...Quiz Results 1. Choose the correct sentence. Correct Answer: B Her husband's wallet was full of curious, little items. Explanation: Place the apostrophe before the "s" to show singular possession. Your Answer: C Her husbands' wallet was full of curious, little items. 2. Choose the correct sentence. Correct Answer: B I went to my mother-in-law's house for dinner last night. Explanation: With a singular compound noun, show possession with 's at the end of the word. Your Answer: B I went to my mother-in-law's house for dinner last night. 3. Choose the correct sentence. Correct Answer: A You may not enter Mr. Harris's office without his permission. Explanation: Although names ending in “s” or an “s” sound are not required to have the second “s” added in possessive form, it is preferred. Your Answer: A You may not enter Mr. Harris's office without his permission. 4. Choose the correct sentence. Correct Answer: B The girl's vitality and humor were infectious. [one girl] Explanation: Place the apostrophe before the “s” to show singular possession. Your Answer: A The girls vitality and humor were infectious. [one girl] 5. Choose the correct sentence. Correct Answer: A The women's dresses are on the second floor. Explanation: To show plural possession, make the noun plural first. Then immediately use the apostrophe. Your Answer: A The women's dresses are on the second floor...
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...begs begged begged begging 5 sin sins sinned sinned sinning 5 play plays played played playing stay stays stayed stayed staying cry cries cried cried crying 6 studies studied studied studying 6 die dies died died dying tie ties tied tied tying Notes: 1. Pronunciation differences in past/past participle after /p, s, k, f/ sounds 2. Pronunciation differences in past/past participle after /t, d/ sounds 3. Spelling and pronunciation differences in -s form after /s, sh, ch, z/ sounds 4. Dropping of "silent e" with -ing endings 5. Doubled consonants after "short" vowel sounds 6. Spelling differences when "y" is preceded by a consonant Irregular Verbs base -s form past past participle -ing form cut cuts cut cut cutting fit fits fit fit fitting hit hits hit hit hitting let lets let let letting put puts put put putting quit quits quit quit quitting set sets set set setting shut shuts shut shut shutting split splits split split splitting upset upsets upset upset upsetting burst bursts burst burst bursting cast casts cast cast casting cost costs cost cost costing* hurt hurts hurt hurt hurting spread spreads spread spread spreading...
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...can use the spell-checker Aspects common to all Anglo-Saxon CVs ( CVs are word-processed (never handwritten - it’s the same for letters) ( Their length varies: UK not limited to 1 page (but be as concise as possible because concision = valuable skill) / USA resume = 1 page but CV = as many pages as necessary ( Write your first name first, your family name second (e.g. Jean-Luc LEBRETON) ( Add +33 before your phone number ( There’s no photo (unless specifically required) ( Some CVs have a SKILLS section at the top http://www.quintcareers.com/transferable_skills.html Use action verbs rather than noun ( The EXPERIENCE / EMPLOYMENT part must be detailed French people value academic achievements whereas English-speaking people favour effective skills. Have your placements / internships + student jobs in this part This part often comes before the EDUCATION part ( Use verbs of action achieved, arranged, assisted, co-ordinated, completed, dealt with, developed, established, expanded, handled, helped, implemented, improved, increased, interviewed, introduced, maintained, managed, negotiated, organised, planned, processed, programmed, proposed, promoted, purchased, redesigned, reduced, reorganised, revised, sold, solved, streamlined, supervised,...
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...winter-spring 6. Thematic group: time 7. Polysemy :earth 8. Unusual collocations Contrast: 9. Parallel constructions (+sentences with and without them) 10. Words with negative connotation 11. Tenses 12. Antonyms: traitors-heroes 13. Symbols: life-death, winter-spring 14. Thematic group: time 15. Polysemy :earth 16. Unusual collocations Ernest Hemingway Rhythm is expressed by: 1. Choice of images 2. Choice of words 3. Thoughts 4. Parallel constructions 5. Repetition of – key words (death, earth) * modal verbs Rhythm is expressed by: 6. Choice of images 7. Choice of words 8. Thoughts 9. Parallel constructions 10. Repetition of – key words (death, earth) * modal verbs Categorical tone: 1. Modal verbs 2. Short declarative sentences 3. Repetition of words, structure, images, thoughts Categorical tone: 4. Modal verbs 5. Short declarative sentences 6. Repetition of words, structure, images, thoughts Specific composition: 1. Arguments 2. Shift of tenses 3. Growing hope (words, sentences, shift of tenses) 4. Contrast:- lexical (word-formation) * Stylistic (ever, never, always) 5....
