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Academic English workshopAcademic English workshop

(Health Care)(Health Care)2009-20102009-2010

Session 1 (Part II) Session 1 (Part II)

Paragraph WritingParagraph Writing

Wience LaiWience [email protected]@hkcc-polyu.edu.hk

3746-01703746-0170

HHB 1630HHB 1630

Consultation Hours:

- 3:30-4:30p.m. (Mon)

- 11:30-12:30a.m. (Thu


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11/05/092

contents

Paragraph writing

Topic sentence

Transitional words


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Effective communication of ideas usuallycomprises two parts:

1. Main idea (Topic sentence the general

point being made by the author usuallyexpressed in one sentence).

2. Evidence - Specific details (e.g. reasons,

details and facts) supporting or developingthe main idea.

Most textbook paragraphs are made up ofthis two-part structure.

Paragraphwriting


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The main idea is

Often in the first sentence.

Sometimes at the end or in the middle.

Sometimes not directly stated at all.

Topic Sentence


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Get into the habit of asking this

question:

Does most of the material in the

paragraph support or develop the

main idea I have identified?

finding the main idea


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11/05/09 EAS0809Wk8L(WL) 7

Transitional Words Transitional words give readers signals about the

direction of a writers thoughts. Some examplesare as follows:

Textbook p.189


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Part A: Diagnostic Test

Some sentences in the given text arenot correct. In groups, identify themistake and write the correct form ofverb in the space provided. Put a ifno mistake is found.


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Part B: Key Points Review(Subject-verb agreement)

Basic principle: In English, subjects and verbs must agree

inpersonperson (first/second/third) and

numbernumber

(singular/plural).


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Remember the following rules when youwrite:

SUBJECT-VERB SEPARATION.When the verb is not immediately preceded by the subject,

make sure the verb agrees with the subject, not theintervening nouns and/or prepositional phrases, of thesentence. For example, the girl in red pants is myyounger sister.

SUBJECT-VERB INVERSION.In questions and in inverted sentences like those starting

with Here and There, the verb agrees with the subjectthat follows. For example, there are over 15 tutorialschools in our neighborhood.


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COMPOUND SUBJECT (1).Plural verbs are needed where two subjects are

conjoined byAnd. For example, meanness andselfishness are qualities that repel most people.

COMPOUND SUBJECT (2).When two subjects are joined by EitherOr,

NeitherNor, the verb agrees with nearest

subject. For example, either Jack or I amresponsible for chairing the coming marketingmeeting.



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INDEFINITE PRONOUNS. Indefinite pronouns that end with -body, -one, or-thing(e.g.

somebody, someone, something) always take a singular verb. Similarly, the indefinite pronouns each, either, neithertake a

singular verb. However, the indefinite pronouns both, few, many, and several

always take a plural verb.For example, although many have signed up for the marathon,

nobody was seen at the race.

COLLECTIVE NOUNS. Collective nouns like committee, class, crew, family, staff , etc.

take a singular verb when the group is regarded as a unit; they take plural verbs if individual members of the group are

considered as acting independently.

For example, the committee are uncertain of what to do next.

(The members of the committee are)



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VERBAL NOUNS AND NOUN CLAUSES.Verbal nouns (i.e., gerunds and gerund phrases, infinitives

and infinitive phrases) and noun clauses used assubjects always take a singular verb. For example, thatGillian won a scholarship to study in Japan is anopportunity envied by others.

PLURAL FORM NOUNS.Some nouns are plural only in form; they take a singular

verb. Examples include economics, mathematics,means, measles, mumps, news,physics,AIDS , etc.



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Subject-verb agreementCircle the correct form of the verb in parentheses.

1. Misconceptions about apes like the gorilla (has, have) turned arelatively peaceful animal into a terrifying monster.

2. In my opinion, a few slices of pepperoni pizza (make, makes) a

great evening.

