GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

University of La Salette, Inc.

EEP2 MODULE 2
Hello! How have you been? I hope you are
doing great. This is our second module for
EEP. Are you ready to learn?

Writing has been with us for several thousand years. Having spread steadily over the centuries from
clay tablets to computer chips, it is poised for further dramatic advances. Although hundreds of millions
of people are still unable to read and write, humanity relies on writing to an unprecedented extent. In
the modern world today, more communication takes place in the written than in the oral mode.

Communicating through writing is essential and is becoming ever more as we participate in what we
call the era of information. Certainly, the information age has altered the ways in which we
communicate and it has placed an increasing emphasis on written versus oral communication
process. For instance, written communication is the most common form of business communication. It is essential for small business
owners and managers to develop effective written communication skills and to encourage the same in all employees. So if you can
write a message that is clear and accurate, that skill will surely benefit you in the working world as many employers nowadays consider
good writing skills as one of the most important job skills an employee can have.

As you study to become professional in your chosen field, you must practice writing clear and concise sentences and essays. Written
communication requires not only a presentation of logical thoughts but also preparation, skills, and confidence. However, developing
writing skills takes time and effort.

This unit aims to make you think about your writing – from grammar, spelling, and punctuation, how to plan your writing, and the
various processes and checks to go through before submitting your outputs online. It also provides guides for specific pieces of writing
tasks that you need to produce as part of your course requirement.

Lesson: WRITING
Schedule: WEEKS 3-4

Topic Outline:
Writing Skills
• What is Writing?
• Importance of Writing
Writing Exam
Writing Task 1 Exam: Overview
• General Training Writing Test
• Academic Writing Test
Writing Task 2: Criteria, Types of Questions, and Strategies
• Criteria in Writing Essay
• Task Response
• Coherence and Cohesion
• Grammatical Range and Accuracy
• Lexical Recourse
• Types of Writing Tasks 2 Exam Questions and Examples
• Do you agree or disagree? / To what extent do you agree or disagree?
• Do the advantages outweigh the disadvantages?
• Discuss both views and give opinion.
• Open-Ended Question

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

University of La Salette, Inc.

• Strategies in Writing Task 2 Exam
• Four Stages in Writing: Brainstorming, Outlining, Writing, and Editing
• Part of an Essay and Writing the Introduction, Body, and Conclusion
• Writing Paragraphs
• Developing Ideas Clearly
• Grammatical Accuracy
• Checking and Correcting
• Practice Writing
Basic Grammar Review
• Sentence Structure: Simple, Compound, Complex, and Compound-Complex
• Subject-Verb Agreement
• Prepositions
• Redundancy
• Punctuation and Capitalization
Exercises
• Writing Exercises
• Basic Grammar Exercises

Learning Outcomes:
At the end of this lesson, you are expected to:
1. choose the verb form preferable in each sentence;
2. fill in the blanks with the appropriate prepositions to complete each sentence;
3. edit sentences with proper capitalization and punctuation;
4. apply writing strategies in answering the given task; and
5. reflect on the importance of this module in relation to chosen field.

Learning Resources:
1. Unit Module at Crowdsourced Learning Management System (CLMS)
2. Writing Lecture Notes from the Official Cambridge Guide to IELTS (see attached)
3. Cambridge Practice Tests for IELTS Books – 1-16
4. IELTS: https://www.ielts.org

Writing Skills
Writing is a complex intellectual task involving many component skills. These skills involve, among other things, reading
comprehension, analytical skills, writing mechanics (grammar, sentence, and structure), planning a writing strategy, communicating
ideas clearly and concisely, constructing a reasoned and demonstrable argument, effectively marshaling pieces of evidence and using
sources appropriately, and organizing ideas effectively. When you lack skills in any or all of the areas mentioned, your writing may be
unsatisfactory in multiple ways – from poor grammar and syntax to unclear organization to weak reasoning and arguments.

Another thing to consider is having poor reading skills. For example, if you cannot recognize the main point of an argument in your
reading, then obviously you will have a hard time responding to the point in your writing. As a result, writing output will be substandard.

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

University of La Salette, Inc.

What is Writing?
Writing is the process of using symbols (letters of the alphabet, punctuation, and spaces) to communicate thoughts and ideas in a
readable form. It is easy to agree on the definition of writing if we limit it to something like putting pen to paper or typing ideas into a
computer. But if we look more closely at the elements of the act of writing, the definition comes to life.

The following ideas might prompt your thinking about how writing happens for everyone.

Writing is a response.
We write because we are reacting to someone or something. While writing can feel like an isolating, individual act, - just you
and the computer or pad of paper - it is a social act, a way in which we respond to the people and world around us.

