Quarter 1 – Module 7

Grammar Awareness

Department of Education ● Republic of the Philippines

English - Grade 8
Alternative Delivery Mode
Quarter 1 –Module 7: Grammar Awareness
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module

Author/s: Jucel Lou L. Bayucot

Hilrem L. Bayucot

Reviewers: Levie D. Llemit, PhD

Illustrator: Hilrem L. Bayucot

Layout Artist: Raul A. Mabilen

Evaluator: Mary Jane C. Maccary

Management Team

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal ,PhD

OIC-Assistant Schools Division Superintendent
Pablito B. Altubar
CID Chief
Members
Levie D. Llemit, PhD – EPS I - English
Leah L. Tacandong - Instructional Supervisor
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II
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Office Address: Brgy. 23,National Highway,Gingoog City
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8

ENGLISH
Quarter 1 - Module 7
Grammar Awareness
This page is intentionally blank
Table of Contents

What This Learning Package is About ............................................................................................... i

What I Need to Know .............................................................................................................................. i
How to Learn from this Learning Package ...................................................................................... i
Icons of this Learning Package ........................................................................................................... ii

What I Know ........................................................................................................................................... . iii

Lesson 1:
Using Parallel Structures ............................................................................................... 1
What I Need to Know .................................................................................... 1
What’s New
Activity 1: Your Turn ................................................................................. 2
What Is It
Proper Use of Parallel Structures ............................................................. 2
What’s More
Activity 2: Identifying Parallel Structure .................................................... 4
What’s New
Activity 3: It’s the Rewrite ......................................................................... 4
What Is It
Why Is Parallel Structure Important ......................................................... 5
What I Have Learned .................................................................................... 6
What I Can Do ............................................................................................... 7
Lesson 2:
Using Appropriate Cohesive Devices in Composing an Informative Speech . 8
What’s In
Activity 1: Do You Remember? .............................................................. .8
What I Need to Know .................................................................................... .8
What’s New
Activity 2: Spot the Difference .................................................................. .9
What Is It
Coherence and Cohesion ......................................................................... 10
What’s More
Activity 3: On the Sentence Level ............................................................. 10
What Is It
Cohesive Devices .................................................................................... 11
What’s More
Activity 4: Let’s Connect.......................................................................... 12
What’s New
Activity 5: Fill in the Words…. .................................................................. 12
What Is It
Composing an Informative Speech........................................................... 13
What’s More
Activity 6: The Write Time for Practice ................................................... 14
What I Have Learned ............................................................................... 14
What I Can Do ............................................................................................... 16

Summary ..........................................................................................................................17
Assessment: (Post-Test) .................................................................................................. 17
Key to Answers .................................................................................................................................. .. 19
References ........................................................................................................................................... ...21
What This Module is About

Writing follows certain patterns and when you write in parallel structure, you use the
same pattern of words, phrases, or clauses to show that items are equally important. Parallel
structure is sometimes referred to as parallelism. Parallel structure practice can be offered to
students in the form of worksheets, interactive exercises, or writing. Using parallel structure
makes it easier for readers to understand writing.

Using parallel structures and cohesive devices make it easier for readers to
understand writing. Let’s practice on these important concepts with the activities on parallel
structure and cohesive devices outlined in this lesson!

What I Need to Know

At the end of this module, you should be able to:

1. Use parallel structures (EN8G-la-7); and
2. Use appropriate cohesive devices in composing an informative speech (EN8LT
EN8G-la-8).

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
1. Carefully read all the lessons.
2. Take your time on going thru each lesson.
3. Answer the pretest honestly. The purpose of the pretest is for you to determine your
prior knowledge before going thru the lessons and activities.
4. If you have a hard time understanding the lessons and activities, please do take a
break. Having breaks between lessons and activities will give you some space where
you can absorb the lesson well.
5. You can use the internet if you need more information about the lesson.

i
Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
What I Know

I. Multiple Choice
Directions: Read and answer the questions below. Select the letter of the correct
answer among the given choices.

