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by Victor Pareja

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74 133 54 79
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Writing Issues
82 Correctness
1 Text inconsistencies
19 Punctuation in compound/complex
sentences
2 Incorrect noun number
16 Determiner use (a/an/the/this, etc.)
12 Comma misuse within clauses
4 Faulty subject-verb agreement
7 Misspelled words
1 Closing punctuation
3 Wrong or missing prepositions
1 Faulty parallelism
5 Confused words
3 Misuse of semicolons, quotation marks, etc.
3 Incorrect verb forms
1 Misuse of modi ers
1 Pronoun use
3 Improper formatting

43 Clarity
11 Wordy sentences
21 Passive voice misuse
10 Intricate text
1 Outdated language

7 Engagement
7 Word choice

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1 Delivery
1 Inappropriate colloquialisms

Unique Words 35%

Measures vocabulary diversity by calculating the unique words
percentage of words used only once in your
document

Rare Words 38%

Measures depth of vocabulary by identifying words rare words
that are not among the 5,000 most common English
words.

Word Length 5.4

Measures average word length characters per word

Sentence Length 17
Measures average sentence length words per sentence

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Untitled
Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction
134 1 2
“Technology will not replace great teachers but technology in the hands of great
1
teachers can be transformational.”- George Couros

The Philippine basic education system has begun its boldest paradigm shift yet
1
upon its implementation of the Republic Act 10533 known as “Enhanced Basic
135 1 3 4
Education Act of 2013”, which gave birth to the K to 12 program in the country.
5
Supporters of K to 12 program have cited the educational improvements
6
experienced by First World countries such as The Netherlands,[1] and envision
that the same may be replicated in the Philippines once the 12-year cycle
becomes institutionalized.
7
Perhaps the most complicated among all the components of K to 12 program is
1 1 8
the senior high school level, where various “tracks” have been created to
9
accommodate the diversity of students. The implementation of senior high
10 11
school has been met with mixed reactions, but as the system rolled out things
became much clearer eventually.
12 1
One of the highlights of senior high school program of DepEd’s K to 12 is its
13
technology integration. Advancements in technology practically governs the
14
entire system and students are exposed and trained with all sorts of
technological equipment—the majority of which are computers.

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15 16
Technology is indeed an indispensable part of the 21st century learning. This is
17
likely the reason why there is a need to systematize the utilization of
136 18 19
technology vis-à-vis the K to 12 implementation. Pursuant to Article XIV, Sec 1
of the Philippine Constitution and Sections 10 and 12 of Republic Act 10650,
otherwise known as the Open Distance Learning Act, and in response to the
2012 Paris OER Declaration, the Department Of Education (DepEd), the
Technical Education And Skills Development Authority (TESDA), the
134
Commission on Higher Education (CHED), and the University of the Philippines
Open University (UPOU) jointly issued an Open Educational Resources (OER)
policy in the Philippines.[2]
1 20 1
Blended learning: the ‘new normal ’
21
The DepEd has announced its adoption of blended learning for school year
135 22
2020-2021 that will begin on August 24, 2020. The department has speci cally
described the blended learning setup that will have three modalities: rst, the
online learning modality, second, the modular modality; and third, the face-to-
23
face modality. Students who have stable and strong internet access may opt to
137
choose the rst modality, while those who do not have internet connections
24
may continue learning through student modules to be provided by the school.
25 26 1
Face-to-face modality may only be done if a certain locality is considered a ‘l
1,27 28,29
ow-risk area’ i.e. there is a relatively low number of Covid-19 cases recorded in
30
the area.
Understanding blended and online learning now becomes an inevitable task for
practically everyone in the education setting—from the students, parents,
31
teachers, school administrators up to the national education leaders. Gurley
138
(2018) emphasized in her study that blended and online learning are modalities
32 1
of distance education. Distance education has been de ned as “education that
uses one or more technologies to deliver instruction to students who are

