LANGUAGES, HUMANITIES AND SOCIAL SCIENCES CLUSTER

ENGLISH SUB-CLUSTER
SCHOOL YEAR 2021 - 2022

READING AND WRITING

SKILLS
ENG02
Course Outcome #3

Prepared by:

Espinosa, Lara D.

ENG02 | LHS | CO3

COURSE CODE | COURSE TITLE

NAME: ____________________________________ TEACHER: ________________________

YEAR AND SECTION: _________________________ SCHEDULE: _______________________

Lessons REVIEW ON GRAMMAR RULES

& MECHANICS
THE WRITING PROCESS
COURSE OUTCOME BULLETIN
Objective: the students will be able to review and apply their knowledge in grammar rules and
proper mechanics in writing, and • enumerate and explain the different stages in the writing
process

Subject Matters:
Lesson 1: Review of Grammar Rules and Proper Mechanics
1.1. Misspelling and Wrong/Missing Word
1.2. Using Commas
1.3. Incorrect/Missing Citation
1.4. Vague Pronoun-Antecedent/Reference
1.5. Unnecessary or Missing Capitalization
1.6. Faulty Sentence Structure (Parallelism)
1.7. Sentence Fragment
1.8. Unnecessary or Missing Apostrophe
1.9. Missing or Unnecessary Hyphen
1.10. Other Punctuation Marks

Lesson 2: The Writing Process

2.1. Prewriting
2.2. Drafting
2.3. Revising
2.4. Editing
2.5. Publishing

Evaluation:
Performance Task: Essay Writing (Outline and Draft)

Written Work: BlackBoard Quiz (concepts discussed)

ENG02 | LHS | CO3 1

COURSE CODE | COURSE TITLE

What do I know? (Pre-test)

Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. If two independent clauses in a sentence are separated incorrectly by a comma, what do
you think is the best way to make it correct?
a. Add an appropriate coordinating conjunction before the comma
b. Replace the comma with a period and capitalize the first letter of the first word in
the sentences.
c. Replace the comma with a semicolon
d. All of the above
2. Which of the following should be capitalized in writing?
a. First letter of the first word in a sentence
b. Proper nouns
c. Both a and b
d. None of the above
3. To be able to observe consistency in verb phrases in a sentence or a paragraph, which of
the following should you practice?
a. APA format
b. pronoun-antecedent
c. sentence fragment
d. parallelism
4. Which stage of the reading process does a writer share their final work?
a. Prewriting
b. Drafting
c. Revising
d. Publishing
5. The following are strategies done before you start writing except for:
a. Brainstorming
b. Proofreading
c. Freewriting
d. Outlining
6. What punctuation mark will complete the following sentence?
She traveled to China, South Korea ___ and Japan last year.
a. comma
b. semicolon
c. period
d. none of the above

ENG02 | LHS | CO3 2

COURSE CODE | COURSE TITLE

7. How do you make a noun possessive?

a. Add quotation marks
b. Add either an apostrophe and an s or an apostrophe alone
c. Both a and b
d. None of the above
8. What do you call the word that a pronoun replaces in a sentence?
a. APA format
b. antecedent
c. sentence fragment
d. parallelism
9. Which stage of the reading process does a writer add and remove ideas?
a. Prewriting
b. Drafting
c. Revising
d. Publishing
10. Which activity helps you to spot mechanical errors in a written output?
a. Brainstorming
b. Proofreading
c. Freewriting
d. Outlining

What is it?
Lesson 1: Review of Grammar Rules and Proper Mechanics
In writing, it is essential to be equipped with skills in grammar and proper mechanics.
Everything you have learned since you were in grade school during your English classes should
be recalled and applied in your writing activities. You might think that you already know
everything about the basics of language, but it would be helpful to review all these concepts.

1.1. Misspelled, Wrong, and Missing Word

It is possible that you use a wrong word when it sounds like the actual or correct word
for the context in the sentence. Sometimes, incorrect and correct words have similar meanings,
or they may be words that are actually very much different from each other. There are also
chances when we forget to type the actual word which makes the sentence lose its meaning.

Examples
1. The counsel of leaders decided to postpone the event.
The erroneous word in the sentence is counsel which sounds like the word “council”
which is the correct word.

