Ws Eng

CC0040
Academic English workshop

(Health Care)
2009-2010
Session 1 (Part II) –
Paragraph Writing
Consultation Hours:
- 3:30-4:30p.m. (Mon)
- 11:30-12:30a.m. (Thu
Wience Lai
ccwience@hkcc-polyu.edu.hk
3746-0170
HHB 1630
contents
• Paragraph writing
• Topic sentence
• Transitional words
2 11/05/09
Paragraph writing
Effective communication of ideas usually
comprises two parts:
1. Main idea (Topic sentence– the general

point being made by the author usually
expressed in one sentence).
2. Evidence - Specific details (e.g. reasons,

details and facts) supporting or developing
the main idea.
Most textbook paragraphs are made up of

this two-part structure.
4 11/05/09
Topic Sentence
The main idea is
• Often in the first sentence.
• Sometimes at the end or in the middle.

• Sometimes not directly stated at all.
5 11/05/09
finding the main idea
Get into the habit of asking this

question:
“Does most of the material in the

paragraph support or develop the
main idea I have identified?”
6 11/05/09
Transitional Words
• Transitional words give readers signals about the
direction of a writer’s thoughts. Some examples
are as follows:
Textbook p.189
11/05/09 EAS0809Wk8L(WL) 7
CC2040
(Health Care)
2009-2010
Session 2 –
Common ESL Errors 1
(Subject-Verb Agreement)
Wience Lai
3746-0170
HHB 1630
Part A: Diagnostic Test
• Some sentences in the given text are

not correct. In groups, identify the
mistake and write the correct form of
verb in the space provided. Put a “√” if
no mistake is found.
Part B: Key Points Review
(Subject-verb agreement)
Basic principle:
• In English, subjects and verbs must agree
in person (first/second/third) and number
(singular/plural).
Remember the following rules when you
write:
SUBJECT-VERB SEPARATION.
When the verb is not immediately preceded by the subject,
make sure the verb agrees with the subject, not the
intervening nouns and/or prepositional phrases, of the
sentence. For example, the girl in red pants is my
younger sister.
SUBJECT-VERB INVERSION.
In questions and in inverted sentences like those starting
with Here and There, the verb agrees with the subject
that follows. For example, there are over 15 tutorial
schools in our neighborhood.
COMPOUND SUBJECT (1).
Plural verbs are needed where two subjects are
conjoined by And. For example, meanness and
selfishness are qualities that repel most people.
COMPOUND SUBJECT (2).

When two subjects are joined by Either…Or,
Neither…Nor, the verb agrees with nearest
subject. For example, either Jack or I am
responsible for chairing the coming marketing
meeting.
INDEFINITE PRONOUNS.
• Indefinite pronouns that end with -body, -one, or -thing (e.g.
somebody, someone, something) always take a singular verb.
• Similarly, the indefinite pronouns each, either, neither take a
singular verb.
• However, the indefinite pronouns both, few, many, and several
always take a plural verb.
For example, although many have signed up for the marathon,
nobody was seen at the race.
COLLECTIVE NOUNS.
• Collective nouns like committee, class, crew, family, staff , etc.
take a singular verb when the group is regarded as a unit;
• they take plural verbs if individual members of the group are
considered as acting independently.
For example, the committee are uncertain of what to do next.
(The members of the committee are…)
VERBAL NOUNS AND NOUN CLAUSES.
Verbal nouns (i.e., gerunds and gerund phrases, infinitives
and infinitive phrases) and noun clauses used as
subjects always take a singular verb. For example, that
Gillian won a scholarship to study in Japan is an
opportunity envied by others.
PLURAL FORM NOUNS.

