College English

ENGL111 / WEEK 7-10 / MIDTERM

whether . . . or, and both . . . and.
TOPIC OUTLINE EXAMPLES:
7 Conjunctions and Interjections a. Either Miranda or Julia
TCS: Reading Comprehension will fill the recently
8 Pronoun and Antecedent Agreement vacated position.
TCS: Coherence and Cohesion b. Both the music and the
9 Adjectives and Adverbs lyrics were written by
TCS: Context Clues the same composer.
10 Prepositions SUBORDINATING CONJUNCTIONS
Formal VS Informal Language  Subordinating conjunctions or
subordinators such as if, when, where,
CONJUCTIONS AND INTERJECTIONS because, although, since, whether, and while
introduce a subordinate
CONJUNCTION or dependent clause that is usually attached to an
 A conjunction is the part of speech used to independent clause
join or link words, phrases, or clauses to each and signal the relationship between the clauses.
other. Conjunctions help to provide coherence to
your writing by connecting elements EXAMPLES:
between or within sentences and from one a. If the director is
paragraph to the next in order to most effectively unavailable, I will
communicate your ideas to your reader. speak with her
assistant.
EXAMPLES: b. When the speaker
a. I went to the store to finished, the audience
buy eggs, milk, and responded with
bread. tremendous applause.
b. I went skiing down the
hill and past the trees.  As a general rule, if a subordinating or
c. I played cards for a dependent clause precedes the
while, but then I played independent clause, use a comma to separate the
chess. two clauses.
There is usually no need for a comma when
TYPES OF CONJUNCTION the dependent clause
COORDINATING CONJUNCTIONS follows the independent clause.
 Coordinating conjunctions or coordinators
(and, but, or, nor, so, for, EXAMPLES:
yet) connect ideas of equal structure or function. a. I could not stay for the
reception because I had
EXAMPLES: another appointment.
a. The instructor was b. He was basically a
interesting and good student who
extremely needed guidance from
knowledgeable about his
the subject. teacher.
b. The play was
entertaining but USE A CONJUNCTION
disappointing.  TO SHOW AN ADDITIONAL OR SIMILAR
c. I am a highly motivated IDEA
and diligent worker, so - and, yet (coordinating conjunctions); not
I should be only, but also, both, and (correlative
considered for the job. conjunctions); after, although, even
CORRELATIVE CONJUNCTIONS though, since (subordinating conjunctions)
 Correlative conjunctions come in pairs
and function like coordinating  TO SHOW A CONTRASTING IDEA
conjunctions to connect equal elements. The most - but, yet (coordinating conjunctions);
common correlative conjunctions are either . . . or, either, or, neither, nor (correlative
neither . . . nor, not only . . . but also, conjunctions); although, even though,

ENGL111 - K 1
College English
ENGL111 / WEEK 7-10 / MIDTERM
unless, whereas (subordinating
conjunctions) READING
 It is a cognitive process that involves
 TO SHOW CAUSE OR EFFECT decoding symbols to arrive with correct
- for, so (coordinating conjunctions); meaning.
because, since, if, so that (subordinating  It is a process of meaning construction
conjunctions) while transacting with the text through
interaction of reader, text and context
 TO SHOW THE RELATIONSHIP OF TIME that involves word recognition,
- and, but so (coordinating conjunctions); comprehension, fluency, and
when, whenever, until, before, after, while, motivation.
once, as soon as, as long as
(subordinating conjunctions) THE PROCESS OF READING
PRE-READING
 TO SHOW THE RELATIONSHIP OF PLACE  Activate background
- and, but (coordinating conjunctions); knowledge
either, or, neither, nor (correlative  Preview the text
conjunctions); where, wherever  Develop purpose for
(subordinating conjunctions) reading
DURING READING
 TO SHOW PURPOSE  Making predictions
- and, so (coordinating conjunctions); not AFTER READING
only, but also, where, or and both, and  Retell, discuss, or compare the text to
(correlative conjunctions); in order that, another text
so that (subordinating conjunctions)
COMPREHENSION
 It is intentional, active, and interactive
process that occurs in every stage of
INTERJECTION reading.
 An interjection is something that interrupts
a sentence. It is something that also expresses
READING COMPREHENSION STRATEGIES
your emotions like happiness, fear, anger, or pain.
SKIMMING
 speedy reading for general meaning
EXAMPLE:
SCANNING
 ouch
 speedy reading for spotting a particular
 wow
word or phrases
 uh oh
 oh no
ANNOTATION  A note of explanation or
 gosh
comment added to a text or
 shhhh
diagram.
PUNCTUATING INTERJECTIONS
If an interjection is spoken calmly, simply OUTLINE THE TEXT THESIS STATEMENT:
put a comma after it and continue the sentence. I. MAIN POINT
If an interjection is spoken with more a. Supporting details
emotion, it is b. Supporting details
followed by an exclamation point. The next word is II. MAIN POINT
then capitalized. a. Supporting details
b. Supporting details
EXAMPLES: SUMMARIZE THE  Write the gist in your own
 Shhh, the baby is TEXT words.
sleeping. EVALUATE THE Most challenging part
 Oh my, I dropped my TEXT - Question the author’s
pencil. purpose or intentions and
 Ouch! I just cut my claims.
finger. - Check if the arguments are
 He scored the winning supported by evidence.
touchdown. Wow!