3. Here (is, are) the notes from yesterdays anthropology lecture.

4. At the very bottom of the grocery list (was, were) an item that meant

a trip all the way back to aisle one.

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The prepositional phrase that comes between the

subject and the verb does not affect subject-verbagreement.

A verb agrees with its subject even when theverb comes before the subject e.g. in a clausebeginning with here or there, or in a question.


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2.2 Verbs5. Not only the assistant managers but also the secretary (know, knows) that the

company is folding.

6. Either the trash can or those socks (smell, smells) horrible.

7. In eighteenth-century France, makeup and high heels (was, were) worn by men.

8. Neither of those hairstyles (suit, suits) the shape of your face.

10. One of these earrings (fall, falls) constantly off my ear.

9. Both of the puppies (is, are) cute in their own ways.

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When subjects are joined by either . . . or, neither. . . nor, not only . . . but also, the verb agreeswith the subject closer to the verb.

A compound subject resulting from joining twosubjects with andgenerally takes a plural verb.

Indefinite pronouns such as neither, either, one,someone, everybody, anything , nothing alwaystake singular verbs.

Both always takes a plural verb.


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Part C: Concept BoostingExercises

Exercise C1Identify and underline the subjects and the main verbsin the following sentences.

1. For people who have asthma, strenuous exercise can befatal.

2. My friend, who will get his PhD degree this month,wonders why finding a job outside the academia is sodifficult.

3. That Sherry took her life last month devastated everyonewithin her group.

4. Being able to listen to others is an important quality of asuccessful social worker.

5. Among the important qualities of being a successfulfashion designer is the courage to explore new things.

6. When a divorce happens, either a betrayal or financial

issues are often the cause.


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Exercise C2

The following paragraphs containsubject-verb agreement errors.

(1) Read through the paragraphs.

(2) Underline only the subjects related to

the mistakes found.(3) Correct the errors found, if any. Somesentences are error-free.


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CC0040CC0040

Academic English workshopAcademic English workshop

(Health Care)(Health Care)2009-20102009-2010

Session 3 Session 3

Common ESL Errors IICommon ESL Errors II

(Pronoun Agreement and(Pronoun Agreement and

Reference, Articles and Nouns)Reference, Articles and Nouns)

Wience LaiWience [email protected]@hkcc-polyu.edu.hk

3746-01703746-0170HHB 1630HHB 1630


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Ten grammatical mistakes in the givenpassage have been underlined. Correctthe mistakes in the space between thelines.


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Part B:

Grammatical principles - Review

Pronoun AgreementArticles and Nouns


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1.1 Pronoun agreement

A pronoun must agree in

personperson (first/second/third) and

numbernumber(singular/plural) and gendergender

(feminine/masculine/neuter) with the nounit replaces/refers to.

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1 1 Pronoun agreement


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Circle the correct pronoun.

1. Neither of the potential buyers had really made up

(his or her, their) mind.

2. Not one of the new cashiers knows what (he or

she, they) should be doing.

3. Each of these computers has (its, their)drawbacks.

4. Anyone trying to reduce (his or her, their) salt

intake should avoid canned and processed foods.

5. If anybody calls when Im out, tell (him or her,

them) Ill return in an hour.(Langan, 2008, p.358)

6. The group had (its, their) seminar last week.

1.1 Pronoun agreement

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CollectiveNoun


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1.1 Pronoun agreementWhats the problem?

If a student wants to get an A in his exam, youshould study not only the notes but also the

textbook.

If a student wants to get an A in his or herexam,he or she should study not only the notes but

also the textbook.

Ifstudents want to get an A in theirexam, they

should study not only the notes but also thetextbook.

Ifone wants to get an A in an exam, one should

study not only the notes but also the textbook.32

Sexis

m

Errorin

person

Use both masculine and feminine pronou

Use the plural

Eliminate the pronoun


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1.2 Pronoun Reference

A sentence may be confusing and unclear

if a pronoun may refer to more than one

word or does not refer to any specific

word.

