7

ENGLISH

Quarter 1 – Module 1:
Different Types of Parts
of Speech
Lesson 1: Parts of Speech

Let us Learn!

In this module, you will cite an example of each part of the speech in a
sentence. This will also help learners to be equipped with immense
knowledge in identifying each type of speech.

For you to become more familiar with them, this module uses the
situation that provides examples of actual language usage as it paves
the way for a deeper understanding of what part of speech is that word,
and what are the functions of identifying each word in a sentence.

Let Us Try!
Direction: On a separate sheet of paper, write the letter of the correct
answer.

1. It is a word that refers to a name, thing, or place.

a. Adjective
b. Adverb
c. Noun
d. Verb

2. Which of these is a noun?

a. Apple
b. Run
c. Swing
d. Swam

3. It is a word that modifies a noun.

a. Adjective
b. Noun
 c. Verb
d. Pronoun

4. “The sheep has a very thick body.” Which is the adverb?

a. Has
b. A
c. Sheep
d. Very

5. What is a Pronoun?
a. A word that is used instead of a noun or noun phrase.
b. A word that modifies a noun or pronoun.
c. A word that modifies a verb, an adjective, and another adverb.
d. A word governing, and usually preceding a noun or pronoun.

6. It denotes the action word or links the subject to a predicate.

a. Pronoun
b. Verb
c. Adjective
d. Conjunction

7. It is a word that functions as either subject, indirect object, direct

object, subject complement, or appositive.
a. Noun
b. Verb
c. Pronoun
d. Adverb

8. Gina made a cake and juice for her visitors. The highlighted word
is a?
a. Conjunction
b. Interjection
c. Preposition
d. Adjective

9. It is a type of verb that doesn’t need an object to fulfill its action.

a. Auxilliary Verb
b. Linking Verb
c. Intransitive Verb
d. Transitive Verb
 10. A type of adverb that reveals the time of action pertaining to
the verb.
a. Adverb of Degree
b. Adverb of Place
c. Adverb of Frequency
d. Adverb of Time

Let Us Study!

Are you familiar with the questions above? It is all about the parts of
speech. Now let us dwell on the eight (8) parts of speech and learn what
is the importance of identifying the function of each word in a sentence.
I hope you enjoy our learning journey. Let’s go!

Part of Speech
It is a category to which a word is assigned in accordance with
its syntactic functions. In English, the main parts of speech are nouns,
pronouns, adjectives, determiners, verbs, adverbs, prepositions,
conjunctions, and interjections.

Noun
A word (other than a pronoun) used to identify any of a class of people,
places, or things (common noun), or to name a particular one of these
(proper noun). It also functions as a subject, direct object, indirect object,
subject complement, and appositive.
Example:
Joy, London, Ballpen

There are different types of nouns, those are:

 Common Noun – denotes the common to every person or thing.

 Example: glass, basin, computer

 Collective Noun – denoting a number of persons or things taken

together.
Example: Every nation maintains its army.

 Abstract Noun – a noun that usually denotes a quality, action, or

state.
Example: Kindness, Hatred, Honesty

 Compound Noun – two or more nouns combine to form a single

noun.
Example: The bus driver drives carefully.

 Countable Noun – can count what or whom said words denote

Example: Book, Friend, Brother

 Uncountable Noun – things we cannot count.

Example: Luggage, Advice, Baggage

 Material Noun – refers to a material or substance.

Example: Silver, Gold, Iron, Cotton

Adjective
An adjective is a word that describes or defines a noun or noun phrase.
Its semantic role is to change the information given by the noun.
Example:
Beautiful, Soft, Hard, Pretty

There are also different types of adjectives, those are:

 Possessive Adjective – a word similar to a possessive pronoun,
but it functions as an adjective.
 Possessive Adjective – My, you, his, her, our, their, its
Example: My duty is over.
 His ring is made of gold.

 Interrogative Adjective – modifies the noun to function as an

adjective.
 What, Which

 Demonstrative Adjective – identical to demonstrative pronouns;

but they are used as an adjective.
 This, there, that, those, and what

 Numerical Adjective – reveals the number of the nouns.

 Definite Number Adjective
Example: There are five colleges in our district.
This is the third can I have purchased.
 Indefinite Number Adjective – do not specify any exact
number.
Example: I have some friends in foreign countries also.
There are only a few candidates for the interview.
 Distributive Number Adjective – refers to each one of a
number.
Example: Each participant will be given a certificate.
Neither party is on the right move.

 Descriptive Adjective – reveals quality or sort of a noun.

Example: It is a big city.
He is a good boy.

Verb
A verb is a word that in syntax generally conveys an action, an
occurrence, or a state of being. In the usual description of English, the
basic form, with or without the particle to, is the infinitive. In many
languages, verbs are inflected to encode tense, aspect, mood, and
voice. It also denotes the action word or links the subject to a predicate.
Example:
Sing, Develop, Exist, Dance, Run
There are different types of verbs, those are:
 Linking verbs - connect the subject of a sentence with a noun or
adjective that describes or identifies it.
Example: Be, Is, Seem

 Auxiliary verbs - (also called helping verbs) help to form the tense
of a verb phrase or show the degree of ability, possibility, or
certainty.
Example: has, have, was

 Intransitive Verbs - an intransitive verb, on the other hand, does

not require an object to make sense.
Example: He smiled. – She ran.

 Irregular Verbs - an irregular verb is defined as a verb that does

not follow the usual rules of grammar.
Example: bite, bit, bitten; bleed, bled, bled; blow, blew, blown;
break, broke, broken.

 Modal Verbs - modal verbs are those verbs that are used to
denote the possibility, probability, capability, or necessity of
something happening.
Example: Could, will, might

 Stative verbs - describe a position or state of being that you can't

see, but exists anyway.
Example: Like, feel, believe.

 Phrasal verbs - are combinations of a verb with prepositions

and/or adverbs that have a different meaning from the individual
words used to form them.
Example: Blow up, break-in, ask around.

Adverb
An adverb is a word or an expression that generally modifies a verb,
adjective, another adverb, determiner, clause, preposition, or sentence.
Adverbs typically express manner, place, time, frequency, degree, level
of certainty, etc., answering questions such as how, in what way, when,
where, and to what extent.
Example:
Quickly, slowly, yesterday, last week, here, there, today, daily, never,
rarely, extremely, annually
There are different types of adverbs, those are:
 Adverb of Manner – reveals the manner in which the action of the
verb is shown.
Example: The train moved slowly.

 Adverb of Place – denotes places to which the actions of the

verbs refer.
Example: Please do not assemble on the veranda.

 Adverb of Time – reveal the time of action on the verb.

Example: I read the newspaper daily.

 Adverb of Frequency – which qualifies the actions of the verbs in

a sentence to reveal the frequency of such actions.
Example: I take a bath twice a day during summer.

 Adverb of Frequency – reveals the degree or nature of the

actions.
Example: He is too weak to carry the load.

Pronoun
A pronoun is a word that is used instead of a noun or noun phrase.
Pronouns refer to either a noun that has already been mentioned or to a
noun that does not need to be named specifically.
Example:
It, She, He, Something, Myself, Themselves

There are different types of Pronoun, those are:

 Personal Pronoun – represents people or things.
  Objective Personal Pronoun – me, you, her, him, it, us,
them, her
 Possessive Personal Pronoun – yours, mine his, hers,
ours, theirs, its

 Demonstrative Pronoun – used to point out the objects to

which they refer.
Example: This, that, these, and those

 Interrogative Pronoun – is used to ask questions.

Example: Who, whom, which, where, whoever

 Relative Pronoun – a word that joins statements, performing

the work of a pronoun and also the work of a conjunction.
Example: Just now I have found my passbook which has been
missing since last Sunday.

 Indefinite Pronoun – denotes persons or things in a general

way out does not refer to any particular person.
Example: None of them was ready to face the trial in court.

 Reflexive Pronoun – a word that refers back to the subject.