1. What is the meaning of parallelism?

a. It is the structure of sentences and paragraphs.
b. It is the balance between two or more similar words, phrases or clauses.
c. It is defined as the proper spacing between words, phrases, and sentences.
d. It refers to the clarity and effectiveness of writing.

2. Which of the following show parallelism of words?

a. Jane brewed espresso, milk, and latte.
b. Jucel eats while watching TV and she is reading a book.
c. Hilrem feeds the dogs and watering the plants.
d. Levie sleeps while texting her friends.

3. Which sentence shows parallelism in a series of clauses?

a. Most people fail to prioritize their studies and going out with friends.
b. I like swimming and to dance very much.
c. My friend knows exactly what to think, what to feel, and what to do next.
d. Anna forgot where she placed her bag.

4. Which sentence is parallel in a series of phrases?

a. The Philippine government is for the people, by the people, and for the people.
b. His mom brought home fish, eggs, and vegetables.
c. We, after we had finished our work, went home.
d. The painter colored her room with shades of yellow and gray, and colored it pink
too.

5. Which statement show the importance of parallelism in writing?

a. to add art to the meaning of the sentences
b. to arrange word properly
c. to make writing easier
d. to add clarity to writing and to make it easier to understand

6. What is the meaning of cohesion in writing?

a. It is the unity of words in a sentence.
b. It is the clarity of ideas at the idea level.
c. It is the connection of ideas at the sentence level.
d. It is the oneness of ideas and meanings.

7. What is the purpose of cohesive devices?

a. to link the parts of a piece of writing to produce grammatically clear sentences
b. to connect words, phrases, and clauses together
c. to communicate the exact meaning of words
d. to produce a paper that the audience will easily understand
iii
8. Which of the following sentences show cohesion?
a. Walking on the streets, many vehicles passed by.
b. Because the teachers are busy, checking the papers.
c. Raining, we went home afterwards.
d. Regardless of age, anybody can enjoy this ride.

9. Which sentence uses appropriate cohesive devices?

a. As a consequence of rising population, people now suffer heavy traffic.
b. But I’m extremely talented in singing.
c. And I have received many requests regarding the job vacancy.
d. My parents bought a new cellphone for my graduation.

10. The sentence She said she doesn’t know him is not cohesive. Which one is the
correct version?
a. She said she doesn’t know the man.
b. Ann said she doesn’t know the man.
c. Jucel said that she doesn’t know him.
d. The woman said she doesn’t know them.

i
Lesson

1 Using Parallel Structures

What I Need to Know

Definition of parallelism
Parallelism is balance between two or more related words; phrases or
clauses. Parallelism is also called parallel structure or parallel construction. Using
parallel construction can develop and give clarity to your writing style

Using parallel structure means using the same pattern of words to show that
two or more words or ideas are of equal importance. Words and phrases should not
only match in structure, but also in tense. Writers use parallel structure to add clarity
to their writing and to make it easier to understand. It also adds value to a writer's
overall composition and shows that their writing is structurally and grammatically
correct. (https://bit.ly/2ZbEgao)

Parallel Structure with Items in a Series

Incorrect: The walls in my room are painted white, gray, and they are painted pink,
too.
Discussion: This sentence is unparalleled because the last item in the series is
treated differently than the first two items.
Correct: The walls in my room are painted white, gray, and pink.
Discussion: Now all the words in the series—white, gray, and pink—are single-word
adjectives. They are parallel.
Incorrect: Some of my favorite activities are playing board games, dancing, and to
swim.
Discussion: This sentence is not parallel because the first two series items start
with ing words and the last item starts with an infinitive phrase—to swim.
Correct: Some of my favorite activities are playing board games, dancing,
and swimming.
Discussion: Now all three ideas are expressed equally.

