...Syntax AP English Language and Composition What is syntax? SYNTAX The term syntax refers not only to the structure of sentences, their types, their uses, their connection, and the variations authors choose, but also to smaller structures within sentences. Phrases (any group of words) and clauses (groups of words that contain a subject and a verb) are also syntactic elements that require a reader’s attention. Syntax affects the pace of a piece. • Short, clipped phrases, sentences and clauses tend to create a feeling of quickness, decisiveness, and speed to a piece. It is important to be aware of the content of a piece and look for connections to syntax. Pay attention to how pacing relates to the action and purpose of a particular piece. • Long, convoluted sentences, especially with subordinate clauses at the beginning tend to slow the pace of a piece. Often they are connected to a contemplative section, a heavy or serious subject and the writer wants to emphasize it. Sometimes, however, they are placed in a piece for the purpose of demonstrating the ramblings of a character, the ludicrousness of an idea, or the ridiculousness of a situation. Watch for occasional satire or irony in these long sentences. Key Questions: • How does syntax contribute to and enhance the meaning and effect of language? • How does syntax contribute to tone? 1. “Syntax” refers to the ways words and phrases are arranged to form sentences. The reader must identify...
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...THE UNIVERSITY OF THE WEST INDIES ST. AUGUSTINE, TRINIDAD AND TOBAGO, WEST INDIES FACULTY OF ENGINEERING & ENGINEERING STUDENTS’ SOCIETY Technical Report Writing Workshop Facilitated by: Halcyon Lawrence March 03, 2007 Table of Contents Topic 1: The Communication Model ............................................................................. 4 Topic 2: Five Cs of Technical Communication .............................................................. 7 Clarity ............................................................................................................................. 7 Structural Clarity (document level) ............................................................................ 7 Stylistic Clarity ........................................................................................................... 7 Grammatical Clarity.................................................................................................... 7 Contextual Clarity....................................................................................................... 7 Conciseness..................................................................................................................... 8 Document level Conciseness ...................................................................................... 8 Paragraph/sentence level Conciseness........................................................................ 8 Concreteness ......................................
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...SAMAR COLLEGE COLLEGE OF EDUCATION CATBALOGAN CITY _________________________________________________________________________ English Correct Usage, American vs. British English, Politically Correct Words, Confusing Words, Things to Remember When Using Numbers, Phrases, Clauses, Sentences, Punctuation Marks _________________________________________________________________________ In Partial Fulfillment of the Requirements for: ENGLISH 101 – STRUCTURE IN ENGLISH Presented by: JERRY S. PACRIN BSED – 3 (CIT) Presented to: ALONA MEDALIA CADIZ – GABEJAN, M.E. September 12, 2013 ENGLISH CORRECT USAGE There are three (3) main language styles: * Formal * Semi-Formal * Informal The diagram below illustrates how these styles are rated on a scale of 0 to 10. Rules of Language Styles The following rules apply to both written and spoken English. Know person well and on familiar terms Know person well and on familiar terms Know name of person and have exchanged greetings. Know name of person and have exchanged greetings. Know title or name of person, Never met or exchanged info. Know title or name of person, Never met or exchanged info. Don’t know anything about the person who receives letter Don’t know anything about the person who receives letter Different Styles between Formal and Informal English The followingn examples illustrate the main difference between informal and formal English. Dictionary of Formal and Informal English ...
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...Rhetorical Terms/Devices Figurative language is the generic term for any artful deviation from the ordinary mode of speaking or writing. It is what makes up a writer’s style – how he or she uses language. The general thinking is that we are more likely to be persuaded by rhetoric that is interesting, even artful, rather than mundane. When John F. Kennedy said, “Ask not what your country can do for you, ask what you can do for your country” (an example of anastrophe), it was more interesting – and more persuasive – than the simpler, “Don’t be selfish.” Indeed, politicians and pundits use these devices to achieve their desired effect on the reader or listener nearly every time they speak. The stylistic elements in a piece of writing work to produce a desired effect related to the text’s (and author’s) purpose, and thus reveals the rhetorical situation. In classical rhetoric, figures of speech are divided into two main groups: Schemes — Deviation from the ordinary pattern or arrangement of words (transference of order). Tropes — Deviation from the ordinary and principal meaning of a word (transference of meaning). *Important Note: Words marked with an asterisk* are words for which it would be impossible for you to write 3 examples for your weekly vocabulary assignment. In those cases, please write only the definition, in your own words, and the rhetorical uses/effect of that device, or do what you are instructed to do under those words. Please mark these words that deviate...
