Crim 0 Technical Writing

COLEGIO DE SANTA CATALINA DE ALEJANDRIA
Bishop Epifanio B. Surban Street, Dumaguete City
COLLEGE OF LIBERAL – ARTS EDUCATION

Academic Year 2020-2021
Second Semester
Course Code CRIM 0

ENG 0
Course Title Technical Writing (Bridging for Criminology Students)

English (Bridging for Non GAS/STEM/HUMSS)
Course Learning Outcomes In this module, students will develop a complete understanding of sentence structure
by learning to identify the parts of speech, phrases, clauses and sentence types. Once
the concepts and the terminology in this module are learned, students are able to
interpret and apply the rules pertaining to usage, punctuation and writing mechanics
to their sentences.
Course Requirements All students are required to have 2 notebooks with 50 leaves for this subject. Other
instructions will be given through our group chat/messenger group.
COSCA Philosophy of The total formation of human person in the quest for the knowledge and truth and
Education search for the meaning, enlightened by the Faith, the good of the human family and in
view of man’s ultimate end.
COSCA Vision We envision COSCA as a Christ-Centered, Premier Diocesan Catholic Educational

Institution, Transformative in Christian Leadership and Service, Enhancing the Family,
Church and Society in the Midst of a Fast Changing World.
COSCA Mission 1. We provide and impart a Catholic education that is Christ-centered and
competency-based, holistic and transformative, through appropriate use of
relevant pedagogy and technology.
2. We equip students with globally-responsive knowledge, attitudes, and skills
that are based on Christian principles and values.
3. We engage in research-based community projects for people empowerment
and nation-building.
4. We advocate and promote the protection and preservation of Mother Earth,
our common home, through responsible stewardship.
COSCA Core Values 1. FIDES. SPES. CARITAS.

We believe. We hope. We love. We integrate Faith, Life and Culture.
2. TRUTH and WISDOM
We seek the Truth. We love Wisdom. We live by them.
3. MISSION and EVANGELIZATION
We uphold the teachings of the Church. We engage in the life and Mission of
the Church. We proclaim Christ to the world.
4. DISCIPLESHIP
We build community. We are not just a crowd. We are not just a working
group. We are God’s beloved children. We are a community of faith. We are a
community of disciples.
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5. STEWARDSHIP
We love Mother Earth. We protect the environment. We take responsibility of
God’s creation.
6. EMPOWERMENT
We empower lives with purpose and meaning; families with love and integrity;
the world with truth, justice, freedom and peace.
7. CHRISTIAN SERVICE
We serve with joy and love. We make a difference. We live simply. We share
generously. We care deeply.
COURSE OUTLINE
Prelim Grading Period MODULE I. Parts of Speech

Lesson 1 : Nouns
Lesson 2 : Pronouns
Lesson 3 : Adjectives
Lesson 4 : Verbs
Lesson 5 : Adverbs
Lesson 6 : Prepositions
Lesson 7 : Conjunctions
Lesson 8 : Interjections
MODULE II. Sentence Structure
Lesson 1 : Definition of a Sentence
Lesson 2 : Parts of a Sentence
Lesson 3 : Types of Sentence Structures
Lesson 4 : How to Avoid Mistakes
MODULE III. Basics of Technical English

Midterm Grading Period Lesson 1 : READING SKILLS
Lesson 2 : WRITING SKILLS
Lesson 3 : LISTENING SKILLS
Lesson 4 : SPEAKING SKILLS
MODULE IV. Components of Technical Writing
Lesson 1 : Importance of vocabulary building
Lesson 2 : Word Formation in English
Lesson 3 : Tenses of a Sentence
Final Grading Period MODULE V. Basic Technical Writing Skills

Lesson 1 : Letter Writing
Lesson 2 : Draft Writing
Lesson 3 : Coherence and Unity
Lesson 4 : Emphasis in Writing
Grading System Class Standing - 60 % (Assignments, Project/Portfolio, Module Tasks, Performance)

Major Exam - 40 % (Prelim, Midterm, Final Examinations)
TOTAL 100 %
References Book:
Deniega, G. and Sabornido, (ND)
Basic grammar for college freshmen
University of Cebu
Online References:
https://grammar.yourdictionary.com/parts-of-speech.html
https://www.really-learn-english.com/english-parts-of-speech.html
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COLEGIO DE SANTA CATALINA DE ALEJANDRIA
Bishop Epifanio B. Surban Street, Dumaguete City
COLLEGE OF LIBERAL – ARTS EDUCATION

Academic Year 2020-2021
COURSE CODE : CRIM 0/ENG 0
COURSE TITLE : Technical Writing (Bridging for Criminology Students)

English (Bridging for Non GAS/STEM/HUMSS)
UNITS : 3 Units
COURSE OVERVIEW
This module is designed to help students cope with the big bulk of task in college. It contains lessons which
review the basic concepts in grammar.
Each lesson has corresponding activities. The activities herein are practices for grammar that make use of
both the structural and communicative strategies in teaching English as second language. These various
activities and exercises are provided to make the students use the language comfortably and to better
internalize the lessons.
The primary goal of this is to improve the communicative skills and language proficiency of students in
English by teaching basic grammatical structures needed to communicate and perform various fundamental
tasks such as extracting information, asking and answering information questions, narrating events, describing
persons and sharing of insights.
These lesson guides use the balanced approach in teaching English as a second language. It applies the
trend towards the use of appropriate grammatical structures in negotiating meanings, and employs the
contextualized approach in teaching social awareness and values. It explicitly aims to:
1. develop students’ ability to find meaning in the grammatical relationship between words, as well as
sentences;
2. provide students with adequate drills and practices necessary to obtain communica tive competence;
and
3. integrate values from the various activities.
GREETINGS
Hello, dear student! Welcome to COSCA!
Let me introduce myself. I am Ms. Sara Jane Z. Ayo I will be your instructor for the subject – Bridging
Class for Criminology Students (CRIM 0) and Bridging Class for Education Students (ENG 0). I am a graduate
with a Bachelor’s Degree in Secondary Education, major in English.
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This module is prepared for you to study while you are at home. You are now accessing this module
through flash drive (USB)/PRINTED material given to you.
There are activities that you will accomplish in this module. Some important instructions will be given
to you through online platforms like messenger. You can add me on Facebook: Ed John BollosDiputado and we
will create a group for instructions and important discussions about this subject.
For this subject, you will be graded based on the activities you accomplish and the major exams.
You will be graded according to the following:
Class Standing 60% (Assignments, project/portfolio, module tasks, performance)

Major Exam 40% (Prelim, Midterm, Final Examinations)
TOTAL 100%
I hope everything is clear to you and I am also asking for your prayers that we can surpass all these
challenges we are facing right now. We will stand together, learn together and enjoy the new normal but let
us always observe the protocol set by the government and our school, COSCA.
Again, welcome to COSCA! Good luck and God bless.
Mr. Ed John Bollos Diputado

CRIM 0/ ENG 0 Instructor
Facebook Account : Sara Jane Z. Ayo

Gmail Address : sarajaneay@gmail.com
Contact Number : 0970 388 4535
DIAGNOSTIC TEST - PARTS OF SPEECH

INSTRUCTIONS: For each underlined word in the following sentences, identify and then write the part of speech
on the line before the number. Each correct answer earns 5 points. In your activity notebook, please copy and
answer. Choose your answer from the box.
noun pronoun adverb conjunction
verb preposition adjective interjection
__________ 1. They attended the concert last weekend.

__________ 2. Several cats ran into Rob’s garage.
__________ 3. The truck driver delivered the packages quickly.
__________ 4.Fast runners won all the awards at the track meet.
__________ 5. My friends and I walked home after school.
__________ 6. I wanted a peanut butter and jelly sandwich for lunch yesterday.
__________ 7.She was counting the ballots during English class.
__________ 8.Hey! That is my seat.
__________ 9. Will they finish the test on time?
__________ 10. The diagram was pretty complicated for us.
__________ 11. He will practice his musical piece soon.
__________ 12. Reggie saw the awesome sight from the air.
__________ 13. Her sister is the oldest member of the group.
__________ 14.Check the score, Tom.
__________ 15. Will the students be able to find the answer by themselves?
__________ 16. Are you sure of yourself?
__________ 17. They slowly carried the couch down the stairs.
__________ 18. Can you see beyond the hills from the top of the tower?
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__________ 19.Hurray! Our team has finally scored a touchdown.
__________ 20. The troop had been scattered throughout the woods.
What do you find most difficult about the eight parts of speech?
To check your scores, I will be posting the answer key in our group chat/messenger group. The perfect
score is 100 points. If you get 60-100, that’s wonderful! Congratulations! If you get lower than 50points, then
study the module well to improve your knowledge.
MODULE PRESENTATION
INTENDED LEARNING OUTCOMES (PRELIM PERIOD)
In this module, students will be able to:

1. define part of speech;
2. state the definition of each part of speech;
3. recognize and distinguish noun, pronoun, verb, adjective, adverb, preposition,
conjunction and interjection from each other;
4. use each part of speech correctly in sentences.
MODULE I. What is a Part of Speech?
A part of speech is a group of words that are used in a certain way. For example, "run," "jump," and
"be" are all used to describe actions/states. Therefore they belong to the VERBS group.
In other words, all words in the English language are divided into eight different categories. Each
category has a different role/function in the sentence.
The English parts of speech are:

 Nouns
 Pronouns
 Adjectives
 Verbs
 Adverbs
 Prepositions
 Conjunctions
 Interjections
Same Word – Several Parts of Speech
In the English language many words are used in more than one way. This means that a word can function as
several different parts of speech.
For example, in the sentence "I would like a drink" the word "drink" is a noun. However, in the sentence "They
drink too much" the word "drink" is a verb. So it all depends on the word's role in the sentence.
Lesson 1. NOUNS
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Definition
A noun is a word that names a person, a place, a thing or an idea.
The word "noun" comes from the Latin word nomen, which means "name," and nouns are indeed how we
name people, places and things.
The following are the types of nouns:

I. Abstract Nouns
II. Concrete Nouns
III. Common Nouns
IV. Proper nouns
V. Countable Nouns
VI. Uncountable Nouns
Examples:
 Sarah
 lady
 cat
 New York
 Canada
 room
 school
 football
 reading
Example sentences:
1. People like to go to the beach.
2. Emma passed the test.
3. My parents are traveling to Japan next month.
I. Abstract Nouns
An abstract noun is a noun that names an idea, not a physical thing.
Examples:
hope, interest, love, peace, ability, success, knowledge, trouble
II. Concrete Nouns