Writing is linear.
To communicate effectively, we need to order our words and ideas on the page in ways that make sense to a reader. We
name this requirement in various ways: grammar, logic, or flow. While we would all agree that organization is important, the
process of lining up ideas is far from simple and is not always recognized as writing.

Writing is recursive.
As we write, we constantly rewrite. Sometimes we do this unconsciously as we juggle words, then choose or delete and
choose again. Sometimes we do this rewriting very consciously and conscientiously as we reread a paragraph or page for
clarity, coherence, or simply to see what we’ve just said and decide whether we like it.

Writing is decision-making.
It may seem obvious, but to get something on the page, a writer chooses the words, the order of the words in the sentence,
the grouping of sentences into paragraphs, and the order of the paragraphs within a piece.

Writing is a process.
Writing is a process that takes place over time and through language. When producing a piece of writing for an audience,
experienced writers use systems they have developed. Each writer has an idiosyncratic combination of thinking, planning,
drafting, and revising that means writing something.

Why Is Writing Important?

• Writing is used in many areas of our lives.
• Writing is critical to becoming a good reader.
• Writing is an essential job skill.
• Writing equips us with communication and thinking skills.
• Writing expresses who we are as people.
• Writing makes our thinking and learning visible and permanent.
• Writing fosters our ability to explain and refine our ideas to others and ourselves.
• Writing preserves our ideas and memories.
• Writing allows us to understand our lives.
• Writing allows us to entertain others.

Writing Exam

Q: How many tests do I have to complete?

A: There are two writing tests - Writing Task 1 & Writing task 2.

Q: How long is the Writing Exam?

A: The Writing Exam lasts one hour. Within that time, you must complete two writing tasks:

Task 1 (about 20 minutes)

Task 2 (about 40 minutes)

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

University of La Salette, Inc.

Q: What will I need to write about?
A: Depending on the type of writing test (General Training Writing and Academic Writing), you will write:

Task 1: You write a 150-word response to a situation or summary of the information provided in a graph, chart,
Table, or diagram, or a combination of these.

Task 2: You write a discursive essay of 250 words in response to a question or argument on a general topic.

TEST TASK TIMING What do I have to do?

respond to a given situation through letter-writing
Writing Task 1 20 minutes (example: you may be asked to request information or
General Training explain a situation)
Writing write an essay
Writing Task 2 40 minutes (example: you may be asked to respond to a point of view,
argument or problem)
describe visual information
Writing Task 1 20 minutes
(example: graph, table, chart, diagram)
write an essay
Academic Writing
(example: you may be asked to provide a solution,
Writing Task 2 40 minutes
evaluate a problem, compare and contrast different ideas
or opinions, and challenge an argument or idea)

Q: Can I write in note or bullet form?

A: No. you should write complete sentences for both tasks and organize your answers into clear paragraphs. Answers that
are written as notes lose marks and you cannot get a high mark for organization if you do not use paragraphs.

Q: Can I write in capital letters?

A: You should avoid writing in capital letters. Remember, part of your writing skills is knowing how to properly punctuate
sentences and how to use capital letter correctly.

Q: Is there any choice of tasks?

A: No. You have to do the two tasks you are given. But because of the limitation of schedule of our EEP2 Course, we will just
focus on Writing Task 2, which is essay-writing.

Q: What if I write under or over the word limit?

A: You should try to keep to the word limits. If you write too few words, you will definitely lose marks. If you write more than the
required, there are no extra marks. So if you have time spare, use it to check through what you have written, rather than
writing extra.

Writing Task 1 Exam: Overview

The first task for General Training and Academic are different.

GENERAL TRAINING WRITING TEST

In GT, the first test requires you to write a letter of at least 150 words either asking for information or explaining a situation. You
are expected to demonstrate your ability to respond to a given situation.

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

University of La Salette, Inc.

Below are examples of General Training Writing Task 1:

ACADEMIC WRITING TEST

In AT, the first task requires you to write a description of at least 150 words. The task is based on material found in a chart,
table, graph, or diagram. You are expected to demonstrate your ability to present information and summarize main features of
the given task.

On next page are examples of Academic Writing Task 1:

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

University of La Salette, Inc.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

University of La Salette, Inc.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

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Writing Task 2: Criteria, Types of Questions, and Strategies

For the second writing task, you need to write a short essay of at least 250 words in response to a statement or question on a
given topic. You are expected to demonstrate your ability to:
• discuss abstract ideas
• present a solution to a problem
• present and justify an opinion
• compare and contrast evidence, opinions, and implications
• evaluate and challenge ideas, evidence, and argument

Therefore, you are required to formulate and express your point of view on a subject. You must support your ideas with relevant
examples from your own experience.

Criteria

Q: How is the writing test assessed?

