...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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...As a learner, most of my writing has been APA style writing. In fact, the three universities that I have attended in the past have all required me to use the APA style of writing. As I recall my high school years, the APA style of writing also seemed to be a favorite amongst my high school teachers. They all required that term papers be written in APA style as well. This type of writing actually does not differ much from the ones included in the text reading. The text mentioned the APA style of writing several times. In my opinion, it appears to be the most popular style of writing, especially amongst college students. Based on the results of the quizzes, my grammar skills were actually a little better than average. I actually had expected to do better, but I guess my grammar skills are not as good as I thought they were. In any event I feel very confident when it comes to spelling, as I have always been a great speller. Even in grade school, I was a good speller. I learned at a very young age to challenge myself when it comes to spelling. Challenging my-self in that area really paid off as I became older, as I’ve never had a problem with spelling. However, I feel that I need more help with run on sentences and with thought patterns. Though I proof read my paper several times, it’s hard for me to see that I have several run on sentences until after I get my grade back. In general, I feel that my writing is just mediocre. However, I also believe that when it comes...
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...Grade Assessment and Feedback Marking Guide Assessment Task: Specialist Essay Unit Code: MKTG207 Student Name: Assessor Name: Date: General Standards as Applied to this Assignment High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% The student demonstrates the competencies in Distinction standard and in addition demonstrates; • Insightful and comprehensive identification and discussion of key scholarly literature concerning the specialist marketing topic. • Advanced understanding and integration of the relevant marketing theory. • Advanced capacity to use insights to critically appraise literature, ideas and arguments, draws well-supported conclusions. • The work has been written, referenced and presented to an exemplary academic standard, and presents a compelling and effective argument/discussion. The student demonstrates the competencies in Credit standard and in addition; • Demonstrates selectivity and uses judgement in determining the importance of readings and ideas. • Develops a progressive, convincing, and clear argument throughout the work. • Shows evidence of wide reading and synthesis of ideas. • Demonstrates capacity to evaluate and critically appraise literature, ideas and arguments, draw appropriate conclusions and apply relevant theory. • The work has been written and presented to a high academic standard, and presents a coherent argument. The student demonstrates the competencies in Pass standard...
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...single best way to teach the English language but there are many ways to do. And it is the main role of the teacher to become flexible enough in applying various techniques in developing the level of competency of the learners. Moreover, grammar is the essentials of language. The means to say that in order to learn the English language, a learner must know when to use a certain tense, word form, knowing how to explain and apply the rule and the right expression. Consequently, teaching English grammar is tricky as there are just so many exceptions to rules, irregularities of word forms, and other that even if you do know your grammar rules, you are probably going o need some help hen providing explanations (http://esl.about.com). Accordingly, the study of grammar began with the ancient Greeks, who engaged in philosophical speculation about language and described language structure. This grammatical tradition was passed on to the romans, who translated the greek names for the past of speech and grammatical endings into latin; many of this terms (nominative, accusative, dative) are still found in modern grammars, but the Greeks and romans were unable to determine how language are related. This problem spurred the development of comparative grammar, which becomes the dominant approach to linguistic science in the 19th century (Microsoft Encarta,...
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...CheckPoint: Characteristics of Interpersonal Communication COM 140 CheckPoint: Effective Business Communication COM 140 CheckPoint: Creating Effective Documents COM 140 CheckPoint: Persuasive Memo COM 140 CheckPoint: Effective Presentations COM 140 CheckPoint: Different Kinds of Messages COM 140 Job-Application Letter COM 140 week one 1 Discussion Question 1 COM 140 week one 1 Discussion Question 2 COM 140 week three 3 Discussion Question 1 COM 140 week three 3 Discussion Question 2 COM 140 week five 5 Discussion Question 1 COM 140 week five 5 Discussion Question 2 COM 140 week seven 7 Discussion Question 1 COM 140 week seven 7 Discussion Question 2 COM 140 CheckPoint: Different Kinds of Messages COM 140 CheckPoint: Comprehensive Grammar CheckPoint- Appendix F Activity mode aims to provide quality study notes and tutorials to the students of COM 140 ENTIRE COURSE in order to ace their studies. COM 140 ENTIRE COURSE To purchase this visit here: http://www.activitymode.com/product/com-140-entire-course/ Contact us at: SUPPORT@ACTIVITYMODE.COM COM 140 ENTIRE COURSE COM 140 Assignment: Negative Messages COM 140 CheckPoint: Job-Search Management COM 140 Capstone Discussion Question COM 140 Assignment: Résumé COM 140 CheckPoint: Characteristics of Interpersonal Communication COM 140 CheckPoint: Effective Business Communication COM 140 CheckPoint: Creating Effective Documents COM 140 CheckPoint: Persuasive Memo COM 140 CheckPoint: Effective Presentations ...
