...Lucie Růžičková A Complex Sentence Analysis 'Mary and John intended to write the essay together, but then they visited the new exhibition of modern art on Sunday, because when Mary arrived for the weekend, most of the text had already been written by John and it did not take them much time to finish it.' a) We can distinguish several kinds of sentences. It might be SIMPLE sentence(1), NON-SIMPLE(multiple) sentence which comprises Complex(2a), Compound(2b) and Complex Compound(2c) sentence or so called SEMI-CLAUSE(3). Simple sentence is a sentence that had one Subject part and one Predicate part = a single independent clause. Complex sentence consists of one main clause and at least one subordinate clause. Compound sentence is formed of two or more main clauses which are joined by conjunctions such as and, or, or but. Complex Compound sentence contains more than one main clause and several subordinated clauses. [1] Our analysed sentence consists of five clauses. Four of them are main clauses and one is subordinate clause. This indicates that our sentence belongs to Complex-Compound type of sentence.(4) The multiple sentence is further distinguished by the type of grammatical relationship that holds between the clauses. If the grammatical relationship is paratactic, the clauses are coordinated. If the grammatical relationship is hypotactic, the clauses are subordinated. Parataxis is the grammatical arrangement of "equal" constituents(clauses). It is a hallmark of coordination...
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...Grammer 1. Every sentence has a subject and a verb. Who or what the sentence speaks about is called the subject. What the sentence says about the subject is called the verb. My best friend studies marine biology Sharks attack their prey. Michael works on a submarine. 2. The linking verb is joins the subject (show) with a word that identifies or describes it (documentary). Common linking verbs include am, are, was, were, feel, appear, look, become and seem 3. Many verbs consist of more than one word. The verb often has a “helping” verb. Is writing, are studying etc., 4. Words like not, just, never, always, and only are NOT part of the verb. A verb has a “to” in front of it, it is not a verb. No -ing word by itself is the verb of the sentence 5. Prepositions Used for Time and Place. Use on, in, and at to refer to time and place. 6. The subject of a sentence never appears within a prepositional phrase. A prepositional phrase is simply a group of words that begins with a preposition and ends with an object. An interesting exhibit of a killer whale is very popular at the new aquarium. Prepositional phrases: of a killer whale at the new aquarium 7. Many verbs consists of more than one word. (The extra verbs are called auxiliary, or helping, verbs) Does work, is working, are working, were working, have worked, had worked, had been working, should work, will be working, could be working, must...
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...PROJECT 2 SYNTHESIS DUE DATES: Draft: if you have questions, please email them to the instructor Final: Wednesday, October 17th INSTRUCTIONS: Read the following three articles (links are provided below), looking for some commonalities between them. Based on these commonalities, write TWO different synthesis papers and their outlines. In the FIRST synthesis paper your audience is parents who abandon their children. The purpose of this synthesis is to convey the message to parents who abandon their children that there are legal and not life-threatening ways to refuse growing their children. In the SECOND synthesis paper your audience is national level legislators passing laws related to abandoned children. The purpose of this synthesis is to convince the legislators that parents who abandon their children should not be prosecuted as criminals. The final project should include two outlines of the synthesis paper (1 page max for each outline) and two synthesis papers (2 pages max for each paper). SOURCES: 1. “Bill proposes safe places for abandoned babies” http://www.sptimes.com/News/031000/State/Bill_proposes_safe_pl.shtml 2. “Abandoned Babies – Legislators, health officials unite to curb recent trend” http://www.nurseweek.com/features/00-03/abandon.html THE ADOPTABILITY OF ABANDONED BABIES: A Recent New York Case Interprets The State's "Baby Moses" Law http://writ.news.findlaw.com/grossman/20011009.html WRITING PROCESS: ...
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...* "[O]ne of the functions of phonetic stress is to make words understandable. This kind of stress, known as word-level stress, is actually part of a word's pronunciation. It may also serve to differentiate words that are similar. For example, We're going to record a record, the two similar words are stressed differently so that the first record is stressed on the second syllable (vowel reduction in the first syllable also assists in helping us to assign stress to the second syllable), whereas the second record is stressed on the first syllable (with vowel reduction in the second syllable). All words of more than one syllable have a prominent or stressed syllable. If we pronounce a word with appropriate stress, people will understand us; if we use the wrong stress placement, we run the risk of being misunderstood. "Phrase or sentence stress is tied to meaning, and this is the second function of stress. As we focus a camera on some item of interest, phonetic stress helps us focus our listener's attention on what is most important in our message." (Harold T. Edwards, Applied Phonetics: The Sounds of American English, 3rd ed. Thomson, 2003) * "Stresses tend to recur at regular intervals. But the sound pattern of English does not make it an overriding necessity to adjust the lengths of syllables so as to enforce complete regularity. The interval between stresses is affected by the number of syllables within the stress group, by the number and type of vowels and consonants...