A concrete noun is a noun that names a physical thing.
Examples:
boy, table, floor, coffee, beach, king, rain, children, professor
III. Common Nouns

A common noun is a noun that names a general thing, not a specific thing.
Examples:
boy, girl, city, country, company, planet, location, war.
IV. Proper Nouns

A proper noun is a noun that indicates the specific name of a thing. It begins wi th a capital letter.
Examples:
Robin, Alice, London, Philippines, Google, Earth, Eiffel Tower, Civil War
(Compare these examples to ones in the "Common nouns" section to see the difference.)
V. Countable Nouns
A countable noun is a noun that indicates something you could actually count.
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For example, you could count pigs: one pig, two pigs, three pigs...
However, you couldn't count water: one water, two water – no, it doesn't work...
A countable noun has both a singular and a plural form, and it can be used with the indefinite articles (a/an).
Examples:
window, teacher, tree, lion, eye, cloud, pencil, heart, movie.
VI. Uncountable Nouns

An uncountable noun is a noun that indicates something you cannot count.
For example, you could count pigs: one pig, two pigs, three pigs...
However, you couldn't count water: one water, two water – no, it doesn't work...
An uncountable noun has only one form (no plural), and it cannot be used with the indefinite articles (a/an).
Examples:
furniture, advice, mail, news, equipment, luggage, work, coffee, information.
NOUNS in singular and plural form.
SINGULAR PLURAL SINGULAR PLURAL SINGULAR PLURAL
Regular Nouns Ends in S, CH, SH, X or Z Ends in F or FE

Add –S Add -ES Remove F/FE, Add –VES
Car cars bus buses leaf leaves
Dog dogs match matches wolf wolves
Book books dish dishes life Lives
House houses box boxes knife knives
Apple apples quiz quizzes wife wives
Ends in VOWEL +Y Ends in CONSONANT +Y Irregular Nouns
Add –S Remove Y, Add -IES
Day days city cities man Men
Key keys baby babies child children
Boy boys story stories foot Feet
Guy guys party parties tooth Teeth
Donkey donkeys country countries mouse Mice
End in VOWEL +O Ends in CONSONANT +O No Change
Add –S Add -ES
Zoo zoos hero heroes sheep sheep
Radio radios echo echoes deer Deer
Stereo stereos tomato tomatoes fish Fish
Video videos potato potatoes series series
Kangaroo kangaroos species species
ACTIVITY 1.1 - Let’s do this!
The following pairs of nouns contain one uncapitalized proper noun and a related common noun. Put
the two nouns in the correct columns as in the list above and capitalize the proper noun. Please copy the
format and write it in your activity notebook.
Proper Noun Common Noun

Example movie, star wars Star Wars Movie
1. hamlet, play
2. neighborhood, soho
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3. car, ford
4. ocean, atlantic
5. everest, mountain
6. actor, harrison ford
7. dixie, song
8. ship, titanic
9. hotel, the rits
10. planet, mercury
Lesson 2. PRONOUNS
Definition
A pronoun is a word that is used instead of a noun. For example, you could say, "Lisa is a nice girl."
Then you could replace the noun "Lisa" with the word "She" and get the following sentence: "She is a nice
girl."
"She" is a pronoun.
The word "pronoun" comes from "pro" (in the meaning of "substitute") + "noun."
Kinds of pronouns:
I. Personal Pronouns
II. Demonstrative Pronouns
III. Interrogative Pronouns
IV. Possessive Pronouns
V. Relative Pronouns
VI. Reflexive Pronouns
VII. Intensive Pronouns
VIII. Reciprocal Pronouns
IX. Indefinite Pronouns
Examples:
 I
 he
 it
 we
 them
 us
 mine
 itself
Example sentences:
1. He doesn't want go with them.
2. Would they help us?
3. His house is bigger than ours.
4. Who is she?
I. Personal Pronouns
Personal pronouns represent people or things.
The personal pronouns are: I, you, he, she, it, we, they, me, him, her, us, them.
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II. Demonstrative Pronouns
"Demonstrative" means "showing, making something clear."
Demonstrative pronouns point to things. The demonstrative pronouns are: this, that, these, those.
Use "this" and "these" to talk about things that are near in space or in time.
Use "that" and "those" to talk about things that are farther away in space or time.
Example sentences:
1. This cannot go on.
2. That was beautiful!
3. He wanted those, but decided to compromise on these.
III. Interrogative Pronouns

"Interrogative" means "used in questions."
Interrogative pronouns are used to ask questions.
The interrogative pronouns are: who, whom, which, what, whoever, whatever, etc.
Use "who" and "whom" to talk about people.

Use "which" and "what" to talk about animals and things.
Example sentences:
1. Who is your father?
2. Whom did you speak to?
3. Which bag did you buy?
4. What are my choices?
IV. Possessive Pronouns

"Possessive" means "showing ownership."
Possessive pronouns indicate that something belongs to s omebody/something.
The possessive pronouns are: my, your, his, her, its, our, their, mine, yours, his, hers, ours, theirs.
Example sentences:
1. I've lost my wallet.
2. He married his girlfriend.
3. This place is theirs.
4. Is that cat yours?
5. My car is slow. Hers is much faster.
V. Relative Pronouns
"Relative" means "connected with something."
Relative pronouns are pronouns that link different parts of a sentence.
The relative pronouns are: who, whom, which, that, whoever, etc.
Examples sentences:
1. The girl who called yesterday came to see you.
2. The teacher whom you wrote has answered your questions.
3. She lives in Kiev, which is the capital city of Ukraine.
4. I really liked the book that you gave me.
VI. Reflexive Pronouns

"Reflexive" means "going back to itself."
Reflexive pronouns show that the action affects the person who performs the action.
Reflexive pronouns end in "-self" (singular) or "-selves" (plural).
The reflexive pronouns are: myself, yourself, himself, herself, itself, ourselves, themselves.
Example sentences:
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1. He cut himself while shaving.
2. I sent myself to bed.
3. He could hurt himself!
4. We must help ourselves.
5. She trusts herself.
VII. Intensive Pronouns

"Intensive" means "giving force or emphasis."
An intensive pronoun is a pronoun used for emphasis.
In other words, intensive pronouns emphasize the subject of the sentence.
They are written exactly the same way as the reflexive pronouns, but their function is different.
Example sentences:
1. I myself baked the cake.
2. The queen herself recommended this restaurant.
3. Have you yourself been there?
4. The project itself wasn't difficult.
5. We will do it ourselves.
VIII. Reciprocal Pronouns

Reciprocal means that two people or groups do the same thing to each other.
They treat each other in the same way.
For example, Joe loves Kate, and Kate loves Joe. So we can say, "Kate and Joe love each other."
Another example: Mike helps Lucy, and Lucy helps Mike. So we can say, "Mike and Lucy help each other."
There are two reciprocal pronouns in English:

Each other and one another
Example sentences:
1. The cat and the dog like each other.
2. The two politicians hate each other.
3. We must stop fighting one another.
4. They gave each other Christmas presents.
5. They can't hear one another.
IX. Indefinite Pronouns

"Indefinite" means "not exact, not limited."
Indefinite pronouns are pronouns that do not refer to any specific person or thing.
Examples: Anything, everybody, another, each, few, many, none, some.
Example sentences:
1. Many have died during the war.
2. Can anyone call her?
3. Everybody wants to see you.
4. Something can be done to help.
Select the proper form of the two italicized possessive pronouns by underlining the correct form. Please
copy the format and write it in your activity notebook.
Example: Mary needs to see her/hers accountant about a tax matter.
1. I couldn’t make out what they were saying about their/theirs.

2. We were naturally very sad to hear about your/yours loss.
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3. Nobody had anything to say about his or her/hers decision.
4. My team’s performance was even worse than your/yours.
5. My candidate has not been able to gather much support. How about your/yours?
6. In light of all the difficulties, you really have to admire their/theirs attitude.
7. I got mine. Did you get your/yours?
8. The poor quality of product in the marketplace really made me want to get her/hers.
9. When the lights went out, nobody could find their/theirs ways back.
10. Miss Garcia was concerned about where she had left her/hers in the classroom.
Lesson 3. ADJECTIVES
Definition
An adjective is a word that describes a person or thing.
The word "adjective" comes from the Latin word jacere, which means "to throw."
Examples:
 big
 pretty
 expensive
 green
 round
 French
 loud
 quick
 fat
Example sentences:
1. He has big blue eyes.
2. The new car broke down.
3. The old lady was talking in a quiet voice.
Different Types of Adjectives

Adjectives can be divided into several types:
I. Opinion
Nice, pretty, stupid, original, expensive, etc.
II. Size
Big, small, large, tiny, enormous, little, etc.
III. Age
Young, old, new, ancient, antique, etc.
IV. Shape
Round, square, flat, straight, etc.
V. Color
Blue, red, white, black, dark, bright, yellowish, etc.
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VI. Origin
Italian, British, Mexican, western, southern, etc.
VII. Material
Metal, wooden, plastic, golden, etc.
Determiners
A determiner is a word that comes before a noun to show which person or thing you are talking about.
Examples:
A, an, the, my, your, some, any, several, enough, any.
Example sentences:
1. I have a red hat.
2. Please give me my bag.
3. Some people decided to leave.
4. She doesn't want any money.
5. They watched several movies.
Some people consider determiners to be a type of adjective. What's special about determiners is that you
usually can use only one determiner at a time.
Incorrect: He has the my ticket.

