Project TUTDO Module

Tutoring Towards Development and Organization

Prepared by:

Sumayang, Jeffrey L.
Tutor, English

Youth Association for Community Development—Pag-asa Youth Association

(YACD-PYA)
Sinidman Occidental, Oquendo District, Calbayog City
Thru the support of Sinidman Occidental Barangay Council
Contents
Basic Grammar ............................................................................................................................................................ 3
I. THE PURPOSE OF GRAMMAR ............................................................................................................................ 3
II. TYPES OF ERRORS .............................................................................................................................................. 3
A. Wrong-word errors ........................................................................................................................................ 3
B. Punctuation Error ........................................................................................................................................... 4
Comma (,) ............................................................................................................................................................ 4
Semicolon (;) ....................................................................................................................................................... 4
Colon (:) ............................................................................................................................................................... 4
Apostrophe (‘) ..................................................................................................................................................... 4
Quotation Mark (‘’ ‘’) .......................................................................................................................................... 4
III. AGREEMENT ................................................................................................................................................... 5
A. SUBJECT-VERB* (S-V) AGREEMENT, Rules in .................................................................................................. 5
Rule 1 ....................................................................................................................................................................... 5
Example: ................................................................................................................................................................. 5
Rule 2 ....................................................................................................................................................................... 5
Rule 4 ....................................................................................................................................................................... 5
Rule 5 ....................................................................................................................................................................... 5
Rule 6 ....................................................................................................................................................................... 5
Rule 7 ....................................................................................................................................................................... 5
Rule 9 ....................................................................................................................................................................... 5
Rule 10 ..................................................................................................................................................................... 5
Rule 11 ..................................................................................................................................................................... 6
Rule 12 ..................................................................................................................................................................... 6
Rule 13 ..................................................................................................................................................................... 6
Rule 14 ..................................................................................................................................................................... 6
Rule 15 ..................................................................................................................................................................... 6
Rule 16 ..................................................................................................................................................................... 6
Rule 17 ..................................................................................................................................................................... 6
Rule 18 ..................................................................................................................................................................... 6
Rule 19 ..................................................................................................................................................................... 6
Rule 20 ..................................................................................................................................................................... 6
B. Pronoun-Antecedent Agreement, Rules in........................................................................................................ 6
Rule 1: ...................................................................................................................................................................... 6
Rule 2 ....................................................................................................................................................................... 6
Rule 3 ....................................................................................................................................................................... 6
Rule 4 ....................................................................................................................................................................... 7
Rule 5: ...................................................................................................................................................................... 7
Rule 6: ...................................................................................................................................................................... 7
Rule 7: ...................................................................................................................................................................... 7
Rule 8: ...................................................................................................................................................................... 7
Rule 9: ...................................................................................................................................................................... 7
Rule 10: .................................................................................................................................................................... 7

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 Rule 11: .................................................................................................................................................................... 7
C. Verb Tense Agreement, Rules in ........................................................................................................................ 7
 Types of verb ................................................................................................................................................... 7
Rule 1: ...................................................................................................................................................................... 8
Rule 2: ...................................................................................................................................................................... 8
IV. ESSAY WRITING: STRUCTURE AND ORGANISATION ........................................................................................ 8
A. A good essay structure ..................................................................................................................................... 8
B. A model essay structure ................................................................................................................................... 8
C. Essay writing – the main stages ........................................................................................................................ 9
V. Some Rules in Gender-fair Writing .................................................................................................................. 10
References .................................................................................................................................................................. 11

Basic Grammar
Prepared by: Jeffrey L. Sumayang (Tutor)

I. THE PURPOSE OF GRAMMAR

1. Clarity of meaning (as much as possible, we do not want our readers to misinterpret our message because of
our faulty grammar: making grammatically correct sentences allow us to be clearly understood.)
2. Readability (with the good grasp of grammar, all our sentences are coherently written; therefore, the message
that we want to convey is as clear as possible.)
3. Credibility (we mean what we write! If we want to ask, we use question; if we want to persuade then we mean
period. Credibility gives our sentence the soul thus, good grammar.)