Example: Myself, ourselves, himself, herself, themselves,
yourself, yourselves, itself

Interjection
An interjection is a word or expression that occurs as an utterance on its
own and expresses a spontaneous feeling or reaction. It is a diverse
category, encompassing many different parts of speech, such as
exclamations, curses, greetings, response particles, hesitation markers,
and other words.
Example: Oh! What a beautiful garden.
Well! Both of us were selected for the team.
Conjunction
Conjunctions are words that link other words, phrases, or clauses
together. They allow you to form complex, elegant sentences.
Example: My former colleague came to our office yesterday and we had
lunch together.
There are different types of conjunction, those are:
 Coordinate Conjunction – and, but, or, nor, for, so, yet, also,
either, neither
 Subordinate Conjunction – before, because, after, since,
although, if, that, till, as, when, where, which

Preposition
A preposition is a word or group of words used before a noun, pronoun,
or noun phrase to show direction, time, place, location, spatial
relationships, or to introduce an object.
Example;
In, At, On, Of, To

There are different types of prepositions, those are:

 Simple Preposition – in, an, at, by, to, up, off, for, from, till
 Compound Preposition – above, below, beneath, between
 Group of words in a phrase – of, in favor of, in order to, instead
of, in spite of, in place.

Let Us Practice!
Activity 1.1: Parts of Speech is a very wide topic and we have to
remember it all to identify what type of a word could it be.
In this activity, read the story carefully and identify the nouns and
pronouns in the story. After identifying the noun and pronoun, answer the
guide questions at the bottom.
 The Optimistic Person

Benjamin, a college student, wants to apply for a job.

However, he gets rejected because he doesn’t have any
experience, yet. So, he took a deep breath looked at the sky,
and said to himself “I can do this! It’s just, it's not my time
yet.” Benjamin did not stop, he always thought that every
failure was an opportunity to look for another company that
would surely accept him and finally his time had come. One of
the biggest companies in their town accepted him. Benjamin
is having mixed emotions because he can’t imagine that the
company he thinks he has no chance of getting accepted to
was the one who made his dream come true.

Guide Questions for Activity 1.1:

1. What is the lesson of the story?
2. What is the outcome of Benjamin’s resiliency?
3. If you were Benjamin, would you also do the same thing?

Activity 1.1A. List down the type of Pronoun, Conjunction, and

Preposition in the story.

Pronoun Conjunction Preposition

Activity 1.2. Build me up!

Direction: Make a sentence with these given words.
 Beautiful
Herself
Swim
In
And

Activity 1.2B. Picture Analysis

Direction: Analyze the picture carefully and describe it based on your

observation.
1.

2.

3.

4.
 5.

Let Us Remember
Direction: List down the type of speech and give examples of
each.
Parts of Speech Examples

Let Us Assess
Write T if the statement is true and F if it is false.

___1. A noun could be the name of a person, place, or thing.

___2. An adjective is a word that in syntax generally conveys an action,
an occurrence, or a state of being.
___3. A verb is a category to which a word is assigned in accordance
with its syntactic functions.
___4. A pronoun is a word that is used instead of a noun or noun
phrase.
___5. Verbs, such as gerunds, can be the subject of the sentence.
___6. Adverbs have sometimes had an -ly at the end of a word.
___7. An interjection is a word or expression that occurs as an utterance
on its own and expresses a spontaneous feeling or reaction.
___8. Nouns can be at the beginning, middle, or end of the sentence.
___9. Prepositions are words that link other words, phrases, or clauses
together.
___10. Adverbs can sometimes function as verbs.

Let Us Reflect!
Reflect on what you have learned after taking up this lesson
by completing the phrase below.

I thought that…
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

I have learned that…

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Answer Key
Let’s try
1. C
2. A
3. A
4. A
5. A
6. B
7. A
8. A
9. C
10. D
Let Us Practice
Answer may vary
Let Us Remember
1. Noun Answer may vary
2. Verb
3. Pronoun
4. Adjective
5. Adverb
6. Conjunction
7. Interjection
8. Preposition

Let Us Assess
1. T
2. F
3. F
4. T
5. T
6. T
7. T
8. T
9. T
10. F
Let Us Reflect
Answer may vary
References
Admin. (2022, December 7). Parts of Speech - Definition, 8 types and examples.
BYJUS. https://byjus.com/english/parts-of-speech/
Scribbr. (n.d.). The 8 Parts of Speech | Chart, Definition &
Examples. https://www.scribbr.com/category/parts-of-speech/
GeeksforGeeks. (2023, November 16). Parts of Speech Definitions, Examples 8
types. GeeksforGeeks. https://www.geeksforgeeks.org/parts-of-speech/
7
ENGLISH

Quarter 1 – Module 2:
Identifying Clauses
Lesson 1: Clauses

Let Us Learn!
In your previous lesson, you have learned about parts of speech and its
eight (8) types and what are the function of each word in the sentence.
Now we will move on to another part of our discussion and that is
clauses. By learning this lesson you will start using clauses correctly and
identify their type.

Let us Reflect

Instruction: Underline the noun and underline twice the verb in the
sentence.

1. The driver of the bus is driving slowly.

2. Teacher Alyssa is giving instruction to her students.
3. He is playing with my cat.
4. We are going to visit London in the summer.
5. Swimming is my favorite sport.

What’s New

Instruction: In the “Let Us Reflect” part of this module, you were tasked
to recall your previous lesson. Now, let us try to arrange these scrambled
words, these are related to your knowledge about clauses and their
types.

1. NDIPETNENDE
2. BOSURDTANIE
3. PDENEDTNE
4. LCUAES
5. ONUN
 What Is It

Are you familiar with the words you have arranged recently? In the
previous lesson, you have taught about the parts of speech. The words
that you have rearranged were all about our discussion for today, which
is clauses. Now, let us delve into the deeper meaning of clauses and
discover their types.

Are you ready? Let’s get learning.

A clause is a part of a sentence that includes at

least one subject and one verb. Clauses ‌make
up sentences. They are the building blocks of
language and are essential for all verbal
communication.

Clauses can work independently to convey

simple information, or they can work together to
convey more complex thoughts and ideas.
Understanding clauses is an essential step

A clause is a combination of words that makes up a sentence. It consists

of a subject and a predicate. It can also be said that a clause should
have a subject and a verb. Now, take a look at the definitions of clauses
given by different dictionaries to understand what a clause is.
According to the Oxford Learner’s Dictionary, a clause is defined as “a
group of words that includes a subject and a verb, and forms a sentence
or part of a sentence.” The Cambridge Dictionary defines a clause as “a
group of words, consisting of a subject and a finite form of a verb.” “A
clause is a group of words containing a verb”, according to the Collins
Dictionary. According to the Merriam-Webster Dictionary, a clause is
defined as “a group of words containing a subject and predicate and
functioning as a member of a complex or compound sentence.”
How do Clauses work in English?
Clauses can perform three distinct functions: They can operate as
adverbs, adjectives, or nouns.
Here’s an example of a noun clause:
 She completely understood everything he said.
In this example, everything he said is a dependent clause that acts as a
noun because it communicates the specific “thing” that she, the subject
of the sentence, understands. Everything he said can be replaced
with his explanation and the sentence still makes perfect sense:
 She completely understood his explanation.
To test whether a clause is a noun clause, try swapping it out for a noun.
If your sentence still makes sense, you’ve got a noun clause. Here are
two more examples of noun clauses illustrated through swapped-in
nouns:
 They remembered what the keynote speaker covered.
 They remembered the keynote speaker’s presentation.
 I don’t know how the company handles onboarding.
 I don’t know their onboarding process.
Just like a noun clause is a clause taking on a noun’s role, an adverbial
clause is a clause acting as an adverb. For example:
 She fixed the sink without facing difficulty.
 She fixed the sink easily.
 They spent four years living outside the United States.
 They spent four years living abroad.
 The pool was installed after they built the deck.
 The pool was installed later.
Based on the other two categories, we bet you can guess how an
adjective clause works. In case you can’t, here it is: An adjective clause
acts as an adjective in its sentence. Here are a few examples with
adjectives swapped in to illustrate them:
 My friend who rides a motorcycle said it’s a great weekend to ride.
 My motorcyclist friend said it’s a great weekend to ride.
 No matter what time of day we visit, we always run into the dog
that barks.
  No matter what time of day we visit, we always run into the loud
dog.

