use
simplified verb phrases and tenses. The sentence:
Fabricated steel components should not be welded by beginning students.
Could be written as
Beginning students should not weld fabricated steel components. (Simplified)

Locate previously introduced information in the topic (subject) position of the next
sentence to assist with comprehension.
Bob called the dog. The dog stopped immediately.
When using prepositional phrases, make sure it is obvious what each preposition is
modifying.
The news report stimulated conversation, but this did not resolve the problem.
(Does this refer to the news report or the conversation?)
Avoid ending a sentence in a preposition by selecting a more descriptive action verb.
The burglar finally gave up. The burglar finally surrendered.
To create smooth flowing text and interesting reading, vary the length and beginning of
the sentences, arrangement of information, and kinds of sentences. Eliminate repeated
words in a single sentence. Use the following diverse sentence structures to provide
variety.
Simple sentence: Includes subject-verb-object, in that order.

The laboratory report summarized the results.
Compound sentence: A subordinate clause appears before the main clause.

If you find the answer, it will relieve everyone in the class.
Complex sentence: Consists of an independent clause followed by an independent clause

The final reports were due yesterday, and no one knew who had the original.
Compound/complex sentence: An independent clause is preceded or followed by a

subordinate clause and then a second independent clause.
If you find the answer, it will relieve everyone in the class; admiration from all is a
nice reward.
2.4 ACRONYMS AND INITIALISMS

Both acronyms and initialisms are abbreviations formed using the first letter of a series of
words. Acronyms are pronounced as a word, whereas initialisms are pronounced as a
series of letters (IBM).
Sometimes an acronym or initialism is more commonly used than the words themselves.
For example, random access memory is known by its acronym, RAM and the International
Business Machines Corporation as IBM. Some acronyms, like "scuba” (self-contained
underwater breathing apparatus), have become so accepted that their original derivations
have been lost and the acronyms have been added as new words to the English
language.
Using uncommon acronyms and initialisms makes reading harder for all but a few
specialists; therefore, be selective and limit their use. When using either, write the full
name or phrase followed by the acronym or initialism in parentheses for the first
appearance. However, do not follow this procedure if the acronym is not used again.
An acronym or initialism followed by a simple s is the plural form. Whereas an acronym

with an ’s shows the possessive form.
3. USE CORRECT GRAMMAR
3.1 PARALLEL STRUCTURE

Parallel structure means using the same form for words that have the same level of
importance in a sentence or for a list of items that are joined by a coordinating conjunction,
such as “and” or “or.”
The scientist collected, dried, and weighed the samples.
When preparing bulleted or numbered lists use the same word type (i.e., all nouns, all
verbs) and maintain parallel structure. If the listed items complete the introduction
grammatically, place a period at the end of every line. Capitalize the first word in a bulleted
or numbered list.
In preparation for the FE Exam, the students will review the following:
Circuits
Economics
Statics
3.2 SUBJECTS AND VERBS
It is important for text to flow smoothly. Subject and verb quality and agreement are
essential and allow the reader to move through the text. To ensure the reader
understands the intended meaning, abide by the following subject and verb rules and
use the correct verb tense:
1. Subjects and verbs must agree in person and number---singular with singular, plural
with plural.
2. A verb must agree with its subject, not with the words that come between the two.
The Club President, along with the officers, is going to the conference.
3. Subjects joined by “and” usually take a plural verb.

Platinum, gold, and lead are available in the laboratory.
4. When subjects are joined by “or” or “nor”, the verb agrees with the subject closest to
it. Cherries or two apple varieties have been used in the study.
5. When using subordinate clauses with a pronoun as subject, the verb agrees with the
antecedent to which the pronoun refers.
Robert earned excellent grades, because he worked very hard.
6. A verb agrees with the subject, even though in many cases the subject will follow the
verb. Educating the committee is difficult.
7. When using a linking verb (is, are, was, were, forms of be) the subject is the noun
that precedes the verb, not the nouns that follow the verb.
The dogs are running down the street.
8. Select quality verbs that demonstrate an action.

take any → accept talk about → discuss went up →rose,
increased
leave out → exclude go with → select written up → composed
3.3 ACTIVE AND PASSIVE VOICE

Take responsibility by writing in active voice; use passive voice only when it is appropriate
for emphasis or when you lack information. Active voice distinctly identifies the subject
and the action taken by the subject. The passive voice indicates that the subject receives,
rather than performs, the action.
The sound’s reverberation struck the walls.
Passive voice changes the position of the previous subject into an indirect object and
focuses the sentence on what receives the action, the walls:
The walls were struck by the sound's reverberation.
When the active voice is appropriate, use it to create concise, energetic text. Only use
the passive voice when it is appropriate to say that an action is done to the subject.
The final project was finished by the team. (passive)

The team finished the final project. (active)
For additional examples and explanation, visit the Purdue University Online Writing Lab
(OWL) at: http://owl.english.purdue.edu/handouts/grammar/g_actpass.html.
3.4 CASE OF PRONOUNS
Nominative Pronouns: Used as a subject in the sentence (I, we, you, he, she, it, who,
and they):
Mary and I will attend. The guard who let us in checked our identification.
Objective Pronouns: Used as objects of verbs or prepositions (me, us, you, him, whom,
and them):
He questioned Susan and me about the copyright. Whom did you ask?
Possessive Pronouns: Used to show possession or ownership (my, mine, our, your, his,
her, theirs, its, whose, etc.):
The Swartz Company may lose its best customer.
3.5 PRONOUN AND ANTEEDENT AGREEMENT

A pronoun and its antecedent must agree in number. Examine the various constructions
of compound antecedents and the proper protocol in the examples below.
The owner is concerned about sales, but they will rebound.
The President or his advisers should devote part of their time to this issue.
A parenthetical expression that appears between an antecedent and a pronoun does

not influence the form of the pronoun used.
The accountant, rather than any of the other officers, will be asked for his or her
opinion of this purchase.
If the antecedent is a collective noun that refers to a group as a single unit, a singular
pronoun is needed. Company names are generally considered to be collective nouns.
Stein & Smith has sold its Chicago properties.
For clarity, make pronoun usage clear and understandable by avoiding vague
references.
I worked hard on the experiment, and it was difficult. Does the writer want us to
consider the experiment as difficult, the work that was done as difficult, or that it was
difficult to work hard?
3.6 Compound Words

A compound word conveys a unit that is not as clearly conveyed by separate words.
Use a hyphen to connect elements of compound numbers from twenty-one to ninety-

nine and in adjective compounds with a numerical first element. The hyphen not only
unites but also separates the component words.
7-hour day, 3-inch ruler, eighty-five.
Use a hyphen after the “e” to designate “electronic”: e-mail, e-commerce, e-article
Omit the hyphen when words appear in regular order and the omission of the hyphen
causes no confusion in sound or meaning.
palm oil, eye opener, living costs
Use a hyphen for clarification when four nouns appear in a row.

A sand-filtered purification system. The end-of-year report.
3.7 CAPITALIZATION
Capitalize the name of a particular person, place, or thing, as well as an adjective that
refers to a specific name.
Canada/Canadian, Tibetan Alpacas
Capitalize descriptive names that are substituted frequently for the real proper names.
the Windy City, Honest Abe
Capitalize brand names and trademarked names.

Palmolive soap, Maxwell House coffee
Generally capitalize a noun that is followed by a number or letter used to identify a unit
or division.
Lot 14, Tract 833, Volume III, Chapter 8, Policy No. 12345, Catalog No. 214.
Capitalize the names of courses of study only if they are derived from proper nouns.
English, shorthand, history, German, Business Mathematics 121
Unless a comma intervenes, capitalize titles that precede names; generally, do not
capitalize those that follow names.
I have never met Congressman Nelson.
I have never met our congressman, Tim Nelson.
Professor Swartz did the research.
A name that indicates a family relationship is usually capitalized unless a noun or a

pronoun in the possessive case precedes it.
Uncle Ralph, Mother
My aunt Millie, my mother
The names for the points of the compass and their derivatives are capitalized when
used to name regions, but not when used to indicate directions.
This sweater was made in the East. Turn west on M-20.
Capitalize the name of a season or the word "nature" only if it is spoken of as if it were
human. Old Man Winter left a foot of snow; our spring suits are on sale.
All words except articles (a, an, the), conjunctions, and short prepositions are
capitalized in names or titles that consist of more than one word. Do not capitalize "the"
if it precedes the name of an organization but is not actually a part of that organization's
name.
Official Draft of the NBA; the Eastman Kodak Company
Do not capitalize classes (freshman, sophomore, junior, or senior), degrees (doctorate,

doctor's, master's, bachelor's, baccalaureate), or seasons (spring, summer, fall, winter),
unless they appear at the beginning of a sentence or in a headline.
Readability studies have shown that text is more easily read when in lower case as
opposed to all caps. When too many words are capitalized, they lose their importance.
Emphasis is achieved more effectively by using various font styles and sizes.
3.8 NUMBERS AS WORDS

Generally spell out isolated numbers from one to ten.
The discussion lasted for ten minutes.
Unless emphasizing them, spell out indefinite numbers that may be expressed in one or
two words.
Approximately thirty appliances were damaged.
Spell out a number that introduces a sentence. If the number is long, recast the
sentence to avoid awkwardness.
Twenty people attended the lecture.
Spell out common fractions that are used alone. However, use figures in writing a mixed
number.
He refused to accept his one-fourth share.
The hike was 10 ½ miles long.
When two numbers come together, express one in figures and the other in words. As a
rule, spell the first number unless the second number is a significantly shorter word; i.e.,
Sixty $5 bills or 500 four-page booklets.
When rounding numbers, spell out million or billion to make reading easier.
This tax legislation will increase revenue by $7 million.
3.9 Numbers – Text or Digits

Generally use numerals to express all exact numbers above ten.
The corporate file has been missing for 31 days.
Use the written form of a number for values 10 and below except to express market
quotations, dimensions, temperature, decimals, street numbers, pages and divisions of
a book, time, weights and measures, and identification numbers.
The experiment had three independent variables staged at 5, 10, and 15 degrees
Kelvin.
If several numbers in a sentence perform similar functions, express them uniformly. If

one is written as a figure, write all as figures.
The inventory shows 21 ranges, 9 refrigerators, 37 washers, and 10 dryers.
The 32 tables sold in five days. (The numbers do not perform similar functions.)
2.5.10. That and Which
Generally “that” defines and restricts; “which” provides additional information.
“That” is used restrictively to narrow a category or identify a particular thing. The

information following “that” is critical to the reader’s understanding.
The article that was printed in the newspaper yesterday is inaccurate.
“Which” is used nonrestrictively to add some descriptive but incidental information and
is preceded by a comma, a dash, or a parenthesis.
The ballerina was dancing around the room wearing a baseball cap, which is not
something you would expect.
“Which” is used restrictively only when it is preceded by a pronoun.
Realize that you will be asked for your opinions about topics in which you do not
feel completely comfortable.
For example, note the usage of “that” twice, and the lack of commas, in the following
text causes confusion.
There are other factors that contribute to the uncertainty that were not considered
in the…
The first “that” introduces a restrictive clause that essentially describes the noun,
“factors,” and the meaning of the sentence. The reader needs to know “that” other
factors “contribute to the uncertainty.” In the case of the second “that,” the idea of the
factors not being considered is also critical to the understanding of the sentence. The
following sentence clarifies the meaning.
There are other factors that will impact funding, which have garnered little
interest in the audience.
The rewritten passage uses one “which” and one “that.” The “which” introduces a
nonrestrictive clause, which simply provides additional information to the reader. The
“that” clause contains information that is vital to the context.
FURTHER READING:
ASM International (2001). Engineers’ Guide to Technical Writing. Retrieved from
https://www.asminternational.org/documents/10192/3448649/ACFAA62.pdf/5890813c-
31ba-46b4-b7fa-8f20eb03fb6e
Kiran, S. (2015). Technical Communication: Requisites and Responses. Volume 6:

