Swag Research Paper

Swag Research Paper
The Origin of the word "Swag" Swag. What is it? All the teenagers and hip twentysomethings want
it, but no one really has a perfect idea of what it actually is. By now, only the most out–of–touch
citizens have never heard the term. They are the ones who do not possess "swag". With any word
that has become as popular in usage today as "swag", there is bound to be some convolution on the
topic of its origin. Let's start off with what the word "swag" isn't. That'll clear up the playing field
for the analyzation of its origin. One of the most famous origin stories for this word involves
secretly gay people using secret codes to secretly announce their homosexuality. The story goes, that
in the early 1960s, a group of gay men in Hollywood coined ... Show more content on
Helpwriting.net ...
For example, if you say to your friend, "Those Jordans are swag.", you're basically saying "Those
Jordans are awesome, sick, etc." Though it's starting to die out, it's still very much in use today.
"Swag" can be applied to most everything. You think your math homework sucks? Sarcastically say,
"Swag." Most people would probably be confused by this, because it's not a context in which it's
normally used. But it does work, technically. The meaning of "swag" holds different meanings in
different cultures. For example, down under in Australia, a "swagman" is what we would call a
"hobo". A "swag" refers to the bundle of belongings carried by a swagman. To "go on the swag"
means to become a tramp. And having "swags of _____" means having lots of that one thing. Old
meanings of "swag" still hold some questionable importance in modern English. "Swag" does
technically still mean "to sway" and "to stagger". However, 99% of the usage of the word "swag" is
of the most popular form of "swag", which is basically a synonym to "awesome". If you asked 95%
of teens what "swag" was, they'd reply with the "awesome" definition. The other 5% are the students
who actually payed attention to their English teacher during the Shakespeare
... Get more on HelpWriting.net ...

Celta Assignment
Assignment One
Focus on the Learner
Submission date: July 16, 2013
Word count: 875 words
Learner profile
In order to complete this assignment I decided to observe one of the students from the elementary
group. Her name is Diana. She is 21 years old. Her background is as follows: * Diana's first
language is Kazakh, but you can say that Russian is her first language as well, since at home she
uses the first one, and for education – the second. She is fluent in both languages. * Diana still has
one more year of university to go, she studies history and plans to continue her education with MA
program. * Diana comes from a big family; she has 1 older brother and lots of male cousins. She is
an active member of student ... Show more content on Helpwriting.net ...
Learner's strengths and weaknesses.
The student's main strength is that she is not afraid of speaking and making mistakes. Being an
elementary level student, she makes regular mistakes corresponding both to the level and to being a
Russian language speaker (Learner English, Swan, M and Smith, M CUP).
Language
Firstly, Diana does not use the verb be in the sentences, where it is appropriate ("My specialty at
university history").
Secondly, she attempts to use the past simple tense, but cannot form it properly ("I was study").
Thirdly, Diana has problems with plurals, she forgets to use the –s ending – "I was study in two
school and it was..."
Fourthly, she struggles with some vocabulary, namely she does not make difference between the
verb live and the noun life ("... we dicided who is who and what to do in live).
Skills
Diana tries to use new words immediately, but sometimes is unable to produce them correctly.
During the observed lessons she could not say couple of words correctly, namely, she pronounced
fear as /fju/, and lawyer as /'lɒuvə/.
She tends to use contraction "wanna" every time she says want, even when there is no to after it, e.g.
"I wanna sister" instead of saying "I want a sister".
She confuses introductory words, for instance when she explained to me what she likes about
university better than about school, she used question word "What about" instead of simply
"About".
And the last, since none of her first languages

Subject and Verbs
CHAPTER 2
Exercise 5( page 47)
English has a suffix –en whose uses is illustrated in the following lists:
List A: red black mad soft hard sweet ...
List B: redden blacken madden soften harden sweeten ...
A. The part of speech of the words in list A belongs to adjective category. The suffix "en" is attached
to the words in list A. The other morphemes can be attached to the words in list A such as "er", "est",
"ish"
B and C.
The words in list B are all the verbs
E.g. sharp – sharpen
The derived verb form "sharpen" means "to make sharp something".
The suffix "en" introduces a new element of meaning, roughly means "make something X" where X
is the meaning of the adjective. ... Show more content on Helpwriting.net ...
It seems to be that prefix re– can only attaches to transitive verbs in list A, not to intransitive verbs.
However , there are some exceptions when prefix r– can attach to intransitive verbs in list B such as
resit, rego, relapse,...
C. When re– is attached to a word or stem, the part of speech of the resulting word or stem still
remains. For example: "do": a verb( "redo" is also a verb.
D. In general, adding the prefix re to a word or stem, the meaning changes indicate the repetition of
action or with the meaning back or backward to indicate withdrawal or backward motion such as
revert, regenerate,..

In the ideal 'cases, that prefix "re–" brings the unpredicted meaning
E. Some word with "re" that have erractic or unexpected meanings such as rebel, rescue, remark,
refer, receive, relay, replace, reverse, ....
F. We can say " reshoot a movie" because shoot is a verb. When we add pre re in this situation , it
brings the general meaning that repeats the action "shoot" a movie. But we can't say " reshoot a
terrorist" because after" shoot " is a object about person.
G. The prefix re– also brings itself some problematic aspects of morphological analysis.
– First of all, as can be said above, the word information rule is that the prefix re– only attaches to
the verbs. However, there are some exceptions that the prefix re– is also attached to some adjectives
such as refine, renew..
–

Essay on Teaching: Grammatical Number and Notes
Elements of a Lesson Plan – Suggested Answers | Age/level | Objective(s) | Time |
Resources/materials | Classroom set–up | Warm–up | Process (the activity or task) | Assessments |
Follow–up |
Select the verb that is conjugated into simple present:
Angela ________ carrots for her salad. (cuts)
Which sentence is written in the imperative?
(Listen to your parents.)
Select the verb that is conjugated into present continuous:
Rather than shoes, I _________ sandals. (am wearing)
Identify the verb tense or mood of the bolded word(s):
Don't stop believing! (imperative)
To discuss activities that are currently in progress, which verb tense would you use? (present
continuous)
Identify the error in the following ... Show more content on Helpwriting.net ...
* By using the adverb "still" with the present continuous, what is being suggested about the activity?
Surprise that the activity or state has not ended. Review the Vocabulary Notes on page 40. * Draw
the present continuous on a time scale.
Consult the Grammar Table and Timelines section to review your drawing.
Present continuous:
Weather reports
Simple present :
Presenting Facts
Routines
Imperatives:
Recipes
Maps
Identify the verb tense or mood of the bolded word(s):
Dance like no one is watching. (Imperative)
Select the verb that is conjugated into simple present:
They ________ groceries every Saturday. (buy)
The present continuous tense is not used to discuss: (Repeated activities )
Which of the following is not an adverb of frequency? (usual)

