Republic of the Philippines

NORTHEASTERN CEBU COLLEGES, INC.

P.G. Almendras St., Danao City

English 102
WRITING IN DISCIPLINE
2nd Semester, AY: 2024-2025
Course Description :
This course is designed to develop the writing
ability of freshmen through a functional approach
in grammar with the particular stress on sentence
effectiveness. To serve the students’ writing needs,
provisions for practice in the theories for principles
of organizing, developing, and refining narratives,
expository and descriptive paragraphs, and
compositions are given. Writing outlines, précis,
summaries, letters and reporting journals and term
paper are included.
 Course Objectives :
1. Developed proficiency in practical grammar, as
applied in writing abilities so necessary to the
students’ educational and cultural life;
2. Identified and constructed different types of
phrases, clauses, and sentences in their written
work;
3. Developed skills in writing paragraphs and short
compositions; and
4. Translated theoretical knowledge into written pieces
in the different disciplines.
 Prepared By: MR. JUNRIE
MECA CALDERON, LPT
Author: Eleanor S. Jimenez
WRITING IN DISCIPLINE
Prelim Period
As taken from the book “Writing in the
Discipline “by Eleanor S. Jimenez

7
https://www.slideshare.net/draizelle_sexon/subject-verb-
agreement-14050826
1.The sun rises in the west and sets in
the east.
2.The two-legged cat dances gracefully.
3. The meeting was adjourned and it was
raining.
4. All students are irresponsible in terms
of their schoolwork.
CHAPTER 1

37
 1. A Clear and Logical
Sentence
A clear and correct sentence is easily
understood. The statement that is inherent in
every sentence conveys facts and ideas that
usually answer certain essential questions
posed by the five W’s and the one H. Who?
What? Where? When? Why? and How?
38
A. Thousands of people jam lotto outlets
throughout Metro Manila every Wednesday and
Saturday in a last minute rush to
buy tickets for the day’s draw.

Who jam the lotto outlets ? Where are these

outlets? When does this happen?
What do the people want to buy?

39
B. Anybody can be a millionaire by winning the
lotto jackpot.

Who can be a millionaire? How can anybody be a millionaire?

If the sentence gives confusing answers, it should be rewritten. The

sentence must be clear, direct, logical. A sentence with mixed ideas not
only confuses the reader but also blurs the main point. Therefore, you
may have to spot what exactly is the main idea and delete the
irrelevant details.

40
Cause and Effect Relationship

Confusion may arise when two unrelated ideas are

mixed together in one sentence.

*It’s time to dust off those bathing suits or

swimming trunks because summer is here and
the terrorist are back.

(There is no connection between the coming of

summer and the return of the terrorist.)
41
* If you see her, she is beautiful.
(This implies that if you do not see her, she is not
beautiful.)

42
Sweeping Statements

These are statements that make use of faulty

generalizations with the use of words as all,
always, never.

Example:

Some Filipinos have become so ultra-modern today

that they now favor living-in or trial marriage.

43
Corrected:

Some Filipinos, especially the youth, have

become so ultra-modern today that they now
favor living-in or trial marriage.

44
Use of Idioms and Figurative Language

The use of clinch in an effort to be colorful

may lead to non-originality or a dead language.
What is worse is when it results in confusion and
creates utter misunderstanding between writer and
reader.

Confusing: He is a nut hard to crack and life

is no bed of roses.

Corrected: He is a
strong-willed fellow who knows
about life’s harsh realities. 45
Use of Context Clues

The cardinal word is: never define a word by

using the same word or its cognates. Certainly, you
should avoid repetitions of the word being defined.

Wrong: Democracy is a democratic

government.

Correct: Democracy is a form of government

whose powers emanate from the people.

46
CHAPTER
2

47
 Characteristics of a Good Sentence
1.Unified
2.Coherent
3. Emphatic
4.Accurate
5. Appropriate
6. Acceptable
1. A Unified Sentence

This is a sentence which has only one

particular purpose. Whatever component parts a
sentence may have, everything results in only one
particular intention or impression. With simple
sentences achieving unity may not be so difficult.
All that may be done are:

49
1.Once a subject is used, see to it that
the predicates talks about it.

2.Make the verb agree with the subject and

the pronoun with its antecedent.

3.Put in parallel and uniform

structures compounded subjects, verbs and
objects.