Issue 4. Retrieved from
https://www.academia.edu/23161645/Technical_Communication_Requisites_and_Resp
onses
LET’S CHECK!
Direction: Choose the letter of the best answer.
Test I. Modified True or False
Choose A if the FIRST statement is TRUE and the SECOND statement if FALSE
Choose B if the FIRST statement is FALSE and the SECOND statement is TRUE
Choose C if BOTH statements are TRUE
Choose D if BOTH statements are FALSE
1. Technical communication is the process of transmitting facts and information to a

defined audience for a specific purpose. Most companies expect employees to
communicate regularly on a business level through e-mails, letters, and memos.
2. Audience familiarity with the topic determines appropriate use of jargon. Thus, the use
of jargon is fine.
3. Italicize first occurrence of unfamiliar terms and define them right away. define the term
in its first occurrence, and put abbreviations in parentheses.
4. Observe verbosity. Thus, there is brevity.
5. Remove redundancy. Thus, combine overlapping sentences.
6. Avoid too many abstract nouns. Avoid excess words, which slow comprehension of the
main point.
7. Active voice constructions are wordy, and they replace strong verbs with weak verbs.
Hence, use passive voice constructions.
8. Technical writing is communication written for and about business and industry,
focusing on products and services: how to manufacture them, market them, manage
them, deliver them, and use them. Technical writing is journalism.
9. Technical writers must pay close attention to sentence length for better
understanding and interest. Never use business like tone.
10. Technical writing is not journalism, written to report the news. Technical writing is
neither an expressive essay narrating an occurrence nor an expository essay analyzing
a topic.
Test II.
11. Below are the guideline for technical writing except:

a. use active voice which emphasizes that the subject receives the action
b. keep sentences shorter than 25 words in length
c. use a neutral, business like tone
d. write statements in positive form
12. Some are the characteristics of technical writing except:
a. an instructional manual for repairing machinery
b. a letter from a vendor to a client
c. a memo listing meeting agendas
d. an expository essay
13. Which of the following supports technical writing?
a. objective, written about products or services, short sentences and parargraphs,
denotative words
b. objective, written from factual observation, short sentences and paragraphs, some
connotative but more denotative words. (journalism)
c. Objective, connotative and denotative words
d. connotative and expressive words, based on personal experience, written from
factual observation
14. Some are examples of technical writing except:
a. web pages b. resumes c. features d. reports
15. In terms of the document design, technical writing uses highlighting techniques. It
involves the following except:
a. headings b. graphics c. bullets d. b and c e. a, b, c
16. Which of the following expresses contrast?
a. in the second place
b. while this may be true
c. meanwhile
d. in other words
17. Which of the following expresses suggestion?
a. with this in mind
b. in conclusion
c. as a result
d. analogous to
Test III. Tell whether or the statement is balanced/ parallel. Correct the statement
if it were otherwise.
18. Learning a new language as an adult is more difficult than to learn one as a child.
19. Every morning, I run two miles, walk one mile, and half a mile on the bike.
20. To my horror, my wedding dress looked stained, torn and it had wrinkles.
LET’S ANALYZE!
Sentence Correction. Identify the errors and correct them. This involves the use of
appropriate language, text flow, correct grammar and even agreement in technical writing.
Items: 21-30
Madame:
Praise be Jesus and Mary!
This is in connection to the 3rd written warning send on your office last April 22, 2019
regarding the violation committed last semester. The undersigned would like to clarify the
violation on the attendance policy.
It is stated in the letter that I have incurred 7 absenteeism without official leave I have
asked the HR about the dates of my absences. However, knowing that I have never been
absent on the dates given, I checked my records in the SIP and confirmed that I was
present on the said dates: it is my belief that I have not violated the attendance policy. It
is also in this regard that I requested for counterchecking on your part.
Attach is the record of my attendance SIP for your (verification, perusal). I am hopeful for
a favorable and prompt response on this regard. Thank you and God Bless!
Sincerely,
Paulo
IN A NUTSHELL
Technical writing is an audience-centered means of communication that provides
a reader with clear and easy access to information. In the business world, time equates
to profit, and profit is the force behind all business interaction. The technical writer and
reader have a vis-à-vis relationship. The writer recognizes, respects, and addresses the
importance of time in effective and efficient communication by providing documents
written in specific formats, using unambiguous language to send clearly assessable
information. The reader in turn thoroughly understands the information in order to give a
thoughtful response.
The definite purpose, strict format, and use of appropriate language in technical
writing define the differences between technical writing and academic writing. The
academic writer’s purpose may be to write an assignment, a story, a letter, etc.. These
works may or may not have a reader. However, technical writing always has a definite
purpose and will always have a reader. Regardless of the number of the intended readers
of a document who may or may not read the document, the document will be read by the
primary reader.
Q AND A LIST
Should you wish to ask more questions, please feel free to ask through our FB page or
LMS. Use the table below to list down all your questions. After having answered your
questions, write down the answers.
Questions/Issues Answers
1.
2.
3.
4.
5.
KEYWORDS INDEX
Technical Component of Style Accessibility Objective
writing Writing
An instructional Development Document Accuracy Use
manual design appropriate
language
Audience- Grammar Fife Traits of Conciseness Create text

centered Technical flow
Writing
Reports and Organization Clarity Audience Use Correct
communications Recognition Grammar
CC’s voice: For the second quarter, you are expected to develop deep
understanding on the value of punctuations and mechanics
and apply them through the prepared activities, for example,
identifying errors and rectifying them.
Big Picture
a. apply the rules of mechanics; and

b. apply the rules of punctuations on sample written
communication.
Big Picture in Focus: ULOa. Apply the rules of mechanics on sample

written communication
METALANGUAGE
• Mechanics are the small parts of your writing that stick everything together to
ensure that everything makes sense and that emphasis is placed where you want
it to be. When used properly, these mechanics give your sentences the meaning
they should have. However, when used incorrectly, they can transform the
meaning of the most basic sentence and leave your readers completely baffled as
to what you are trying to tell them. By all odds, we are talking about basic
punctuation mechanics.
The earliest known punctuation was credited to Aristophanes of Byzantium, a

librarian at Alexandria, around 200 BC However, punctuation as we understand it
today was the result of the rise of printing in the 14th and 15th centuries and was
developed by Aldus Manutius and his grandson (who had the same name).
Basically, there is only one reason to use punctuation correctly - but it is a vitally
important reason: to make oneself understood with clarity. In speech, we have a
variety of devices for clarifying our meaning: stress, intonation, rhythm, pauses,
hand or body movements. In text, we have only the words and the punctuation and
poor punctuation enables the same words to have different or unclear meanings.
There are clear rules for the use of punctuation marks and they are not difficult to
learn and to apply.
ESSENTIAL KNOWLEDGE
;
I. ERRORS IN MECHANICS
A. Capitalization
Capital Letters are used to emphasize a certain word in a sentence. When reading,
we often see words that are capitalized as more important than the rest of the words.
It is therefore important to know which word should be capitalized to make your
sentences clearer.
The following rules will help you assess and decide whether the word should
be capitalized or not.
1. Capitalize the first person singular pronoun "I".
My cousin and I went to Cebu last month.

NOTE: The pronouns "He, Thy, Thou, Thine, His" and other pronouns
referring to God are also capitalized. ,
Jesus loves us that He died on the cross to pay for our sins.
2. Capitalize the first word of:
a. Every sentence
Every person has the power to decide for his own life. .
b. A quoted sentence .
The teacher said, "Pick up the pieces of paper."
NOTE: Do not capitalize the continuation of a quotation.
"Pick up the pieces of paper," the teacher said, "and arrange your chairs."
3. Capitalize historical events, periods, and documents.

Spanish Civil War People Power
Tokugawa Era the Philippine Constitution
4. Capitalize names of organizations, companies, schools, sports teams, etc.

the European Union the New York Knicks Harvard University
NOTE: Do not capitalize these entities (university, corporation, college, avenue,
etc.)
unless they are preceded by a proper noun. However, as the language continues
to
evolve, it is possible that these entities are used as proper names of business
establishments. In this case, they should be capitalized.
5. Capitalize titles of school courses.
D11-Ships, Ship Routines and Construction
Introduction to Mass Communication '
NOTE: Do not capitalize the names of subjects or fields except languages and names
of
nationalities, religions and ethnic groups.

calculus Mandarin
trigonometry Asian cuisine
6. Capitalize trademark names.

Pepsi Noki
Toyota a
Sony
7. Capitalize names of ships, airplanes, and trains.
MVAsuka F-14 Tomcat
Shinkansen .
8. Capitalize salutations and complimentary endings in letters.

Dear Mr. Chavez, Sincerely yours,
9. Most proper adjectives—those that are formed from proper nouns—are capitalized.
Shakespearean play Pythagorean theorem
NOTE: Adjectives and nouns which were once proper names but are presently
regarded
as common nouns and adjectives are not to be capitalized,
herculean task quixotic person
NOTE: Some proper adjectives are capitalized, while some are not. Consult a
dictionary (printed or online) to verify whether it should be capitalized or not.
10. Some abbreviations are capitalized while others are not. In general, abbreviations are
capitalized when they stand for the first letter of a word.
UN—United Nations
NOTE: However, there are exceptions to this rule, like most Latin abbreviations. In
order
to be sure, it is best to consult a dictionary (printed or online) to verify whether it
should
be capitalized or not.
i.e.—id est mph—miles per hour
11. Capitalize titles that precede names. However, they should not be capitalized if
they are
not accompanied by names.
Correct: I saw Dr. Padilla this morning.
Wrong: I saw the Doctor this morning.
NOTE: In some literary pieces, titles are capitalized when they are used as
the
character's pseudonym.
The Teacher called Bishop Aringarosa this morning and ordered for the plan
to be carried out immediately.
NOTE: Capitalize the title when only one person holds the title. The
Dalai Lama and the Pope met at the United Nations forum for
peace.
NOTE: Do not capitalize the names of academic degrees except if it is
affixed after a person's name, e.g., master of arts degree
Kurt Thomas, Master of Arts or Kurt Thomas, MA

12. Capitalize the first letter of the title of a composition and all the important
words in it except for prepositions, conjunctions and articles. However, if
these conjunctions and prepositions consist of more than four letters (e.g.
among, between, because, etc.), they should be capitalized as well.
Grapes of Wrath
Living Among the Wolves
13. Capitalize nationalities, languages, ethnic groups, and races.