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1.2 Pronoun ReferenceRewrite each of the following sentences to make clear the

vague pronoun reference. Add, change, or omit words asnecessary.

1. Dad spent all day fishing but didnt catch a single one.

1. Dad spent all day fishing but didnt catch a single fish.

2. At that fast-food restaurant, they give you free glasses with

your soft drinks.

2. At the fast-food restaurant, the waiters give you freeglasses with your soft drinks.

(Langan, 2008, p.359)

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3. Ruth told Denise that her bouts of depression were becoming

serious.3. Ruth told Denise, My bouts of depression are becoming

serious.

Ruth told Denise, Your bouts of depression are becomingserious.

4. Dipping her spoon into the pot of simmering spaghetti sauce,

Helen felt it slip out of her hand. . . .

4. Dipping her spoon into the pot of simmering spaghetti sauce,Helen felt the spoon slip out of her hand.

5. Pete visited the tutoring center because they can help him with his

economics course.

5. Pete visited the tutoring center because its staff can help him

with his economics course.(Langan, 2008, p.359)

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1.2 Pronoun Reference


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2. Articles

Articles are used to mark nouns.

can be classified into definitedefinite (the) and indefiniteindefinite

articles (a/an). Use a oran for singular nonspecific count nouns;

Use the with all specific nouns specific singular,

plural, and noncount nouns;

Omit articles with generic nouns generic plurals

and noncount nouns.

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2. ArticlesCircle the correct form of the noun in parentheses.

1. Put (a M, an M) if you are male but (a F, an F) if you are female.2. Has he graduated from (a university, an university) with

(a honours degree, an honours degree)?

3. This morning, the mail carrier brought me (a letter, the letter)

from my cousin. As I read (a letter, the letter), I began to laugh at

what my cousin wrote.

4. Children should treat their parents with (the respect, respect).

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Use a before a word that begins with a consonant

sound and use an before a word beginning witha vowel sound.

Use a with the first mention and use an with thesecond mention.

Omit articles with abstract nouns (see Langan,2008, p. 362 for other types of noncount nouns).

2 1 A ti l


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2.1 Articles5. My son would like to eat (the spaghetti, spaghetti) at every meal.

6. (The accident, Accident) was caused by ice on the highway.

7. My neighbors son attends college in (the Chicago, Chicago).

8. A hurricane crossed (Atlantic Ocean, the Atlantic Ocean) before it hit

the United States.

5. Computers have been programmed to play (the chess, chess) and

can now beat most human players.

6. Every night we have to do lots of (homework, homeworks).

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Omit articles for foods , a kind of noncount

nouns).

Use the with identity known from the generalcontext.

Omit articles for general reference.

Skip the with cities but use the with seas oroceans (see Langan, 2008, pp.364-365 for theuse of articles with proper nouns).

Omit articles uncountable nouns.


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Exercise C1

The following are some ungrammatical sentences.Identify (i) the mistake(s) and (ii) correct themistake(s). Some sentences may have more than oneerror.

1. Either the servers or the manager must give their

permission for you to return that half-eaten dish.

2. It was easy quiz. However, because I have never been

good at Accounting, it still took me a long time to complete

the paper.3. My brothers son, in a way resembling many young kids,

believes in everything they come across in tabloids.

4. If you want to take leave during the Lunar New Year, they

had better indicate their wish as soon as possible.


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5. Even with the most effective tattoo removal procedure, a

persons skin can hardly be restored to their original condition.

Thus, a person should think twice before having tattoos.

6. The ideas put forth by Karl Marx and Sigmund Freud had nodoubt made its mark on twentieth-century life.

7. Ben is the most pessimistic person I have come across. He

likes to look on dark side of things. When he encounters

problems, he always dramatizes it. Indeed, these days I findhim so intolerable that his grumbles always madden me.