ENGL111 - K 2
College English
ENGL111 / WEEK 7-10 / MIDTERM
PRONOUN AND ANTECEDENT AGREEMENT
 Pronouns are words that take the place of
nouns. The antecedent of a pronoun is
the word to which the pronoun refers.
 The pronoun and its antecedent agree in
gender and number.
Jane called her friend. Jane and her are both
singular and feminine.
John called his friend. John and his are both
singular and
masculine.
The girls finished their The plural pronoun
job. agrees with the plural
antecedent.
The boys finished their The plural pronoun
job. agrees with the plural
antecedent.
 The pronoun is masculine (he, his, him)
when the antecedent is masculine, and
feminine (she, her, has) when the
antecedent is feminine, and neutral (it,
its) when the antecedent has no gender
association.
 A plural pronoun should be used with a
compound antecedent joined by and.
 Mary and Bill ran until
they were exhausted.
 A singular pronoun is used to refer to two
or more singular antecedents joined by or
or nor.
 A plural pronoun is used with two or more
plural antecedents joined by or or nor.
 Ben or Tom will give his
presentation today.
 Either the juniors or the
seniors are singing their
class song.
 When a singular antecedent and a plural
antecedent are joined by or or nor, use a
pronoun that agrees with the nearer
antecedent.
 The boy or his parents
will present their idea.
 The parents or the boy
will present his idea.
 Use a singular pronoun when a collective
noun refers to a group as a single
unit. Use a plural pronoun when the
collective noun refers to a group's
members as individuals.
 The class decided it
wanted to do the
project.
 The class stayed in
their desks.
 Use singular pronouns to refer to
indefinite pronouns (words like
everybody, none, nobody,
someone) used as antecedents.
 Everyone on the
women's team
improved her time.
 Everybody on the
committee had his or
her own agenda.
 Use the relative pronouns who, whom,
which, and that with the appropriate
antecedents.
WHO refers to people and
animals that have names.
 He is the one who
committed the crime.
WHICH refers to animals and
things.
 The biology book, which
is on the table, was
very helpful.
THAT refers to animals, things
and sometimes to people.
 The house that is on the
right is being
demolished.
COHERENCE
 Coherence is the way in which ideas in a text
are linked logically.
COHESION
 Cohesion is the way in which different parts of a
text refer to each other (linking
devices, pronouns, etc.)
Understanding coherence and cohesion involves
recognizing how the ideas in a text
are linked and how those links are expressed
through the words chosen.
ENGL111 - K 3
College English
ENGL111 / WEEK 7-10 / MIDTERM
WHY IS UNDERSTANDING COHERENCE AND TYPES OF ADJECTIVE
COHESION IMPORTANT? DESCRIPTIVE ADJECTIVES
 It‘s an important part of understanding a  A descriptive adjective names a quality of
text as a whole. Analyzing how different the noun or pronoun that it modifies.
parts of the text are related to each other
helps you understand the functions of EXAMPLES:
different words and phrases.  Brown dog
 Some exam tasks test this, meaning that  Bigger house
you need to think about more than just the  Fluffy cat
exact point in a text where an exam item, PROPER ADJECTIVES
such as a missing word, appears. This  A proper adjective is derived from a
might proper noun.
be to decide whether an answer should be
negative or positive, or, for example, if it EXAMPLES:
should be a pronoun or an article.  French class
 Spanish food
REMARKS ON COHESION:  European car
 Make sure the text reads like a unit INTERROGATIVE ADJECTIVES
 Use linking devices and logical connectors  An interrogative adjective is used to ask
 Be careful not to overuse certain linking a question.
phrases
 Make use of pronouns, especially ‗this‘ for EXAMPLES:
linking  Whose book is this?
E.g. Global Warming is caused by man-  What dessert would
made or anthropogenic causes. This has been you like?
fiercely debated.  Which dessert would
you like?
REMARKS ON COHERENCE:
 Ensure that your arguments are logically ORDER OF ADJECTIVES
structured and arranged 1. QUANTIFIER some, two
 Develop arguments logically using 2. OPINION beautiful, honest
paragraphs
3. SIZE small, huge
 Be sure to have a clear introduction, body
4. AGE old, young, new
and conclusion
5. SHAPE slim, round, square
 Make sure every part of the text fits
together 6. COLOR indigo, purple, white
 Ensure that every new paragraph is 7. NATIONALITY Canadian, American,
related to the previous one Filipino
 Plan the flow and development of your 8. RELIGION Catholic, Muslim
argument before you start writing 9. MATERIAL cotton, plastic, steel
 Ensure that paragraphs are conceptually 10. PURPOSE cleaning, cooking
linked, and not only sentences
EXAMPLES:
1. Lovely small wooden house
ADJECTIVES AND ADVERBS (2, 3, 9)
2. Expensive Swiss watch
ADJECTIVES (2, 7)
- Modify a noun or pronoun by providing 3. Beautiful tall young sister
descriptive or specific detail; (2, 3, 4)
- Usually precede the noun or pronoun they
modify;
- Do not have to agree in number or gender
with the nouns they describe.