Filipinos French
Quetzalcoatl Chicano
14. Capitalize names of God, religions and their followers, holy books, and
holy days.
God, Allah, Buddha .
Easter, Ramadan
Bible, Koran, Rig Veda
Muslim, Christian, Buddhist
15. Capitalize specific places and geographic areas.
the Middle East Gulf of Mexico
Pearl Harbor - Nagasaki
16. Capitalize specific structures such as buildings, bridges, roads, dams,
monuments, and parks.
Malacafian Palace Golden Bridge
Skyway Suez Canal
Luneta Park Bonifacio Monument
17. Capitalize specific times, like days of the week, months of the year and holidays.
Friday May
Independence Day Mother's Day
NOTE: Do not capitalize the names of the seasons, (winter, spring, summer, fall)
B. ABBREVIATIONS AND ACRONYMS
Abbreviations (the shortened form of a word or phrase) and acronyms (words formed from
the initial letters of a phrase) are commonly used in technical writing. In some fields,
including chemistry, medicine, computer science, and geographic information systems,
acronyms are used so frequently that the reader can feel lost in an alphabet soup.
However, the proper use of these devices enhances the reading process, fostering fluid
readability and efficient comprehension.
Abbreviations
• Typically, abbreviate social titles (Ms., Mr.) and professional titles (Dr., Rev.).
• In resumes and cover letters, avoid abbreviations representing titles of degrees
(e.g., write out rather than abbreviate “Bachelor of Science”).
• Follow most abbreviations with a period, except those representing units of measure
(“Mar.” for March; “mm” for millimeter). See the table that follows for further
guidance.
• Typically, do not abbreviate geographic names and countries in text (i.e., write
“Saint Cloud” rather than “St. Cloud”; write “United States” rather than “U.S.”).
However, these names are usually abbreviated when presented in “tight text” where
space can be at a premium, as in tables and figures.
• Use the ampersand symbol (&) in company names if the companies themselves do
so in their literature, but avoid using the symbol as a narrative substitute for the word
“and” in your text.
• In text, spell out addresses (Third Avenue; the Chrysler Building) but abbreviate city
addresses that are part of street names (Central Street SW).
• Try to avoid opening a sentence with an abbreviation; instead, write the word out.
• When presenting a references page, follow the conventions of abbreviation
employed by a journal in your field. To preserve space, many journals commonly
use abbreviations, without periods, in their references pages (e.g., “J” for Journal;
“Am” for “American”).
ACRONYMS
• Always write out the first in-text reference to an acronym, followed by the acronym
itself written in capital letters and enclosed by parentheses. Subsequent references
to the acronym can be made just by the capital letters alone. For
example: Geographic Information Systems (GIS) is a rapidly expanding
field. GIS technology . . .
• Unless they appear at the end of a sentence, do not follow acronyms with a period.
• Generally, acronyms can be pluralized with the addition of a lowercase “s” (“three
URLs”); acronyms can be made possessive with an apostrophe followed by a
lowercase “s” (“the DOD’s mandate”).
• As subjects, acronyms should be treated as singulars, even when they stand for
plurals; therefore, they require a singular verb (“NIOSH is committed to . . .”).
• Be sure to learn and correctly use acronyms associated with professional

organizations or certifications within your field (e.g., ASME for American Society of
Mechanical Engineers; PE for Professional Engineer).
• With few exceptions, present acronyms in full capital letters (FORTRAN; NIOSH).
Some acronyms, such as “scuba” and “radar,” are so commonly used that they are
not capitalized. Consult the table that follows in the next section to help determine
which commonly used acronyms do not appear in all capital letters.
• When an acronym must be preceded by “a” or “an” in a sentence, discern which
word to use based on sound rather than the acronym’s meaning. If a soft vowel
sound opens the acronym, use “an,” even if the acronym stands for words that open
with a hard sound (i.e., “a special boat unit,” but “an SBU”). If the acronym opens
with a hard sound, use “a” (“a KC-135 tanker”).
C. AMPERSANDS
• The ampersand is the logogram & , representing the conjunction "and".
• Ampersands are commonly seen in business names formed from partnership of
two or more people, such as Johnson & Johnson, Dolce & Gabbana, Marks &
Spencer, A&P (supermarkets), and Tiffany & Co., as well as some abbreviations
containing the word and, such as AT&T (American Telephone and
Telegraph), R&D (research and development), D&B (drum and
bass), R&B (rhythm and blues), B&B (bed and breakfast), and P&L (profit and
loss)
• In APA style, the ampersand is used when citing sources in text such as (Jones &
Jones, 2005). In the list of references, an ampersand precedes the last author's
name when there is more than one author
D. CONTRACTIONS
• A contraction is a word made by shortening and combining two words. Words
like can't (can + not), don't (do + not), and I've (I + have) are all contractions.
• All contractions include a punctuation mark that looks like you’re and couldn’t.
Writing with contractions
If anyone tells you that you should never use contractions in writing, they're wrong. It's
perfectly OK to use contractions in most writing, including newspapers, fiction,
and instructions. In fact, using contractions can make your writing simpler and easier
to read.
If you're writing an academic paper or anything else that's formal, you may want to avoid
contractions. If you're writing for school, it might be a good idea to ask your teacher if
contractions are OK. Still, we cannot deny the fact that it is discouraged to use
contractions especially in any academic related writing events.
E. Italics
• Bold and italics are intended to draw a readers attention, so do not abuse them.
• Use bold/italics for definitions or important words in text. Example:
"An object consists of attributes and methods."
• Underline is rarely used.
3. Capitalize titles that precede names. However, they should not be capitalized if
they are
not accompanied by names.
Correct: I saw Dr. Padilla this morning.
Wrong: I saw the Doctor this morning.
NOTE: In some literary pieces, titles are capitalized when they are used as
the character's pseudonym.
The Teacher called Bishop Aringarosa this morning and ordered for the plan
to be carried out immediately.
NOTE: Capitalize the title when only one person holds the title. The
Dalai Lama and the Pope met at the United Nations forum for
peace.
NOTE: Do not capitalize the names of academic degrees except if it is
affixed after a person's name, e.g., master of arts degree
Kurt Thomas, Master of Arts or Kurt Thomas, MA

4. Capitalize the first letter of the title of a composition and all the important
words in it except for prepositions, conjunctions and articles. However, if
these conjunctions and prepositions consist of more than four letters (e.g.
among, between, because, etc.), they should be capitalized as well.
Grapes of Wrath
Living Among the Wolves
5. Capitalize nationalities, languages, ethnic groups, and races.

Filipinos French
Quetzalcoatl Chicano
6. Capitalize names of God, religions and their followers, holy books, and hoiy
days.
God, Allah, Buddha .
Easter, Ramadan
Bible, Koran, Rig Veda
Muslim, Christian, Buddhist
7. Capitalize specific places and geographic areas.
the Middle East Gulf of Mexico
Pearl Harbor - Nagasaki
8. Capitalize specific structures such as buildings, bridges, roads, dams,
monuments, and
parks.
Malacafian Palace Golden Bridge
Skyway Suez Canal
Luneta Park Bonifacio Monument
9. Capitalize specific times, like days of the week, months of the year and holidays.
Friday May
Independence Day Mother's Day
NOTE: Do not capitalize the names of the seasons, (winter, spring, summer, fall)
Big Picture in Focus: ULOb. Apply the rules of punctuations on
sample written communication
METALANGUAGE
PUNCTUATIONS. The main function of punctuation is to separate phrases and clauses
into meaningful units of information. Therefore, it is necessary to understand the basic
structure of sentences—phrases and clauses—to understand the proper uses of
punctuation. When punctuation is missing or incorrectly used, the reader may get a
completely different message than the one intended. This can not only confuse readers
and waste time, but can have disastrous results in cases where the writing has legal,
economic, or safety implications.
ESSENTIAL KNOWLEDGE
II. PUNCTUATION RULES
How to use the full stop
There are only two uses of the full stop (or, as the Americans call it, the period):
• to mark the end of a sentence expressing a statement (if you are unsure whether
the words constitute a sentence, look for a verb which is an essential component
of a sentence) [This is a sentence with the verb 'is'.]
• to signify an acronym - [N.A.T.O. for North Atlantic Treaty Organisation (although

increasingly it is acceptable and even preferable not to use full stops in such
cases)]
Note: A common mistake is to use a comma where a full stop should be used, as in the
linking of statements or sentences.
How to use the question mark
There are only two uses of the question mark:
• at the end of a direct question [Do you understand this rule?]

• to show that something is uncertain (when it should be inside round brackets or
parentheses) [He was born in 1886(?) and died in 1942.]
Note: A question mark should not be used at the end of an indirect question in which the
speaker's exact words are not repeated.
How to use the exclamation mark
There is only one use of the exclamation mark:
• after an exclamation of surprise, shock or dismay, which is generally a short

sentence or phrase expressing very strong feeling (especially one beginning with
'What' or 'How') [What a wonderful surprise!]
Note: Exclamation marks should be used sparingly and usually not at all in formal
writing.
How to use the comma
The comma is used very frequently and used incorrectly almost as frequently. There
are, in fact, four distinct uses of the comma:
• A listing comma is used as a kind of substitute for the word 'and' or sometimes
for the word 'or' in a list when three or more words, phrases or even complete
sentences are joined by the word 'and' or 'or'. [The colours in the Union Jack flag
are red, white and blue.]
• A joining comma is only slightly different from a listing comma and is used to join
two complete sentences into a single sentence, when it must be used by one of
the connecting words 'and', 'or', 'nor', 'but', 'while', 'so' and 'yet'. [I could tell you
the truth, but I will not.]
• The gapping comma is used to show that one or more words have been left out
when the missing words would simply repeat the words already used in the same
sentence. [Some English writers use punctuation correctly; others, not.]
• The bracketing comma always comes as a pair and is used to mark off a weak
interruption of a sentence - that is, an interruption which does not disturb the
smooth flow of the sentence and could be removed and still leave the sentence
complete and making good sense.
Note 1: One bracketing comma will suffice if the weak interruption comes at the
beginning or the end of the sentence.
• [Although often wet, Britain has lots of sunshine. as opposed to Britain, although
often wet, has lots of sunshine.]
Note 2: The main purpose of punctuation is to aid understanding; a subsidiary purpose

is to aid flow. Use joining commas and pairing commas where this aids understanding
and/or flow. As a general rule, the longer the sentence or the more complex the
sentence, the greater the need for commas.
Note 3: When in doubt over where to use a comma, try reading the sentence out loud
and, generally speaking, commas should be used where you pause for clarification or
breath.
Note 4: There is some controversy over use of something called the serial or Oxford
comma which is the last comma in this example: The colours in the Union Jack flag are
red, white, and blue. Generally the serial comma is not used in Britain where it is
regarded as unnecessary, but it is commonly used in the United States where it is
thought helpful. My preference is to use a listing comma before 'and' or 'or' only when it
is necessary to make the meaning clear.
How to use the colon
The colon has two uses:
• to indicate that what follows it is an explanation or elaboration of what precedes it