2. Make sure that your car is ensured before driving it.

ENG02 | LHS | CO3 3

COURSE CODE | COURSE TITLE

The word ensured makes the sentence incorrect so we have to replace it with
“insured”

3. I don’t even what he’s talking about!

There is no erroneous word in the sentence, but something is missing. Supply the word
“know” to make the sentence complete.

These problems may be solved using spell-checkers, dictionaries, and thesaurus which are
commonly available online. However, it is still advisable to double-check your sentences
manually.

1.2. Using Commas

Commas are one of the most flexible punctuations marks we use in writing. It can be
used to separate items in a series, set off an introductory material, divide two independent
clauses in complex-compound sentence, and more.

Examples
1. Full of regrets Rachel went back to her apartment.
Full of regrets, Rachel went back to her apartment.

Use a comma after every introductory element to signal where it ends and the rest of
the sentence begins. When the introductory element is very short, you may skip the
comma.

2. The mother, of the missing, child went to the police station.

The mother of the missing child went to the police station.

We sometimes overuse commas. In this sentence, commas are not needed to set off a
necessary to the meaning of the word or words they describe.

3. Monica told Chandler to clean the house, but he just slept all day.
Monica told Chandler to clean the house, but he just slept all day.

This sentence is considered a run-on sentence, or a comma splice. It occurs when only a
comma separates clauses that could each stand alone as a sentence. When writing a
compound sentence like the given example, it is practical to separate the first clause
from the second clause using a comma then including the necessary coordinating
conjunction. In this sentence, we made use of “but”. Other coordinating conjunctions
are FANBOYS which stands for For, And, Nor, But, Or, Yet, So

4. Ross the paleontologist from the museum guided the students all throughout the tour.
Ross, the paleontologist from the museum, guided the students all throughout the tour.

ENG02 | LHS | CO3 4

COURSE CODE | COURSE TITLE

A nonrestrictive phrase or clause provides additional information that is not essential to

the basic meaning of the sentence.  Use commas to set off a nonrestrictive element. In
this sentence, we have “the paleontologist from the museum.” Even if you remove this
part, the sentence still makes sense.

Here’s a pro tip: a comma often marks a slight pause in a sentence. Try reading them aloud, and
listen for minor pauses that are signaled by commas.

1.3. Incorrect/Missing Citation

In writing academic papers, it is a must to always cite your sources properly. Ask your
instructor of the format prescribed in your writing activities. Most of the time, we make use of
the APA 7th edition format.

Examples

1. According to Manansala, in the Trese comics, “Even the distinction between criminal
and victim are often ambiguous, and the delivery of justice is often more poetic than
legal.”
According to Manansala (2018), in the Trese comics, “Even the distinction between
criminal and victim are often ambiguous, and the delivery of justice is often more poetic
than legal.” (p. 2)

Always include the year when the study was published. Enclose it in parentheses, then
write it after the last name of the author.

2. Based on a recent study, “Comics in the Philippines has taken on many uses for the
Filipino people."
Based on a recent study by Flores (2019), “Comics in the Philippines has taken on many
uses for the Filipino people.” (p.98)

Give credit when credit is due. Avoid giving vague references. It also important to
include the page or paragraph numbers when you are quoting from another source.

1.4. Vague Pronoun-Antecedent/Reference

The word that a pronoun replaces in a sentence is called the antecedent. Sometimes, in
a sentence, it might be unclear if there are two words that can be considered as the
antecedent. Also, pronouns typically must agree with their antecedents in gender (male or
female, if appropriate) and in number (singular or plural). Many indefinite pronouns, such
as everyone and each, are always singular.  However, they can be used to agree with a singular
antecedent in order to use inclusive or gender-neutral language.  
Examples

ENG02 | LHS | CO3 5

COURSE CODE | COURSE TITLE

1. Ben and Peter were playing when he accidentally pushed him.

Ben and Peter were playing when Ben accidentally pushed Peter.
The boys were playing when Ben accidentally pushed Peter.
In this sentence, he and him may refer to ben or peter which makes its confusing. To
solve this issue, you may specifically mention the names instead of the pronouns, or
rephrase the sentence.

2. Each employee was appalled when the boss fired him/her.

Each employee was appalled when the boss fired them.

Today, “him/her” is still acceptable but we can make use of “them” to include all
genders.

