REVIEWER FOR THE THIRD QUARTER EXAM IN ENGLISH 10

Prepared by Mr. Alexis D. Par (Subject Teacher)

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POINTERS TO REVIEW: Note: This reviewer is only intended for the
a. Pronouns: Its Nature and Types classes that the aforementioned subject teacher
b. Study and Thinking Skills: handles. Please never share this file to other
 Getting the Main Idea classes to be fair. Let their respective subject
teacher respond to their needs. On browsing
 Summarizing
through the file, please do not memorize, but
 Paraphrasing understand the concepts. May the Lord be with
c. Proper Citation of References you as you study, Thanks and God bless you all.
 Basic Parts of Citation
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PART I: PRONOUNS: ITS NATURE AND TYPES
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Pronouns - a word that replaces a noun in a sentence. Pronouns are used so that our language is not cumbersome with
the same nouns being repeated over and over in a paragraph. (Source: grammar.yourdictionary)
Antecedent of a Pronoun - The word or words which the pronouns pertains to.
Note: The pronoun must agree in person, gender, and number with its antecedent/ referent.
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A. PERSONAL PRONOUNS
 A personal pronoun is a pronoun that is associated primarily with a particular person, in the grammatical sense.
 These are the pronouns you use to refer to yourself, to other people and to things.
Personal pronouns can be identified as:
 FIRST PERSON- refers to the person who is speaking.
 SECOND PERSON- refers to the person spoken to.
 THIRD PERSON- refers to the person spoken about.

FORMS AND CASES OF PERSONAL PRONOUNS

POSSESSIVE (NO
SUBJECT OBJECT POSSESSIVE + NOUN
NOUN FOLLOWING)
FIRST PERSON
I Me My Mine
SINGULAR
FIRST PERSON
We Us Our Ours
PLURAL
SECOND PERSON
SINGULAR AND You You Your Yours
PLURAL
THIRD PERSON Him/
He/She/It His/Her/Its His/Hers
SINGULAR Her/It
THIRD PERSON
They Them Their Theirs
PLURAL

THE CASES OF PERSONAL PRONOUNS

 The cases of pronouns tell you how they are being used in a sentence.
A. SUBJECT PRONOUNS
 A subject pronoun (also called a nominative pronoun) is used as the subject of a sentence or as a subject
complement following a linking verb. (The subject of a sentence is the person doing the action in a sentence.
A subject complement is a word that renames or gives more information about the subject. A linking verb,
such as is or seems, connects the subject to the subject complement.)
B. OBJECT PRONOUNS
 An object pronoun (also called an objective pronoun) is used as a direct object, an indirect object, or
the object of a preposition. Below are some examples of these concepts. To learn more, follow the links.
C. POSSESSIVE PRONOUNS
 Possessive pronouns show ownership.
 There are two sets of possessive pronouns. My, your, his, her, its, our, your, and their are usually classified
as possessive pronouns, but they are more accurately described as possessive adjectives because they always
modify nouns.
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2. INDEFINITE PRONOUNS
 These are the pronouns you use to refer to yourself, to other people and to things.
 They are called “indefinite” simply because they do not indicate the exact object, being, or place to which
they refer.

INDEFINITE PRONOUNS: ITS NATURE AND EXAMPLES IN SENTENCES

PRONOUN MEANING EXAMPLES IN A SENTENCE
an additional or different That ice-cream was good. Can I
Another
person or thing have another?

anybody/ anyone no matter what person Can anyone answer this question?

The doctor needs to know if you have

Anything no matter what thing
eaten anything in the last two hours.

every one of two or more

Each people or things, seen Each has his own thoughts.
separately

one or the other of two people Do you want tea or coffee? / I don't
Either
or things mind. Either is good for me.