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... Originality of thought or ideas from outside the course are an added asset. Examples are to the point. | - Has an introduction defining plan of essay.- Body divided into several paragraphs- Conclusion which directly relates arguments to topic.- Evidence that essay has been edited.- Error-free grammar & register.- Wide range of specialized terminology.- Consistent in-text citation and form of referencing | B to B+(16-17) | Very good answers showing secure knowledge of course materials. Adopting an analytical approach and providing relevant discussion covering most of the key issues. Distinguished from A answers by being less insightful or by showing less comprehensive knowledge of the course. | - First four criteria above maintained- Demonstrates extensive grammar control.- Terminology specialized but less varied.- Minor Inconsistency in in-text citation and referencing | C to C+(14-15) | Competent answers reflecting adequate knowledge of the more directly relevant course material and concepts, with reasonable structure and adequate coherence related to the question set. | - Introduction and/or conclusion short but still satisfactory. - Evidence of editing.- Less grammar control than above.- Good range of specialized terminology.- Inconsistent in in-text citation and referencing | D(10-13) | Answers which omit some concepts /evidence and/or lack coherence /structure, and/or make minor errors while still demonstrating basic understanding. Or Bare pass answers which...
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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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...Study Session at Alicia’s Transition: General Description: Alicia is finishing cooking while hosting a study session with our Student, Gabby and Quentin. She’s a bit nervous, as the in-laws are coming over that evening (on short notice). They talk about the challenges of writing for college courses. Dialogue: Alicia I’m so glad you all came over. Thanks for letting me cook during our study session. My in-laws told us at the last minute that they’re coming over later this evening, and I can really use your moral support! Gabby No problem, Alicia. Everything smells wonderful; I’m sure your in-laws’ visit will go just fine. Quentin Yeah, and I really needed this study session, too. I’m a little anxious about my current writing assignment. Maybe I can create a computer program so that my paper writes itself! I could really use some help like that. Student Text Bubble Writing for college courses sure is challenging. Gabby It’s challenging, but the reward is well worth the effort. Quentin, you should take your assignment seriously. I’ve found that, in my classes as well as in my marketing and communications field, the quality of your writing really matters. Alicia Gabby’s right. Lots of people fear the writing process, but as long as you’re enthusiastic and positive about it, you’ll be successful. And Quentin, if you need help, just use the CWE. Student Text Bubble What is the CWE? Alicia It’s the University’s Center for...
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...assimilation of an individual because of the stored images of the speech, and the lexicon. The lexical doorway accrue the spelling, pieces of sounds, and pronunciation for every single word that has been incorporate into a person’s vocabulary. Furthermore, it is amazing how an individual can selectively distinguish the words by cross-referencing these forms of speech with things that they have identified with that is perceptible. Human beings attempt to associate certain sounds that animals make with precise lexicons to see if those specific sounds can formulate a specific language. According Willingham, 2007 he states in the text that language is hard to define. The standard definition and the lexicon are much more obscure then the comprehensive appreciation of language; however, the key features of language and processing, and in cognitive psychology the processing of language. According to a study conducted by Jackie Johnson and Elissa Newport to Chinese and Korean immigrants entering the United States deduced that by the time a child reaches the mere age of 16 years he or...
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...Axia College Material Appendix F Comprehensive Grammar CheckPoint Enter the correct answer for each item by typing A or B in the second column. Provide an explanation for each choice in the Rationale column. The boxes expand to accommodate the text. |Item |Correct Answer |Rationale | | |(A or B) | | |1. |B |A nurse can either be male or female. | |2. |A |The second sentence makes a statement girls aren’t good in math. | |3. |B |The first sentence stereotypes a specific religion. | |4. |B |The sentence does not make reference to what race he is. | |5. |A |It tells the age of the child that needs counseling and why. | |6. |B |The experience is necessary not the age of a person. | |7. |A |It tells the special need of the child for the trip. | |8 |A ...