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...BIBLE STUDY METHODS OUTLINE OF CONTENTS Section Page OUTLINE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 I. OBSERVATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 A. B. C. D. II. Observe the Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Observe the Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Observe the Literary Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Observe the Atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 INTERPRETATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 A. B. C. Ask Interpretive Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Give Interpretive Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Integrate and Summarize Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 III. APPLICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 A. B. C. D. Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Relate. . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
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...Manual for the GMAT*Exam version 8.0 All rights reserved. No part of this manual may be reproduced for distribution to a third party in any form or by any means, electronic or mechanical, including photocopying, recording, or any information retrieval system, without the prior consent of the publisher, The Princeton Review. This Manual is for the exclusive use of Princeton Review course students and is not legal for resale. GMAT is a registered trademark of the Graduate Management Admission Council. The Princeton Review is not affiliated with Princeton University or the Graduate Management Admission Council. Permission to reprint this material does not constitute review or endorsement by the Educational Testing Service or the Graduate Management Admission Council of this publication as a whole or of any other sample questions or testing information it may contain. Copyright © 2003 by Princeton Review Management, L.L.C. All Rights Reserved. 800.2Review/ www.princetonreview.com ACKNOWLEDGMENTS Thanks to the following for their many contributions to this course manual: Tariq Ahmed, Kristen Azzara, Shon Bayer, John Bergdahl, Marie Dente, Russ Dombrow, Tricia Dublin, Dan Edmonds, Julian Fleisher, Paul Foglino, Alex Freer, John Fulmer, Joel Haber, Effie Hadjiioannou, Sarah Kruchko, Mary Juliano, Jeff Leistner, Sue Lim, Michael Lopez, Stephanie Martin, Chas Mastin, Elizabeth Miller, Colin Mysliwiec, Magda Pecsenye, Dave Ragsdale, “GMAT” Jack Schieffer...
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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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...Sentences: Types, and Common Mistakes Sentences are classified as simple, compound, complex, and compound-complex. This designation is based on the clauses used to create the sentence. Clauses: Every clause must have a subject and a verb. There are two types of clauses: independent and dependent (subordinate). An independent clause contains a subject, a verb, and expresses a complete thought. It is able to stand independently. Example: The class is hard. A dependent (subordinate) clause contains a subject and a verb but does not express a complete thought, and, therefore, cannot be left alone. If a subordinate clause is left alone, a fragment will result. These clauses depend on independent clauses to express a complete thought. Example: If the class is hard, Sentence Types: A simple sentence is one independent clause with no subordinate clauses. Example: The statue is in the garden. A compound sentence has two or more independent clauses and no subordinate clauses. The two clauses are joined by either a coordinating conjunction or a semicolon. Coordinating Conjunctions (for, and, nor, but, or, yet, so) can be easily recalled by learning the acronym FANBOYS. Example: I finished reading the book, and I returned it to the library. The girls went to the store; they bought new shoes. A complex sentence consists of one independent clause with one subordinate clause. Example: When the teacher spoke, the students were silent. A compound-complex sentence has at least two independent...
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...the data set samples of service and interest for Century National Bank will be the determining factor of the hypothesis. The independent clause is if the required services on interest earning accounts reduce and the dependent clause is the quantity of interest earning accounts will increase, thus leading to an increase in the bank’s revenue. The information gathered from the articles and data provide supporting details or not supporting details toward the hypothesis. The articles used discuss facts about high yield interest earning accounts, concerns about minimum required balance requirements and fees on accounts. Another articles used explained the research by Lin, and the relation between the customer’s expectations and perceptions of the quality of service prior to and post purchase and how it affects the banks. Research from 60 accounts provide results of the customers who have interest earning accounts, the services used, and how many people use the services. Charts demonstrate a clearer understanding of the data collected. Ethical concerns are important when a company changes policies. Changes should retain the customers’ loyalty and trust as the company progresses toward success. Deducing the provided data set and focusing on the independent and dependent clauses of the assignment will determine whether requirements and regulations needed to maintain an interest earning account affect the banks inability to draw revenue from services and interest offered to customers...
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...Complex Sentences Exercise (See related pages) ------------------------------------------------- Top of Form Directions: Determine the independent clause in each sentence. Example | Although too little sleep is an effect of stress, too little sleep can cause stress. | | a. Although too little sleep is an effect of stress | | b. too little sleep can cause stress | | | Explanation | The answer is b. The most important thought the author wants readers to understand is that too little sleep can cause stress. The dependent clause, which is introduced by although, tells readers information the author considers less important, that too little sleep is an effect of stress (that is, people who are stressed may not sleep well). Notice that if you read the dependent clause aloud to someone and stopped there, the listener would expect you to add something more. The dependent clause does not make complete sense by itself. | | | | 1 | | Although we know the benefits of exercise, most of us don't know that a brisk after-dinner stroll can help with digestion. | | | A) | Although we know the benefits of exercise | | | B) | most of us don't know that a brisk after-dinner stroll can help with digestion | | | | | | | | 2 | | People need to be able to share their fears, frustrations, and joys, so it's important for us to develop a network of people we can share our feelings with. | | | A) | People need to be able to share their fears...