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33
separated from the instructor and to support regular and substantive
interaction between the students and the instructor synchronously or
136 1
asynchronously” (U.S. Department of Education, 2014, p. 1). Blended courses
34
have been de ned as courses that incorporate face-to-face class meetings
with online learning activities, with at least 30% to 79% of the course materials
and activities delivered online (Allen & Seaman, 2013). Allen and Seaman
(2013) de ned online courses as having at least 80% of the course materials
134
and activities completed online with limited face-to-face meetings. [3]
35 36
Undeniably, the traditional face-to-face method of teaching differs greatly to
139
the online, virtual teaching setup. Teaching in blended and online learning
environments requires different pedagogical approaches than teaching in face-
to-face learning environments (Baran & Correia, 2014; Baran et al., 2013).
135
Pedagogical approaches include learner-centered learning theories, teaching
and learning methods, and methods for evaluating learning outcomes (Shea, Li,
140 Swan, & Pickett, 2005). Often, educators who perceive themselves as expert
teachers in face-to-face classrooms perceive themselves as novice teachers in
137
virtual classrooms (Ali et al., 2005).
37 1 38 1
It is therefore agreed that teachers, who will be the “front liners ” to yet
1 1
another “war zone” that is education, must be provided with enough assistance
in as far as professional development programs relating to blended learning is
141
concerned. Baran and Correia (2014) proposed that administrators must
provide support and professional development programs that not only address
39 40
technologies but also pedagogies speci c to utilization of the technologies. In
41
addition, faculty must receive support at the community level (peer support
138
and mentoring) because teaching in the online environment can lead to
isolation from other faculty members. Organizational support is necessary,
especially for novice online faculty, to recognize the increased workload and

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time commitment of faculty learning unfamiliar technologies and pedagogies

(Baran & Correia, 2014). These studies support faculty development as a
136
priority in preparing faculty to teach in the online learning environment and
42 43
support the need to explore how faculty are currently prepared to teach in
blended and online learning environments. [4]
OER in Philippine public schools system: opportunities and challenges
1 44
DepEd Philippines’ OER paved way for the massive sharing of educational
134 45
materials free of charge which may be easily accessed by students and
142 46 47 48 1
teachers alike. OER is de ned as, “teaching, learning and research materials in
139
any medium, digital or otherwise, that reside in the public domain or have been
49
released under an open license that permits no-cost access, use, adaptation
and redistribution by others with no or limited restrictions. OER envisions a
143
135 1 1
more democratic sharing of useful materials since the term “open license”
means any of the types of licenses under established licensing mechanisms
144 50
140 will be granted permission to access, re-use, and redistribute a work with few
51
or no legal restrictions, with the exact permissions granted dependent on the
137
full text of the open license applied to the work.[5]
Interestingly, OER may have been a prophetic move by the DepEd because the
52
world was shocked by an unexpected and deadly contagion called Corona virus
53
Disease 2019, more popularly known as Covid-19 which originated from Wuhan,
141 54
China. Many countries in the world—rich and poor countries alike—are not
spared from the ruthlessness of this global pandemic. The virality of this
disease caused schools to close prematurely and inde nitely, because of the
55
fear that the virus may be contracted easily among huge crowds. This
138 56
preventive measure called for a continuity of learning despite the lack of
physical contact among teachers and students, and technology through the
1 1,57
OER became a part of the “new normal”.