We are now done defining what is a clause. Now, let us find out what are
the types of clauses and their function in a sentence.

The first type of clause is an Independent Clause. The independent

clause is the main clause a group of words with a subject and a verb. It
is one that can stand alone and makes complete sense. That is why it is
called an independent clause.

The second type is a Dependent Clause is a group of words that

contains a subject and verb but does not express a complete thought. A
dependent clause cannot be a sentence. Often a dependent clause is
marked by a dependent marker word. The Dependent Clause was also
known as the Subordinate Clause.

The third type is a Compound Clause. It is made up of one or more

coordinate clauses joined to the main clause. The rhetorical term for a
coordinate construction is parataxis. In English grammar, a coordinate
clause is a clause (i.e., a word group containing a subject and predicate)
that is introduced by one of the coordinating conjunctions --most
commonly and or but.

The fourth type is a Relative Clause is one kind of dependent clause. It

has a subject and verb, but can’t stand alone as a sentence. It is
sometimes called an “adjective clause” because it functions like an
adjective—it gives more information about a noun. A relative clause
always begins with a “relative pronoun,” which substitutes for a noun, a
noun phrase, or a pronoun when sentences are combined.

Examples of How to Use a Clause in a Sentence

Examples of Independent Clauses
 I know how to drive a car, but I enjoy riding bikes.
 Today is Wednesday.
 I was not keeping well, so I took a day off work.
 When I met you, I did not think we would get this close.
  It was my sister’s birthday yesterday; however, she did not want to
celebrate.

Examples of Dependent Clauses

 After we reached home, we watched a movie.
 Everybody knows the boy who won the Best Outgoing Student
Award.
 My mom asked me to call her as soon as I boarded the bus.
 While we were waiting at the bus stop, we saw a monkey
snatching a snack from a little boy.
 Though Malcolm did not find the movie interesting, he stayed until
the end of the movie.

Example of Coordinate Clause

 "It was apple blossom time, and the days were getting warmer."
 "I wasn't a fan of most vegetables, but I didn't mind peas."
 "They ate the dessert, and neither one mentioned the fact that it
was slightly burned."

Example of Relative Clause

 I like the person. The person was nice to me.
 I like the person who was nice to me.
 I hate the dog. The dog bit me.
 I hate the dog that bit me.
 I am moving to Louisville, KY. It is home to the Muhammad Ali
Museum.
 I am moving to Louisville, KY, which is home to the Muhammad Ali
Museum.

That is it! Turn now to the next page and answer our activities.
What’s More
Activity 1. Write IC if the sentence is an independent clause and DC
if it is a dependent clause.
1. Whenever the animals cooked their food
2. The Bungisngis ate all the food and disappeared.
3. However the monkey climbed up a tree and he escaped.
4. The Bungisngis accepted the position offered by the monkey.
5. The bees buzzed about him and punished him for his curiosity.
6. Maddened with pain, the Bungisngis went in search of the monkey.
7. Because the Bungisngis were pleased with the beautiful colors of
the belt
8. After he put the belt around the body of the Bungisngis
9. While the monkey was playing with a snake
10. If the monkey would give the Bungisngis the belt.

Activity 2. Match the sentence in column A with the sentence in

column B to construct a complete sentence.
Colum A Column B
A. And the test is on Friday
1. The beach is a lot of fun B. but I forgot to bring my
2. A group of women went to shopping list.
the movie C. But I need to rest.
3. I went to the store D. And he went on all the rides.
4. He went to the theme park E. But the café does not serve
5. I really wanted potato soup any soup.
6. Today is Thursday F. And they agreed it was
7. Today is Thursday enjoyable
8. I really want to see the game G. so she needed to get
9. I went to the Land matching shoes.
Transportation Office today H. But the mall is having a huge
10. Monica brought the sale today.
drinks I. For Frank brought the main
dish
J. And I took the written driving
test.
K. Yet the mountains are better.
What I have learned

Very good, students! I hope you have learned

a lot from the discussion you have read. I
assume that you are now capable of using and
identifying the different types of clauses. Now,
complete the statements below to show how much you
have learned from this lesson. Ready? Okay!

Activity 3. Fill in the missing word/s in the blank. Choose the correct
answer from the list in the box.

Clause coordinating

Dependent subordinating

Independent marker word

1. ______________ expresses a complete thought because it has a

subject and a predicate.
2. ______________conjunctions join two or more sentences,
independent clauses, or phrases that are of equal grammatical
rank.
3. ______________conjunctions connect dependent clauses to
independent clauses.
4. “Although it is not safe to go out of the house” is an example of
______________ clause.
5. Whether we like it or not, we are required to adapt to the new
normal life” is an example of _________________ clause.
What I Can Do
This lockdown period has given you more time and opportunities to do
the things that you have always wanted to do or like to do more. It
makes sense to be productive during this time and do things that are
meaningful to you. The following are productive activities that you can
do.
Activity 4. Complete the following statements by writing the
appropriate subordinate conjunctions. Choices are found in the box.

Although whether when if however but while

Read a Book
1. __________ you prefer fiction or non-fiction, buy yourself some
books and start reading them. 2. ___________ others find this
activity boring, books exercise the brain, build our vocabularies,
lower stress, and also enhance the imagination.
Meditate
Meditation is one of the best things you can do right now to relieve
stress and improve your well-being. It’s important to be mindful of
your surroundings as well as your well being 3. ___________ in
quarantine, and meditation might help you get a bit of peace of mind.
Attend to the garden
Tidying up your garden, repainting your fences and any other jobs
that need doing in your garden can be done over a period of time
4._________ you feel like it.
Start a DIY project
5. ____________ gardening in your free time sounds appealing, go
one step further and start a DIY project.
Catch up your sleep
Doing some of the activities will help you sleep naturally,
6.__________ ensure that you are going to bed at a reasonable time.
Assessment
Activity 5. Complete the independent clause by choosing the correct
coordinating or subordinating conjunction inside the parentheses.

1. ______ (although, so) it was very long, the movie was still
enjoyable.
2. You should take your car in for a service ________ (yet, because)
it’s starting to make weird noises.
3. The actor was happy he got a part in a movie _________ (even
though, eventually) the part was small.
4. ________ (When, After) the flood, there were destructions
anywhere in the place.
5. The museum was very interesting, ________ (so, as) I expected.

Activity 6. Combine the two sentences using an appropriate

coordinating or subordinating conjunction.
The crow and the hungry dog
6. a. A dog was once lost in the forest by hunters.
b. He wandered through the forest in search of something to eat.
_____________________________________________________
_____________________________________________________

7. a. The dog became very weak and thin.

b. He has not tasted anything except water, for several days.
_____________________________________________________
_____________________________________________________

8. a. The dog was walking listlessly under the trees.

b. He saw a crow that had a piece of meat in his beak.
_____________________________________________________
_____________________________________________________

9. a. Looking up, the dog sat on its legs.

b. He asked the crow to him peace of meat.
_____________________________________________________
_____________________________________________________
 10. a. The crow opened his beak and laughed.
b. The piece of meat which he had fell to the ground.
_____________________________________________________
_____________________________________________________

11. a. The hungry dog greedily picked the meat up.

b. He laughed at the poor crow.
_____________________________________________________
_____________________________________________________

12. a. The crow flew away.

b. He was really distressed of the loss of the meat.
_____________________________________________________
_____________________________________________________

Additional Activities
You are being interviewed by local media about the COVID-19 pandemic
that presently affects our way of life. For every question, you are tasked
to provide a brief and clear answer, applying everything you learned
about our lesson on clauses.

Question 1. How does the pandemic affect your education so far?