Enough as much or as many as needed Enough is enough.

everybody/ We can start the meeting

s all people
everyone because everybody has arrived.
i
n They have no house or possessions. They
Everything all things
lost everything in the earthquake.
g
u Less a smaller amount "Less is more" (Mies van der Rohe)
l
a Little a small amount Little is known about his early life.
r
Much a large amount Much has happened since we met.
not one and not the other of I keep telling Jack and Jill
Neither
two people or things but neither believes me.
nobody/ no-one no person I phoned many times but nobody answered.
If you don't know the answer it's best to
Nothing no single thing, not anything
say nothing.
Can one smoke here? | All the students
One an unidentified person
arrived but now one is missing.
a different person or thing
Other One was tall and the other was short.
from one already mentioned
somebody/ an unspecified or unknown Clearly somebody murdered him. It was not
someone person suicide.
an unspecified or unknown Listen! I just heard something! What could it
Something
thing be?
an unidentified person
You And you can see why.
(informal)
 two people or things, seen John likes coffee but not tea. I think both are
Both
together good.
a small number of people or
Few Few have ever disobeyed him and lived.
things
p a reduced number of people
Fewer Fewer are smoking these days.
l or things
u a large number of people or
Many have come already.
Many
r things
a
Others other people; not us I'm sure that others have tried before us.
l
They all complained and several left the
Several more than two but not many
meeting.

They people in general (informal) They say that vegetables are good for you.

the whole quantity of

All is forgiven.
All something or of some things
s All have arrived.
or people
i no matter how much or how Is any left?
n Any
many Are any coming?
g
u a greater quantity of
There is more over there.
l More something; a greater number
More are coming.
a of people or things
r
Most is lost.
Most the majority; nearly all
Most have refused.
/
They fixed the water so why is none coming
p None not any; no person or persons out of the tap?
I invited five friends but none have come.*
l
u an unspecified quantity of
Here is some.
r Some something; an unspecified
Some have arrived.
number of people or things
a
l He was a foreigner and he felt that he was
Such of the type already mentioned
treated as such.

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3. DEMONSTRATIVE PRONOUNS
 A demonstrative pronoun is a pronoun that is used to point to something specific within a sentence. These
pronouns can indicate items in space or time, and they can be either singular or plural.
 When used to represent a thing or things, demonstrative pronouns can be either near or far in distance or
time:

SINGULAR PLURAL
FOR NEARER OBJECTS THIS THESE
FOR FARTHER OBJECTS THAT THOSE

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4. RELATIVE PRONOUNS
 A relative pronoun is used to connect a clause or phrase to a noun or pronoun. The clause
modifies, or describes, the noun.
 The most common relative pronouns are who, whom, whose, which, and that. Sometimes
when and where can be used as relative pronouns as well.
 A relative pronoun is a pronoun that introduces a relative clause. It is called a "relative"
pronoun because it "relates" to the word that its relative clause modifies.
  A relative pronoun is one which is used to refer to nouns mentioned previously, whether they
are people, places, things, animals, or ideas. Relative pronouns can be used to join two
sentences.
USING RELATIVE PRONOUNS
 Relative pronouns are placed directly after the noun or pronoun they modify. For example:
a. The driver who ran the stop sign was careless.
b. The children, whom we love dearly, need better educations.
c. Never go to a doctor whose office plants have died. (Erma Bombeck)
d. I have a friend whose cat is annoying.
e. The book, which is now out of print, has all the information you need.
f. This is the book that everyone is talking about.
Note: Relative clauses can be considered as dependent clauses.
Dependent Clause – A group of words with subject and verb that begins with a subordinator and one
that can’t stand alone.
Examples of dependent clause:
 When the president arrives
 Whom we met after the movie
 Which is located in Italy
 That was a bestseller
 Since these clauses can’t stand alone, they are attached to independent clauses to produce sentence
structures.
Examples of sentences with dependent clauses:
 The first lady is preparing dinner when the president arrives.
 Gino’s bestfriend, whom we met after the movies, loves to watch horror films.