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...Grammar Exercises on Types of sentences (Simple, Compound, Complex, and Compound Complex) Question Excerpt from Sentence Structure: Simple, Compound, Complex, and Compound-Complex Sentences | 1 | Their practice field is a stretch of asphalt, and their heroes make a living driving cars. | | A) | simple | | B) | compound | | C) | complex | | | | | 2 | Their tools are screwdrivers and spanners rather than basketballs and footballs. | | A) | simple | | B) | compound | | C) | complex | | | | | 3 | This new brand of college athlete is involved in the sport of auto racing. | | A) | simple | | B) | compound | | C) | complex | | | | | 4 | Most of the students are engineering majors, and they devote every minute of their spare time to their sport. | | A) | simple | | B) | compound | | C) | complex | | | | | 5 | Although the sport is new, it has already attracted six collegiate teams in the Southeast. | | A) | simple | | B) | compound | | C) | complex | | | | | 6 | The students work on special cars designed for their sport. | | A) | simple | | B) | compound | | C) | complex | | | | | 7 | The cars are called Legends cars, models of Fords and Chevys from 1932 to 1934, and they are refitted by the students with 1200 cc motorcycle engines. | | A) | simple | | B) | compound | | C) | complex | | | | | 8 | Although their usual speed ranges from 50 to 90...
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...(independent clause) or more clauses (independent and dependent clauses). An independent clause is also called main clause. A dependent clause is also called subordinate clause. On the basis of numbers of clause and types of clauses present in a sentence, sentences are divided in to four kinds. Simple Sentence A simple sentence consists of only one independent clause containing a subject and a verb and it expresses complete thought. There is no dependent clause. “An independent clause (also called main clause) is called a simple sentence.” Examples. He laughed. She ate an apple. They are sleeping. I bought a book. Compound Sentence A compound sentence consists of at least two independent clauses joined by coordinating conjunctions. There is no dependent clause in compound sentence. The coordinating conjunctions use to join independent clauses are “for, and, nor, but, or, yet, so”. Independent clauses can also be joined by a semicolon (;). A comma may or may not be used before the conjunction in compound sentence. Examples I like an apple but my brother likes a mango. I helped him and he became happy. He failed two times yet he is not disappointed. I asked him a question; he replied correctly. Complex Sentence A complex sentence consists of one independent clause and at least one dependent clause joined by subordinating conjunction (because,...
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...Downloaded from satspapers.org En KEY STAGE English tests *SAMPLE* 2 6 LEVEL Grammar, punctuation and spelling Paper 2: short answer questions First name Middle name Last name Date of birth School name DfE number Day Month Year SAMPLE *SAMPLE01* Downloaded from satspapers.org [BLANK PAGE] Please do not write on this page. 02 Sourced from SATs-Papers.co.uk *SAMPLE02* http://www.SATs-Papers.co.uk Downloaded from satspapers.org Instructions Questions and answers In this booklet your grammar, vocabulary and punctuation are tested. There are different types of question for you to answer in different ways. The space for your answer shows you what type of answer is needed, including: • Multiple-choice answers: for some questions you do not need to do any writing. Tick, draw lines to, or put a circle around your answers. Read the instructions carefully so that you know how to answer the question. • Short answers: some questions have a line or box for your answer. This shows that you need to write a word, phrase or sentence. Marks The number under each line at the side of the page tells you the maximum number of marks for each question. Please wait until you are told to start work on page 4. Work through the booklet until you are asked to stop. You will have 20 minutes to answer the questions in this booklet. *SAMPLE03* Sourced from SATs-Papers.co.uk http://www.SATs-Papers.co.uk 03 G00506 – 10 December 2012 2:59 PM – Version...
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...The Elements of Style Strunk, W., Jr. and White, E.B. CONTENTS I. II. III. IV. V. VI. INTRODUCTORY.................................................................................................. 2 ELEMENTARY RULES OF USAGE..................................................................... 2 1. Form the possessive singular of nouns with 's................................................ 2 2. In a series of three or more terms with a single conjunction, use a comma after each term except the last.......................................................................... 3 3. Enclose parenthetic expressions between commas.......................................... 3 4. Place a comma before and or but introducing an independent clause.............. 4 5. Do not join independent clauses by a comma. ................................................ 5 6. Do not break sentences in two. ....................................................................... 5 7. A participial phrase at the beginning of a sentence must refer to the grammatical subject......................................................................................... 6 8. Divide words at line-ends, in accordance with their formation and pronunciation.................................................................................................. 7 a. Divide the word according to its formation: ............................................. 7 b. Divide "on the vowel:" ...................
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...Study Unit Writing Sentences and Paragraphs Preview Preview In this study unit, you’ll take all the information and skills you’ve acquired so far and use them to practice writing complete, correct sentences and well-organized, coherent paragraphs. You have the tools—the parts of speech; correct spelling, punctuation, and capitalization; and good grammar— to construct and use a variety of sentence types. You’ve studied the uses of modifiers, tone, and form, so you can reach the people you’re addressing. You’ve also learned to write to your audience, whether you’re sending out a basic business letter, convincing a group to accept your recommendations, or presenting a research report. Now we’ll begin to put it all together. By learning how to express yourself in correct sentences and to recognize common errors, your basic communications skills will significantly improve. By learning to focus on your topic, organize your ideas, use transitions, and write an effective conclusion, you’ll write consistently stronger paragraphs, letters, essays, and reports. This, in turn, will increase your professionalism and open doors to future success. When you complete this study unit, you’ll be able to • Compose sentences correctly • Use various sentence structures and types • Recognize and correct fragments and run-on sentences • Construct unified, coherent paragraphs • Connect paragraphs to build a well-organized, logical document ...
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