50
A Coherent Sentence
This means that a sentence should have all its
component parts hold on to each other. From
word to word, phrase to phrase, clause to
clause, between or among them, proper
relationships must always establish. Success in
unity leads to coherence. But more than that,
particularly in compound, complex and
compound complex structures, tense and voice.
This also requires proper coordination and
subordination of clauses as as proper
positioning modifiers wellestablish
to good
of
relationship. 51
An Emphatic Sentence

Emphasis here means only one focus. Whatever

units of thought a sentence may contain,
everything must be so properly tied to reflect
only one developed thought. Whatever
grammatical parts it may contain everything must
be so positioned that the most important part
comes out dominant and the least important one
subordinated.

52
 Again, in simple sentences, observance of
this may not be as much of a problem as that in the
compound, complex, and compound-complex
sentences, because as it is generally gives one
major thought. In compound sentences, in as much
as both or all the clauses involved are equal of
rank, parallel and uniform structuring is very
important.

53
 In complex sentences, there should be a
proper play-up of the more important thought over
the less important one through the use of effective
sliding words.

As defined, the above characteristics appear

very much related to one another. The
achievement of one appears to be the achievement
of the other.

54
An Accurate
Sentence

Accuracy here refers to the sentence

grammatical correctness according to
standard English yardstick. This calls again
for agreement of subject and verb, of the verb
tense and the adverb of time, of pronoun and
its antecedent and other pertinent
considerations.

55
An Appropriate
Sentence

A good speech requires appropriateness. So

does a good sentence. This means speaking
or writing in sentences which consider well
status, age, sex, of the person talked to, and
the occasion, connection with appropriacy is
that what may be taken as appropriate in one
given communication situation may not be so
in another. Some typical examples are the
following:

56
1. While in a Laboratory Room Jenny can say:
“Alice, look at the worms. They all enjoy
nipping the flesh of the durian. Let us
scoop a couple of them and examine them
through the microscope.”

In a dining room before the dining

during mealtime.
table Jenny must not say
anything like that. That would be
inappropriate.
57
2. While Terry can say: “Fely, come join me,”
because Fely is his friend, of his age, and a
fellow student., he cannot just say so the
same to Miss Vasquez because she is his
teacher. The appropriate approach would
be: “Would you care to join me, Miss
Vasquez?”

58
An Acceptable
Sentence

It can be safely said that an appropriate

sentence is likewise an acceptable sentence.
Between and among bosom friends, anything
said, wise or otherwise, may just be
acceptable but in many instances, it may not
be so. Example of this may be as follows:

59
1. While Wilson can say, “You’re
crazy,”
really to Rene and Rene may not mind it
at all, because they are old
definitely Wilson cannot friends,
thatsayto
Lawrence, a new officemate.

2. To say “You look younger in short skirts,”

is acceptable than to say, “You look older
in long skirts.”

60
 IMPORTANT WAYS TO A
GOOD SENTENCE

This sentence, being rated here as good,

is that which is not only complete in thought
but also in part. Excluded here are those words,
phrases, and clause sentences can
accepted just be as appropriate,
accurate, depending
acceptable,onand
time, place,
occasion, and other communication
circumstances.

61
 Recommendations

to make a good sentence are
following:

1. Guard the sentence against being fragmentary.


2. Guard against run-on, overloaded or empty.
3. Do not shift into different perspectives.

4. Avoid misplaced and dangling modifiers.

5. Observe
 parallel and uniform construction.
6. Observe proper coordination and subordination
.
62
Guarding against being Fragmentary

The ability to recognize sentence fragments will

help you write good sentences. As sentence
fragments not only break, grammatical rules but
also raise barriers to clear communication, one’s
ability to recognize said fragments can prevent his
falling into this communication barriers.

A sentence fragment is a part of the sentence that

is punctuated as if it were a complete sentence.

63
 Often these fragments sneak into your
speech or writing and act as confusing breaks to
the smooth flow of your sentence.
Sentence fragments may be one of the
following types:
a. The statement that results from the
dependent clause is punctuated as though it were a
complete sentence.

Sentence: Changed is a way of life.

Because change is a way of life.
Sentence: 64
 This may be corrected in two ways: by
eliminating the dependency word or by adding an
independent clause to make a complete sentence.

Possible corrections:
● Change is a way of life.

● Because change is a way of life, let us learn

how to adapt to it.

65
b. a group of words that has no subject or predicate
or both.

Incorrect : The office where my father works.