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...Corballis, “From Hand to Mouth” (located in course materials) | Class discussion questions | 4 2/11 | Phonetics Phonology | * Language and Linguistics (located in course material) * Yule, Chapter 3 | Yule study questions -- Chapter 3 | 5 2/14 | Phonetics Phonology | * Yule, Chapter 4 * Esling, “Everyone has an accent but me” http://lrc.ohio.edu/lrcmedia/Streaming/lingCALL/ling270/myth20.pdf | Study questions – Yule, Chapter 4 | 6 2/18 | Morphology Grammar | * Yule, Chapter 6 & 7 * http://www.youtube.com/watch?v=_y8aLt4kLcI | Yule Chapter 6 & 7 | 7 2/21 | Word formation | * Yule, Chapter 5 * http://www.youtube.com/watch?v=Ca0xFvMfcqo&feature=related | Classroom questions | 8 2/25 | Semantics | * Yule, Chapter 9 * Hooten, “Fighting words: The war over language.” http://professorverspoor.pbworks.com/w/file/45295489/Hooten%2B-%2BFighting%2BWords.pdf | Yule study questions -- Chapter 9 | 9 2/28 | Grammar (prescriptive vs. descriptive) | * Simon, “Why good English is good for you” http://wolfweb.unr.edu/homepage/calabj/pdf/Simon.pdf Video: Do You Speak American (prescriptivism vs. prescriptivism) | Classroom...
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...To be completed by the student | To be completed by the markers | Module Name and code | BUZF319 | First Marker’s name (equivalent to the signature) | | Student ID (UoW) | 00002978 | Second Marker’s name (equivalent to the signature) | | Student ID (WIUT) | 00002978 | For Registrar’s office use only (hard copy submission) | Deadline date | 26.12.2013 | | Individual assignment | | | Group assignment | | | COURSEWORK SUBMISSION COVER PAGE Submission instructions Please note that all work must be submitted electronically unless instructed otherwise. For online submission instructions refer to: http://intranet.wiut.uz/Shared%20Documents/Forms/AllItems.aspx - Coursework online submission instructions.doc For hardcopy submission instructions refer to: http://intranet.wiut.uz/Shared%20Documents/Forms/AllItems.aspx - Coursework hard copy submission instructions.doc Feedback To be completed by markers on the next page | | 80%+ | 70-79% | 60-69% | 50-59% | 40-49% | 30-39% | 0-29% | Integrated Writing Task 70 % Weighting | Content and Structure | The written piece includes all the parts: introduction, two summaries, and conclusion. The written piece presents the main topic and key information provided in both sources. Transition and reporting verbs are masterly used. No personal view is included. | The written piece includes all the parts: introduction, two summaries, and conclusion. The written...
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...Sentence Fragments and Run-on Sentences The “sentences” below contain sentence fragments, fused sentences, and comma splices. Make them true, grammatically correct sentences using punctuation, appropriate conjunctions, or subordinating words. 1. In March, Harry was transferred to a new plant in Detroit, and then he was laid off in June. 2. Many young people don’t bother to register to vote. Because they don’t really care about the candidates. 3. While it may take a little longer to finish a paper. Professional writers recommend putting it aside for a few hours before doing final proofreading. 4. My mother was born in Madrid; I had very little trouble learning Spanish. 5. Many people believe in the curative powers of this water they have felt relief after bathing in it. 6. The sun is 93 million miles away it can still burn a person's skin badly. 7. My sister has over two thousand old record albums; she has very little storage space left. 8. Students who write down their assignments in a calendar tend to manage time better. Unless they forget to check their calendars everyday. 9. The CEO received a subscription to his favorite magazine; it arrived in the mail within two weeks. 10. The jury members deliberated for over two months, the judge has asked to meet with them today. 11. The new oil painting is very colorful it will look good with our bright furnishings. 12. The weather forecaster asked everyone to...