Some nouns are plural only in form; they take a singular
verb. Examples include economics, mathematics,
means, measles, mumps, news, physics, AIDS , etc.
Subject-verb agreement
Circle the correct form of the verb in parentheses.
1. Misconceptions about apes like the gorilla (has, have) turned a
relatively peaceful animal into a terrifying monster.
2. In my opinion, a few slices of pepperoni pizza (make, makes) a
great evening.
The prepositional phrase that comes between the
subject and the verb does not affect subject-verb
3. Here (is, are) the notes from yesterday’s anthropology lecture.
agreement.
4. At the very bottom of the grocery list (was, were) an item that meant
a trip all the way back to aisle one.
A verb agrees with its subject even when the

verb comes before the subject e.g. in a clause
beginning with here or there, or in a question.
11/05/09 18
2.2 Verbs
5. Not only the assistant managers but also the secretary (know, knows) that the
company is folding.
6. Either the trash can or those socks (smell, smells) horrible.
When subjects are joined by either . . . or, neither

. .eighteenth-century
7. In . nor, not only . .makeup
France, . butand
also, the(was,
high heels verb agrees
were) worn by men.
with the subject closer to the verb.
8. Neither of those hairstyles (suit, suits) the shape of your face.

A compound subject resulting from joining two
10. One of these earrings (fall, falls) constantly off my ear.
subjects with and generally takes a plural verb.
9. Both of the puppies (is, are) cute in their own ways.
Indefinite pronouns such as neither, either, one,

someone, everybody, anything , nothing always
take singular verbs.
11/05/09
Both always takes a EAS0708Wk13(WL)
plural verb. 19
Part C: Concept Boosting
Exercises
Exercise C1
Identify and underline the subjects and the main verbs
in the following sentences.
1. For people who have asthma, strenuous exercise can be
fatal.
2. My friend, who will get his PhD degree this month,
wonders why finding a job outside the academia is so
difficult.
3. That Sherry took her life last month devastated everyone
within her group.
4. Being able to listen to others is an important quality of a
successful social worker.
5. Among the important qualities of being a successful
fashion designer is the courage to explore new things.
6. When a divorce happens, either a betrayal or financial
issues are often the cause.
Exercises
Exercise C2
The following paragraphs contain
subject-verb agreement errors.
(1) Read through the paragraphs.
(2) Underline only the subjects related to
the mistakes found.
(3) Correct the errors found, if any. Some
sentences are error-free.
CC0040
(Health Care)
2009-2010
Session 3 –
Common ESL Errors II
(Pronoun Agreement and
Reference, Articles and Nouns)
Wience Lai
3746-0170
HHB 1630
• Ten grammatical mistakes in the given

passage have been underlined. Correct
the mistakes in the space between the
lines.
27
28
Part B:
Grammatical principles - Review
Pronoun Agreement
Articles and Nouns
1.1 Pronoun agreement
A pronoun must agree in
person (first/second/third) and
number (singular/plural) and gender
(feminine/masculine/neuter) with the noun
it replaces/refers to.
30
Circle the correct pronoun.
1. Neither of the potential buyers had really made up
(his or her, their) mind.
2. Not one of the new cashiers knows what (he or
she, they) should be doing.
3. Each of these computers has (its, their)
drawbacks.
4. Anyone trying to reduce (his or her, their) salt
intake should avoid canned and processed foods.
5. If anybody calls when I’m out, tell (him or her,
them) I’ll return in an hour.
Collective (Langan, 2008, p.358)
Noun
6. The group had (its, their) seminar last week. 31
Error
What’s the problem? Sexis in
• If a student wants to get an A in his exam,
m you
person
should study not only the notes but also the
textbook.
Use both masculine and feminine pronoun
If a student wants to get an A in his or her exam,
he or she should study not only the notes but
also the textbook. Use the plural
If students want to get an A in their exam, they
should study not only the notes but also the
textbook. Eliminate the pronoun
If one wants to get an A in an exam, one should
study not only the notes but also the textbook. 32
1.2 Pronoun Reference
• A sentence may be confusing and unclear

if a pronoun may refer to more than one
word or does not refer to any specific
word.
33
Rewrite each of the following sentences to make clear the
vague pronoun reference. Add, change, or omit words as
necessary.
1. Dad spent all day fishing but didn’t catch a single one.
1. Dad spent all day fishing but didn’t catch a single fish.
2. At that fast-food restaurant, they give you free glasses with

your soft drinks.
2. At the fast-food restaurant, the waiters give you free
glasses with your soft drinks.
(Langan, 2008, p.359)