To discuss personal habits or routines, which verb tense would you use? (Simple present)
Which of the following time expressions is not commonly used with the present continuous tense?
(seldom)
Chapter 1 in the Grammar Sense 2 text has a reading on Iceland. Prior to the reading, there is a cue
to begin a discussion with the class about islands and island nations. If this was being used as your
introduction to your daily lesson, you may consider bringing in props, stories, photos, flags, etc.
about Iceland to engage your students.
(The introduction is used for you to model processes for the students to show them how you expect
work to be done.)
Joanna is finding that her students are falling

An Essay About Swag
For the past years, there are a lot of words that are made by the youth. They generate new terms that
they can make use of when they interact with other people. There are also lists of new terms which
they use in a negative definition; however, the real meaning is in a positive manner. One of the
popular words that are being used incorrectly is swag. The usage of swag was brought back and was
popularized by different famous artists by the help of the music industry. The word was used in
various hip–hop songs by Jay–Z, Pharell Williams, Soulja Boy, and Lil B. Originally, Merriam–
Webster (n.d.) defined swag as a transitive verb which is sway or lurch and it can be also a noun
which means a stolen property. Though in this generation, swag is habitually used in a negative
meaning. For some, it is attributed in being cool in a manner of bullying or making fun of other
people. Although swag is negative, it actually boost self–confidence, knows right from wrong, and
receives respect from people. ... Show more content on Helpwriting.net ...
According to the Counselling Department of The University Queensland Australia (n.d.), self–
confidence is the belief in oneself and abilities, it describes an internal state made up of what people
think and feel about themselves. When a person acknowledges another that he or she has swag, it
uplifts the person's morale because he or she is being praised by other people in a positive point of
view. Though it does not only focus directly on oneself confidence but it also boosts the ego of
another person since they do their best to convince others to feel good or contended about
themselves as well. A person who has self–confidence is a person who also takes situations lightly. It
also characterizes a person who does not think negatively in any situations that a person may
experience whether it is about their family, friends, or love

Chapter 7: Exercise
Chapter 7, Exercise #8.
Below are sentences that might be spoken between two friends chatting informally. For each, state
what the nonabbreviated full sentence in SAE would be. In addition, state in your own words (of
formally if you wish) the rule or rules that derived the informal sentences from the formal one. a.
Where've ya been today? SAE: Where have you been today? b. Watcha gonna do for fun? SAE:
What are you going to do for fun? c. Him go to church? SAE: Does he go to church? d. There's four
books there. SAE: There are four books there. e. Who ya wanna go with? SAE: Who do you want to
go with? Rule 1: reduction of syllables, e.g. Where have –> Where've What are you –> Watcha
Going to –> ... Show more content on Helpwriting.net ...
Who do you –> Who ya Does he go –> Him go Rule 4: no reversion in interrogative structure, e.g.
Does he go –> Him go
Chapter 8, Exercise #3 a) Nothing pleased his master
There does not need to be an "it" in front of nothing so the "it" is removed. b) He has said that we
would lift those who please him
"Has" rather than "hath" and "the individuals who" rather than "them whom"
c) I have a brother who is condemned to die
Include who to the sentence so you can comprehend it
d) They asked me to take you away
"You" was moved before the verb, the pronouns "I" and "them" were traded and made "they" and
"me" so it would bode well, and "bade" transformed to "asked"
e) Christ and his apostles slept OR Christ slept and his apostles slept as well
Move "missionaries" before the verb in place for the sentence to bode well
f) I was told
Change the pronoun from "me" which is an individual article, to "I" which is the subject
Chapter 9, Exercise #7
We saw in this chapter how children overgeneralize rules such as the plural rule, producing forms
such as mans and mouses. What might a child learning English use instead of the adult words

Classifying Sentences In The Hate U Give By Angie Thomas
Objective: At the end of this lesson, students will be able to classify sentences according to their
type of sentence structure.
1. Introduce the topic
Today, we are going to learn how to analyze sentences and classify them according to their sentence
structure using the book The Hate U Give by Angie Thomas. First, we will be looking at the
different type of sentences that the writer uses in her writing. Then, we will use some of these
sentences to learn how to classify a sentence as simple, compound, complex, or compound–
complex.
2. Share Examples
Let's take a look at these four sentences that I encountered in this book (write them on the board):
These four sentences show the four different type of sentence structures that you will be able to
classify after working with the different types of sentences.
3. Provide Information
Now, I am going to show you how I can classify a sentence as simple, compound, complex, or
compound–complex. Remember to pay close attention because you are going to be looking for these
types of sentences after I finish explaining the four types of sentence structures. I ... Show more
content on Helpwriting.net ...
Compound sentence: has two or more independent clauses and no dependent clauses.
Complex sentence: has one independent clause and one or more dependent clauses.
Compound–complex sentence: has two or more independent clauses and one or more dependent
classes.
You are all probably wondering what an independent clause and a dependent clause are. Well, a
clause contains a subject and a predicate. There are two types of clauses: an independent clause and
a dependent clause. An independent clause is a complete thought that can stand alone as a sentence.
A dependent clause is an incomplete thought that is not able to stand alone as a sentence. Note: An
anchor chart with these terms, definitions, and examples are important for the students to have to be
able to refer back to them.
4. Supervise

Ap English Grammar
Grammar
A theme with slip ergativity Pashto language verb comes before the object name. Pashto language
sentence is only natural and Bactrian same building with some other Indian languages like Iran.
Verbs agree with the subject in general both transitive and intransitive sentences. A discount of
course, a past full of action verbs (like the simple past, past progress is reported in the present
perfect or past perfect). This agrees with the verb is intransitive subject in some cases, but it is
transitive, it agrees with the object therefore shows a partially ergative behavior in Pashto.
Verb and Subject
Pashto suffix (Alpha) English (Alpha) For with verb kawul, or ‫کول‬ in the present tense (to do)
Description
‫م‬ Әm I ‫کوم‬ Kawәm (I do) Example