8. What did teacher say about your performance in recent test?

9. You can always understand a person by looking at company

they keep.10. When people are in love, they tend to downplay problem found

in their partners. It is only when lovers are no longer so much in

love that minor problems escalate into major mistakes.

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Part C: Concept BoostingExercisesExercise C2

Add an appropriate article (a/an, the, or ) in the blanks.There can be more than one possible answer.

1. I didn't bring ____________ alcohol you asked for. I completely

forgot about it.

2. Did you tip _____________ magicians at your party? Theirperformance suggested that they certainly didn't deserve our

tipping.

3. Christina wanted to purchase ______________ gift for her

grandmother, but she ended up buying things for herself.4. I know Galens character. He will not like to share ___________

problems with others. However, he wouldn't mind mentioning

his problems once they were resolved.

5. Would you like ______________ cold iced tea?


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Part C: Concept Boosting Exercises


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Part C: Concept Boosting ExercisesExercise C4

Select one of the following topics and write a 100-word paragraph

in response to the chosen topic by applying the language skills learntin these three sessions.

Question i

Friends are indispensible to our life. However, conflicts are unavoidable even

amid the best friends. In your opinions, how can we maintain a harmonious

relationship with others?

Question ii

"Teenage models like Chrissie Chau, Angelababy, Lavina etc have caused

heated discussion among the "netizens" or the public these days. Do you

think that these models have cast a bad influence on youngsters? Why orwhy not?"


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Draft an outline as follows before writing the paragraph:

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CC0040CC0040

academic Englishacademic Englishworkshopsworkshops

2009-20102009-2010

Session 4Session 4FragmentsFragments

Wience LaiWience [email protected]@hkcc-polyu.edu.hk3746-01703746-0170

HHB 1630HHB 1630


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Part A: Diagnostic TestPart A: Diagnostic Test

Identify and underline the

sentence fragments(incomplete sentences) in thefollowing passage. Then,

correct the sentence errors inthe space between the lines.


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11/05/09 EASWk1LPartII(WL) 49

P BP t B


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Part B:Part B:

Grammatical principles -Grammatical principles -

ReviewReview

Complete Sentences

Phrases

Clauses

Sentence fragments


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Complete SentenceComplete Sentence

A complete sentence consists of threecomponents:(a) a subject,

(b) a main verb, and(c) a complete thought.

A complete sentence can be very short as

long as it has all the above components:Example:John came.



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PhrasePhrase

A phrase is a sequence of two ormore words that cannot stand aloneas a complete sentence but only as a

unit in one sentence.Example:A presentation withinteresting points.

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ClauseClause


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ClauseClause A clause contains a subject and a main verb.

An independent clause is a completesentence.Example: Emily studied in the library.

A dependent clause is a group of words that

contains a subject and a verb and beginswith subordinating conjunctions like if,before, although, etc.Example:After she had finished all her

classes.Any more examples of subordinatingAny more examples of subordinating

conjunctions/ dependent words?conjunctions/ dependent words?

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Conjunctions/ DependentConjunctions/ Dependent


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Conjunctions/ DependentConjunctions/ Dependent

WordsWords

(Langan, 2008, p.304)(Langan, 2008, p.304)after if, even if when, whenever

although, though in order that where, wherever

as since whether

because that, so that which, whichever

before unless while

even though until who

how what, whatever whose


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Sentence FragmentsSentence Fragments

A sentence fragment is anincomplete sentence, lacking a

subject, a verb, or a completethought.

A phrase and a dependent clauseare sentence fragments.

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Sentence FragmentsSentence Fragments

To convert a phrase into a sentence, wemay need to add a subject or verb.Example:A presentation with interesting

points.

A sentence fragmentRevision: She delivered a presentation withinteresting points.



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To change a dependent clause into asentence, we have to complete itsmeaning.

Example:After she had finished allher classes. A sentencefragment

Revision: After she had finished allher classes, Emily studied in thelibrary.


