Q3 Week 8 -USING PARALLEL STRUCTURES

Q3 Week 8 -USING PARALLEL STRUCTURES

MELCS: Use parallel structures.

Learning Objectives:

• recognize faulty parallels in their writing; 

• balance parallel items in a series;

• create parallel structure between phrases and clauses;

• use parallelism to create coherence and balance in writing; and

• use the principles of parallel structure in the chosen output

Review

Before you learn about parallel structures, let us have a short review of a previous topic in your module with this activity

Multiple Choice

What type of cohesive devices do mainly, above all, and especially belong?

• contrast

• highlight

• effect

• reformulation

Multiple Choice

What cohesive device should be used to complete the statement?

I would like to thank everyone for attending today’s event. _________, I would like to acknowledge the presence of the founding members of this organization who made this endeavor successful.

• Especially

• Instead

• Next

• Thus

Multiple Choice

What type of speech provides pieces of information or facts to explain comprehensively the topic of the speech?

• welcome

• introductory

• persuasive

• informative

Multiple Choice

Which of the following is NOT an advantage of using cohesive devices in speeches?

• It links sentences and paragraphs together.

• It highlights a point a speaker wants to make.

• It enables speakers to use dangling modifiers

• It establishes coherence in the speech delivered.

Multiple Choice

What cohesive device should be used to complete the statement?

This outreach program is an avenue for us to share what we have to the less fortunate. ________, this enables us to interact with the marginalized and identify their needs for our next projects.

• Also

• As a result

• In simple terms

• However

Parallelism 

known as parallel structure, is a balance within one or more sentences of similar phrases or clauses that have the same grammatical structure, like things in a list. The use of parallel structure is essential for good writing, helping to add clarity and strength to your writing.

How do we check for parallel structure?

You just need to make sure that every part of the sentence has the same kind of structure.

Let us look at the following examples.

Mike’s favorite activities are reading, writing, and playing the tuba. 

In this sample sentence, we see that Mike’s favorite activities all match one another: reading, writing, and playing are all the same kind of word, verbs with an –ing ending. 

Let us look at another way to write the sentence and still maintain parallel structure:

Mike’s favorite activities are to read, to write, and to play the tuba

This time, the sentence is parallel because the activities all match, to + a verb. 

Let us study this sentence:

Last summer I learned tennis, to swim, and riding a horse. 

Does this sentence observe parallel structure?

Take note of the verbs used in the sentence.

Well, obviously, the sentence does not demonstrate parallel structure because the verbs used are in different tenses

There are three ways to make the sentence parallel: 

Last summer I learned tennis, to swim, and riding a horse. 

• Last summer I learned to play tennis, swim, and ride a horse

• Last summer I learned to play tennis, to swim, and to ride a horse. 

• Last summer I learned tennis, swimming, and horseback riding. 

Let us have another example: She was not only beautiful but also a spoiled child.

Does this sentence observe parallel structure?

Notice that the adjective spoiled follows the noun it describes, while the adjective beautiful is not followed by any noun.

Hence, the sentence is not parallel in its structure.

There are two ways to make the sentence parallel:

She was not only beautiful but also a spoiled child. 

1. She was not only beautiful but also spoiled.

2. She was not only a beautiful child but also a spoiled one. 

The sneaky boy filched a cookie from the kitchen, and then he will swallow it in one gulp.

Well, this sentence is not parallel in its structure because “filched” is in the past tense, but “will swallow” is in the future tense.

Hence, to make it parallel, we write:

The sneaky boy filched a cookie from the kitchen, and then he swallowed it in one gulp.

Now, both verbs are in the past tense.

Multiple Choice

In each of the following lists, one does not fit with the others. Choose the nonparallel word or phrase.

• on the sidewalk

• under the tree

• my house

Multiple Choice

Choose the non-parallel word.

• ate hamburger

• cooked fries

• having lots of fun

Multiple Choice

Choose the non parallel word

• to wash the dishes

• cleaning the bathroom

• to vacuum the carpet

Multiple Choice

Choose the non parallel word

• called his sister

• went home

• writes an essay

Multiple Choice

Choose the non parallel word

• easily

• noiselessly

• without end

STEPS TO FOLLOW IN PARALLELISM

•  Go through your paper and identify every time the words and, but, or or are used. Circle them

•  For each circled word, look for the elements in the list. Underline them and mark where the parallelism begins and ends.

• For each list, consider whether all elements are parallel. Consider both grammar and function.

• Change faulty parallelism using the three strategies described earlier: change parts of speech, start the parallelism sooner, or create multiple parallelism. 

TASKS

• Activity 5 and 6

• What I have Learned

• What I can Do

• 
  

THANKS AND ENJOY ANSWERING THE ACTIVITIES. GOD BLESS