II. TYPES OF ERRORS

A. Wrong-word errors
 Spelling and Typographic Mistakes (Don’t just rely on spell check!)
 Wrong Meaning. Use a dictionary. (Dictionary gives you new words, meanings and teaches you how to
pronounce the words.)
Be careful using the thesaurus (Watch out for words with the wrong shade of meaning or the wrong
meaning altogether.)
 Commonly Confused Words
Example: They're / Their / There
1) They’re going to store together. (contraction of “they are”)
2) The managers are in their weekly meeting. (possessive)
3) Place the flowers there. (adv. – indicates location/direction)
Example: You're / Your
1) You're going to be a great writer! (contraction of “you are”)
2) Your hair looks nice today. (possessive)
Example: Who's / Whose
1) Who's on first base? (contraction of “who is”)
2) Whose watch is this? (possession)
Example: It's / Its / Its’
1) It’s a beautiful day! (contraction of “it is”)
2) Download the program, along with its readme file. (possessive)
3) Its’ is not a word.
Example: To / Too
1) I am going to the store. (preposition)
2) She decided to go along too. (adv. – also)
3) My jacket is too small. (adv. – to an excessive amount)
Example: A lot / Alot / Allot

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 1) The workers are worrying a lot about their jobs. (adv. – to a great degree/extent)
2) Alot is not a word.
3) We were each allotted twenty tickets. (verb – to assign/distribute)

B. Punctuation Error
Comma (,)
 Use a comma and a coordinating conjunction (and, but, for, or, nor, so, yet) to join two independent
clauses. (A clause is independent if it can stand alone.)
Example:
1) The game was over, but the crowd refused to leave.
2) Yesterday was her birthday, so they went out to dinner.
 Use commas after introductory clauses, phrases, or words that come before the main clause.
Example:
1) While I was eating, the cat scratched at the door. Texts printed in bold are the
2) To get a seat, you'd better come early. introductory clause, phrase, or word.
3) Well, perhaps he meant no harm.
 Use commas to separate three or more words, phrases, or clauses written in a series.
Example: The Constitution establishes the legislative, executive, and judicial branches of government.
 Use commas to set apart a parenthetical phrase in a sentence. (Parenthetical phrases are nonessential parts of a
particular sentence. With or without parenthetical phrase, a sentence can still have a complete thought. In the
examples below, the PP is the second clause.)
Example:
1) My friend Jessica, who lives in Connecticut, is a yoga teacher.
2) I flew to Pittsburgh, my first trip there in four years, and left for Albuquerque the next morning.

Semicolon (;)
 Use a semicolon between two related independent clauses that are not joined by a conjunction. In this rule, the
semicolon functions in the absence of a conjunction.
Example:
1) The participants in the first study were paid; those in the second were unpaid.
2) The clock read 12:32; it is time to go.
 It is also used between independent clauses joined by a conjunction when at least one of the clauses includes a
comma, or use a semicolon to separate elements in a series that already contains commas.
Example:
1) Orville, who arrived late with Betty, Morris, and Faith, missed my solo; but I was surprised he came at
all.
2) The students in the class were from Lynchburg, Virginia; Washington, D.C.; and Raleigh, North
Carolina.
 Use a semicolon to join two independent clauses when the second clause begins with a conjunctive adverb
(however, therefore, moreover, furthermore, thus, meanwhile, nonetheless, otherwise) or a transition (in fact, for
example, that is, for instance, in addition, in other words, on the other hand).
Example:
1) I really have no interest in politics; however, I do like to stay informed by watching the debates.
2) An artist must have certain traits; for example, perseverance, confidence, and courage.

Colon (:)
 Use a colon to introduce a list preceded by an independent clause.
Example: The application includes the following pieces: skills, experience, and references.
 Use a colon to separate an independent clause and a final phrase or clause that illustrates, extends, or amplifies
the preceding thought.
Example:
1. They have agreed on the outcome: informed participants perform better than do uninformed
participants.
2. Road construction in Dallas has hindered travel around town: parts of Main, Fifth, and West Street
are closed during the construction.