_____________________________________________________
_____________________________________________________

Question 2. How do you protect yourself and your family from the threat
of the virus?
_____________________________________________________
_____________________________________________________

Question 3. As a student, what do you think are the advantages of the

stay-at-home policy of the government?
_____________________________________________________
_____________________________________________________
Question 4. Are you in favor of the country being placed into a stricter
lockdown again due to the increasing number of COVID-19 cases?
_____________________________________________________
_____________________________________________________

Question 5. As a student what can you do to help your family and your
community lessen the challenges and burden brought about by the
pandemic?
_____________________________________________________
_____________________________________________________
Answer Key
Let Us Reflect
Answer may vary
What’s New
1. Independent
2. Subordinate
3. Dependent
4. Clause
5. Noun
What’s More
Activity 1
1. DC 6. IC
2. IC 7. DC
3. IC 8. DC
4. IC 9. DC
5. IC 10. DC
Activity 2
1. K 6. A
2. F 7. G
3. B 8. C
4. D 9. J
5. E 10. I
Activity 3
1. Clause
2. Coordinating
3. Subordinating
4. Dependent
5. Independent
Activity 4 3. While
4. When
1. Whether
5. If
2. Although
6. but
Activity 5
1. although
2. because
3. even though
4. after
5. as
Activity 6
1. A dog was once lost in the forest by hunters, so he wandered through the
forest in search of something to eat.
2. Because he had not tasted anything except water for several days, the dog
became weak and thin.
3. While the dog sat on its legs he asked the crow to give him a piece of meat.
4. The crow opened his beak and laughed, so the piece of meat which he had
fell to the ground.
5. After the hungry dog greedily picked the meat up, he laughed at the poor
crow.
6. The crow flew away because he was really distressed by the meat.

Additional Activities
Answer may vary
References
Tambayan, D. (2022, March 9). English 7 Quarter 1 – Module 8: Using Clauses
Appropriately and Meaningfully • DepEd Tambayan. DepEd
Tambayan. https://depedtambayan.net/english-7-quarter-1-module-8-using-clauses-
appropriately-and-meaningfully/
What are Clauses: Definition and Use Cases. (2024, January 16). What Are
Clauses? Definition & Meaning |
Grammarly. https://www.grammarly.com/blog/clauses/
Admin. (2023, February 20). Clauses - Definition, Types and Uses with Examples.
BYJUS. https://byjus.com/english/clauses/
Independent and dependent clauses - Purdue OWL® - Purdue University.
(n.d.). https://owl.purdue.edu/owl/general_writing/punctuation/independent_and_dep
endent_clauses/index.html
7
ENGLISH

Quarter 1 – Module 3:
Types of Sentences
Lesson 1: Types of Sentences

What I Know
In the previous lesson, we tackled about clauses and their different
types. Today, we are going to discuss sentences, their different types,
and how they function. Learning this lesson would enhance our
understanding of how to identify and understand the feelings of the
sender when we are communicating through text.

Let us Review
Instruction: Identify the independent and dependent clauses. Write
IC if the sentence is an independent clause and DC if the sentence is a
dependent.

1. As soon as I reach the office

2. I did not bring my umbrella.
3. When the little boy saw his mom
4. Collect your parcel from the courier office.
5. Though we left home early

What’s New
Instruction: Kindly take a look and try to analyze the type of
sentence. Write EX if the sentence is exclamatory, IN if the sentence is
interrogative, and IM if the sentence is imperative.
1. Please roll down your windows.
2. Who made this cake?
3. Get out! I do not need you!
4. Are you excited for the party later?
5. Let’s go outside and walk around the park.
What is it
Are you familiar with the activity you have answered? If yes, great! The
activity you answered in “Let Us Review” is all about dependent and
independent clauses. The next activity in “What’s New” is new to you,
right? Today we will move on to our next lesson about sentences. We
will identify its different types and functions in identifying the mood of a
person.
Are you ready? Let’s get learning!

Before anything else, let us first define what is a sentence. So, A

sentence means a group of words that makes complete sense. It begins
with a capital letter and ends with a full stop. It always contains a finite
verb. A sentence may be a statement, question, exclamation or
command. It consists of a main clause and one or more subordinate
clauses. A sentence may be short and simple or long and complex. For
example:
 She likes Sweets
 She likes Bengali Sweets
 She likes Bengali Sweets which are made of milk
 She likes Bengali Sweets which are made of milk and are tasty

The picture above shows the different types of sentences. Now let us
find out the definition and identify their functions.
Declarative/Assertive Sentences : These sentences make a
declaration in the form of a statement, an opinion, a suggestion, a
proverb or a universal truth. These can be positive or negative but
always end with a full stop. For example:
 The teacher is going to the class room (simple statement)
 Sunita is a good singer (opinion) (declaration)
 The sun rises in the east. (universal truth)
 Barking dogs seldom bite (proverb)

Imperative Sentences : These sentences express an order, command,

advice, request, proposal or suggestion. These may end with a full stop
or exclamation depending on the imperative word. For example:
 Get out (Command)
 Always Speak the truth (Advice)
 Please be patient (request)
 Let’s go to the book fair (suggestion)

Interrogative Sentences : These sentences ask questions. ‘Wh’ and a

verb are used to frame an interrogative sentence. A question mark
comes after such a question. For example:
 Who is your father?
 When are you going to London?
 Do you have any money?
 Are you feeling alright?

Exclamatory Sentences : These sentences express strong emotions or

feelings such as joy, surprise, wonder, regret, etc. An exclamatory
sentence ends with an exclamation mark. For example :
 Alas! India lost the match. (regret)
 Hurray! My daughter passed the IIT examination (joy)
 Oh my God! It is raining. (surprise)
 What a shame! (regret)
 What a beautiful scene! (wonder)

Classification According to Structure

Simple Sentences : There is only one subject one predicate and one
finite verb in a simple sentence. It contains only one independent
clause. For example :
 She sings (She is the subject and sings is the predicate)
 The dog ran after the ball (Dog is the subject and ran after the ball
is the predicate).
Either subject or verb can be compound (meaning two or more), but the
key is there always remains only ONE independent clause. For example:
 Blue is her favourite color.
 Blue and Red are her favorite colours.
 Sam loves and hates pink.
The examples above are all simple sentences, though some contain
compound elements.
Example one has a simple subject (Blue) and a simple verb(is).
Example two has a compound subject (Blue and Red) and a simple verb
(are).
Example three has a simple subject (Sam) and a compound verb (loves
and hates). However, they are all still considered simple sentences
because there is no dependent clause that can stand alone.

Compound Sentences: There are two or more independent/main

clauses in a compound sentence. A comma, a colon, a semi-colon is
used to join these clauses. Conjunctions used to join similar elements
(e.g. two nouns, two verbs, two modifiers) are
called coordinating conjunctions (Here is a list of co-ordinating
conjunctions for future compound sentences you will write: for, and, nor,
but, or, yet, so. An easy way to remember these is the
acronym FANBOYS.)

 It rained heavily throughout the day; consequently, the city was

flooded
  The thief ran to escape but the police caught him
 The winter set in, it was cold and we took out woollens from the
cupboard
 She is neither honest nor sincere.
Some more examples:
 I called her twice yet she did not come.
 Sam enjoys reading; John prefers sports.
 Betty and Joy arrived at the party early, but Sam got the relate.

Complex Sentences: There is one main clause and one or more

subordinate (dependent) clauses in a complex sentence. The
subordinating conjunction indicates time, place, manner, reason,
conditions or concession and provides a link between the clauses. For
example:
 The robber ran away when he saw the police
 When the robber saw the police, he ran away because he was
terrified
In the above sentences, italicized words constitute the main clause. The
remaining words are subordinate clause (D).
 She returned the computer after she noticed it was damaged.
 When the cost goes up, customers buy less clothing. Since winter
is coming I think I’ll knit a warm sweater because I’m always cold.
In complex sentences, subordinate clauses function within the sentence
as adjectives, adverbs, or nouns. For example:
 Rohan was tired. (Simple sentence)
 Rohan went to bed. (Simple sentence)
 Rohan went to bed because he was tired.
 Because he was tired, Rohan went to bed.
 Rohan who was tired went to bed. (noun clause)
 Rohan, although he was tired, went to bed late. (adverb clause)
Complex Compound Sentences: A Complex compound sentence
consists of two or more independent clauses plus one or more
dependent clauses. For example:
 Smita smiled brightly and laughed delightedly when he saw her
new scooty.
 Although it was raining, I left my house, as I had to attend an
important meeting.
Some more examples:
 Jay’s mother went to the store because it was his birthday, and she
bought him a present.
 The team captain jumped for joy and the fans cheered because we
won the state championship.