Parallel Structure with Comparisons

Incorrect: I think multiplying numbers is easier than to divide numbers.
Discussion: The two items being compared are treated differently.
Correct: I think multiplying numbers is easier than dividing numbers.
Discussion: Now the two items being compared are treated equally.

1
What’s New

Activity 1: Your Turn!

Directions: Read the following sentences and edit them to make them parallel.

1. Eggs contain not only protein but are also are full of vitamins.
_______________________________________________________________
_______________________________________________________________

2. They are low in sodium but do not have many calories.

_______________________________________________________________
_______________________________________________________________

3. Eggs, however, are high in cholesterol and rather fat-filled.

_______________________________________________________________
_______________________________________________________________

4. The yolk of one egg contains 213 milligrams of cholesterol and there are 5 grams
of fat.
_______________________________________________________________
_______________________________________________________________

5. Still, the whites are both fat-free and have no cholesterol.

_______________________________________________________________
_______________________________________________________________
Source: https://bit.ly/2Cl8TkM

What Is It

Proper Use of Parallel Structure

Writers use parallel structure within the words and phrases in their sentences. This
grammatical form will be used in different structures including infinitives, words, clauses and
lists.

Parallel structure should be used after you connect clauses with a coordinating conjunction
such as: for, and, nor, or, but, so, or yet. Some samples of this include:
Source: (https://bit.ly/3e92LsT)

Correct: Every morning, we make our bed, eat breakfast and feed the dog.
Incorrect: Every morning, we make our bed, eating breakfast and feed the dog.
Correct: I will not sing a song, nor will I dance.
Incorrect: I will not sing a song, nor dance.

2
In addition to coordinating conjunctions, parallel structure is also used with correlative
conjunctions such as: either...or, neither...nor, not only...but also. Some examples of this use
include:

Correct: They argued not only about the article, but also about the review.
Incorrect: They argued not only about the article, but they argued also about the
review.
Correct: Either she likes to see him or she doesn't like to see him.
Incorrect: Either she likes to see him or doesn't like seeing him.

Parallel structure should be used with infinitives. Some examples of parallel structure
with infinitives:

Correct: Ashley likes to ski, to swim and to jump rope.

Incorrect: Ashley likes to ski, to swim and jump ropes.
Correct: She likes to dance and to sing songs.
Incorrect: She likes dancing and to sing songs.

Be consistent and use parallel structure with words that end in -ing. Some examples
of parallel structure of words that end in -ing:

Correct: Joe likes running, walking and being active.

Incorrect: Joe likes running, walking and outdoor activities.
Correct: We enjoy relaxing and sitting out in the sun.
Incorrect: We enjoy relaxing and like to sit out in the sun.

Parallel structure should be used when writing clauses. Some examples of clauses
using parallel structure are:

Correct: The teacher told them that they need to study and that they should practice
their words every night.
Incorrect: The teacher told them to study and that they should practice their words
every night.
Correct: My parents said get a good education and do not settle for less.
Incorrect: My parents said to get a good education and not settle for less.

Some more examples of parallel structure include:

Correct: Mary wanted to make sure that she made her presentation creatively,
effectively and persuasively.
Incorrect: Mary wanted to make sure she made her presentation creatively,
effectively and persuaded others.

Correct: Tim was considered to be a good employee because he was always on

time, he was very motivated and he was a good leader.
Incorrect: Tim was considered to be a good employee because he was always on
time, he was very motivated and led the team well.

Source: https://bit.ly/3e92LsT

3
What’s More
Activity 2: Identifying the Parallel Structure

Directions: An entertainment speech may be used during a time to “thank” certain

group of people or individuals. Using the events below, list at least 5 people you will
say “thank you” to. Identify whether or not the sentences have parallel structure.
Write (P) for parallel and write (NP) for not parallel.

