...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 are so many different rules to know and learn with grammar it’s going to take...
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...1 Copyright Copyright 2009 - Daily Writing Tips http://www.dailywritingtips.com/ All rights reserved. No part of this ebook may be reproduced, posted or shared in any form, by any means. The content of this ebook was written by Maeve Maddox and Daniel Scocco. 2 Introduction This ebook does not attempt to include every aspect of English grammar found in a traditional school textbook. Its purpose is to present a brief review of grammar terms necessary to an understanding of the most common errors that occur in ordinary, nonacademic writing. Because written language is an arrangement of words, understanding how words work individually and in groups is essential to correct written expression. The sports fan must understand terms like shortstop, quarterback and center in order to follow the description of a game. Similarly, those who wish to speak and write standard English must master the concepts that we will cover ahead. 3 Section 1: The Sentence The basic unit of speech and writing is the sentence. A sentence is a series of words that form a complete thought, for example: Birds fly. Samuel Johnson's father ran a bookstore. My two black cats enjoy lazing in the sun. A complete sentence has two main parts: subject and predicate. 1.1 The Subject When we speak or write, we speak or write about something. The subject is what is being spoken about. For example: Birds fly. (the subject is "birds") 4 Samuel Johnson's...
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...HOW TO WRITE GREAT ESSAYS HOW TO WRITE GREAT ESSAYS Introduction 1 2 3 4 5 6 7 8 vii Organization 1 Clarity 11 Word Choice 21 Mechanics 39 Revising, Editing, and Proofreading 55 Untimed Essay Writing Strategies 67 Timed Essay Writing Strategies 85 Sample Essay Prompts and Essays 97 Resources 111 CONTENTS HOW TO WRITE GREAT ESSAYS v Introduction n your preparations for college, you may find yourself facing a handful of high-stakes essays. Your college application requires at least one, and the SAT requires another. Depending upon the high school you attend, or the state you reside in, you may need to write an exit essay, or take the Regents Exam. This book includes specific strategies to help you write great essays, no matter which type you write. In contrast to basic writing guides that contain plenty of information you don’t need, How to Write Great Essays focuses on the topics most important to you now. You won’t find a comprehensive guide to mechanics, but instead you will get short but thorough lessons on the most common errors made in grammar, spelling, usage, and how to prevent and correct these errors. Every chapter is designed to relate directly to your essay, giving you the knowledge and the know-how you need to succeed. The book is divided into seven chapters, with the first five covering different aspects of the writing process: I Introduction ...
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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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...different ways to forming words (e.g. singular to plural, present to past, verb to noun, noun to adjective, and so on) from Indonesian language. In English, the way to form words is by adding the affixes that can be categorized into suffix and prefix into the words. Derivational and Inflectional Affixation Generally, morphology has two rules of forming the words in English. The first rule is inflection. is the study that deals with syntactically determined affixation processes (Katamba, 1993, p.205). Inflectional morphemes, which are always suffixes in English, simply add a grammatical element to a word without changing its basic part of speech (Celce-Murcia and Larsen-Freeman 1999: 32). Indonesian morphology has little by way of inflectional affixation, i.e. affixation of the type of English plurals or past tense morphemes or third person singular endings. Meanwhile, derivation is the study of how affixes are combined with stems to derive new words (Akmajian, 1995, p.29). It is important to know that in this process, the part of speech of a word may change when it is attached by the affixes. In other words, when a derivational morpheme is added to a word, it “results in either a different part of speech or the same part of speech with a different lexical meaning” (Celce-Murcia and Larsen-Freeman 1999: 31). For example, –ment, as in the word achievement (achieve + ment), makes a noun from a verb, changing both the part of speech and the meaning. In Indonesian, affixes...
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...BLENDING English has a rather smooth sentence rhythm. The sounds are connected from one word to another to another within a phrase. As a mechanical aid to blending during drill work, the student may consider the last sound of the first word part of the second word. Examples: 1. Is it raining hard today? 2. You must not adopt/an articulation pattern/ that calls attention to itself./// Verb + pronoun: * Do it> du it * Call her > caler Preposition of measurement: * a cup of tea > a kapov tee * A glass of water> a glasov Put a blend mark on the words that should be blended A canᴗ͜͜of tuna = a kanov tuna * get out - ge-tout * look at it - loo-ka-tit * not at all - no-ta-tall * what is it - wha-ti-sit * for all I know - forall I know * I prefer it -I preferit Improving Accent through Word Liaisons or Blending Consonant + Vowel * My name is David * Hold on * Turn over * Read only * Fall off * Follow up on * Come in * Sell it * Fade away Vowel + Vowel * Go away. * I also need the other one. * Go anywhere. * So honest * Through our initiative * You are * He is * Do I? * I asked * To open Pronunciation Practice. Read the following lines with proper blending and intonation: Or is reduced to r ex: rape or money? > rape r money And is reduced to n ex: money and power. > money n power ...