Verb and Gerund
Introduction My course paper is called the gerund. I have chosen this subject, because I want to
know more about the gerund. There are several reasons for it: 1)1 want know more about the
gerund, because it will help me in my future studying, will help me not to produce errors ; 2) Since
most languages ( e.g.: Spanish, Russian, French) have infinitives, but no gerunds; 3) This will help
me to increase my outlook.
I think the use of the gerunds in English is problem, because use infinitive is easier, and How I
wrote above the gerund is no in the Russian language. This is one of the reasons why students do
mistakes.
The gerund is rendered in Russian in different ways: a) The gerund executes the functions of a
subject in the sentences, ... Show more content on Helpwriting.net ...
The English verbs include four forms distinctly differing one another within the general verb
system: the infinitive, the present participle, the past participle and the gerund. As natural results of
its origin and development the gerund has nominal and verbal properties. The nominal characteristic
of the gerund are followed: The gerund can be perform the functions of subject, predicative, object,
adverbial modifier, and attribute. I will describe all of them. The Gerund is the non–finite form of
the verb which combines the properties of the verb with those of the noun. The gerund serves as the
verbal name of a process, but its substantive quality is more strongly pronounced than that of the
infinitive. Namely, as different from the infinitive, and
similar to the noun, the gerund can be modified by a noun in the possessive case or its pronominal
equivalents (expressing the subject of the verbal process), and it can be used with prepositions.
Since the gerund is an abstract name of the process denoted by the verbal lexeme, a question might
arise, why the infinitive, and not the gerund is taken as the head–form of the verbal lexeme as a

Analysis Of The Article ' Heart Of Darkness ' Essay
1. determiner: Words such as "a/an," "the," "some," and "my" are determiners, which are utilized to
"determine" what nouns mean. "A/an" and "the" can be considered to be the most significant
determiners. "A/an" and "the" also are known as articles. A more comprehensive list of determiners
would include "any," "each," "every," "no," "his," "this/that," "these/those," "his," "her," "its,"
"your," "our," and "their." A concept basic to articles is countability, and they pose difficult
challenges for L2 learners regarding, for example, which nouns are countable or uncountable in
English since countability, while very important, can be difficult to quantify. An example regarding
the use of the article would be the novel Heart of Darkness. Not having an article at the beginning of
this title appears more a matter of style than grammar, and also is a characteristic of headlines, titles,
and names. So while conventionally a countable noun (such as heart) needs a determiner (the, a,
this, or my), not applying this rule could be confusing to an L2 learner expecting an article.
2. perfective: In English, there are two aspects (see next entry for a definition of "aspect")–perfect
(also called perfective) and continuous (also termed progressive). The perfect aspect establishes a
connection between two periods of time while the continuous aspect typically connotes that an
activity still is occurring, is seen from a specific juncture in time, and the verbs employed are those
typically

English Verb Forms Of English Grammar
According to ELT and Greebaum's The Oxford English Grammar (1996) English verb forms can be
systematized under two huge categories, each of them includes sub–categories of forms.
1.Inflected forms:
1.1. Base Form of verbs: In English grammar a regular English verb has only on principal part, from
which all following verb forms can be derived. This form is available in dictionary and is called
base form. For example, base form is paint, the inflected forms are: paint, paints, painted, painting.
Hence we can notice, that the base may be called the bare infinitive and the another common way to
referring to verbs is combination with –to + infinitive, for example, to paint (Greenbaum, S., 1996,
Pp.118–121)
1.2. Irregular verbs have three principal parts (because the simple past and past participle are
unpredictable). For instance, the verb write with the base form write, past form – wrote, and past
participle – written, the remaining forms (writes and writing) are derived regularly (Greenbaum, S.,
1996, Pp.126–128)
1.3. Also there are such verbs as do, say and have that additionally have irregular third person
singular present tense forms.
1.4. That is, the copular verb be is irregular (forms: be, am, is, are, was, were, been and being),
1.5. On the opposition modal verbs (can and must) are defective verbs and are being used only in
limited number of forms (Greenbaum, S., 1996, Pp.125–129).
Another important part of verb form analysis is grammatical base form or plain form

The Latin Grammar Guide Essay
The Latin Grammar Guide
Liz Bonaccorsi
Period 2 Table of Contents
Things to Remember
Participles
Ablatives Absolute
Deponent Verbs
Gerunds
Gerundives of Purpose
Main Clause Subjunctives
Hortatory
Jussive
Subordinate Clause Subjunctives
Purpose Clauses
Indirect Commands
Result Clauses
Cum Clauses
Circumstantial
Causal
Concessive
Infinitives Indirect Statements Comparison of Adjectives Comparison of Adverbs Things to
Remember
Masculine Feminine Neuter Translation nom. sg. quî quae quod who,which, what, that gen. sg. cuius
cuius cuius of whom, of which dat. sg. cui cui cui to whom;to which acc. sg. quem quam quod
whom, which, that abl. sg. quô quâ quô by whom; by which nom. pl. quî quae quae who, ... Show
more content on Helpwriting.net ...
English WILL NOT begin with a Participle or a Noun!!!!
SWWAB
Since
When
While
After
Because
Examples

Cornelia sub arbore sedente, ancilla in villam currit. With Cornelia sitting under the tree, the slave
woman runs into the house. Pompeius duce, Romani in Galliam festinabant. With Pompey leading
as general, the Romans were hurrying into Gaul.
Vidente Corneliā Sextum ex villam curnt. When Cornelia sees Sextus she runs out of the house.
Deponents ablative with deponent verbs: the ablative (of means) is used as the object of the
following verbs utor, uti, usus sum: to use (to employ myself by means of) fruor, frui, fructus sum:
to enjoy (to

Examples Of Causative Verbs
Causative verb is used when talking about something that someone else did for another person. It
means that the subject caused the action to happen, but didn't do it themselves. Maybe they paid, or
asked, or persuaded the other person to do it. Causative verbs express an action which is caused to
happen. In other words, when someone has something done for me him cause it to happen. In other
words, he does not actually do anything, but asks someone else to do it for him. This is the sense of
causative verbs. Intermediate to advanced level English learners should study the causative verb as
an alternative to the passive voice (Dixon, R.M.W. 2000b:87).
Basic ... Show more content on Helpwriting.net ...
In "The devil made me do it." the verb "made" causes the "do" to happen. Here is a brief list of
causative verbs, in no particular order: let, help, allow, have, require, allow, motivate, get, make,
convince, hire, assist, encourage, permit, employ, force. Most of them are followed by an object
(noun or pronoun) followed by an infinitive: "She allows her pet cockatiel to perch on the
windowsill. She hired a carpenter to build a new birdcage"(Ibid:65–68) . Three causative verbs are
exceptions to the pattern described above. Instead of being followed by a noun/pronoun and an
infinitive, the causative verbs have, make and let are followed by a noun/pronoun and the base form
of the verb (which is actually an infinitive with the "to" left off). Causative verbs also indicate that
some person or thing helps to bring about a new state of affairs" In other words, a causative verb
shows that someone or something somehow causes something to happen. The verb might be strong
in meaning and imply force. The Longman Grammar of Spoken and Written English divides
causative verbs into two