Simple sentence — Independent clause

Compound sentence — Independent clause, *Independent clause

Complex sentence — Independent clause *(two or more) dependent

clause

Compound complex — (2 or more) Independent clauses *(2 or more)

dependent clauses

We’re now done defining and identifying the different functions of the
types of sentences. Now, we will try to answer some questions regarding
the lesson you have just read.
Are you ready? Let’s continue

What I have Learned

Direction: Read each question carefully. Write the letter of the correct
answer.

1. “I am excited to attend our online class.” Said Gina. It’s a

declarative sentence because ___________________.
 a. It tells about something.
b. It asks about something.
c. It expresses a strong feeling when talking about something.
d. It makes a simple command or request.

2. “Kindly submit your assignment on time.” Mrs. Apostol said to the

class. This statement is an example of an imperative sentence
because_______________.
a. It tells about something.
b. It asks about something.
c. It expresses a strong feeling when talking about something.
d. It makes a simple command or request.

3. “Oh my God! What a huge gift it is!” Mother exclaimed as she

received a surprise gift from Father. This expression is an
exclamatory sentence because ___________________.
a. It tells about something.
b. It asks about something.
c. It expresses a strong feeling when talking about something.
d. It makes a simple command or request.

4. “Where did you buy it?” she inquired. This is an example of an

interrogative sentence because ________________.
a. It tells about something.
b. It asks about something.
c. It expresses a strong feeling when talking about something.
d. It makes a simple command or request.

“Ma, I need to buy some materials for my project,” Tony said while
having their family dinner. “How much do you need?” his mother
asked him.
5. Which statement from the dialogue below is an example of
interrogative sentence?
 a. “Ma, I need to buy some materials for my project.”
b. “How much do you need?”
c. Tony said while having their dinner.
d. His mother asked him.

What’s In

A. Finding the difference

Directions: Check (/) the box if the sentence is declarative and put an
(X) if it is interrogative.
1. The travelers used to stay at “Hotel ni Pedro”.

2. Did you buy food at the canteen?

3. The family had a great time at “Langoyon Beach Resort” last

Sunday.

4. The boy is celebrating his 8th birthday today.

5. When will be our First Culminating Performance?

B. Sorting Out Sentences

Directions: Identify the imperative and exclamatory sentence from each
item. Write the sentence on the correct column.
1. a. The ground is too dusty!
b. Water the ground before you sweep the dried leaves.

2. a. There is no pale of water inside the comfort room!

b. Fill the pale with water.

3. a. Turn on the wall fans.

b. It is so warm inside your room!

4. a. The toilet smells bad!

b. Please do not forget to clean the toilet after using.
 5. a. Take care of that dress.
b. That’s a lovely dress!

Imperative Sentence Exclamatory Sentence

1.
2.

3.
4.
5.

What’s More
Activity A.1 Punctuating and Labelling
Direction: Read each sentence and add the correct punctuation mark.
Then label it as Imperative, Declarative, Interrogative, or Exclamatory.
Example: You have a Mandaya dress__
Answer: You have a Mandaya dress. Declarative
1. What is your favorite Larong Pinoy__ ____________
2. Yehey, I got a gift from my tita__ ____________
3. He is the best dancer in the group__ ____________
4. Do your projects on time__ ____________
5. Who is the most helpful in your family__ ____________

Activity A.2 Write Those Pics

Direction: Use each picture on the left to write a declarative,
exclamatory, interrogative, and imperative sentence. Don’t forget to
punctuate accordingly.

Example: Write a declarative sentence.

 He is a good boxer.

1. Write a declarative sentence.

______________________ .

2. Write an interrogative sentence.

______________________ .

3. Write an imperative sentence.

________________________.

4. Write an exclamatory sentence.

________________________ .
Activity B. End of Sentence Challenge
Direction: Use proper punctuation marks after each sentence.
Sentences Punctuation
Marks
1. What is your father’s name

2. My name is Ethan Mateo

3. I am at the church
4. Go home and pray
5. Can you see the waterfalls
6. Be careful

7. Please close the door

8. Fix your toys

9. The seafood is delicious
10. Wow! The ocean is amazing

Lets’s Relearn
1. What is a sentence that usually makes a statement and
ends with a period?
2. What is a sentence that is usually presented in the form of
a question and ends with a question mark?
3. What is a sentence that commands or tells someone to do
something?
4. What is a sentence that expresses a strong feeling and
ends with an exclamation point?
Additional Activities
Direction: Read the question carefully. Choose the letter of the correct
answer.
1. Which is not an interrogative sentence?
a. The baby is sleeping.
b. Is the baby sleeping?
c. Where is the baby sleeping?
d. Who takes care of the baby while she is sleeping?

2. What punctuation mark do we use after the declarative sentence?

a. ( ! )
b. ( . )
c. ( ? )
d. ( , )

3. Which of the following is an imperative sentence?

a. Turn off the faucet after using.
b. How old are you?
c. Amazing costumes!
d. Mother cooks food for us.

4. Which sentence expresses a strong emotion?

a. Get one whole sheet of paper.
b. Who is your teacher?
c. What a mess!
d. We attended the flag ceremony.
Answer Key
Let Us Review
1. DC
2. IC
3. DC
4. IC
5. DC
What’s New
1. IM
2. IN
3. EX
4. IN
5. IM
What I Have Learned
1. A
2. D
3. C
4. B
5. B
What’s In – a.
1. /
2. X
3. /
4. /
5. X
b.
Answer may vary
What’s More – Activity a.1
1. ? – Interrogative
2. ! – Exclamatory
3. . – Declarative
4. ? – Interrogative
5. ? – Interrogative
Activity A.2
Answer may vary

Activity B.
1. ?
2. .
3. .
4. .
5. ?
6. !
7. .
8. .
9. .
10. !
Let’s Relearn
Answer may vary
Additional Activities
1. A.
2. B
3. A
4. C
References
Tambayan, D. (2022, March 9). English 3 Quarter 1 – Module 5: Sentence Galore •
DepEd Tambayan. DepEd Tambayan. https://depedtambayan.net/english-3-quarter-
1-module-5-sentence-galore/
Taxmann. (2023, November 9). What is Sentence? It’s Structure and Types of
Sentence. Taxmann Blog. https://www.taxmann.com/post/blog/what-is-sentence-its-
structure-and-types-of-sentence#:~:text=1.-,Definition%20of%20a%20Sentence,one
%20or%20more%20subordinate%20clauses.
7
ENGLISH

Quarter 1 – Module 4:
Types of Phrases
Lesson 1: Different Types of Phrases

What I Know
We are now done discussing sentences and their types. We will now
move on to our next discussion which is the types of phrases. In this
module, we will discuss what is a Phrase and what its types are and
define each of its types.
Fasten now your seatbelts ‘cause we’re about to begin our discussion
about phrases. Are you ready? Let’s go!