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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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...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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...Date: February 12, 2015 List three to five grammatical areas to focus on based on your grammar Assessment, quiz results: 1. Run on sentences a. http://grammar.ccc.commnet.edu/grammar/runons.htm 2. Comma Usage a. https://awc.ashford.edu/grammar-punctuation-commas.html 3. Mechanical Errors a. https://awc.ashford.edu/grammar-punctuation-quotation-marks.html 4. Comma Splices a. https://awc.ashford.edu/grammar-errors-run-ons-and-comma-splices.html 5. Subject and Verb Agreement a. https://awc.ashford.edu/grammar-errors-subject-verb-agreement-tips.html Reflect on the tone of your writing. Do you appear cold, warm, or friendly in all of the right places? I felt as if I came off warm and friendly in my essay. Does your tone work for your audience and purpose? Yes it does. (Chapter 9.3) See this website for further help. Look for connotations. Are they accurate? Are they overly emotional? Are they no connotations in my essay? There were no connotations that I came across. Look for trigger words that may suggest racism, sexism or offensive language, and correct. See this website for further explanation. I didn’t find any trigger words in my essay. Look for words that can be simplified. Yes there were words in my essay that could be simplified and I change them. Look for words that can be made more specific. I didn’t find and words that could be more specific. Look for verbs that could be more action specific. I did find some of the words and they were changed...
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...BASIC SPANISH: A GRAMMAR AND WORKBOOK Basic Spanish: A Grammar and Workbook comprises an accessible reference grammar and related exercises in a single volume. This workbook presents 20 individual grammar points in realistic contexts, providing a grammatical approach that will allow students not already familiar with these terms to become accustomed to their use. Each unit is included on a graded basis beginning with the simpler aspects of Spanish grammar and proceeding to the more complex points. Grammar points are followed by examples and exercises selected to reinforce mastery of the topic. Basic Spanish provides an ideal introduction to the language, with insights into the Spanish-speaking peoples and their related cultures. For use in the classroom, or for the independent learner, this workbook enables readers to express themselves in a wide variety of situations. Features include: • authentic reading texts to encourage an understanding of Spain and Spanish-speaking countries • reference to Latin American usage where appropriate • full exercise answer key • glossary of grammatical terms Basic Spanish is the ideal reference and practice book for beginners and also for students with some knowledge of the language. Carmen Arnaiz and Irene Wilkie are both Senior Lecturers in Spanish and Linguistics at the University of the West of England, Bristol. Titles of related interest published by Routledge: Modern Spanish Grammar: A Practical Guide Juan Kattán-Ibarra...
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...GUIDELINES FOR DEVELOPING COMPETENCIES Format: 1. Begin with a present tense action verb. (Example: Convert picas to points and inches.) 2. Each action verb requires an object. (Example: Identify bacteria, fungi, and parasites.) (Verb followed by object) Each competency is measurable and/or observable. (Example: Describe general methods of child study by describing such procedures as longitudinal study, case study and correlational study.) Each competency is based on performance. (Example: Evaluate literacy genre from a historical perspective by comparing and contrasting the literary works in the 19th Century.) Do not use evaluative or relative adjectives. (Do not use words like good, effective, appropriate) Do not use evaluative or relative adverbs. (Do not use works like quickly, slowly, immediately.) Do not use qualifying phrases. (Do not use a phrase such as “Write with greater confidence.”) Say what you mean, using only necessary words. 3. 4. 5. 6. 7. 8. Content: 1. Use all domains as appropriate: cognitive, psychomotor and affective. 2. Build the level of learning from the lowest level to the highest level in each domain, e.g., from knowledge to evaluation in the cognitive domain; from imitation to naturalization in the psychomotor domain; and from receiving to characterizing in the affective domain. Organize similar knowledge, skill and abilities together into a competency, developing a smaller number of competencies rather than an extensive number...