A: Your outputs will be mark based on four features:

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

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• Did you address all of the points in the question?
• Did you provide a balanced argument and support your ideas with
Task Response evidence or examples?
• Were all your ideas relevant to the question?
• Did you write 250 words?
Writing Task 2
Coherence and • Is your writing easy to understand?
Cohesion • Are your ideas well organized and clearly linked?
Lexical Resource • Did you use a wide range of vocabulary accurately and effectively?
Grammatical Range • Did you use a wide range of grammatical structures accurately and
and Accuracy effectively?

Types of Writing Tasks 2 Exam Questions and Examples

There are four types of questions:
• Do you agree or disagree? (To what extent do you agree or disagree?)
• Do the advantages outweigh the disadvantages?
• Discuss both views and give your opinion.
• Open-Ended Question

Examples:

• Do you agree or disagree? (To what extent do you agree or disagree?)

• Discuss both views and give opinion.

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

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• Do the advantages outweigh the disadvantages?

• Open-Ended Question

Strategies in Writing Task 2 Exam

You can improve your mark by remembering all test tips you will learn from this module and by making sure you answer
the question fully. Below are some strategies you may employ in writing.

• Understand the Type of Question

In writing, it is important that you understand the task. Therefore, knowing what type of question you will be
answering is one of the must-do things you need to include in your checklist.

Below are Writing Task 2 questions used in IELTS. Read each task and identify what type of question it is.

1. Out of a country’s health budget, a large proportion should be diverted from treatment to spending on
health education and preventative measures. To what extent do you agree or disagree?

2. Museums and exhibits serve as places for educational and informational purposes. However, they have
evolved to become places for entertainment. Discuss both views and give your opinion.
3. Should wealthy nations be required to share their wealth among poorer nations by providing such things
as food and education? Or is it the responsibility of the governments of poorer nations to look after their
citizens themselves?

4. Coins and money will soon be replaced by credit and bank cards. Do you agree or disagree that
eventually we will have a cashless society which will be safer and more convenient for everyone?

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

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• Four Stages in Writing: Brainstorming, Outlining, Writing, and Editing
After identifying what type of question you are going to answer, plan immediately your overall presentation. As you
brainstorm, make sure you keep an eye on your time also. Manage your time in order to keep track of all the things
you need to do.

1. Brainstorming (use key words in the question)

2. Outlining (5 minutes)
3. Writing (30 minutes)
4. Editing (5 minutes)

• Part of an Essay and Writing the Introduction, Body, and Conclusion

An essay is comprise of introduction, body, and conclusion. In order to have a good presentation and consistent
essay-structure, you should know how to arrange your ideas properly. Learn by heart all the tips below regarding the
organization of ideas in consideration to the type of writing exam question.

• Do you agree or disagree? (To what extent do you agree or disagree?)

Introduction: topic + stand (whether you agree or disagree)

Body: supporting arguments or reasons (include examples)

supporting arguments or reasons (include examples)

Conclusion: restate stand (whether you agree or disagree)

summarize key points (do not write new ideas or examples)

• Do the advantages outweigh the disadvantages?

Introduction: topic + stand (whether yes or no)

Body: if yes, write 2 paragraphs for the advantages & 1 for the disadvantage/s
If no, write 2 paragraphs for the disadvantages & 1 for the advantage/s
(include examples)

Conclusion: restate stand (whether yes or no)

summarize key points (do not write new ideas or examples)

• Discuss both views and give your opinion.

Introduction: topic + two views

Body: first view (include examples)

second view (include examples)

Conclusion: state stand

summarize key points (do not write new ideas or examples)

• Open-Ended Question

Introduction: topic

Body: answer to the question (include examples)

answer to the question (include examples)

Conclusion: summarize key points (do not write new ideas or examples)
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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

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• Writing Paragraphs
A paragraph is consists of a collection of sentences all related to one topic. When writing a paragraph, there is no
need to begin it with an indented line. An indent is signified by hitting the Tab key or inserting five spaces.

Moreover, make sure you leave a single-spaced line between each paragraphs to clearly mark each paragraph.
Below is an example:

Some people are isolating themselves from real world experiences because of their
obsessive use and dependence on the latest technology. They tend to distance
themselves from the people that should matter to them in the actual, physical world
of flesh and blood. People obsessed with Facebook and Twitter, for instance, often
ignore family and focus on the virtual world online.

Furthermore, people who are dominated by technology become psychologically

dependent on it and preoccupied with acquiring the very latest versions of whatever
the market is offering. This creates not only a digital divide between families but a…

Finally, avoid writing long paragraphs. Be mindful of the length or your paragraphs.

• Developing Ideas Clearly

When you have completed your writing, make sure you allow at least 5 minutes to check and read through your
answers. First, check your ideas against your plan. Ask yourself the following:
Did I include all my ideas?
Are my ideas organized and connected logically?