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58 59
But no matter how timely the adoption of OER considering the onset of the
60
global pandemic, the challenge remains: there is not enough resources to ll in
136 1 1,61 62
this “portal of knowledge”. Learning materials continue to be lacking, not all
63
subjects have been created with reference materials. As a result, teachers
64 65 66
would often nd their own ways in searching for resources, oftentimes at their
67
own expense.
Thus was the problem that this study intends to address. The apparent lack of
134
enough resources could easily make the OER a rather futile and wasted effort
142
145
by the DepEd. In order to avoid this unnecessary waste of public funds and
139
government efforts, the researcher plans to create a technology that would
68
provide supplementary learning materials that is accessible for both teachers
69 70 1
and students. This technology is thus called, “Learning Content Management
143
135 1 71 72
Systems” or LCMS. The materials may be done online or of ine, because
73 74
internet connectivity poses yet another challenge especially for students. The
144
140 concept of synchronous and asynchronous learning also comes to light,
75 76 1
wherein synchronous learning is de ned as, “online or distance education that
137 77 1,78
happens in real time ”. Meanwhile, asynchronous learning occurs through
79
online channels without real-time interaction. [6] The LCMS as proposed by the
80
researcher will provide a seamless combination of synchronous and
81 82
asynchronous modes of learning, so that inclusivity in education is ensured and
141 83
that no student shall be left behind despite the prevailing pandemic.
84
Incorporating LCMS in the new normal educational setting
Speaking of inclusivity in education, the most ideal LCMS would be something
146
that can be accessed on a wide array of devices, from desktop computers up to
138
147
the smallest technological gadget one can use—a mobile phone. It is worth
noting that in the Philippine setting, not everyone has the means to purchase
85 86
their studying children a desktop computer, a laptop or even a tablet to

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87
accommodate the forthcoming blended learning setup. Mobile phone is
88
arguably the most possible technological gadget a public school student may
136
have who belongs to an average Filipino family.
148 89 1
Wang et al. (2009) de ne mobile learning as, “the delivery of learning to
students anytime and anywhere through the use of wireless Internet and mobile
1 1
devices” (p. 92). Similarly, Asiimwe and Grönlund (2015) regarded “mobile
1 90 1
149 learning” as, “the process of exchanging and acquiring knowledge, and
134
delivering learning instructions and content to students through the use of
142
145 91 1
wireless Internet, mobile devices, web and mobile applications.” Mobile devices
139 92
such as the cellphones have become the most convenient tool for many
93 94
students because of its portability and mobility. Even during face-to-face
classes, students have been using mobile phones to download lessons, take
143
135 95 96
150 notes, capture photos, record videos among others. Therefore, in terms of
97
exibility, collaboration and communication, mobile technologies can play a
144 98 1 1
140 critical ‘freedom of choice’ role regarding how and where to learn, which is core
99
in distance education (Parsons 2009). [7] Now that the world is compelled to
137
implement distance learning to prevent the spread of the deadly virus, mobile
phones will most probably become the sole connection between a student and
the teacher.
100
LCMS would not only prove bene cial for students, but for the classroom
141
teachers as well. Active collaboration is one of the ultimate goals of this
101
technology for the educators.

146
Objectives of the Study
138
147
General Objective
151
The main objective of this study is to develop a Learning Management Content
System.

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Speci c Objectives
Speci cally, the study seeks to:
136
1. Design a Learning Management Content System that has the following
148
features:
102
• Learning contents/topics are based on the Course Outline of K12 Curriculum
Guide.
149 • Consists of interactive multimedia elements such as text, animation, videos,
134
and audio; and
142
145
2. Develop the system as designed using the following applications:
139
Moodle, XAMPP, XHTML, CSS, JavaScript, Microsoft PowerPoint, Microsoft SQL
Server, Microsoft Visual Studio 2013, Adobe Photoshop, and Windows Media
Player.
143
135
150 3. Test the performance of the developed learning management content system
in terms of functionality and portability; and
144
140 4. Evaluate the acceptability of a Learning Management Content System using
103 104 105
the following criteria: Instructional Content, Graphics/multimedia, Layout,
137 106
Interactivity, Assessment, and User friendliness.