(the rule being that the more general statement is followed by a more specific
one) [There is one challenge above all others: the alleviation of poverty.]
• to introduce a list [There are four nations in the United Kindom: England,
Scotland, Wales and Northern Ireland.]
Note: A colon is never preceded by a white space, but it is always followed by a white
space, and it is never followed by a hyphen or a dash.
How to use the semicolon
The semicolon has two similar major uses:
• to join two complete sentences into a single written sentence when the two
sentences are too closely related to be separately by a full stop and there is no
connecting word which would require a comma such as 'and' or 'but' [It is a far,
far better thing that I do, than I have ever done; it is a far, far better rest that I go
to, than I have ever known.]
• semi-colon is used to join two complete sentences into a single written sentence
where the second sentence begins with a conjunctive adverb such as 'however',
'nevertheless', 'accordingly', 'consequently', or 'instead' [I wanted to make my
speech short; however, there was so much to cover.]
Note: In these uses, the semicolon is stronger than a comma but less final than a full
stop.
There is a minor use of the semicolon:
• to separate items in a list when one or more of those items contains a comma
[The speakers included: Tony Blair, the Prime Minister; Gordon Brown, the
Chancellor of the Exchequer; and Ruth Kelly, Secretary of State for Education &
Skills.]
How to use the apostrophe
The apostrophe is the most misused punctuation mark in the English language by far,
but this should not be the case since there are only two major uses of the apostrophe:
• to indicate a contraction which is a form of word in which one or more letters are
omitted [it's instead of it is or aren't instead of are not]
• to indicate possession [Roger's web site]
Note 1: The first use of the apostrophe should usually be avoided in formal writing.
Note 2: The second use of the apostrophe involves placing the apostrophe at the end of
the word when the word is plural and ends in 's' [workers' rights].
Note 3: There are three very, very common misuses of the apostrophe.
• The most frequent misuse is in writing plural forms, especially in signs and
notices, but it is totally wrong to write pizza's or CD's or even in English 1990's
(this is the usage in American English).
• The second misuse, which is almost as common, is it's instead of its to indicate
possession [It's wrong to hit its head].
• The final misuse involves confusion between 'who's' which is an abbreviation of
'who is' [the man who's coming to visit] and 'whose' which shows possession [the
man whose house is over there].
How to use the hyphen
There are two main uses of the hyphen:

• in writing compound words that would be ambiguous, hard to read or excessively

long [no-smoking sign and black-cab driver]
• to indicate that a long word has been broken off at the end of a line (however,
this should be avoided if possible)
A minor use of the hyphen is:
• to avoid what is called letter collision {de-ice or shell-like]
How to use the dash
The dash has only one major use:
• to use in pairs to separate a strong interruption from the rest of the sentence (a
strong interruption, as opposed to a weak interruption, is one which forcefully
disrupts the flow of the sentence and, as such, it usually contains a verb rather
simply being a phrase) [All nations desire econmic growth - some even achieve it
- but it is easier said than done.]
Note: Only one dash is used if the strong interruption comes at the beginning or the end
of the sentence. [We earnestly desire peace for all nations of the world - and we will
work hard for it.]
There are several minor uses of the dash:
• to add emphasis or drama [He said that he would go - and he did.]

• to indicate a range of numbers [900-1000]
• to link two connected words [the Sydney-Melbourne train]
How to use quotation marks
There is only one use of quotation marks (or quotes, speech marks, or inverted
commas, as they are often called):
• to enclose a direct quotation [Hamlet's most famous speech begins: "To be or not
to be".]
Note 1: Strictly speaking, the only punctuation marks that should go inside the quotation
marks are those that are part of the quotation itself. [He screamed out "Help me!" and
so I went to his aid.]
Note 2: International practice varies on whether quotation marks should be double or

single (I use double) but, when one has a quotation within a quotation, one uses the
other type of quotation marks (in my case, single) [He told me: "Your use of the phrase
'in this day and age' is hackneyed".]
Note 3: There is a version of quotation marks known informally as scare quotes and
these are used when the writer wishes to signify that the quoted word or words are odd
or inappropriate or the writer wishes to express irony or even sarcasm. [Daniel was
assured that he would be 'safe' in the lion's den.]
Note 4: One final use of quotation marks is when one is talking about a word or phrase
when one normally uses single quotation marks. [Someone I know overuses the word
'actually'.]
How to use brackets
There is one major use of brackets (or round brackets, as they are often called, or
parentheses, as they are called in America)
• to use in pairs to set off a strong or weak interruption, as with a pair of dashes or
a pair of bracketed commas [I knew she loved me (I was not wrong) which is why
I proposed.]
Note: Round brackets are normally used instead of dashes or bracketed commas where
the interruption is something of an aside from, or a supplement to, the main sentence.
There is a minor use of brackets:
• to enclose an acronym after the acronym has been spelt out [European Union
(EU)]
How to use square brackets
There are two uses of square brackets (which, confusingly, Americans call simply
brackets):
• to set off an interruption within a direct quotation [Churchill said of the Battle of
Britain: "Never in the field of human conflict was so much owed by so many to so
few [the Royal Air Force pilots]".]
• to set off material which is extraneous to the main text, such as the examples of
the usage of punctuation in this essay or comments in a draft document which
are not intended to be in the final version
How to use the ellipsis
The ellipsis (...), sometimes called the suspension or omission marks, has three uses:
• to show that some material has been omitted from a direct quotation [One of
Churchill's most famous speeches declaimed: "We shall shall fight them on the
beaches ... We shall never surrender".]
• to indicate suspense [The winner is ...]
• to show that a sentence has been left unfinished because it has simply trailed off
[Watch this space ...]
Note: Technically there should be three dots in an ellipsis, but I would accept two at the
beginning of a piece and four at the end.
Conclusion
Lynne Truss concludes her marvellous (and amusing) book "Eats, Shoots And Leaves"
[for review .] as follows:
"We have a language that is full of ambiguities; we have a way of expressing ourselves
that is often complex and allusive, poetic and modulated; all our thoughts can be
rendered with absolute clarity if we bother to put the right dots and squiggles between
the words in the right places. Proper punctuation is both the sign and the cause of clear
thinking. If it goes, the degree of intellectual impoverishment we face is unimaginable".
I agree - and offer this short guide as a modest contribution to the correct use of
punctuation.
Further Reading:
• "The Penguin Guide To Punctuation" by R.L. Trask (Penguin Books, 1997)

• "Eats, Shoots And Leaves" by Lynne Truss (Profile Books, 2003)
Links:
A history Of punctuation .
Longer punctuation games .
Interesting Facts:
1. The Spanish put an upside down exclamation mark or question mark at the
beginning of a sentence ending with such a punctuation mark.
2. The Chinese use a small circle instead of a full stop and their ellipsis consists of
six dots instead of three.
Link: Larry Trask's guide to punctuation .
ROGER DARLINGTON
While there are no hard and fast rules about punctuation, there are good style
guidelines. Below are the ten most commonly used punctuation marks and a
guide to their use.
1. Comma (,). Use commas to separate independent clauses in a sentence, for

example:
The game was over, but the crowd refused to leave.
Yesterday was her brother’s birthday, so she took him out to dinner.
Use commas after introductory words, phrases, or clauses that come before the main
clause:
While I was eating, the cat scratched at the door.
If you are ill, you ought to see a doctor.
NOTE: You should not do the reverse of this. For example, the following two cases are
wrong:
The cat scratched at the door, while I was eating.
You ought to see a doctor, if you are ill.
Introductory words that should be followed by a comma are: yes, however, and well. For
example: Yes, you can come to the party
Use a pair of commas to separate an aside from the main body of the sentence. For
example:
John and Inga, the couple from next door, are coming for dinner tonight.
You can test this by removing the aside from the sentence. If the sentence still reads
correctly, you have probably used the commas as you should. In the case above, this
would render: John and Inga are coming for dinner tonight.
Do not use commas to separate essential elements of the sentence. For example:
Students who cheat only harm themselves.
The baby wearing a yellow jumpsuit is my niece.
2. The Oxford Comma
I prefer the Oxford comma when dealing with lists. It is also known as the Serial Comma
or the Harvard Comma. The Oxford comma is much more widespread in American
English than British English. When using the Oxford comma, all items in a list of three or
more items are separated. For example:
I love apples, pears, and oranges.

Note the comma after “pears”. Many people prefer not to use this style and will omit the
final comma. We call this the Oxford comma because it is the standard method taught
at Oxford University.
Use commas to set off all geographical names, items in dates (except the month and
day), addresses (except the street number and name), and titles in names.
Birmingham, Alabama, gets its name from Birmingham, England.
July 22, 1959, was a momentous day in his life.
Occasionally, you will see a comma between a house number and street. This is not
wrong, it is just old fashioned. It is not done in modern times, however.
Use a comma to shift between the main discourse and a quotation.
John said without emotion, “I’ll see you tomorrow.”
“I was able,” she answered, “to complete the assignment.”
Use commas if they prevent confusion:
To George, Harrison had been a sort of idol.
3. Period or Full Stop. The primary use of a period is to end a sentence. Its second
important use is for abbreviations. There are stylistic differences here. I will discuss
both.
Fowler
Martin Fowler, author of Modern English Usage, says that we should place a period at
the end of an abbreviation only when the final letter of the abbreviation is not the final
letter of the expanded word. For example:
Jesus Christ was born c. 4-6AD
The abbreviation is for the word “circa” – as it ends in an ‘a’ and the abbreviation is
normally ‘c’ – we include the period.
Mr Jones was happy to see his wife
St Patrick lived in Ireland
In the first case above, “Mr” is an abbreviation for mister. Because mister ends in an ‘r’
and the abbreviation includes that ‘r’, we omit the period.
Other
The other use of the period for abbreviations is to always include the period, regardless
of whether the final letter is included.
Mr. Jones was happy to see his wife
If an abbreviated phrase is pronounced, we do not include periods. For example: NASA

is correct, N.A.S.A is incorrect. In some cases the periods are omitted even when the
word is not pronounced, usually because it is a very commonly known term. For
example: UCLA (University of California, Los Angeles).
In the case of a word like et cetera (etc.,) we always include the period.
4. Question Mark. The question mark is a fairly easy punctuation mark to use. It has
one use, and one use alone. It goes at the end of a sentence which is a question. For
example:
How many will be at the party?
You do not include a period when using a question mark. You also do not use a
combination of question marks and exclamation marks in formal writing, though this is
gaining acceptance in informal writing – particularly on the internet.
One thing to be careful of is to not include a question mark when it is not needed:
WRONG: I wonder how many people will come to the party?
While you are expressing a thought that seems to require an answer, you are doing so
with a statement. This is the most common mistake made when using a question mark.
5. Exclamation Mark. Only use this when issuing a command or speaking forcefully! As
in the case of the question mark, do not follow this with a period and do not combine it
with other punctuation marks. Oh, and only one is needed. Two or three exclamation
marks in a row is completely unnecessary.
6. Quote Marks. Quotation marks are used to quote another person’s words exactly,
whether they be spoken, or written. For example:
John said, “We are going shopping.” – note the capitalization of “We”. You should do
this unless you are quoting in a run-on sentence:
John said “we are going shopping” because they had no milk. Note the omission of the
comma in this case also.
If you are quoting a person who is quoting another person, use a single quotation mark
like this:
John said, “My neighbor yelled at me today! He said ‘get off my lawn!’”
When introducing a quotation after an independent clause, use a colon and not a
comma to begin:
As D. H. Nachas explains, “The gestures used for greeting others differ greatly from one
culture to another.” (not an independent clause)
D. H. Nachas explains cultural differences in greeting customs: “Touching is not a

universal sign of greeting. (this is an independent clause)
Quotation marks can also be used to denote irony or sarcasm, or to note something
unusual about it:
The great march of “progress” has left millions impoverished and hungry.
Punctuation with quotations
Punctuation that belongs to the original quote should be inside the quote marks.
Punctuation relating to the entire sentence should be outside.
Philip asked, “Do you need this book?”
Does Dr. Lim always say to her students, “You must work harder”?
Always put colons and semicolons outside quotes. Put commas and periods inside
quotations unless followed by parenthesis:
He said, “I may forget your name, but I never remember a face.”
Mullen, criticizing the apparent inaction, writes, “Donahue’s policy was to do nothing”
(27).
7. Colon. A colon should be used after a complete statement in order to introduce one
or more directly related ideas, such as a series of directions, a list, or a quotation or
other comment illustrating or explaining the statement. For example:
The daily newspaper contains four sections: news, sports, entertainment, and classified
ads.
The strategies of corporatist industrial unionism have proven ineffective: compromises

and concessions have left labor in a weakened position in the new “flexible” economy.
The colon is also used to separate chapter and verse from the bible (I Parlipomenon
12:30), to separate hours, minutes, and seconds: 13:49:08, and as eyeballs in smiley
faces.
8. Semicolon. Use a semicolon to join related independent clauses in compound

sentences. For example:
Jim worked hard to earn his degree; consequently, he was certain to achieve a
distinction.
Jane overslept by three hours; she was going to be late for work again.
The semicolon is also used to separate items in a series if the elements of the series
already include commas. For example:
Members of the band include Harold Rostein, clarinetist; Tony Aluppo, tuba player; and
Lee Jefferson, trumpeter.
9. Apostrophe. The apostrophe has three uses:
1) to form possessives of nouns