34
3. Ruth told Denise that her bouts of depression were becoming
serious.
3. Ruth told Denise, “My bouts of depression are becoming
serious.”
Ruth told Denise, “Your bouts of depression are becoming
serious.”
4. Dipping her spoon into the pot of simmering spaghetti sauce,
Helen felt it slip out of her hand. . . .
4. Dipping her spoon into the pot of simmering spaghetti sauce,
Helen felt the spoon slip out of her hand.
5. Pete visited the tutoring center because they can help him with his
economics course.
5. Pete visited the tutoring center because its staff can help him
with his economics course.
35
(Langan, 2008, p.359)
2. Articles
Articles
• are used to mark nouns.
• can be classified into definite (the) and indefinite
articles (a/an).
– Use a or an for singular nonspecific count nouns;
– Use the with all specific nouns – specific singular,
plural, and noncount nouns;
– Omit articles with generic nouns – generic plurals
and noncount nouns.
36
2. Articles
Circle the correct form of the noun in parentheses.
1. Put (a M, an M) if you are male but (a F, an F) if you are female.
2. Has he graduated from (a university, an university) with
(a honours degree, an honours degree)?
Use a before a word that begins with a consonant
sound and use an before a word beginning with
a vowel
3. This sound.
morning, the mail carrier brought me (a letter, the letter)
from my cousin. As I read (a letter, the letter), I began to laugh at
what my cousin wrote.
Use a with the first mention and use an with the
4. Children
secondshould treat their parents with (the respect, respect).
mention.
Omit articles with abstract nouns (see Langan,
2008, p. 362 for other types of noncount nouns).
37
2.1 Articles
5. My son would like to eat (the spaghetti, spaghetti) at every meal.
Omit articles for foods , a kind of noncount
6. nouns).
(The accident, Accident) was caused by ice on the highway.
Use the with identity known from the general
7. context.
My neighbor’s son attends college in (the Chicago, Chicago).
8. A hurricane crossed (Atlantic Ocean, the Atlantic Ocean) before it hit
the United States.
Skip the with cities but use the with seas or

oceans (see Langan, 2008, pp.364-365 for the
5. Computers have been programmed to play (the chess, chess) and
use of articles with proper nouns).
can now beat most human players.
6. Omit articles
Every night for
we have to general reference.
do lots of (homework, homeworks).
Omit
11/05/09 articles uncountable nouns. 38
Exercises
Exercise C1
The following are some ungrammatical sentences.
Identify (i) the mistake(s) and (ii) correct the
mistake(s). Some sentences may have more than one
error.
1. Either the servers or the manager must give their
permission for you to return that half-eaten dish.
2. It was easy quiz. However, because I have never been
good at Accounting, it still took me a long time to complete
the paper.
3. My brother’s son, in a way resembling many young kids,
believes in everything they come across in tabloids.
4. If you want to take leave during the Lunar New Year, they
had better indicate their wish as soon as possible.
5. Even with the most effective tattoo removal procedure, a
person’s skin can hardly be restored to their original condition.
Thus, a person should think twice before having tattoos.
6. The ideas put forth by Karl Marx and Sigmund Freud had no
doubt made its mark on twentieth-century life.
7. Ben is the most pessimistic person I have come across. He
likes to look on dark side of things. When he encounters
problems, he always dramatizes it. Indeed, these days I find
him so intolerable that his grumbles always madden me.
8. What did teacher say about your performance in recent test?
9. You can always understand a person by looking at company
they keep.
10. When people are in love, they tend to downplay problem found
in their partners. It is only when lovers are no longer so much in
love that minor problems escalate into major mistakes.
40
Exercise C2 Exercises
Add an appropriate article (a/an, the, or φ) in the blanks.
There can be more than one possible answer.
1. I didn't bring ____________ alcohol you asked for. I completely
forgot about it.
2. Did you tip _____________ magicians at your party? Their
performance suggested that they certainly didn't deserve our
tipping.
3. Christina wanted to purchase ______________ gift for her
grandmother, but she ended up buying things for herself.
4. I know Galen’s character. He will not like to share ___________
problems with others. However, he wouldn't mind mentioning
his problems once they were resolved.
5. Would you like ______________ cold iced tea?
Exercises
Exercise C3
Add appropriate personal pronouns (she, it, etc.) or articles (a/an,
the) in the blanks.
1. Mary got a new car for ________ birthday. She is glad that her parents gave
________ to her for _________ car will be much more practical than other
gifts.
2. The essay that Michele submitted received an F grade. For one,
______________ didn't include any of the components Dr. Killah had
explained when he assigned __________ essay. For the other, Dr Killah
retrieved _________ replica of Michele’s work in the Internet.
Part C: Concept Boosting Exercises
Exercise C4
Select one of the following topics and write a 100-word paragraph
in response to the chosen topic by applying the language skills learnt
in these three sessions.
Question i
Friends are indispensible to our life. However, conflicts are unavoidable even
amid the best friends. In your opinions, how can we maintain a harmonious
relationship with others?
Question ii
"Teenage models like Chrissie Chau, Angelababy, Lavina etc have caused
heated discussion among the "netizens" or the public these days. Do you
think that these models have cast a bad influence on youngsters? Why or
why not?"
Draft an outline as follows before writing the paragraph:
44
CC0040
academic English
workshops
2009-2010
Session 4–
Fragments
Wience Lai
3746-0170
HHB 1630
• Identify and underline the

