File - Hindman`s English Classes
... 2. When one has to go to school, one/you should be prepared. 3. If the guidance department tells you to do that, they/it must be crazy. 4. When the school newspaper staff writes an editorial, it is/they are always right on the mark. 5. If Jeannie and Kathryn go, she/they will certainly win the best- ...
... 2. When one has to go to school, one/you should be prepared. 3. If the guidance department tells you to do that, they/it must be crazy. 4. When the school newspaper staff writes an editorial, it is/they are always right on the mark. 5. If Jeannie and Kathryn go, she/they will certainly win the best- ...
Linguistic indicators of L2 proficiency levels Some conceptual
... Suggested contents for the reference level descriptions (RLDs) by the Language Policy Division, DG IV, Council of Europe (November 2005), as minimum common features of RLDs for specific languages: • inventories of the linguistic realisation of: – general notions (e.g., existence, quantity, space, ti ...
... Suggested contents for the reference level descriptions (RLDs) by the Language Policy Division, DG IV, Council of Europe (November 2005), as minimum common features of RLDs for specific languages: • inventories of the linguistic realisation of: – general notions (e.g., existence, quantity, space, ti ...
4 Syntax
... Other steps may be involved in producing particular sentences. Take the case of active and passive sentences. It is obvious that these are related in meaning and there is a clear relationship in form as well, seeing as how the object of the active sentence becomes the subject of the passive one and ...
... Other steps may be involved in producing particular sentences. Take the case of active and passive sentences. It is obvious that these are related in meaning and there is a clear relationship in form as well, seeing as how the object of the active sentence becomes the subject of the passive one and ...
Style: Ten Lessons in Clarity and Grace: Lesson 7
... our ideas. There will be more on this subject in Lesson 2. The Struggle with New Ideas: Studies have shown that students with adequate or better writing skills often lose control of their writing (at the sentence, paragraph and discourse level) when confronted with difficult subject matter. In other ...
... our ideas. There will be more on this subject in Lesson 2. The Struggle with New Ideas: Studies have shown that students with adequate or better writing skills often lose control of their writing (at the sentence, paragraph and discourse level) when confronted with difficult subject matter. In other ...
Five Parts of a Complete Sentence
... teachers, parents and friends don't understand the ideas they are trying to express. Complete sentences are absolutely necessary to earn good grades on book reports and essays. Complete sentences are also essential to crafting effective college admission essays. From elementary school onward, knowin ...
... teachers, parents and friends don't understand the ideas they are trying to express. Complete sentences are absolutely necessary to earn good grades on book reports and essays. Complete sentences are also essential to crafting effective college admission essays. From elementary school onward, knowin ...
View/Open - Queen Mary University of London
... Bauer (2001: 126) makes a further distinction between strong and weak constraints. A strong constraint describes a process in which an affix attaches only to a particular type of base, such as the suffix -ness in English, which attaches only to adjectives (e.g. happi-ness, white-ness). Strong constr ...
... Bauer (2001: 126) makes a further distinction between strong and weak constraints. A strong constraint describes a process in which an affix attaches only to a particular type of base, such as the suffix -ness in English, which attaches only to adjectives (e.g. happi-ness, white-ness). Strong constr ...
language handbook
... after against around at because of before behind beneath beside between by during for from in in front of inside into like near of on ...
... after against around at because of before behind beneath beside between by during for from in in front of inside into like near of on ...
The annotation guidelines of the Latin Dependency Treebank and
... can be omitted: if it can be left out of the sentence without changing the lexical meaning of the predicate, it is annotated via ATR; if not, then it is dominating. In the example provided in figure 11, effeminandos cannot be left out of the sentence since quae ad animos pertinent (“which pertain t ...
... can be omitted: if it can be left out of the sentence without changing the lexical meaning of the predicate, it is annotated via ATR; if not, then it is dominating. In the example provided in figure 11, effeminandos cannot be left out of the sentence since quae ad animos pertinent (“which pertain t ...
Pronouns and Pronoun-Antecedent Agreement
... those words can stand for) have s-endings. Other verbs do not add s-endings. He loves and she loves and they love_ and . . . . Sometimes modifiers will get betwen a subject and its verb, but these modifiers must not confuse the agreement between the subject and its verb. The mayor, who has been conv ...
... those words can stand for) have s-endings. Other verbs do not add s-endings. He loves and she loves and they love_ and . . . . Sometimes modifiers will get betwen a subject and its verb, but these modifiers must not confuse the agreement between the subject and its verb. The mayor, who has been conv ...
ESL-Power-Point-Dan-2015 - James Hardiman Library
... Each of these styles are outlined and explained on the PURDUE OWL website. If you click on their logo on the bottom of the ‘Language of Citing In-Text’ section, it will bring you to the home page, where you can find information on structuring a bibliography or works cited page for your academic essa ...
... Each of these styles are outlined and explained on the PURDUE OWL website. If you click on their logo on the bottom of the ‘Language of Citing In-Text’ section, it will bring you to the home page, where you can find information on structuring a bibliography or works cited page for your academic essa ...
Introduction to Syntax Level 1 Course
... • Sentence patterns are (a) complex noncompositional linguistic forms that (b) have their own form and meaning, and (c) are not derivable from one another. • Hence, sentence patterns are constructions. ...
... • Sentence patterns are (a) complex noncompositional linguistic forms that (b) have their own form and meaning, and (c) are not derivable from one another. • Hence, sentence patterns are constructions. ...