Let’s Review
Direction: Write (/) if the sentence is interrogative and put (x) if the
sentence is exclamatory.
1. Have a great day! ( )
2. Happy birthday, my love! ( )
3. Where have you been? ( )
4. Let’s keep grinding! ( )
5. How’s your day going? ( )

What I Know
Direction: Determine which type of phrase is this sentence. Write PP if
the phrase is a prepositional phrase and VP if the phrase is a verb
phrase.
1. During a quiz on a test – (PREPOSITION)
2. In the room – (Preposition) ibutang sa answer key
3. Work hard to become good. – (Verb)
4. Continued working hard. – (verb)
5. Between a rock and a hard place. – (prepositional)
What Is It
What have you observed with the activity you have just answered? Did
you find it difficult to answer? The activity you have answered is all about
phrases. Let us now delve into what a phrase is.
Shall we continue? Let’s keep going!
What is a Phrase?
A phrase is a group of words that forms a grammatical component. It can
be used to communicate something. It is a part of a sentence and
cannot stand on its own. Phrases provide more information about
whatever the sentence is speaking about.
A phrase, according to the Oxford Learner’s Dictionary, is defined as “a
group of words without a finite verb, especially one that forms part of a
sentence.” According to the Cambridge Dictionary, a phrase is defined
as “a group of words that is part of, rather than the whole of a sentence.”
The Collins Dictionary defines a phrase as “a short group of words that
people often use as a way of saying something. The meaning of a
phrase is often not obvious from the meaning of the individual words in
it.” It is also defined as “a small group of words which forms a unit, either
on its own or within a sentence.” The Merriam-Webster Dictionary
defines a phrase as “a word or group of words forming a syntactic
constituent with a single grammatical function.”

Types of Phrases with Examples

In English grammar, there are five main types of phrases. They are,
 Noun Phrases
 Adjective Phrase
 Avderb Phrase
 Verb phrase
 Prepositional Phrase
Other types of phrases include gerund phrases, appositive
phrases, participle phrases, and infinitive phrases.
Noun Phrase
A noun phrase is a group of words that have a noun or pronoun. It is
used to modify the noun. In other words, it can be said that a noun
phrase can function as a subject, an object, or a complement in a
sentence.
For example:
 My brother’s friend had come to visit him. (Used as a subject)
 Scented candles are my favorite. (Used as a subject)
 The students were asked to find the buried treasure. (Used as an
object)

Adjective Phrase
An adjective phrase or an adjectival phrase is a group of words that
consists of an adjective. It can be used to complement it. It provides
more information about the noun or pronoun in a sentence. In other
words, it can be said that it functions just like an adjective in a sentence.
For example:
 Annu has silky, smooth hair.
 People, living in large cities, often find it difficult to reach in time.
 The team that made it to the final was congratulated in front of the
whole school.

Adverb Phrase
An adverb phrase or an adverbial phrase is a group of words that
includes an adverb and other modifiers. It performs all the functions of
an adverb. It can be placed in any part of the sentence, with respect to
the part of speech they modify.
For example:
 We are planning to finish our group project by the end of May.
 Later this evening, my cousins and I planned to go to the park.
 They saw some abandoned puppies at the corner of the street.
Verb Phrase
A verb phrase can be used just like a verb. It consists of a main verb and
an auxiliary verb.
For example:
 Students are practicing hard in order to participate in the state
tournament.
 Aaron has been writing multiplication tables for three hours.
 The dogs have been barking continuously.

Prepositional Phrase
A prepositional phrase consists of a preposition and an object. It works
just like an adjective or an adverb. It relates the subject and the verb in a
sentence. It is used to modify the nouns and verbs in a particular
sentence.
For example:
 It was too hard for me to concentrate with the kids jumping around.
 The jewelry boxes were kept inside the cupboard.
 On the way to New York, we caught sight of the famous Niagara
Falls.
How to Use Phrases? – Rules and Points to Remember
There are some things that you have to remember when using phrases.
 Phrases are just a part of the sentence and cannot stand alone.
 They do not give complete meaning if taken out of context.
 They are mostly used to provide extra information about the
subject, object, or other components in a sentence.
 There can be more than one phrase in a sentence.
 Make sure that the phrase gives your sentence clarity and does
not simply accumulate the sentence with information.

We are now done. Let us try answering some activity about our
discussion for this day. Let’s go!
What I have learned
Direction: Identify the phrases in the following sentences and also state
the type of phrase.
1. Danny was playing video games on his phone.
2. Nandhu, Vishnu and Arjun like going on road trips.
3. The girl, in the black dress, is my colleague.
4. We found an unowned vehicle parked in front of our house.
5. The savories that were served today were extremely sweet.
6. That little boy is my friend’s son.
7. Xavier found a white, furry bunny in their backyard.
8. The plant in the right corner of the garden finally bloomed.
9. Bangalore seems to be a busy, crowded, and advanced city.
10. The security guard was unusually kind to all the employees
today.

Challenge Yourself
Direction: Underline the prepositional phrases in the sentence.
1. Because of my studying, I did well on the test.
2. I’m going to the beach.
3. He knew it was over the rainbow.
4. We camped by the brook.
5. It was a story as old as time.

What’s In
Activity 1.1
Direction: In every sentence, there is a phrase that is in bold. Now,
identify what phrase that is in bold font style.
1. At college, my brother tried to learn the art of bullfighting.
2. Practicing his cape swing was one of the requirements for the
class.
3. To my brother, however, it was a difficult challenge.
4. My brother finally admitted that bullfighting seemed to be a
challenge for him.
 5. Many people never learn how to swim.

Activity 1.2
Direction: Join phrases to make meaningful sentences.
1. I tried to imagine life A narrow path.
2. You’ll never know She chops onions.
3. The car advanced slowly On the moon.
4. The trees provide Unless you try.
5. We walked along Down the street.
6. She always cries when Plenty of shade.

Let us Reflect
Reflect on what you have learned after taking up this lesson by
completing the phrase below.

I thought that…
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

I have learned that…

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Answer Key
Let’s Review
1. X
2. X
3. /
4. X
5. /
What I Know
1. Preposition
2. Preposition
3. Verb
4. Verb
5. Preposition
What I have Learned
1. On his phone – Preposition Phrase
2. Going on road trips – Noun Phrase
3. In the black dress – Adjective Phrase
4. An unowned vehicle – Noun Phrase
5. Extremely sweet- Adverb Phrase
6. That little boy – Noun Phrase
7. White, furry bunt in their backyard – Adjective, Prepositional Phrase
8. In the right corner of the garden – Prepositional Phrase
9. Busy, crowded and adcanced – Adjective Phrase
10. Unusually kind – Adverb Phrase
What’s In – Activity 1.1
1. Adverb Phrase
2. Verb Phrase
3. Noun Phrase
4. Adverb Phrase
5. Verb Phrase
Activity 1.2
1. On the moon
2. Unless you try
3. Down the street
4. Plenty of shade
5. A narrow path
6. She chops onions

Let us Reflect
Answer may vary
References
Admin. (2022, December 7). Phrases - Definition, Types and How to Use Them with
Examples. BYJUS. https://byjus.com/english/phrases/
The ultimate guide to phrases. (2024, January 16). The Ultimate Guide to Using
English Phrases | Grammarly. https://www.grammarly.com/blog/phrases/
Nordquist, R. (2019, August 9). What is a phrase? Definition and examples in
grammar. ThoughtCo. https://www.thoughtco.com/phrase-grammar-1691625
7
ENGLISH

Quarter 1 – Module 5:
Types of Academic
Essays
Let Us Learn
We are now done on our four (4) lessons and we are now down to our
last lesson which is about types of academic essays. In this lesson, we
will define what an essay is, identify its four (4) types, and define each of
them. After that, we will also discuss the functions of each type and we
will answer some exercises about the lesson.
Are you ready? Let's go!

Let’s Review
Before we proceed to our lesson, let’s try answering this activity about
our previous lesson.
Direction: Identify the type of phrase if it’s a noun, verb, preposition,
adjectival, or adverbial phrase.
1. Will be studying for her exam.
2. She runs quickly in the morning.
3. The delicious homemade pizza.
4. The big, black dog.
5. After work, I will go to the gym.