Correct: He has my ticket / He has the ticket.
Nouns that act like adjectives

Sometimes nouns function as adjectives. In other words, they come before another noun and describe it.
Examples:
 Sports car
 Orange juice
 Television station
 Coffee shop
 Book cover
The order of adjectives

A noun can have several adjectives describing it.
Examples:
"She bought a new red Italian table."
"He is a great, successful father."
There are certain rules on the correct order of those adjectives.
This is the order you should generally follow:
Determiner -> opinion -> size -> age -> shape -> color -> origin -> material -> a word describing
purpose/function
Examples:
A nice little coffee shop
(Determiner -> opinion -> size -> purpose/function word)
My huge new swimming pool

(Determiner -> size -> age -> purpose/function word)
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Several Chinese plastic cups
(Determiner -> origin -> material)
The round yellow ball

(Determiner -> shape -> color)
Adjectives of the same type:

When you have several adjectives of the same type, you should separate them with commas or a conjunction
(and, but).
Examples:
1. A cheap, good meal
2. A happy, smart man
3. The beautiful, original painting
4. My nice and sweet cat
5. An expensive but important trip
Comparative Adjectives
"Comparative" means "comparing something to something else."
Comparative adjective show us which thing is better, worse, stronger, weaker, and so forth.
Examples:
Better, worse, bigger, smaller, nicer, fatter, thinner, more dangerous.
Example sentences:
1. She is a better student than her brothers.
2. The test was worse than I'd expected.
3. You are stronger than me.
4. He seems healthier.
5. You are more beautiful than her.
Superlative Adjectives
"Superlative" means "of the highest degree."
Superlative adjectives show us which thing is the best, the strongest, and so forth.
Examples:
Best, worst, strongest, smallest, cheapest, most expensive.
Example sentences:
1. You are my best friend.
2. This is the worst day of my life.
3. Even the smallest donation helps.
4. This is the most expensive restaurant I've ever heard of.
Give the comparative and superlative forms of the following. Please copy the format and write it in your
activity notebook.
BASE COMPARATIVE SUPERLATIVE
Example: worried more worried most worried
1. sad _____________ _____________

2. costly _____________ _____________
3. sound _____________ _____________
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4. valuable _____________ _____________
5. likely _____________ _____________
6. sunny _____________ _____________
7. patient _____________ _____________
8. improved _____________ _____________
9. normal _____________ _____________
10. blue _____________ _____________
Lesson 4. VERBS
Definition
A verb is a word or group of words that express an action or a state.
The word "verb" comes for the Latin word verbum, which means "word."
Examples:
 go
 jump
 sleep
 eat
 think
 be
 change
 become
 drive
 complete
Example sentences:
1. We had a nice lunch.
2. I think that he is right.
3. He drove for hours.
Auxiliary Verbs (also called "helping verbs")

Auxiliary verbs are verbs that are used together with the main verb of the sentence to express the action or
state.
Main verb + auxiliary verb = complete idea
The main auxiliary verbs are:

be, am, is, are, was, were, do, did, have, has, had.
Example sentences (the auxiliary verb is in bold, and the main verb is underlined):
1. They arejogging.
2. She wassitting.
3. We werewaiting for hours.
4. Is she sleeping?
5. He didn'tknow the answer.
6. We havegone a long way.
7. Has she received any of my letters?
8. Do you smoke?
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9. Will she help?
Compound Verbs
A compound verb = auxiliary verb + main verb.
Examples:
was playing, has eaten, doesn't want.
Example sentences:
1. They were discussing their future.
2. He didn't tell us the truth.
3. I have finished my homework.
4. She will meet us there.
Stative Verbs
Stative verbs are verbs that express a state rather than an action.
Examples:
be, seem, love, own, want, sound, have, know, understand.
Examples sentences:
1. She is a great wife.
2. He seems rather strange.
3. He wanted to see you.
4. That sounds awesome!
5. We have enough things to do.
Stative verbs are usually not used in the progressive tenses.
Examples:
Incorrect: He is wanting to see you.
Correct: He wants to see you.
Incorrect: I am knowing what to do.

Correct: I know what to do.
Incorrect: They are seeming nice.

Correct: They seem nice.
However, if the same verb is used to describe an actual action (not a state), then it can be used in the
progressive tenses.
Example:
When the verb "have" means "own" – it is a state. So we do not use it in the progressive tenses.
Incorrect: I am having a laptop.

Correct: I have a laptop.
When the verb "have" means "eat" – it is an actual action. So we can use it in the progressive tenses.
Correct: I am having lunch with Kate.

Correct: I have lunch with Kate.
Dynamic Verbs
Dynamic verbs are the opposite of stative verbs. They express a real action.
Examples:
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Jump, swim, catch, write, call, sleep, hit, open, speak.
Example sentences:
1. They swam to the other side.
2. She hit me on the head!
3. Open the window, please.
The dynamic verbs can be used in the progressive tenses.
Correct: He is drinking water.

Correct: He drinks water.
Regular Verbs
Regular verbs are verbs that follow this rule:
Past form of the verb = present form of the verb + ed / d.
Examples:
Past form of "check" = check + ed = checked.
Past form of "open" = open + ed = opened.
Past form of "bake" = bake + d = baked.
There are certain rules to adding "d" or "ed" to a verb. Read about them in the Regular Verbs and Irregular
Verbs section.
Irregular Verbs
Irregular verbs are verbs that do not follow the above rule, and there are quite a lot of them!
Examples:
Past form of "drink" = drank.
Past form of "sleep" = slept.
Past form of "bring" = brought.
Phrasal Verbs
A phrasal verb is a verb that is combined with an adverb or a preposition. The combination creates a new
meaning.
Examples:
Run = to move very quickly with your legs. ("She can run fast!")
Into = in the direction of something. ("He looked into my eyes.")
Run into = to meet someone by accident. ("I ran into Joe yesterday.")
Make = to create or do something. ("He made a lot of noise.")

Up = to a higher point. ("Look up!")
Make up = invent (a story, an excuse). ("It never happened. He made the whole thing up!")
Put = to place something somewhere. ("Could you put this upstairs?")

Up = to a higher point. ("Look up!")
With = concerning ("She is happy with her workplace.")
Put up with = to tolerate. ("I cannot put up with his behavior anymore!")
In your notebook, copy the sentences and underline the correct verb.
1. Sally (run, runs) to the park every day.

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2. The dogs (bark, barks) at strangers.
3. Ted and Mary (is, are) going to the movies.
4. The game (was, were) exciting.
5. They (worry, worries) too much.
6. She (study, studies) every night.
7. Black or white (is, are) your choice.
8. That (was, were) incredible.
9. Those (is, are) pretty shoes.
10. The cat or dog (is, are) in the yard.
Lesson 5. ADVERBS
Definition
An adverb is a word that describes or gives more information about a verb, an adjective, another adverb, or
even the entire sentence.
The word "adverb" comes for the Latin ad- (in addition) and verbum (word).
Adverbs usually answer the following questions:

Where? Home. ("I went home.")
When? Yesterday. ("We met yesterday.")
How? Slowly. ("The turtle moves slowly.")
How often? Sometimes. ("Sometimes it stops responding.")
How long? Temporarily. ("She is staying with us temporarily.")
How likely? Surely. ("Our team will surely win!")
To what degree?Very. ("She was very pleased.")
An adverb can describe a verb:

She runs quickly.
An adverb can describe an adjective:

She is so beautiful.
An adverb can describe another adverb:

She smokes very rarely.
An adverb can describe an entire sentence:

Naturally, you don't have to come.
In many cases (but not always) adverbs have the following form:
Adjective + "-ly"
Examples:
 Quick + ly = quickly
 Strange + ly = strangely
 Dead + ly = deadly
 Sudden + ly = suddenly
 Clever + ly = cleverly
 Brave + ly = bravely
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 Real + ly = really
When an adjective ends with "y" replace the "y" with an "i":
 Heavy + ly = heavi + ly = heavily
 Happy + ly = happi + ly = happily
When the adjective ends with an "e" drop the "e":

 True + ly = tru + ly = truly
However, there are many adverbs that do not end in "-ly":

Fast, very, hard, home, just, too, well, never, sometimes, and so forth.
We can divide English adverbs into several categories:

I. Adverbs of degree
II. Adverbs of manner
III. Adverbs of place
IV. Adverbs of time
V. Adverbs of frequency
VI. Adverbs of duration
VII. Adverbs of probability
VIII. Comparative adverbs
IX. Superlative adverbs
I. Adverbs of degree
Adverbs of degree show us the strength or degree of the action or state.
They answer the following questions:
How much? To what degree?
Examples:
Very, highly, totally, perfectly, partially, almost.
Example sentences:
1. He is very concerned with you.
2. You are totally right.
3. We almost made it to the train.
II. Adverbs of manner

Adverbs of manner show us the way the action is done.
They answer the following question:
How?
Examples:
Well, badly, nicely, slowly, loudly, quietly, happily, sadly, secretly, weakly.
Example sentences:
1. He handled the situation well.
2. She listened secretly to their conversation.
3. The children ran happily to their father.
III. Adverbs of place

Adverbs of place show us the location of the action or state.
Where?
Examples:
Home, here, there, outside, inside, away, around, anywhere, abroad, up, down, out.
Example sentences:
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1. We are here.
2. He went home.
3. We found him outside.
4. She looked up.
IV. Adverbs of time

Adverbs of time show us the time of the action or state.
When?
Examples:
Now, soon, later, yesterday, tomorrow, early, before, lately, recently.
Example sentences:
1. Let's talk now.
2. I will do it later.
3. He promised to write back soon.
4. What are you doing tomorrow?
5. We haven't met before.
V. Adverbs of frequency
Adverbs of frequency show us the frequency of the action or state.
How often?
Examples:
Always, never, sometimes, often, rarely, usually, occasionally.
Example sentences:
1. I always brush my teeth after a meal.
2. We often meet and chat.
3. He is usually here on time.
VI. Adverbs of duration

Adverbs of duration show us the length of the action or state.
For how long?
Examples:
Forever, constantly, temporarily, briefly.
Example sentences:
1. He is working there temporarily.
2. We spoke briefly.
3. I will be forever grateful.
VII. Adverbs of probability

Adverbs of probability show us the chances for the action or state to happen.
How likely?
Examples:
Certainly, maybe, probably, possibly, surely.
Example sentences:
1. She will certainly forget about it.
2. Maybe we'll come after all.
3. It will probably not work.
4. Surely you are not serious!
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VIII. Comparative adverbs
"Comparative" means "comparing something to something else."
Comparative adverbs show us which action or state is better, worse, stronger, weaker, and so forth.
Examples:
more, less, better, worse, faster, slower, farther, closer.
Example sentences:
1. Maggie works out more seriously than Donna.
2. She eats less than her friends.
3. You are better than this.
4. We couldn't go slower even if we wanted to.
5. Let's get closer.
IX. Superlative adverbs

"Superlative" means "of the highest degree."
Superlative adverbs show us which action or state is the best, the strongest, and so forth.
Examples:
Best, most, least, worst, strongest, fastest, slowest.
Example sentences:
1. He knows best.
2. It was the most boring experience.
3. He shouted the loudest so he won.
4. He ran the slowest so he lost.
Find the adjective in the first sentence and fill the gap with the adverb. Please copy the sentences and the
format in your activity notebook.
Example: The step is simple. You simply have to follow the rules.
1. Joanne is happy. She smiles _____.

