...GRAMMAR Rewrite the following sentences according to the instructions given after each. (3 marks) (i) Njenga told me that his sister is successful. (Use of in place of that) (ii) She never came late to school last year. (Begin: Not once ---------------------) (iii) Who broke this jug? (Rewrite in the passive) (b) Identify and correct the misspelt words in the following paragraph. (3 marks) Occassionally, you will be called upon to speak in public. You must learn to do so without embarassing yourself by fumbling and making unnecessary repeatations. With adequate practice you can become an accomplished public speaker. (c) Use the correct form of the words in brackets to fill in the blank spaces. (3 marks) (i) She could not explain how the accident ______________________ (occur) (ii) The students presented their _____________________ (complain) to the principal. (iii) Jane is very bright but very poor in _________________________ (pronounced) (d) Use the appropriate prepositions to fill in the gaps. (3 marks) (i) Suddenly, the plane was enveloped _______________________ a dense fog. (ii) Inspector Chacha was an expert _______________________ catching criminals. (iii) Most of my classmates are strong _________________________ Mathematics. (e) Replace the underlined with the correct phrasal verbs formed from the words in brackets. (i) His performance discouraged me until 1 stopped teaching him. (put) (ii) No...
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...IMPORTANT This electronic version of The Century Vocabulary Builder (1922) has been prepared by Serenson Pty Ltd for www.write-better-english.com. This PDF follows the pagination of the original (hard copy) book and includes hypertext links that we have inserted, which look like this. Please do not remove links. Reformatting the original text into this PDF has been no easy task; it is possible that the process has introduced errors or caused omissions. As a result, we make no guarantee about the accuracy or completeness of this version of the Vocabulary Builder. If you find an error or omission in this PDF, please check the original book and contact us so that we can fix the error or omission. Please check your local copyright laws before accessing this PDF. If you are serious about building your vocabulary, we highly recommend you try the popular vocabularybuilding program called Ultimate Vocabulary Want the ultimate vocabulary builder? Click www.write-better-english com/ultimate-vocabulary.aspx THE CENTURY VOCABULARY BUILDER BY GARLAND GREEVER AND JOSEPH M. BACHELOR NEW YORK THE CENTURY CO. Want the ultimate vocabulary builder? Click www.write-better-english com/ultimate-vocabulary.aspx PREFACE You should know at the outset what this book does not attempt to do. It does not, save to the extent that its own special purpose requires, concern itself with the many and intricate problems of grammar, rhetoric, spelling, punctuation, and the like; or clarify...
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...your communication skills. It is about assembling and organizing effective arguments, persuading and entertaining an audience, and using the language to convince people that your arguments outweigh your opposition's. Debating is not about personal abuses, irrational attacks or purely emotional appeals. A debate usually involves two sides talking about a topic (often called a motion). As a competition, teams of debaters attempt to show the adjudicators that they have the best debating skills. Being the best debater does not mean that the debater's opinion has to coincide with that of the adjudicators. After attending this course and the course on specific debating formats, it is expected that the trainee would be able to conduct their first competitive debate properly. Understanding Formats To ensure proper conduct of the debates in a competitive setting, competitions usually enforce what is called a format. In collegiate level competitive debating, these formats are usually based on the debates conducted in a parliament, such as Australian Parliamentary, British Parliamentary, and Asian Parliamentary. Aspects regulated by a format include: • number of teams in each debate; • number of debaters in each team; • duration of speeches • order of speeches; • roles of speakers (what is expected from each speaker); • allowance/prohibition of interjections/interruptions; • issues on making a definition of the motion; • procedure, criteria, and marking scale for adjudication...
