This study investigates a particular type of dangling modifier in English, the *-ed* participle, adopting the Quirk et al. (1985) paradigm, which discusses grammar from syntactic, semantic, and pragmatic perspectivesf. The *-ed* participle poses difficulties with clarity, ambiguity, and functioning as a dangling modifier. By building self-generated data based on common syntactic structures and linguistic principles, this study fills a research gap by examining *-ed* participles as dangling modifiers from an eclectic perspective. Using an eclectic approach, the study aims to investigate how *-ed* participles work as dangling modifiers and how this affects sentence comprehension. One of the primary hypotheses is that *-ed* participles affect the meaning of entire sentences rather than simply the components they directly alter when they are used as dangling modifiers. The data samples, which comprise 10 different texts each and are representative samples of the corpus of 50 texts, were collected from literary works, language textbooks, journals, and news items in order to assess the dependability and credibility. These self-constructed examples are examined using Quirk et al.''s eclectic framework (1985), and their design is based on common patterns observed in both literary and non-literary English. The findings add to our understanding of this grammatical phenomenon by shedding light on the function of *-ed* participles inside sentences and their effect on overall meaning.