TWO TYPES OF RELATIVE CLAUSE

1. Defining Relative Clause (also known as Restrictive Clause)
 gives essential information about someone or something – information that we need in order
to understand what or who is being referred to.
 usually comes immediately after the noun it describes.
 does not take punctuation marks in its appearance in the sentence.
Examples:
 They’re the people who want to buy our house.
 The book that fell on the ground is mine
2. Non-defining Relative Clause (also known as Non-Restrictive Clause)
 give extra information about the person or thing. It is not necessary information.
Examples:
 My grandfather, who is 87, goes swimming every day.
 Clare, who I work with, is doing the London marathon this year.
 Alice, who has worked in Brussels ever since leaving London, will be starting a teaching
course in the autumn.
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5. INTERROGATIVE PRONOUNS
 Interrogative pronouns can also be used as relative pronouns, which may be found in
questions or indirect questions. You’ll know for certain that a pronoun is classified as an
interrogative when it’s used in an inquiring way, because interrogative pronouns are
found only in question and indirect questions.
The five interrogative pronouns are what, which, who, whom, and whose.
 What – Used to ask questions about people or objects. Examples:
o What do you want for dinner?
o I wonder what we’re doing tomorrow.
o What is your friend’s name?
o What time are we supposed to be there?
 Which – Used to ask questions about people or objects. Examples:
o Which color do you prefer?
o Which of these ladies is your mother?
o She asked which train to take.
o Which seat would you like?
 Who – Used to ask questions about people. Examples:
o Who is that?
o Who was driving the car?
o I’m wondering who will be at the party.
o Who is going to take out the trash?
 Whom – This interrogative pronoun is rarely seen these days, but when it shows up, it is used
to ask questions about people. Examples:
o Whom did you speak to?
o Whom do you prefer to vote for?
o You should ask whom to call.
o Whom do you live with?
 Whose – Used to ask questions about people or objects, always related to possession.
Examples:
o Whose sweater is this?
o Whose parents are those?
o I wonder whose dog knocked our garbage can over.
o Whose phone is that?
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6. REFLEXIVE AND INTENSIVE PRONOUNS
 The pronouns ending with -self and -selves are intensive and reflexive pronouns.
 adds information to the sentence by referring to its antecedent that is given earlier in the sentence.

REFLEXIVE PRONOUNS
 A reflexive pronoun reflects back to the subject. In a sentence with a reflexive pronoun, the action of the
verb returns to the subject.
 It cannot be deleted since the sentence is incomplete without it.
 Reflexive pronouns function as object in a sentence. It is the receiver of the action.
Examples:
 Michael taught himself how to play a guitar.
 We bought ourselves pretzels at the fair.
 Jim bought himself a shirt.
INTENSIVE PRONOUNS
 Emphasize a preceding noun, often the noun immediately before the pronoun. It is not necessary to the
sentence.
 Adds emphasis to a noun or pronoun in the same sentence but does not add information to the sentence.
 If this pronoun is deleted, the sentence will still have its meaning.
Examples:
 The soldiers themselves do not want to attack the enemy fort.
 After rescheduling three meetings, the president herself conducted the meeting.
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PART II. STUDY AND THINKING SKILL 1: GETTING THE MAIN IDEA
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MAIN IDEA OF A PARAGRAPH
 The primary point or concept that the author wants to communicate to the readers about the topic.
 In a paragraph, when the main idea is stated directly, it is expressed in what is called the topic sentence.
 It gives the overarching idea of what the paragraph is about and is supported by the details in subsequent
sentences in the paragraph.
 It covers everything the paragraph talks about in a general way, but does not include the specifics. Those details
will come in later sentences or paragraphs and add nuance and context; the main idea will need those details
to support its argument.
 The main idea is not always clearly stated. It is more difficult to identify a main idea when it is inferred or
implied. It can be implied through other words in the paragraph. An implied main idea can be found in several
ways.
a. Several sentences in a paragraph can imply the main idea by introducing facts about the topic before
actually stating the topic.
b. Implied ideas can be drawn from facts, reasons, or examples that give hints or suggestions concerning
the main idea. These hints will be clues leading you to discover the main idea in the selected text.

