You have surely heard and read a lot of stories. The stories that you know may have been told to you by a family member or a teacher. Maybe you have read them in the school library, or maybe you saw them on TV or online. Some stories make you happy, while some make you sad. Some stories make you excited, while some make you scared. In this lesson, you will learn about point of view or POV. Point of view answers the question, “Who is telling the story?”
Point of View: Definition
In storytelling, point of view (POV) is a technique that writers use to answer the question, “Who is telling the story?” The POV is like the eyes and the voice in the story. Who is looking at the things that are happening? Who is talking about the characters in the story? Writers use POV to express emotions and thoughts and describe experiences to the readers.
There are many types of point of view being used in today’s stories. Some of these types are the following:
A. First Person
● First Person Central
● First Person Peripheral
B. Third Person
● Third Person Objective
● Third Person Omniscient
First-Person Point of View
In the first person POV, the narrator is one of the characters in the story.
First-Person Central Point of View
In every story, there is a protagonist or the main character. This is usually the good guy or the good girl. In the first-person central point of view, the main character is telling the story. Readers will see the words I, me, and other first-person pronouns. This POV allows the readers to know the feelings and thoughts of the main character.
Read the example below:
The thief tried to run away from me, but I caught up with him. I was stronger than he was, and so I was able to put his arms behind him and put the handcuffs.
“Please, officer, let me go,” he said.
“No,” I answered.
“Please, let me go. I won’t do it again.” The man was already crying.
I explained to him that he had done something very wrong: stealing money from a shop. I told him that he should be punished for what he had done. He kept on crying and begging. I felt bad for him, but I didn’t listen. I brought him to the nearest police station and made a report.
In the example, the narrator is the main character himself: a police officer. He is talking about the time that he caught a thief. He is very much involved in the action.
First-Person Peripheral Point of View
In this perspective, you will also see first-person pronouns, such as I and me. But the narrator here is not an important character in the story. He or she is just a minor character with a very little role. The narrator here can be a sidewalk vendor or a passerby who is looking at the main characters and what they are doing. The word peripheral means “at the side.” Here, it means that the narrator is not an important part of the events.
Read the following example:
I was waiting for a jeepney when I heard some heavy steps and loud voices. I looked around, and I saw a police officer running after a man. The officer caught up with him, but the man tried to get away again as the officer was trying to handcuff him. After a few minutes, the officer managed to put the man’s arms behind him and put the handcuffs around his wrists.
“Please, officer, let me go,” I heard the man say.
“No,” the officer answered.
“Please, let me go. I won’t do it again.” The man was already crying.
The officer explained to him that he had done something very wrong: stealing money from a shop. He told the man he should be punished for what he had done. The thief kept on crying and begging. I think the officer felt bad for him. He looked kind and gentle, but he didn’t listen to the thief. He said that he would bring the man to the nearest police station and would make a report.
“That’s a good police officer,” I told myself.
This is almost the same story as the first example, except for one thing: there is another character who is narrating the story, not the police officer. The narrator here is someone who is just waiting for a ride. He or she was just observing things as they happened. This is an example of the first person peripheral POV.
Third-Person Point of View
In the third person POV, the narrator is not included in the story. He or she is like an absent narrator who is looking at things and telling the story.
Third-Person Objective Point of View
In this point of view, you will see pronouns like he, him, she, and her. The narrator is someone who is not in the story, but he or she can see everything that is happening.
The narrator here only talks about the things that can be seen and heard. For example, he or she can describe how the characters look, what they are doing, and what they are saying. The exact feelings and thoughts of the characters are not given in the story. Only the actions are described. However, the narrator can say things like “She laughed.” or “The woman screamed at the noisy kids in front of her house” to describe feelings and ideas.
Take a look at the example below:
The school principal went up the stage to announce the top three winners in the singing contest. Fatima, together with the other contestants, was waiting. She took out her handkerchief and wiped the sweat on her cheeks and forehead. Her hand was shaking a little. Then, she breathed deeply, closed her eyes, and waited for the announcement.
In the example, the readers would know that Fatima was nervous even if the word nervous was not mentioned. Instead, the writer gave visible clues like sweat on her cheeks and forehead, hand was shaking, and breathed deeply, closed her eyes.
Third-Person Omniscient Point of View
In this point of view, you will also see third-person pronouns like he and she. Omniscient means “all-knowing.” Hence, the narrator here can talk about everything: what the characters do, how they look, and what they think and feel. The narrator sees and knows everything as if he or she has some superpower to enter the character’s hearts and minds.
Read the example below:
The school principal went up the stage to announce the top three winners in the singing contest. Fatima, together with the other contestants, was waiting. She was feeling nervous. She was thinking of her mother who was expecting her to win. Because the other contestants all sang very well, she was not sure if she would win. Fatima took out her handkerchief and wiped the sweat on her cheeks and forehead. Her hand was shaking a little.
“Please, God, let me win. For my mother.” She prayed silently in her head.
Then, she breathed deeply, closed her eyes, and waited for the announcement.
You will notice that this is almost the same story as the previous one. However, here, you can read directly about Fatima’s feelings and thoughts. The writer wrote words like feeling nervous and thinking of her mother. Because of that, the narration used a third-person omniscient point of view.
Pronouns for different types of point of view:
First-Person Point of VIew: I, me, mine, We, us, ours
Third-Person Point of View: He, him, his, She, her, hers, It, its, They, them, their, theirs
Remember that to know the point of view, look at the narration, not at the dialogue or what the characters are saying. The dialogue is usually inside double quotation marks (“ ”). The characters will always use the pronouns I or me, but it does not mean that the point of view used is in the first person.
Here is an example of a dialogue:
“I will grant you three wishes. What’s your first?” asked the fairy. She waited for a few minutes and repeated her question.
The lines inside the double quotation marks are the dialogue. On the other hand, the words outside the double quotation marks are the narration. The pronouns in the narration will tell you the point of view. In this example, it is the third-person objective point of view because of the pronouns she and her.
People have different ideas about other people. Some of these ideas are good while some are not so good. These ideas formed in our minds because of our experiences in our surroundings. These ideas are called stereotypes. In this lesson, we will learn what they are and how they affect our lives.
What Are Stereotypes?
A stereotype is a belief that we have about some groups of people. Examples of these groups of people are women, Kapampangans, Catholics, Americans, and rich people. Stereotypes can be based on gender/sex, nationality, age, disability, and others.
Here in the Philippines, there is a stereotype that Ilocanos are thrifty people. Another example is the belief that girls like flowers and light colors like pink. These traits may be true or untrue. In stereotyping, we believe that all members of that group have the same trait. We do not think of the special traits of the person. For example, there are girls who don’t like pink or flowers, yet they always receive pink and flowery stuff.
Our stereotypes about people come from several things. Firstly, we believe what we hear from older people. When our parents or grandparents say that a certain group of people have a bad attitude, we would believe that even if we have not actually talked and interacted with them. Secondly, TV and movies also affect what we think about others. When we always see that the bad guys in the movies always come from a certain religion or country, we may become afraid of them, even if they are actually kind and gentle. Also, some stereotypes are based on first impressions. When we see someone from another country for the first time, we tend to remember what they wear and how they talk, and we would think that everyone from that country wears those clothes and talks like that. Of course, that is not true.