Correct : The office where my father works is
spacious and beautifully furnished.

Incorrect :Hoping that you’re enjoying

your
vacation.
Correct :Hoping that you are enjoying
your vacation, here’s
some extra money for
more souvenirs, Or, 66
Incorrect: To see you looking happy.
Correct: To see you looking happy is enough to
make me happy too.
Or, My one wish in life is
to see you looking happy.

c.A long infinitive

phrase may sometimes be mistaken for a complete
sentence.
Incorrect : This is my dream. To see your prosper.
Correct : My dream is to see you prosper.

67
d. An appositive phrase may sometimes be
written incorrectly as a complete sentence.

Fragment :My health, the only precious possession

I have in this world.

Sentence My health is the only precious possession

I have in this world.

Fragment : Jocelyn, my very optimistic friend.

Sentence Jocelyn is my very optimistic friend.

68
Fragments with “…ing” “…ed”, verb forms but
with no predicate verbs are the trickiest kinds of
fragments to identify, in place of a verb a
participle is used.

Fragment: dribbling the ball in the

Raffy hardcourt.

Sentence is dribbling the ball in the

Raffy hardcourt.

69
Avoiding being Run-On, Overloaded, Empty

A run-on sentence is a sentence with two or more

sentences written as one sentence. If a sentence
fragment is less than a sentence, a run-on sentence
is more. There are two kinds of run-on sentence.
The fused sentence in which two sentences are run
together without any punctuation, and the comma
splice in which two sentences are linked with a
comma.

70
a. Two simple sentences may make up
a run-on sentence.
Fused Sentence: The laughter drowned out
the speaker we could hardly hear him.
Comma Splice: The laughter drowned out
the speaker, we could hardly hear him.

71
b. A compound sentence can be run into
a simple sentence.

Fused Sentence: She teaches literature and he

teaches humanities, they seldom see eye to
eye.
Comma Sentence: She teaches literature and
he teaches humanities, they seldom see
eye to eye.

72
A complex sentence can also be incorrectly
combined with a simple or compound
sentence.

Fused Sentence: When insurgency first started

in this country, people were not keen on the
havoc it would bring they simply ignored it.

Comma Sentence: When insurgency first

started in this country, people were not keen on
the havoc it would bring, they simply ignored it

73
Here are some ways to correct each of these
three errors:

1.Divide the run-on into separate sentences.

a)The laughter drowned out the speaker. We

could hardly hear him.
b)She teaches literature and he teaches
humanities. They seldom see eye to eye.
c)When insurgency first started in the country,
people were not keen on the havoc it could
bring; they simply ignored it.

74
2. You could use a semi-colon instead of a period if
the sentences are closely related.

a) The laughter drowned out the speaker; we could

hardly hear him.
b) She teaches literature and he teaches
humanities; they seldom see eye to eye.
c) When insurgency first started in the country,
people were not keen on the havoc it could
bring; they simply ignored it.

75
3. You could also correct a run-on sentence by
adding a coordinating conjunction (and, but,
or,) between clauses.

a) The laughter drowned out the speaker and we

could hardly hear him.
b) She teaches literature and he teaches
humanities but they seldom see eye to eye.
c) When insurgency first started in the country,
people were not keen on the havoc it could
bring and they simply ignored it.

76
Words like “however,” “also,” “therefore,” and
“thus,” are conjunctive adverbs. Use a semi-colon
before a conjunctive adverb and a comma after it
when it comes between two independent clauses.
The laughter drowned out the speaker;
therefore, we could hardly hear him.

4. In some cases you add a dependency

word and make one of the sentences a dependent
clause.

a)Because the laughter drowned out the

speaker, and we could hardly hear him. 77
An Overload Sentence

When you try to cram too much information

into one sentence, the result is an overloaded
sentence. Overloaded sentences are so
crowded that too often important thoughts are
almost lost.

The reader’s attention is pulled in all

directions and he becomes distracted by the
many ideas presented to him.

78
To fix such sentences, study the
following suggestions:

a) Decide on the main ideas.

b)Decide which of them can be combined into
one sentence.
c) Write these ideas in one sentence.

d) Write a separate sentence for the other ideas.

e) Write simply and clearly, avoiding wordiness.

79
 The following sentences try to say too
much.
Notice the revisions and be sure you understand the
reason for the changes.

Overload : To me sleeping is fascinating because I

consider it as a time of sweet dreams that can come in
a very special place or it may be a place I am thinking
of, it may be a place that does not exist at all.