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...user Glossary of key grammatical terms Acknowledgements Acknowledgements for the second edition xi xiv xx xxi 1 Nouns 1.1 Types of noun 1.2 Gender 1.3 Number 2 Determiners 2.1 Articles 2.2 Typical use of the definite article 2.3 Typical use of the indefinite article 2.4 The partitive article: du, de l', de la, des 2.5 Use of indefinite and partitive articles after the negative forms ne... pas, ne... jamais, ne... plus, ne... guère 2.6 Omission of the article 2.7 Demonstrative determiners 2.8 Possessive determiners 3 Personal and impersonal pronouns 3.1 Subject pronouns 3.2 Object pronouns 3.3 Stressed pronouns 3.4 Demonstrative pronouns 3.5 Possessive pronouns 4 Adjectives 4.1 Adjectives modifying the noun 4.2 Adjectives which follow verbs or verbal expressions 4.3 Adjectives with complements 4.4 Indefinite and negative noun phrases with adjective complements 4.5 Adjectives used as nouns 4.6 Adjectives used as adverbs 4.7 Masculine and feminine forms of adjectives 4.8 Plural forms of adjectives 4.9 Adjective agreement with nouns 1 1 5 17 23 23 24 29 32 33 34 37 39 40 40 53 71 75 76 78 78 83 84 85 85 86 86 89 91 vi Contents 4.10 4.11 4.12 4.13 4.14 Invariable adjectives Compound adjectives Comparative and superlative forms of adjectives Subjunctive versus indicative in clauses dependent on a superlative adjective Absolute use of the superlative 91 92 93 96 97 98 98 98 101 102 104 104 122 126 126 133 134 135 138 140 142 143 143 147 147 148 149 152 153 154 186 186 186...
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...CAREER DEVELOPMENT PROGRAM _________________________________ THE RESUME Office of Career Development 44 West Fourth Street, Suite 5-100 New York, New York 10012 212-998-0623 http:// www.stern.nyu.edu/ocd Introduction: The Stern Resume______________ Your resume should highlight key points, which are relevant to your future employment objectives. The Office of Career Development has one required resume format. The purpose of this handout is to describe the specific requirements of the format and to assist you in writing relevant content. Your resume is an important marketing document designed to sell your background to a targeted reader. It is an outline of your professional and educational background; it should highlight relevant key points, which relate to your future employment objectives. Your resume should be tailored strategically to present those accomplishments, skills and experiences that relate specifically to the position you are seeking. You should consider the interview while composing your resume. How well you present these experiences in the resume is a measure of how well you will articulate these experiences in the employment interview. AVOID THE “DATA DUMP” TRAP Write your resume for the reader, supplying the information he/she will find important to know. Remember, more is not better. Select only your experiences that are relevant to the function and industry you are looking to be a part of in the future. It is not the reader's job to try...
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...Axia College Material Appendix H Comprehensive Grammar CheckPoint Answer Form Enter the correct answer for each item by typing either a or b in the second column. Provide an explanation for each choice in the Rationale column. The boxes expand to accommodate your text. Item | Correct Answer(a or b) | Rationale | 1. | A | The subject is singular so the verb needs to be as well. | 2. | B | The subject is one group of people so the verb requires is correct. | 3. | A | Vitamins is plural so the verb needs to be plural | 4. | A | Become is correct because became is past tense | 5. | A | Have taken is correct for this sentence because took is past tense | 6. | B | Laid is the correct form of the word lay because it indicates it was done in the past. | 7. | B | Am is correct due to the fact that it is being used in the present tense. | 8. | A | The word have is used to show that the contestants appeared over a period of time. | 9. | A | Have is not needed in the sentence because the pyramids were built in the past. | 10. | A | Have to be well organized refers to the students, so the antecedent is students | 11. | B | The antecedent is Patients because they spend so much time in the waiting room. | 12. | B | It refers to the vehicle and the vehicle is what must be test driven. | 13. | B | Presenters is plural so their should be used. | 14. | B | This sentence is correct because both movie...