Because most stereotypes are not true, they may be harmful to the person. For example, if most of us believe that people with disabilities cannot work by themselves, then these people may find it difficult to get a job. But the truth is, the deaf, the blind, and other people with physical limitations can work and earn money.
Modals are verbs that are used to indicate possibility and probability. You can also use modals to talk about your ability, to ask permission, to make requests and offers, and so on.
Some examples of modals are the following:
can, could, may, might, must, should
Possibility
Modals are used when there is a great chance that something may occur or be true.
Hershey might go there later.
James may go home later.
Usually, a child must be home early as his or her parents would be worried if not. The examples show scenarios where it is possible for the children to be home late, but there is no reason to worry.
Probability
Modals are used when something is most likely the result of an action.
It is past twelve midnight and I’m not yet home. Mom must be worried.
In the usual event, a child must be home early. The mother of the subject, I, is most likely worried.
You are working all night for this. You must be very sleepy.
The condition of having worked all night is tiresome. In this case, someone is most likely needing some rest.
must have - used to refer to the past
It was past twelve o’clock when dad came home. He must have been hungry.
You worked all night for this. You must have been very tired.
should - used to suggest that something is true
Ask Kevin. He should know.
Kevin perhaps has the experience or knowledge on something. It is likely that Kevin knows.
It's nearly five o'clock. They should finish soon.
Five o’clock is the expected time for them to finish.
should have - used to talk about the past
I should have talked to him when I had the chance.
Ability
Modals are used to express the things a person can do (talent or skill).
Danny can sing well.
Can is used to show that Danny has a skill or talent that not everyone can do.
Paul can swim like a pro.
Maybe a lot of us can swim but not like Paul. He swims like a professional swimmer although he is not.
could - used to talk about an ability in the past
When I was a kid, I could sing well.
Could as a past tense of can is used to express a skill in the past. Most skills can be lost if not enhanced.
During his college days, Paul could swim like a pro.
Paul is being recalled as a good swimmer during his college days.
could have - used to say that someone had the ability or opportunity to do something, but did not do it
I could have sung well, but I didn’t have time to practice.
There was an opportunity for the subject, I, to be a good singer, but that didn’t happen because she didn’t have time to improve it by practicing.
Paul could have swum like a pro, but he quit.
Like the first example, there was an opportunity for the subject, Paul, to be a pro-like swimmer but that didn’t happen because he didn’t continue practicing.
Permission
Modals are used when a person asks for permission.
Can I ask something, please?
The subject, I, wishes to ask something so he or she asks for it to be allowed.
Can we eat our packed lunch now?
The subject, we, is asking permission to eat their packed lunch.
Take note that could or may is more formal and polite than can.
May I ask something, please?
Could we eat our packed lunch now?
Instructions and Requests
Modals are used to give details on how to do something or ask for a favor from someone to do something for you.
I don’t know the place. Could you take me there, please?
I don’t know the place, can you take me there, please?
The sentences above express the request of the subject I who does not know the place.
Suggestions and Advice
Modals are used when you share your knowledge or give your opinion on something.
The participants should send an email to confirm their attendance.
We could meet at the mall near you.
Offers and Invitations
Modals are used when you want to offer something to someone or invite someone to do something.
How can I help you?
I can do that for you if you like.
We must meet again soon.
Obligations and Necessity
Modals are used when expressing an action that someone must do.
You must stop at a red light.
Everyone must bring something to eat.
We use had to if we are talking about the past:
Everyone had to bring something to eat.
We could wear what we liked, but we had to look neat and tidy.
Research plays a vital role in education. It is a way to expand or enrich our knowledge and understanding of a particular topic. The gathered data in research may be used in a lot of things. For students, they are mostly used to comply with the requirements in school. In our society, they could be used for a number of purposes depending on the industry (e.g., Engineering, Education, Communication Arts, etc.). Since research is a vital part of our life, it is also important to know where to look for reliable information, how to access it, and how to use it.
Today, information can be easily accessed. We both have print and digital materials to supply us with the information we need. A click on search engines can generate thousands of information about a certain topic.
With the influx of information, one of the most important questions is how to make effective use of the resources we gather online.
An online resource is a reference material you find on the Internet. It can be an online newspaper, electronic book, electronic journal, electronic magazine, website, online forum, blog or vlog. They are also called electronic sources, Web sources, and Internet sources.
Online Resources
Some online resources are the following:
1. Online Newspaper - It is the online version of a printed newspaper. Some online newspapers are the online counterparts of a printed newspaper publication while some only exist as a standalone paper online. Sometimes, online newspapers can be downloaded as an application for various devices.
2. Electronic Book - It is the digital form of a printed book. An ebook is readable using phones, computers, laptops, smartphones, e-reader devices, and tablets. Applications or ebook readers are also available for download for easy navigation of ebooks.
3. Electronic Journals - They are also called ejournals or e-journals. These are scholarly journals that can be accessed online.
4. Electronic Magazines - They are also called online magazines or webzines. They are magazines distributed online or electronically.
5. Website - It is a collection of web pages published online. It has a domain name and a server. A more reliable website for research is a scholarly website. Scholarly websites are sites produced by the different branches of the government, schools, churches, hospitals and other online research centers.
6. Online Forum - It is an online discussion or conversation where people who are knowledgeable about a certain topic could post and share messages or comments.
7. Blog - It is a site commonly owned by a person or a group. A blog offers different types of information depending on the type of blog. Some of the common types of blogs are about travel, fashion, books, politics, culture and sometimes, even personal stuff.
8. Vlog - It is a type of blog where the posts are commonly in video formats.
There are different types of online resources. Some of them are appropriate for research, while some are not. The appropriateness of the resource depends on the type of information you are looking for. Let’s look at the types of resources below.
Types of Web Sources
1. Current information such as news, weather, and sports scores
CNN, Manila Bulletin, ABS-CBN News
2. Information on academic institutions, museums, government agencies, or non-profit organizations
DepEd, University of the Philippines, National Museum of the Philippines, Greenpeace Philippines
3. Online job postings, shopping, auctions, or travel services
eBay, jobsDB, Trivago
4. Library databases, scholarly journals, and eBooks
National Library of the Philippines, Philippine E-Journals, JSTOR
Indeed, the internet has become a convenient tool for finding information on just about anything. Anyone can also create and manage content online, which makes it harder to look for reliable resources. To be able to verify the authenticity and reliability of the resource, evaluating online resources is important.
Evaluating Online Resources
In evaluating online resources, you should check the following:
1. Who published the content? (Authorship)
2. Where was it published? (Publication)
3. When was it published? (Currency and relevance)
4. How truthful are the facts? (Accuracy)
5. How is it written and presented? (Purpose and objectivity)
6. What sources or references are mentioned or cited within the article? (Links)
Things to ponder: Always be critical of any information you find on the Internet, whether it is for school purposes or leisure. You should be careful in examining each site you visit.
Did you ever have the urge to share past experiences with your friends and family members? There are times that we could not contain our excitement to tell others about our memories, especially our best and fondest ones. Oftentimes, we are also asked to relay events we witnessed to give others accounts of what happened. In this lesson, you will learn different ways on how to recount events.