• Checking and Correcting

When you are writing quickly, it is easy to make silly mistakes. To achieve a good score, you need to show a range of
vocabulary and grammatical structures and use them accurately.

Use the final few minutes to carefully check what you wrote. Check the following:

Spelling – Check for careless spelling mistakes. Also, check words that need a capital letter.
Grammar – Check verb and subject agreement and tenses.
Vocabulary – Check if your choices of words are accurate.
Punctuation – Check if you marked the end of all sentences with a proper punctuation.
Handwriting – Check if there are any words that are unclear and you need to rewrite clearly.

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

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• Practice

Before you take all the writing exercises, practice writing quickly and neatly to make sure you do not use bullet points,
notes, abbreviations, or prepared answers. Try as many writing tasks as you can.

Do practice answering some Writing Test in your CLMS. Answer each question in 40-60 minutes.

Basic Grammar Review

After understanding the basic concepts of writing and its importance and the nature of writing task that you will be doing in this
module, it is noteworthy to review some basic concepts of grammar. Remember, writing, specifically academic writing, deals with the
proper use of some basic grammar rules. Hence, good writing means using several key elements to get your point across. Those
elements include using grammar correctly, spelling words and punctuating properly, and using clear and concise words. By mastering
the rules and conventions, you will make your writing easier to understand and more enjoyable to your readers.

By the way, what is grammar?

Grammar explains the forms and structure of words (morphology) and how they are arranged in sentences (syntax). In other words,
grammar provides the rules for common use of both spoken and written language so we can more easily understand each other.

When speaking or writing, using correct grammar helps you send a clear message that is easily understood. Grammar is the study of
how words and their components combine to form sentences. Writing that contains grammatical errors make the writer appear
uneducated. As harsh as this seems, there are many times when individuals are judged simply on the basis of poor writing skills and
grammatical mistakes. Poor grammar can cause setbacks in certain situations, including your education and career.

It is important then that you proofread or review your writing for grammatical errors. However, proofreading your own work is not
effective if you do not know grammar rules or the correct spelling of words. You will present an unprofessional image to potential
employers and coworkers if your writing has grammatical errors, misused words, and spelling mistakes. Instead of relying to others to
review your work, read a grammar reference book. As you understand all the grammar rules, edit your writing output.

Sentence Structure: Simple, Compound, Complex, and Compound-Complex

A sentence is a grammatical unit of one or more words that expresses an independent statement, question, request, command, or
exclamation. A sentence typically has a subject as well as a predicate. Sentences begin with a capital letter and end with the
appropriate punctuation.

Example:
I see an airplane.

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

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In this age of abbreviated messages in e-mails, text messages, and tweets, complete sentences are not often used to communicate.
However, in the workplace and in this course, complete sentences must be used in order to present professional communication skills
and communicate a complete thought.

There are three types of sentences: simple, compound, and complex. The type of sentence you should use depends on how simple or
complex an idea you wish to express.

Simple Sentence
A simple sentence, also called an independent clause, contains a subject and a verb and expresses a complete thought. A
noun or pronoun is always used as the subject of the sentence.

In the following simple sentences, subjects are in green and verbs are in blue.

Examples:
The pilot worked all weekend.
The phone rang at the cabin crew’s station.

Compound Sentence
A compound sentence contains two independent clauses joined by a conjunction. Conjunction is a word connecting words,
phrases, or sentences. Except for very short sentences, conjunctions are always preceded by a comma.

In the following compound sentences, subjects are in green, verbs are in blue, and the conjunctions and preceding commas
are in red.

Examples:
I tried to speak Latin, and my friend tried to speak Spanish.
LA wants to be a pilot, but his mother wants him to be a doctor.

Complex Sentence
A complex sentence has an independent clause (a group of words that can stand alone) joined by one of more dependent
clauses.

In the following examples, the dependent clause is in orange.

Examples:
The instructor hand back the essay after he noticed several errors.
The students are nervous because they have a test later.

Compound-Complex Sentence
A compound-complex sentence contains at least two independent clauses and at least one dependent clause.

In the following examples, the independent clauses are in violet, the dependent clauses are in orange, and the conjunctions
and preceding commas are in red.

Examples:
He completed his commercial pilot schooling, but he still needs to work on his trainings even
though he finished his course last year.
With pizza and soda at hand, he studied the concept of aerodynamics for many hours, and he
concluded that learning the motion of air is important because it teaches a pilot to
efficiently control the aircraft.

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Subject-Verb Agreement
Several studies show that the ability to write well seems to be diminishing among students. One of the reasons pointed out is the
problem on subject-verb agreement.