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...purpose of proving (or at least supporting) your contention. The most common error made by students in choosing a subject for a term paper is to choose one that is too general. (The most specific subject will always have enough aspects to furnish a long paper, if you think about it for a while.) You are now ready to write. A. Write the paper around the outline, being sure that you indicate in the first part of the paper what its purpose is. Follow the old formula: 1. Tell the reader what you are going to say (statement of purpose) 2. Say it (main body of the paper) 3. Tell the reader what you've said (statement of summary and conclusion) B. A word about composition: 1. Traditionally, any headings or sub-headings included are nouns, not verbs or phrases. 2. Keep things together that belong together. Your outline will help you do this if it is well organized. Be sure you don't change the subject in the middle of a paragraph, and be sure that everything under one heading in your outline is about the same general topic. 3. Avoid short, bumpy sentences and long straggling sentences with more than one maid ideas. EDITING THE PAPER You are now ready to polish up the first draft. A. Try to read it as if it were cold...
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...together too many clauses with “and” or “but,” you dilute the meaning of your text. However, an occasional compound or compound-complex sentences is acceptable, just for variety. Guideline 3: Vary Sentences Length but Seek an Average Length of 15-20 Words Of course, do not think your writing process by counting words while you write. Instead, analyze one of your previous reports to see how you fare. If your sentences are too long, make an effort to shorten them, such as by making two sentences out of one compound sentences connected by “and” or a “but.” a.b. Being Concise: Guideline 1: Replace Abstract Nouns with Verbs Concise writing depends more on verbs that it does on nouns. Sentences that contain abstract nouns, specially ones with more than two syllables, can be shortened by focusing on strong verbs instead. By converting abstract nouns to action verbs, you can eliminate wordiness, as the following sentences illustrate : Wordy:” The acquisition of the...
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... -Verb-tells what is being done and/or a helping verb -Helping Verbs: |Is |Be |Has |Do |Shall |May |Can | |An |Been |Have |Does |Will |Might |Could | |Are |Being |Had |Did |Should |Must | | |Was | | | |Would | | | |Were | | | | | | | -Adjective-describes a noun (answers which one, what kind, how many, or whose about the noun it modifies) -Articles-a, an, the-specifically they are adjectives that show definite or indefinite forms of nouns -Adverbs-a word that modifies a verb, an adjective or another adverb. (it tells how, how, where, or how much the word it modifies) -Conjunction-connects words, phrases, and clauses (FANBOYS)Fan An Neither/Nor But Or Yet So -Subordinating Conjunctions-begins a subordinate clause (AWHITEBUS) Although While If That Even though Because Until Since *When trying to determine parts of speech of any word in a sentence, you must consider the form and the function of the particular word. Verbs and Subjects -The word or words that tell what is done is the verb. -The word that tells who or what does the verb is...
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...) am, is, are, was, were (unless they are helping verbs) _________________________________________________________________________ Edit in this order: To search for words, press "Command+F" to open a dialogue box that will help you find any word. If doing any of the following makes your writing confusing, you may need to add or subtract words or rearrange them to make the ideas smooth and clear. 1. Delete "a lot," "very," "really," "many," and "pretty." You may exchange these for other more descriptive words. Use a thesaurus if needed. 2. Change "thing" (or any word with "-thing" in it) and "stuff" to more specific ideas. 3. Change the words "you, your, yours, I, me, my, mine" to third person - "he, she, they, them" or a person's name. 4. Change the word "there" to the subject or a concrete idea later in the sentence by: a) moving the subject or idea to the front of your sentence and b) choosing a stronger verb. Examples: There was a dog in the yard.V: was (boring verb)S: Who or what was? – dogA dog was barking in the yard (was barking = stronger verb)The yard harbored a dog. (harbored - stronger verb) | There should be more time during passing periods.V: should be (boring verb)S: Who or what should be? – timeTime should be increased during passing periods. (should be increased = stronger verb)Passing periods need to be longer. (need - stronger verb) | 5. The verbs "am, is, are,...