__________1. They stopped at the beach park, the mall and the office.

__________2. This month I have to write a thesis, do a book report and a poem.

__________3. Achieving a post graduate degree is neither cheap nor will it be easy.

__________4. They need to buy potatoes, apples, and cherries from the market.

__________5. Mary’s rabbit is fat but he is lively.

__________6. There are as many chairs as there are spectators.

__________7. Tomorrow, I want to be watching movie and eat lunch with Tania.

__________8. That play we read for audience was really short, concise, and didn’t
make any sense.
__________9. Martha likes reading the classic novels and to listen to radio.

__________10. My cat is not only friendly but she is also playful.

Source: https://bit.ly/3gB2dxy

What’s New
Activity 3: It’s Time to Rewrite!

Directions: Rewrite each sentence to create parallel structure.

1. She spent the weekend working in her yard, painting a door, and to fix a cracked
window.
___________________________________________________________________
___________________________________________________________________

2. Laura said she would fix supper, set the table, and that she would clean up
afterwards.
___________________________________________________________________
___________________________________________________________________

3. That candidate has energy, concern, and he is honest.

___________________________________________________________________
___________________________________________________________________

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4. When Mark got home, he found mud on the carpet, scratch marks on the furniture,
and having broken glass on the floor.
___________________________________________________________________
___________________________________________________________________

5. Jossa likes people who are kind, thoughtful, funny, and when they are rich.
___________________________________________________________________
___________________________________________________________________

6. The fortune teller told Elsa that she would get a great job that she would lose
money, and she should move to another city.
___________________________________________________________________
___________________________________________________________________

7. The speaker explained to us how to speak clearly, appearing skilled, and how to
ask for a raise.
___________________________________________________________________
___________________________________________________________________

8. When Mingel had the flu, she took aspirin, drank plenty of fluids, and she slept a
lot.
___________________________________________________________________
___________________________________________________________________

9. Long ago he discovered that he could relax by sipping a cup of hot tea or if he
listened to soft music.
___________________________________________________________________
___________________________________________________________________

10. One of life’s greatest sorrows is to have a child, to care for him lovingly as he
grows, and then when you lose him to drugs.
___________________________________________________________________
___________________________________________________________________
Source: https://bit.ly/2ZOrwpc

What Is It

Why is parallel structure important?

We need parallel structure because it makes a writing easier to understand. Parallel
structure allows us to understand when things are taking place, what is taking place, who or what
the subjects and objects of a sentence or clause are, and so on. And when writers follow a
parallel structure, they are less liable to making common grammatical errors. (https://bit.ly/3edebf4)

5
Identifying and Implementing Parallel Structure
Parallel structure should be used when we’re writing:

1. Lists

2. Infinitives

3. Words ending with “-ing”

4. Coordinating conjunctions in a sentence

5. Multiple clauses in a sentence or paragraph

We should also use parallel structure to ensure we’re maintaining the appropriate
verb tense(s) in a sentence, phrase, or clause, and to ensure we’re consistently using the
same voice (active vs. passive voice) in a sentence, phrase, or clause.

Tips for Editors and Proofreaders

Here are some things we can do as we’re reviewing pieces of written work and
examining them for parallel construction:

1. Before we edit anything for parallel construction, we should always verify exactly
what is being compared in a sentence or phrase first.

2. As we skim a piece of writing, we should pause when we encounter a coordinating

conjunction like “and” or “or” in a sentence, so we can verify that parallel structure is
being used.

3. We should also pause when commas are used in a sentence, so we can verify that
parallel structure is being used for every independent and supporting clause.

4. If a list is used in a sentence, we can write each item in a vertical column to ensure
that they are parallel to one another, especially if adjectives and adverbs are used to
describe each item on the list.

5. We can make sure that verb tenses match in each sentence and that the voice we
use is consistent. (https://bit.ly/3edebf4)

What I Have Learned

Activity 4: Generalization

Directions: Answer the question to reflect your understanding of our lesson.

1. Why do authors use parallelism?

______________________________________________________________

6
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

What I Can Do
Activity 5: Fill in the Blanks

Directions: Supply a word or phrase in the blank that gives each sentence a
parallel structure in the sentence below.