sentence fragments
(incomplete sentences) in the
following passage. Then,
correct the sentence errors in
the space between the lines.
11/05/09 47
48
11/05/09 EASWk1LPartII(WL) 49
Part B:
Grammatical principles -
Review
Complete Sentences
Phrases
Clauses
Sentence fragments
Complete Sentence
• A complete sentence consists of three
components:
(a) a subject,
(b) a main verb, and
(c) a complete thought.
• A complete sentence can be very short as

long as it has all the above components:
Example: John came.
Phrase
• A phrase is a sequence of two or
more words that cannot stand alone
as a complete sentence but only as a
unit in one sentence.
Example: A presentation with
interesting points.
52
Clause
• A clause contains a subject and a main verb.
• An independent clause is a complete
sentence.
Example: Emily studied in the library.
• A dependent clause is a group of words that
contains a subject and a verb and begins
with subordinating conjunctions like if,
before, although, etc.
Example: After she had finished all her
classes.
Any more examples of subordinating
conjunctions/ dependent words?
53
Conjunctions/ Dependent
Words
(Langan, 2008, p.304)
after if, even if when, whenever
although, though in order that where, wherever
as since whether
because that, so that which, whichever
before unless while
even though until who
how what, whatever whose

54
55
Sentence Fragments
• A sentence fragment is an
incomplete sentence, lacking a
subject, a verb, or a complete
thought.
• A phrase and a dependent clause

are sentence fragments.
56
Sentence Fragments
• To convert a phrase into a sentence, we
may need to add a subject or verb.
Example: A presentation with interesting
points.  A sentence fragment
Revision: She delivered a presentation with
interesting points.
• To change a dependent clause into a
sentence, we have to complete its
meaning.
Example: After she had finished all
her classes.  A sentence
fragment
Revision: After she had finished all
her classes, Emily studied in the
library.
Exercises
Exercise C1: Identify and
underline the sentence
fragments (incomplete
sentences) in the following
passage. Then, correct the
sentence errors in the space
between the lines.
60
61
Exercises
fragments (incomplete
sentences) in the following
passage. Then, correct the
sentence errors in the space
between the lines.
64
CC0040
academic English
workshops
2009-2010
Session 5–
Run-ons
Wience Lai
3746-0170
HHB 1630

run-on sentences in the
following passage.
• Then, correct the sentence
errors in the space between
the lines.
11/05/09 67
68
Part B:
Review
Run-on Sentences
(Fused Sentences, Comma Splice)
Combining Sentences
(Compound Sentences,
Complex Sentences)
Run-on Sentences
• Fused sentences: Two sentences
joined together as one without a proper
conjunction or punctuation.
Example: Girls like playing dolls boys