HOW TO FIND THE MAIN IDEA

 Finding the main idea is critical to understanding what you are reading. It helps the details make sense
and have relevance, and provides a framework for remembering the content. Try these specific tips to
pinpoint the main idea of a passage.
1. IDENTIFY THE TOPIC
 Read the passage through completely, then try to identify the topic. Who or what is the
paragraph about? This part is just figuring out a topic like "cause of World War I" or "new
hearing devices;" don't worry yet about deciding what argument the passage is making about
this topic.
2. SUMMARIZE THE PASSAGE
 After reading the passage thoroughly, summarize it in your own words in one sentence. Pretend
you have just ten to twelve words to tell someone what the passage is about—what would you
say?
3. LOOK AT THE FIRST AND LAST SENTENCES OF THE PASSAGE
 Authors often put the main idea in or near either the first or last sentence of the paragraph or
article, so isolate those sentences to see if they make sense as the overarching theme of the
passage. Be careful: sometimes the author will use words like but, however, in contrast,
nevertheless, etc. that indicate that the second sentence is actually the main idea. If you see one
of these words that negate or qualify the first sentence, that is a clue that the second sentence
is the main idea.
4. LOOK FOR REPETITION OF IDEAS
 If you read through a paragraph and you have no idea how to summarize it because there is so much
information, start looking for repeated words, phrases, or related ideas.
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PART II. STUDY AND THINKING SKILL 2: SUMMARIZING
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SUMMARY
 A summary, also known as an abstract, precis, or synopsis, is a shortened version of a text that highlights its
key points. The word "summary" comes from the Latin, "sum."

STEPS IN COMPOSING A SUMMARY

 The primary purpose of a summary is to "give an accurate, objective representation of what the work says." As
a general rule, "you should not include your own ideas or interpretations." Paul Clee and Violeta Clee
"Summarizing condenses in your own words the main points in a passage:
1. Reread the passage, jotting down a few keywords.
2. State the main point in your own words and be objective: Don't mix your reactions with the summary.
 3. Check your summary against the original, making sure that you use quotation marks around any exact
phrases that you borrow." -Randall VanderMey, et al.
CHARACTERISTICS OF A SUMMARY
 "The purpose of a summary is to give a reader a condensed and objective account of the main ideas and
features of a text. Usually, a summary has between one and three paragraphs or one hundred to three hundred
words, depending on the length and complexity of the original essay and the intended audience and purpose.
Typically, a summary will do the following:
1. Cite the author and title of the text. In some cases, the place of publication or the context for the
essay may also be included.
2. Indicate the main ideas of the text. Accurately representing the main ideas (while omitting the
less important details) is the major goal of the summary.
3. Use direct quotations of keywords, phrases, or sentences. Quote the text directly for a few key
ideas; paraphrase the other important ideas (that is, express the ideas in your own words.)
4. Include author tags. ("According to Ehrenreich" or "as Ehrenreich explains") to remind the reader
that you are summarizing the author and the text, not giving your own ideas. . . .
5. Avoid summarizing specific examples or data unless they help illustrate the thesis or main idea of
the text.
6. Report the main ideas as objectively as possible...Do not include your reactions; save them for
your response. -(Stephen Reid, The Prentice Hall Guide for Writers, 2003)

ORIGINAL TEXT SUMMARY

The amphibia, which is the animal class to which our frogs and
toads belong, were the first animals to crawl from the sea and
The first animals to leave the sea and live
on dry land were the amphibia.
inhabit the earth.

Failure to assimilate an adequate quantity of solid food over an

extended period of time is absolutely certain to lead, in due course, If you do not eat, you die.
to a fatal conclusion.

One of the most noticeable phenomena in any big city, such as

London or Paris, is the steadily increasing number of petrol-driven
vehicles, some in private ownership, others belonging to the Big cities have growing traffic problems.
public transport system, which congest the roads and render rapid
movement more difficult year by year.