1. The little boy liked eating cookies better than _________________________ at his
grandmother’s house.

2. Students like to sleep, relax and ________________________ during the

summer.

3. Sally went to the store to pick up a carton of milk two ______________________.

4. Food, shelter, and __________________________ are all I need to survive on a

deserted island.

5. ________________________________________ is much better than a visit to the

dentist.
Source: https://bit.ly/2O6Od2n

7
Lesson
Using Appropriate Cohesive Devices in
2 Composing an Informative Speech

What’s In
Let’s connect what you have learned in the previous lesson with the new
lesson.

Activity 1: Do You Remember?

Directions: Write the word YES if the sentence observes parallelism and NO if
it is not.

______________1. Briannah loves playing games, watching TV, and to write

poetry.
______________2. Amanda is intelligent, wise, and kind.
______________3. Jay and Jucel knew where they had to go, why they had to
go, and what they had to do.
______________4. After arriving home from the market, Jules unpacked the
groceries, cleaned the eco bags, and prepared lunch.
______________5. Everyone thought that the criminal was dishonest and a liar.

What I Need to Know

In the previous lesson, you have learned that parallelism is needed to maintain a
balance within one or more sentences of similar phrases or clauses that have the
same grammatical structure. Parallel structures make texts easier to understand.

All sentences mean something as it expresses an idea. The object of writing is to

communicate thoughts as simply, as clearly, and as effectively as possible. Clear thinking
produces clear writing.

In this lesson, you will learn the appropriate cohesive devices and practice how to
achieve and maintain coherence in composing an informative speech.

8
What’s New
Activity 2: Spot the Difference

Directions: Analyze the group of pictures and encircle what doesn’t belong in the
group. Then, write the reason why on the space provided below the table.
1.

https://bit.ly/2CkRPuR https://bit.ly/3iJoNpB https://bit.ly/2O7nvqr https://bit.ly/3gFJoJM

2.

https://bit.ly/3gIzJlJ https://bit.ly/2O5NQoC https://bit.ly/3gz67XI https://bit.ly/3ecEJgs

3.

https://bit.ly/3iHvSXK https://bit.ly/2W1KV4P https://bit.ly/3gGPkCg https://bit.ly/2CeGvke

Reasons:

1.________________________________________________________________________

_________________________________________________________________________

2.________________________________________________________________________

_________________________________________________________________________

9
3.________________________________________________________________________

_________________________________________________________________________

What Is It

In the previous activity, you have identified the object that does not belong in the
group through sets of criteria such as function, size, and specifications. You applied your
critical thinking into grouping the pictures.

Coherence and Cohesion

It is the same in our study of the English language where the unity of structure and content
works together to construct sentences which are easier to understand. Coherence means
the connection of ideas at the idea level, and cohesion means the connection of ideas at
the sentence level. Phrases, clauses, and sentences that are cohesive mean that they fit
together. (https://bit.ly/2ZaTyfv)

Example:

Not Cohesive: Briannah wore a large ring on her third finger that her mother bought
in Hong Kong.
(Did Briannah’s mother buy Briannah’s finger in Hong Kong? The
placement of the words seems to distort the meaning.)

Cohesive: On her third finger, Briannah wore a ring that her mother bought in
Hong Kong.

Not Cohesive: Walking down the street, a pretty cottage came into view.
(Did the pretty cottage walk down the street? The sentence seems to
say so.)

Cohesive: Walking down the street, I saw a pretty cottage.

Activity 2 deals with coherence or the unity of ideas. This time we will try cohesion or
connection of ideas in effective writing.

What’s More
Activity 3: On the Sentence Level

Directions: Analyze the sentences below. Write the word COHESIVE if the sentence
shows cohesion and NOT if it does not.

______________1. Jay is proactive, smart, and trustworthy.

______________2. Father carved the turkey placed on a large dish.

10
______________3. At first, the wind blew hard. Then the pretty, red girl’s umbrella got lost.
______________4. The dog I saw crying on the street was rescued by the authorities.
______________5. My parents always remind me to respect all living things and nonliving
things.