like playing toy cars.
Correction: Girls like playing dolls;

boys like playing to cars.
(A period “.” can also be used here for
correction.)
Run-on Sentences
• Comma-splice: Two sentences joined
together as one with only a comma.
Example: It will rain soon, we better
bring an umbrella.
Correction: It will rain soon, so we
better bring an umbrella.
(A coordinating conjunction “so” is used
for correction.)
Correction: As it will rain soon, we
better bring an umbrella.
(A subordinating conjunction “as” is used
for correction.)
Combining Sentences
• Compound Sentences: A compound

sentence structure shows that two
thoughts are of equal importance and
connected by linking words (coordinating
conjunctions) like for, and, nor, but, or,
yet, so (= fanboys).
Example: He likes to eat, but he never

gains weight.
Combining Sentences
• Complex Sentences: A complex
sentence has an independent clause and
a dependent clause joined by a
subordinating conjunction like because,
if, when, before, after, although.
Example: When she finished her

homework, she turned on the TV.
Example: As it’s raining, we had better

stay at home.
74
Exercises
underline the run-on sentences
in the following passage. Then,
correct the sentence errors in
the space between the lines.
76
77
Exercises
• Exercise C2: Identify and
fragments and run-ons in the
following passage. Then, correct
the sentence errors in the space
between the lines.
80
CC0040
academic English
workshops
2009-2010
Session 6–
Parallel Structures
Wience Lai
3746-0170
HHB 1630

nonparallel structures in the
following passage.
• Then, revise these sentences to
eliminate errors in parallel
structure in the space between
the lines.
11/05/09 84
85
Part B:
Review
Parallel Structures
Using words in parallel form
Using phrases in parallel form
Using clauses in parallel form
Using parallel forms with correlative
conjunctions* (paired words)
Using words in parallel
form
• Put words of the same grammatical form in a
series.
Example (nouns): Disciplinary action will be taken
if a student is found plagiarizing others’ ideas or
words.
Example (verbs): I have read and chosen an article
about the 2008 financial tsunami in the last
reflective writing practice.
Example (adjectives): A good English learner
should be active, diligent and uninhibited.
Example (adverbs): No bonus mark will be given to
works completed sloppily, untidily and late.
Using phrases in parallel
form
• Put phrases of the same grammatical form in a series.
Example (infinitives): Our lecturer reminded us to submit an
essay outline before the deadline and to schedule an
appointment with him for essay consultation.
Example (gerund): Writing assignments, doing group projects,
and reading course texts are the common tasks all college
students need to do.
Example (participles): Having participated actively in the class
activities and asked the teacher for constant feedback, Jonathan
was able to perform exceptionally well in this challenging
subject.
Example (prepositional phrases): To support our argument
more adequately, we had better locate other sources of
references from the library and on the Internet.
Using clauses in parallel
form
• Put words of the same grammatical form in a series.

Example (active voice): Men and women speak the same
language, yet they communicate very differently.
Example (passive voice): The division of work in the College is
very clear. Student enquiries are handled at the Information Kiosk;
staff enquiries are dealt with in the service counter of the General
Office.
Using parallel forms with
correlative conjunctions*
(paired words)
• Put words of the same grammatical
form in a series.
*Correlative conjunctions (paired words):
not only… but (also); either… or, both… and,
neither… nor; whether… or; not…but.
Example: Both mature candidates and
overseas applicants are required to write a
written test.
Exercises
underline the nonparallel
structures in the following
passage. Then, revise these
sentences to eliminate errors in
parallel structure in the space
between the lines.
92
93
Exercises
• Exercise C2: Complete the following sentences with
parallel items.
Exercises
Exercise C3: A title and three supporting
sentences are provided for the outline of
an essay. Using the techniques of
parallelism, write an appropriate thesis
statement and a plan of development for
an essay based on the information.
CC0040
academic English workshops
2009-2010
Session 7–
Misplaced Modifiers
Wience Lai
3746-0170
HHB 1630
Is this sentence ambiguous?
What are the possible meanings that
you can think of?
The manager announced that two

employees had resigned
before the meeting.
What are the possible meanings
that you can think of?
She likes the music box on the

book cover which is nicely
decorated.
What are the possible meanings
that you can think of?
I just teach in the daytime.