80
Revised : To me sleeping is fascinating because I
consider it as time of sweet dreams. These dreams can
come in a very special place or I happen to be
thinking of. They may even be a place that does
not exist at all.

Overloaded: I love all kinds of books, and it makes no

difference to me whether other people consider a
book. I may choose a drab, as long as I like it.

Revised : I love all kinds of books. It makes no

difference to me whether other people consider my
choices as drab.
81
Wordiness

We should eliminate words that add only weight to

our sentences and make them redundant and
boring. Look at these examples.

at eight P.M in the evening

return again next week
in my opinion, I think
green in color
a former ex-soldier
three-sided 82
the surrounding environment
school drop-outs now of school
unmarried single girl
ancient antiques for sale

 Some common phrases may also be eliminated

because they are considered burdensome and
need
some substitutions. Study this list taken from the
McGraw-Hill Handbook:

at the present time

in the present circumstances use now, today 67
at this point or nowadays
in this day and age

at that point in time

in those days use then
in that period

in many cases use often

in some sometimes
cases rarely, usually
in exceptional cases
in most cases 84
consider as/consider as being use: I consider a
I consider a college degree college degree
as being necessary to necessary to
success success.

Despite the fact that use: although

Regardless of the fact that

Due to the fact that

For the purpose of use: because
By virtue of the fact that
The reason is because
85
In a position to/in order to use: can
In the area of use: near or
in
In the event that
In the event of use: if with a verb

In case of
In the final analysis use: finally

In no uncertain terms use: firmly or clearly

86
In the nature of use: like or
Things of that nature things like that

Refer back use: refer

She is of a generous nature she is generous

The car is of green color the car is green

The weather condition is bad the weather is bad

Traffic conditions are congested traffic is congested 71

An Empty Sentence

This is a sentence that says too little. Grammatically,

it is complete but it is lacking in ideas, in
substance. It contains words that repeat the idea
found elsewhere in the sentence. Here the writer
apparently does not take the trouble to think about
what he wants to say; therefore he actually ends
where he has started.

Empty: The Filipino teenager prefers rock

music to the kundiman because he really enjoys
modern music.
88
Revised: The Filipino teenager prefers rock music
to the kundiman because he likes rock beat and its
lyrics express his feelings.

Clear sentences are a result of clear thinking.

Successful writers are people who have made efforts
to write sentences with sense. Their thoughts and
ideas are expressed in sentences that are
neither overloaded nor empty.

89
The facts and ideas that are conveyed are logically
arranged in compact statements which are just right
because the relationships of words are beyond
questions.

Empty sentences are a result of haste or careless

thinking. If you intend to be effective in your
sentences, fill in the empty ideas with logic and
reason.

90
C. AVOIDING SHIFTING IN PERSPECTIVES

This refers to a shift in voice, tense, person, and

number. It creates an imbalance that is clearly
related to faulty parallelism. An abrupt shift can
cause confusion and should, therefore, be
avoided.

1. Shift from Active to Passive

If a sentence begins with the active voice,

it should finish in the active.
91
Confusing: I asked an intelligent question
but no answer was received.

Clear: I asked an intelligent question but received no

answer.

Confusing: She went up the stage and a

song was sung.

Clear: She went up the stage and sang.

92
2. Shift From Past to Present Tense

For clearness and consistency, a sentence that starts

in the present tense should continue in the present.
A sentence that uses the past tense in the beginning
should end with the past.

Confusing: I was reading my book quietly when the

stranger sits down next to me and starts whistling.

Clear: I was reading my book quietly when the

stranger sat down next to me and started whistling.
77
Confusing: Dodong was a strong farm boy who
falls in love and got married when he is only
seventeen.

Clear: Dodong is a strong farm boy who

falls in love and gets married when he is only
seventeen.

94
3. Shift From Singular To Plural

You should also observe consistency in number.

Confusing: When a person is in trouble, they are
usually uncommunicative.
Clear: When a person is in trouble, he is usually
uncommunicative.
Confusing: If the ladies do not come on time, she will
be left behind.
Clear: If the ladies do not come in time, they will be
left behind. 95
4. Shift From One Person To Another

You should not shift needlessly from one person

to another.

Confusing: We love freedom but one

does not always cooperate to attain it.

Clear: We love freedom but we do not always

cooperate to attain it.