What Is It

Cohesive Devices

Cohesive devices are sometimes called linking words, linkers, connectors, discourse
markers or transitional words. These are words or phrases that show the relationship
between paragraphs or sections of a text or speech. (https://bit.ly/2BTTAPT)

Let’s look at these two examples below:

1. Netflix has many movies and shows and it is only $9.

2. The Christmas tree is natural but it is expensive.

As we can see in the sentences above, and it is used to add something to the previous
statement,

In the second sentence, we can see how something positive and negative is said about
the Christmas. We know that because the word but is used to contrast ideas.

There are many examples of cohesive devices, they can be grouped by category.

Conjunctions
for and or so
nor but yet
Pronouns (to show that the writer is referring back to a person or object already named)
this himself themselves they
these herself itself
he she it
Linking Words and Adverbial Conjunctions

ADDING SEQUENCING ILLUSTRATING

and first, firstly, first of all for example
as well as second, secondly… such as
moreover third for instance
furthermore next in the case of
in addition meanwhile as shown by
too now illustrated by
on top of that subsequently take…
another point is one example is..
COMPARING QUALIFYING CONTRASTING
similarly but whatever
likewise however alternatively
as with although unlike
like unless on the other hand
equally except conversely
in the same way apart from having said that
as long as nevertheless
if however
https://rb.gy/sbbhje

11
Examples:
Without Cohesive Devices: This happened a long time ago. A poor farmer lived
in a small house. His wife lived in that house. The house was far
from town.
With Cohesive Devices: A long time ago, a poor farmer and his wife lived in a small
house but it was far from town.
Without Cohesive Devices: One day, the wife tells the husband to feed the chicken. Next she
tells her husband to clean the chicken coop. At last, the wife
cooks lunch while the husband cleans.
With Cohesive Devices: One day, the wife tells her husband to feed the chicken and to
clean the chicken coop while she cooks lunch.

What’s More
Activity 4: Let’s Connect

Directions: Combine the following sentences using cohesive devices.

1. The group welcomed her. They were happy. They asked her to stay with them.
______________________________________________________

2. The husband and wife were sad. They were very poor. They had no food to give the
orphans.
______________________________________________________

3. The dog loved the blind man. He was a faithful dog. The man loved the dog.
______________________________________________________

4. There was a beggar. He was blind. He had a dog. The dog took care of him.
______________________________________________________

5. He was an extravagant person. He spent his money foolishly.

______________________________________________________

12
What’s New
Activity 5: Fill In The Words!

Instructions: Below is an example of an informative speech on cyberbullying.

Underline the appropriate cohesive devices.

Cyberbullying happens for many of the same reasons as any other type of bullying,
1.(but, and) it may be even more appealing because it can be done anonymously.
Stopbullying.gov describes two kinds of people who are likely to bully: 2.(they, those) who
are popular and those who are on the social fringes.

Popular kids or teens may bully because of two main reasons: 3.(first, consequently), they
see it as a way to stay popular 4.(for, and) hurting others makes 5.(them, themselves) feel
powerful.

6.(On the other hand, Alternatively) kids or teens who are less socially successful
may bully others because of three main reasons. 7.(Firstly, Secondly), it helps them cope
with their own low self-esteem. 8.(For instance, However), they defend themselves against
potential bullies by bullying others whom they see as weaker than them. 9.(Next, Another),
they think it will help them fit in with their peers. 10.(In the same way, Lastly), they have
trouble empathizing with those they hurt. (Source: https://rb.gy/jehcka)

What Is It?

Composing an Informative Speech

An informative speech provides information about a specific subject to an audience.

The aim of an informative speech is to help your audience to understand and to remember
the information you are presenting. Your general purpose in an informative speech is to
inform. Your specific purpose relates to your topic and to the specific information you want to
convey. (https://bit.ly/2CkH6ko)

Let’s study the following paragraphs.