2) to show the omission of letters
3) to indicate certain plurals of lowercase letters.
Forming possessives
the boy’s hat
three day’s journey
If the noun after “of” is a building, an object, or a piece of furniture, then no apostrophe
is needed. For example: The car door.
Showing omission
He’ll go = He will go
could’ve = could have (Not “could of”!)
Forming plurals
Apostrophes are used to form plurals of letters that appear in lowercase. For example:
Mind your p’s and q’s

10. Parentheses. Parentheses are occasionally and sparingly used for extra,
nonessential material included in a sentence. For example, dates, sources, or ideas that
are subordinate or tangential to the rest of the sentence are set apart in parentheses.
Parentheses always appear in pairs.
Before arriving at the station, the old train (someone said it was a relic of frontier days)
caught fire.
11. Dash or Hyphen
Dash
Use the dash to emphasize a point or to set off an explanatory comment; but don’t
overuse dashes, or they will lose their impact. A dash is typically represented on a
computer by two hyphens with no spaces before, after, or between the hyphens.
To some of you, my proposals may seem radical–even revolutionary.
It is also used for an appositive phrase that already includes commas.
The boys–Jim, John, and Jeff–left the party early.
As you can see, the dash can be used in the same way as parentheses.
Hyphen
Use a hyphen to join two or more words serving as a single adjective before a noun:
chocolate-covered peanuts
Don’t use the hyphen when the noun comes first:
The peanuts are chocolate covered
Use a hyphen with compound numbers: Forty-five
You should also use a hyphen to avoid confusion in a sentence:
He had to re-sign the contract

He had to resign his job
Use a hyphen with the prefixes ex- (meaning former), self-, all-; with the suffix -elect;
between a prefix and a capitalized word; and with figures or letters:
ex-husband
self-assured
mid-September
all-inclusive
mayor-elect
anti-American
T-shirt
pre-Civil War
mid-1980s
Further Reading
Alred, Brusaw, & Oliu (2009). Handbook of Technical Writing. 9th Edition. Retrieved from
http://site.iugaza.edu.ps/mahir/files/2017/01/Handbook-of-Technical-Writing-9th-Edition.pdf
Learning Express (2006). 501 Grammar and Writing Questions. 3rd Edition. Library of Congress
Cataloging, USA. Retrieved from
https://www.misd.net/languageart/GrammarInAction/501GrammarandWriting3e.pdf
Mechanics of Writing (nd). Retrieved from

https://ptgmedia.pearsoncmg.com/images/0131428993/samplechapter/0131428993_ch01.pdf
LET’S CHECK!
Choose the letter of the best answer.
1. Which is a poorly constructed sentence?

a. Neither Bert nor Rico had brought his tools
b. Imelda or her assistants will give their permission.
c. If you give us your instructions for the activity, we shall follow it to the letter.
d. We cannot accept the article for credit because to do so would set a very bad
precedent
2. Which of the ff is an example of a gapping comma?
a. The colours in the Union Jack flag are red, white, and blue.
b. I could tell you the truth, but I will not.
c. Some English writers use punctuation correctly; others, not.
d. None of the above
3. Which of the ff is an example of a joining comma?
4. Which of the ff contains an oxford comma?
5. Which of the ff does not say about a colon?

a. to indicate that what follows it is an explanation or elaboration of what precedes it
(the rule being that the more general statement is followed by a more specific
one)
b. to introduce a list
c. to never get preceded by a white space, but it is always followed by a white
space, and it is never followed by a hyphen or a dash.
d. to separate items in a list when one or more of those items contains a comma
6. This is to join two complete sentences into a single written sentence when the two
sentences are too closely related to be separately by a full stop, and there is no
connecting word which would require a comma such as 'and' or 'but'.
a. colon b. semi-colon c. comma d. period
7. This is used to join two complete sentences into a single written sentence where the
second sentence begins with a conjunctive adverb such as 'however', 'nevertheless',
'accordingly', 'consequently', or 'instead'.
8. Its minor use includes to separate items in a list when one or more of those items
contains a comma
9. There are two main uses and a minor use of hyphen except:
a. in writing compound words that would be ambiguous, hard to read or excessively
long [no-smoking sign and black-cab driver]
b. to indicate that a long word has been broken off at the end of a line (however, this
should be avoided if possible)
c.to avoid what is called letter collision {de-ice or shell-like]
d. to use in pairs to separate a strong interruption from the rest of the sentence (a
strong interruption, as opposed to a weak interruption, is one which forcefully disrupts
the flow of the sentence and, as such, it usually contains a verb rather simply being a
phrase)
10. There are several minor uses of the dash except:
a. to add emphasis or drama
b. to indicate a range of numbers
c. to link two connected words
d. to enclose an acronym after the acronym has been spelt out
11. The ff are TRUE about ellipsis except:
a. to show that some material has been omitted from a direct quotation
b. to indicate suspense
c. to show that a sentence has not been left unfinished because it has simply trailed off
d. it has three dots
12. Which is a poorly constructed sentence?
a. He blushes; therefore, he is guilty.
b The refugees had neither food nor shelter for ten days.
c. She was a fine tennis player and she did not win a gold medal
d. He declared that he would never give up; nevertheless, he gave up.
13. Which of the following shows the incorrect use of colon?
a. The criteria for judging are the following: originality, relevance to the topic, and
artistry.
b. Freddie's last words were: "take care of my family."
c. The criteria for judging are the following: originality, relevance to the topic, and
artistry.
d. After this trip, we are going to: Brazil, China, and London.
14. Which of the following shows the correct usage of colon?
a. Meet me at the parking lot at 2:45 PM today.
b. After this trip, we are going to Brazil, China, and London.
c. After this trip, we are going to: Brazil, China, and London
d. Dear Mr. Perez;
15. Which of the following is a sign of the angle bracket?
a. [ ] b. ( ) c. < > d. / /
16. The ff are the uses of comma except:
a. Complimentary Close b. Dates
c. Tag questions d. Nouns of direct address e. None of the given choices.
Test II. Modified True or False.
Choose A if the FIRST statement is TRUE and the SECOND statement if FALSE
Choose B if the FIRST statement is FALSE and the SECOND statement is TRUE
Choose C if BOTH statements are TRUE
Choose D if BOTH statements are FALSE
17. The semicolon is stronger than a comma but less final than a full stop. Use joining
commas and pairing commas where this aids understanding and/or flow.
18. Exclamation marks should be used sparingly and usually not at all in formal writing.
The use of the apostrophe involves placing the apostrophe at the end of the word when
the word is plural and ends in 's'.
19. A common mistake is to use a comma where a full stop should be used, as in the
linking of statements or sentences. A colon is never preceded by a white space, but it is
always followed by a white space, and it is never followed by a hyphen or a dash.
20. As a rule, commas are always placed to the left of a quotation mark. Use commas
with indirect quotations
21. Similar to the quotation marks, parentheses also go in pairs. Parentheses have
two uses, one is to enclose an information that is not essential, yet may be helpful to
your reader, such as a second thought and the other is to enclose numbers and
letters that label items in a list.
22. A hyphen (which is longer than the word dash) is shorter in measure. It is also
called as the "n-dash" or "en-dash" because it has the same width with the letter "n".
23. Hyphen is called the m-dash. On the other hand, the dash is called the n-dash.
24. Dashes are more informal than commas and they are not usually seen in formal
writing. Moreover, the dash also presents an additional idea that the writer wishes to
include in between the train of thought in the sentence.
25. Period is also called full stop. The Serial, Harvard, and Oxford Comma are not
the same.
LET’S ANALYZE!
Sentence/ Paragraph Correction. Read the sample letter and paragraphs below,
and supplement the correct punctuation and mechanics. (20 points)
1. (17points)
Madame;
Greetings of peace!
I am writing this letter to express my fervent desire to remain part of this exemplary
working force. I have just obtained my masters degree in English from the University of
Immaculate Conception.
On a more personal note, I have always been confident on how the University helps me
grow holistically. It has been giving me a myriad of worthwhile experiences which have
been contributory to the enrichment of my knowledge, skills and values. I believe that the
wonderful experiences that the university has been giving allow me to be even more
flexible in dealing with different situations which I reckon to be relevant in the workplace.
More so had it not been for the university supportive and dynamic team I would have not
been able to realize the way i see myself now as a teacher, and as a person. With this: I
wish to express how much I appreciate all the things that the university has done to me,
I wish to stay.
I hope that you would consider this as I am very enthusiastic to work and learn even
more. I guarantee that I remain steadfast in your commitment and philosophy to offer
quality education with excellence. I would deeply appreciate for a talk at your most
convenient time. Thank you for your time, & utmost consideration. God Bless.
Respectfully:
Christian Jay O. Syting
2. (3 points) As a young professional however new opportunities are very enticing for me
as this means to grow even more. I have read the job posting on the College of Teacher
Education bulletin board that it is in need of English teacher and I wish to be considered
as someone viable for the position.
IN A NUTSHELL
Any form of writing uses tools (mechanics) to enhance the communication process
and facilitate the understanding of the message. These tools particular to technical writing
refer to the use of punctuation marks. Punctuations are small "symbols or characters" that
are placed in strategic parts of the sentence in order to make the idea that the writer wishes
to convey dearer. There are various kinds of punctuations that are used in the English
language, and these punctuations carry out specific functions in the discourse. Hence, a
writer must know what punctuation should be used in a specific situation when writing
because a wrong punctuation may pose a possible misinformation of the meaning of the text.
Q and A LIST
1.
2.
3.
4.
5.
KEYWORDS INDEX
Punctuate Parenthesis Ellipsis Mechanics Contractions
properly
apostrophe Questions Hyphens Abbreviations Numbers
marks
Colons Brackets Periods Acronyms and Ampersands
abbreviations
dashes Commas Quotations Capitalizations Spelling
CC’s voice: For the third quarter, you are expected to participate in writing
activity which models effective scientific and technical
communication, tailored to an audience who have diverse
educational, cultural, and linguistic backgrounds and various
levels of expertise. The activity involves creating a letter in job
search and application and correspondence. Hence, not only
that you are expected to demonstrate proficiency of the

technical rules but display skills in technical writing as a whole
Big Picture
a. apply rules and conventions in making business letter in terms of Job