Apostrophe (‘)
 Use an apostrophe to create a contraction (but don’t use contractions in your academic writing!).
Example: I don’t like him very much.
 Use an apostrophe to form a possessive noun.
Example: My mother’s job is better than all my brothers’ jobs put together.
 Do NOT use an apostrophe to form a plural.
 Remember that “it’s” = “it is,” but “its” is possessive.

Quotation Mark (‘’ ‘’)

 If the sentence ends with the quotation (and if there is no parenthetical citation), put your final mark of
punctuation INSIDE the quotation marks:
Example: “That dog is as big as a horse.”
 If the sentence continues after the quotation, put your comma before the final quotation mark.
Example: “I wish this workshop were over,” John said.
 If the quotation ends in an exclamation point or question mark, omit the comma:
Example: “I hate going to the dentist!” John bellowed.
 If your sentence ends with a footnote, put the superscript number AFTER your final mark of punctuation:
Example: According to Car, the Denali is “among the most agile sport utility vehicles.” 15

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  If the sentence ends with a parenthetical citation, omit the punctuation at the end of the quotation (unless it is a ?
or a !):
Example: According to Car, the Denali is “among the most agile sport utility vehicles” (Csere 20).

III. AGREEMENT
A. SUBJECT-VERB* (S-V) AGREEMENT, Rules in
The fundamental rule of the s-v agreement is “SUBJECTS AND VERBS MUST ALWAYS AGREE IN
NUMBERS”: that is:
*verbs are underlined in the examples.

SUBJECT VERB

Singular Plural Singular Plural

Doesn’t end in “s” Ends in “s” Ends in “s” Doesn’t end in “s”
Applicable only for regular nouns

Rule 1: If the subject is singular, the verb is singular. If the subject is plural, the verb is plural.
Example:
1) The elephant trumpets for communication.
Elephant is a singular subject, while trumpets is a singular verb because it ends in s
2) The elephants trumpet for communication.
Elephants is a plural subject, while trumpet is a singular verb.
Rule 2: Two (or more) singular subjects joined by and usually receive plural verb.
Example:
1) Mary and Tiffani dance well.
2) Paper, Pen, and chalk are good writing instruments.
Rule 3: However, when each or every precedes two (or more) singular subjects joined by and, you have a singular
subject.
Example:
1) Every student and teacher is a catalyst for change.
2) Each cellphone, tablet, laptop and headphone costs at least 3,000.00 pesos.
Rule 4: However, the verb is singular if two subjects joined by and refer to the same, person, thing or thought.
Example:
1) Bread and coffee is my favorite breakfast.
2) Bow and arrow was used by the native Filipinos for hunting.
Rule 5: If the subjects are both singular and are connected by the words or, nor, either/or, neither/nor and not
only/but also the verb is singular.
Example:
1) Jessica or Neil is to blame for the accident.
2) Neither the Philippines nor the Malaysia has the solution with the Nokor issue.
Jessica and Neil are singular, so as Philippines and Malaysia; they receive singular verbs.
Rule 6: However, if the subjects are singular and plural (vice versa), the verb takes the singularity or plurality of the
nearest subject.
Example:
1) Either the teacher or the students are going to the gymnasium.
Students is the nearest to the verb. It is plural and so, the verb must be plural.
2) Neither the policemen nor the Lieutenant has apprehended the criminal.
Lieutenant is singular and nearest to the verb: the verb is past tense singular
Rule 7: In formal writing, when neither or either appear as subject alone, they are singular.
Example:
1) Neither of these choices is a good.
2) The office will be buying a computer set, three printers, and a projector: either is to be paid by
the donor.
Rule 8: Treat most indefinite pronouns as singular. (Anybody, anyone, anything, each, either, everybody,
everyone, everything, neither, nobody, no one, nobody, somebody, someone, and something)
Example:
1) Everybody who signed up for fieldtrip is paying for the fees.
2) Something catches my attention.
Rule 9: However, a few indefinite pronouns such as all, any, none, and some may be singular or plural depending on
the noun or pronoun they refer to.
Example:
1) Some of the guys were drunk.
2) All dirty objects on the table make me sick.
Rule 10: However, the pronouns few, many, several, and both always take plural form.
Example:
1) Few were left alive after the flood.
2) Many fear being bitten by snake.