America has changed dramatically during recent years. Not only

has the number of graduates in traditional engineering disciplines
such as mechanical, civil, electrical, chemical, and aeronautical
engineering declined, but in most of the premier American
In a 2008 Faculty Newsletter article,
universities engineering curricula now concentrate on and
“Change in Education: The cost of
encourage largely the study of engineering science. As a result,
sacrificing fundamentals,” MIT Professor
there are declining offerings in engineering subjects dealing with
Emeritus Ernst G. Frankel expresses his
infrastructure, the environment, and related issues, and greater
concerns regarding the current state of
concentration on high technology subjects, largely supporting
American engineering education. He notes
increasingly complex scientific developments. While the latter is
that the number of students focusing on
important, it should not be at the expense of more traditional
traditional areas of engineering has
engineering.
decreased while the number interested in the
high-technology end of the field has
Rapidly developing economies such as China and India, as well
increased. Frankel points out that other
as other industrial countries in Europe and Asia, continue to
industrial nations produce far more
encourage and advance the teaching of engineering. Both China
traditionally-trained engineers than we do,
and India, respectively, graduate six and eight times as many
and believes we have fallen seriously
traditional engineers as does the United States. Other industrial
behind. (81 words)
countries at minimum maintain their output, while America
suffers an increasingly serious decline in the number of
engineering graduates and a lack of well-educated engineers. (169
words)
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PART II. STUDY AND THINKING SKILL 3: PARAPHRASING
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PARAPHRASING
 Paraphrasing is writing the ideas of another person in your own words.
 Paraphrasing is useful when you are using the work of others to support your own view.
 When paraphrasing, you need to change the words and the structure but keep the meaning the same.
PARAPHRASE
 Your own rendition of essential information and ideas expressed by someone else, presented in a new form.
 One legitimate way (when accompanied by accurate documentation) to borrow from a source.
 A more detailed restatement than a summary, which focuses concisely on a single main idea.
SIGNIFICANCE OF PARAPHRASING
 It is better than quoting information from an undistinguished passage.
 It helps you control the temptation to quote too much.
 The mental process required for successful paraphrasing helps you to grasp the full meaning of the original.
6 STEPS TO EFFECTIVE PARAPHRASING
1. Reread the original passage until you understand its full meaning.
2. Set the original aside, and write your paraphrase on a note card.
3. Jot down a few words below your paraphrase to remind you later how you envision using this material. At the
top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
4. Check your rendition with the original to make sure that your version accurately expresses all the essential
information in a new form.
5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.
6. Record the source (including the page) on your note card so that you can credit it easily if you decide to
incorporate the material into your paper.

ORIGINAL TEXT PARAPHRASE

Students frequently overuse direct quotation in taking notes, and
as a result they overuse quotations in the final [research] paper.
Probably only about 10% of your final manuscript should appear
as directly quoted matter. Therefore, you should strive to limit the
amount of exact transcribing of source materials while taking
notes. Lester, James D. Writing Research Papers. 2nd ed., 1976,
pp. 46-47.
In research papers, students often quote
excessively, failing to keep quoted
material down to a desirable level. Since
the problem usually originates during
note taking, it is essential to minimize
the material recorded verbatim (Lester
46-47).

It has long been known that Cairo is the most populous city on
earth, but no-one knew exactly how populous it was until last
month.
Although Cairo has been the world's
most heavily populated city for many
years, the precise population was not
known until four weeks ago.

Giraffes like Acacia leaves and hay, and they can consume 75 A giraffe can eat up to 75 pounds of Acacia
pounds of food a day. leaves and hay daily.

Any trip to Italy should include a visit to Tuscany to sample the Be sure to make time for a Tuscan wine-
region's exquisite wines. tasting experience when visiting Italy.

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PROPER CITATION OF REFERENCES
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 A reference citation is the documentation needed to make your paper acceptable for academic purposes. It
gives authoritative sources for your statements, helps the reader gain access to those sources, and
acknowledges the fact that the information used in a paper did not originate with the writer.
 A citation tells the readers where the information came from. In your writing, you cite or refer to the source
of information.
  A reference gives the readers details about the source so that they have a good understanding of what kind
of source it is and could find the source themselves if necessary. The references are typically listed at the
end of the research paper.

CITATION REFERENCE
Jenkins and Busher (1979) report that beavers eat Crawford, H.S., R.G. Hooper, and R.F Harlow. 1976.
several kinds of herbaceous plants as well as the Woody Plants Selected by Beavers in the Appalachian
leaves, twigs, and bark of most species of woody and Valley Province. Upper Darby, PA: U.S.
plants that grow near water. Department of Agriculture.
Beavers have been shown to be discriminate eaters
Jenkins, S.H., and P.E. Busher. 1979. Castor
of hardwoods (Crawford, Hooper, and Harlow
canadensis. Mammalian Species. 120:1-8.
1976).

BASIC PARTS OF REFERENCE CITATION