In grammar, agreement means the subject and the verb must be alike in number. Always remember that a singular subject requires a
singular verb and a plural subject requires a plural verb.

Below is a review of S-V Agreement, which you have learned during your elementary days. As you refreshed your knowledge about
each rule, look at the examples given and choose which word from the option fits the sentence.

1. Noun in plural form but singular in meaning takes singular verb.

Examples:
Statistics (is, are) my favorite subject.
The news concerning Ukraine (affect, affects) many countries.

2. Fractions attached to non-count nouns take singular verb; on the other hand, fractions attached to count nouns take plural
verb.

Examples:
Half of the land (was, were) given to my brother.
Half of the raspberries (was, were) sold.
Two-thirds of the sand (is, are) not enough.
Two-thirds of the units (has, have) improved.

3. Periods of time, measurements, rates, prices, and weights take singular verb.

Examples:
Two weeks (is, are) too short for this module.
Five hundred pesos per hour (is, are) my rate in tutorial service.
One thousand pesos (is, my) allowance every day.
This (is, are) 10 kilos of chocolates.
I think 18 hours (was, were) spent to complete the English Enhancement Program.

4. Collective nouns regarded as one unit or acting as one takes singular verb. Collective noun regarded as separate units or
acting separately takes plural verb.

Examples:
The World Health Organization board (has, have) emphasized the need for stricter health and
safety protocols to mitigate the spread of Corona virus.
All the members of the World Health Organization committee (is, are) thinking alike.
All the students in Mr. LA’s class (is, are) taking the same test at the same time.

5. Multiple subjects (other words or phrases) added to a singular subject do not make it plural.

Examples:
The chief aircraft engineer, together with his 15 assistants, (is, are) in favor of the plan about
performance checks of all aircrafts to ensure the continuing airworthiness of every plane.
LA, in addition to Jaymie and Wilson, (was, were) asked to report in Air Asia headquarters in Kuala
Lumpur, Malaysia.

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GINST 004 : ENGLISH ENHANCEMENT PROGRAM 2

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6. Indefinite pronouns like every, each, everyone, everybody, nobody, noone, anyone, anybody, someone, somebody
take singular verb. Indefinite pronouns like both, few, many, others, and several take plural verb. The pronouns all, any,
more, most, none, and some require singular verbs if the noun they refer to is singular, and plural verbs if the noun is plural.

Examples:
Each man and woman (has, have) the right to vote.
Everybody (was, were) allowed to cast their votes.
Nobody (is, are) allowed to enter the voting precinct before the scheduled election.
If anybody calls for unfair voting process, (tell, tells) the person to call the authority.
Several of the people protesting during the election (was, were) sent home.
Both of the leaders of opposing political parties (was, were) missing.
All of the registered voters book (was, were) ruined.
All of the voting cubicles (is, are) occupied.

7. Neithernor and eitheror follow the proximity rule, which means the verb must agree with the nearest subject.

Examples:
Neither LA nor AL (play, plays) violin.
Neither LA nor his friends (play, plays) violin.
Either LA or AL (is, are) going to perform the task.
Either LA or his friends (is, are) going to perform the task.

8. A compound subject joined by and is generally plural and requires a plural verb. However, if the parts of the compound
subject joined by and are thought of as one item or unit, a singular verb is required. In the same way, if the parts of the
compound subject refer to the same person, place, thing, or event, it is singular, and therefore requires a singular verb.

Examples:
Russia and Ukraine (is, are) in war causing over one hundred civilian casualties.
The owner and manager of a top Ukrainian manufacturer of weapons (is, are) playing a
significant role in the defense strategy of the country against Russia.
Ham and cheese (is, are) my usual breakfast.

9. Some and all take singular verb if followed by a non-count noun and plural if followed by a count noun.

Examples:
Some Ukrainians (is, are) desperate to flee.
All Russian armies (attack, attacks) Ukraine’s main cities.

10. Use singular verb for the number and plural verb for a number.

Examples:
As of today, the number of people killed in Russia-Ukraine war (is, are) more than 9,000.
A number of Ukrainians (is, are) waiting at the borders of Poland.

11. If your sentence compounds a positive and a negative subject and one is plural, the other singular, the verb should agree
with the positive subject.

Examples:
The department members but not the chairperson (has, have) decided not to teach on National
Election Day.
It is not the faculty members but the president who (decide, decides) this concern.

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Prepositions
A preposition is a word that shows the relationship between a noun or pronoun and some other words in the sentence.

Notice how changing the preposition can affect the meaning of the sentence as a whole in the following examples:

The EEP students played off the playground.

The EEP students played in the playground.
The EEP students played around the playground.

The prepositions off, in, and around show the relationship between the noun (EEP students) and the verb (played).