Recount
Recount is the process of retelling an experience or an event that happened in the past. A writer may write a recount of their personal experiences making use of the first-person point of view. However, the writer may also write experiences on someone else’s behalf.
The writer may focus on a specific section of an event or the whole story. Recounts are usually presented to the audience in chronological order and make use of the past tense of the verb.
The following are the different purposes for making a recount:
Inform
Entertain
Evaluate past events or experiences
Types of Recount
Personal Recount is a type of recount where the writers write about their personal experiences. This type of recount establishes a close relationship with the readers because the writer is sharing a piece of personal information.
Examples: anecdotes, diary & journal Entries, personal letters
Factual Recount or Historical Recount or Newspaper Recount is when a third-party writer is tasked to record or write the facts of an event. This type of recount is objective and makes use of factual information, numerical figures, or pieces of evidence. For a recount to remain objective, the use of exaggerated adjectives and adverbs is not encouraged. The aim of a factual recount is mostly to inform the readers.
Example: newspaper reports, science experiments, police reports, historical recounts, biographical and autobiographical recounts
Imaginative Recount is often applied in creative works. The writer combines factual events and pieces of evidence with creative or imaginary events. Often, this is written in a first-person point-of-view to help the readers understand the events by making them as close to real-life as possible.
Examples: Movies that talk about historical figures like “A Day in the Life of a Roman Senator” or “How Genghis Khan Conquered the World”
Procedural Recount is a step-by-step guide on how a process came to be. The writer makes detailed, accurate, and chronological records of the events so the readers could be informed, guided, and replicate the process.
Examples: science experiment process and food recipe
Literary recount is a retelling of factual or imaginary events for the purpose of entertainment. The writer provides the what, when, where, who, and how the events resulted.
Example: retelling myths, fables, and legends
How to Write a Recount?
First, before starting to write a recount, make a list of the important details the audience needs to know. An interesting title should also be made to capture the audience’s attention.
List the following details:
Who? Who are the main characters?
When? When did the events take place?
Where? Where did the events happen?
What? What happened?
Why? Why do these events matter?
How? How did things happen?
Secondly, a good recount must have an introductory paragraph that gives the reader a quick overview of the events (what, who, when, and where). The writer should make use of the introductory paragraph to establish the setting and introduce the characters and the topic of the recount.
A Trip to the National Zoo and Aquarium
"Yesterday, my family and I went to the National Zoo and Aquarium to visit the new snow cubs and the other animals. "
Then, in the body paragraphs, the writer should relate the events in chronological order using past tense verbs. Here, additional explanations or details may be written to further clarify the events that took place. The writer is encouraged to use transition words and a wide range of adjectives to make the narrative more interesting and clear for the readers. Usually, recounts are written from the first person point of view, so, the writer must use personal pronouns. However, for recounts that do not personally involve the writer, third person narration should be applied.
"In the morning, when we got to the Zoo and Aquarium, there was a great big line, so we had to wait a while to get in. After we entered the zoo, we went straight to the enclosure for the Snow Cubs. My brother and I were so excited to see them. They were so cute and playful. At lunchtime Dad decided to cook some bbq. He cooked sausages so we could have sausage sandwiches. Mum forgot the tomato sauce so we had to eat them plain. In the afternoon, we visited the aquarium. My brother was excited to see the sharks and the tropical fish."
Lastly, write a concluding paragraph to wrap-up the whole recount. The writer, especially in a personal recount, may add their insight or comment on what they think or how they feel about the events they have just related.
"At the end of the day, when we left, we were going to go and get ice cream, but we decided we were too tired, so we drove straight home. (First steps 1st edition p47)"
Paragraph
Writing a narrative involves organizing the flow of the story from the beginning to the end. To explain and elaborate on each idea you want to discuss, it is helpful to break it into paragraphs. A paragraph is a group of related sentences with a central idea, key sentences, and supporting details. It has an indentation at the beginning.
Main Idea
The main idea is the central or controlling idea of writing or paragraph. The key sentence or topic sentence expresses the main idea of a paragraph. Main ideas can be in various places in the paragraph: at the beginning, middle, or end. In addition, the main idea is sometimes simply implied.
Most of my classmates had pleasant experiences, but there were also some who had to endure a life without their mothers.
Supporting Details
A well-written paragraph contains the main idea and supporting details such as descriptions, explanations, and facts.
To understand or identify the main ideas as you read, you may ask the following questions:
What is the main point the writer is trying to make?
What does the writer want me to understand or remember about this topic?
How does the writer develop or advance his or her main point?
Three of them said their mothers were working abroad. The saddest part was when someone said she had lost her mother at a young age.
Identify the main idea of this excerpt from A Christmas Carol by Charles Dickens:
“There are many things from which I might have derived good, by
which I have not profited, I dare say,” returned the nephew.
“Christmas among the rest. But I am sure I have always thought of
Christmas time when it has come round—apart from the veneration
due to its sacred name and origin if anything belonging to it can be
apart from that—as a good time; a kind, forgiving, charitable,
pleasant time; the only time I know of, in the long calendar of the year
when men and women seem by one consent to open their shut-up
hearts freely and to think of people below them as if they really were
fellow-passengers to the grave and not another race of creatures
bound on other journeys. And therefore, uncle, though it has never put
a scrap of gold or silver in my pocket, I believe that it has done me
good and will do me good; and I say, God, bless it!”
A. Though it is not profitable, Christmas is a wonderful celebration when people become kinder.
B. Christmas is the season of forgiving each other.
C. Christmas brings back good old memories; hence, it is time to reconnect to our dear loved ones.
D. Though we spend a lot during Christmas, it does not matter as long as we can help the needy.
Good writers vary sentence structures. One way to do this is to use inverted sentences in which the verb comes first before the subject. Inverted sentences are usually used to create vivid descriptions, such as in the setting of a story. It is important to craft a story that is rich in details so readers will have a strong grasp of the main idea. Writing intricate details is possible with the appropriate style and effective word choice, which can be achieved as well with the use of an inverted sentence.
Subject-Verb Agreement
Basic Subject-Verb Agreement Rules
If a subject is singular, its verb must also be singular. If a subject is plural, its verb must also be plural.
My books in the school were on the table.
My teacher comes around the corner.
Inverted Sentences
Normally, sentences in English begin with the subject followed by the verb. However, there are some sentences that begin with the verb in order to give emphasis on the action word. Sentences in which the verb comes before the subject are called inverted sentences.
Example of a sentence in natural order:
My mom cooked breakfast for me. (The subject is mom. The verb is cooked.)
Example of an inverted sentence:
Down that road is the park. (The subject is park, and the verb is is.)
To convert inverted sentences into regular sentences, make sure to identify the true subject in the sentence. In regular sentences, the subject comes first before the verb. Make sure that the verb agrees with the subject.
Examples:
Regular Sentence: My books in the school were on the table.
Inverted Sentence: On the table in school were my books.
Regular Sentence: My teacher comes around the corner.
Inverted Sentence: Around the corner comes my teacher.