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...How to Perform Well in a Debate 1. Exploring the Art of Rhetoric a. Discover how to persuade through Invention. The five canons of rhetoric were first coined by the Roman philosopher Cicero in the first century. Cicero laid out these five major rules of rhetoric, dividing skillful argumentation into more digestible parts. The first step of rhetoric is called Invention. It refers to the nascent stages of an argument, where you discover the pressing nature of your argument for your particular audience. You’ll need to have an understanding of your audience's desires and needs, as well as how to best appeal to them. When appealing to your audience, think about a balance of logos, ethos, and pathos. These three modes of persuasion will be used to convince your audience to believe in your argument. Each will provide a different reaction from a crowd, and you must change your approach to adapt to the needs of your audience. b. Assemble your argument with Arrangement. The order that your audience hears your argument has a massive effect on how they'll perceive your speech. You've most likely come across the five-paragraph essay in your studies. While this format isn't appropriate for all speeches, the basic layout is based on Greek and Roman argumentative structures. The five steps are as follows: Introduction. Express your message and why it's important to your audience, as well as yourself. Statement of fact. Break down the general thesis of your argument...
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...the words the author wants to say. For instance, when someone says that it’s raining cats and dogs, it actually means that it is raining very hard. Terms Idioms Idioms are those terms in the figurative language in which the words, phrases and expressions are either grammatically unique or have meaning that can be literally understood by the individual. For example, an idiom: ‘after John had broken the window, he decided to face the music and tell his mother. ‘ Meaning: to accept the unpleasant consequences of one's actions With the help of an idiom, it becomes very easy for a person to narrate their native-language but if the person is using the language of other culture, sometimes it becomes an entirely unapproachable thing. Analogy If in the figurative language in order to highlight some point of similarity, the author does comparison between two different things. This style of speech is known as analogy. They are used to give a brief and to the point-developed form of the topic. An analogy: Puppy: Dog: Kitten: Cat Meaning: It means a puppy is a small do likewise kitten is a small cat. Metaphor Metaphor is referred as figure of speech which has any phrase or words applied to an object which is not literally...
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...raising your legs slowly and laying on your back, you cannot sink into quicksand. # Dogs and cats, like humans, are either right or left handed. # The Guinness Book of Records holds the record for being the book most often stolen from Public Libraries. # Honey is the only food that doesn’t spoil. # The word “set” has more definitions than any other word in the English language. # “Rhythm” is the longest English word without a vowel. # The letter J does not appear anywhere in the periodic table of the elements. # 111,111,111 x 111,111,111 = 12,345,678,987,654,321 # The cigarette lighter was invented before the match. # The longest single-syllable word in the English language is “screeched.” # The word “Checkmate” in chess comes from the Persian phrase...
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...| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Verbal Question-Bank for GMAT Winners An exhaustive 500+ Page Question Bank with over 600 fully solved questions covering ALL areas of GMAT Verbal Internalising Verbal concepts is a sine qua non for a high Score. It is difficult to understand GMAT Verbal conceptually, even though it is all High School level stuff. Moreover, under time pressure, it is all too common to see students fumbling about with their grammar and their concepts, losing precious time. What is needed is to be able to look at a problem, and have a A-ha, I have seen it before, moment! And that is what the Winners do. Most winners are so well conversant with the concepts, that they don't have to spend too much time thinking about how to approach the problem, and which rules to apply. How do they do this? With Practice, Practice and more Practice. After you have gone through the theory, you should try to solve as many different problems as you can get your hand on. This is where the Question Bank for GMAT Winners comes in. This exhaustive eBook: Contains 600+ fully Solved Questions covering ALL topics...
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...George Orwell, "Politics and the English Language," 1946 [pic] Most people who bother with the matter at all would admit that the English language is in a bad way, but it is generally assumed that we cannot by conscious action do anything about it. Our civilization is decadent and our language -- so the argument runs -- must inevitably share in the general collapse. It follows that any struggle against the abuse of language is a sentimental archaism, like preferring candles to electric light or hansom cabs to aeroplanes. Underneath this lies the half-conscious belief that language is a natural growth and not an instrument which we shape for our own purposes. Now, it is clear that the decline of a language must ultimately have political and economic causes: it is not due simply to the bad influence of this or that individual writer. But an effect can become a cause, reinforcing the original cause and producing the same effect in an intensified form, and so on indefinitely. A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts. The point is that the process is reversible. Modern English, especially written English, is full of bad habits which spread by imitation and which can be avoided if one...