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 Rule 11: Don’t get confused with the words that come between the subject and the verb; they do not affect
agreement.
Example:
1) The paper, where the poems are written, was torn.

2) Love; not hatred or fear, is what the world needs.

Rule 12: Prepositional phrases between the subject and the verb do not affect the agreement.
Example:
1) The colors of the rainbow are beautiful.
2) The color of the shirts is beautiful.
Rule 13: Words such as athletics, economics, measles, news, statistics, mechanics, etc. are usually singular despite
their plural form.
Example:
1) Statistics is a tough subject.
2) News makes me informed with the happenings around the world.
Rule 14: Titles of works, company names, or proper nouns are singular.
Example:
1) Lost Cities describes the discoveries of many ancient civilizations.
2) Del Monte Kitchenomiks teaches the televiewers how to cook.
Rule 15: Treat collective nouns (team, crowd, audience, faculty, class, school, family, and bundle) as singular unless
the meaning is clearly plural.
Example:
Singular: The class respects the teacher.
The faculty presents an intermission every year in the acquaintance party.
Plural: The class members are competing in an essay-writing contest.
The faculty teachers are complaining about its salary.
Rule 16: Verb in the fractional expressions will be determined by what is being measured: is it countable or not?
Example:
1) Two-fifths of the grain is ruined by the flood
2) On-half of the students are absent.
Grain is not countable; students is.
Rule 17: Don’t forget that the verb agrees with the subject noun, not with predicate noun.
Example: My problem is the boys.
Rule 18: Phrases and clauses that function as subject usually require singular verb.
Example:
1) Begging for money is all she knows.
2) Texting while driving is a dangerous thing to do.
Rule 19: The phrase a number always takes a plural verb and the phrase the number requires a singular verb.
Example:
1) A number of participants come from Luzon.
2) The number of participants comes from Luzon.
Rule 20: The relative pronouns (who, whom, which, and that) are either singular or plural depending on the words
they modify.
Example:
1) Jessa is one of the youths who participate in the activity.
2) The Sinidman contestant is a youth who performs well in singing.

B. Pronoun-Antecedent Agreement, Rules in

 Pronouns are words that take the place of nouns (ie., he, me, they, them, etc.).
 The antecedent of a pronoun is the word to which the pronoun refers.
 THE PRONOUN AND ITS ANTECEDENT AGREE IN GENDER AND NUMBER.
Example: Myra won the quiz contest, but she was not satisfied.
Myra isThe
thelizard
antecedent
lickedofitsthe pronoun she. There is an agreement in both gender and number.
eyeball.
Lizard = singular antecedent
its = singular pronoun
The lizards licked their eyeballs.
Lizards = plural antecedent
their = plural pronoun
Rule
1: The pronoun is masculine (he, his, him) when the antecedent is masculine, and feminine (she, her, hers) when the
antecedent is feminine, and neutral (it, its) when the antecedent has no gender association.
Example:
1) John called his friend. The agreement is masculine singular
2) Maria picks her bag very gently. The agreement is feminine singular
3) The crowd cheered their team. The antecedent has no gender and so, using neutral pronoun.
Rule 2: A plural pronoun should be used when two or more singular things are joined by conjunction and.
Example: Mary and Bill ran until they were exhausted.
The dog and the cat fought until their owner came.
Rule 3: A singular pronoun is used to refer to two or more singular antecedents joined by or or nor. A plural pronoun is
used with two or more plural antecedents joined by or or nor.