Scope and Limitation of the Study

This study involves the design, development, testing, and evaluation of a
141 107
Learning Management Content System. The project is intended for educational
purposes for Senior High School Teachers and Students of Grade 11 level in Las
Piñas City National Senior High School as supplementary learning content
146
material.
138
147 108 109
The primary content of Learning Management Content System was based on
151
the DepEd K to 12 Curriculum Guide updated as of May 2016. The activities in

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110
the courseware were designed to enhance the learning competencies every
subject offered in Grade 11.
136
The technical content of the learning content management system includes
148
introductory skills and knowledge needed for a course. There are seven (7) core
152
subjects namely: (1) Earth and Life Science, (2) General Mathematics, (3)
Introduction to the Philosophy of the Human Person/Pambungad sa Pilosopiya
149 ng Tao, (4) Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino, (5) Oral
134
Communication, (6) Personal Development/Pansariling Kaunlaran (7) Physical
142
145
Education and Health. In each lesson, there are different assessment activities
139
to measure the learning progress and achievements of the students using
111
interactive courseware.
11
The development of a learning content management system does not intend to
143
135 1
150 replace the learner’s manuals or modules. Hence, this learning content
113
management system serves as a bank for an additional instructional material
144
140 for teachers and students.
114
The project will be developed using programming languages such as
137
Microsoft Of ce Applications, Moodle, XAMPP, XHTML, CSS, JavaScript,
Microsoft SQL Server, Microsoft Visual Studio 2013, Adobe Photoshop, and
115
Windows Media Player. The project can store and retrieving data as one of the
116
primary features of Moodle data directory.
141
The study is limited only to core subjects offered in Grade 11 Senior High
117
School which covers one grading period based on K-12 Curriculum Guide. The
project runs on different web browsers like Google Chrome, Firefox, Microsoft
146 118 119
Edge, Internet Explorer and can be access in laptop, desktop, netbook
138
147 120 121 122
computers and smart phones. The computer should have 1.8 or faster
151
computer to run the learning content management system smoothly. The
123 124
learning content management system was hosted in a website. Only the

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125
developer and administrator of the project is authorized to upgrade and modify
the content of the learning content management system. The student and
136
teacher should register to the database of the system to store and retrieve the
148
information needed for the program.
152
There will be forty (40) respondents composed of Senior High School Teachers,
ICT Experts and Students of Las Piñas City National High School who will be
126
149 evaluating the acceptability of the Leaning Content Management System.
134

142
145
153 1
[1] San Juan, David Michael. 2011. "A Holistic Critique of the Philippine
139 1 1
Government’s Kindergarten to 12 (K to 12) Program." (2nd De La Salle University
(DLSU) International Education Congress).
[2] Llego, Mark Anthony. (n.d.) Teacher PH. Accessed July 13, 2020.
143
135
150 https://www.teacherph.com/open-educational-resources/.
154 1
[3] Gurley, L.E. (2018). Educators’ preparation to teach, perceived teaching
144 127
140 presence, and perceived teaching presence behaviors in blended and online
128
learning environments. Online Learning, 22(2), 197-220. doi
137
:10.24059/olj.v22i2.1255
155 1
[4] Gurley, L.E. (2018). Educators’ preparation to teach, perceived teaching
129
presence, and perceived teaching presence behaviors in blended and online
130
learning environments. Online Learning, 22(2), 197-220. doi
141
:10.24059/olj.v22i2.1255
[5] Llego, Mark Anthony. (n.d.) Teacher PH. Accessed July 13, 2020.
https://www.teacherph.com/open-educational-resources/.
146
[6] Staff, TBS. 2018. The Best Schools. January 31. Accessed July 13, 2020.
138
147
https://thebestschools.org/magazine/synchronous-vs-asynchronous-
151
education/.

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156 131 132 133

[7] Asiimwe, E.N. and Grönlund, A. (2015). MLCMS actual use, perceived use,
157
and experiences of use. International Journal of Education and Development
136
using Information and Communication Technology (IJEDICT), 2015, Vol. 11,
148
Issue 1, pp. 101-121
152

149

134

142
145
153

139

143
135
150

154

144
140

137

155

141

146

138
147

151

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156
1. “; ”; DepEd’s; ‘; ’; Philippines’; Text Inconsistencies Correctness
157 choice’; learner’s; "; Government’s;
Educators’
136