Macro skills in the English language—listening, speaking, reading, and writing—have been in existence for so long. In recent years, due to the advancement of technology, a new skill emerged and is now considered one of the most important aspects of language learning–viewing.
Viewing
Viewing is the fifth macro skill in English language learning. It is one’s ability to perceive, examine, interpret, and construct meaning from visual images. In viewing, it is important to note that there are several types of viewing materials that exist depending on the type of information you are looking for.
The following are some of the most common types of viewing materials:
Videos
It entails the electronic recording, editing, and transmission of moving images. Streaming services such as YouTube now provide free videos that can be viewed anytime and anywhere as long as there is a reliable internet connection.
Movies
It is a story-telling technique that comprises a series of successive still images being filmed in such quick succession on a screen to create the appearance of spontaneous movement. Movies are supposed to be seen on large screens, but many streaming websites and programs, such as Netflix, allow you to watch them at home.
News Reports
It refers to a wide range of news events and other information that is broadcast on television or on the internet, among other things. News reports are frequently given on an hourly or daily basis to keep up with the latest developments.
Documentaries
It is a non-fictional kind of storytelling in which the subjects are not normally covered in the mainstream media. It generally consists of informative and educational stories about real people and events.
Vlogs
With the rise of social media and the internet, it is a new sort of watching content. It is a collection of videos that someone routinely uploads to the internet in which they express their views, experiences, or opinions about a topic.
Infomercial
It is a type of video advertising that teaches people about a product or a collection of items through a television or web presentation. Because it lasts longer, an infomercial is usually more thorough than traditional advertising.
We all love to hear and tell stories. Through stories, we learn new things, discover places, and meet new personalities. However, it is sometimes hard to appreciate a story mainly because you are just floating on its surface. The elements of a story are our air tank and flippers that help us to delve deeper into the story.
Every story has four basic but essential elements: theme, setting, characters, and plot. These elements keep the story running smoothly and allow the action to develop in a manner that the reader or listener can follow. The more familiar you become with these elements, the better you will understand and analyze stories.
Theme
The theme is an idea that the author wants to convey to readers. It is most often his beliefs and opinions toward human conditions. Common themes are love, family, the complexities of adulthood, and others. The theme of a story is universal in nature. Thus, it is relatable to a wide audience.
Example:
Years passed and Marge stood in the same spot where she last saw her best friend. It was bittersweet going back to the place where she said goodbye. At a distance, she saw a woman with a little boy stacking stones. She realized it was Mona. Mona, in turn, saw her with a shocked expression on her face. They ran to each other and embraced. “It’s been a long time, Marge! How have you been?” Mona exclaimed. “I am well, Mona. Is that your Yael? Tell me everything!” Marge happily replied. Arm in arm they went on and shared stories of the years they were apart.
In this example, Marge has come back to the place where she grew up and met her best friend. Seeing Mona made her look back on the wonderful memories they experienced together and a chance to catch up on what has happened in their lives. This passage centers on friendship and memories between Marge and Mona.
Setting
The place and time to which the story takes place are called the setting. The setting gives a picture of what is happening and helps the reader fully understand the story. Without the setting, the story can be vague or unclear.
Example:
Province life was new for Jayvee. He woke up to the sound of the roosters in the barn. The sun was rising up beyond the lush green fields, the air cool and comforting, and the laughter of his cousins filled the air as they moved the wheelbarrow to feed the pigs and horses. He smelled freshly-baked bread from the kitchen as the women prepared breakfast for everyone.
This passage describes the setting where Jayvee discovers what a typical morning looks like in the province. Words that activate the senses such as the smell of the bread or the sound of the roosters would give the readers an idea of what the character experiences in the setting.
Character
The character (or characters) is a person, or sometimes an animal with human-like characteristics, whose life event is the content of the story. The story revolves around the character, what he/she is currently experiencing, what he/she wants to attain, and others.
● Protagonist— is the main character or center of the story. Events revolve around this character.
●Antagonist — opposes the protagonist. The antagonist is usually a villain—another character that contradicts or does something that prevents the character from achieving what he/she wants.
Example:
“I don’t remember asking you to clean my room, Sarah.” Ivy said. Sarah looked up from under the closet and bumped her head slightly. “What are you doing here?” Ivy asked. It was clear that she was really annoyed that Sarah was around. “I wanted to help...” Sarah hesitated. “Get out. Now!” Ivy exclaimed. Sarah reluctantly got her things and left with a frightful look on her face.
In this example, there is a clear distinction between Ivy and Sarah. Sarah, as the protagonist shows a character that may try to do good for someone else (in this case, clean Ivy’s room despite Ivy’s annoyance toward her). Ivy, on the other hand, as the villain opposes the protagonist by treating Sarah unkindly despite Sarah’s willingness to help.
In identifying the character, it is important to identify the character’s traits and appearance to understand the story better. Look for clues such as their expressions, their physical traits, and the way they interact with other characters in the text.
Plot
The plot is what pushes the story into action. Think of the plot as the storyline. What the characters will be doing and what is going to happen in the story are all part of the plot.
Gustav Freytag sees the plot as a system. It has five elements.
The exposition is the beginning of the story. It is where the setting and the characters are usually introduced.
"The streets of Grimm Avenue were full of people walking from all around town. It was the pre-Christmas bazaar that day and everyone was busy shopping. Aurora and her father decided to check out the bazaar despite the chilly weather and the volume of people around."
The rising action is where the conflict of the story is revealed. The conflict is the problem that the main character is facing or is about to face.
They stopped by a sweets shop to buy fruit tarts when Aurora saw a stall full of cats. She ran towards them and admired their fur and stroked them while giggling happily. Few seconds later, she realized that she was in an unfamiliar place.
The climax is the turning point or highest point of the story. It is where the readers or listeners get excited about what is going to happen in the story. It is the part of the story where the characters face the conflict(s) that emerged as a result of the rising action.
When she looked up to see if her father was beside her, she realized that she ran without asking for permission. She looked around to see if her father was nearby but there were too many people to see him. She started to panic inside and ran to the nearest bench. Thinking that she might not see her father with this crowd, she silently cried and wished her father would see her soon.
The falling action is where the events lead to the ending and where the character’s actions begin to solve the conflict.
When she finally stopped crying, she looked up and saw her father smiling at her. Aurora’s face lit up and she jumped to her father and embraced him. “I’m sorry, Daddy,” she said. Her father hugged her back assuring her that it’s alright.
The resolution is where the conflict ends. Sometimes, the fate of the characters after the conflict ends is revealed.
Aurora saw the fruit tarts her father bought and smiled. Her father held her hand and they went on to look at more stalls, buying Christmas gifts for their family and friends.
You have learned that in writing sentences, you must observe subject and verb agreement. The basic rule is that a singular subject would take a singular noun while a plural verb will be used for a plural subject. However, there are still other rules that you must know in writing sentences. In this lesson, you will learn how to write sentences that adhere to the other subject-verb agreement rules to help you create clear and coherent sentences and paragraphs.
Subject-Verb Agreement II
The basic rule in the subject-verb agreement is still observed even though there are other rules to remember about it. Creating variety in your sentences is important to keep your audience engaged with your text; however, as you add words and phrases in sentences, there might be times when subject-verb agreement gets confusing. Below are some important rules to keep in mind as you write a clear, coherent, and engaging composition.