Part C: Concept BoostingPart C: Concept Boosting


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ExercisesExercises

Exercise C1: Identify andunderline the sentencefragments (incomplete

sentences) in the followingpassage. Then, correct thesentence errors in the space

between the lines.



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ExercisesExercises

Exercise C2: Identify andunderline the sentencefragments (incomplete

sentences) in the followingpassage. Then, correct thesentence errors in the space

between the lines.



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CC0040CC0040


2009-20102009-2010

Session 5Session 5Run-onsRun-ons


HHB 1630HHB 1630


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Identify and underline the

run-on sentences in thefollowing passage.

Then, correct the sentence

errors in the space betweenthe lines.


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Part B:Part B:


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Part B:Part B:


ReviewReview

Run-on Sentences(Fused Sentences, Comma Splice)

Combining Sentences

(Compound Sentences,Complex Sentences)

R S tRun on Sentences


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Run-on SentencesRun-on Sentences Fused sentences:Two sentences

joined together as one without a properconjunction or punctuation.

Example:Girls like playing dolls boyslike playing toy cars.

Correction: Girls like playing dolls;

boys like playing to cars.(A period . can also be used here forcorrection.)

Run-on SentencesRun-on Sentences


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Run on Sentences Comma-splice:Two sentences joined

together as one with only a comma.Example:It will rain soon, we betterbring an umbrella.

Correction: It will rain soon, so webetter bring an umbrella.(A coordinating conjunction so is usedfor correction.)

Correction:As it will rain soon, webetter bring an umbrella.(A subordinating conjunction as is usedfor correction.)

Combining SentencesCombining Sentences


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Compound Sentences: A compoundsentence structure shows that twothoughts are of equal importance andconnected by linking words (coordinatingconjunctions) like for, and, nor, but, or,yet, so (= fanboys).

Example: He likes to eat, but he nevergains weight.



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Complex Sentences: A complex

sentence has an independent clause anda dependent clause joined by asubordinating conjunction like because,if, when, before, after, although.

Example:When she finished herhomework, she turned on the TV.

Example:As its raining, we had betterstay at home.


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p gp g

ExercisesExercises

Exercise C1: Identify andunderline the run-on sentencesin the following passage. Then,

correct the sentence errors inthe space between the lines.


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p gp g

ExercisesExercises

Exercise C2: Identify andunderline the sentencefragments and run-ons in the

following passage. Then, correctthe sentence errors in the spacebetween the lines.


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CC0040CC0040


2009-20102009-2010

Session 6Session 6Parallel StructuresParallel Structures


HHB 1630HHB 1630


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Identify and underline thenonparallel structures in thefollowing passage.

Then, revise these sentences to

eliminate errors in parallelstructure in the space betweenthe lines.


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Part B:Part B:


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Part B:Part B:


ReviewReview

Parallel StructuresUsing words in parallel form

Using phrases in parallel form

Using clauses in parallel formUsing parallel forms with correlative

conjunctions* (paired words)

formform


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formform Put words of the same grammatical form in a

series.

Example (nouns): Disciplinary action will be takenif a student is found plagiarizing others ideas orwords.

Example (verbs): I have read and chosen an article

about the 2008 financial tsunami in the lastreflective writing practice.

Example (adjectives):A good English learnershould be active, diligent and uninhibited.

Example (adverbs): No bonus mark will be given toworks completed sloppily, untidily and late.

Using phrases in parallelUsing phrases in parallel


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formform Put phrases of the same grammatical form in a series.

Example (infinitives): Our lecturer reminded us to submit anessay outline before the deadline and to schedule anappointment with him for essay consultation.

Example (gerund): Writing assignments, doing group projects,and reading course texts are the common tasks all collegestudents need to do.

Example (participles): Having participated actively in the classactivities and asked the teacher for constant feedback, Jonathanwas able to perform exceptionally well in this challengingsubject.