Lesson Plans
Semi–Detailed Lesson Plan English–1 I– Objectives: At the end of 40 minutes 38 out of 42 First
year students of section Sampaguita will be able to: a.) define the exact meaning of verb, b.) identify
the verb with the help of cut out pictures, and c.) determine the kinds of verbs. II– Subject Matter:
Topic: Recognizing Verbs Reference: Smart English Book Author: Josefina G. San Miguel pages:
78–79 . Materials: cut out pictures Manila paper marker or chalk III– Procedure: A. Routinely
Matters 1. Prayer 2. Attendance ... Show more content on Helpwriting.net ...
One– syllable adjectives Two– or more–syllable Adjectives poor intelligent rich beautiful kind
expensive attractive delicious popular Give the comparative and superlative forms of the words
poor, rich, and kind.  Realization that –er and –est cannot be applied to show the comparative and
superlative form of adjectives with two or more syllables. Presentation of the Subject Matter. 5.
Discussion Giving a set of sentences. Sandra is beautiful. She is more beautiful than Amy. She is the
most beautiful girl in school.  Observing the first sentence. Determine the adjective and in what
form does it belong.  Observing the second sentence. Identify the words that are added to the
second sentence compared to the first sentence. Asking the pupils as to what form the adjective of
sentence # 2 does belongs.  The word more is added to adjectives with two or more syllables if it
is only comparing to two things.  Observing the third sentence. Identify the words that are added
to the

Advantage and Disadvantage of Vertical Integration
WRITING INSTRUCTIONAL OBJECTIVES Kathy V. Waller, PhD, CLS(NCA) NAACLS Board
of Directors Educators have used instructional, or behavioral, objectives for at least four decades.
Robert Mager's little text, Preparing Instructional Objectives, first printed in 1962, assisted many
instructors in formulating and writing objectives. Since then, the use of objectives has become
commonplace in education. The National Accrediting Agency for Clinical Laboratory Sciences
(NAACLS) also affirms the value of objectives. Specifically, Essentials 12 and 13 address the
importance of incorporating objectives within the curriculum and specific units of study. The
purpose of this unit is to assist the educator in writing objectives using a standard ... Show more
depending on the situation, "calculate" may fit under application or analysis. 3 Writing Objectives:
Key Verbs Attitudinal or Affective (Valuing) Domain CHARACTERIZATION BY A VALUE OR
VALUE COMPLEX ORGANIZATION Anticipate Collaborate Confer Consider Consult Coordinate
Design Direct Establish Facilitate Follow through Investigate Judge Lead Manage Modify Organize
Oversee Plan Qualify Recommend Revise Simplify Specify Submit Synthesize Test Vary Weigh Act
Administer Advance Advocate Aid Challenge Change Commit (to) Counsel Criticize Debate Defend
Disagree Dispute Empathize Endeavor Enhance Excuse Forgive Influence Motivate Negotiate
Object

The Poem In The Right Word By Imtiaz Dharker
A poem usually contains some exact rules and instructions to get the reader's attention and interest.
Imtiaz Dharker wrote the poem "the right word" which I now will analyze. How does the title seem
and what does it mean? Who is the speaker in the poem? How is the poems tone and how is it
changing? What is the theme and which word and literary device are important?
When I first read the title, I did not quite understand what the right word meant and what the right
word in the text would be. Now, I understand that the title got more with struggling to do. People
struggle to find the right word to define people and if you mean someone is one thing, then someone
else might think the opposite. In addition, for some people, one person might be ... Show more
Personally, I associate the word terrorist with negative associations like, gloomy and dangerous. If
we here about a terrorist lurking in the dark, people get scared and begin to fear this person. I think
most people got associations with terrorists, and mainly in a negative way. When I hear the word
terrorist, I think of a person that did something dangerous and maybe killed a bunch of people.
The poem contains some literary devices. I think one important, in this poem is the door. The door
could be a metaphor on an invisible wall in real life were you do not let people close to you. Maybe
you are scared of letting people close, because of earlier experiences in life or because you are
prejudging the person.
I would say this poem is great, it shows a great example on the struggle to find the right word and
the problem with prejudging. One word can mean different things to different people. Media has a
big influence on finding the right word and also on how we use different words. Innocent people are
prejudged because they are "different" or come from another country. Metaphors are used and we
can connect them to our own

Com/155 Week 2 Assignment Essay
What is the Writing process?The writing process is what you will need to go by when writing for
essays and future classes.I have included a few tips throughout this template to help you get started.
You will need to identify the components of a basic sentence. You will need to be able to identify the
four most serious writing errors. Define subject–verb agreement. Identify common errors in subject–
verb agreement. Recognize regular and irregular verbs Use regular and irregular verbs correctly in
basic sentences. | | | Writing for new students. Course COM/155About UsWelcome students. I am
going to give you tips on the writing process to prepare you for this course. Good luck to you all. | | |
| | | | com/155 | ... Show more content on Helpwriting.net ...
| | | Paying attention to these important factors when writing will help you with your writing
success.The university of phoenix is your key to your writing success. Welcome to your future. | | |
This class offers everything you will need to know about writing for success. Welcome to class.
Your first day of class is the first day of your success. Welcome to the University of Phoenix class
COM/155. University Composition and communication I |
Identify common errors in subject–verb agreement.
Errors in subject–verb agreement may occur when a sentence contains a compound subject,
The subject of the sentence is separate from the verb, the subject of the sentence is an
Indefinite pronoun, the subject of the sentence is a collective noun, or the subject appears after the
verb.
Recognizing the source of common errors in subject–verb agreement will help you avoid these
errors in your writing.
Recognize regular and irregular verbs
Regular verbs follow a pattern that is predictable. Irregular verbs
Do not follow a pattern. Examples of irregular verbs are be, have, and do.
If you learn these verbs in the present tense you will be able to avoid
Errors in subject–verb agreement. .
Use regular and irregular verbs correctly in basic sentences.
Regular verbs follow regular patterns when shifting from the present to past tense.
You can avoid mistakes by following a basic pattern of adding ed or d