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...paper for your use. Instead of a student giving credit to the original author and putting work in to develop a paper on his/her own, they would rather take shortcuts and credit for work they never produced and pass it off as their own. Plagiarism is different in the Academic world. It occurs when a writer repeatedly uses more than four words from a pinned source without a reference in something presented as their own research (Hexham, 2005, p.2) The main types of Plagiarism are straight, simple, hanging quotation and illegitimate paraphrase (terms from Hexham, 2005). Last but not least, Plagiarism also includes translating phrases from someone’s native language into another language as pass it off as their own. Doesn’t matter if it is an original idea, thought or opinions, it is still stealing from another. Many will try to mask plagiarism by taking a phrase for a sentence that mirrors or is close to an idea or thought and changing a few words to make it sounds like an original idea they came up with. It’s like stealing a music beat from a musician and changing a key or two to make not sound exactly like the original song. In most cases some individuals will be so bold to just copy a whole paragraph or sentence and not even cite where it came from. Experienced teachers will be able to see through this...
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...Teach Chocolate Luo Colloquial Chinese Homework: Vocabulary, Expressions, Idioms, and Set Expressions Chinese is not English, and English is not Chinese. For your study of English, I believe, colloquialisms are not important because native speakers of English are simply not that impressed when you know, for example, that “there are two sides to every coin.” I do feel, however, that native Chinese speakers are very surprised and excited when a foreigner can properly use Chinese colloquialisms. For this week’s homework assignment, please help your foreign teacher (me) learn some authentic (地道的) cultural Chinese. These include 词汇, 短语, 熟语, and 成语. 1) In your notebook, write two pages of Chinese vocabulary, expressions, idioms, and set expressions. Follow the format of the two examples at the end of this document. 2) No two students should choose the same Chinese, don’t copy from the internet or a 百度 search for “成语 English,” and please use your own words to explain the Chinese to me. 3) Your class should bring me a typed, printed, and stapled list of all the Chinese your classmates chose to teach me. If you only teach me in class, I will forget, but if I have a printed document to take home and study, I will learn much better! 4) Again, check the examples below! Thanks for your time and effort! 一朝被蛇咬，十年怕井绳 yi4zhao1bei4she2yao3, shi1nian1pa4jing3sheng2: Literal/Original Meaning – Someone is bitten by a snake one time, so they fear the rope of a well for...
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...alliteration to give meaning and depth to words. Kinnell also uses consonance heavily in this poem to lead the reader through the poem. He uses cacophony to slow down the reader to deliver emphasis on certain words. The title starts off with a cacophonic phrase. “Blackberry Eating” starts off rolling off your tongue with the first word. Then you encounter “Eating”, this word breaks up the flow of the title. This stops the reader and makes them assess the action that is occurring with the berries. In the phrase, “the stalks very prickly, a penalty” you stop and restart. You are led back to prickly with the word penalty. You get the understanding that the thorns are a punishment to the reader for enjoying the forbidden meal derived of the “black art of blackberry-making”. Another example of cacophany is the use of the letter B in the poem. The use of black, blackberries, breakfast provide a bounty of bold words that give a movement to the work that is very melodic. Alliteration is used throughout the poem to create a slippery, smooth progression of the poem. When he says “black blackberries” it describes the richness and ripeness of the fruit. Another example is “silent, startled”, here the alliteration in the phrase provides emphasis on the shifting of the imagery from berries to language. In the poem Kinnell uses consonance when he tells us that the berries fall “to my tongue”. This compares the berries that he is consuming to the words that are born on the tip...