SOME COMMONLY USED PREPOSITIONS

about before down of throughout
above behind during off to
across below except on toward
after beneath for onto under
against beside from out underneath
along between in outside until
among beyond inside over up
around but into past upon
as by like since with
at despite near through without

COMPOUND PREPOSITIONS
according to except for in response to
as well as in accordance with in spite of
because of in addition to inside of
by means of in place of instead of
by way of in relation to on account of

Prepositions Indicating Time

1. Use on before days of the week, before months followed by the day, or before the time indicating the day, month, and year.

Examples:
I will be going back to Manila on Sunday.
Lost Angelo’s birthday is on November 1.
My brother was born on December 13, 2002.

2. Use in to indicate year, before months not followed by the day, or before the month and year without the day.

Examples:
The next presidential elections will be in 2022.
Semesters start in September and in February.
My grandparents migrated to USA in October 2020.

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3. Use for to refer to a period of time stating the number of hours, days, or weeks.

Examples:
The EEP students waited for three hours.
The EEP online class lasted for six days.
After their EEP course, Lost and Angelo went island hopping for two weeks.

4. Use during to refer to a period of time.

Examples:
Harry visited his relatives in Santiago during the semestral break.
During the first two months, Aejay’s mother would go with him to school.
Angelo flies 4-6 hours everyday during the peak season of airlines.

5. Use since to refer to a period of time from the past to the present.

Examples:
He has been that way since birth.
I haven’t seen my best friend since 2013.
Lost Angelo left home four years ago and has since become a pilot.

Prepositions Indicating Place or Position

1. Use between when you speak of two persons, places, or things.

Example:
I stood between Athena and Aphrodite.

2. Use among when you speak of three or more persons, places, or things.

Example:
Please divide the chocolate cake equally among the students.

3. Use on in an address with only the name of the street.

Example:
He lives on Orchard Road.

4. Use at when the house number is specified in an address.

Example:
He lives at 26 Orchard Road.

5. Use at when referring to places which indicate the general location.

Example:
I will meet them at the airport.

6. Use in when the given location is more specific.

Example:
I am now in the departure area of the airport.
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7. Use in when something is already inside.

Example:
The piece of gold is in my wallet.

8. Use into when there is movement involved in the placement of something.

Example:
Harry threw the crumpled piece of paper into the trash can.

Redundancy
Redundancy is unnecessary repetition or stating the obvious. It occurs when we are writing and trying to sort through our own
thoughts, so we say the same thing in various ways. So, it should be avoided when structuring a sentence.

Listed below are some redundant phrases or expressions commonly used.

REDUNDANT WORDS /
CORRECT USAGE REMEMBER
PHRASES / EXPRESSIONS
“Up” is used redundantly here as it does not add to the
add up add
meaning.
planning
advance planning / warning / The mentioned actions only take place before a certain
warning
reservations event occurs. Using “advance” is superfluous.
reservation

“Record” itself refers to the sum of past achievements or

all-time record record
performances over “all time.”

anonymous stranger stranger An “anonymous” person is by definition a “stranger”.

ask a question ask To “ask” means to pose “a question”.

ATM machine ATM The full form of ATM is Automated Teller Machine.
necessities
basic necessities / fundamentals / “Necessities”, “fundamentals”, or “essentials” are by their
fundamentals
essentials nature “basic”.
essentials
moment
brief moment / summary A “summary” or “moment” is by definition “brief”.
summary

“Cameo” refers to the “appearance” of a distinguished

cameo appearance cameo
actor as a small character in a play or film.

“Circulate” means to move about freely through a closed

circulate around circulate
system or area.

proximity “Proximity” means “close in location” and “scrutiny”

close proximity / scrutiny
scrutiny means “close study.”

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collaborate / join To specifically say that you are “collaborating” or
collaborate / join / merge / combine /
merge / combine “merging” together is to imply that there is some other
fuse together
fuse way to collaborate or merge.

“Trend” refers to the “current” general course or

current trend trend
tendency.
“Kinds” refers to variety or types which are essentially
different kinds kinds
“different” from each other.

each and every each “Each” means specifically “every” person or object.

“Space” refers to a continuous area or expanse which is

empty space space
free, available, or unoccupied.

“Same” means “exact”. If it was not exactly same, we

exact same same
would call it “similar.”

first and foremost foremost “Foremost” itself refers to the “first” position.

free gift gift By its definition, a “gift” is “free”.

general public public The meaning of “public” is “ordinary people in general.”

as “As” and “for example” refers to the same meaning “like /

as for example
like such as”. So, both of them can’t be used at the same
like for example
for example time.