Value of Time
The value of Time
The value of time is limitless, it cannot be measured. The value of time arises from the fact that
human life is short but he has to do a lot of works within the short span of time. Each work requires
some time. If the work is not finished in time, it may not be finished at all. That explains why time is
so valuable and it should not be lost for nothing.
Tome goes on like the tide of a river and it never waits for anybody. Lost time can never be found
again. Misuse of time is a great crime and it makes life barren like a desert. He is really great who
makes the most of every moment in useful works. Success is bound to come to his doorstep.
Man should utilize time properly. He should be prepared to spend some ... Show more content on
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It moves. What was yesterday is not today. What is today will not be tomorrow. Yesterday is gone.
Today is and tomorrow is yet to come. Yet time is said to have no holiday. It exists always.
The entire creation moves on according to a time pattern. There is birth, growth and death. There is
time for everything. Plants flower and give fruits. Seasons come according to time. A child is born,
grows into boyhood, adolescence, youth, middle age and old age according to age and time. Every
movement of creation is linked with time. One cannot grow paddy in a month nor can a child
become an adult in a year. Everything is fixed to a time–frame.
Time is a free force. It does not wait for any one. It is commonly said that time and tide waits for no
man. Time is money. A minute not usefully spent is an eternal loss. You can never get back the lost
minute. One has to strike the iron when it is hot. The time flies and never returns. If you waste time
it wastes you.
'Time is the best medicine', says Ovid. It is said that time heals all wounds and it even heals what
reason cannot. All human beings are emotional. When negative emotions like fear, anger, envy and
jealousy overtake them, they lose reason and act in haste leading to serious consequences. They may
repent later, as emotions cool down. But the damage done is done and remains forever. Even that
damage can heal with the passage of time. People involved may forget and forgive. That is the
importance of

Mantra To Overcome Depression Analysis
VILLACORTA, Louise STYLISTICS L85
Dr. Miciano
I. Intoduction
Stylistics is a form of text analysis that uses the rules of language and devices of thought to
deepened meaning that has been understood from the piece. (Ogunsiji, 2012) Through this, if one
analyses using literary theories; the work could be furthered using stylistical theories.
This paper will be discussing Sierra DeMulder's poem 'Mantra To Overcome Depression' using
different stylistical aspects.
The first aspect that will be discussed is verbs, as the poem contains 29 sentences; 17 of which start
with a verb. Verbs are classified into two categories; transitive and intransitive verbs. Transitive are
the verbs used with a direct object while intransitive are those used ... Show more content on
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XXI
31 There is only now, here,
32 look: you are already
XXII
33 forgiven.
III. Stylistics Analysis
A. Verbs
TRANSITIVE VERBS INTRANSITIVE VERBS
Go outside. (1 – 2) Breathe. (8)
Get a good night of sleep. (2 – 3) Meditate.(8)
Open the windows. (6) ...no longer be afraid of being...(8 – 11)
Buy more houseplants. (7) Exercise. (12)
Actually exercise instead of just googling it. (12 –13) Actually exercise...(12 – 13)
Cook for yourself. (14) Eat well.(14)
Organize your closet, the garage. (15 – 16)
Drink plenty of water...(16 – 17)
...and repeat after me...(16 – 17)
Repeat after me....(19 – 22)
Forget to take vitamins. (22 – 13)
Let the houseplant die. (23)
Eat spoonfuls of peanut butter. (24)
Shave your head. (25)

Forget this poem. (25 – 26)
...to remember the grace of... (26 – 30)
...you are already forgiven. (31 – 33)
Based on the table above, one can already see that there are more transitive verbs than intransitive.
Of the stated 23 verbs and verb phrases, 17 are transitive. As verbs are heavily foregrounded in this
piece, the importance of action is only furthered by the transitive vs intransitive analysis. This gives
the implication that the main technique of overcoming depression is purposeful and deliberate

Reflection Paper In English
In my initial submission for Lesson 1, I recall being amused by the statement in the introduction of
Navigating English Grammar that humans have always been fascinated by language. Then, and now,
this still seems like an understatement to me. Language is an incredible facet to me and humans of
all ages. To consider that an infant can communicate with few words and more gestures and then
continue to develop the use of language as the number of words increase proves to be such an
interesting phenomenon which has an influence on a human's existence. This influence permeates
throughout language in formal or informal use. In that same lesson, I recall the childhood influences
upon my language development. Being a young Southern woman, a distinct dialect permeated my
childhood environments; from home, school, and small community, the slow, slang–filled
conversations enlightened me in the ways of people around me. This information partnered with the
Grammar Quest proved that my own method of verb usage perplexed me. The instruction received
in my local elementary and middle school demonstrated an error in my grandfather's way of
speaking; therefore, my way of speaking did not follow prescriptive rules, and additional instruction
was deemed necessary. With this review and research of prior writings, the use of verbs and verb
forms used in a prescriptive nature proves to be an area of concern for my own proper use of
Standard English.
The following are samples of my own writing; The

An Example Of Manna Walking Rhetorical Analysis
12/06/2015 – Manna Walking Summative – Part A Using my prior knowledge and details inferred
from the short story, "Manna Walking" by Dawn Karima Pettigrew, I am able to tell what Food
Stamps, A&P and Navajo are. Furthermore by using examples in the text given by the author, I am
able to identify three examples of strong writing in the text such as the concrete and selective
language the purpose of the text, and the voice created by the author. Firstly from my prior
knowledge I know that Food Stamps are a system of aid used in the United States of America for
families that require benefits as a method of surviving hard times. From the cashier's reaction in the
story of "she sneers as Manna pays her with many coloured food stamps", I am able ... Show more
She uses her vocabulary and word choice very efficiently that presents an image to the reader from
the very first line. She describes the cashier as "the kind of blonde poured out of a bottle." This
immediately conjures an image of a classic teenage girl brimming with insecurity that has to judge
others and dye her hair to hide her flaws. This shows an interesting contrast as the one that is being
viewed as inferior in this situation is Manna – yet she is the one that is the most comfortable with
who she is. A second example of concrete and selective language is the inclusion of small details
that helps to draw a picture for the reader. For example when Manna is leaving the grocery store
parking lot, she walks away from "the burned out ampersand on the neon supermarket sign, and the
sale on sprinklers and the almost genuine Navajo ashtrays.' By including these details, the reader is
taken into the story in their mind and it helps them to empathise with her situation. It is only if you
are actually in a place that you are able to identify small details; the author including them into the
story really helps to paint an image in the reader's mind. For example without the inclusion of such
small details, then the reader would never be able to accurately imagine the location or Manna's
situation, something I believe the author is trying to achieve with this