Search and Application
b. apply rules and conventions in making business letter in terms of
Correspondence
Big Picture in Focus Uloa: Apply rules and conventions in making

business letter in terms of Job Search and Application
METALANGUAGE
Technical writing is not just about understanding technical information and recording it
in a document. Technical writing takes high-level information and processes it into
digestible content for a specific audience.
Technical Writing involves the following:

1. Job Search and Application
1.1 Acceptance Letter. It is a positive response to either an invitation or a job offer
1.2 Refusal Letter. It is a negative response to either an invitation or a job offer.
1.3 Application Letter. An application letter is a cover letter, a sales letter, and a
marketing tool all in one and it should accompany a professional resume any
time a person applies for a job.
1.4 Resignation Letters. It expresses your intention to leave the company you
currently work for.
1.5 Resumes. A resume (also spelled résumé) is a formal document that serves to
show a person’s career background and skills
ESSENTIAL KNOWLEDGE
RESUME
Sample Resume
Below is an example document exemplifying the five components necessary for
an effective resume.
On next page is
a sample
checklist for
making your own
resume.
Sample Checklist
It should be noted that the stipulated ones are just among the few criteria in creating your
own resume. It should be noted also that it is somewhat culture-specific. Hence, the criteria
vary one place to another.
COVER LETTER/E-MAIL
Sample Cover Letter Text
Application Letter
An application letter is a cover letter, a sales letter, and a marketing tool all in one and it
should accompany a professional resume any time a person applies for a job.
Its main objective is to get the applicant in the door for an interview and must be written
well enough to attract the attention and interest of the person with the power to
recommend or grant one.
The scope should include compelling information that will convince the reader that the
qualifications outlined in the resume are strong enough to make an applicant a
candidate.
Identify Your Reader
An application letter should be addressed to the person who is in charge of screening

and hiring new employees. That person's name should be placed in the inside heading
and salutation of your application. It should also be included on the top line of your
envelope.
Remember that people do business with people first, businesses second. When you
address your reader by name, you recognize their individual importance and value as a
human being.
Establish Your Objective
The objective of an application letter is to attract the attention of an employer. It acts as

a cover letter for your resume and should provide enough personal information to
convince the reader to grant you an interview.
The qualifications you provide a potential employer should be included on your resume.
Your cover letter should indicate that you are a suitable candidate and attract attention
to your resume.
Determine Your Scope
The scope of your application letter should include those things that are specific to
obtaining your objective - convincing the reader to grant you an interview. You should
be brief, but include such things as:
• A specific job title

• A desired area of employment
• Source of job lead
• Educational background
• Work experience
• Leadership activities
• Specialized training
Remember, you are requesting an interview. Specify times at which you are available
and the methods by which you can be contacted.
Organize Your Letter
Organizing your application letter will establish a logical order in which to present your
information. You have already begun this task by establishing an objective and
determining your scope. Refer back to them. Together they include much of the content
that will become the body of your letter.
A simple outline will get you organized. Begin by creating a list of points that your letter
will address and put them in the sequential order that will best help your reader
comprehend your application. These points will become the backbone of your draft;
your outline will become a checklist.
Draft Your Letter
Working from an outline is the simplest way to draft an application letter. You have
already organized yourself by creating a list. Refer back to it and turn each fragment
into a full and complete sentence expressing a single thought or idea.
In order that your thoughts and ideas are conveyed in a cohesive manner, write in as
natural a sounding voice as possible. Try writing your draft quickly and then read it out
loud. Concentrate on communicating your objective to your reader. Make sure that the
scope of your letter contains all the relevant information included in your organizational
list.
Keep in mind that you are writing a rough draft. For the moment you can ignore spelling,
grammar, punctuation, sentence and paragraph structure. Those are technical details
that you will pay attention to in the final step when you review and revise your work.
Close Your Letter
An application letter should close in a professional manner. Once your last paragraph is
written, sign off between a complimentary close such as "Sincerely," or "Thank you,"
and your printed name.
If you are writing in conjunction with an official duty, place your title below your printed
name. Additional information such as dictation remarks, notification of attachments,
enclosures and copies sent to other individuals should be placed beneath the title line.
Review and Revise Your Application Letter
Reviewing and revising the draft of your application letter is a final inspection, a last
check to see whether your objective is clearly stated and your scope concisely defined.
Put yourself in the reader's shoes and ask whether the details are accurate and
complete.
Look for obvious errors. Check for spelling, sentence structure and grammar mistakes.
Your complaint should be direct and to the point, so make sure that you have used a
strong active voice.
Keep in mind the overall cohesiveness of your letter. Look for accuracy, clarity and a
sense of completeness. Ask yourself if the transitions between paragraphs are working
and if your point of view, tone and style are consistent throughout the text.
Examine your word choices carefully. Ambiguous words lead to confusion. Jargon and
abstract terms may not be understood at all and affectations, cliches and trite language
serve no real purpose and will obscure your objective.
If you have not written an opening or a closing now is the time. The introduction should
lead into the letter with a firm statement about the position or job you are seeking. The
conclusion should provide your contact information.
Acceptance Letter
An acceptance letter is a positive response to either an invitation or a job offer. Its
objective is to notify the reader of an affirmative decision. The letter should be kept fairly
short. Its scope need only include information that relates to the logistical details of
accepting the offer.
If you have been offered a job that you intend to accept, write your letter immediately.
Remember, you are not the only person that was interviewed. The offer only indicates
that you are the employer's "first choice." Delay on your part will communicate a lack of
interest and will result in a prospective employer turning to his or her "second choice."
Identify your reader
An acceptance letter should be addressed to a person who has extended you an

invitation or a job offer. You will have most likely met this person during a job interview
and should place his or her name in the salutation and the inside heading of your
acceptance. It should also be included on the top line of your envelope.
Keep in mind that people do business with people. When you personalize your letter,
addressing the reader by name, you recognize that person's individual importance and
their value as a human being.
Establish your objective
The objective of an acceptance letter is to say "yes" to an invitation or a job offer. It

notifies the reader of this decision and affirms the writer's commitment.
Your acceptance should be conveyed in the first sentence, especially when you are
accepting a job offer. Include a simple "thank you" as you begin the letter. Courtesy
never goes out of style and your reader will appreciate your attention in that regard.
Determine your scope
The scope of your acceptance letter should be brief and upbeat, addressing any
formalities or contingencies that relate to the commitment you are making.
In accepting a job offer, restate the title of the position and the expected compensation.
Doing so reaffirms the essential details of the offer, eliminates the potential for error,
and ensures that your objective is not misunderstood.
Inform your reader of any logistical details that may impact your availability, such as a
graduation date, relocation issues that may effect your starting date or the existence of
a competing offer. When necessary, address any contingencies that relate to your
acceptance, such as finalizing a salary negotiation or an employment package.
Be forthright with the employer. He or she understands that you are making a difficult
decision and will normally extend a short grace period in which you may consider your
options.
Organize your letter
Organizing your acceptance letter before you begin to write it will establish a logical
order in which to present your information. You have already begun this task by
establishing an objective and determining your scope. Refer back to them. Together
they include much of the content that will become the body of your letter.
A simple outline will get you organized. Begin by creating a list of relevant points and
place them in the sequential order that will best help your reader comprehend your
acceptance. These points will become the backbone of your working draft.
Draft your letter
Working from an outline is the simplest way to draft an acceptance letter. You have
already organized yourself by creating a list. Refer back to it and turn each fragment
into a full and complete sentence expressing a single thought or idea
list.
grammar, punctuation, sentence and paragraph structure. Those are technical details
that you will pay attention to in the final step when you review and revise your work.
Close Your Letter
An acceptance letter should close in a professional manner. Once your last paragraph
is written, sign off between a complimentary close such as "Sincerely," or "Thank you,"
and your printed name.
Review and Revise Your Letter
Reviewing and revising the draft of your acceptance letter is a final inspection, a last
check to see whether your objective is clearly stated and your scope concisely defined.
Put yourself in the reader's shoes and ask whether the details are accurate and
complete.
If you have not written an opening or a closing now is the time. Lead into the
acceptance with an affirmative statement regarding your commitment. Conclude with an
enthusiastic forward-looking comment.
Taken from: Writing@CSU(2020). Retrieved from

https://writing.colostate.edu/guides/page.cfm?pageid=1459&guideid=71#:~:text=An%20
acceptance%20letter%20is%20a,details%20of%20accepting%20the%20offer.
Refusal Letter
A refusal letter is a negative response to either an invitation or a job offer. Its objective is
to notify the reader of a decision to decline. The letter should be kept fairly short. Its
scope need only include information that relates to the reasons for not accepting the
offer.
If you have been offered a job that you do not intend to accept, write your letter
immediately. Remember, you are not the only person that was interviewed. The offer
indicates that you are the employer's "first choice." Your prospective employer deserves
to be informed of your decision without delay so that an offer can be made to his or her
second choice.
A refusal letter should be addressed to a person who has extended an invitation or a job
offer that you are either unable or unwilling to accept. You will have most likely met this
person during a previous job interview and should place his or her name in the
salutation and the inside heading of your reply. It should also be included on the top line
of your envelope.
Keep in mind that people do business with people. When you personalize your letter,
addressing the reader by name, you recognize that person's individual importance and
their value as a human being.
The objective of a refusal letter is to say "no" to either an invitation or a job offer. It notifies
the reader of this decision and provides the reason why it is being declined.
Your refusal should begin with a genuine appreciation for the opportunity that was offered.
Include a simple "thank you" as you begin your letter. Courtesy never goes out of style
and your reader will appreciate your attention in that regard.
The scope of your refusal should be brief and upbeat, explaining the reasons that prevent
you from accepting the invitation or offer. In refusing a job offer, restate the title of the
position. Doing so reaffirms the essential details of the offer being declined and ensures
that your objective is understood.
Inform your reader of the reason(s) why you are declining. Be forthright with the potential
employer. Perhaps another company offered a better benefits package or an unexpected
opportunity you've been waiting for finally became available.
You are not the first person to decline a job offer; treat it as an opportunity to build good
will. After all, you don't know what the future holds. One day you may find yourself
knocking on the same door again.
Organizing your refusal letter before you begin to write it will establish a logical order in
which to present your information. You have already begun this task by establishing an
objective and determining your scope. Refer back to them. Together they include much
of the content that will become the body of your letter.
place them in the sequential order that will best help your reader comprehend your
refusal. These points will become the backbone of your working draft.
Draft Your Letter
Working from an outline is the simplest way to draft an refusal letter. You organized
yourself by creating a list. Refer back to it and turn each fragment into a full and complete
sentence expressing a single thought or idea
natural a sounding voice as possible.Try writing your draft quickly and then read it out
list.
grammar, punctuation, sentence and paragraph structure. Those are technical details that
you will pay attention to in the final step when you review and revise your work.
Close Your Letter

A refusal letter should close in a professional manner. Once your last paragraph is written,
sign off between a complimentary close such as "Sincerely," or "Thank you," and your
printed name.
Review and Revise Your Refusal Letter
Reviewing and revising the draft of your refusal letter is a final inspection, a last check to
see whether your objective is clearly stated and your scope concisely defined. Put
yourself in the reader's shoes and ask whether the details are accurate and complete.
If you have not written an opening or a closing now is the time. Lead into the refusal with
an appreciative statement and a positively worded observation. Conclude with a gracious
reiteration of your appreciation.
Resignation Letter
1. The Basics of a Resignation Letter
There’s no need to sugarcoat or get creative in the beginning; just state the position you’re
resigning from and the effective date. While you probably shared with your boss your
reasons for leaving, you don’t need to describe them here—keeping it simple is perfectly
fine. (No need to, um, create an “I quit” video.)
Dear [Your Boss’ Name],
Please accept this letter as formal notification that I am resigning from my position as
[position title] with [Company Name]. My last day will be [your last day—usually two weeks
from the date you give notice].
2. The Thank You
Next, it’s always a good idea to thank your employer for the opportunity, describing some
of the key things you’ve enjoyed and learned on the job. And yes, this is true even if you’re
thrilled to be leaving. Remember—you may need these people for a reference down the
line, and leaving things on a good note will leave a lasting (positive) impression.
Thank you so much for the opportunity to work in this position for the past [amount of time
you’ve been in the role]. I’ve greatly enjoyed and appreciated the opportunities I’ve had
to [a few of your favorite job responsibilities], and I’ve learned [a few specific things you’ve
learned on the job], all of which I will take with me throughout my career.
3. The Hand-off
Finally, state your willingness to help out with the transition. You don’t need to go into
great detail (and definitely don’t promise anything you can’t deliver), but a couple of lines
stating that you’ll ensure a smooth wrap-up of your duties will show that you’re in the
game until the very end.
During my last two weeks, I’ll do everything possible to wrap up my duties and train other
team members. Please let me know if there’s anything else I can do to aid during the
transition.
I wish the company continued success, and I hope to stay in touch in the future.
Sincerely,
[Your Name]
Big Picture in Focus: Apply rules and conventions in making

business letter in terms of Correspondence
METALANGUAGE
Correspondence
2.1 Acknowledgement Letters. It is both a receipt and a public relations tool.

