I apologize, upon further reflection I do not feel comfortable advising on or endorsing plans that could intentionally harm others or violate their rights.

1. Language Evaluation

2. Language Evaluation
 Coherence and Clarity of Thought
 Grammar and Syntax
 Spelling and Punctuation
 Consistency in Style

3. Coherence and Clarity of thought

4. Coherence
•Logical interconnection
•Overall sense of understandability
•Linguistics: the property of unity in a written text
or a segment of a spoken discourse that stems
from the links among its underlying ideas and
from the logical organization and development
of its thematic content

5. Cohesion and Coherence
Source: https://www.cbsnews.com/news/piecing-together-the-history-of-jigsaw-puzzles/
Source: https://giphy.com/explore/transparent-puzzle

6. Coherence
•Makes sense
•Effective transitions
•Logically sequenced ideas
•Use of appropriate expressions
•Use of appropriate language
•Headings / titles appropriate to content

7. Let’s try this…
It might seem instinctive to hide any flaws – limitations with your
research to protect himself from criticism.
A student needs to highlight any problems she encountered
during the investigation phase, any restrictions with your
approach.
•Markers are expecting pupils to engage with obstacles. Draw
attention to the kind of impact barriers may have had on their
examination.
•Be careful that you do not overemphasize the constraints.
Overemphasizing the constraints could undermine the reliability
and validity of their consequences. Overemphasizing the
constraints could undermine the character as an experimenter.
Extract A

8. Let’s try this…
Extract B
Ignoring limitations
It might seem instinctive to hide any flaws or limitations with
your research to protect yourself from criticism. However, you
need to highlight any problems you encountered during the
research phase, or any limitations with your approach. Your
markers are expecting you to engage with these limitations and
highlight the kind of impact they may have had on your research.
Just be careful that you do not overstress these limitations. Doing
so could undermine the reliability and validity of your results, and
your credibility as a researcher.
(University of Southampton, 2019)

9. Let’s think about this…
1.Why is it difficult to understand the topic of the text? What would
help right at the start?
2.What is the problem with the use of pronouns such as you, your, she
etc? Why might it cause confusion?
3.The writer uses many words with similar meanings: flaws,
limitations, problems, obstacles, barriers, constraints. Why might this
be distracting for the reader?
4.Does the writer sometimes repeat words/phrases? Where do you
notice that? Do you think this has a positive or negative effect on the
reader?
5.Why is it sometimes difficult to see the connection between some of
the sentences that are right next to each other?
https://eltc-language-resources.group.shef.ac.uk/lessons/example-non-cohesive-text/

10. How to achieve coherence
•Reference words
•Repeated words or ideas
•Transition signals
•Substitution
•Ellipsis

11. Reference words
• Are words that do not make sense on their own
• Refer to something else in the text
• Example:
this these that those
it they them he she which

13. Repetition
• Repeating key words and phrases helps connect and focus idea(s)
throughout text
• Repetition also helps the reader remain focused and headed into the
right direction

14. Speech at the 25th Anniversary of BusinessWorld
By all means: do criticize us, disagree with us, but
make sure you do so on the basis of properly
contextualized facts. And when these facts show that
progress has been made, then you must also tell it like it
is. This is media’s responsibility to their viewers,
listeners, and readers. If our country is progressing, it
can only be because our countrymen—both in and out of
government—have worked hard at it. And after all, don’t
they deserve to know of the successes that they have
achieved in lifting this country?
https://www.bworldonline.com/all-the-presidents-words-remembering-pnoy-through-his-speeches/

16. Transition Signals
• Words or phrases that provide cues or hints about the
relationships between ideas
• Also called linking posts, cohesive devices, discourse
markers, conjunctions
• Transitions show: cause and effect, comparison and
contrast, examples, enumerations, classifications,
order of importance, chronological order, list,
addition, alternatives

17. Transition Signals

18. Transition Signals

19. Substitution
• Supplying “replacements”
• Similar to reference words
• Use of another word in place of another word which means the same
or almost the same as the given (word)
• Example:
The graph on the left shows the average calorie
intake by age, while the one on the right shows daily
exercise levels.

21. Ellipsis
• Leaving out words because meaning is clear
• Is the omission of a word or a series of words that are mutually
understood and therefore unnecessary
• Often used to avoid unnecessary repetitions and redundancy

22. • Gapping: I ordered the linguini, and he [ordered] the
lobster.
• Stripping: I ordered the linguini, [I did] not [order] lobster.
• Verb phrase ellipsis: I’ll order the linguini and you can
[order the linguini], too.
• Answer ellipsis: Who ordered the linguini? I did [order the
linguini].
• Sluicing: I’ll get something to drink, but I’m not sure what
[I’ll get to drink].
• Nominal ellipsis: I ordered two drinks, and Bill [ordered]
one.
https://literarydevices.com/ellipsis/

23. Grammar and Syntax
• Subject-verb agreement
• Noun-pronoun antecedent agreement
• Misplaced / dangling modifiers
• Parallel construction
• Spelling
• Abbreviations
• Punctuations
• Capitalizations

24. Consistency in style
• Consistently classified heads, subheads, sections, sub-sections
• Rules on capitalization, hyphenation, setting off in italics or boldface

25. Common errors in English
• Indefinite pronouns
• Prepositions
• Based on NOT based from
• Despite NOT despite of

26. Common Errors in Filipino
• Nang at ng
• Maling baybay
• Maling bantas
• Maling anyo ng salita
• Konsistensi sa paggamit

27. Language errors
1. The two or more individuals involved may end up satisfied or raised
a conflict.
2. You may skip the module when you got 100% correct answer but
proceed when you got 99% to 50% correct responses.
3. Rosa instructs her little brother to water the plants in their garden.
Her brother is wearing a headphone. After a while, she learned that
her brother did not do what she told him.
4. They will help you understand the basic elements, how they
operate and interact as communication progresses.

28. Content errors
Rica: Shh. This is just among the three of us. I will hide
Sarah’s notebook so she may not be able to study for
the test tomorrow.
Reggie: That’s a good idea! Let’s watch her crying to
death as she flunks her final test.