Example (prepositional phrases): To support our argumentmore adequately, we had better locate other sources ofreferences from the library and on the Internet.


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Using parallel forms withUsing parallel forms with


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correlative conjunctions*correlative conjunctions*

(paired words)(paired words) Put words of the same grammatical

form in a series.

*Correlative conjunctions (paired words):not only but (also); either or, both and,neither nor; whether or; notbut.

Example: Both mature candidates andoverseas applicants are required to write awritten test.



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ExercisesExercises

Exercise C1: Identify andunderline the nonparallelstructures in the following

passage. Then, revise thesesentences to eliminate errors inparallel structure in the space

between the lines.


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ExercisesExercises

Exercise C2: Complete the following sentences withparallel items.



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ExercisesExercises

Exercise C3: A title and three supportingsentences are provided for the outline ofan essay. Using the techniques ofparallelism, write an appropriate thesisstatement and a plan of development for

an essay based on the information.


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Wience [email protected]

HHB 1630

CC0040CC0040academic English workshopsacademic English workshops

2009-20102009-2010

Session 7Session 7Misplaced ModifiersMisplaced Modifiers


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Is this sentence ambiguous?What are the possible meanings thatyou can think of?

The manager announced that two

employees had resigned

before the meeting.


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Is this sentence ambiguous?

What are the possible meaningsthat you can think of?

She likes the music box on the

book cover which is nicely

decorated.


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Is this sentence ambiguous?

What are the possible meaningsthat you can think of?

I just teach in the daytime.


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What is a Misplaced Modifier?

A misplaced modifierisinappropriately positioned in asentence.

It makes the sentence unclear

which word, phrase, or clause ismodified.



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Identify and underline the misplacedmodifiers in the following paragraphs.

Then, revise these sentences to eliminateerrors of misplaced modifiers in the spacebetween the lines by putting ^ in the correctposition.


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Part B:


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Grammatical principles -

Review

ModifiersModifiers of Nouns

Modifiers of Verbs

Misplaced ModifiersHow to correct misplaced modifiers

difi


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Modifiers

A modifier is a word or groups ofwords which describes or identifies

another word or group of words in the

same sentence.

It can be a single word, a phrase, or a

clause.

Modifiers of Nouns


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A modifier may provide more information about a noun.

More technically, they could be called adjectivals.

Hong Kong is an international city [single word].

Firms from all over the world establish offices in Hong Kong

[phrase].Only those applicants who have passed the English proficiency

test will be shortlisted for a second interview [clause].

Modifiers of Verbs


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A modifier may provide more information about a

verb. More technically, they could be called adverbials.

Having near-native English proficiency can greatly

enhance your job prospects in todays competitive

job market [single word].

In this essay, we will analyse the status of English

from multiple perspectives [phrase].

Since the lecturer could establish a friendlyatmosphere in the lesson, students participated

actively in the class learning activities [clause].

Mi l d M difi


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Misplaced Modifiers

A modifier which is placed in a wrongposition can distort the meaning and thus

confuse readers.

You may avoid misplaced modifierproblems by putting modifiers as close as

possible to the words being modified.

How to correctMisplaced Modifiers


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Misplaced Modifiers

Place modifiers such as even, only, merely,almost, nearly, justimmediately before thewords they modify.

Example:

Misplaced Modifier: The presenter speaks toosoft; the audiences sitting in the front can only

hear him. [Onlyintends to modify the audiences.

Nevertheless, because of its position, it appearsto modify hearin this sentence.]

Revision: The presenter speaks too soft; only theaudiences sitting in the front can hear him.



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Place clause modifiers beginning with who,

which or thatimmediately after the wordsthey modify.

Example:

Misplaced Modifier: The student received fullmarks in the test who is always punctual to the

class.

[who is always punctual to the class intends to

modify the student. Nevertheless, because of itsposition, it appears to modify the testin this

sentence.]