Punctuation Rules and Capital Letters
... Rule 6 Do not use quotation marks with quoted material that is more than three lines in length. Introduce the quotation with a colon and leave a blank line above and below the quoted material. Single space the quoted material. Some style manuals say to indent one-half inch on both the left and right ...
... Rule 6 Do not use quotation marks with quoted material that is more than three lines in length. Introduce the quotation with a colon and leave a blank line above and below the quoted material. Single space the quoted material. Some style manuals say to indent one-half inch on both the left and right ...
C. Exam Questions, Grades and Time Allocated for Each Question
... 15. In the sentence "The chair on the other side of the desk has been taken", the subject noun phrase is: a. the chair b. the chair on the other side c. the chair on the other side of the desk d. the other side of the desk 16- In the sentence "Henry passed the time by examining the manager’s office" ...
... 15. In the sentence "The chair on the other side of the desk has been taken", the subject noun phrase is: a. the chair b. the chair on the other side c. the chair on the other side of the desk d. the other side of the desk 16- In the sentence "Henry passed the time by examining the manager’s office" ...
Commas: My 4 Rules
... Sometimes these introductory fragments function as the subject of the sentence, in which case NO COMMA is necessary. So how do you know? If you place the comma after the introductory fragment and what follows the comma is a complete thought with a subject and a verb, then leave the comma in there. I ...
... Sometimes these introductory fragments function as the subject of the sentence, in which case NO COMMA is necessary. So how do you know? If you place the comma after the introductory fragment and what follows the comma is a complete thought with a subject and a verb, then leave the comma in there. I ...
COMPOUND SENTENCE A compound sentence contains two
... because, possibly, he didn't have anything else to do, for or because "Maria went shopping." How can the use of other coordinators change the relationship between the two clauses? What implications would the use of "yet" or "but" have on the meaning of the sentence? COMPLEX SENTENCE A complex senten ...
... because, possibly, he didn't have anything else to do, for or because "Maria went shopping." How can the use of other coordinators change the relationship between the two clauses? What implications would the use of "yet" or "but" have on the meaning of the sentence? COMPLEX SENTENCE A complex senten ...
Adjective groups & Phrases
... Add adjective phrases to the following sentences to make them more interesting. You should use intensifiers as well as strings of verbs. • I went on holiday • James was a nice boy • The woman walked down the street • I had chicken for dinner ...
... Add adjective phrases to the following sentences to make them more interesting. You should use intensifiers as well as strings of verbs. • I went on holiday • James was a nice boy • The woman walked down the street • I had chicken for dinner ...
A Systematic Adaptation Scheme for English-Hindi Example
... The following algorithm explains the method for determining the verbs present in a sentence. Step 1: Identify the auxiliary verb (if present). This determines the tense. Step 2: If (tense is future indefinite) Then Verb must be in the root form; Else If (tense is present indefinite or present / past ...
... The following algorithm explains the method for determining the verbs present in a sentence. Step 1: Identify the auxiliary verb (if present). This determines the tense. Step 2: If (tense is future indefinite) Then Verb must be in the root form; Else If (tense is present indefinite or present / past ...
2.working_on_Basic_English_Sentence_Structures
... For determining the subject of a sentence, you need to first identify the verb and then ask a question by placing "who?" or "what?" before it -- the answer is the subject. The spectators littered the theatre floor with torn wrappings and spilled popcorn. The verb in the above sentence is "littered." ...
... For determining the subject of a sentence, you need to first identify the verb and then ask a question by placing "who?" or "what?" before it -- the answer is the subject. The spectators littered the theatre floor with torn wrappings and spilled popcorn. The verb in the above sentence is "littered." ...
adverb and adverbial phrase
... adverbial phrase answers the same questions as a regular adverb: how/how, much, when, or where ...
... adverbial phrase answers the same questions as a regular adverb: how/how, much, when, or where ...
Cognitive linguistics and language structure
... ‘... we should assume that there is no difference between linguistic and nonlinguistic knowledge, beyond the fact that one is to do with words and the other is not’ (Hudson 1984:36-7) To reinforce the link to early cognitive linguistics, this is coupled with an approving reference to Lakoff’s view: ...
... ‘... we should assume that there is no difference between linguistic and nonlinguistic knowledge, beyond the fact that one is to do with words and the other is not’ (Hudson 1984:36-7) To reinforce the link to early cognitive linguistics, this is coupled with an approving reference to Lakoff’s view: ...
Fragments and Run-ons
... The final type of fragment is an un-joined dependent clause. These are sometimes harder to spot as fragments, because unlike our previous examples, they actually have subjects and verbs. Let’s start with a dependent clause: After the fox jumps over the dog ...
... The final type of fragment is an un-joined dependent clause. These are sometimes harder to spot as fragments, because unlike our previous examples, they actually have subjects and verbs. Let’s start with a dependent clause: After the fox jumps over the dog ...
Developmental Overview for Writing – Conventions of Spelling
... (1) “for some words you can listen to their sound pattern, how you say it and think of matching letter Students spell words that patterns”; are topic or context (2) “ for some words you think of Students identify specific; they show they what they mean and look for frequently occurring are aware tha ...
... (1) “for some words you can listen to their sound pattern, how you say it and think of matching letter Students spell words that patterns”; are topic or context (2) “ for some words you think of Students identify specific; they show they what they mean and look for frequently occurring are aware tha ...