What is a Misplaced Modifier?
• A misplaced modifier is
inappropriately positioned in a
sentence.
• It makes the sentence unclear

which word, phrase, or clause is
modified.
• Identify and underline the misplaced
modifiers in the following paragraphs.
• Then, revise these sentences to eliminate
errors of misplaced modifiers in the space
between the lines by putting “^” in the correct
position.
Part B:
Review
Modifiers
Modifiers of Nouns
Modifiers of Verbs
Misplaced Modifiers
How to correct misplaced modifiers
Modifiers
• A modifier is a word or groups of
words which describes or identifies
another word or group of words in the
same sentence.
• It can be a single word, a phrase, or a
clause.
Modifiers of Nouns
• A modifier may provide more information about a noun.
• More technically, they could be called “adjectivals”.
Hong Kong is an international city [single word].

Firms from all over the world establish offices in Hong Kong
[phrase].
Only those applicants who have passed the English proficiency
test will be shortlisted for a second interview [clause].
Modifiers of Verbs
• A modifier may provide more information about a
verb.
• More technically, they could be called “adverbials”.
Having near-native English proficiency can greatly
enhance your job prospects in today’s competitive
job market [single word].
In this essay, we will analyse the status of English
from multiple perspectives [phrase].
Since the lecturer could establish a friendly
atmosphere in the lesson, students participated
actively in the class learning activities [clause].
Misplaced Modifiers
• A modifier which is placed in a wrong
position can distort the meaning and thus
confuse readers.
• You may avoid misplaced modifier
problems by putting modifiers as close as
possible to the words being modified.
How to correct
Misplaced Modifiers
Place modifiers such as even, only, merely,
almost, nearly, just immediately before the
words they modify.
Example:
Misplaced Modifier: The presenter speaks too
soft; the audiences sitting in the front can only
hear him. [Only intends to modify the audiences.
Nevertheless, because of its position, it appears
to modify hear in this sentence.]
Revision: The presenter speaks too soft; only the
audiences sitting in the front can hear him.
How to correct
Misplaced Modifiers
Place clause modifiers beginning with who,
which or that immediately after the words
they modify.
Example:
Misplaced Modifier: The student received full
marks in the test who is always punctual to the
class.
[who is always punctual to the class intends to
modify the student. Nevertheless, because of its
position, it appears to modify the test in this
sentence.]
Revision: The student who is always punctual to
the class received full marks in the test.
How to correct
Misplaced Modifiers
Avoid inserting a modifier between “to” and
the verb that follows [split infinitives].
Example:
Misplaced Modifier: As tropical cyclone signal
#8 has just been hoisted, the lecturer asks
the students to quickly but calmly leave.
Revision: As tropical cyclone signal #8 has
just been hoisted, the lecturer asks the
students to leave quickly but calmly.
How to correct
Misplaced Modifiers
Avoid positioning a modifier in a place where
its meaning is ambiguous, i.e. describing
both what precedes and what follows them.
Example:
Misplaced Modifier: Tommy said after the
examination he wanted to ask the lecturer for the
model answers.
[Did Tommy say this after the examination? Or
did he have the desire to ask the lecturer for the
model answers after the examination?]
How to correct
Misplaced Modifiers
Depending on the meaning you want, we may revise this
misplaced modifier problem in either way:
Revision i): After the examination, Tommy said he
wanted to ask the lecturer for the model answers.
[after the examination describing said].
Revision ii): Tommy said he wanted to ask the lecturer
for the model answers after the examination.
[after the examination describing wanted].
Exercises
Exercise C1: Identify and underline the modifiers in the
following sentences. Then, circle the word(s) being
modified.
1. I do not think anyone can succeed without love.
2. If you lack passion for your work, you will not succeed.
3. Falling in love with your work can make a person perform
better.
4. Michael Jordan, a famous American basketball player who
played 1072 games and ended his career with 32,292 points,
said in his retirement, “What is love? Love is playing every
game as my last.”
Exercises
Exercise C2: Make sentences using the modifiers
given. Then, circle the word(s) being modified.
1.silently
2.for several years
3.without hesitating
4.although you would not believe it
Exercises
• Exercise C3: Identify and underline the
misplaced modifiers in the following
paragraphs. Then, revise these sentences to
eliminate errors of misplaced modifiers in the
space between the lines by putting “^” in the
correct position.
CC0040
academic English
workshops
2009-2010
Session 8–
Dangling Modifiers
Wience Lai
3746-0170
HHB 1630
Who swing through the
trees?
Swinging through the