Intervening Phrases
Intervening phrases are groups of words without a complete idea that is added between the subject and the verb. They add information or description about the subject but they do not affect the subject-verb agreement. Thus, when there are intervening words between the subject and the verb, find the verb first and determine who or what it is about to find the subject.
These phrases often begin with prepositions such as in, on, at, of, to, with, including, and along. Below are some examples of intervening phrases:
accompanied by
along with
as long as
in addition to
one of
together with
Example:
Miki, together with Kim, is in a band.
Miki and Jill, together with Kim, are in a band.
In the first sentence, the intervening phrase is together with Kim. The subject is Miki, a singular subject, that is why the singular verb is is used in the sentence. On the other hand, the second sentence has the plural subjects Miki and Jill so the plural verb are is used. As seen in the sentences, both have similar intervening phrases, but they do not affect the relationship between the subject and the verb. Instead, it just gives information that Kim is also part of the band.
Example:
Anna, accompanied by her parents, watches the new movie.
The children, accompanied by their parents, watch the new movie.
Both sentences have the intervening phrase accompanied by her parents in between the subject and the verb. However, in the first sentence, Anna is a singular subject so the singular verb watches is used. Meanwhile, the second sentence has the plural subject children so the plural verb watch is used.
Irregular Nouns
Irregular nouns are nouns that either retain or change their spelling to form their plural form. These nouns still observe the basic rule in subject-verb agreement. If the irregular noun is in its singular form, it takes the singular form of the verb. If it is in its plural form, it takes the plural form of the verb.
Example:
The child prepares for her morning classes.
The children prepare for their morning classes.
In the first sentence, the subject is the irregular noun child and its verb is prepares, which is a singular verb. Meanwhile, the second sentence has children, which is a plural subject so the plural verb prepare is used. Notice how the spelling of the singular child becomes children as it refers to more than one subject.
Example:
The sheep moves away from the flock.
Five sheep move away from the flock.
The subject The sheep in the first sentence refers to a singular subject so the singular verb moves is used. On the other hand, the subject Five sheep in the second sentence refers to a plural subject so the verb move is used. The spelling for sheep does not change whether it is singular or plural.
Collective Nouns
Collective nouns are nouns that refer to a group or a collection of people or things taken as one unit. Since collective nouns are taken as a whole, they are usually considered as a singular subject and take the singular verb. There are collective nouns for people, objects, and animals.
Example 1: A class of grade 4 students investigates the growth of plants.
The collective noun class in the sentence refers to a group of grade 4 students. It is a singular subject so it takes the singular verb investigates.
Example 2: The committee suggests declaring a health break for one week.
In the sentence above, the collective noun committee is used to refer to a group of people. Committee is a singular collective noun. Therefore, the singular verb suggests is used.
Example 3: A stack of books is beside her.
From the given sentence, stack is a collective noun that takes the singular verb is.
Example 4: The fleet of ships surprises the fisherfolk.
The subject fleet of ships is a singular subject so the singular verb surprises is used.
Stories teach and explain things, evoke emotion, and entertain us. There are stories that tell about something that can really happen, and there are those that tell something that could never really happen in real life.
Reality
Reality is something that can happen in real life. Narratives that are based on reality means that the events in the plot, the setting, and the characters portrayed in the story can happen or exist in real life.
Example: The dog wagged its tail as she entered the house. It leaped at her, giving her dog kisses while she giggled in delight.
In this example, the events happen in real life. Dogs do wag their tail when they see someone familiar to them and give them affection. On the other hand, the girl also showed that she enjoyed what the dog did to her.
Example: It was a typical Tuesday morning. Therese was walking on a sidewalk with other pedestrians. Some of them walked abruptly as they tried to catch the next bus. She arrived at the bus stop and checked her watch. She sighed, knowing that she would not be late for school that day.
This example now gives a scenario about a student, Therese, and what she experiences every Tuesday when she goes to school. These events do not have any unusual activities and anyone can relate to these activities.
Fantasy
Fantasy stories require us to broaden our imagination. They are not true as opposed to realism. Fantasy includes magic or supernatural elements in its plot, setting, and theme. Fantasy stories often include prince/princess, dragons, and fairies as characters as they are known to have supernatural abilities.
Fairytale is the most common example of a narrative that is in the fantasy genre.
Example: I did not believe my eyes at first. It was a man that transformed from Whiskers. My cat of 8 years was a real grown up man. “Hello, Alfie. You may know me as Whiskers, but my real name is Brian. It is nice to finally talk to you.”
In this example, this scenario is fantasy because no cat can transform into a real person or vice versa unless there is magic or fantasy involved. In real life, we do not come across any peculiar events like this.
Example: “This place is a mess!” said Mother. She brought out her wand and gave it a wave. All of a sudden the clothes which were laying on the floor magically folded themselves and tucked inside the closet. The pens and papers were stacked neatly by the study. When everything was in order, I heard my Mother whisper, “There. All clean.”
In this example, an automatic cleaning was shown through the wave of a wand. This does not happen in real life unless there is magic involved where clothes fold by themselves or papers stack by themselves.
We have a habit of organizing everything around us. We organize what we do everyday. For example, we prioritize the most important task down to the least important one. People with bookshelves always arrange their books in a specific way. Some arrange theirs based on genre, while others arrange their books based on height. Interestingly, there are people who arrange their books based on colors.
This activity of arranging and organizing things can also apply to writing texts. In this lesson, you will learn about another text type called classification text.
Imagine this: you wanted sinigang for lunch. So, you went with one of your parents or with your guardian to the wet market. The first ingredient is pork. So, you went to the meat section to buy pork. Then, you and your parent or your guardian went to the vegetable section to buy onion, okra, eggplant, string beans, and water spinach. It is also in that section where you found the white radish. Afterward, you went to the fruit section to buy tomatoes. Lastly, you went to the spices section to buy spices, seasonings, and flavorings you need for your sinigang.
Now, imagine a wet market where the products being sold are not classified into the groups mentioned earlier. Do you think you will be able to look for the ingredients you need for the sinigang easily? Or, will it be difficult for you?
Classification Text Type
Classification essays aim to organize things, concepts, or ideas based on their common characteristics or descriptions. It is similar to how you organize different objects in your room or in your house, so that you would know where to find them when you need them. Similarly, classification essays are constructed, so that you can easily identify, imagine, and describe concepts, ideas, and things based on how they are organized.
Structure of a Classification Essay
Introduction
The introductory paragraph of a classification essay has the same structure as the other types of texts. It should have an appealing introductory statement and it should have a thesis statement. The thesis statement of the classification essay should explicitly state what you will categorize or classify in the text. Let us consider this example.
Example: Animals live among us. We co-exist with them and we co-inhabit the earth with them. However, not all animals are the same. They have different characteristics and they have different habitats. Generally we can classify animals into three: terrestrial, aquatic, and aerial animals.
The last sentence of the paragraph serves as the thesis statement of the introduction. Reading this, the readers will have an idea that the essay will discuss the different classifications of animals. They expect to know what a terrestrial animal is, what an aquatic animal is, and what an aerial animal is.