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...Kali Mitchell English 1101 Professor Elliott 7 December 2012 Reflective Final Essay This first semester of my freshman has been a very interesting trip. I have learned so much in the short amount of time that I have spent here at Kennesaw State University. I feel as if I have grown, not only as a student, but as a person as well. I have met many new people, made many new friends, and learned many new things especially in my English 1101 class. I thought I knew everything there was to know about writing when I came in on my first day, but I was very wrong. My professor assured me that there is much more to writing than just putting words down on paper. Knowing all of this, I have now learned how to improve on my writing skills, how to write better grammatically correct sentences, incorporate quotes and research and give as well as get criticism. When I came into this semester as a freshman I was very confident in the quality of my writing. However, my self-esteem was soon crushed shortly thereafter. Even though my writing skills had been very good compared to my classmates in high school, at the university level they were just average. After hearing about the on average grades students get in professor Elliott’s class, I knew I had a lot of work to do to receive an A on a paper. I had to do something quick to learn how improve on my writing skills. With the help of my teacher, she made us a read a variety of articles that were very interesting, yet also very insightful...
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...------------------------------------------------- Learning Journal Week 1 Intro grammar: Units & classes Outline of Content Intro grammar: Units & classes grammatical units: clauses, groups/phrases, words, morphemes, different classes of units: nominal, verbal, adverbial, conjunctive, prepositional Map of grammar: composition Rank of units: [grammar] clause — group / phrase — word — morpheme; [graphology] sentence — sub-sentence — word — letter; Rankshift (downranking) Class: clause: major / minor; group: nominal / verbal / adverbial; word: — nominal: determiner / adjective /noun — verbal: verb (auxiliary / lexical verb) — adverbial: adverb Professor: Christian M.I.M. Matthiessen Core Readings: Thompson (2004), Chapter 2: “Recognizing clauses and clause constituents” DFG, Chapter 1, pp.1-5 Part I : Summary of what I’ve leant (i) Difference between Traditional Grammar & Systemic Functional Grammar Grammar is a subsystem of language for constructing meanings in the form of wordings. Traditional grammarians gradually developed accounts of word classes (part of speech) since words belonging to different classes have different sets of forms and of the grammatical categories associated with the forms of different word classes—e.g. number and case for nouns, and person and tense for verbs. It is the study of traditional grammar. However, if we want to understand how grammar is organized and operates as a resource for making meaning, we...
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...student obtains knowledge from their educators in different ways. Additionally, it also reflects that students will have dissimilar strengths and weaknesses which can actually be seen through their study while they are all together learning in the same class. From what I have remarkably noticed since the start of learning English, I constantly find myself having many strengths and weaknesses listed below. To begin with, grammar is my goodness in learning English. I can analyze and catch up the grammatical structures, tenses, and usages sharply and clearly whenever teachers or lecturers have explained them to me. Also, I rarely make any mistakes in grammar exercises since I am quite careful and thoughtful when building sentences or choosing the right answers. Moreover, good time-management is my another best virtue in studying English. I can separate between my study time and pleasure time distinguishably. Furthermore, I usually sort out a study-calendar, which enables me to submit every homework and assignment to teachers or lecturers on time. To sum up, grammar and good time-planning are my strengths in learning English. Besides, listening is my feebleness in studying English. I am not able to understand the whole conversation well once the native speakers speak very fast. Also, I never get good scores in listening test since I don’t get used to the foreigners’ voice and pronunciation. What’s more, communication is also my imperfection in learning English. I lack self-confidence...
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...you review the course syllabus and instructor policies for this specific class, keep an eye out for the following issues which may be different from other classes: * How many discussion questions are posted for response each week? 3 * Do you have to respond to each of the discussion questions? No, only two of them are required. * How many initial responses to discussion questions are due each week? 2 posts 4 days out of the 7 so a total of 8 posts in total per week. * What is the word requirement for initial responses to discussion questions? 250 words * What is the word requirement for “daily” responses to discussion questions? 150 words * What is the resource available to help with issues related to writing and grammar? Write Point * Are all written assignments submitted to the plagiarism checker? Yes * What is the consequence of a similarity index between 20 and 49%? You will receive half the points. * What is the consequence of a similarity index of greater than 50%? You will receive a zero for your work, no make up allowed * What is the percentage of deduction per day for late assignments? 10% per day. * How many days late can an assignment be submitted before it will not be accepted? 3 days * What time is used to determine if assignments are posted on time or not? Arizona time zone. * What is the best way to communicate with the facilitator if there is a general question regarding the assignment for the week? Either through...