trees, the children
watching the monkeys
burst into giggles.
What is a Dangling Modifier?
• A modifier that opens a sentence must be
followed immediately by the word it is
meant to describe; otherwise it is
dangling.
• A dangling modifier does not describe

what the author intends to describe, thus
resulting in an unintended meaning.
How to correct dangling modifiers?
1. Add/Place the subject right after the opening word group .
Swinging through the trees, the monkeys make the

children burst into giggles.
How to correct dangling modifiers?
2. Add/Place the subject within the opening word group .
While the monkeys swing through the trees, the children

burst into giggles.
• Identify and underline the dangling
modifiers in the passage.
• Revise these sentences to eliminate
errors of dangling modifiers in the space
between the lines.
Part B:
Review
Varying your Sentences with an
Opening Phrase
Avoiding Dangling Modifiers
Varying your Sentences
with an Opening Phrase
• You can make your essay more
interesting by varying your sentences.
• One method is to open your sentences
with introductory phrases, e.g.
– -ed words (past participle phrases),
– -ing words (present participle phrases),
– prepositional phrases,
– “to” word groups (infinitives), etc.
Opening sentences with –ed
words (Past Participle Phrases)
Example:
Sentence 1: Mike was awarded the
Outstanding Postgraduate Student Award.
Sentence 2: He thanked his supervisor for
his continuous support.
Awarded the Outstanding Research Student
Award, Mike thanked his supervisor for
his continuous support.
words (Present Participle
Phrases)
Example:
Sentence 1: Katie had put extra efforts and
time in her study this semester.
Sentence 2: She received straight A’s in all
subjects.
Having put extra efforts and time in her

study this semester, Katie received straight
A’s in all subjects.
Opening sentences with
prepositional phrases
Example:
Sentence 1: We were in the discussion room.
Sentence 2: We reviewed the paragraphs
written by our team members.
In the discussion room, we reviewed the

paragraphs written by our team members.
Opening sentences with “to”
word groups (infinitives)
Example:
Sentence 1: The students want to get five bonus
marks for the research essay.
Sentence 2: They will complete all project
preparation steps before the deadlines.
To get five bonus marks for the research essay,

the students will complete all project
preparation steps before the deadlines.
Avoiding Dangling Modifiers
• Dangling Modifiers - A modifier that describes or identifies
another word or group of words which is NOT STATED in
the same sentence.
• The writer’s intended meaning is distorted as the reader
attaches the modifier to another word or group of words
which appears in the sentence.
• Dangling modifiers take several forms:
– Opening sentences with -ed words (past participle
phrases),
– Opening sentences with -ing words (present participle
phrases),
– Opening sentences with prepositional phrases,
– Opening sentences with “to” word groups (infinitives)
Opening sentences with –ed
word (Past Participle Phrases)
Dangling Modifier: Awarded the Outstanding
Postgraduate Student Award, Mike’s
supervisor congratulated him.
[It was Mike but not his supervisor who was
awarded the Outstanding Postgraduate
Student Award.]
Revision: As Mike was awarded the Outstanding