Body
The body of the classification essay explains the examples of concepts or ideas that you introduced in the thesis statement of the introduction. You can also find here the parts, types, or kinds that fall under the mentioned category in the thesis statement. The most common strategy that writers use in writing the classification essay is by arranging the ideas from most important to least important. For example, among the three classifications of animals, which should be discussed first and which should be discussed last?
Preferably, you will first discuss terrestrial animals, since we humans live on land, and we see them more often than other animals. Next, you can discuss aquatic animals since there are people who live near bodies of water, so they also know aquatic animals as much as they know about terrestrial animals. Then, discuss aerial animals as it is the last classification of animals mentioned in the introduction.
With this order of discussing the different classification animals, the body of the essay can look like this.
Example: Terrestrial animals are those that mainly live on land. Examples of these kinds of animals include dogs, cats, kangaroos, and pigs, among others. These creatures spend most of their time on land. The next classification of animals is aquatic animals. These animals spend most of their time in the sea, ocean, or other bodies of water. Common examples of these kinds of animals are fish, sharks, and dolphins. These animals have the capability to breathe and swim underwater. Lastly are aerial animals. These include eagles, bats, and pigeons. These animals have wings that allow them to fly.
Conclusion
The conclusion of the classification essay, like any other essay, should reiterate the thesis statement. Then, it should end with an appealing statement that will make the readers remember the essay, or that will make them think more about the topic you discussed in the text. Let us consider this example.
Example: Animals are everywhere. When you look around you, you will see them. When you look at the sky, some hover over you. When you go to bodies of water, you still see them. Like you and me, animals have preferences of habitat and ways of living.
Example Classification Text
Let us read this example classification essay:
Calling Out for a Hero!
Superhero films are in trend now. In fact, there are at least three or four superhero films produced each year. They are either shown in cinemas or on streaming platforms. Besides a wonderful storyline and action-packed sequences, what draws viewers to watch these kinds of films are the visual effects used in most of them, not to mention the cool superhero costumes the protagonists wear. However, despite these common characteristics of superhero films, one can still classify them into different types. In fact, there are five types of superhero films that we can watch.
The first type of superhero films is the one that presents a superhero with no power. In these films, the protagonists make the viewers relatable to them, in a way that despite being ordinary, despite not having magical powers, or not having supernatural abilities, one can still be a hero. Usually, these superhero films feature antagonists that also do not have magical or supernatural powers. They are usually gangs, politicians, or rich people.
Next are the intergalactic superhero films. These films feature different planets outside of earth. Here, the superhero may come from earth and explore exotic and sometimes scary undiscovered planets. Some of these planets even have beings inhabiting them that are similar to the people on our planet. There are also intergalactic superhero films in which the protagonist is from another planet who comes to earth to battle a villain who also came from another planet.
Another type of superhero film is the interdimensional superhero films. In this type, instead of featuring different planets, it shows planes and spaces beyond our reality. For example, the superhero creates portals to an underworld or hell. Another example is a superhero film in which the protagonist travels to an alternate reality that mirrors the one he or she lives in.
Aside from these superhero films, you also can watch apocalyptic movies. In this type, there is usually a catastrophe that the heroes should prevent. They vary from alien invasion to man-made disasters, which affect the entire world.
Lastly, there are ordinary to extraordinary superhero films. Here, the protagonist starts off with being someone who does not have magical or supernatural ability. But, he or she gains powers either because of science or magic. For example, the protagonist is bitten by a creature that is scientifically altered. Another example is a superhero who is imbued with magical powers by a supernatural being or by a mysterious object.
It is undeniable that we enjoy superhero films because of the story, action sequences, and amazing visual effects used in them. There are also some viewers who prefer specific types of superhero films in the array of films available in cinemas or in streaming sites. What about you? Among the types of superhero films, which do you like best?
In this sample classification essay, the writer starts off by identifying the topic he or she will discuss in the essay. It is explicitly stated that he or she will discuss the different types of superhero films.
The body of the essay focuses on the types of superhero films there are as shown in cinemas and on streaming sites. For each paragraph, the writer extensively discusses each type. The body of the essay focuses on the different classifications under the specific category mentioned in the introduction.
Lastly, the conclusion reiterates the thesis of the essay; that is, there are different types of superhero films. The essay closes with a question intended for the readers: Among the types of superhero films, which do you like best?
One of the ways we understand and imagine the things within and around us is by describing them. If you want your family or friends to know that you want food, you describe how you feel by saying, “I am hungry.” If you want your friends to appreciate the beach you went to during the summer, you describe it to them. For example, you can say, “The water is clear.” In this lesson, you will learn about the words that are used to describe nouns and pronouns.
In describing the things around us and within us, we use what we call adjectives. Adjectives are words that describe nouns or pronouns. Let us take a look at the following example sentences.
The beautiful girl walked by.
How is the girl described in the sentence? The girl is beautiful. The word beautiful is an adjective. It describes the noun girl.
It is difficult.
In the second sentence, what is difficult? It is difficult. The word difficult is an adjective. It describes the pronoun it.
Adjectives can occur before the noun or after the linking verb. Let us consider the following sentences.
The wooden chair broke easily.
What kind of chair is described in the sentence? The chair is wooden. The word wooden is an adjective. It describes the word chair. It also occurs before the noun.
The man seems tired.
How is the man described in the sentence? He is tired. The word tired is an adjective. It describes the word man. It occurs after the linking verb seems.
Kinds of Adjectives
There are seven kinds of adjectives: qualitative adjective, quantitative adjective, indefinite adjective, possessive adjective, demonstrative adjective, interrogative adjective, and articles. Knowing these kinds of adjectives allows you to use them properly in constructing sentences, or even paragraphs.
Qualitative Adjectives
Qualitative adjectives are also called descriptive adjectives. These adjectives give information and attributes about a noun or pronoun. They may describe the color, shape, size, texture, etc. of something. They may also describe one’s opinions about something (e.g., funny, scary, creepy, etc.). Let us read the following sentences.
The eruption of the volcano shown in the news is scary.
How did the speaker feel about the eruption of the volcano he or she saw in the news? It is scary. It is an example of a qualitative adjective. Let us read another example sentence that uses a qualitative adjective.
The orange cat is cute.
There are two qualitative adjectives used in the sentence. They are both used to describe the cat. The first qualitative adjective is orange, which describes the color of the cat, and the second one is cute, which describes how the speaker finds the cat.
Quantitative Adjectives
Quantitative adjectives are also called numerical adjectives. They indicate the quantity of something. They specify how many or how much something is. Let us consider the following examples.
I wonder why they have five tombstones in their backyard.
How many tombstones did the speaker see in their backyard? There are five tombstones he or she saw in their backyard. Five is an example of a quantitative adjective. Let us have another example.
10 students participated in the survey.
How many students participated in the survey? There are 10 students who participated in the survey. 10 is a quantitative adjective.
Indefinite Adjectives
Indefinite adjectives also indicate the quantity of a noun. However, they do not specify the exact number of something. Adjectives such as all, any, each, either, every, few, most, much, nobody, several, and some belong to this kind. Let us read the following examples.