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 Example: Ben or Tom will give his presentation today.
Either the juniors or the seniors are singing their class song.
Rule 4: When each or every precedes two [or more] singular things joined by and, a singular antecedent is formed.
Example: Each new puppy and kitten destroys its owner’s sofa.
Every boy and girl must make his or her own tent.
Rule 5: When a singular antecedent and a plural antecedent are joined by or or nor, use a pronoun that agrees with the
nearer antecedent.
Example: The boy or his parents will present their idea
The parents or the boy will present his idea.
Rule 6: Use a singular pronoun when a collective noun refers to a group as a single unit. Use a plural pronoun when the
collective noun refers to a group's member as individuals.
Example: The class decided it wanted to do the project.
The class stayed in their desks.
Rule 7: Use singular pronouns to refer to indefinite pronouns (everybody, none, nobody, each) used as antecedents.
Example: Each of the boys had his assignment ready.
Everyone on the women's team improved her time.
Everybody on the committee had his or her own agenda.
Neither of my two brothers shows much sense when he dates women.
Rule 8: Use the relative pronouns who, whom, which, and that with the appropriate antecedents.
 Who refers to people and animals that have names.
He is the one who committed the crime.
 Which refers to animals and things.
The biology book, which is on the table, was very helpful.
 That refers to animals, things and sometimes to people.
The house that is on the right is being demolished.
Rule 9: Some indefinite pronouns (words like all, any, none, most) are singular or plural, depending on context.
Example: All of Beverly’s hair gets its color from a bottle. (hair is non-countable, so all is singular)
All of Beverly’s fingernails get their color from a bottle. (fingernail is a countable noun)
Rule 10: Companies, title, organizations, and schools are singular and thus require singular pronouns.
Example: NwSSU will be constructing its new gymnasium.
The Bible has been around for millennia; nevertheless, it never fails to inspire Catholics.
Rule 11: When fixing an agreement error, try to avoid SEXIST LANGUAGE that might OFFEND your readers.
Example: Someone heinously killed the poor dog. He is merciless.

This example is particularly incorrect because of the categorical use of the pronoun he to refer to
someone. This is what we call GENDER-INSENSITIVE LANGUAGE*. *see
In fixing this, we may say: Someone heinously killed the poor dog. He or she is merciless.

C. Verb Tense Agreement, Rules in

The third agreement in grammar is the tense agreement. This is one of the most common mistakes committed
in English language particularly in writing an essay since it involves long, interrelated sentences.
Verb tense indicates the time of the verb: past, present, or future. Unnecessary shifts in tense can cause confusion for
the reader and so, it is imperative to learn how to write tense consistent sentences for a credible essay.

 Types of verb
 Regular verbs (these are verbs that form plural form by simply adding ed or d to the present tense.)
Example: work=worked breath=breathed
 Irregular verbs (these are verbs that form their past tense thru the following ways:
 Vowel change (begin=began)
 Consonant change (make=made)
 Vowel and consonant change (see=saw)
 No change at all (burst=burst)
Unnecessary shifts in tense create confusion to the reader.
Inconsistent: He points the gun and heard another shot.
This is an example of an inconsistent verb tense since the verb “points” (present tense) indicated that the action is
taking place, yet the verb “heard”(past tense) indicated that the action has already taken place; therefore,
inconsistent verb tense.
Consistent: He points the gun and hears another shot. or He pointed the gun and heard another shot.
These corrections now show a consistent tense since the two verbs in the sentence indicated the same time.

Example:
Inconsistent: I used to think I want to own a pig. After visiting a farm last summer, I realize that
pigs were not for me. I decided to look at other options for pets. I visited a stable and I love it. I have decided a
horse is the perfect pet and felt confident this is the right decision.
Consistent: I used to think I wanted to own a pig. After visiting a farm last summer, I realized that
pigs were not for me. I decided to look at other options for pets. I visited a stable and I loved it. I have decided a
horse is the perfect pet and feel confident this is the right decision.

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 This particular example how each tense agrees in a sentence. Since used refers to action that took place
in the past want should agree to the time in the past so, wanted. The same rule applied for the succeeding
sentence. However, the last sentence in the paragraph showed a shift in tense from past tense (of the first two
sentences) to present tense. This is possible and grammatically correct since there is a phrase that explains a
switch in time: I have decided: the phrase agrees to the present tense feel.
Example: Yesterday I left my jacket in my locker; now I am freezing on my way to school.
Yesterday shows that the action happens in the past: left. A shift in tense is made by the word now hence,
the verb that follows is in the present tense: freezing.