Revision: The student who is always punctual to

the class received full marks in the test.

p



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Avoid inserting a modifier between to and

the verb that follows [split infinitives].Example:

Misplaced Modifier:As tropical cyclone signal

#8 has just been hoisted, the lecturer asksthe students to quickly but calmly leave.

Revision:As tropical cyclone signal #8 has

just been hoisted, the lecturer asks thestudents to leave quickly but calmly.

p



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Avoid positioning a modifier in a place whereits meaning is ambiguous, i.e. describingboth what precedes and what follows them.

Example:

Misplaced Modifier: Tommy said after theexamination he wanted to ask the lecturer for the

model answers.

[Did Tommy say this after the examination? Ordid he have the desire to ask the lecturer for the

model answers after the examination?]

Misplaced Modifiers



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Depending on the meaning you want, we may revise thismisplaced modifier problem in either way:

Revision i):After the examination, Tommy said hewanted to ask the lecturer forthe model answers.

[after the examination describing said].Revision ii): Tommy said he wanted to ask the lecturer

for the model answers after the examination.

[after the examination describing wanted].

Misplaced Modifiers



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ExercisesExercise C1: Identify and underline the modifiers in the

following sentences. Then, circle the word(s) beingmodified.

1. I do not think anyone can succeed without love.

2. If you lack passion for your work, you will not succeed.

3. Falling in love with your work can make a person perform

better.

4. Michael Jordan, a famous American basketball player who

played 1072 games and ended his career with 32,292 points,

said in his retirement, What is love? Love is playing every

game as my last.


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Exercises

Exercise C3: Identify and underline themisplaced modifiers in the followingparagraphs. Then, revise these sentences toeliminate errors of misplaced modifiers in the

space between the lines by putting ^ in thecorrect position.


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CC0040CC0040

d i E li hd i E li h


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academic Englishacademic English

workshopsworkshops2009-20102009-2010

Session 8Session 8Dangling ModifiersDangling Modifiers

Wience [email protected]

HHB 1630

Who swing through the


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Who swing through the

trees?

Swinging through thetrees, the children

watching the monkeysburst into giggles.

What is a Dangling Modifier?


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What is a Dangling Modifier?

A modifier that opens a sentence must befollowed immediately by the word it ismeant to describe; otherwise it is

dangling.

A dangling modifier does not describe

what the author intends to describe, thusresulting in an unintended meaning.

How to correct dangling modifiers?


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How to correct dangling modifiers?

1. Add/Place the subject right afterthe opening word group .

Swinging through the trees, the monkeys make thechildren burst into giggles.


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g

Identify and underline the danglingmodifiers in the passage.

Revise these sentences to eliminate

errors of dangling modifiers in the spacebetween the lines.


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Part B:G ti l i i l


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Grammatical principles -

Review

Varying your Sentences with an

Opening Phrase

Avoiding Dangling Modifiers

Varying your Sentenceswith an Opening Phrase


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with an Opening Phrase

You can make your essay moreinteresting by varying your sentences.

One method is to open your sentences

with introductory phrases, e.g. -ed words (past participle phrases),

-ing words (present participle phrases),

prepositional phrases, to word groups (infinitives), etc.

Opening sentences with edwords (Past Participle Phrases)


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words (Past Participle Phrases)

Example:Sentence 1: Mike was awarded the

Outstanding Postgraduate Student Award.

Sentence 2: He thanked his supervisor forhis continuous support.

Awarded the Outstanding Research Student

Award, Mike thanked his supervisor forhis continuous support.

words (Present ParticiplePhrases)


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Phrases)

Example:Sentence 1: Katie had put extra efforts and

time in her study this semester.

Sentence 2: She received straight As in allsubjects.

Having put extra efforts and time in herstudy this semester, Katie received straightAs in all subjects.

Opening sentences withprepositional phrases


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prepositional phrases

Example:Sentence 1: We were in the discussion room.

Sentence 2: We reviewed the paragraphs

written by our team members.