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...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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...elsevier.com/locate/tate Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing Debra Myhill a, b, *, Susan Jones a, Annabel Watson a a b University of Exeter, UK University of Wollongong, Australia h i g h l i g h t s Teachers’ grammatical knowledge influences what students learn about writing. Limitations in teachers’ grammatical content knowledge can generate student misconceptions. Teachers’ ‘applied’ knowledge is more significant than declarative knowledge. a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2012 Received in revised form 17 July 2013 Accepted 19 July 2013 Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers’ grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students’ learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful teaching and learning about writing. Ó 2013 Elsevier Ltd. All rights reserved. Keywords: Metalinguistic Grammar Writing Content knowledge ...
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...The Nature of the Task This is your last homework task for IB Business & Management. It is also your comprehensive review sheet of the entire course for this subject. You have more than1 month to complete this extended homework task and significant time will be provided in class. This homework task includes simple definitions from the textbook, extended responses, calculations and practical exercises. QUESTIONS Marking Issues • Unless otherwise indicated, each question is worth 2 marks. • Extended response questions of 120 words (5 marks) • Extended response questions of 250 words (10 marks) MARKING CRITERIA Mastery of Key Facts & Concepts (Weight 10) (Short Answer 2 mark questions) 7 6 5 4 3 2 525-500 499-460 459-400 399-260 259-150 149-0 Analysis of Key Facts & Concepts (Weight 10) (Extended Responses & Calculations) 7 6 5 4 3 2 380-359 358-335 334-285 284-190 189-100 99-0 Dedication to the Learning Process (20%) 7-6 Range 5 Range 4 Range 3-2 Range * HW is submitted on time. * Every question is attempted. * All questions meet the word requirements/expectations * There are no spelling and grammatical errors. * Calculation questions include all the workings and formulas. * HW is submitted up to 3 days late * Almost all questions are attempted. * Most questions meet the word requirements. * There are some minor spelling and grammatical errors. * Calculation questions include most workings and formulas...
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...— М.: Высш. школа, 1983.— с. 383 В пер.: 1 р. В учебнике рассматриваются важнейшие проблемы морфологии и синтаксиса английского языка в свете ведущих принципов современного системного языкознания. Введение в теоретические проблемы грамматики осуществляется на фоне обобщающего описания основ грамматического строя английского языка. Особое внимание уделяется специальным методам научного анализа грамматических явлений и демонстрации исследовательских приемов на конкретном текстовом материале с целью развития у студентов профессионального лингвистического мышления. Учебник написан на английском языке. ББК 81.2 Англ-9 [pic]4И (Англ) © Издательство «Высшая школа», 1983. CONTENTS Page Preface 4 Chapter I. Grammar in the Systemic Conception of Language. . 6 Chapter II. Morphemic Structure of the Word 17 Chapter III. Categorial Structure of the Word 26 Chapter IV. Grammatical Classes of Words 37 Chapter V. Noun: General 49 Chapter VI. Noun: Gender 53 Chapter VII. Noun: Number 57 Chapter VIII. Noun: Case 62 Chapter IX. Noun: Article Determination 74 Chapter X. Verb: General...
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...Frequent Errors in English Grammar: Articles and Possessive Markers Keiko Muto-Humphrey 1. Introduction During past decade or so, The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has been making increasing efforts to shift the focus of EFL pedagogy from “correctness and accuracy” in English to “communicative ability” (MEXT 1998). In response to this, much emphasis has been placed on students’ ability to express themselves orally in class. This has, however, had the (undesired) effect of grammar and lexis being minimised in schools. We are now at a stage whereby the overwhelming majority of students enter universities with an insufficient knowledge of grammar and lexis. This paper will examine two error patterns committed by Japanese studying English as a second language: the genitive markers of/’s indicating possession; and the English article system a/an/the. The former is concerned with the misuse of the English preposition of, which I consider to originate in the L1. The analysis shown below manifests that it is difficult for Japanese students to distinguish between of and ’s: a comparison of this will ensue. The latter originates in the misuse/overgeneralisation of learning strategies: the usage of articles: a/an/the. The Japanese language lacks an article system, making this, “one of the greatest problems for Japanese learners [and this] is vividly revealed in the high frequency of mistakes,...” (Kimizuka 1968:78). After analysing the two...
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