148 2. , but Punctuation in Correctness

Compound/Complex Sentences
152

3. program → programs Incorrect Noun Number Correctness

149 4. in the country Wordy Sentences Clarity

134

142
145
153 5. the K Determiner Use (a/an/the/this, Correctness
etc.)
139

6. , and Comma Misuse within Clauses Correctness

7. the K Determiner Use (a/an/the/this, Correctness

etc.)
143
135
150

154 8. been created Passive Voice Misuse Clarity

144
140
9. Intricate Text Clarity

10. been met Passive Voice Misuse Clarity

137

15511. , things Punctuation in Correctness

Compound/Complex Sentences

12. the senior Determiner Use (a/an/the/this, Correctness

etc.)
141

13. governs → govern Faulty Subject-Verb Agreement Correctness

14. , and Punctuation in Correctness

Compound/Complex Sentences
146

13815.
147 2 st century → 2 st-century Misspelled Words Correctness
151
16. This Intricate Text Clarity

17. the reason Wordy Sentences Clarity

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156
18. implementation → Incorrect Noun Number Correctness
157
implementations
136
19. Pursuant to → Under, According to Wordy Sentences Clarity
148

15220. normal. Closing Punctuation Correctness

21. the school Determiner Use (a/an/the/this, Correctness

etc.)
149

13422. speci cally → accurately, correctly Word Choice Engagement

142
145
153
23. strong → robust Word Choice Engagement
139

24. Intricate Text Clarity

25. be done Passive Voice Misuse Clarity

143
135
150
26. a certain → a particular, a speci c, Word Choice Engagement
154 an individual
144
140
27. ’, Punctuation in Correctness
Compound/Complex Sentences

137
28. area,’ i.e. Comma Misuse within Clauses Correctness
155
29. i.e., Comma Misuse within Clauses Correctness

30. in the area Wordy Sentences Clarity

141

31. Intricate Text Clarity

32. been de ned Passive Voice Misuse Clarity

146
33. to Wordy Sentences Clarity
138
147

151
34. been de ned Passive Voice Misuse Clarity

35. greatly → signi cantly Word Choice Engagement

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15636. to → from Wrong or Missing Prepositions Correctness

157
37. is therefore agreed Passive Voice Misuse Clarity
136

38. front liners → front-liners Misspelled Words Correctness

148

15239. address not only technologies Faulty Parallelism Correctness

40. the utilization Determiner Use (a/an/the/this, Correctness

149
etc.)

134
41. In addition → Also, Besides Wordy Sentences Clarity
142
145
153
42. the → they Confused Words Correctness
139

43. are currently prepared Passive Voice Misuse Clarity

44. the way Determiner Use (a/an/the/this, Correctness

143
135
etc.)
150

15445. , which Punctuation in Correctness

Compound/Complex Sentences
144
140

46. alike Wordy Sentences Clarity

137

15547. is de ned Passive Voice Misuse Clarity

48. as, Punctuation in Correctness

Compound/Complex Sentences

14149. been released Passive Voice Misuse Clarity

50. be granted Passive Voice Misuse Clarity

51.
146
exact → speci c, correct Word Choice Engagement

13852.
147 Corona virus → Coronavirus Confused Words Correctness
151
53. , which Punctuation in Correctness
Compound/Complex Sentences

54. Wordy Sentences Clarity

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156 countries alike

157

55. Intricate Text Clarity

136

14856. Determiner Use (a/an/the/this, Correctness

a continuity
etc.)
152

57. ”. → .” Misuse of Semicolons, Quotation Correctness

Marks, etc.
149

13458. But → However,, Nevertheless, Inappropriate Colloquialisms Delivery

142
145
153
59. is considering Incorrect Verb Forms Correctness
139
60. is → are Faulty Subject-Verb Agreement Correctness

61. ”. → .” Misuse of Semicolons, Quotation Correctness

Marks, etc.
143
135
150
62.
154
, not → ; not Punctuation in Correctness
Compound/Complex Sentences
144
140
63. been created Passive Voice Misuse Clarity