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...constantly to question the gap between “being” and “seeming,” the distinction between authenticity and role-playing, and the nature of identity itself. For example, there is arguably a certain integrity to the “antic” persona Hamlet adopts, since it liberates him to speak uncomfortable truths. At the very least, the play suggests that “being true to oneself” is not as straightforward a concept as it seem 1. This above all: to thine own self be trueAnnotate, And it must follow, as the night the day, Thou canst not then be false to any man. Home 2. Blogs 3. The Proverbial Skeptic "To Thine Own Self Be True." Really? by NICHOLAS CLAIRMONT JUNE 6, 2013, 2:03 PM "To thine own self be true," says Polonius in Hamlet. This phrase has become enormously popular, so much so that there are entire Tumblrs of photographs of people bearing "to thine own self be true" tattoos and other paraphernalia. People often appeal to this injunction when they feel defensive and want to say something smart and deep in their own favor. With the added benefit of being a quote due to Shakespeare, saying this faux profundity (fauxfundity?) is often too hard to resist. Without getting into the details of how well-received men and supposed fools are actually treated in...
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...Psychology: Name: Institution: Instructor: Date: Fifth grade students should be in a position to produce a well-developed and organized writing containing a body, an introduction and a conclusion. Vital structural and organization elements include writing the main thing in the first paragraph, attaching new paragraphs to what is related to the main topic. Understanding major subtopics and ideas in writing relates to comprehension reading skills that students must spot to main idea in order to summarize ideas. A well-organized and developed writing should be given to students to help them in evaluation before writing. In the fifth grade, learning correct spelling and grammar plays a major role in writing. Crucial grammatical lesson for this graders include sentence fragment, run-on sentence, verb agreement, consistent and correct verb tense use, capitalization and punctuation. Moreover, on the feedback of the teacher on written assignments, learners get spelling and grammar skills through activities like bees and spelling quizzes, grammar worksheets and reading assignments, games and activities (McMahon & Wells, 2013) The learners in 5th grade should take part in peer workshop where they critique and edit each other’s work. When they point out errors in others’ work can help them identify in theirs too. The learners at this stage should engage in rewriting, editing, revising and planning to improve their writing skills. According to teaching, the key element of...
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...8 Proofreading Techniques I searched the internet and found several techniques for proofreading your own writing. I have listed and identified eight techniques and mentioned a few here that have helped me in the past. One technique is looking for one type of problem at one given time. Read through your document, focusing on the first sentence for punctuation, then spelling, then word choice, and finally the sentence structuring until the full document is proofread with this technique. The second technique maybe is to recheck for proper names, facts, figures with correct spelling and information is up to date with accuracy. Thirdly, by reading your document out-loud, may bring to show a faulty verb ending of a missing word or addition of word to emphasize a meaning. This fourth technique mentioned would be the most used and best suggested proofreading technique in my repertoire of writing skills. Set aside your work for a few hours (or days) after you’ve finished compiling your document, then come back to it later with fresher eyes and reread the whole document over again. You may decide to tweak a few words or sentences to give the final work an awe effect for your audience, the experience factor. Sometimes, I prefer to print out a hard copy and review the document, this fifth proofreading technique may show some inconsistencies by looking it over line by line. This sixth technique mentioned may demonstrate that the writer can reformat their work and by rereading the document...
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...Handy Handouts® Free, educational handouts for teachers and parents* Number 272 Context Clues—Can You Figure It Out? by Rynette R. Kjesbo, M.S., CCC-SLP What Are Context Clues? Context clues are hints or bits of information that help us figure out the meaning of difficult or unfamiliar words we read. Context clues are the words, phrases, or even pictures that surround a word, which help explain the word’s meaning. For example, “During winter, there is not enough light or water for leaves to keep their green color. As the bright green fades away, we begin to see yellow and orange colors.” We can determine from the context clues that the word “fades” means “loses color.” Why Are Context Clues Important? Understanding context clues and using them effectively contributes to children’s success in school by improving vocabulary, reading fluency, reading comprehension, and even their enjoyment of reading. • Vocabulary – Context clues help children build on the vocabulary they have in order to learn the meanings of words they do not know. • Reading Fluency – Context clues help children decide how to pronounce words. For example, you can put a bow in your hair or you can bow to the audience. • Reading Comprehension – Context clues help children see the “bigger picture” and understand what they are reading about, including new topics or subjects. * Enjoyment of Reading – Children who are able to use context clues to understand what they are reading...
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