ENGL111 - K 4
College English
ENGL111 / WEEK 7-10 / MIDTERM
ADVERBS
- Describe verbs and modify adjectives
and other adverbs;
- Unlike adjectives, do not modify nouns.
Adverbs can also modify phrases,
clauses, and sentences;
- Answer one of the following questions:
when? Where? Why? How? Under what
conditions? And to what extent?
TYPES OF ADVERB
ADVERBS OF TIME
 An adverb of time answers the question
When?
EXAMPLES:
after, before, during, early,
later, never, now, often,
rarely, recently, sometimes,
soon, then, today, tomorrow,
usually, yesterday
SAMPLE SENTENCE:
John will attend the soccer
game after he finishes his
homework.
(After answers the question:
When will John attend the
soccer game?)
ADVERBS OF MANNER
 An adverb of manner answers the question
How?
EXAMPLES:
badly, beautifully, better,
bravely, cheerfully, fast,
hard, quickly, slowly,
inadequately, healthy, well, etc.
SAMPLE SENTENCE:
Sarah slowly walked over
the rocky beach.
(Slowly answers the
question: How did Sarah
walk?)
ADVERBS OF PLACE
 An adverb of place answers the question
Where?
EXAMPLES:
above, away, below, down,
here, inside, near, outside,
there, up, etc.
SAMPLE SENTENCE:
Susan placed the boxes
above the file cabinet.
(Above answers the
question: Where did Susan
place the boxes?)
ADVERBS OF DEGREE
 An adverb of degree answers the question
How much? It describes the strength and intensity
at which something happens.
EXAMPLES:
almost, completely, enough,
entirely, extremely, hardly,
just, little, much, nearly,
quite, rather, very, too, etc.
SAMPLE SENTENCE:
John worked very hard to
complete his part of the
project.
(Very answers the question:
How hard did John work?)
ADVERBS OF FREQUENCY
 An adverb of frequency answers the
question How often?
EXAMPLES:
always, never, usually,
frequently, occasionally,
rarely, seldom, sometimes,
etc.
SAMPLE SENTENCE:
Bob always forgets to check
his email before class
begins.
(Always answers the
question: How often does
Bob forget to check his
email?)
CONTEXT CLUES
 Context clues are hints found within a sentence,
paragraph, or passage that a reader can use to
understand the meanings of new or unfamiliar
words.
ENGL111 - K 5
College English
ENGL111 / WEEK 7-10 / MIDTERM
TYPES OF CONTEXT CLUES
DEFINITION/DESCRIPTION CLUES
 The new term may be formally defined, or
sufficient explanation may be given within the
sentence or in the following sentence. Clues to
definition include ―that is,‖ commas, dashes,
and parentheses.
EXAMPLES:
a. His emaciation, that is,
his skeleton-like
appearance, was
frightening to see.
 ―Skeleton-like
appearance‖ is the
definition of
―emaciation.‖
b. Fluoroscopy,
examination with a
fluoroscope, has
become a common
practice.
 The commas before
and after ―examination
with a fluoroscope‖
point out the definition
of ―fluoroscopy.‖
c. The dudeen – a short-
stemmed clay pipe – is
found in Irish folk tales.
 The dashes setting off
―a short-stemmed clay
pipe‖ point out the
definition of ―dudeen.‖
EXAMPLE CLUES
 Sometimes when a reader finds a new word, an
example might be found nearby that helps to
explain its meaning. Words like including, such as,
and for example, point out example clues.
EXAMPLES:
a. Piscatorial creatures,
such as flounder,
salmon, and trout, live
in the coldest parts of
the ocean.
 ―Piscatorial‖ obviously
refers to fish.
b. Celestial bodies,
including the sun,
moon, and stars, have
fascinated man through
the centuries.
 ―Celestial‖ objects are
those in the sky or
heavens.
SYNONYM RESTATEMENT CLUES
 The reader may discover the meaning of an
unknown word because it repeats an idea
expressed in familiar words nearby. Synonyms are
words with the same meaning.
EXAMPLES:
a. Flooded with spotlights
– the focus of all
attention – the new
Miss America began
her year-long reign. She
was the cynosure of all
eyes for the rest of the
evening.
 ―Cynosure‖ means ―the
focus of all attention.‖
b. The mountain pass was
a tortuous road,
winding and twisting
like a snake around the
trees of the
mountainside.
 ―Tortuous‖ means
―winding and twisting.‖
CONTRAST/ANTONYM CLUES
 Antonyms are words with opposite meanings.
An opposite meaning context clue contrasts the
meaning of an unfamiliar word with the meaning of
a familiar term. Words like ―although,‖ ―however,‖
and ―but‖ may signal contrast clues.
EXAMPLES:
a. When the light
brightens, the pupils of
the eyes contract;
however, when it grows
darker, they dilate.
 ―Dilate‖ means the
opposite of ―contract.‖
b. The children were as
different as day and
night. He was a lively
conversationalist, but
she was reserved and
taciturn.
 ―Taciturn‖ means the
opposite of a ―lively
conversationalist.‖
MOOD/TONE CLUES
 The author sets a mood, and the meaning of the
unknown word must harmonize with the
mood.
ENGL111 - K 6
College English
ENGL111 / WEEK 7-10 / MIDTERM