The hotel is famous. It is one of the most well-known hotels in the country. The latest
international dancing competition was held at the hotel. The hotel spent a lot of money to
advertise the event. Because the hotel wanted to gain international reputation. But not many
people attended the event. (The connection of ideas is not very good.)

The hotel, which is one of the most well-known hotels in this region, wanted to
promote its image around the world by hosting the latest international dancing competition.
Although the event was widely advertised, not many people participated in the
competition. (The connection of ideas is better than in the first example.)

The latest international dancing competition was held at the hotel, which is one of the
most well-known hotels in this region. The hotel spent a lot of money on advertising the

13
event since it wanted to enhance its international reputation; however, it failed to attract
many people. (The connection of ideas is better than in the first example.)

In composing an informative speech, you have to remember the appropriate use of

the cohesive devices to help your audience understand you better.

What’s More
Activity 6: The Write Time for Practice

Directions: Write a one-paragraph informative speech about the Covid19 pandemic.

Use five (5) cohesive devices.

What I Have Learned

Activity 7: Test Time!

Part I. Directions: Write the word YES if the sentence observes cohesion and NO if it
does not.

________1. My cousins from the USA as well as my cousins from Japan are coming
home for Christmas.
________2. Many people plan to cancel their travel plans unless the pandemic
stops.
________3. I have two reasons why I’m afraid of going to the dentist: firstly, I’m
afraid of pain; secondly, the idea of someone puling my tooth gives me a
nightmare.
________4. The winters are very wet here the summers are very dry.
________5. It's raining. Cold and windy today.

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Directions: Fill in the blanks with the appropriate cohesive device.

6. It was very hot yesterday, __________, it’s very cold today.

7. __________ he's very smart, he cannot pass his English class.
8. He's very smart __________he doesn't respect his friends.
9. I can play the piano _____ the guitar.
10. I like eating fruits and I ______ like jogging every morning.

Part II. Directions: Arrange the following information to compose an informative

speech using the appropriate cohesive devices.

 Most infected people will develop mild to moderate illness and recover without
hospitalization.
 COVID-19 affects different people in different ways.
 Most common symptoms:
o fever
o dry cough
o tiredness
 Less common symptoms:
o aches and pains
o sore throat
o diarrhea
o conjunctivitis
o headache
o loss of taste or smell
o a rash on skin, or discoloration of fingers or toes
 Serious symptoms:
o difficulty breathing or shortness of breath
o chest pain or pressure
o loss of speech or movement
Source: https://rb.gy/uat5w0

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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_________________________________________________________________________
_________________________________________________________________________.

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What I Can Do

Directions: Write a three-paragraph informative essay about the changes that

you experienced during the Covid19 pandemic. Make sure to use cohesive devices.

____________________________________
(Title)

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RUBRIC FOR INFORMATIVE SPEECH COMPOSITION

CRITERIA 5 4 3 2 1
Content and Creativity(clarity in content; can easily be
understood by the readers; uses creativity in writing)
Structure and Organization (observes coherence and
cohesion; applies cohesive devices)
Language Mechanics and Convention (displays minor
spelling, punctuation and grammatical errors)
TOTAL
Source: English Communication Arts and Skills through Afro-Asian Lit. 2013

Summary

As clear thinking produces clear writing, it is very important to write sentences which
are both coherent and cohesive. The purpose of writing is to communicate as simply, as
clearly, and as effectively as possible. The cohesive devices connect ideas logically that the
audience will understand easily the message that you convey through writing. Moreover,
these devices will help you write an informative speech which is logically organized. Thus,
the audience will not have any difficulty while reading your composition.

Assessment (Post-Test)

I. Multiple Choice
Directions: Read and answer the questions below. Select the letter of the correct
answer among the given choices.