In the discussion room, we reviewed the

paragraphs written by our team members.

Opening sentences with toword groups (infinitives)


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word groups (infinitives)

Example:Sentence 1: The students want to get five bonus

marks for the research essay.

Sentence 2: They will complete all projectpreparation steps before the deadlines.

To get five bonus marks for the research essay,

the students will complete all projectpreparation steps before the deadlines.

Avoiding Dangling Modifiers Dangling Modifiers A modifier that describes or identifies


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Dangling Modifiers - A modifier that describes or identifies

another word or group of words which is NOT STATED in

the same sentence. The writers intended meaning is distorted as the reader

attaches the modifier to another word or group of words

which appears in the sentence.

Dangling modifiers take several forms: Opening sentences with -ed words (past participle

phrases),

Opening sentences with -ing words (present participle

phrases), Opening sentences with prepositional phrases,

Opening sentences with to word groups (infinitives)

Opening sentences with edword (Past Participle Phrases)


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word (Past Participle Phrases)

Dangling Modifier:Dangling Modifier: Awarded the OutstandingPostgraduate Student Award, Mikessupervisor congratulated him.

[It was Mike but not his supervisor who wasawarded the Outstanding PostgraduateStudent Award.]

Revision:Revision: As Mike was awarded the OutstandingPostgraduate Student Award, Mikessupervisor congratulated him.

word (Present ParticiplePhrases)


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Phrases)

Dangling Modifier:Dangling Modifier: Having obtained straight Asin all subjects, a $10,000 scholarship wasreceived.

[It was not a $10,000 scholarship but Katie whohas obtained straight As in all subjects.]

Revision:Revision: Having obtained straight As in all

subjects, Katie received a $10,000scholarship.

Opening sentences withprepositional phrases


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prepositional phrases

Dangling Modifier:Dangling Modifier: In the discussion room, theparagraphs written by our group memberswere reviewed.

[It was not the paragraphs but we who were inthe discussion room reviewing theparagraphs.]

RevisionRevision: In the discussion room, we reviewedthe paragraphs written by each other.

Opening sentences with toword group (infinitives)


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word group (infinitives)

Dangling Modifier:Dangling Modifier: To get five bonus marks for theresearch essay, all project preparation steps shouldbe completed before the deadlines.

[It was not the project preparation steps but the

students who want to get five bonus marks.]

Revision:Revision: To get five bonus marks for the researchessay, we need to complete all project preparation

steps before the deadlines.

Exercises

Exercise C1: Combine the following pairs of sentences by


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Exercise C1: Combine the following pairs of sentences byusing the opener shown in the bracket.

1. (Opening with an ed word)

(a) Most of the music recording companies in Hong Kong are

concerned about the appearance rather than the voice of a

potential singer.

(b) They give preference to candidates who are good-looking.

Suggested answer: Concerned about theappearance rather than the voice of a potential singer,most of the music recording companies in Hong Konggive preference to candidates who are good-looking.



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2. (Opening with an ing word)

(a) Many Hong Kong people know that having babies incurs alarge sum of expenses.

(b) Many married couples do not plan to have babies.

Suggested answer: Knowing that having babies incurs alarge sum of expenses, many married couples do not planto have babies.

3. (Opening with a to word group)

(a) Our group wants to finish the project on time.

(b) Regular meetings have been scheduled every week.

Suggested answer: To finish the project on time, our grouphas scheduled regular meetings every week.

Exercises



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Exercises

Exercise C2: Make sentences using themodifiers given to you. Then, circle theword(s) being modified.

1. Having grown up in the 21st century,

2. To receive an outstanding result in this

academic English course,

3. Upon graduating from the associate degree

programme,

4. Tired and exhausted,



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Exercises

Exercise C3: Identify and underline thedangling modifiers in the passage.Then, revise these sentences to

eliminate errors of dangling modifiersin the space between the lines.


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