13764. own Wordy Sentences Clarity

155

65. in → of Wrong or Missing Prepositions Correctness

66. oftentimes → often, frequently Outdated Language Clarity

141
67. Intricate Text Clarity

68. is → are Faulty Subject-Verb Agreement Correctness

14669. Intricate Text Clarity

138
147
70. called, Punctuation in Correctness
151 Compound/Complex Sentences

71. be done Passive Voice Misuse Clarity

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15672. of ine, Punctuation in Correctness

Compound/Complex Sentences
157

13673. yet Wordy Sentences Clarity

148

74. , especially Comma Misuse within Clauses Correctness

152

75. is de ned Passive Voice Misuse Clarity

149
76. as, Punctuation in Correctness
134 Compound/Complex Sentences

142
145
153
77. real time → real-time Misspelled Words Correctness
139
78. ”. → .” Misuse of Semicolons, Quotation Correctness
Marks, etc.

79. , as Punctuation in Correctness

143
135
150 Compound/Complex Sentences
154
80. researcher, Punctuation in Correctness
144
140 Compound/Complex Sentences

81. learning, Punctuation in Correctness

137 Compound/Complex Sentences

155
82. is ensured Passive Voice Misuse Clarity

83. prevailing → worldwide, current Word Choice Engagement

14184. normal → standard, typical Word Choice Engagement

85. children, Punctuation in Correctness

Compound/Complex Sentences

14686. , or Comma Misuse within Clauses Correctness

138
147
87. The mobile, or A mobile Determiner Use (a/an/the/this, Correctness
151 etc.)

88. the most possible → Misuse of Modi ers Correctness

the possible, a possible

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156
89. as, Punctuation in Correctness
157 Compound/Complex Sentences

136
90. as, Punctuation in Correctness
148 Compound/Complex Sentences

15291. , and Comma Misuse within Clauses Correctness

92. the cellphones Determiner Use (a/an/the/this, Correctness

149 etc.)
134
93. its → their Pronoun Use Correctness
142
145
153

94. Mobile devices such as the Intricate Text Clarity

139
cellphones have become the most
convenient tool for many students
because of its portability and
mobility.

143
135
15095.
, among Punctuation in Correctness
154 Compound/Complex Sentences

144
14096. Intricate Text Clarity

97. , and Comma Misuse within Clauses Correctness

137

15598. a critical Determiner Use (a/an/the/this, Correctness

etc.)

99. is compelled Passive Voice Misuse Clarity

100.
141
students, Comma Misuse within Clauses Correctness

101. the educators Determiner Use (a/an/the/this, Correctness

etc.)
146

102.
138
147 are based Passive Voice Misuse Clarity

103.
151 using the → using the Improper Formatting Correctness

104. the following → the following Improper Formatting Correctness

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105.
156 following criteria Improper Formatting Correctness
157
106. User-friendliness Misspelled Words Correctness
136

107. is intended Passive Voice Misuse Clarity

148

108.
152 the Learning Determiner Use (a/an/the/this, Correctness
etc.)

109.
149
was based Passive Voice Misuse Clarity

134
110. were designed Passive Voice Misuse Clarity
142
145
153
111. Intricate Text Clarity
139

112. intend to Wordy Sentences Clarity

113. an additional Determiner Use (a/an/the/this, Correctness

143
135
150
etc.)
154
114. be developed Passive Voice Misuse Clarity
144
140

115. retrieving → retrieve Incorrect Verb Forms Correctness

137
116. the Moodle Determiner Use (a/an/the/this, Correctness
155 etc.)

117. , which Punctuation in Correctness

Compound/Complex Sentences

118.
141 be access → be accessed Incorrect Verb Forms Correctness

119. the laptop, or a laptop Determiner Use (a/an/the/this, Correctness

etc.)
146
120. , and Comma Misuse within Clauses Correctness
138
147
121. smart phones → smartphones Confused Words Correctness
151

122. a .8 Determiner Use (a/an/the/this, Correctness

etc.)

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123.
156 was hosted Passive Voice Misuse Clarity
157
124. in → on Wrong or Missing Prepositions Correctness
136

125. is → are Faulty Subject-Verb Agreement Correctness

148

126.
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