There are many hypotheses about how vast the universe is.
How many hypotheses about how vast the universe is is described in the sentence? There are many hypotheses about how vast the universe is that is described in the sentence. However, it is not specifically determined how many hypotheses there are. So, many is an indefinite adjective. Let us read another example.
Several viewers saw the new superhero film.
How many viewers saw the new superhero film? There were many viewers who saw it. But, it did not specify how many viewers saw the superhero film. So, several is an indefinite adjective.
Possessive Adjectives
Possessive adjectives show ownership or possession. It describes who owns something. Words such as his, her, my, our, their, and your belong to this kind. Let us consider the following sentences.
This is our villa.
Whose villa is being referred to in the sentence? It is our villa. Our is a possessive adjective.
Somebody stole my money.
Whose money was stolen in the sentence? The money stolen is mine. So, my is a possessive adjective.
Demonstrative Adjectives
Demonstrative adjectives are used to specify, in terms of proximity to the speaker, what noun is being referred to. Words such as this, these, that, and those belong to this kind. Let us read this example.
This painting portrays the most famous pharaoh in the country.
Is the painting of the pharaoh near or far from the speaker? It is near the speaker. This determines the proximity of the object being described in the sentence to the speaker. The word this is a demonstrative adjective.
Those apples are delicious.
Are the apples that are delicious near or far from the speaker? They are far from the speaker. Those determine the proximity of the object being described in the sentence to the speaker. The word those is a demonstrative adjective.
Moreover, you have to remember that demonstrative adjectives also determine the number of nouns described. This and that are used for singular nouns; whereas, these and those are used for plural nouns.
Interrogative Adjectives
Interrogative adjectives are used to form questions. Words such as which, what, and whose belong to this kind. These interrogation adjectives must be followed by a noun or pronoun. Let us consider the following examples.
Which phone is yours?
What is the interrogative adjective in the sentence? Which is an interrogative adjective. It is followed by the noun phone.
Which one is your shirt?
What is the interrogative adjective in the sentence? Which is an interrogative adjective. It is followed by the pronoun one.
Articles
Some regard articles as adjectives. Articles specify whether the noun is unspecified or specified. A, an, and the are considered articles. Let us use these articles in example sentences.
Robert has the book.
In the sentence, Robert’s book is a specific one and not just any other book because it uses the article the, which is used to specify the noun. Let us look at this second example sentence.
We should read a book in our English class.
Unlike in the first sentence, the book referred to can be any book because it uses the article a, which is used to refer to an unspecified noun.
Have you ever tried to go someplace for the first time without using a map or anything else to guide you? If you have, then perhaps you had a challenging time looking for the place. This is similar to writing a composition without making an outline first.
An outline serves as a guide to understand a composition or as preparation for writing a composition. It is a lettered or numbered list that notes down the important points of a composition.
When used for writing, the making of an outline is part of the prewriting stage. It is usually in the form of a list divided into headings and subheadings that distinguish main points from supporting points.
In this lesson, you will learn about the two common types of an outline, the informal outline and the formal outline.
Informal Outline
An informal outline consists of a series of words or phrases written down to refresh your memory as you write or to simply note down important points about a topic. This type of outline is useful when the time is limited, when writing exams, or when taking notes in class. Since informal outlines are usually created when time is limited, the ideas in these outlines may not yet be in logical order and the subpoints for each main idea or point may not be included.
Here is an example of an informal outline.
Subject: The Development of the Telescope
Galileo and the basic refractor
the multi-element telescopes of the eighteenth and nineteenth centuries
Newton and the reflecting telescope
the construction of massive reflecting telescopes
the advantages and limitations of refracting and reflecting designs
The outline does not contain developed ideas. It just provides some basic points about the chosen subject. Using an informal outline can help in focusing and organizing your thoughts while preparing your paper. It can also be further developed to contain more precise information about your position and the form the composition will take.
Formal Outline
In a formal outline, each point is in sentence form. The subpoints are clearly indicated using letters or numerals, and the logical progression of ideas is clear.
Here is an example of a formal outline.
Thesis statement: Narratives are worth reading.
I. Stories accurately convey life truths.
A. The Diary of Anne Frank demonstrates that bad things can happen to good people.
B. The Diary of a Wimpy Kid demonstrates how to cope with change.
II. Stories hone children’s imagination.
A. Books such as the Harry Potter series allow readers to imagine fantastical worlds.
B. It has been proven by a recent study that those who are fond of reading find it easier to come up with creative ideas through imagination.
From the given examples, it is easy to see the difference between an informal and a formal outline.
Writing a Composition
Once you have developed the outline, you can now start writing. When writing a composition, specifically an essay, you will most likely have to write several paragraphs. These are the introductory paragraph in the beginning, the developmental and/or transitional paragraphs in the middle, and the concluding paragraph in the end.
The introductory paragraph acquaints the readers with what one is writing about. This is usually where the thesis statement is written. It gives the reader a preview of the composition and seeks to capture the reader’s attention.
The developmental paragraph develops the topic sentence or a unit of thought. This is the common type of paragraph used in the body of an essay. It elaborates on the concepts or ideas mentioned in the introductory paragraph. It may contain reasons, evidence, descriptions, or explanations.
The transitional paragraph signals a change in content. It announces that the writer is moving on from one topic to another. This paragraph can be identified by the words, moreover, nevertheless, therefore, etc. Often, this paragraph is included when there is more than one topic discussed in the essay.
The concluding paragraph brings the whole essay to a close by summing up the discussion in a few sentences. This is where the writer restates his or her thesis as well as the summary of the essay. The writer may also choose to end this paragraph with a rhetorical question or a strong statement to get the readers to think more about the topic.
To gain more information about a certain person, thing, event, or an idea, asking questions is an important part. In asking a question, learning also takes place. Moreover, asking questions can also develop social skills and build relationships.
Asking and even answering questions enable understanding and remembering information and concepts. Asking questions also allows active learning, allowing one to gain a new understanding or perspective.
Asking Questions
Knowing how to ask questions is an essential part of learning. Often, we ask questions to make sense of information from what we have read or listened to. When learners begin to ask questions, they start pursuing deeper understanding. Asking thought-provoking questions also sparks an interesting discussion or conversation. However, to ask information questions, one must know how to construct them.
Wh-Questions
These questions may begin with who, what, when, where, which, why, and how. These may be used to probe for an answer or know specific details. They may also be utilized to check one’s understanding of a text read or heard.
Who
This is used for questions related to people.
Example:
Who will cook today’s breakfast?
Who should we vote for?
What
This is used for questions related to objects or actions.
Example:
What will we do for this project?
What happened there?
When
This is used for questions related to time or events.
Example:
When is your birthday?
When do we need to present this topic?
Where
This is used for questions related to location or places.
Example:
Where do we submit the homework?
Where do you want to celebrate?
Which
This is used for questions related to choices.
Example:
Which cake should we buy?
Which genre of music do you like?
Why
This is used for questions related to reasons or causes.
Example:
Why did it turn blue?
Why did the main character reject the boy’s proposal?
How
This is used for questions related to process or characteristics.
Example:
How long do we have to travel?