1.5. Unnecessary or Missing Capitalization

Capital letters usually appear in the beginning of a sentence or when we are writing proper
nouns (names of people, objects, titles, and more).
Examples
1. The Researchers conducted the survey through google forms.
The researchers conducted the survey through Google Forms.

The word researchers should not be capitalized; it is not in the beginning of the
sentence nor a proper noun. Meanwhile, Google Forms is specific name for an internet
website which makes it a proper noun that needs to be capitalized.

2. MAPUA University was founded in 1925.

Mapua University was founded in 1925.

The word “MAPUA” should not be written with all capital letters because it is not an
acronym. “Mapua” is a proper noun so the first letter should be capitalized.

1.6. Faulty Sentence Structure (Parallelism)

In grammar, parallelism is when phrases in a sentence have similar structure
(literaryterms.net). It ensures balance and clarity. Words in a pair or a series, as well as verbs in
a sentence or paragraph, should be parallel and consistent.
Examples

ENG02 | LHS | CO3 6

COURSE CODE | COURSE TITLE

1. I like spending my spare time playing games, to watch movies, also listening to pop
music.
I like spending my spare time playing games, watching movies, and listening to pop
music.

“Playing games”, “to watch movies”, and “listening to pop music” are items in a series.
To make them parallel, convert them into gerunds.

1. My mom said that she wants to be an engineer when she was younger.
My mom said that she wanted to be an engineer when she was younger.

The situation happened in the past. The words “said” and “was” are already in the past
tense, so the word that needs to be corrected to observe consistency in verb tenses is
“want”

1.7. Sentence Fragments

A sentence fragment is a group of words that seem complete but actually lacks a subject
or a verb, thus, not expressing a complete thought.
Examples
1. The effects of online synchronous classes to the study habits of Grade 11 Mapua Senior
High School students.
Online synchronous classes may affect the study habits of Grade 11 Mapua Senior High
School students.

The first phrase does not have a complete thought. You may choose to rephrase, add a
verb, and still retain a similar meaning.

2. The student is listening attentively. While the professor is explaining the concepts in
Basic Calculus.
The student is listening attentively while the professor is explaining the concepts in Basic
Calculus.

Avoid starting sentences with subordinating conjunctions (such as “while”). In this

example, you can combine the phrases and form a single sentence.

ENG02 | LHS | CO3 7

COURSE CODE | COURSE TITLE

1.8. Unnecessary or Missing Apostrophe

The main function of an apostrophe is to show possession. Another is to form
contractions which are a combination of two words through the omission of one or more letters
and replace them with an apostrophe.
Examples
1. Its a small world after all.
It’s a small world after all.
“Its” shows possession, meanwhile “It’s” is the contracted form of It is. In this context, it
is more appropriate to use “It’s”.

2. Are those the instructors notes for today?

Are those the instructor’s notes for today?

“Instructors” is supposed to show possession. Assuming that the instructor in this

context is singular, put the apostrophe before s.

1.9. Missing or Unnecessary Hyphen

Two words brought together as a compound may be written separately, written as one
word, or connected by hyphens.
Examples
1. It is not easy to write a thousand word essay overnight.
It is not easy to write a thousand-word essay overnight.

A compound adjective requires a hyphen when it modifies a noun that follows it.

2. My professor asked me to hand-in the essay I crammed last night.

My professor asked me to hand in the essay I crammed last night.

A two-word verb should not be hyphenated. 

Always make it a habit to use the dictionary to check for hyphenated words.

ENG02 | LHS | CO3 8

COURSE CODE | COURSE TITLE

1.10. Other Punctuation Marks (Colons, Semicolons, Dashes, Parentheses,

Quotation Marks, and Ellipses)

ENG02 | LHS | CO3 9

COURSE CODE | COURSE TITLE

Key Takeaway
When writing your drafts, aside from focusing on your content, you should also observe the
different conventions in writing. Paying attention to the littlest details of your writing will build
its credibility.

Lesson 2: The Writing Process

Just like in reading, you also undergo a certain process when you write. In each stage of
the reading process, you may use different strategies in coming up with your topic, gathering
information, actual writing, adding and removing ideas, polishing your paper, and finally,
publishing your output.
According to Encyclopedia Brittanica. Writing, form of human communication by means
of a set of visible marks that are related, by convention, to some particular structural level of
language. It is one of the oldest ways people use to communicate their ideas, feelings,
expressions, systematically.
According to Channel and Crusius (2021), “Writing well is not simply writing correctly. It
is communicating effectively.” The main purpose why we write is to send a message to the
reader. Some examples include writing an email to a professor to setup a meeting, writing a
paper in class about popular culture as an academic requirement, and to write something on
social media to update our friends.