96
5. Shift From Statement to Question

Confusing: In the story “Footnote to Youth,”

Dodong had to decide whether he should give
Blas permission to marry or should he stop him.

Clear: In the story “Footnote to Youth,”

Dodong had to decide whether he should give
Blas permission to marry or whether he should
stop him.

97
These shifts tend to occur most often in narrative
writing when you are asked to write a piece of
fiction, an autobiographical account, a précis or
summary of someone else’s ideas, or a plot
summary.

98
D. Avoiding Misplaced And Dangling Modifiers

These weaknesses in sentence building arise from

defective ordering of grammatical structures in a
sentence, particularly the ordering of the
objectives and adverbs in their word, phrase or
clause forms. Carelessness inpositioningany
of the modifiers results inconfusing and
sometimes funny unintended meanings.

99
Misplaced Modifiers

Adjective Modifiers – these are words, phrases or

clauses that modify a noun or pronoun. The
general rule here is that the word adjectives are
placed immediately before the noun or the pronoun
being modified while the phrase or the close
adjective is placed immediately before the noun or
the pronoun being modified while the phrase or the
clause adjective is placed immediately after.

100
Examples:

Television stations reported the good news.

Radio stations in the provinces broadcast the news
that may did not like.
The housewhich Joker built was
sold to the Japanese businessman.

A case of a misplaced modifier therefore comes out

when any of these words, phrases or clauses are
placed distant from the noun or pronoun meant to
be modified.

101
Consider this example:

“Radio and television stations reported the news

that the hijackers had freed their prisoners all
over the world.”

Because the student who wrote this sentence

separated the modifier “all over the world” from
the noun (stations) it is supposed to modify, this
sentence implies that the hijackers had freed
prisoners all over the world.

102
The corrected sentence would look like this:

“Radio and television all over the world reported

the news that the hijackers had freed their
prisoners.”

If you read your sentence carefully, you can spot

most of the misplaced word, phrase, or clause
errors. It is very important that you make sure
your sentences say exactly what you want them to
say.

103
Adverb Modifiers

– these are also words, phrases, or clauses that

modify the verb, the adjective, or another adverb.
Adverb modifiers of adjective and another adverb
also stand close or immediately before said
adjective and adverb. But adverb modifiers of a verb
find themselves in several junctions in the sentence
either after the object of the verb or between the
subject and the verb. Look at the following
examples:

104
𝗈 Examples:

I read an amazingly interesting book.

The terribly difficult question in

the test caused a headache.

The guest arrived early.

We met in the Conference room.

They often clash about principles.

105
I always feel the pressure of my
major examination.

Surprisingly, he showed up at the party.

Eventually, the moment of truth will come.

Cindy buys her stockings in Tokyo.

She sips her morning juice by the poolside

of Manila Fiesta Pavillion.
106
Clause adverbs are actually subordinate clauses in
the sentence; they may be placed before or
after the main clause.

𝗈 Examples:
𝗈 When the shooting started, we stopped the car.
𝗈 We stopped the car when the shooting started.

There is no difference in the basic meaning

between these two sentences. The important
difference between the two is the creation of
suspense in the first sentence.
107
 When several clauses are used in one
sentence, place them one after another or one
clause within another. The reader, though,
must store in his memory, the beginning of the
clause so that he can integrate the whole
concept.

108
Dangling Modifiers

When a part of the sentence is left hanging in the

air, we have a dangler. A dangler modifier is a
participle, an infinitive, or an elliptical clause that
does not refer clearly to any word or phrase in the
sentence. The dangling construction which relates
to words it cannot logically modify not only
embarrasses the writer but also misleads the
reader.

109
Observe these sentences:

Dangling Participle
 Reading the newspaper, the telephone rang.

 (This sentence says that the telephone

was reading the newspaper)

Dangling Infinitive
 To understand the subject the book must
be studies carefully.
 (This sentence says that the book must understand
the subject.)
110
Dangling Elliptical Clause
𝗈 While waiting for a ride, the rain poured.

𝗈 (This sentence says that the rain was waiting for

a ride.)

To correct a dangling infinitive, supply a noun or

pronoun for the infinitive to modify by rewriting
the clause that follows:

𝗈 Wrong: To understand the subject, the

book must be studied carefully.
𝗈 Correct: To understand the subject,
you must study the book carefully.
111
To correct a dangling elliptical clause, supply
the missing words that made the clause elliptical.