What I Know
Direction: Choose the letter of the correct answer.
1. A detailed sensory description of something. Like narrative essays,
they allow you to be more creative than most academic writing, but
they are more tightly focused than narrative essays.
a. Descriptive Essay
b. Narrative Essay
c. Expository Essay
d. Argumentative Essay

2. An extended, evidence-based argument. It requires a strong thesis

statement—a clearly defined stance on your topic. Your aim is to
convince the reader of your thesis using evidence (such
as quotations) and analysis.
 a. Descriptive Essay
b. Narrative Essay
c. Expository Essay
d. Argumentative Essay

3. This is usually a story about a personal experience you had, but it

may also be an imaginative exploration of something you have not
experienced.
a. Descriptive Essay
b. Narrative Essay
c. Expository Essay
d. Argumentative Essay

4. It provides a clear, focused explanation of a topic. It doesn’t require

an original argument, just a balanced and well-organized view of
the topic.
a. Descriptive Essay
b. Narrative Essay
c. Expository Essay
d. Argumentative Essay

5. It is a type that tests your writing skills, some essays also test your
ability to read carefully and critically. You don’t just present
information on a topic, but closely analyze a text to explain how it
achieves certain effects.
a. Textual Analysis Essay
b. Narrative Essay
c. Rhetorical Analysis
d. Argumentative Essay

6. It looks at a persuasive text (e.g. a speech, an essay, a political

cartoon) in terms of the rhetorical devices it uses, and evaluates
their effectiveness. The goal is not to state whether you agree with
the author’s argument but to look at how they have constructed it.
a. Textual Analysis Essay
b. Narrative Essay
c. Rhetorical Analysis
d. Argumentative Essay
What Is It
What have you observed in the activity you have answered? Did you find
it interesting? Is it familiar to you? If yes, then very good! So, the activity
you answered was all about types of essays. And now, we will define
what an essay is, and its types.
Are you ready? Let’s go!

What is an essay?
An essay is generally a short piece of writing outlining the writer’s
perspective of the story. It is often considered synonymous with a story
or a paper or an article. Essays can be formal as well as informal.
Formal essays are generally academic in nature and tackle serious
topics.
Did you know the word ‘essay’ is derived from the Latin word
‘exagium’, which roughly translates to presenting one’s case? So
essays are short pieces of writing representing one’s side of the
argument or one’s experiences, stories, etc. Essays are very
personalized. So let us learn about types of essays, formats, and tips for
essay writing.
Now, let us delve into the types of academic essays.

Argumentative Essay
An argumentative essay presents an extended, evidence-based
argument. It requires a strong thesis statement—a clearly defined stance
on your topic. Your aim is to convince the reader of your thesis using
evidence (such as quotations) and analysis.
Argumentative essays test your ability to research and present your own
position on a topic. This is the most common type of essay at the college
level—most papers you write will involve some kind of argumentation.
The essay is divided into an introduction, body, and conclusion:
 The introduction provides your topic and thesis statement
 The body presents your evidence and arguments
  The conclusion summarizes your argument and emphasizes its
importance
The example below is a paragraph from the body of an argumentative
essay about the effects of the Internet on education.
A common frustration for teachers is students’ use of Wikipedia as a
source in their writing. Its prevalence among students is not exaggerated;
a survey found that the vast majority of the students surveyed used
Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses
a common objection to its use: “A reliance on Wikipedia can discourage
students from engaging with genuine academic writing” (Coomer,
2013). Teachers are clearly not mistaken in viewing Wikipedia usage as
ubiquitous among their students, but the claim that it discourages
engagement with academic sources requires further investigation. This
point is treated as self-evident by many teachers, but Wikipedia itself
explicitly encourages students to look into other sources. Its articles often
provide references to academic publications and include warning notes
where citations are missing; the site’s own guidelines for research make
clear that it should be used as a starting point, emphasizing that users
should always “read the references and check whether they really do
support what the article says” (“Wikipedia: Researching with Wikipedia,”
2020). Indeed, for many students, Wikipedia is their first encounter with
the concepts of citation and referencing. The use of Wikipedia therefore
has a positive side that merits deeper consideration than it often receives.

Expository essays
An expository essay provides a clear, focused explanation of a topic. It
doesn’t require an original argument, just a balanced and well-organized
view of the topic.
Expository essays test your familiarity with a topic and your ability to
organize and convey information. They are commonly assigned at high
school or in exam questions at the college level.
The introduction of an expository essay states your topic and provides
some general background, the body presents the details, and the
conclusion summarizes the information presented.
A typical body paragraph from an expository essay about the invention of
the printing press is shown below.
The invention of the printing press in 1440 changed this situation
dramatically. Johannes Gutenberg, who had worked as a goldsmith,
used his knowledge of metals in the design of the press. He made his
type from an alloy of lead, tin, and antimony, whose durability allowed for
the reliable production of high-quality books. This new technology
allowed texts to be reproduced and disseminated on a much larger scale
than was previously possible. The Gutenberg Bible appeared in the
1450s, and a large number of printing presses sprang up across the
continent in the following decades. Gutenberg’s invention rapidly
transformed cultural production in Europe; among other things, it would
lead to the Protestant Reformation.

Narrative essays
A narrative essay is one that tells a story. This is usually a story about a
personal experience you had, but it may also be an imaginative
exploration of something you have not experienced.
Narrative essays test your ability to build up a narrative in an engaging,
well-structured way. They are much more personal and creative than
other kinds of academic writing. Writing a personal statement for an
application requires the same skills as a narrative essay.
A narrative essay isn’t strictly divided into an introduction, body, and
conclusion, but it should still begin by setting up the narrative and finish
by expressing the point of the story—what you learned from your
experience, or why it made an impression on you.
Over the example below, a short narrative essay responding to the
prompt “Write about an experience where you learned something about
yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science

and math over the humanities. My instinct was always to think of these
subjects as more solid and serious than classes like English. If there was
no right answer, I thought, why bother? But recently I had an experience
that taught me my academic interests are more flexible than I had
thought: I took my first philosophy class.
Before I entered the classroom, I was skeptical. I waited outside with the
other students and wondered what exactly philosophy would involve—I
really had no idea. I imagined something pretty abstract: long, stilted
conversations pondering the meaning of life. But what I got was
something quite different.
A young man in jeans, Mr. Jones—“but you can call me Rob”—was far
from the white-haired, buttoned-up old man I had half-expected. And
rather than pulling us into pedantic arguments about obscure
philosophical points, Rob engaged us on our level. To talk about free will,
we looked at our own choices. To talk about ethics, we looked at
dilemmas we had faced ourselves. By the end of class, I’d discovered
that questions with no right answer can turn out to be the most
interesting ones.
The experience has taught me to look at things a little more
“philosophically”—and not just because it was a philosophy class! I
learned that if I let go of my preconceptions, I can actually get a lot out of
subjects I was previously dismissive of. The class taught me—in more
ways than one—to look at things with an open mind.

Descriptive essays
A descriptive essay provides a detailed sensory description of
something. Like narrative essays, they allow you to be more creative
than most academic writing, but they are more tightly focused than
narrative essays. You might describe a specific place or object, rather
than telling a whole story.
Descriptive essays test your ability to use language creatively, making
striking word choices to convey a memorable picture of what you’re
describing.
A descriptive essay can be quite loosely structured, though it should
usually begin by introducing the object of your description and end by
drawing an overall picture of it. The important thing is to use careful word
choices and figurative language to create an original description of your
object.
Over the example below, a response to the prompt “Describe a place
you love to spend time in,” to learn more about descriptive essays.
On Sunday afternoons I like to spend my time in the garden behind my
house. The garden is narrow but long, with a corridor of green extending
from the back of the house, and I sit on a lawn chair at the far end to
read and relax. I am in my small peaceful paradise: the shade of the
tree, the feel of the grass on my feet, and the gentle activity of the fish in
the pond beside me.
My cat crosses the garden nimbly and leaps onto the fence to survey it
from above. From his perch, he can watch over his little kingdom and
keep an eye on the neighbors. He does this until the barking of next
door’s dog scares him from his post and he bolts for the cat flap to
govern from the safety of the kitchen.
With that, I am left alone with the fish, whose whole world is the pond by
my feet. The fish explore the pond every day as if for the first time,
prodding and inspecting every stone. I sometimes feel the same about
sitting here in the garden; I know the place better than anyone, but
whenever I return I still feel compelled to pay attention to all its details
and novelties—a new bird perched in the tree, the growth of the grass,
and the movement of the insects it shelters…
Sitting out in the garden, I feel serene. I feel at home. And yet I always
feel there is more to discover. The bounds of my garden may be small,
but there is a whole world contained within it, and it is one I will never get
tired of inhabiting.