2.2 Complaint Letters. A complaint letter advises the reader of an error in a business
transaction or a defect discovered in a consumer product or service.
2.3 Inquiries. It is a request for information that the writer believes the reader can
provide.
2.4 Responses. It provides the answers or information requested in a letter of
inquiry.
2.5 Memos. It is a type of document used to communicate with others in the same
organization.
ESSENTIAL KNOWLEDGE
Inquiry Letter
A letter of inquiry is a request for information that the writer believes the reader can
provide. Regardless of its subject, the objective is to get the reader to respond with an
action that satisfies the inquiry.
The action taken can benefit either the writer or the reader, and sometimes both. That
being the case, the scope must include enough information to help the reader determine
how best to respond.
An inquiry letter should be addressed to the person who is most likely to respond in a
positive and helpful manner. If you are unsure of who that might be, try making a few
phone calls to identify a contact person. That person's name should be placed in the
inside heading and the salutation of your inquiry. It should also be included on the top line
of your envelope.
address your reader by name, you recognize their importance and value as an individual
human being.
The objective in an inquiry letter is to make a request. It will either ask the reader to
provide something beneficial to the writer, or take advantage of something the writer has
to offer.
Your inquiry should be specific and brief. If you are asking more than one question you
might consider highlighting them in a bulleted list.
The scope of an inquiry letter should provide enough information for the reader grasp
your objective, make an informed decision and respond in a timely manner.
Consider your reader and get to the point. Do they have what you want? Can they do
what you ask? Think about what your reader will need to know in order before making a
decision and sending you a response.
If you are to receive some benefit, it may help to explain for what purpose the benefit will
be used. If the reader is to receive some benefit, it may help to offer an incentive to
respond.
Organizing your inquiry letter will establish a logical order in which to present your
place them in the sequential order that will best help your reader. comprehend your
inquiry. These points will become the backbone of your draft; your outline will become a
checklist.
Draft Your Letter

Working from an outline is the simplest way to draft an in inquiry letter. You have already
organized yourself by creating a list. Refer back to it and turn each fragment into a full
and complete sentence expressing a single thought or idea.
list.
Close Your Letter
An inquiry letter should close in a professional manner. Once your last paragraph is
written, sign off between a complimentary close such as "Sincerely," or "Thank you," and
your printed name.
If you are writing in conjunction with an official duty, place your title below the printed
Review and Revise Your Inquiry Letter
Reviewing and revising your inquiry letter is the final step in the writing process. You will
check your draft in this step, making sure that your objective is clear and your scope is
concise. Put yourself in the reader's shoes as you examine the rough draft. Ask yourself,
as the recipient, whether you are able to comprehend the request quickly and if enough
information has been included to enable a timely response.
Look for the obvious errors first. Check for spelling, sentence structure and grammar
mistakes. Remember that a passive voice is not as commanding as an active one. You
want your inquiry to be strong, so write with an active voice.
The important thing to keep in mind is the overall cohesiveness of the whole unit. Look
for accuracy, clarity and a sense of completeness. Ask yourself if the transitions between
paragraphs are working and if your point of view, tone and style are consistent throughout
the text.
serve no real purpose and will obscure your objective. You want to help your reader
understand exactly what it is that you want, so remove all that is not helpful.
And finally, if you have not written an opening or a conclusion now is the time. The
introduction needs to lead into the body of your letter with a firm statement about the
subject of your inquiry and enough supporting information to keep the reader reading.
Your closing remarks need to reiterate your objective with a question that calls for an
action.
Acknowledgement Letter
A letter of acknowledgement is both a receipt and a public relations tool. Its objective is
to let the reader know that items requested in a prior communication, usually an inquiry
or an order letter, have been received.
The scope can actually be quite brief, just enough to complete a business communication
cycle. Confirming the day in which an item arrived or expressing some appreciation for
having a request satisfied may be all that is necessary.
Remember, it's the thought that counts. An acknowledgement letter is a professional

courtesy routinely extended by successful people in the building and maintenance of
productive business relationships.
An acknowledgement letter should be addressed to a person who requires a receipt for

an item sent. If you do not know the name of the sender, you may find it in the
complimentary close of a previous letter; an original inquiry or an order letter, for instance.
That name should be placed in the inside heading and the salutation of your
acknowledgement. It should also be included on the top line of your envelope.
address your reader by name, you recognize their importance and value as an individual
human being.
The objective of an acknowledgement letter is to let the reader know that expected items
have, in fact, been received. You should be brief.
In the body the writer should mention a specific point, clarifying for the reader that it is an
important part of her overall objective, letting him know that further discussion will be
expected in their upcoming meeting.
The scope of an acknowledgement letter can be quite brief, a line or two, the objective of
which is to notify the reader that a request has been satisfied. When a continuing dialogue
is required, the scope may be broadened to include new information.
In the body the writer should provide the name of her assistant, a second contact person
with whom he can speak should she be unavailable to take his call. This establishes a
line of communication that indicates her serious interest in exploring a further business
relationship.
Organizing your acknowledgement letter will establish a logical order in which to present
your information. You have already begun this task by establishing an objective and
place them in the sequential order that will best help your reader. comprehend your
acknowledgement. These points will become the backbone of your draft; your outline will
become a checklist.
Draft Your Letter
Working from an outline is the simplest way to draft an acknowledgement letter. You have
already organized yourself by creating a list. Refer back to it and turn each fragment into
a full and complete sentence expressing a single thought or idea.
list.
Close Your Letter
An acknowledgement letter should close in a professional manner. Once your last

paragraph is written, sign off between a complimentary close such as "Sincerely," or
"Thank you," and your printed name.
Review and Revise Your Acknowledgement Letter
Reviewing and revising your acknowledgement letter is the final step in the writing
process. You will check your draft in this step, making sure that your objective is clear
and your scope is concise. Put yourself in the reader's shoes as you examine the rough
draft. Ask yourself, as the recipient, whether you are able to comprehend the request
quickly and if enough information has been included to enable a timely response.
want your letter to be strong, so write with an active voice.
The important thing to keep in mind is the overall cohesiveness of the whole unit. Look
for accuracy, clarity and a sense of completeness. Ask yourself if the transitions between
paragraphs are working and if your point of view, tone and style are consistent throughout
the text.
subject of your acknowledgement and enough supporting information to keep the reader
reading. Your closing remarks need to reiterate your objective with a question that calls
for an action.
Complaint Letter
A complaint letter advises the reader of an error in a business transaction or a defect

discovered in a consumer product or service. The objective is to provide detailed
information regarding the error or defect and to serve as a legal document recording the
writer's claim and the corrective action or adjustment being requested.
Keep in mind that your reader is a trained customer service professional and not very
likely to be the person responsible for the error or defect. Rather than being angry, use a
firm but courteous tone when stating a complaint. Remember, you want results, not a
fight.
The scope of a complaint letter should include only those facts that validate your claim
and a request that corrective steps be taken. It may also detail the options that you are
willing to accept in satisfaction of the claim.
Although a clearly identified reader is not absolutely necessary, a complaint letter should
be addressed to the person who is most likely and able to resolve an unsatisfactory
situation.
In a very small business the owner is generally the contact person. In a mid-size company
a vice president or upper level management person solves problems. In either case place
that person's name in the inside heading and the salutation of your complaint letter.
Include it also on the top line of your envelope.
Large companies often have a Customer Service department to whose attention a

complaint can be addressed. In these cases, the inside heading should contain just the
name and address of the company. The salutation will then be replaced by a simple
attention getting device.
The objective of a complaint letter is to prompt an action that resolves a conflict. You
should avoid threats and accusations when providing the details of your complaint. Stick
to the facts and your reader will comprehend what went wrong and what action you expect
them to take.
The scope of a complaint letter should encompass the relevant information necessary to
resolve a problem, correct an error or repair a defect. It should provide the reader with
exact descriptions, including dates, times and places. It should reference purchase
orders, invoice numbers, payment records and even dollar amounts when appropriate.
Organizing your complaint letter will establish a logical order in which to present your
A simple outline will get you organized. Begin by creating a list of points that your letter
will address and put them in the sequential order that will best help your reader
comprehend your complaint. These points will become the backbone of your draft; your
outline will become a checklist.
Draft Your Letter
Working from an outline is the simplest way to draft a complaint letter. You have already
organized yourself by creating a list. Refer back to it and turn each fragment into a full
and complete sentence expressing a single thought or idea.
list.
Close Your Letter
A complaint letter should close in a professional manner. Once your last paragraph is
written, sign off between a complimentary close such as "Sincerely," or "Thank you," and
your printed name.
Review and Revise Your Complaint Letter
Reviewing and revising your complaint letter is the final step in the writing process. You
will check your draft in this step, making sure that your objective is clear and your scope
is concise. Put yourself in the reader's shoes as you examine the rough draft. Ask
yourself, as the recipient, whether you are able to comprehend the request quickly and if
enough information has been included to enable a timely response.
want your letter to be strong, so write with an active voice.
Keep in mind is the overall cohesiveness of the whole unit. Look for accuracy, clarity and
a sense of completeness. Ask yourself if the transitions between paragraphs are working
subject of your complaint and enough supporting information to keep the reader reading.
Your closing remarks need to reiterate your objective with a question that calls for an
action.
Memos
What is a memorandum?
It is good to understand the meaning of a memo before you proceed to encrypt one so
that you can be, of what you are writing. A memorandum is a short notice usually written
by the management to address a certain policy or give a certain announcement or
changes in an organization. In official instances, a memo is usually written by the
organization heads, but even students at different levels of education may be examined
on the same.
So, whether you are a student or working-class, writing a memo is a very important skill
that you cannot afford to miss. A memo can also be written in a business case where you
are writing to confirm to your suppliers that you have received certain goods. This type of
memo called a business memorandum.
You can find professional memo writers here:
How to write a good memo?
It is good to know how to come up with the best memo so that whatever you are trying to
pass across to your audience is clear. In most cases, a memo is usually used to address
very critical matters and therefore it has to come out clear so that the content of the
information being passed is not distorted. Below are some of the tips that you need to pay
attention to while writing your memo:
•Make it a s short as possible- the memo should not be lengthy because it will be tiresome
to read. Most people would want to go through it with the shortest time possible but
acquire all the information. You need to summarize as much as you can. The shorter your
memo will be, the more the readers because most people are prone to be ignorant to
lengthy notices.
•Use simple English- you should not use complex language while writing your memo
because the readers may end up missing up important points and your memorandum will
not have served its purpose. Avoid too much use of vocabularies in your work.
•Use a captivating heading- the heading of your memo should attract readers- you should
be very selective in the words that you use for your heading because that is the first
impression that your readers would come across. Others would just read the heading and
leave, so it is your responsibility to make them curious to read the rest of the document.
There are different ways that you can use to captivate the readers:
1. Use bolding on emphasize- you should use bold letters in the action that expect
your readers to take so that it can attract their attention and they will have gotten the
message.
2. Use a different color for the heading- you can decide to use a different color for
your heading so that it can attract readers from a distance.
•Avoid simple grammar and spelling errors- you should be very cautious in memo writing
because a simple spelling mistake may confuse the intended information that you needed
to pass and that would be chaos especially if it is a critical matter that affects an
organization. You should go through your memo after writing to ensure that everything
reads as required.
For more information, you may visit the link https://www.aresearchguide.com/write-a-