One Day In The Life Of Ivan Denisovich: Summary Essay
One Day In The Life of Ivan Denisovich: Summary
In the book One Day in the Life of Ivan Denisovich, the main character Ivan and the other prisoners
in the camp are treated very badly. Ivan tries to make himself warm and to get enough food to keep
himself alive. He does only what is necessary to please the guards and the commanders of the camp.
Ivan uses his intelligence to make his life easier so he can save up more energy to face the work
load. He and the members of the 104th group manage to survive because of
Ivan's personal attention to himself and his care about the others. More importantly, Ivan survives
because his intelligence, his spirit, his deception and careful teamwork.
Ivan has to be smarter than the guards in the camp, so, ... Show more content on Helpwriting.net ...
so he wants to save his own life and go home in order to have freedom. Also, in his mind, work is
not for money, but for satisfaction. So, he does not think that work is boring and hard to do, he
thinks that they are chagelles.
Ivan is careful about what he does in the camp, therefore he does what is appropriate to do in the
camp. He does not take other person's left overs to eat even when he is extremely hungry. This
reduce the chances of getting disease so he may live longer. When Ivan is sick, he goes to the sick
bay and he does not hang around very often there, unless he is feeling really ill. The man in charge
of there will not think that he is just pretending. Also, Shukhov has made his own spoon to use, so
he does not have to use hands to eat. This again can reduce the chances of Ivan getting diseases.
Therefore, Ivan can survive because of what he does in the camp.
Ivan has to be deceptive in order not to be discovered by the guards and the prisoners. When he sees
a bit of a hacksaw blade on the ground, he thinks that he has no immediate use for it, but he still
keeps it and hides it in a cobbling knife and perhaps trade it for bread. Furthermore, a good towel
can make a man's work better, Ivan therefore have fools the person in charge of the tool–store and
get the best trowel. He hides it so that he can work a lot easier with that good trowel. This was in the
book as, "Shukhov had fooled the man in the tool– store and pocketed the

Song Of Solomon Analysis
The purpose of this analysis is to examine an extract from the song of Solomon in terms of its
linguistic features, and how these compare to PDE (Present Day English). The text contains 51 lines
in which to portray these findings. The song of Solomon is written in the King James Bible, of
which is also called the authorized version. This version of the King James Bible was written in the
year 1611AD (early 17th century), as a translation from the Christian bible dating back many years
prior. William Tyndale was the fast person to translate the bible directly in to English from its
original languages of Greek and Hebrew.
Vocabulary: Loanwords
Within the extract, there are several examples of vocabulary which has undergone semantic change,
or has become obsolete or archaic. The word flagons which is a noun (L06), taken from the Middle
English word flacons (OED). The meaning 'A large bottle for holding wine or other liquors; in early
use sometimes spec. a metal bottle with a screw top, such as was carried by pilgrims.' (OED). The
first recorded use of this lexeme was in 1470–1485 (OED).
Vocabulary: Obsolete and Archaic words
This extract also contains some obsolete and archaic words, for example the word lo (L16), which
was used in the Middle English period. The meaning for lo which is an 'Used to direct attention to
the presence or approach of something, or to what is about to be said; = Look! See! Behold!
Frequently in phr. lo and behold (usually jocular).' (OED). The first

Active Age Of Pre K
During my program observation, I observed the local elementary. This elementary educates level
Pre–Kindergarten to Second Grade. For my project, I chose the aware and active age of Pre–K. This
specific classroom held a variety of ages preparing for kindergarten, starting at five to six years old,
with 14 children. While I was observing, the main teacher taught many of the centers, and lessons,
although there was another supervisor that would stop in and take one student who had trouble
staying focused and remaining calm. This advisor would stop in once every few hours to give this
child a quick break, and reminded him of appropriate behavior. After my interview with the
professional, the qualifications required for this location include Bachelors Degree in Elementary
Education, required by law. The teacher who lead this classroom of pre–kindergarteners attended the
University of Northern Iowa. Most of the children in this classroom were around the age of six, one
student who was the youngest turned six the day school started, and most celebrate their half
birthdays during winter time. The events taking place during my observation covered a wide variety
of subjects. Starting from rest time at 1 o'clock, readers workshop and read aloud, independent
reading, recess, movement and handwriting, writing, read aloud, to dismissal time around 3:30 p.m.
Near the door, located the daily schedule, along with the lunch menu, and any information needed
for

Analysis Of The Article ' Heart Of Darkness ' Essay
determiner: Words such as "a/an," "the," "some," and "my" are determiners, which are utilized to
"determine" what nouns mean. "A/an" and "the" can be considered to be the most significant
determiners. "A/an" and "the" also are known as articles. A more comprehensive list of determiners
would include "any," "each," "every," "no," "his," "this/that," "these/those," "his," "her," "its,"
"your," "our," and "their." A concept basic to articles is countability, and they pose difficult
challenges for L2 learners regarding, for example, which nouns are countable or uncountable in
English since countability, while very important, can be difficult to quantify. An example regarding
the use of the article would be the novel Heart of Darkness. Not having an article at the beginning of
this title appears to be more a matter of style than grammar, and also is a characteristic of headlines,
titles, and names. So while conventionally a countable noun (such as heart) needs a determiner (the,
a, this, or my), not applying this rule could be confusing to an L2 learner expecting an article.
2. perfective: In English, there are two aspects (see next entry for a definition of "aspect")–perfect
(also called perfective) and continuous (also termed progressive). The perfect aspect establishes a
connection between two periods of time while the continuous aspect typically connotes that an
activity still is occurring, is seen from a specific juncture in time, and the verbs employed are those
typically

Reflection Paper On Teaching English
Reflective Narrative English has never been my preferred subject. Actually, it has been my least
preferred subject. Every day in school, I often speculated why it is essential to do so many English
affiliated tasks, and in speculating, I discovered to hate the subject without apprehending its future
benefits. Why do I find English so distasteful? I think my despise for the subject has elevated
through these last few years that I have been learning the distinct elements of English language. It
wasn't actually learning how to convey a message through speaking English that unnerved me,
rather it was getting English education in a formal learning environment like reading, writing, and
grammar. These were the stuff that once I learned them, I will be using them every day. It does felt
good to know how to read and write and even better to have a little bit knowledge of grammar. Not
only did I maneuver the knowledge to read a narrative in reading class or to perform a writing
assignment, but also to read the newspaper and write an epistle to friend or family. I have learned
numerous things throughout the entire course of the semester, including, how to find and composite
better research through the use of many resources found at the campus library and the internet, and
how to cite my research work correctly using MLA format. The last thing I learned from the class is
revising my paper until I feel everything is on track and sounds good. As an international student, I
struggled