ENG02 | LHS | CO3 10

COURSE CODE | COURSE TITLE

2.1. Prewriting
The first stage may be the most difficult stage; writers start from scratch, and they often
get the “writer’s block” when one cannot think where to start. In this stage, you can start with
deciding what topic to write about and what goals you want to achieve.
The following are strategies done during the prewriting stage.

 Freewriting means jotting down rough sentences or phrases everything that comes to
mind about a possible topic. From the term itself, in this activity, you can write whatever
you want to write freely. You don’t have to worry about grammar, punctuations, and
other writing conventions. Just write. This serves as a warmup for the actual writing
activity. It stimulates your creative juices and helps you discover what you want to write
about the subject.
 In Questioning, you generate ideas and details by asking questions about your subject.
Such questions include why, when, where, who, what, and how. Ask as many questions
you can think of.

ENG02 | LHS | CO3 11

COURSE CODE | COURSE TITLE

 When you make list or brainstorm, you collect ideas that relate to your subject. Pile
these items up, one after another, without sorting them. Your goal is just to make a list
of everything about the topic.
 Clustering is also known as mapping or diagramming. This strategy is helpful to illustrate
their ideas visually by drawing boxes, lines, arrows to show relationships of ideas you
generated.
 Preparing an outline, especially a scratch or an informal one, can guide in thinking of
your points carefully. This will help you arrange your ideas based on their importance.
Your outline serves as the plan or blueprint of your first draft.
 You can use a variety of materials when researching about your topic. Today, we can
look for information using the internet and use it to jumpstart your writing.

2.2. Drafting
After deciding what to include in your writing, as well as planning where they should be
included in your paper, you may start writing them into proper sentences and paragraphs.
Make it your goal to state your thesis clearly and develop the content of your essay with
plenty of specific details. Don’t worry about grammar, punctuation, and spelling. If you cannot
think of anything about a certain part in your paper, write “do this later.” You still can work on
them on the later stages of the process.

2.3. Revising
Revising means rewriting your essay, building on what has already been done, to make
it stronger. In this stage, you may add, remove, and replace ideas which you think can make
your output more effective. Focus on your content.

2.4. Editing
After revising, it is important to proceed to editing. This means that you have to check
for and correct errors in grammar, punctuation, capitalization, sentence structure, word usage,
and spelling.
You may ask another pair of eyes to proofread your paper before you proceed to
editing. You might think that your paper is already perfect since it’s your work and might miss
some errors you still need to fix.

ENG02 | LHS | CO3 12

COURSE CODE | COURSE TITLE

2.5. Publishing
Once you’re decided that your paper is final, you may publish it. Publishing can mean
that you will submit it to your teacher as an academic requirement, or you might want to share
your essay to others, like publishing it to an actual book or a part of the newspaper, or posting
it on social media.
Key Takeaway:
Writing takes time. Creating an effective and comprehensive piece of writing needs hard work
and patience. Following the steps in the writing process can guide writers in producing a good
paper.
Also, writing is recursive. You don’t have to strictly follow the steps according to how they were
discussed; you can leap, go back, or move to another stage if it will be helpful in your writing
journey.

What’s more?
Supply the correct punctuation mark on the following sentences:
1. He thought that the teacher was absent _ so he went home.
2. I already submitted my group_s output yesterday.
3. Wow! That’s a well_written essay!
4. Did you see the announcement posted on BlackBoard yesterday_
5. The principal told me, _ you need to process your papers if you want to shift strands._

What I have learned

Directions: Answer Written Work #3 on your BlackBoard Accounts. This quiz contains concepts
discussed.