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...2. Grammar 3. Vocabulary 4. Fluency and Coherence * Notice that Fluency and Coherence are grouped together although they are different things. Each of these four carries equal value. The examiner gives you a whole-number sub-score for each of these and then calculates the average of the four. * Both whole number and half band scores, such as 6.5 are given for the Speaking test. * No separate score is given for each of the three Parts of the test. Example 1 Pronunciation | 5 | Grammar | 4 | Vocabulary | 5 | Fluency & Coherence | 5 | Average = 19/4 = 4.75 = Band 4.5 | Example 2 Pronunciation | 6 | Grammar | 5 | Vocabulary | 6 | Fluency & Coherence | 5 | Average = 22/4 = 5.5 = Band 5.5 | Example 3 Pronunciation | 7 | Grammar | 7 | Vocabulary | 8 | Fluency & Coherence | 7 | Average = 29/4 = 7.25 = Band 7.0 | SUMMARY OF THE MAIN POINTS ON THIS PAGE Pronunciation * Overall, clear and understandable pronunciation is the main thing. * Secondly, the correct use of the following features will determine the pronunciation grade: 1. basic word pronunciation; 2. linked speech sounds; 3. correct and appropriate sentence stress (i.e., which word or words in a sentence are stressed more than others); and, 4. appropriate use of intonation (rising and falling) to emphasize meaning. * Slightly inaccurate (= unclear) pronunciation is usually understandable if the correct words and grammar are...
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...Assignment: Challenges of a Paper There are many challenges that can arise when writing a paper. One of them is having an unclear thesis when writing a paper. Which means that the main point does not relate clearly to the thesis of the paper you are writing? This can also confuse the readers and lose their attention. Another challenge that might arise when writing a paper is fragment sentences in the paper. It happens often, and it is when a sentence does not have a subject and a verb in the same sentence. Which causes the sentence not to be complete? This can make the paper have a bad flow. Finally, another challenge that might arise is grammar issues. Because even though it sounds simple you need to understand how the language works, how the meaning is made, and how it is broken. When there are grammar issues it makes the paper seem unprofessional. There are a lot more challenges than these three that I have stated in the paragraph that could arise when writing a paper but these are the main ones that I feel are the most important that a writer should think the most about when it comes to writing a paper. The strategies that I would use to overcome the challenges are: first, to have a clear thesis I need to have paragraphs that relate clearly to the thesis sentence. One main thing is to stay on topic and being detailed, also relating clearly to the thesis of the paper. By having the thesis sentence at the beginning, where it can help the reader understand...
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...MD Nasif Hassan English 111 Wendy Paff Assignment 2 01/26/09 Evaluation, T.S. Eliot In the Essay “A Long Road to Fame”, the writer, Lamar Woodson, describes a singer, Jonathon Xavier’s road to success from a choir singer in a church to a famous artist who sold nearly ten million copies of his debut album. While reading the piece I found quite a few grammatical errors. I also found out that Woodson has used a lot of the punctuations improperly and in some cases haven’t used them at all. The punctuation errors include improper and sometimes no use of commas, semi-colons, full-stops, and quotation marks. There are also some spelling errors and some of the words are repeated. The piece definitely needed to be more carefully proofread. The sentence structure could also be improved. Some of the sentences are too long and combined with missing punctuations, it can get confusing for the reader. The essay does not contain enough details about the artist in general or to create an argument about T.S. Eliot. For instance, Woodson does not even mention where Jonathon is born or what nationality he is. Also he says that the singing competition will be held “Downtown in the Warner Empire Building”. This raises questions in the readers mind such as, where the place is, what country or state or city it isin. Throughout the piece, Woodson does not mention whether Jonathon follows the tradition of any particular genre of music. Even the genre of his first album is not mentioned. Woodson...
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...广东外语外贸大学 商务英语本科学位论文 ( 2007 届 ) 论文题目 The Grammatical Features in English Business （英文） Correspondence 论文题目 商务函电英语的语法特点 （中文） 继教（公开）学院 商务英语 自考 The grammatical Features in English Business Correspondence Abstract: As a variety of English, English of business correspondence has its unique grammatical features. This paper discusses the grammatical features in English business correspondence from sentence types, sentence structures, the location of adverbial phrases, tense, aspect, subjunctive mood , compound words, modal verbs and passive voice. Key words: grammar; feature; business correspondence. 商务函电英语的语法特点 摘要: 商务函电英语作为一种有自己特点的英语，有其独特的语法特点。本文从句子类型、句子结构、状语的位置、时与体、虚拟语气、复合词、情态动词和被动语态八个方面探讨了商务函电英语的语法特点。 关键词：语法；特点；商务函电 Contents 1. Introduction 1 2. Sentence types of English of business correspondence 1 2.1 Declarative sentences 1 2.2 Imperative sentences 2 2.3 Interrogative sentences 2 3. Sentence structure of English of business correspondence 3 4. The locations of adverbials of English of business correspondence 4 5. The use of tense and aspect of English of business correspondence 5 6. The use of subjunctive mood of English of business correspondence 5 7. The extensive use of compound words of hereby category in English of business correspondence 6 8 The use of modal verb in English of business correspondence 7 9. The use of passive voice in English of business correspondence 7 ...
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