How do we build a sturdy tower?
You may ask one or more questions as you listen to or read a text. When looking for information, one may also combine questions to get a desired answer or check for comprehension.
When to Ask a Question
Aside from knowing what to ask, it is also necessary to know when to ask questions for better comprehension. In active learning, asking questions before, during, and after reading or even listening enhances understanding of information.
Before reading
Before diving into the material, it is important to preview the text or information and ask questions. Here are some questions you may ask before reading:
What may the text be about?
What may the title or preliminary illustrations mean?
How much do I know about the topic?
During reading
Asking questions while reading the text may help you understand its meaning more. Here are some questions you may ask while reading:
What important information have I read so far?
Who are the important people/characters in the text?
Which events may have an impact on how the text flows?
After reading
After reading the text, it is necessary to check your understanding. Asking questions is one way to ensure you have gathered what you need from the text. Here are some questions you may ask after reading:
Where does the title make sense in the text?
What is the overall message/theme of the text?
A sentence can be made of words, phrases, and clauses. These words are connected by words such as and, but, and or. These are called conjunctions. Different conjunctions are used in different sentence structures. Although a lot of them may have similar uses, it is good to know that you can use as many conjunctions for your day-to-day conversations. In this lesson, you will be able to learn about the different kinds of conjunctions.
Conjunctions
Conjunctions are words that connect words, phrases, and clauses. Here are some examples of two types of conjunctions: coordinating and subordinating conjunctions.
Coordinating Conjunctions
A coordinating conjunction is used to connect or join words, phrases, and clauses together.
Examples of coordinating conjunctions: FANBOYS - FOR, AND, NOR, BUT, OR, YET, SO
Remember that some of these conjunctions can also function as other types of conjunctions.
Coordinating conjunctions can join two or more words or phrases. A comma is used to separate 3 or more nouns or phrases that are connected by a coordinating conjunction.
Examples:
Regina and Julie are best friends. They like going to the mall, reading, and cross-stitching together.
Paul, John, George, and Ringo are good musicians.
All but one were absent in the class today.
Do you prefer running or jogging?
Coordinating conjunctions are also used in a compound sentence. A compound sentence is made up of two independent clauses. An independent clause expresses a complete thought. It has a subject and a predicate. Remember that a comma is placed before the conjunction if it is used to connect independent clauses.
Examples:
Harvey bought halo-halo + the weather was hot = Harvey bought halo-halo, for the weather was hot.
They are losing by a big margin + they are refusing to give up = They are losing by a big margin, but they are refusing to give up.
He loves dogs + he likes cats more = He loves dogs, yet he likes cats more.
She is hungry + she bought food = She is hungry, so she bought food.
John got into a terrible accident + he still has a positive outlook on life = John got into a terrible accident, but he still has a positive outlook on life.
Subordinating Conjunctions
A subordinating conjunction is used in complex sentences. A complex sentence is made up of an independent clause and a dependent clause. A dependent clause, unlike an independent clause, does not have a complete thought. It cannot stand on its own to be a sentence.
A subordinating conjunction can be found either at the beginning of the sentence or between the clauses that it links together.
Examples:
(dependent clause) Because it is so hot + (independent clause) I brought you a glass of lemonade = Because it is so hot, I brought you a glass of lemonade.
(independent clause) I brought you a glass of lemonade + (dependent clause) it is so hot = I brought you a glass of lemonade because it is so hot.
Common subordinating conjunctions that are used in complex sentences: after, although, as if, rather than, because, before, even if, even though, unless, until, when, where, whereas, wherever, whether, while
Example:
Call me after you arrive at work.
Although she has the money, she chose not to buy the toy.
Remember that a comma is placed between the two clauses if the dependent clause comes before the independent clause.
Truly, man is a social animal. We love telling stories. It is a part of our everyday lives, growing and learning from the various exchanges of experiences.
Can you imagine not talking to your parents about your achievements in school? How about not knowing what is happening in your best friend’s life? Do you think you can survive without having to talk to anyone?
Narrative and Its Elements
Do you remember the first story you shared to your parents or to your friends? Storytelling seems to be an inherent quality among humans that it has become a rather natural part of the socializing process. Whenever we speak with other people, regardless of the reasons, sharing a part of ourselves through stories takes place in the communication process. In this unit, you will review the elements of narrative and learn how to tell stories.
What is a Narrative?
We all like to read and tell stories. We enjoy reading about the inspiring lives and journeys of the characters in them. The kind of writing that tells a story is called a narrative.
There are different kinds of narrative texts. A personal narrative is a story of one’s life. It talks about an experience and is usually told in the first-person point of view.
Read the example story below.
A World Without Light
Sometimes we take things for granted. We don’t realize that the people and things around us are important until they are taken from us.
It all started that day when I came home from school. I was in a bad mood. Mom texted me earlier and told me to go straight home and notto hang out with my friends because I needed to do my homework.
I was quiet on the way home. I looked calm and collected, but deep inside I was frustrated. I wish I could be free. I wanted to make my own decisions. I did not wish to listen to my mom’s constant nagging anymore.
The moment I got home, my mom greeted me with a smile. She cooked my favorite food; the delicious smell was all around the house.
“Honey, how’s school?” Her voice was cheerful.
“Fine.”
“That’s all?”
I did not try to hide my irritation. The food was served on the table, and I didn’t really care. I wanted to be left alone.
“I’m not hungry,” I said, before going straight into my room. My last thought before I went to bed was, “I need freedom.”
The following day, Mom cooked breakfast for me. She tried to talk to me, but I ignored her. Instead, I ate quietly and left the house in a hurry. My mood improved a lot, but I was still a bit angry at her.
During our English class, my teacher discussed a poem about mothers and how much they love their children. I listened carefully. Some of my classmates volunteered to share their experiences, and I was surprised at what I found out.
Most of my classmates had pleasant experiences, but there were also some who endured a life without their mothers. Three of them said that their mothers worked overseas, but the saddest part was when someone said she had lost her mother at a young age.
I suddenly realized a lot of things from that lesson. Truly, in my life, my mother is the sun that brightens up my day. She is the cement that holds my life together. She is my light, and I’d be lost without her. I am the world to her, and she is the world to me.
After the discussion, I made up my mind to talk to my mom when I got home. First, I’ll apologize. Then, I’ll tell her how much I love her and how grateful I am to have a mother like her. Next, I’ll tell her that she is very important to me. Finally, I’ll promise her that I’ll try my best to be more respectful and loving to her.
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The Elements of a Narrative
In writing a narrative composition, keep in mind the elements of a narrative: characters, setting, problem, plot, and resolution. These elements work together to allow the story to develop in an orderly manner and to make the readers understand the narrative.
Characters - a person, animal, or sometimes a talking object who takes part in a story
Setting - the time and place in which the story happens
Conflict or Problem - the struggle faced by the characters in the story
Plot - tells all the events that happened in the story from start to finish
Resolution - the end of the story; shows the resolution to the problem experienced by the characters
Before writing a story, it is also helpful to use graphic organizers to arrange the elements of the narrative together. Graphic organizers help show relationships between concepts, thoughts, and ideas. It gives a clear picture of how one will communicate a story to the reader.