Postgraduate Student Award, Mike’s
supervisor congratulated him.
word (Present Participle
Phrases)
Dangling Modifier: Having obtained straight A’s
in all subjects, a $10,000 scholarship was
received.
[It was not a $10,000 scholarship but Katie who
has obtained straight A’s in all subjects.]
Revision: Having obtained straight A’s in all

subjects, Katie received a $10,000
scholarship.
Opening sentences with
prepositional phrases
Dangling Modifier: In the discussion room, the
paragraphs written by our group members
were reviewed.
[It was not the paragraphs but we who were in
the discussion room reviewing the
paragraphs.]
Revision:
Revision In the discussion room, we reviewed
the paragraphs written by each other.
Opening sentences with “to”
word group (infinitives)
Dangling Modifier: To get five bonus marks for the
research essay, all project preparation steps should
be completed before the deadlines.
[It was not the project preparation steps but the
students who want to get five bonus marks.]
Revision: To get five bonus marks for the research

essay, we need to complete all project preparation
steps before the deadlines.
Exercises
Exercise C1: Combine the following pairs of sentences by
using the opener shown in the bracket.
1. (Opening with an –ed word)
(a) Most of the music recording companies in Hong Kong are
concerned about the appearance rather than the voice of a
potential singer.
(b) They give preference to candidates who are good-looking.
Suggested answer: Concerned about the

appearance rather than the voice of a potential singer,
most of the music recording companies in Hong Kong
give preference to candidates who are good-looking.
Exercises
2. (Opening with an –ing word)
(a) Many Hong Kong people know that having babies incurs a
large sum of expenses.
(b) Many married couples do not plan to have babies.
Suggested answer: Knowing that having babies incurs a
large sum of expenses, many married couples do not plan
to have babies.
3. (Opening with a to word group)
(a) Our group wants to finish the project on time.
(b) Regular meetings have been scheduled every week.
Suggested answer: To finish the project on time, our group
has scheduled regular meetings every week.
Exercises
• Exercise C2: Make sentences using the
modifiers given to you. Then, circle the
word(s) being modified.
1. Having grown up in the 21st century, …
2. To receive an outstanding result in this
academic English course, …
3. Upon graduating from the associate degree
programme, …
4. Tired and exhausted, …
Exercises
Exercise C3: Identify and underline the
dangling modifiers in the passage.
Then, revise these sentences to
eliminate errors of dangling modifiers
in the space between the lines.

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CC0040

Academic English workshop

1. Main idea (Topic sentence– the general

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

Most textbook paragraphs are made up of

The main idea is

• Often in the first sentence.

• Sometimes at the end or in the middle.

Get into the habit of asking this

“Does most of the material in the

• Some sentences in the given text are

COMPOUND SUBJECT (2).

PLURAL FORM NOUNS.

A verb agrees with its subject even when the

When subjects are joined by either . . . or, neither

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

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

Indefinite pronouns such as neither, either, one,

• Ten grammatical mistakes in the given

• A sentence may be confusing and unclear

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

(Langan, 2008, p.359)

Skip the with cities but use the with seas or

• Identify and underline the

• A complete sentence can be very short as

although, though in order that where, wherever

because that, so that which, whichever

before unless while

even though until who

how what, whatever whose

• A phrase and a dependent clause

• Identify and underline the

Example: Girls like playing dolls boys

Correction: Girls like playing dolls;

• Compound Sentences: A compound

Example: He likes to eat, but he never

Example: When she finished her

Example: As it’s raining, we had better

• Identify and underline the

• Put words of the same grammatical form in a series.

The manager announced that two

She likes the music box on the

I just teach in the daytime.

• It makes the sentence unclear

Hong Kong is an international city [single word].

Swinging through the

• A dangling modifier does not describe

Swinging through the trees, the monkeys make the

While the monkeys swing through the trees, the children

Having put extra efforts and time in her

In the discussion room, we reviewed the

To get five bonus marks for the research essay,

Revision: As Mike was awarded the Outstanding

Revision: Having obtained straight A’s in all

Revision: To get five bonus marks for the research

Suggested answer: Concerned about the

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