“Return” means “to go back or to send back”;

return back return
thus, back is not necessary.
right
“Certain”, “correct” and “right” refer “to definite or
absolutely right / correct / certain correct
particular”; thus, “absolutely” is unnecessary.
certain
“At present” refers to “at this time”; therefore, “at the
at the present time at present
present time” is wrong to use.

basic “Basic” means “fundamental” and “fundamentals” refer to

basic fundamentals
fundamentals “a foundation or basis”; thus, both of them can’t be used.

“Compete” refers “to strive to outdo another”; so, we

compete together compete
cannot use “together” with compete.

filled “Filled”, “finished” and “opposite” point something which

completely filled /
finished is already complete. So “completely” before these words
finished / opposite
opposite is unnecessary to use.

The “dictionary” is a word book; so “book” should not be

dictionary book dictionary
used with the word “dictionary”.

“Result” and “outcome” refer to the “final findings of a

result
end result / final outcome task”; so “end” or “final” cannot be used with these
outcome
words.
The word “number” is included in the meaning of the
few in number few
word “few”.
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“Import’ refers to “bring in something from a foreign
foreign import import
country”; so the word foreign should be avoided.

innovation
new innovation / “Innovation’ means “a new idea”; so “new innovation /
invention
invention / discovery discovery / invention” are wrong.
discovery
history “History” or “record” is that which is “happened in the
past history / record
record past”.
repeat again repeat “Repeat” means “to say again”.
“Twins” refer to “two siblings”; so it is unnecessary to use
two twins twins
“two” before “twins”.

where “Where” and “the place” point to the same thing; one or
the place where
place the other should be used.

time “When” and “the time” refer to the same thing; one or the
the time when
when other should be used.

Punctuation and Capitalization

Punctuation
Punctuation is the practice or system of using certain conventional marks or characters in writing. Proper punctuation guides
the readers and helps them understand the meaning of sentences.

Periods
Paragraphs can contain several sentences, and the period is used to provide structure and separate thoughts by
marking the end of each sentence. Periods are also used to divide parts of an abbreviation (e.g., A.M. and P.M.).

An abbreviation is a shortened form of a word or letters used to represent a word or term.

Examples:
co. company
assoc. association
doctor Dr.
mister Mr.

Question Marks
The question mark is used after a word or sentence that asks a question.

Examples:
What?
Are you kidding?

Exclamation Points
The exclamation point is used to express strong emotions.

Examples:
Stop!
I passed my exam!

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Commas
Punctuation marks used to separate elements in a sentence are called commas. Commas provide breaks or pauses
in a sentence, helping readers to more easily understand sentences. Commas are also used to separate items in a
series.

Examples:
Pilots, cabin crew, aircraft engineers, and mechanics will be at the career fair.
Lost Angelo got the job by having an excellent resume, an impressive application, and a
great attitude.

Dashes
Dashes are also called em dashes. These punctuation marks separate elements in a sentence to signal an abrupt
change of thought. The dash provides a stronger break than a comma.

Examples:
I need my Air Law book –– I lost it again –– before the exam.
ULS deposited the millions –– my money –– in my personal bank account.

There are also en dashes, which are shorter than em dash, but longer than a hyphen. The en dash is used to
indicate a range of values, such as a span of time of a range of numbers.

Examples:
07:30 A.M. – 10:30 A.M.
Monday – Friday
hyphen-
Finally, hyphens are used to separate parts of a compound word. en dash –
Hyphens are also used when spelling out numbers. em dash ––
Examples:
twenty-six
My brother-in-law is a pilot.

Parentheses
Parentheses are used to enclose words or phrases that clarify meaning or give more information. When the entire
sentence is enclosed by parentheses, the period should appear inside the closing parenthesis.

If the parenthetical notation falls at the end of the sentence but only encloses a portion of it, the period should follow
the closing parenthesis.

Examples:
I’ll see you at the meeting at 07:30 A.M. (Miraculous Building). Please review Module 2.
LA finally answered (after taking 2 minutes to think) that he did not understand all the
lessons about the fundamentals of writing tasks in his English course.
Please read EEP2 Module 2. (Hopefully, you’ll be amazed at what you will learn.)

Colon
When introducing elements in a sentence or paragraph, a colon may be used. The elements can be words, phrases,
clauses, or sentences. The colon is a stronger break than a comma.

Examples:
We need to study four things for the aerodynamics terminology quiz: weight, lift, drag, and thrust.
We covered many fundamentals in our writing class: grammar, sentence patterns, subject-verb
agreement, and punctuation.

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Semi-colon
The semicolon looks like a comma with a period above it, and this can be a good way to remember what it does.

Semicolons can be used between two independent clauses. The semicolon keeps the clauses somewhat separate,
like a period would do. Therefore, the two clauses separated must be independent, meaning they are stand-alone
clauses.