Essay about Celta Assignment 1
CELTA WRITTEN ASSIGNMENT 1
LANGUAGE RELATED TASKS
1) The plane leaves at 10.00 tomorrow.
a) Present simple; present form of the verb.
b) Talking about a future event. 'The present simple is used for 'timetabled' future events' .
c) Students may use the infinitive of the verb instead of the present. (F)
Students may use 'ing' (present participle) form of verb. (F)
Students may have difficulty understanding the use of the present simple to talk about the future.
(M)
Students may have difficulty understanding that it is a scheduled event. (M)
Students may have pronunciation difficulties with leaves, as it is said differently from how it is
spelt. (Ph)
Students may have pronunciation difficulties with the linking of 'leaves at' ... Show more content on
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(Ph)
Students may have pronunciation difficulties with linking of 'should go' / / as the vowel sound turns
from strong to weak when linked to other words. (Ph)
d) One person advising the other on health (you should exercise, you should eat healthy food).
e) Do you have to go to the doctor? (No).
Could you avoid going to the doctor? (Yes).
Have you already been to the doctor? (No).
4) She's a stranger / She's a foreigner.
a) Nouns; noun phrase.
b) A stranger is someone you have never met; a foreigner is someone who is not native to a country.
c) Students may have difficulty understanding that foreigners can be strangers and visa–versa. (M)
Students may have pronunciation difficulties with stranger / /. (Ph)
Students may have pronunciation difficulties with the word foreigner / /. (Ph)
d) Show students a photo of tourists next to the Pyramids in Egypt. Explain that they are my friends,
I know them, but they are foreigners in another country that they do not come from. Then tell
students a story of my first day at work when I did not know anyone and they were all strangers.
e) Do you know her? (No, she's a stranger).
Was she born here? (No, she's a foreigner).
5) I've just had lunch.

a) Present perfect; subject + have + just + past participle.
b) Talking about something that has recently happened; 'a finished

The Modern Controversy Of Old Persian Language
fārsi is the predominant modern descendant of Old Persian, a southwestern Iranian language within
the Indo–Iranian branch of the Indo–European languages. It is primarily spoken in Iran, Afghanistan
(officially known as Dari Persian since 1958 for political reasons),[7] and Tajikistan (officially
known as Tajiki Persian since the Soviet era for political reasons. Phonology , Iranian Persian has
six vowels and twenty–two consonants. Historically, Persian has distinguished length: Early New
Persian possessed a series of five long vowels (/iː/, /uː/, /ɒː/, /oː/ and /eː/) along with three short
vowels /æ/, /i/ and /u/. At some point prior to the sixteenth century within the general area that is
today encompassed by modern Iran, /eː/ and /iː/ merged

What Is The Rule For Forming Questions Within The Simple...
Question 5 (10 points)
What is the rule for forming questions in the simple present and simple past in English?
Questions in the simple present can be formed in a couple of ways with questions lacking question
words such as "Do" and "Does" (examples: Do you read short stories? and Does Frank play the
violin?), and questions containing question words such as "What," "When," and "Where" (examples:
What do you type on your laptop?, When does your brother go to school, and Where do you visit
your relatives?). To form a question in the simple past, the auxiliary "did" and the infinitive form of
the verb are needed; some examples would include Did I play baseball?, Did you play baseball?, and
Did he play baseball?
Question 6 (10 points)
Give 3 situations in which it is appropriate to use the present perfect.
The present perfect tense pertains to talking about things in which a connection exists between the
past and the present. For example, She has written five songs. So she began writing songs at some
point in the past. Up to now, she has written five songs. She could write additional songs.
Accordingly, three situations in which it is appropriate to use the present perfect would include
unfinished actions, finished actions, and with "been" and "gone." The present perfect is appropriate
when referring to unfinished states, actions, or habits that began in the past and still apply to the
present. It typically is indicated for "how long" with the words "since" or "for" needed.

How Do Children Learn For Restrict Overgeneralization...
How do children learn to restrict overgeneralization errors of syntactic structure?
As part of language acquisition children make overgeneralisations. Conventionally, the importance
in describing the process has been on how children go further than their original utterance and draw
out the consistencies that will allow them to produce and comprehend an unlimited number of new
sentences. However, in some instances it can be seen that children can overgeneralise, causing them
to produce grammars and sentences that contain both correct and incorrect constructions
(Bowerman, 1988).
According to Chomsky (1980) children have an innate language acquisition device (LAD). One of
the most well known overgeneralisations is the overuse of the '–ed' ... Show more content on
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All of the rules are shown below: Children can sometimes overgeneralise verbs when they appear in
prepositional–object dative (PO) into double–object dative (DO) (e.g adapted from Baker 1979):
PO dative DO dative
[NP1] [Verb] [NP3] to [NP3] [NP1] [Verb] [NP3] [NP2]
Tim gave a book to Matthew Tim gave Matthew a book
I said hello to Matthew *I said Matthew hello
Contents locative and container locative can also be overgeneralised and cause errors because of the
rule that would have been created:
Contents locative Container locative
[NP1] [Verb] [NP2] into/onto [NP3] [NP1] [Verb] [NP3] with [NP2]
Matthew sprayed water onto the roses Matthew sprayed the roses with water
Matthew spilled water onto the carpet *Matthew spilled the carpet with water
In overcoming overgeneralisation errors Braine (1971) made the assumption that negative evidence
is essential to revise the predictions that children have originally made. A number of longitudinal
studies of naturalistic data (Chouinard and Clark, 2003) show that caregivers reconstruct some
ungrammatical structures produced by children, which often causes the child to repeat the
reconstructed structure in the future. However, this cannot be the only mechanism that is restricting
these overgeneralisation errors.
One of the major generativist proposals was the semantic verb class hypothesis (Pinker 1989);
founded on the observation that