𝗈 Wrong: While waiting for a ride, the rain

poured.
𝗈 Correct: While Jimmy was waiting for a ride, the

rain poured.

112
E.Observing Parallel And Uniform Construction.
Parallelism
In any context, it suggests similarity of angle,
direction, and form. When the parts of a sentence
match grammatically and uniform structures can
be identified as a repetition of words, phrases, or
clauses, it can be appropriately pointed out here
that not all repetitious writing is bad. It is not the
monotonous or needless repetitions that you
should avoid. Repetition of grammatical patterns
to express sameness of ideas so that parallel ideas
appear in parallel form is desirable. It makes your
writing effective.
113
Observe the parallel and uniform construction in the
following illustrations:

𝗈 In Word:

𝗈 Filipinos love freedom and democracy.

𝗈 If we wish to succeed, we should be
diligent, conscientious, patient, and persevering.

114
In Phrase:

 I learned three things this semester: how to

organize a research, how to write a term
paper, and how to type a manuscript.

 Beth is a popular with her friends, with her

teachers, and with her relatives.

115
In Subordinate Clause :

 Because you have been a good athlete, and

because you have done your best, you
deserve a medal at the end of the
tournament.

 If I finish my work early, if you promise to

pick me up, and if it does not rain, I will
come to your concert.

116
 In Predicates:

 She ran upstairs, turned on the radio,

gathered her favorite magazine and settled
on the sofa.

 The man entered the bar, demanded a glass

of whiskey, drank it hurriedly, and
left without paying the bartender.

117
 In Independent Clause :

 I came, I saw, I conquered.

 When we get sick, we want an uncommon doctor.

 When we go to war, we yearn for an

uncommon general or admiral.

 When we choose the president of a

great university, we want an uncommon educator.
118
Faulty Parallelism:

The coordinating conjunctions and but

and or join structures of equal grammatical
value: that is noun and noun, verb and verb,
phrase and phrase, clause and clause and so
forth.

When the elements of a sentence are not

grammatically balanced faulty parallelism
results.

119
 Faulty: Cecile wants loyalty
form her friends and
to be
 Correct appreciated
Cecile wants loyalty from her
for herfriends
efforts.and appreciation for her
efforts.

 Faulty: Everyone needs love and to

be attended.
 Correct Everyone needs love
and affection.

120
 Faulty: Julie requested that I help
her with her Mathproblems
andexplanation to
another
the procedure.

 Correct Julie requested that I help her

: with her Math problems and that I
explain the procedure again.

121
Certain contexts, especially those that involve
comparison or contrasts, call for parallel and
uniform structures. A series of elements separated
by commas within a sentence should be parallel.

𝗈 Faulty: The general was tall, intelligent,

and he was respected by all.
𝗈 Correct: The general was tall, intelligent,
and respectable.

122
The two halves of a compound sentence should be
parallel.

𝗈Faulty: Stevan Javellana wrote

Without
Seeing the Dawn and Tree is by F.
Sionil Jose.
𝗈Correct: Stevan Javellana wrote
Without
Seeing the
Dawn and F.
Sionil
Jose wrote Tree. 123
Certain sets of words or phrases signal a series
of related statements and call for parallel and
uniform structure.

𝗈 not only … but also

𝗈 first … second
𝗈 both … and
𝗈 either … or
𝗈 neither … nor

124
 Faulty: The President not only vetoed the
bill but also he was against too
much government spending.

 Correct The President not only vetoed the

: bill but also warned against too
much government spending.

125
To achieve parallelism and uniformity, you need to
match verbs, nouns, prepositions, phrases or
other
elements of your sentence. See this work
in examination questions and
classified ads.
Example of an examination question:
𝗈 Discuss each character’s emotional problems,
𝗈 describe his or her attempts to cope
with
𝗈 them,

and evaluate the success of those attempts.

126
Example of classified ad:

Wanted:

College students with desire to learn sales

technique in cosmetics industry, ability
to make phone contacts, and interest to travel
some key cities.

127
F. Proper Coordination And
Observing
Subordination
 Sentences are composed of a series of words,
phrases or clauses. The relationships between
these elements should be made clear to reader.
When these words, phrases, or clauses come in
equal rank or importance, they should be
coordinated. Coordination therefore, the
process
is used when structures of the same kind are
joined in a sentence. The joiner word is called a
coordinating conjunction.
128
 To link the coordinate elements of your
sentence, you may use the coordinating
conjunctions and, or, but, nor, yet; the correlative
conjunctions both, and, either…or, neither…nor,
so, not only…but also, weather…or; the
conjunctive adverbs accordingly, also, besides,
consequently, nevertheless, indeed,
namely, therefore.