2. The boy is loud. He shouts _____.
3. Her English is fluent. She speaks English _____.
4. Our mom was angry. She spoke to us _____.
5. My neighbor is a careless driver. He drives _____.
6. The painter is awful. He paints _____.
7. Jim is a wonderful piano player. He plays the piano _____.
8. This girl is very quiet. She often sneaks out of the house _____.
Lesson 6. PREPOSITIONS
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Definition
A preposition is a word that is used before a noun or a pronoun to connect it to another word in the sentence.
It is usually used to show location, direction, time, and so forth.
The word "preposition" comes from the Latin word praeponere (put before). So prepositions usually come
before the noun/pronoun.
Examples:
 on
 in
 at
 by
 under
 above
 beside
 to
 out
 from
 for
Example sentences:
1. I sat on the floor.
2. Let's go into the house.
3. We will meet at four o'clock.
4. Have a look under the couch.
5. He went to school.
6. This letter is for you.
In your activity notebook, make a list of the most common prepositions in the English language. Then,
construct at least five sentences with preposition/s.
Lesson 7. CONJUNCTIONS
Definition
A conjunction is a word that joins parts of a sentence together.
The word “conjunction” comes from the Latin word conjungere (join together).
Examples:
 and
 but
 or
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 because
 so
Example sentences:
1. I want to come, but I can’t.
2. She is smart and beautiful.
3. Would you like a cat or a dog?
4. He didn’t pass the test because he didn’t understand the subject.
5. We were hungry, so we ordered pizza.
In your activity notebook, write the different types of conjunctions with definitions that do various jobs
within the sentence structures. (Reference: www.gingersoftware.com)
Lesson 8. INTERJECTIONS
Definition
An interjection is a short sound, word or phrase used to express the speaker's emotion.
The word "interjection" comes from the Latin word interjicere (throw between).
Examples:
 Oh!
 Look out!
 Ow!
 Hey!
 Wow!
 Ah!
 Um...
Example sentences:
1. Wow, that's amazing!
2. Ah, that was a good meal.
3. Um... I'm not sure what to say.
4. Oh dear! What happened?
5. Hello! How are you doing?
6. Well, that's an option too.
In your activity notebook, list down at least ten (10) examples of interjections and use each interjection
in a sentence.
English Parts of Speech Table
Part of
Definition Examples
Speech
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Boy, Sam, cat,
Nouns A word that names a person, a place or a thing
Paris
Pronouns A word that is used instead of a noun He, my, yourself
Adjectives A word that describes a person or thing pretty, easy, fat
go, jump, be,

Verbs A word or group of words that express an action or a state
think
quickly,
A word that describes or gives more information about a verb, an adjective,
Adverbs tomorrow,
another adverb, or even the entire sentence
outside
A word that is used before a noun or a pronoun to connect it to another

on, in, to, from,
Prepositions word in the sentence. It is usually used to show location, direction, time, and
of
so forth.
Conjunctions A word that joins parts of a sentence together and, or, but
Wow, hmm,
Interjections A short sound, word or phrase used to express the speaker's emotion.
well, oh dear
If you ever find yourself wondering which part of speech a certain word is, the best solution is to check
it out in a dictionary. The dictionary will give you the answer you need, together with examples on how to use
the word. And that is priceless!
And if you have questions, feel free to ask questions during our scheduled time. And for major
examinations, instructions will be given through online platforms.
Thank you for doing your best!
Good luck and God bless.
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MODULE PRESENTATION
INTENDED LEARNING OUTCOMES (PRELIM PERIOD)

1. differentiate the structure of sentences;
2. explain the significance of learning sentence structures in the field of communication.
MODULE 2. Sentence Structure

LESSON 1
What is Sentence Structure?
A sentence’s “structure” is the way its words are arranged.
In English, we have four main sentence structures: the simple sentence, the compound sentence,
the complex sentence, and the compound-complex sentence. Each uses a specific combination of
independent and dependent clauses to help make sure that our sentences are strong, informational,
and most importantly, that they make sense!
2. Examples of Sentence Structures

In the examples, independent clauses are green, dependent clauses are purple, and conjunctions
are orange. Here are examples of each type of sentence:
1. The dog ran. Simple Sentence
2. The dog ran and he ate popcorn. Compound sentence
3. After the dog ran, he ate popcorn. Complex sentence
4. After the dog ran, he ate popcorn and he drank a big soda. Compound-complex sentence
LESSON 2
Parts of Sentence Structures
All forms of sentence structures have clauses (independent, dependent, or both), and some also
have conjunctions to help join two or more clauses or whole sentences.
a. Independent Clause
Independent clauses are key parts of every sentence structure. An independent clause has a subject and
a predicate and makes sense on its own as a complete sentence. Here are a few:
 The dog ate brownies.
 The dog jumped high.
 She ate waffles.
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 He went to the library.
So, you can see that all of the clauses above are working sentences. What’s more, all sentences have
an independent clause!
b. Dependent (Subordinate) Clause

A dependent clause is a major part of three of the four sentence structures (compound, complex, and
compound-complex). It has a subject and a predicate; BUT, it can’t be a sentence. It provides extra
details about the independent clause, and it doesn’t make sense on its own, like these:
 After he went to the party
 Though he ate hotdogs
 While he was at the dance
 If the dog eats chocolate
Each of the bullets above leaves an unanswered question. By itself, a dependent clause is just a
fragment sentence (an incomplete sentence). So, it needs to be combined with an independent
clause to be a sentence.
c. Conjunction
A conjunction is a word in a sentence that connects other words, phrases and clauses. Conjunctions
are a big part of compound, complex, and compound-complex sentences. The most common
conjunction that you know is “and.” Others are for, but, or, yet, and so. Conjunctions are important
because they let us combine information, but still keep ideas separate so that they are easy to
understand.
Here are two sentences, with and without conjunctions:
Incorrect: The girl ran to the ice cream truck then she ate ice cream.
Correct: The girl ran to the ice cream truck, and then she ate ice cream. So, you can see that we need a
conjunction for the sentence to be clear!
It is important to know that the word “then” is NOT a conjunction—it’s an adverb.
LESSON 3
Types of Sentence Structures
As mentioned, there are four main types of sentence structures: simple, compound, complex, and
compound-complex. To begin, here is a simple chart that outlines the patterns of each type.
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a. Simple sentence
A simple sentence has only one subject and one predicate—one independent clause. In fact, an
independent clause itself is a simple sentence. Here are some examples:
 She jumped.
 The cheetah ran.
 He ran to the gas station.
 He ate dinner.
Simple sentences don’t have many details and they don’t really combine multiple ideas—they are
simple!
b. Compound sentence
A compound sentence has at least two independent clauses. It uses a conjunction like “and” to connect
the ideas. Here are some examples:
 The dog ate pizza but the cat drank apple juice.
 The dog ate pizza but the cat drank apple juice and the fish had eggs.
As you can see, a compound sentence allows us to share a lot of information by combining two or
more complete thoughts into one sentence.
c. Complex sentence
A complex sentence has one independent clause and one or more dependent clauses. It sometimes
uses conjunctions and other words to combine all of the clauses together.
 When he was on the airplane, the man bought cookies.

 When he was on the airplane, the man bought cookies, but not brownies.
A great way to make a sentence more detailed is by adding dependent clauses (which couldn’t be
sentences on their own). So, complex sentences let us add information to simple sentences.
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d. Compound-complex sentence
A compound-complex sentence has two or more independent clauses and at least one dependent
clause—so, it uses conjunction(s) to combine two complete sentences and at least one incomplete
sentence. Here is an example:
The girl smelled cookies, which were baking at home, so, she ran all the way there.
The result of combining the three clauses and the conjunction is a compound-complex sentence that
is both informational and easy to understand. The independent clauses give the main information,
and the dependent clause(s) give the details.
LESSON 4
How to Avoid Mistakes
When it comes to making sure your sentence is clear and complete, having the right sentence
structure is very important. A couple of common mistakes can happen when you forget how to use
clauses or conjunctions in the right way, like run-on sentences and fragment sentences.
a. Run-on sentences
In simple terms, a run-on sentence is a sentence that is too long. For instance, if a writer forgets to use
conjunctions, a sentence seems like it “runs on” for too long. For example:
The fox really liked pancakes, he ate them every day for breakfast, he couldn’t eat them without syrup and
butter.
But, with the right conjunctions, this can be a normal compound sentence:
he fox really liked pancakes, so, he ate them every day for breakfast; but, he couldn’t eat them without syrup
and butter.
As you can see, the new sentence is much easier to read and makes more sense.
b. Fragment (incomplete) sentences

A “fragment” is a small piece of something. So, a fragment sentence is just a piece of a sentence: it is
missing a subject, a predicate, or an independent clause. It’s simply an incomplete sentence.
Fragment sentences can happen when you forget an independent clause.
For instance, by itself, a dependent clause is just a fragment. Let’s use a couple of the dependent
clauses from above:
 While he was at the dance What happened?

 If he eats chocolate Then what?
As you can see, each leaves an unanswered question. So, let’s complete them:
 While he was at the dance, the dog drank fruit punch.

 The dog will get a stomachache if he eats chocolate.
Here, we completed the fragment sentences by adding independent clauses (underlined), which made them
into complex sentences.
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Summative Test .
General Intructions: The quizzes consist of questions carefully designed to help you self-assess your comprehension of the
information presented on the topics covered in the module. Read each question carefully, and encircle the letter of the corre ct
answer.
1. I have only one independent clause and no dependent clauses.
A. Complex B. Compound C. Compound-complex D. Simple
2. I am a sentence with one independent clause and one or more dependent clauses
3. I am a sentence with two independent clauses and one or more dependent clauses.
4. I am a word that joins words, phrases, and clauses.