Rule 1: Do not shift from one tense to another if the time frame for each action or state is the same.
Example:
1) The ocean contains rich minerals that washed down from rivers and streams.
Contains is present tense, referring to a current state; washed down is past, but should be
present (wash down) because the minerals are currently continuing to wash down.
Corrected: The ocean contains rich minerals that wash down from rivers and streams.
2) About noon the sky darkened, a breeze sprang up, and a low rumble announces the approaching
storm.
Darkened and sprang up are past tense verbs; announces is present but should be past
(announced) to maintain consistency within the time frame.
Corrected: About noon the sky darkened, a breeze sprang up, and a low rumble announced the
approaching storm.

Rule 2: Do shift tense to indicate a change in time frame from one action or state to another.
Example:
1) The children love their new tree house, which they built themselves.
Love is present tense, referring to a current state (they still love it now;) built is past, referring
to an action completed before the current time frame (they are not still building it.)
2) Before they even began deliberations, many jury members had reached a verdict.
Began is past tense, referring to an action completed before the current time frame; had
reached is past perfect, referring to action from a time frame before that of another past
event (the action of reaching was completed before the action of beginning.)

Rule 3: (Controlling shifts in a paragraph or essay)

Establish a primary tense for the main discourse, and use occasional shifts to other tenses to indicate
changes in time frame.
 Rely on past tense to narrate events and to refer to an author or an author's ideas as historical
entities (biographical information about a historical figure or narration of developments in an
author's ideas over time).
 Use present tense to state facts, to refer to perpetual or habitual actions, and to discuss your
own ideas or those expressed by an author in a particular work. Also use present tense to
describe action in a literary work, movie, or other fictional narrative. Occasionally, for
dramatic effect, you may wish to narrate an event in present tense as though it were
happening now. If you do, use present tense consistently throughout the narrative, making
shifts only where appropriate.
 Future action may be expressed in a variety of ways, including the use of will, shall, is going to,
are about to, tomorrow and other adverbs of time, and a wide range of contextual cues.

IV. ESSAY WRITING: STRUCTURE AND ORGANISATION

A. A good essay structure
 Is made easier by prior planning.
 Makes it clear how you are going to address the question, where you are going and why.
 Sets out your main ideas clearly and makes it clear how the main ideas relate to each other.
 Organizes groups of related information in paragraphs by using transitional devices.

B. A model essay structure

i. Introduction
Your introduction is the door of your essay. This is where you and your reader enter. It is very
important in other words to make your introduction as appealing and as attractive in such way that it will
arouse the attention of your reader.
In creating such an appealing and attractive introduction, you may choose to use varied techniques
such as:
 Using astonishers to begin your essay. (This is indicating factual information that will provoke the
attention of the reader to continue read your essay. You may use facts that are not known to your
reader but will surely interest them.)

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 
Asking question. (Using this technique, if the tone is properly set, you will surely engage your reader as
he/she will seek the answer for himself/herself by reading your essay.)
 Using anecdote from famous authors, stories, poems, or anything alike.
 Setting dialogue
 There are a lot of ways other than this: seek for your own for originality.
Your introduction MUST also give a brief outline of which issues you will explore.

ii. Argument/Main Body

Contains the points outlined in your introduction, divided into paragraphs:
1. Paragraph 1
Covers the first thing you said you would address. The first sentence (the topic sentence) introduces the main idea of
the paragraph. Other sentences develop the topic. Include relevant examples, details, evidence, quotations, and
references.
2. Paragraph 2 and other paragraphs
The first sentence links the paragraph to the previous paragraph then introduces the main idea of the paragraph.

iii. The Conclusion

CLOSE THE DOOR!
This is the last part of your essay. On this part, you are supposed to draw all information you cited in the body
TOGETHER. Summarize your idea/s. Make it clear why those conclusions are important or significant. Do not introduce
new material. In the last sentence, sum up your argument very briefly, linking it to the title. (To better effect a long
lasting appeal to your reader, you may opt to leave a hanging question that will be answered by your reader even after
they have read you material.)

C. Essay writing – the main stages

1. Analyzing the essay question
Analysis comes in many ways from reading the topic with comprehension, reading it allowed, defining terms,
etc. There are many ways but all lead to one important thing: that you know what your topic will be all about.
Remember that you cannot give what you do not have; and so, it is always a must that to become a good writer
pretty much in any profession, experience is always a good way to getting and having something to write. READ.
READ. READ. READ. READ. READ. READ. READ. READ, and then write.