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...COM 155 Week 1 Assignment Sentence Structure Review- Appendix B COM 155 Week 2 Assignment: Verb Practice COM 155 Week 2 DQs COM 155 Week 3 DQs COM 155 Week 3 Assignment Identifying Errors in Writing- Appendix D COM 155 Week 4 Assignment: Sentence Correction and Changes in Writing COM 155 Week 4 DQs COM 155 Week 5 Assignment: Pronoun Practice COM 155 Week 5 DQs COM 155 Week 6 Assignment: Review – Adjectives, Adverbs, and Comparisons COM 155 Week 6 DQs COM 155 Week 7 Assignment: Paragraphs and Topic Sentences COM 155 Week 7 DQs COM 155 Week 8 Assignment: Summary, Analysis, Synthesis, and Evaluation COM 155 Week 8 DQs ----------------------------------------------------------- COM 155 Week 1 Assignment Sentence Structure Review- Appendix B (UOP) For more course tutorials visit www.tutorialrank.com 1. Assignment: Sentence Structure Review • Resource: Appendix B • Read Appendix B. • Review the eight sentences. • Identify which of the four errors, if any, is present in each sentence. • Rewrite the sentence so that it is a grammatically correct sentence. Post your assignment as a Microsoft® Word attachment in the Assignments link by Week One Day 6 ----------------------------------------------------------- COM 155 Week 1 DQS (UOP) For more course tutorials visit www.tutorialrank.com Discussion Questions List at least one of the serious writing errors identified on p. 385 and identify how such an error...
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...Improve your Written English Visit our How To website at www.howto.co.uk At www.howto.co.uk you can engage in conversation with our authors – all of whom have ‘been there and done that’ in their specialist fields. You can get access to special offers and additional content but most importantly you will be able to engage with, and become a part of, a wide and growing community of people just like yourself. At www.howto.co.uk you’ll be able to talk and share tips with people who have similar interests and are facing similar challenges in their lives. People who, just like you, have the desire to change their lives for the better – be it through moving to a new country, starting a new business, growing your own vegetables, or writing a novel. At www.howto.co.uk you’ll find the support and encouragement you need to help make your aspirations a reality. For more information on punctuation and grammar visit www.improveyourpunctuationandgrammar.co.uk How To Books strives to present authentic, inspiring, practical information in their books. Now, when you buy a title from How To Books, you get even more than just words on a page. Improve your Written English Master the essentials of grammar, punctuation and spelling and write with greater confidence MARION FIELD Published by How To Content, A division of How To Books Ltd, Spring Hill House, Spring Hill Road, Begbroke, Oxford OX5 1RX, United Kingdom. Tel: (01865) 375794. Fax: (01865) 379162...
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...Action Verb List - English Use action verbs when listing your relevant job experiences. Think ACCOMPLISHMENTS not DUTIES Ex: Conceptualized and implemented an after school program for children ages 1 through 6. MANAGEMENT SKILLS HELPING SKILLS TEACHING SKILLS CREATIVE SKILLS CLERICAL SKILLS COMMUNICATION SKILLS accomplished achieved administered analyzed approved attained chaired completed concluded contracted consolidated consulted coordinated delegated determined developed directed ensured established evaluated executed improved initiated increased led managed marketed minimized organized oversaw planned performed presented prioritized produced recommended recruited reviewed scheduled supervised tested assessed assisted clarified coached counseled demonstrated diagnosed educated encouraged expedited facilitated familiarized guided protected referred rehabilitated represented RESEARCH SKILLS clarified collected conducted critiqued diagnosed evaluated examined gathered generated identified inspected interpreted interviewed investigated measured obtained organized researched reviewed selected summarized surveyed systematized tracked adapted advised animated clarified coached communicated coordinated demonstrated developed enabled encouraged evaluated explained facilitated guided informed initiated instructed persuaded served set goals stimulated TECHNICAL SKILLS acted conceptualized created designed developed directed established fashioned founded illustrated...
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...Teaching Unit: Subject - Verb Agreement © 2000, 1978 Margaret L. Benner All rights reserved. Although you are probably already familiar with basic subject-verb agreement, this chapter begins with a quick review of basic agreement rules. Subjects and verbs must AGREE with one another in number (singular or plural). Thus, if a subject is singular, its verb must also be singular; if a subject is plural, its verb must also be plural. In the present tense, nouns and verbs form plurals in opposite ways: nouns ADD an s to the singular form; verbs REMOVE the s from the singular form. These agreement rules do not apply to verbs used in the simple past tense without any helping verbs. The agreement rules do, however, apply to the following helping verbs when they are used with a main verb: is-are, was-were, has-have, does-do. The agreement rules do not apply to has-have when used as the SECOND helping verb in a pair. They do NOT apply to any other helping verbs, such as can, could, shall, should, may, might, will, would, must. The subject-verb agreement rules apply to all personal pronouns except I and you, which, although SINGULAR, require PLURAL forms of verbs. Now click on the link below to do exercise 1. Link to Exercise 1 The remainder of this teaching unit deals with some more advanced subject-verb agreement rules and with exceptions to...
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