A. Conjunction B.Noun C. Verb
5. The bus slowed and pulled up to the curb in front of a T-shirt shop.
A. Complex B. Compound C. Compound-complexD. Simple
6. Other small stores lined both sides of the street for the next few blocks, and Chris quickly scanned the
names on the storefronts nearby.
7. Pat put his glasses on, too.
8. A few people strolled by them while they stood on the sidewalk glancing around, but nobody seemed
especially curious.
9. I am a sentence with two independent clauses and a coordinating conjunction or a semicolon that separates
the clauses.
A. Complex B. Compound C. Compound-complex D.Simple
10. I contain a subject and verb and cannot stand alone by myself. Subordinating conjunction usually comes
before me in a sentence.
A. Dependent clause B. Independent clause
11. I am a clause with a subject and a verb, and I make sense all by myself.
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12. Identify the sentence structure: After Prince Charming put the glass slipper on her foot, Cinderella went to
the palace and lived happily ever after.
13. Identify the sentence structure:

Hank the Cowdog chased Pete the Barn cat into Sally Mae's Iris patch, and she was mad!
A. Complex B. CompoundC. Compound-complex D. Simple
14. Identify the sentence structure: After school on Thursday, I threw snowballs at three funny boys.
15. Identify the sentence structure in the following: Mrs. Johnson writes in her journal as she listens to a U2
album, and she prefers to do this on cloudy days.
A. Complex B. Compound C.Compound-comple D. Simple
16. Identify the sentence structure: Birds fly, and they migrate towards the south when it is wintertime.
A. Complex B. Compound C. Compound-comple D. Simple
17. Identify the type of clause underlined in the following sentence: Bugs Bunny was a great philosopher and
trickster in his Warner Bros. cartoons.
18. Identify the type of clause underlined in the following sentence: Whenever Daddy plays a saxophone
solo at the concert, he stands up.
19. Identify the type of clause underlined in the following: The plants that scare me are the ones who sing
"Feed Me" in a ghoulish manner.
20. Identify the sentence structure: When my students prepare for their quizzes and tests, I am not surprised
by their success and mastery of the concept even though I know they are more than capable.
A. Complex B. Compound C. Compound-comple D. Simple
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MODULE PRESENTATION
INTENDED LEARNING OUTCOMES (MIDTERM PERIOD)
1. develop role play skills and abilities for strong conversation;

2. communicate in ways that make students effective to operate confidently;
3. improve vocabulary;
MODULE 3
BASIC TECHNICAL ENGLISH
Focus on a profession “Professional” is a category. It is a very general term that includes different professions.
Professional English classes and courses usually cover the basic ideas, topics and vocabulary that you will need to know
as per your required setting.
Technical (Noun) connected with the practical use of machinery, methods, etc. in science and industry
English is the language, originally of England, and now English language is spoken in many other countries and used as a
language of international communication throughout the world.
• S/he speaks good English.
• I need to improve my English
Extents & Coverage: In technical English, we use words like, phrases, sentences, and paragraphs. It is not restricted to
use the formal words in the fields of engineering or technology or in the field of sciences or in the use of law as well.
Wherein the speaker use the certain technical or specialized terms to transmit and interchange messages within their
own specialization. Technical English is used in both oral and written. It is the construction and presentation of a
speaker, he speaks
Dimensions: A reader should understand the nuances or the multifarious aspects of technical English: listening,
speaking, reading, writing, (LSRW) skills, grammar and vocabulary etc, these skills are ve ry crucial for a speaker to
improve his/her fluency in English.
Grammar and vocabulary are the crucial part to improve the fluency and accuracy in your English, there are points that
English should be free from all the grammatical errors, these points include the selection of appropriate words according
to the contexts.
LESSON 1.
A. READING SKILLS
Reading skill refers to the ability to understand written text. It is advisable to develop this skill at early age of schooli ng.
When students comprehend or understand written text, and combine their understanding with prior knowledge, they
are able to perform the following three reading-comprehension skills.
1. Read the variety of materials. Do not limit yourself to the textbooks.

2. Circle unknown or unfamiliar words as you read.
3. After reading, recall as much of the information as possible. Jot down points if you like.
4. To enhance understanding of the content in a text
5. To improve attention and concentration while reading
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Skimming and Scanning
Skimming and scanning are reading techniques that use rapid eye movement and keywords to move quickly through
text for slightly different purposes. Skimming is reading rapidly in order to get a general overview of the material.
Scanning is reading rapidly in order to find facts. You should understand that…
 For which audience the text was written (general public, professionals, laymen…)
• What type of text it is (report, informal letter, formal letter, article, advertisement…)
• What are the purpose of author (to describe, to inform, to explain, to instruct, to persuade) and the general
contents of the text?
Churning & Assimilation
Churning and assimilation are the integral part of reading. While skimming and scanning are the quick processes, and
the churning and assimilation are slower. The words ‘churning and assimilation’ are related to the processes of stirring
up in our mind the ideas, context, structure, etc., and grasping the contents of the reading text respectively.
LESSON 2.
B. WRITING SKILLS
Practice your English writing skills at your level. Writing different types of texts, like emails, text messages, essays and
letters, is a very important skill for many learners of English, especially those who are learning English for their work or
studies.
Choose your level, from beginner to advanced, and start learning today by reading model texts and doing the exercises.
Whether you need to improve your English writing skills for work, for studying or to be able to communicate effectively
Methods
There are some simple steps that we can take to improve our written English and impress people with our writing skills.
• Expand our vocabulary. To express ourselves clearly, we need a good active vocabulary.
• Master English spelling.
• Read regularly.
• Improve your grammar
The paragraph can be written in any one order the difference lies in the way the information is presented, and where
the main idea is placed. The specific technique used depends on the style of writing, the kind of document being w ritten,
the purpose, and the audience
The paragraph can be written in any one order the difference lies in the way the information is presented, and where
the main idea is placed. The specific technique used depends on the style of writing, the kind of document being written,
the purpose, and the audience.
Inductive: The inductive method of developing a paragraph proposes a sequence in which the sentences move from
specific to general ideas. In other words, the individual supporting ideas appear one by one and in the end they
ultimately lead to the general statement containing the core idea.
Deductive: Deductive method is just the reverse of inductive method. For example a guided thesis, book or magazine
etc. It means that the teacher presents the rule, gives a model then the learners do free practice and answer exercises.
Exposition: Exposition in a written work is the passages, which explain where events take place, what happened before
the story begins, and the background of the characters. Exposition also plays an important role in film. When preparing a
script, screenwriters often write detailed biographies for each of their main characters. These back -stories may never
appear in the film directly.
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Linear: Paragraphs developed in a linear or sequential fashion present the logical progression of a process or an idea.
The steps involved in manufacturing a product may be depicted using a paragraph of this kind. Each sentence logically
leads to the other and all the sentences in the paragraph are interlined.
Interrupted: The punctuation marks ‘,’, ‘( )’, ‘_’, ‘!’ (comma, parentheses, em dash, exclamation mark) serve as
interrupters and add emphasis to the sentences. The interrupt the flow of sentences by breaking chunks of ideas.
Remember, interrupters can be words, phrases, or punctuation marks.
Spatial pattern: This method is used in developing the paragraph writing to emphasize the visual description of a
particular idea by providing details related topic. This description does not need to fallow the time pattern but it can
represent the spatial movement, namely inside to outside, front to back, left to right bottom to top of the process.
Chronological pattern: This technique is used to organize the ideas in a paragraph chronologically and tells the
importance to the date and time while writing/ organizing the paragraph or story. A writer can arrange the sentences
starting from the earliest event to the most recent event, or vice versa, and accordingly. This order of arranging the
sentences is called chronological pattern.
Technical communication: It is a means to document or convey scientific, engineering, or other technical information.
Individuals in a variety of contexts and with varied professional credentials engage in technical communication. Some
individuals are designated as technical communicators. These individuals use a set of methods to research and
document technical processes or products. Technical communicators may put the information they capture into paper
documents, web pages, and digitally stored text, audio, video, and other media. There are basic elements of technical
communication to make it effective.
Accuracy: it is the characteristic feature of technical communication, which includes accuracy of information as well as
the accuracy of expression. One must assure oneself of the accuracy of information before communicating. Accuracy of
expression demands that there should be no error of grammar, spelling, punctuation or usage.
Brevity: Be brief, be clear! The person reading it gets your point, and though your words are few, he or she understands
what you are trying to say and does not get distracted or lose interest half way through. The author should be as brief as
possible and give maximum information in the minimum number of words as possible. Lengthy documents or speeches
and presentations with unnecessary details bore readers and listeners.
Simplicity: Common practice in the world dictates that the more complex your prose, the smarter you are. However, this
is never the case and is usually counterproductive. Large words strung together by complex principles can isolate your
audience and reflect poorly on yourself. As technical writers, our job is to break concepts down to allow readers to
understand them. Our writing relies on simplicity of topic and delivery. No matter the topic, simplicity is always better
than complexity. Remember, if no one can understand you, your prose means nothing.
Utility: As per the dictionary meaning utility mean ‘the quality of being of practice use’, it is an application that is very
specialized and relatively limited in capability. A good example is a search-andreplace utility.
Clarity: Clarity in communication is the quality of being unambiguous and easily understood. Clarity is achieved when
the communicator has communicated his or her meaning to the reader or listener. In technical communication, clarity
contributes to communicative effectiveness. You will not be able to achieve your communicative objective if you are not
clear.
Objectivity in technical communication: It is an important characteristic and a systematic discussion, analysis, and
interpretation of facts rather than expression of sentiments and emotions, the speaker or writer does not concerned
with subjective comments and personal feelings. The concentration is an on objective and impersonal presentation of
facts.
Characteristics of objectivity
Impersonal Language: The use of impersonal language in technical communication involves the use of impersonal
passive and the exclusion of personal elements and personal pronouns. The impersonal passive is the most important
linguistic device used to make technical communication impersonal, objective, and informal. Impersonal passive may be
used to describe scientific experiments, rules, procedures and processes.
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LESSON 4
C. LISTENING SKILLS
“Listening is the process of creating meaning in the speaker”-Michael Rost
Listening is receiving language through the ears. Listening involves identifying the sounds of speech and processing them
into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and
pauses) and we use our brain to convert these into messages that mean something to us.
Active Listening Active: listening is a particular communication technique that requires the listener to provide feedback
on what he or she hears to the speaker, by way of restating or paraphrasing what they have heard in their own words.
The goal of this repetition is to confirm what the listener has heard and to confirm the understanding of both parties.
The ability to actively listen demonstrates sincerity, and that nothing is being assumed or taken for granted. Active
listening is most often used to improve personal relationships, reduce misunderstanding and conflicts, st rengthen
cooperation, and foster understanding.
Passive listening Passive: Listening is listening without reacting: Allowing someone to speak, without interrupting. Not
doing anything else at the same time.
Thinking Strategies: Thinking strategies are very important to us as ideas can be generated by thinking. The mind is
never idle and it continuously works with innumerable thoughts, which may be related to anyone or anything. It is
difficult to keep the mind blanks with useful or useless thoughts, think positive and logical.
Positive thinking : It is a mental attitude in which you expect good and favorable results. In other words, positive
thinking is the process of creating thoughts that create and transform energy into reality. A positive mind waits for
happiness, health and a successful conclusion in any situation.
Logical thinking: logical thinking is the process where you work rationally consistently to arrive at the conclusion. In the
process you look for a structure for connection between facts and series for reassuring the sensibilities. It is one of the
important skills to prove your point. Logical thinking will guide you in smoothly transforming your way of thought and
assist you in molding your mind to thinking logically. You really be able to break down complicated problems accurately
with the aid of this excellent subconscious.
D. SPEAKING SKILLS
Speaking is an art of making vocal sounds. We can say that speaking means to converse, or expressing one’s thoughts
and feelings in spoken language. To speak often implies conveying information. It may be from an informal remark to a
scholarly presentation to a formal address. It is a productive skill in the oral mode. It like the other skills is more
complicated than it seems at first and involves more than just pronouncing words.
• Interactive
• Partially interactive, and
• Non-interactive
Interactive Speaking Situations: it includes face to face conversations and telephone calls, in which we are alternately
listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our
conversation partner.
Partially interactive: it is a live situation for the audience, where the convention is that the audience does not interrupt
the speech. The speaker nevertheless can see the audience and judge from the expressions on their faces and body
language.
Non-interactive: radio broadcasting. Speaking in public has more formality than talking. During a speech, you should
present yourself professionally. This does not mean you must wear a suit or “dress up” but it does mean making yourself
presentable by being well-groomed and wearing clean, appropriate clothes. It also means being prepared to use
language correctly and appropriately, for the audience and the topic, to make eye contact with your audience, and to
look like you know your topic very well. While speaking has more formality than talking, it has less formality than
reading. Speaking allows for meaningful pauses, eye contact, small changes in word order, and vo cal emphasis.
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Objectivity in speaking: speaking is personal and the use of personal pronouns and references help speakers make a
point clear, one should try to be as objective as possible during any professional speaking situation like a seminar, a
workshop, a meeting, or a discussion. One-way use of personal language during oral interaction in professional
situations if one thinks this will improve one’s communicative effectiveness. However, it should be understood that
technical communication involves transfer of information without any personal distortion
Impromptu Speaking
Impromptu speaking is the presentation of a short message without advance preparation. Impromptu speeches often
occur when someone is asked to “say a few words” on a special occasion. You have probably done impromptu speaking
many times in informal, conversational settings. Self-introductions in group settings are examples of impromptu
speaking: “Hi, my name is Rahul, and I’m a volunteer with the Homes for the Brave program.” Another example of
impromptu speaking occurs when you answer a question such as, “What did you think of the documentary?”
The advantage of this kind of speaking is that it is spontaneous and responsive in an animated group context.
The disadvantage is that the speaker is given little or no time to think the central theme of his or her message. As a
result, the message may be disorganized and difficult for listeners to follow.
Extemporaneous Speaking
Extemporaneous speaking is a very popular and effective method when carefully prepared. When speaking extempore a
speaker must prepare the notes beforehand and rehearse his/her presentation. There is no need to remember each
word line by line. The presentation sound should be quite natural to the audience, as after through the preparation the
speaker is speaking while thinking.
The advantages are that the speaker has enough time to prepare for the presentation, he works hard on the
theme/central idea. He/she can present the theme in the best possible structured way. Th e delivery sounds natural and
spontaneous to the audience as it allows to establish a rapport with the audience and enables to move free with ease.
Disadvantages if preparation is inadequate, speaker can get lost and find himself uncomfortable.
Speaking from a Manuscript
Manuscript speaking is the word-for-word iteration of a written message. In a manuscript speech, the speaker maintains
his or her attention on the printed page except when using visual aids. There are costs involved in manuscript speaking.
First, it’s typically an uninteresting way to present. Unless the speaker has rehearsed the reading as a complete
performance animated with vocal expression and gestures (as poets do in a poetry slam and actors do in a reader’s
theater), the presentation tends to be dull. Keeping one’s eyes glued to the script precludes eye contact with the
audience. For this kind of “straight” manuscript speech to hold audience attention, the audience must be already
interested in the message before the delivery begins
Speaking from Memory
This method of presentation is difficult for most of us. Probably only few things can be memorized in an entire speech.
We often memories only the main parts that are in the habit of writing key words. The advantage to memorization is
that it enables the speaker to maintain eye contact with the audience throughout the speech. Being free of notes means
that you can move freely around the stage and use your hands to make gestures. If your speech uses visual aids, this
freedom is even more of an advantage. However, there are some real and potential costs. First, unless you also plan and
memorize every vocal cue (the subtle but meaningful variations in speech delivery, which can include the use of pitch,
tone, volume, and pace), gesture, and facial expression, your presentation will be flat and uninteresting, and even the
most fascinating topic will suffer. You might end up speaking in a monotone or a sing-song repetitive delivery pattern.
Further instructions/tips
• Be open to and ask for feedback.
• Never talk over people.
• Do not finish other people's sentences.