What I can do
PT 3.1. – ESSAY WRITING (OUTLINE AND DRAFT)

ENG02 | LHS | CO3 13

COURSE CODE | COURSE TITLE

Detailed Instructions:
1. Fill out the worksheet about the essay they want to write about. Guidelines in writing an
essay (writing process) were discussed in class. Worksheet may be downloaded from
here:
https://mymailmapuaedu-my.sharepoint.com/:b:/g/personal/ldespinosa_mapua_edu_p
h/ESzEfAcCZllGhxj2pPeJeEIBlpahs_zJnrashpYzP11RRg?e=f09azz

2. Consultations will be conducted to check the content of the worksheet.

3. Save the file using the following name format: ENG02_PT3.1_SECTION_LAST

NAME_FIRST NAME (PDF)

Rubric/Checklist:
Points The student was able to:
Include an appropriate and a logical organization of the essay. (5 points)
Provide a specific and relevant topic/thesis statement. (5 points)

Choose an appropriate audience. (2 points)

Specify the purpose of the essay. (2 points)

Create a catchy title. (1 point)

Provide relevant contents for introduction (5 points), body (5 points), and
conclusion (5 points) in the outline.
Elaborate the proposed contents (outline) in the draft. (10 points)

Write a cohesive, coherent, and organized draft. (10 points)

Cite sources properly. (10 points)

Fill out the self (5 points) and peer assessment (5 points) table.

Assessment (Post-test)
Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. How will you correct the following sentence?
She said she will look for a part-time job, she forwarded her resume to several
companies.
a. Add an appropriate coordinating conjunction before the comma
b. Replace the comma with a period and capitalize the first letter of the first word in
the sentences.
c. Replace the comma with a semicolon

ENG02 | LHS | CO3 14

COURSE CODE | COURSE TITLE

d. All of the above

2. Which word in this sentence should be capitalized?
In western cultures, for example, most people eat using forks, knives, spoons, individual
plates, and bowls.
a. western
b. for
c. most
d. None of the above
3. What grammatical feature is observed in the following sentence?
My dog is the most adorable, most loyal, and friendliest creature in the world.
a. APA format
b. pronoun-antecedent
c. sentence fragment
d. parallelism
4. In which stage does a student submit their work to their instructor?
a. Prewriting
b. Drafting
c. Revising
d. Publishing
5. The following are strategies done after you start writing except for:
a. Brainstorming
b. Proofreading
c. Freewriting
d. None of the above
6. What punctuation mark will complete the following sentence?
She promised to buy_back her necklace from the pawnshop.
a. comma
b. hyphen
c. period
d. none of the above
7. What punctuation mark do you add when you form contractions?
a. quotation marks
b. apostrophe
c. Both a and b
d. None of the above
8. What do you call a phrase mistaken as a sentence and does not have a complete
thought?
a. APA format
b. antecedent
c. sentence fragment

ENG02 | LHS | CO3 15

 COURSE CODE | COURSE TITLE

d. parallelism
9. Which stage of the reading process does a writer state their thesis clearly and develop
the content of their essay with plenty of specific details ?
a. Prewriting
b. Drafting
c. Revising
d. Publishing
10. Which activity helps you organize your ideas according to their importance?
a. Brainstorming
b. Proofreading
c. Freewriting
d. Outlining

Answer Key

Pre-Test What’s More Post-Test

1. d 1. comma ( , ) 1. d
2. c 2. apostrophe ( ‘ ) 2. a
3. d 3. hyphen ( - ) 3. d
4. d 4. question mark (?) 4. d
5. b 5. quotation marks (“ ”) 5. d
6. a 6. b
7. c 7. b
8. b 8. c
9. c 9. b
10. b 10. d

ENG02 | LHS | CO3 16

COURSE CODE | COURSE TITLE

References
Channell, C. E., & Crusius, T. W. (2021). Engaging questions : a guide to writing (3rd ed.).
Mcgraw-Hill Education.
Hoeffner, L., & Hoeffner, K. (2019). Common places : integrated reading and writing (2nd ed.).
Mcgraw-Hill Education.
Langan, J., & Albright, Z. L. (2019). College writing skills, with readings (10th ed.). Mcgraw-Hill
Education.
Olson, D. R. (2019). Writing. In Encyclopædia Britannica.
https://www.britannica.com/topic/writing
Top Twenty Errors in Undergraduate Writing | Hume Center for Writing and Speaking |
Stanford Undergrad. (2019). Stanford.edu.
https://undergrad.stanford.edu/tutoring-support/hume-center/resources/student-
resources/grammar-resources-writers/top-twenty-errors-undergraduate-writing

ENG02 | LHS | CO3 17