129
 Coordinating Conjunctions

 Words Their business is buy and sell.

: She loves ice cream
and chocolates.

 Phrases: He came running down

the corridor and into
the Conference Room.
 All she wanted was to go
home and to brush her
teeth.
130
 Clauses:
 Although the exam was difficult and although I was
feeling sick, I got a passing grade.
 Since we are good friends and since she has no one
to turn to, I invited her to stay with me.

 Correlative Conjunctions

 Either you sell your land or you give it free.

 Not only is he intelligent but also good looking.

131
𝗈 Conjunctive Adverbs

𝗈 The boy is sick; therefore, he must rest.

𝗈 I think you are right; nevertheless; I will not do
as you say.

𝗈 Coordinating Subordinate Clauses

Coordinating conjunctions may also link two or
more subordinate clauses. They work the same
way for subordinate clauses as they do for phrases
or for independent clauses.
132
 Observe the following examples:

 Although I believe you are right and although

everyone also thinks so, I don’t think I will follow
your suggestions.

 Not only the way you speak but also the way you
walk make your appear very sexy.

 After you finish college or after you become

financially independent, you may do as you
please.
133
 In front of our house but behind the school
building is the children’s playground.

 Coordinating conjunctions connect

similar sentence parts:

 and but or for nor yet

 Correlative conjunctions are used in pairs:

 not only…but either…or

also both…and whether…or
134
 Conjunctive adverbs are used to join main
clauses. They are preceded by a semicolon
and followed by a comma.

 Accordingly consequently furthermore

 Hence however moreover
 Nevertheless otherwise than
 Therefore yet also

135
 Subordination

 Subordinate Conjunctions – are used

introduce adverb clauses and link them to the
to
main clauses. They make clear what exactly the
relation between the two clauses. The chief
relation they show are time, place, cause, result,
exception, condition and alternative.

 after although as as long as

 as though because if
 in order that provided as if
136
𝗈 so that than though
𝗈 till before unless
𝗈 until whatever when
𝗈 since whenever where
wherever
Materials of less importance are subordinated (or
put in their proper place) by the use of clauses,
participial phrases and appositives. Subordinating
conjunctions introduce the adverbial clauses.
Writing the correct subordinating conjunction as a
substitute for the meaningless makes effective and
meaningful sentences.
137
𝗈 Bert knew all the answers and he recited
Weak: confidently.
𝗈 Knowing all the answers, Bert
Better: recited confidently.(participle)

𝗈 Rita was the prettiest and the

Weak: most intelligent and she
easily won the Binibining
Pilipinas title.
𝗈 Since Rita was the prettiest and the most
Better: intelligent, she easily won the
Binibining Pilipinas title.(adverb
clause)
138
 Subordination may also be used to join
related sentences:
 Fair: The computer machine is a big
office aid. It makes an ordinary job
 Improved:exciting.
The computer machine, which is a big
office aid, makes an
ordinary job exciting. (appositive)
 Fair: Erick wants to become a soldier. He
studies at the Philippine Military
Academy.
 Improved: Erick, who wants to become a soldier
studies at the Philippine Military
Academy. (adjective clauses) 123
 Instead of writing short, choppy sentences, choose
one idea for the sentence of independent clause,
and subordinate the other ideas.

 Choppy: The Philippines, discovered in 1521, is a

series of islands, the three biggest of which are
Luzon, Visayas and Mindanao.

 Subordination: The Philippines, discovered in

1521, is a series of islands, the three biggest of
which are Luzon, Visayas and Mindanao.

140
 Choppy: Joey dela Cruz is the union president.
Joey dela Cruz is furious.
He will lead a protest.

 Subordination: The furious union president, Joey

dela Cruz, will lead a protest.

141

Faulty subordination results when an
important idea placed in the subordination
clause.

 Faulty: Dick suffered a big

disappointment, flunking
exams. his

 Improved Flunking his exams, Dick suffered

: a big disappointment.

142
She likes reading but not writing.
Great! I am so delighted that you gave
your whole focus in reading and
understanding the lesson. Good Job! I
am sure you are excited to learn new
things soon. Keep it up! God bless you.