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• Paraphrase.
• Listen actively.
• Maintain eye contact.
• Be aware of your body language
References
Technical communication by Meenakshi raman
Technical comm. By Sangeeta sharma
URL
https://www.google.com/search?q=tips+for+B.TECH+to+improve+communication+skills&oq=tips+for+
B.TECH+to+improve+communication+skills&aqs=chrome..69i57.41127j0j4&sourceid=chrome&ie=UT F-8
https://thebusinesscommunication.com/principles-of-communication/
MODULE 4 Components of Technical Writing
Vocabulary Building Vocabulary as a concept is related to words, either the words in a specific language or the
words that a particular person understands and can use. People acquire and use words within their vocabulary
in a variety of ways, but primarily through listening and reading.
LESSON 1 Importance of vocabulary building
Building your vocabulary skills can increase your ability to communicate in writing, conversing, or making
speeches. Acquiring a large vocabulary can benefit you professionally at work, and socially. It will enable you
to understand others' ideas better and to have the satisfaction of getting your thoughts and ideas across more
effectively.
Select words: there are words, which are commonly used in the professional world, be it engineering, science,
or technolog
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LESSON 2 Word Formation In English
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TENSES OF A SENTENCE
There are three tenses in English
Present Tense, Past Tense, and Future Tense- All these tenses are categorized in sub divisions: Simple/ indefinite
/Continuous/ Perfect/ Perfect continuous.
Types of Sentences
There are four types of sentences in general;
I.e. Assertive sentences, Interrogative sentences, Imperative sentences, exclamatory sentences. The special category
under exclamatory sentences is called optative, which deals with wishes and prayers.
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Exercise 1
Transform the following sentences as directed.
1. No man can live without air and water. (Interrogative)

2. There are forty boys in the class.
3. iii. The boys of the class are laborious. (One Simple Sentence)
4. IV. As soon as they reached the station, the train left the platform. (Use No sooner).
Assignments:
1. What are the characteristics of effective technical writing? Describe a technical document by using the forms of
technical writing.
2. What is the primary goal of technical writing, and how will it support to technocratic world?
SUMMATIVE TEST (MODULE 4)
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1. Which area involves processing and gathering meaning from text?
a. Writing
b. Reading
c. Speaking
d. Listening
2. Which activity would assess your student's ability to use simple and complex sentences in written pieces?
a. Analyzing a famous speech and then creating a new speech using the same techniques
b. Organizing a class debate
c. Creating a textbook scavenger hunt
d. Asking a student to respond to a peer's verbal answer
1. How often do you play tennis?

a. On Tuesday.
b. For two hours.
c. Almost every day.
d. With John.
Answ er
2. Where do you usually eat lunch?

a. Sandwich.
b. With Jane.
c. At 12:00.
d. In the cafeteria.
3. How long did you study last night?

a. With Bob.
b. In my room.
c. English.
d. For three hours.
4. What kind of novels do you like?

a. Yes, I do.
b. I like spy novels.
5. What kind of work do you do?

a. I work every day.
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b. I'm a piano teacher.
c. I worked for two hours.
6. How many hours a day do you watch TV?

a. About two hours.
b. In my living room.
c. I watch the news.
d. On Tuesday.
7. What is your busiest day of the week?

a. In the morning.
b. Every day.
c. Tuesday.
d. Last week.
8. My mother is a good cook.

a. I agree with you.
b. I agree you.
c. I agree to you.
d. I agree for you.
9. What does "TV" mean?

a. For one hour.
b. Yes
c. Television.
d. For one hour.
e. On Friday.
10. How do you spell "dog"?

a. No
b. D-O-G
c. No
d. I don't
e. Cat.
f. I have one dog.
11. What did you do yesterday?

a. I am swimming.
b. I swim.
c. I will swim.
d. I swam.
12. What do you like to drink?

a. Coffee.
b. Saturday evening.
c. Two.
d. With my friends.
13. What did you eat last night?

a. At six.
b. Spaghetti.
c. With my family.
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d. At home.
14. What are you doing?

a. I'm eating.
b. I ate.
c. I will be eating.
d. I have eaten.
15. What will you do this afternoon?

a. I play soccer.
b. I played soccer.
c. I'll play soccer.
d. I was playing soccer.
16. It seems to me that most restaurants are too expensive.

a. I don't think it.
b. I don't think.
c. I don't think so.
17. Where's Mike?

a. At school.
b. At eight.
c. For three hours.
d. No, he isn't.
18. Where do you do your homework?

a. With John.
b. In the evening.
c. About one hour.
d. Every day.
e. At home.
19. When did you go to that restaurant?

a. Spaghetti.
b. With Jane.
c. Last night.
d. About 30 minutes.
20. When was the last time you took a picture?

a. A picture of Jane.
b. Seven pictures.
c. About four days ago.
d. With my camera.
21. What were you doing last night at 7:00?