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...sire the flower; When Zephyr also has with his sweet breath, Filled again, in every holt and heath, The tender shoots and leaves, and the young sun His half-course in the sign of the Ram has run, And many little birds make melody That sleep through all the night with open eye (So Nature pricks them on to ramp and rage) Then folk do long to go on pilgrimage, And palmers to go seeking out strange strands, To distant shrines well known in distant lands. And specially from every shire's end Of England they to Canterbury went, The holy blessed martyr there to seek Who helped them when they lay so ill and weak It happened that, in that season, on a day In Southwark, at the Tabard, as I lay 5 10 15 20 Glossary bifil bifel, bifil verb blisful blisful adj. corages corages noun, pl. croppes croppes noun droghte droghte noun eek eek, eke adv. ferne halwes ferne halwes...
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...speech. Direct Speech / Quoted Speech Saying exactly what someone has said is called direct speech (sometimes called quoted speech) Here what a person says appears within quotation marks ("...") and should be word for word. For example: She said, "Today's lesson is on presentations." or "Today's lesson is on presentations," she said. Indirect Speech / Reported Speech Indirect speech (sometimes called reported speech), doesn't use quotation marks to enclose what the person said and it doesn't have to be word for word. When reporting speech the tense usually changes. This is because when we use reported speech, we are usually talking about a time in the past (because obviously the person who spoke originally spoke in the past). The verbs therefore usually have to be in the past too. For example: Direct speech | Indirect speech | "I'm going to the cinema", he said. | He said he was going to the cinema. | Tense change As a rule when you report something someone has said you go back a tense: (the tense on the left changes to the tense on the right): Direct speech | | Indirect speech | Present simple She said, "It's cold." | › | Past simple She said it was cold. | Present continuous She said, "I'm teaching English online." | › | Past continuous She said she was teaching English online. | Present perfect simple She said, "I've been on the web since 1999." | › | Past perfect simple She said she had been on the web since 1999. | Present perfect continuous ...
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...FUTURE TENSE In Dutch, the future tense is expressed by using the construction gaan (to go) + infinitive for actions which will take place in the near (or immediate) future, and zullen (to shall, will) + infinitive for actions which will take place in the not so near future or when the time of the future action is unknown. In such constructions, the verbs gaan and zullen are used in the simple present tense. The conjugations for the two irregular verbs are shown below. | gaan (to go) | zullen (shall, will) | | | Dutch | | English | Ik ga. | | I am going. | Jij/U gaat. | | You are going. | Hij/Zij/Het gaat. | | He/She/It is going. | Wij gaan. | | We are going. | Jullie gaan. | | You are going. | Zij gaan. | | They are going. | | Dutch | | English | Ik zal. | | I will. | Jij/U zult/zal. | | You will | Hij/Zij/Het zal. | | He/She/It will. | Wij zullen. | | We will. | Jullie zullen. | | You will. | Zij zullen. | | They will. | | In the second person singular of the verb zullen, there are two alternatives which might be used. There is no specific rule as to which form should be used. It largely depends on personal preference. Some examples of the future tense: Future tense with 'gaan': Ik ga koken. = I am going to cook. Hij gaat een beetje lezen. = He is going to read a littlebit. Wij gaan studeren. = We are going to study. Jullie gaan sluiten. = You are going to close. We gaan morgen vroeg vertrekken. = We are going to leave...
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...that used correct grammar. These sentences had three to four choices with different forms of grammar such as, who/whom, a/an, and I/me. Now I thought this test would be a breeze, unfortunately I was wrong. I thought I would do pretty well and knew what I needed to know about how and when to use certain words with certain phrases. I did not. While taking this test I realized I did not know as much as I thought and needed to study my grammar. I learned while taking this test that I use the wrong form of grammar when I write and when I speak. I am probably going to make a few mistakes writing this paper. Hopefully I won’t, or at least not too many. I knew that when you are referring to a sentence that has a subject and a verb agreement you use the singular verb with a singular subject, i.e.; the subject is the word list . The list is on the table. Although there can be many things on the list itself, list is singular and is the subject of the sentence, therefore it will use the singular adverb is instead of the plural are. I learned that when using neither/nor you have to pay attention to the noun or pronoun that the word neither/nor is the closest to. The neither/nor thing always gets me confused, but now that I have learned this rule I can pay more attention to the nouns or pronouns and choose the correct sentence. I also knew that with a/an, a is used only when the word following starts with a continent and an is used when the following word starts with a vowel. There...
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