EXAMPLE:
a. The lugubrious wails of
the gypsies matched
the dreary whistling of
the wind in the all- but-
deserted cemetery.
 ―Lugubrious,‖ which
means ―sorrowful,‖ fits
into the mood set by
the words ―wails,‖
―dreary,‖ and ―deserted
cemetery.‖

PREPOSITIONS

PREPOSITIONS
 Prepositions are words that relate the
noun or pronoun that appears with it to We use at with:
another word in the sentence. • home and places of study/work:
at home, at school, at university, at work, at the
EXAMPLE: office
 ouch • other places in a town:
at the doctor‘s, at the cinema, at thestation
 wow
 uh oh We use in with:
 oh no • towns and countries:
 gosh in Milan, in Italy, in Europe
 shhhh
I live at Buenos Aires.
I live in Buenos Aires.
PREPOSITIONS OF PLACE

PREPOSITIONS OF MOVEMENT

 From the ticket office, you

go through the main gate
and along the path. Go past
the toilets and follow the
path to the food court. Then
go round the fountain and
across the bridge. The main
stage is in front of you.

ENGL111 - K 7
College English
ENGL111 / WEEK 7-10 / MIDTERM
 The holiday will be cheaper if we book it
by 30 April. (on or before 30 April)
 The meeting is on Wednesday so I‘ll finish
the report by then.
by, for

• We use for + a period of time:

 for an hour, two days, three weeks

It means ‗the whole time‘:
 We waited for the bus for an hour.

FORMAL VS INFORMAL LANGUAGE

CHARACTERISTICS OF FORMAL AND INFORMAL
LANGUAGE
FORMAL INFORMAL
serious light
objective humorous
impersonal personal
reasoned casual
controlled offhanded
reserved ―loose‖
plainspoken
simple
CERTAIN SITUATIONS
FORMAL SITUATIONS INFORMAL SITUATIONS
job interview text message
principal‘s office visit friendly letter
business letter journal-style writing
PREPOSITIONS OF TIME
class essay

WHAT MAKES AN INFORMAL LANGUAGE?

 Simple grammatical structure
 Personal evaluation
– Using first person
– Using forms of ―you‖
 Colloquial or slang vocabulary
– Contractions are considered slang

WHAT MAKES A FORMAL LANGUAGE?

 My birthday is in five days. (five days
from now)
 The festival continues until May 12. (it
ends on this date)
 The festival lasts from 9 May to/until 12
May. (from the
beginning to the end of this time)
by, for
• We use by to mean ‗not later than‘:
 Please give me your homework by Friday.
(on or before Friday)
 Formal language, even when spoken, is
often associated with the conventions
expected of written standard English.
 Although you generally don‘t worry as
much about formality in speaking, it is
extremely important in writing because of
the knowledge you are recording through
the written word.
 Formal language does not use
contractions.
 Avoids personal pronouns such as: you, I,
us, me, and we
 Includes more polysyllabic words—
BIGGER words.
 Complex, complete sentences.
 Avoidance of colloquial or slang
vocabulary.

ENGL111 - K 8
College English
ENGL111 / WEEK 7-10 / MIDTERM

ENGL111 - K 9