a. I sleep.
b. I slept.
c. I will be sleeping.
d. I was sleeping.
22. When will you mail that letter?

a. Last night.
b. To Jane.
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c. After school.
23. What are you going to do after dinner?

a. I took a bath
b. I'll take a bath.
c. I take a bath.
24. How long have you been playing the trumpet?

a. About 50 cm.
b. For four years.
c. In my room.
d. By myself.
25. How many hours a day do you sleep?

a. I have slept 7 hours.
b. I am sleeping 7 hours.
c. I slept 7 hours.
d. I sleep 7 hours.
26. How often do you write letters?

a. Two pages.
b. Two times a week.
c. Two people.
d. Two hours.
27. Where can I buy beer?

a. When you are twenty years old.
b. About two bottles.
c. With Jane.
d. At a liquor store.
28. What's your favorite sport?

a. Swim.
b. Swimming.
29. When was the last time you went shopping?

a. Yesterday.
b. Tomorrow.
c. Near the Station.
30. How often do you speak on the telephone?

a. At least once a day.
b. In the evening?
c. For about 30 minutes.
31. How many times have you gone camping?

a. Three people.
b. Three days.
c. Three times.
32. When's your birthday?

a. November two.
b. November twice.
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c. November second.
33. Where are you from?

a. New York.
b. 1982.
c. At school.
A
34. How do you get to school?

a. With train.
b. In train.
c. By train.
B. Directions : Change the verbs in the parentheses into suitable nouns that will make the
statements correct.
1. Shakespeare's _____ are literature classics. (write)

2. Some of his relatives were present at the _____ of his will. (read)
3. The _____ of that movie was very exciting. (begin)
4. Don't you just love happy _____ ? (end)
5. It was their _____ to move to a bigger city. (decide)
6. They needed more _____ to put him in jail. (prove)
7. PETA campaigns for the _____ of animal rights. (protect)
INTENDED LEARNING OUTCOMES (Final)

BASIC TECHNICAL WRITING SKILLS
1. explain the importance of letter writing;
2. distinguish the type of letters;
3. recognize steps in basic technical writing
4. compose a well written informative speech applying the basic technical writing skills.
LESSON 1: LETTER Writing

Importance of letter writing
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Letter is an important channel to send information outside an organization. As it helps to reinforce professional and
business relations, it is a positive instrument of professional ex change of ideas, opinions, and information. Everyday
business dealings and the ordinary dealings of business would not be possible without letters. These days’ emails have
replaced letters in many fields however; letters have still their own significances.
Types of letters
Personal letter: personal letter is an informal letter
Business letter: it is a formal written letter, it is written in conventional form for a specific need.
Writing effective business letters

1. Process of letter writing: it is easier to write a business letters in systematic way. Somehow, a typical process involves
pre-writing, writing, and post writing.
• Pre- writing
• Writing
• Post-writing
Form and structure: to write a letter proper format is needed. As a letter with a poor and loose structure cannot get the
attention of the reader, correct format and standard writing conventions should be followed while writing a letter.
Parts of a business letter: a business letter includes ten elements, namely, sender’s address, date, reference, inside
address, subject, salutation, body, complimentary close, signature, and enclosures.
Sample Letter Format
Contact Information (Your contact information. If you are writing on letterhead that includes your contact information,
you do not need to include it at the start of the letter.)
Your Name
Your Address
Your City, State Zip Code
Your Phone Number
Your Email Address
Date
Date Contact Information (The person or company you are writing to)
Name
Title
Company
Address City, State Zip Code
Greeting (Salutation Examples)

Dear Mr./Ms. Last Name: (Use a formal salutation, not a first name, unless you know the person extremely well. If you
do not know the person's gender, you can write out their full name. For instance, Note that the p erson's name is always
followed by a colon (:) in a business letter, and not a comma. If you do not know the recipient’s name, it’s still common
(and safe) to use the old-fashioned “To Whom It May Concern:”).
Body of Letter
The first paragraph of your letter should provide an introduction as to why you are writing so that your purpose is
obvious from the very beginning.
Then, in the following paragraphs, provide more information and specific details about your request or the information
you are providing.
The last paragraph of your letter should reiterate the reason you are writing and thank the reader for reviewing your
request. If appropriate, it should also politely ask for a written response or for the opportunity to arrange a meeting to
further discuss your request.
Closing
Best regards, (Closing Examples) S
Signature
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Handwritten Signature (for a hard copy letter – use blue or black ink to sign the letter)
Typed Signature
That’s enough for letter writing.
Exercise 1 (LEARNING OUTCOMES)

A.
Directions: Read and answer the following questions below.
1. What is a letter?
2. What would be the commonly drawn between personal and personal letters and business letters?
3. Differentiate the two types of letter.
4. What are the two types of letter?
A. Formal and informal letter
B. Personal and informal letter
C. Personal and business letter
5. The ______________address usually is included in letterhead. If you are not using letterhead, include the
_______address at the top of the letter one line above the date. Do not write the _________name of title, as s it
is included in the letter's closing. Include only the street address, city, and zip code.
A. Inside C. Sender's
B. Date D. Salutation
6. The _______ line is used to indicate the ______ the letter was written. However, if your letter is completed over a
number of days, use the ______ it was finished in the _______ line.
A. Inside C. Sender's
B. Date D. Salutation
7. A _________ is a greeting used in a letter or other written communication. ____________ can b e formal or
informal.
A. Date B. Salutations C. Closing D. Body
8. The _________ address is the recipient's address. It is always best to write to a specific individual at the firm to
which you are writing. If you do not have the person's name, do some research by calling the company or speaking with
employees from the company?
A. Inside B. Closing C. Salutations D. Sender's
9. The _________ of the letter contains the written communication, message or purpose.
A. Closing B. Enclosure C. Salutations D. Body
10. What is the difference between an Informal and Formal letter?
A. It is the style of writing, or the way we use words to say what we want to say.
B. The letter format makes it different.
C. Formal are long letters and Informal are short letters
D. There's no difference.
B. Rewrite the following information using the format of a business letter observing
correct spaces and proper punctuation marks. Write your letter in a short bond paper
and staple it on your notebook.
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Fine Foods Ltd. Yours sincerely, J. Brown
10 Bridge Street Ms J. Brown Purchasing Manager
London
SW10 5TG
Mr. R. Jones
Sales Manager
Thames Software Systems
River Buildings
Stockwell Walk
London SW17 5HG
Stock Control Software System

Thank you for your letter of 1st September and the information you sent regarding the stock control system
offered by your company. I certainly feel the system will meet our requirements. However, there are some
points which I would like to clarify before we go ahead and order the system.
Firstly, although you mentioned that the system has recently been updated, I wondered whether we might be
eligible for a discount on any future upgrades.
Secondly, the installation and implementation period of three weeks, to which you refer in your lett er, seems
rather long. Is there any possibility of getting the system up and running on a shorter timescale?
I would be very grateful for a swift response to these queries, in order that we can begin the process as soon
as possible.
Thank you in advance for your assistance. I look forward to your reply
Dear Mr. Jones,
LESSON 2 Draft Writing

Writing the first draft is a step between preparation and editing of a text. However the first draft requires the most
clarity of the ideas such as:
• Think about the topic- an issue, a person, a place, a process, etc.
• Create a general outline.
• Try to get as many ideas as possible on the topic.
• Choose and note down the relevant ideas.
• Select view point (what are the your main views on the topic) and the tense (Simple present/ past/ future)
• Develop the ideas adequately using the techniques we have just discussed.
• Do not worry about good introduction or an emphatic conclusion at this stage.
• Mark certain parts if you find them difficult to write, but try to complete the first draft.
• Do not bother about spelling, grammar, vocabulary, etc.
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Guidelines for revising
After completing the draft copy of the document, it should be revised carefully. The type of document, utility, time
available and also the effectiveness of the draft. There are poi nts should be revised:
• Accuracy of facts
• Clarity of expression
• Overall organization
• Adequacy and appropriateness of the contents to meet the set objectives
• Suitability and conformity of illustrations
• Effectiveness in expression
• Grammatical accuracy
• Correctness of layout
Demi-official Letters
A demi official (DO) letter is partly official and partly personal. However, it is to be noted that the word personal is
different from private. Private letters are written to people who are close to you in your family or friend circle. While DO
letters are written between officers of the same level or between officers who differ in ranks by one or two levels to
seek or provide the pieces of information. There are the characteristics of DO letters :
• Addressed to a particular officer by name and should directly reach him/her. It should be ensured that nobody en -
route open the letter.
• Addressee details are given at the end of the letter
• Always end with the complementary close ‘Yours sincerely’
• A personal note could be included at the end if the writer is so desires
• Should not be quoted in official letters unless they are included in records
Differences between Official and Demi- Official letters

Difference between official and demi-official letters:-
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Notice can be described as a written or a printed information or news announcement. It is written in for informing
people or pupils (in a school) about an activity or an event and is specifically only meant for a select gro up. Since a notice
is a formal announcement or piece of information, and it could also be school activities like an outing, a meeting or
show.
You need to write the word NOTICE at the top.