2. Planning (Make an outline plan)

Arrange your information about your topic in a sequential, chronological, and/or in coherent manner. Outlining
comes by simply following the parts of an essay however, experienced writers may not choose to do outlining
anymore.

3. Refine your plan

4. Drafting
• If you have a mental block with the introduction, start with the “middle”, with idea you feel most comfortable with.
• Take each main topic/idea and write a paragraph about it.
• Do not worry about style/spelling at this stage – let the ideas flow.
• For each paragraph include a “topic sentence” that makes it clear what that paragraph is about. The rest of the
paragraph will include information and evidence related to that “topic”.
• Leave space for editing.
• Write the conclusion – it should sum up the content of the “middle” and relate back to the title.
• Write the introduction – it is easier to say what your essay sets out to do once you have done it.

5. Editing your draft

i. First re-read your draft, checking for structure and content:
ii. Check again for style and presentation:
Are the ideas clearly expressed, in an academic style?
Have you cited references correctly and listed them at the end?
Does the spelling/punctuation help the reader?
iii. Useful linking words and phrases

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 6. Proof read
7. Produce final copy

V. Some Rules in Gender-fair Writing

 Avoid words and phrases that make assumptions about how women think or look or how men and women
behave.
 When referring to men and women, make sure they’re addressed in the same manner.
 Describe a woman as her own person, and not in relation to someone else.
 Use parallel language to refer to men and women.
 Use terms that can include both sexes.
 Use plural forms or neutral words to avoid assumptions about a person’s sex.
 Replace gender-specific words with gender-neutral words.
 Avoid using “man” as a generic noun.
 Avoid using “he” as a generic pronoun.
 Avoid gender stereotyping; avoid seeing women as possessions.

Gender-
insensitive Gender-sensitive Language Usage
Language Usage
Man, mankind People, humanity, human beings, humankind, the human species, the human race,
we, ourselves, men and women, one the publiic, society, the self, human nature

Manpower Staff, labor, work force, employees, personnel, workers, human resources, huan
power, human energy

Man-hour Person-hour, work-hour

Brotherhood Human fellowship, human kinship, solidarity

Founding fathers Founders

Maid Domestic worker

Policeman Police officer; (plural) police

Salesman/girl Shop assistant, sales assistant, shop worker; (plural) sales staff

Steward/stewardess Flight attendant; (plural) cabin crew

Waiter, waitress Server

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 Watchman Security guard

Businessman Business manager, executive, head of firm, agent

Cameraman Camera crew

Chairman Chairperson, chair, president, presiding officer

Craftsman Craftsperson

Delivery boy Messenger

Fireman Fire-fighter

Housewife Homemaker, consumer, shopper

Better half Wife, spouse

Mother nature Nature

Mother Earth Planet Earth, Earth

Dra. Dr.

Ms. Instead of mrs.

 The purpose of upholding gender-sensitivity in writing is to uphold gender equality. This also helps
you as a writer to give focus on your subject, fairness, and reduces or eliminates stereotypes.

References

Atty. Jazz Tamayo: Understanding SOGIE for Ethical and Responsible Journalism: October 2016

Charles Darling, Ph; Professor of English and Webmaster, Capital Community College, Sentence Fragment: 1999
Charles Darling, Ph; Professor of English and Webmaster, Capital Community College, Run-on Sentence: 1999

Cherilyn Guy, ASU students in English Education, Verb-Tense Agreement

Dollado, Ma. Lucil H., Northwest Samar State University, Basic Grammar Review: December 2016

Gleiser, Amy, How to Write an Essay

Graham, Beth, Verb Tense and Consistency

Luman, Ruth: Modesto Junior College, Making an Outline: a Plan that Builds an Essay 2001

Ronald Schampaert: Verb-Tense Consistency Rules

Simons, Robin L., Pronoun Agreement Until You Pass Out

Sotto, Sonia P., Exhibiting Gender Sensitivity Through Ethical and Responsible Campus Journalism: October 2016

Tedwards, Pronoun-Antecedent Agreement

Valued Gateway Client, Essay Outline

www.worldofteaching.com

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