1. What is parallelism?
a. It is the structure of sentences and paragraphs.
b. It is the balance between two or more similar words, phrases or clauses.
c. It is defined as the proper spacing between words, phrases, and sentences.
d. It refers to the clarity and effectiveness of writing.

2. Which sentence shows parallelism of words?

a. Jane brewed espresso, milk, and latte.
b. Jose eats while watching TV and she is reading a book.
c. Mary feeds the dogs and watering the plants.
d. Valerie sleeps while texting her friends.

3. Which sentence is parallel in a series of clauses?

a. Most people fail to prioritize their studies and going out with friends.
b. I like swimming and to dance very much.
c. My friend knows exactly what to think, what to feel, and what to do next.

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d. Anna forgot where she placed her bag.

4. Which sentence is parallel in a series of phrases?

a. The Philippine government is for the people, by the people, and for the people.
b. His mom brought home fish, eggs, and vegetables.
c. We, after we had finished our work, went home.
d. The painter colored her room with shades of yellow and gray, and colored it pink
too.

5. Which shows the importance of parallelism?

a. to add art to the meaning of the sentences
b. to arrange word properly
c. to make writing easier
d. to add clarity to writing and to make it easier to understand

6. What is cohesion in writing?

a. It is the unity of words in a sentence.
b. It is the clarity of ideas at the idea level.
c. It is the connection of ideas at the sentence level.
d. It is the oneness of ideas and meanings.

7. What is the primary function of cohesive devices?

a. to link the parts of a piece of writing to produce grammatically clear sentences
b. to connect words, phrases, and clauses together
c. to communicate the exact meaning of words
d. to produce a paper that the audience will easily understand

8. Which sentence shows cohesion?

a. Walking on the streets, many vehicles passed by.
b. Because the teachers are busy, checking the papers.
c. Raining, we went home afterwards.
d. Regardless of age, anybody can enjoy this ride.

9. Which of the following sentences uses appropriate cohesive devices?

a. As a consequence of rising population, people now suffer heavy traffic.
b. But I’m extremely talented in singing.
c. And I have received many requests regarding the job vacancy.
d. My parents bought a new cellphone for my graduation.

10. The sentence She said she doesn’t know him is not cohesive. Which one is the
correct version?
a. She said she doesn’t know the man.
b. Ann said she doesn’t know the man.
c. Jucel said that she doesn’t know him.
d. The woman said she doesn’t know them.

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Key to Answers

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REFERENCES

"Cohesion in Text and Speech." EngExam.info. Last modified June 12, 2020.
https://engexam.info/cohesion-in-english/.

"Cohesive Devices." GrammarBank. Accessed June 28, 2020.

https://www.grammarbank.com/cohesive-devices.html.

"ESL: Coherence and Cohesion - Writing & Communication Center - UW Bothell." UW

Bothell. Accessed June 28, 2020. https://www.uwb.edu/wacc/what-we-
do/eslhandbook/coherence.

Eureka USD 389. Accessed June 28, 2020.

https://www.usd389.net/vimages/shared/vnews/stories/4d221c541bf5e/Inform

Lapid, Milagros G., and Josephine B. Serrano. English Communication Arts and Skills
through Afro-Asian Literature. 2013 ed. Quezon City, Philippines: Phoenix Publishing
House, 2013.

"Symptoms of Covid 19 - Google Search." Google. Accessed June 28, 2020.

https://www.google.com/search?q=symptoms+of+covid+19&oq=symptoms+&aqs=ch
rome.1.69i57j0l7.5254j0j7&sourceid=chrome&ie=UTF-8.

"What Are Cohesion and Cohesive Devices in Writing?" TheSchoolRun. Accessed

June 28, 2020. https://www.theschoolrun.com/what-are-cohesion-and-cohesive-
devices-in-writing.

"Why Do People Cyberbully?" Delete Cyberbullying - End Cyberbullying. Accessed

June 28, 2020. https://endcyberbullying.net/why-do-people-cyberbully/.

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For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: [email protected]

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