Name of the issuing agency (school, etc)
Subject and date of issue/release of the notice
Event (what?)
Date/time/duration(when?)
Place/Venue (where?)
Features of a good notice

1) Brief: A notice has to give the information in a minimum number of words. All the sentences need to be short. There
cannot be any repetition; no introduction; only to-the-point information.
2) Complete: Notices should give complete information about the concerned event. If you are writing a notice about a
sports competition, then needs o talk about the participation criteria like age limit, date, venue, fees if any, invited chief
guests, prize, etc.
3) Authority: Notices have to contain the name of authority who is issuing the notice. It could be you, as a head
engineer, secretary of departments, etc.
4) Clarity: Avoid any kind of ambiguity in the information. Therefore, conciseness, clarity and completeness are the main
elements of a good notice.
Agenda
It means things to be done. It is usually sent along with the notice of the meeting. It is a list of the topics to be discuss ed
in a meeting. Importance of agenda.
• As it is circulated in advance, the members of the committee or meeting can take preparation to discuss the topics
accurately.
• It helps to take a prompt decision.
• Since it has a set of order, it helps the chairperson to conduct the meeting smoothly.
• It can ensure covering all the topics that will be discussed in a meeting.
• It helps to control the unnecessary talking in the meeting.
• It helps to write the minutes and resolution of the meeting.
• As it is served earlier, the members of the meeting can exchange their thought and ideas informally before holding the
meeting.
Minutes of meeting:
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Meeting minutes are the written or recorded documentation that is used to inform attendees and non - attendees about
what was discussed or what happened during a meeting. Meeting minutes or notes are generally taken by a designated
meeting minutes recorder during the proceedings so that an accurate record exists of what transpired during the
meeting.
Minutes usually include:
➢ Names of participants
➢ Agenda items covered
➢ Decisions made by participants
➢ Follow-up actions committed by participants
➢ Due dates for the completion of commitments
Other events or discussions worth documenting for future review or history may take place for the requirements; and it
can include the ability to:
➢ Record accurately the decisions, commitments, and major discussion points made at a meeting
➢ Record the action items and due dates that meeting members committed to (action items have names attached, but
the minutes don't state who said what in informal workplace meetings)
➢ Review the major decisions and assignments or voluntary commitments and action items at the end of the meeting
so participants can agree on them before leaving
➢ Be a team player and be flexible because attendees can add or correct anything they disagree with in the minutes
Work expediently to distribute copies of the meeting minutes within the meeting.
LESSON 3 Coherence and unity

Coherence refers to a certain characteristic or aspect of writing. Literally, the word means, “to stick together.”
Coherence in writing means that all the ideas in a paragraph flow smoothly from one sentence to the next sentence.
With coherence, the reader has an easy time to understanding the ideas that you wish to express. Unity is a very
important characteristic of good paragraph writing. Paragraph unity means that one paragraph is about ONLY ONE main
topic. That is, all the sentences -- the topic, supporting sentences, the detail sentences, and (sometimes) the concluding
sentence -- are all telling the reader about ONE main topic. If your paragraph contains a sentence or some sentences
that are NOT related to the main topic, then we say that the paragraph "lacks unity," or that the sentence is "off-topic."
LESSON 4 Emphasis in Writing

Author may emphasize his voice by stressing the right words or phrases with emphatic tones while he is speaking, but it
is not as simple with writing. Emphasis can be laid by changing the order of words in the sentence or by changing the
voice of the sentence.
Methods Usages
Italics It gives light emphasis. Use for subtle stressing of words
Underlined Works well for emphasis of a complete phrase. Use italic and bold, in Works
well for emphasis of a complete phrase. Use italic and bold, in
Bold It is clearly visible when you first look at the whole page. It can create a image
and the read can pay attention.
Size Bigger fonts stand out more and small fonts recede. But beware of reducing
font sizes too much.
Punctuations Be very careful while you use punctuation marks.
The Society of Technical Communication as broadly defines technical writing “any form of communication that shows
one of more of the following qualities:
• Communicating about technical or specialized topics, such as computer applications, medical procedures, or
environmental regulations.
• Communicating by using technology, such as web pages, help files, or social media sites.
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• Providing instructions about how to do something, regardless of how technical the task is or even if technology is used
to create or distribute that communication.”
This writing style covers any type of text that aims to explain detailed information. A technical writer communicates in a
way that presents technical information so that the reader can use that information for an intended purpose. There are
the keys to write technical documents, a writer should be aware of and practice
1. Be clear and logical
2. Focus on the audience
3. Consider every word
4. Keep it brief
5. Be active and engaging
Goal: To inform everybody especially the youth about the essence of staying at home during a pandemic.
Role: You are a famous blogger in the country and you would like to reach your subscribers and raise awareness
about a pandemic.
Audience: Netizens especially the youth.
Situation: The entire world is facing a dreaded virus and is having a difficulty to prevent it from spreading because
many people are still not well-aware of the danger or problem it can pose or they are not taking it seriously.
Product: Compose a well-written informative speech of 700-900 words about how to avoid being infected by the
virus
Standard: See rubric on Writing and Drafting and Informative Speech

Analytic Rubric: (Composition)
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING RATING

CRITERIA
(4) (3) (2) (1)
Logical, Logical, The speaker The speech
coherent coherent delivered was difficult to
organization organization adequate follow due to a
and relevant and relevant information lack of
information information about the topic. organization.
helped convey helped convey The speech Little detail was
Organization the speaker’s the speaker’s lacked given to
message message organization support the
clearly. clearly. Detail and/or detail to main points.
Information is and word the extent that
encouraging choice were some main
and meaningful appropriate to points were
the purpose. unclear.
The text The text The text reveals The text did not
highlights the centers on the the intention of contain
most important most important the speaker; important
Emphasis points of the points of the however, it was points. It does
speech written speech. It unable to not reveal the
with great reveals the mention intention of the
attentions to intention of the important writer.
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detail. It reveals writer. points.
the writer’s
intention and
encourages
reactions.
Presentation Presentation Presentation Presentation
follows correct contains no has some contains
writing grammar grammar errors; several major
convention and errors; sentences are grammar/usage
information is sentences are mostly jargon or errors;
Grammar/
written free of jargon slang-free, sentences are
Mechanics
evidently or slang, complete and long,
comprehensive. complete and understandable. incomplete or
easy to contain
understand. excessive
jargon or slang.
OVERALL TOTAL
COMMENTS:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
GOAL: To inform netizens about the essence of staying home during a pandemic
ROLE: You are a vlogger and you would like to reach your subscribers and raise awar eness about a
pandemic
AUDIENCE: Netizens
SITUATION: You may revise the informative speech you composed and add information if deemed
necessary
PRODUCT: a video of a revised informative speech (five to seven minutes)
STANDARDS: See rubric on Delivering and Informative Speech
Analytic Rubric: (Delivery)
NEEDS
EXCELLENT (4) GOOD (3) FAIR (2) IMPROVEMENT
(1)
PRONUNCIATION Excellent Good Some words Many words
pronunciation, or pronunciation but were were
no there are some mispronounced mispronounced
mispronunciations mispronounced
words
VOLUME Consistent and The speaker The speaker Audience had
effective volume speaks loudly could be heard difficulty hearing
and articulation and clearly most of the time, and/or
were present in enough to be but at certain understanding
Page | 57
the speaker’s easily points was much of the
voice; appropriate understood inaudible speech due to
rate and pausing low volume.
were employed
EYE CONTACT The speaker The speaker The speaker The speaker
looked at the looked at much looked up seldom looked at
camera most of of the camera occasionally and the camera.
the time. often. focused on other
angle during the
delivery.
BODY The speaker The speaker The speaker had The speaker’s
LANGUAGE maintained good maintained some distracting posture and
posture. adequate and/or nervous expression
Movements were posture and non- movement indicated the
purposeful and distracting during delivery. lack of
enhanced the movement Facial enthusiasm or
delivery of the during the expressions comfort with the
speech. Facial speech. seemed forced speech. Some
expressions were Expressions or absent. movements were
comfortable and were very distracting
showed comfortable. and made the
enthusiasm for speech difficult
the topic. to follow.
PREPAREDNESS Student was Student seems The student is Student did not
completely prepared but somewhat seem prepared
prepared and had needs more prepared, but it at all
obviously rehearsals. is clear that
rehearsed rehearsal was
lacking
ADHERENCE Between 3-5 Exceeds 5 Exceeds 5 Exceeds 5
TO THE TIME minutes minutes by no minutes and 30 minutes and 30
LIMIT more than 30 seconds seconds or less
seconds than 3 minutes
VISUAL Animation and 1-2 animation Animation and There is no
PRESENTATION other multimedia and other other multimedia animation or any
are sufficient, multimedia are are not sufficient, multimedia used.
appropriate and is sufficient, inappropriate
appealing. appropriate and and is not
but is not appealing
appealing
Page | 58

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COLEGIO DE SANTA CATALINA DE ALEJANDRIA

Bishop Epifanio B. Surban Street, Dumaguete City

COLLEGE OF LIBERAL – ARTS EDUCATION

Course Code CRIM 0

Course Title Technical Writing (Bridging for Criminology Students)

COSCA Vision We envision COSCA as a Christ-Centered, Premier Diocesan Catholic Educational

COSCA Core Values 1. FIDES. SPES. CARITAS.

Prelim Grading Period MODULE I. Parts of Speech

MODULE III. Basics of Technical English

Final Grading Period MODULE V. Basic Technical Writing Skills

Grading System Class Standing - 60 % (Assignments, Project/Portfolio, Module Tasks, Performance)

COLLEGE OF LIBERAL – ARTS EDUCATION

COURSE CODE : CRIM 0/ENG 0

COURSE TITLE : Technical Writing (Bridging for Criminology Students)

Hello, dear student! Welcome to COSCA!

Class Standing 60% (Assignments, project/portfolio, module tasks, performance)

Again, welcome to COSCA! Good luck and God bless.

Mr. Ed John Bollos Diputado

Facebook Account : Sara Jane Z. Ayo

DIAGNOSTIC TEST - PARTS OF SPEECH

noun pronoun adverb conjunction

verb preposition adjective interjection

__________ 1. They attended the concert last weekend.

In this module, students will be able to:

MODULE I. What is a Part of Speech?

The English parts of speech are:

Same Word – Several Parts of Speech

The following are the types of nouns:

II. Concrete Nouns

III. Common Nouns

IV. Proper Nouns

VI. Uncountable Nouns

NOUNS in singular and plural form.

SINGULAR PLURAL SINGULAR PLURAL SINGULAR PLURAL

Regular Nouns Ends in S, CH, SH, X or Z Ends in F or FE

ACTIVITY 1.1 - Let’s do this!

Proper Noun Common Noun

III. Interrogative Pronouns

Use "who" and "whom" to talk about people.

IV. Possessive Pronouns

VI. Reflexive Pronouns

VII. Intensive Pronouns

VIII. Reciprocal Pronouns

There are two reciprocal pronouns in English:

IX. Indefinite Pronouns

ACTIVITY 2.1 - Let’s do this!

Example: Mary needs to see her/hers accountant about a tax matter.

1. I couldn’t make out what they were saying about their/theirs.

Different Types of Adjectives

Incorrect: He has the my ticket.

Nouns that act like adjectives

The order of adjectives

There are certain rules on the correct order of those adjectives.

This is the order you should generally follow:

My huge new swimming pool

The round yellow ball

Adjectives of the same type:

ACTIVITY 3.1 - Let’s do this!

1. sad _____________ _____________

1. sad _ _