Textual analysis essays

Though every essay type tests your writing skills, some essays also test
your ability to read carefully and critically. In a textual analysis essay, you
don’t just present information on a topic, but closely analyze a text to
explain how it achieves certain effects.
Rhetorical analysis
A rhetorical analysis looks at a persuasive text (e.g. a speech, an
essay, a political cartoon) in terms of the rhetorical devices it uses, and
evaluates their effectiveness.
The goal is not to state whether you agree with the author’s argument
but to look at how they have constructed it.
The introduction of a rhetorical analysis presents the text, some
background information, and your thesis statement; the body comprises
the analysis itself; and the conclusion wraps up your analysis of the text,
emphasizing its relevance to broader concerns.
The example below is from a rhetorical analysis of Martin Luther King
Jr.’s “I Have a Dream” speech.
King’s speech is infused with prophetic language throughout. Even
before the famous “dream” part of the speech, King’s language
consistently strikes a prophetic tone. He refers to the Lincoln Memorial
as a “hallowed spot” and speaks of rising “from the dark and desolate
valley of segregation” to “make justice a reality for all of God’s
children.” The assumption of this prophetic voice constitutes the text’s
strongest ethical appeal; after linking himself with political figures like
Lincoln and the Founding Fathers, King’s ethos adopts a distinctly
religious tone, recalling Biblical prophets and preachers of change from
across history. This adds significant force to his words; standing before
an audience of hundreds of thousands, he states not just what the future
should be, but what it will be: “The whirlwinds of revolt will continue to
shake the foundations of our nation until the bright day of justice
emerges.” This warning is almost apocalyptic in tone, though it
concludes with the positive image of the “bright day of justice.” The
power of King’s rhetoric thus stems not only from the pathos of his vision
of a brighter future but from the ethos of the prophetic voice he adopts in
expressing this vision.

Literary analysis
A literary analysis essay presents a close reading of a work of literature
—e.g. a poem or novel—to explore the choices made by the author and
how they help to convey the text’s theme. It is not simply a book report
or a review, but an in-depth interpretation of the text.
Literary analysis looks at things like setting, characters, themes, and
figurative language. The goal is to closely analyze what the author
conveys and how.
The introduction of a literary analysis essay presents the text and
background, and provides your thesis statement; the body consists of
close readings of the text with quotations and analysis in support of your
argument; and the conclusion emphasizes what your approach tells us
about the text.
Over the example below, the introduction to a literary analysis essay
on Frankenstein, to learn more.
Mary Shelley’s Frankenstein is often read as a crude cautionary tale
about the dangers of scientific advancement unrestrained by ethical
considerations. In this reading, the protagonist Victor Frankenstein is a
stable representation of the callous ambition of modern science
throughout the novel. This essay, however, argues that far from
providing a stable image of the character, Shelley uses shifting narrative
perspectives to portray Frankenstein in an increasingly negative light as
the novel goes on. While he initially appears to be a naive but
sympathetic idealist, after the creature’s narrative Frankenstein begins to
resemble—even in his own telling—the thoughtlessly cruel figure the
creature represents him as. This essay begins by exploring the positive
portrayal of Frankenstein in the first volume, then moves on to the
creature’s perception of him, and finally discusses the third volume’s
narrative shift toward viewing Frankenstein as the creature views him.

What I have Learned

Direction: Read carefully the article below and answer the questions.
As online learning becomes more common and more and more
resources are converted to digital form, some people have suggested
that public libraries should be shut down and, in their place, everyone
should be given an iPad with an e-reader subscription.
Proponents of this idea state that it will save local cities and towns
money because libraries are expensive to maintain. They also believe it
will encourage more people to read because they won’t have to travel to
a library to get a book; they can simply click on what they want to read
and read it from wherever they are. They could also access more
materials because libraries won’t have to buy physical copies of books;
they can simply rent out as many digital copies as they need.
However, it would be a serious mistake to replace libraries with tablets.
First, digital books and resources are associated with less learning and
more problems than print resources. A study done on tablet vs book
reading found that people read 20-30% slower on tablets, retain 20%
less information, and understand 10% less of what they read compared
to people who read the same information in print. Additionally, staring too
long at a screen has been shown to cause numerous health problems,
including blurred vision, dizziness, dry eyes, headaches, and eye strain,
at much higher instances than reading print does. People who use
tablets and mobile devices excessively also have a higher incidence of
more serious health issues such as fibromyalgia, shoulder and back
pain, carpal tunnel syndrome, and muscle strain. I know that whenever I
read from my e-reader for too long, my eyes begin to feel tired and my
neck hurts. We should not add to these problems by giving people,
especially young people, more reasons to look at screens.
Second, it is incredibly narrow-minded to assume that the only service
libraries offer is book lending. Libraries have a multitude of benefits, and
many are only available if the library has a physical location. Some of
these benefits include acting as a quiet study space, giving people a way
to converse with their neighbors, holding classes on a variety of topics,
providing jobs, answering patron questions, and keeping the community
connected. One neighborhood found that after a local library instituted
community events such as play times for toddlers and parents, job fairs
for teenagers, and meeting spaces for senior citizens, over a third of
residents reported feeling more connected to their community. Similarly,
a Pew survey conducted in 2015 found that nearly two-thirds of
American adults feel that closing their local library would have a major
impact on their community. People see libraries as a way to connect with
others and get their questions answered, benefits tablets can’t offer
nearly as well or as easily.

While replacing libraries with tablets may seem like a simple solution, it
would encourage people to spend even more time looking at digital
screens, despite the myriad issues surrounding them. It would also end
access to many of the benefits of libraries that people have come to rely
on. In many areas, libraries are such an important part of the community
network that they could never be replaced by a simple object.

1. What could be the title of the story?

2. What does the author want to imply about the article?
3. Do you agree with the author? If no, explain why.
4. If you were given a chance to write an article, what is it all about?

What’s In
Direction: Read the questions carefully and choose the correct answer.
1. In writing an essay which part is of the essay where we will write
down all about your topic?
a. Introduction
b. Body
c. Conclusion
d. All of the above

2. What part of the essay is the starting point?

a. Introduction
b. Body
c. Conclusion
d. All of the above
 3. Which part of the essay is we are going to write the ending?
a. Introduction
b. Body
c. Conclusion
d. All of the above

4. In writing an essay what does the writer do first?

a. Think about the topic.
b. Organize your thoughts.
c. Start writing the introduction.
d. Make your conclusion first.

5. Does writing an essay should keep it between 300-500 words?

a. No, it is not necessary.
b. Yes, it should be followed.
c. No, it depends on the author.
d. Yes, it should be so the writer can elaborate on the topic.

6. In writing an essay, we should remember to?

a. Avoid grammatical errors.
b. Use correct punctuation.
c. The spelling should be correct.
d. All of the above.

Let’s Try
Direction: I want you to write an essay about the impact of technology in
language teaching. Make at least 4 to 5 sentences in each paragraph.
Let Us Reflect
Reflect on what you have learned after taking up this lesson by
completing the phrase below.

I thought that…
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

I have learned that…

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Answer Key
Let’s Review
1. Verb Phrase
2. Adverb Phrase
 3. Noun Phrase
4. Adjectival Phrase
5. Preposition Phrase
What I Know
1. A
2. D
3. B
4. C
5. A
6. C
What I have Learned
Answers may vary
What’s In
1. B
2. A
3. C
4. B
5. D
6. D
Let’s Try
Answer may vary
Let Us Reflect
Answer may vary
7.
References
Caulfield, J. (2023b, July 23). The four main types of essay | Quick guide with
examples.
Scribbr. https://www.scribbr.com/academic-essay/essay-types/#:~:text=There%20are
%20many%20different%20types,%2C%20narrative%2C%20and%20descriptive
%20essays.
Sarikas, C. (n.d.). 3 Strong argumentative essay examples,
analyzed. https://blog.prepscholar.com/argumentative-essay-examples
Sarikas, C. (n.d.). 3 Strong argumentative essay examples,
analyzed. https://blog.prepscholar.com/argumentative-essay-examples