Examples:
I went to the grocery store today; I bought a ton of fruit. Apples, mangoes, and raspberries
were all on sale.
Some people write with a word processor, tablet, or even a phone; but others, for different reasons,
choose to write with a pen or pencil.
Our entire EEP2 class took the exam; everyone passed.

Apostrophes
When forming possessive words and contractions, an apostrophe should be used. Possessive words show
ownership. An apostrophe and a letter ‘s’ are added to many nouns to create the possessive form. If the possessive
noun is plural, the apostrophe is placed after the pluralized noun.

Examples:
Lost Angelo’s test score was excellent.
The pilots’ cars were parked in the airport parking lot.

Moreover, a contraction is a shortened form of a word or term. To form a contraction, one or more words are omitted
and replaced with an apostrophe. This creates a single word.

Examples:
I’ll – I will I will see you on Wednesday for your exam.
he’ll – he will Do you think he’ll pass his exam?
it’s – it is It’s challenging to deal with students who lack sense of responsibility.

Quotation Marks
Quotation marks enclose short, direct quotes, and some titles (e.g. chapter titles or article titles). A direct quote is a
restatement of someone’s exact words. A quote does not have to be a complete sentence. Rather, it can be a word or
phrase within a sentence that was said or written by another person.

Examples:
“Why do you think you would be a good choice for this job?” asked the interviewer.
What did the interviewer mean by “competitive advantage”?

Capitalization
Like punctuation, capitalization helps convey information. The first word of every sentence is capitalized, signaling that a new
sentence has begun.

In addition, proper nouns – the name of a particular person, place, or thing – are capitalized to indicate uniqueness. However,
it is not correct to use capitalization merely to make a word look or seem important.

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Examples:
first letter of a sentence The pilot boarded the plane.
the pronoun ‘I’ I fly an airplane.
names of persons Lost Angelo, Leuwel Aejay
names of companies Airbus, Boeing
names of pets or animals Zeus, Skippy
names of cities or countries Singapore, London
languages derived from counties English, Spanish
geographical and celestial names Red Sea, Jupiter
particular places such as streets & buildings Broadway, Eiffel Tower
months, days, holidays, & special days November, Saturday, Christmas
religion, deities, & scriptures Christians, Jehovah, Genesis

Summary: Did you learn something new today?

I hope so. Do not forget to do your
This module highlighted all the lessons about the foundations of writing,
particularly its application to learning how to write an essay in response to a
activities. I look forward to meeting
specific task given. With that, this unit emphasized the basic rules in writing you next week. Keep safe!
such as sentence structure, subject-verb agreement, preposition, redundancy,
punctuation, and capitalization. Your overall learning goal then in this module was to
understand all rules so that you can apply them in various written and spoken activities.

At some point, some of the elements of grammar may be hard to understand; but with tireless understanding and
untiring practice, you can certainly improve your writing skills and ultimately become an effective English writer.

References:

Cambridge Practice Test for IELTS Books 1-15 (1996, 2000, 2002, 2005, 2006, 2007, 2008, 2010, 2013, 2014,
2015, 2017, 2018, 2019, 2020) United Kingdom: Cambridge University Press

Cullen, P., et al, (2012) The Official Cambridge Guide to IELTS for Academic & General Training. United Kingdom:
Cambridge Exams Publishing, Cambridge University Press

Jakeman, V., McDowell, C., (2006) Cambridge Action Plan for IELTS. United Kingdom: Cambridge University Press

Jakeman, V., McDowell, C., (1996) Cambridge Practice Test for IELTS 1. United Kingdom: Cambridge University
Press

Kaplan (2009) IELTS: International English Language Testing System. 2009-2010 edition. New York: Kaplan Press

Lougheed, L., (2006) Barron’s Students’ #1 Choice: International English Language Testing System. New York:
Barron’s Educational Series, Inc.

McCarter, S., and Whitby, N., (2007) Improve Your IELTS Reading Skills. United Kingdom: Macmillan

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McDowell, C., and Jakeman, V., (2004) Step Up To IELTS: Self-Study Student’s Book. United Kingdom: Cambridge
University Press

McDowell, C., and Jakeman, V., (2004) Step Up To IELTS: Self-Study Teacher’s Book. United Kingdom: Cambridge
University Press

Official IELTS Practice Materials 1 (2009) United Kingdom: Cambridge University Press

Official IELTS Practice Materials 2 (2009) United Kingdom: Cambridge University Press

Rogers, B., (2005). Peterson’s TOEFL Success (Thomson Asian Ed.). Singapore: Thomson Learning Asia

Sharpe, P., (2007). Barron’s Practice Exercises for the TOEFL (6th Ed.). New York: Barron’s Educational Series, Inc.

9.0 Niner - IELTS Review and Tutorial: Orange Book

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