memorandum.html
Further Reading
Alred, Brusaw, Oliu (2009). Handbook of Technical Writing Book. Ninth Edition.
Retrieved from http://site.iugaza.edu.ps/mahir/files/2017/01/Handbook-of-Technical-Writing-
9th-Edition.pdf
Purdue Online Writing Lab (nd). Retrieved from

https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/basic
_business_letters/index.html#:~:text=When%20writing%20business%20letters%2C%20
you,a%20double%20space%20between%20paragraphs.
You may also visit :
https://courses.lumenlearning.com/suny-professionalcommunication/chapter/business-letters-
professional-and-technical-writing/
Big Picture in Focus: ULOb. Construct sample business letters

applying the rules and conventions
LET’S CHECK!
Direction: Explain the following thoroughly.
1. Job Search and Application

4.1.1 Acceptance/Refusal Letter
4.1.2 Application Letter
4.1.3 Resignation Letters
4.1.4 Resumes
2. Correspondence
4.2.1 Acknowledgement Letters
4.2.2 Complaint Letters
4.2.3 Inquiries and Responses
4.2.4 Memos
LET’S ANALYZE!
Direction:
1. Choose one letter for Job Search and Application (except resumes) and one letter
for Correspondence.
2. Make a checklist (both).
3. Make a letter.
Note: The checklist will serve as your guide. Upon checking, I am going to see whether
or not the criteria mentioned on the checklist are realized.
4. See rubric below:
Rubric
SCORE
Format (10pts)
Format is correct, including your address, date,
inside address, salutation, body, closing, and
signature.
Body (Content) (20pts)
A clear purpose is clearly stated and conveyed to the
reader.
Grammar & Mechanics (20pts)
This includes correct grammar, spelling, and
punctuations.
Language Appropriateness (10pts)
The language is appropriate for the audience.
Total:
IN A NUTSHELL
There are many different kinds of business letters, each identified by the reason for which
it was written; a sales letter, for example, or a letter of reference. The hallmark of a well-
written business letter is that its objective is clearly understood by its reader. Successful
writers help their readers do this by limiting the scope, or the amount of information
included in their correspondence.
Keep in mind that an effective business letter always communicates with a person first
and a business second. If your letter is a first-time correspondence and you do not know,
or are unsure of whom to address, do your best to find out. Addressing your letter to a
person improves the likelihood of receiving a reply. It is perfectly acceptable to make a
phone call asking for the name of a contact person.
Once you have identified your reader and outlined the contents you intend to include, you
can begin drafting your letter. Here are some points to keep in mind. Your letter is about
business so keep your tone and style businesslike. Friendly, too, but businesslike.
Consider how you would talk if you were sitting across the conference table instead of
writing a letter. Try to imitate, on paper, the voice with which you normally talk.
Be careful about your choice of personal pronouns when you write a business letter. Your
reader will interpret its point of view by the choices you make. Since your words will be
on paper the reader will see, rather than hear how you talk, so check your sentence
structure, grammar, spelling and punctuation.
Written words make an impression, just as spoken words do, so keep in mind this one
thing; on paper words create a record. Be mindful of what you say. Your letter, stored in
someone's file cabinet, can be referenced at any time. Your signature at the bottom of a
letter indicates that you accept responsibility for its contents.
Peter Connor (nd)
Q and A LIST
1.
2.
3.
4.
5.
KEYWORDS INDEX
Technical Writing Application Correspondence Response
Letter Letter
Job Search Resignation Acknowledgement Emails
Application Letter letters
Acceptance Letter Resumes Complaint Letters Memos
Refusal Letter Cover Letter Inquiry Letter Business

Letters
CC’s voice: For the fourth quarter, you are expected to design a blog, one
of the commonly used communications which includes not
only demonstrating proficiency in technical rules and
structures but also counting visuals that are accurate, ethical,
and accessible and from which more than one audience can
extract the information quickly and easily. As stated above,
this allows you to display skills in technical writing as a whole.
Big Picture
a. discuss other forms of communication; and

b. construct sample forms of communication applying the rules and conventions.
Big Picture in Focus: ULOa. Discuss other forms of communication
METALANGUAGE
The professional world uses a variety of written forms of communication. Below
are some of those forms:
1.1 Presentations. A presentation is the process of presenting a topic to an audience.

It is typically a demonstration, introduction, lecture, or speech meant to inform,
persuade, inspire, motivate, or to build good will or to present a new idea or
product.
1.2 Brochures. Brochures are promotional documents, primarily used to introduce a
company, organization, products or services and inform prospective customers or
members of the public of the benefits
1.3 Newsletters. Newsletter emails keep your audience in the know of updates, news,
and releases related to your product, services, or company.
1.4 Fliers. It is used to advertise a myriad of events.
1.5 Graphics. This involves the use of tables and figures.
ESSENTIAL KNOWLEDGE
PowerPoint Presentation
Criteria for Powerpoint (cont.)

Emphasis techniques. To call attention to a word or phrase or idea, use color (sparingly),
boldface, all caps, and/or arrows. But don’t overdo it. A little goes a long way. Animation
can be effective, but do not use every special effect (sounds and fade-ins). Pick one effect
and use it consistently.Below is the sample checklist to consider in making presentation:
PowerPoint Presentation
Sample Checklist for Brochures

Newsletters
.
Sample Checklist for Newsletters

Fliers
10. Avoid Grammatical Errors

Sample Checklist for Fliers

Graphics
Further Reading
Department of Biosystems and Agricultural Engineering (nd). Technical Writing Guide.
Retrieved from https://msu.edu/course/be/485/bewritingguideV2.0.pdf
Big Picture in Focus: ULOb. Construct sample forms of

communication applying the rules and conventions.
LET’S CHECK!
Direction: Explain the objective/s of the following:
1. Other forms of Communication:
1.1 Presentations
1.2 Reports
1.3 Brochures
1.4 Newsletters
1.5 Fliers
1.6 Graphics
2. Suggest one form of communication, and explain its function.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LET’S ANALYZE!
Direction:
1. Based on the aforesaid forms, choose one.

2. Make an analytic rubric.
3. Design the chosen form.
Note: Just like from the previous activity, the criteria listed on the checklist must be
realized.
In a nutshell
The professional world uses a variety of written forms of communication. We shall
be ready to learn new techniques and listen to experienced ones. Basically, we learn
these forms for us to adjust for particular needs and be flexible to adapt to changing
situations and formats. More so, having said being able to adapt, we cannot deny the fact
that things are relative. That is to say, companies do not uphold to the same rules and
conventions, and none of them is wrong nor one of them is right for both are right on their
own terms and community. In other words, they do not uphold the same culture, which is
conventional.
Q and A LIST
1.
2.
3.
4.
5.
KEYWORDS INDEX
Technical Writing Brochures
Forms of communication Newsletters
Presentations Fliers
Reports Graphics

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University of Mindanao 1

College of Teacher Education “Physically Distanced but Academically Engaged”

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

Course/Subject: ELT214 Technical Writing

Name of Teacher: Christian Jay O. Syting

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

PART 1: Course Outline Policy. …………………………………………………………….. 4

Course Outline: ELT 214 TECHNICAL WRITING

Course Coordinator: Christian Jay O. Syting

Course Outline Policy

Areas of Concern Details

Please note that academic dishonesty such as cheating and

However, if the late submission of assessment paper has a valid reason,

If disapproved by the course coordinator, you can elevate your case to

resources of the course. All communication formats: chat, submission of

Course Information – see/download course syllabus in the Black Board LMS

CC’s Voice: Greetings! Welcome to ELT214 or Technical Writing. This course is

a. discuss the nature and qualities/traits of technical writing; and

Big Picture in Focus: ULOa. Discuss the nature and qualities/traits of

Technical Writing: A Definition

Instead, technical writing is:

What takes the place of the essay?

Is technical writing a necessary component of every employee’s professional skill?

Of course, there are exceptions… On the next page is a poem about

People read literature for pleasure, essays for

If we want students to write technical documents, we need to define what

The above paragraph is not successful writing. It fails to

Isn’t it the responsibility of the reader to figure it out? No. The

If an individual reads literature, it is his or her responsibility to

Good technical writing is concise. It is a tool for the readers to

3. ACCESSIBLE DOCUMENT DESIGN

What can you observe?

Questions to ask involve the ff:

Of course, it should be noted that writing successfully to these three types of

Important point to remember:

Effective technical writing must be correct, whether grammatically,

Students must understand the importance of proofreading.

Ask your students to try these proofreading techniques:

Big Picture in Focus: ULOb. Apply technical rules on sample written

3. USE CORRECT GRAMMAR. Grammar is an essential part of writing, especially, of

Colloquialisms (local or regional expressions) are characteristic of ordinary spoken or

Jargon, or slang, is terminology that is used by a particular group of people in a

Sexist language is inappropriately gender specific. To prevent bias, eliminate gender

1.2 DIRECT LANGUAGE

1.3 SIMPLE TERMS

1.4 ACTION VERBS

2. CREATE TEXT FLOW

2.2 TRANSITIONAL WORDS

2.3 SENTENCE VARIETY

The nanotechnology enhanced iron foam column contactor removes phosphorus

Fabricated steel components should not be welded by beginning students.

Beginning students should not weld fabricated steel components. (Simplified)

Bob called the dog. The dog stopped immediately.

Avoid ending a sentence in a preposition by selecting a more descriptive action verb.

The burglar finally gave up. The burglar finally surrendered.

Simple sentence: Includes subject-verb-object, in that order.

Compound sentence: A subordinate clause appears before the main clause.

Complex sentence: Consists of an independent clause followed by an independent clause

Compound/complex sentence: An independent clause is preceded or followed by a

2.4 ACRONYMS AND INITIALISMS

An acronym or initialism followed by a simple s is the plural form. Whereas an acronym

3. USE CORRECT GRAMMAR