Questions On Writing And Writing
When writing, it is important to submit a paper that is both grammatically correct and punctually
error free. This is important for two reasons. First, the inattention to detail in your writing may
signal to the reader that you are inattentive in matters that are more important. Secondly, "you risk
not only distracting readers from your message but also undermining your authority to deliver the
message in the first place."
The Comma Splice The comma splice, or run on sentence, may be the most common punctuation
error students make. This occurs when the writer joins two independent clauses without the use of
proper punctuation. This is important for several reasons. Since it is the most common error,
learning how to correct it will ... Show more content on Helpwriting.net ...
When correcting or avoiding a run on sentence, some people forget the comma between the two
independent clauses when joining them with a coordinating conjunction. Similarly, others forget the
comma after an introductory dependant clause. Because I did so much research for this paper, my
grade should be much better than my last one. Commas are also required to set off nonrestrictive
clauses. The book I ordered from Barnes and Noble, Write Right, should help my work greatly.
Omitting commas from lists, or a series of items, is also a common problem. People have the right
to life liberty and the pursuit of happiness.
Apostrophe Errors Apostrophes have two functions, you may use them to show possession, and you
may use them to form contractions (don't). Although A Manual for Writers does not strictly prohibit
the use of contractions, you are advised against it. To show possession, add an apostrophe and an s
to singular nouns and plural nouns that do not end with the s (the carpenter's hammer). To show
possession of a plural noun or words ending in the s, simply add the apostrophe (carpenters' union).
An errant apostrophe can significantly change the meaning of sentence. It is important for the reader
to understand if you are speaking about something that belongs to the doctor (the doctor's car), more
than one doctor (doctors), or something belonging to a group of doctors (the doctors' practice).
Spelling Errors Few things distract from a paper more

celta language analysis written assignment Essay
LANGUAGE RELATED TASKS
Grammar item 1: ...but sooner or later we have to sleep.
Meaning
 In this sentence have to sleep is used to express the idea that we are obliged to sleep even if we
don't wish to do so.
 CCQs: Is it something we must do? Yes. Can we avoid it? No.
Use of examples: We have to use the safety belt. Children have to attend school by law.
Form





Have to is a non–modal alternative to the modal verb must to talk about obligation.
It is interchangeable with have got to, this last form being more common in spoken and informal
British
English.
The structure of the have to form is Subject+ Have+ Infinitive (with to).
The negative form expresses an absence of obligation.
It can be used in questions to ... Show more content on Helpwriting.net ...
 CCQs: Will death happen? Yes. Will it happen immediately? No. Will it be an easy death? No.
Synonyms: finally, at the end.
Form


1
Time adverb that provides information about the time of an action or event in relation to some other
point of time (often now).
The position of this adverb is flexible: at the end of a clause, preceding a main verb and between
two auxiliary verbs. Also, at the beginning of a clause, particularly in written or more formal styles
of English.

http://www.macmillandictionary.com/dictionary/british/eventually
2
Pronunciation
/ɪˈventʃuəli/
.......we suffer hallucinations, and eventually die.
Anticipated problems and solutions
 Problem: Eventually is a false friend with the Spanish word "eventualmente" (de forma incierta)
which in
English should be translated as by chance, occasionally.
Solution: Use CCQs to explain difference. Request examples using both expressions from students
and ask them to think and explain difference in meaning.
 Problem: Incorrect word order, students place eventually after a verb and before a direct object
i.e. She found eventually the lost dog. This word order would be correct in Spanish: Encontró
finalmente el perro que habia perdido.
Solution: Ask the students for sentences with eventually and, on the board, write different
combinations of the same sentence, given by the students, by changing the position of the adverb.
Mark the

Summary Of Out Out By Robert Frost
The poem "Out Out" portrays a story of describes a farm accident that unexpectedly and irrationally
costs a young boy his life. The narrator of the poem sets the scene, seemingly from an outsider's
perspective, reporting the incident with objectivity and restraint. Yet, as the narrative advances,
underlying emotions and tensions surface as the persona builds to the poem's conclusion: the
seemingly senseless, abrupt ending of the boy's life, followed by his family's subsequent return to
their daily routines. The poem is told directly to the audience through a third–person narrative,
presumably told by the author or some bystander. The speaker is trustworthy as there is so much
detail and imagery employed, it is hard to believe that the account was false. In addition, there
would be no plausible reason for the speaker to diverge from the truth when speaking about the
morbid story of a young boy. Frost possesses a very indifferent tone throughout the poem. The poet
does not empathize or mourn for the boy when he cuts his hand. He presents the action as
commonplace. It is described with a tone of indifference as a "meeting" rather than a maiming and
the boy is said to be "old enough" though a "child at heart" [lines 18, 23–24]. At a glance, the poem
looks quite long possessing 34 lines, but it is not since it is primarily composed of relatively short
lines consisting of 7–10 words in each line. This free form, short line structure allows the reader to
somewhat isolate and

Double Modals Or Multiple Modals
The structure falls into the more general category of double modals or multiple modals, that is, the
use of two or more modal auxiliaries within the same verb phrase. However, in order to study
pragmatic context and linguistic structure of double modals, other researchers compile naturally
occurring double modals heard or overheard in conversations. Montgomery does find some
difference in usage according to social class: although double modals are used by upper–, middle–,
and lower–class speakers, the percentage of usage in LAGS increases as class decreases. Di Paolo
believes that all Southerners have used a double modal at least once; Montgomery claims that there
are some whose dialect does not include double modals. Double modals are of theoretical syntactic
interest because they appear to violate the phrase structure rule that allows only one modal in the
verb phrase.
There are gaps in Standard English, and Southern English has creative ways of filling them. Of
course, not every Southerner speaks the same variety of Southern English.
Double modals like might could are what Wolfram and Fasold refer to as socially diagnostic
features, in that their use identifies social characteristics of the speaker. They are not associated with
one particular variety of Southern English, the way, for example, habitual be characterizes African–
American Vernacular English. Although Southern English remains stigmatized as the one variety of
English that is definitely not standard, some

English Lesson Plan
Teaching Adjectives to Grade VI pupils (through poem) A DETAILED LESSON PLAN IN
ENGLISH FOR GRADE VI PUPILS (FOR 4th GRADING PERIOD) By: ESMAELA DIANN B.
MASCARDO I. OBJECTIVES: At the end of the discussion, pupils will be able to:  Build
vocabulary through pictures presented.  Practice proper way of reciting a poem.  Interpret
meaning of a poem through pictures.  Identify adjectives used in the poem.  Use adjectives in
describing their hometown. II. SUBJECT MATTER: Pointing out adjectives in the poem, "The
Town Where I Lived" by A. J. Gil A. REFERENCES:  PELC (Philippine Elementary Learning
Competency)  English For You and Me, Language Textbook for Grade Four, pages 147 – 158 B.
INSTRUCTIONAL MATERIALS:  Pictures of ... Show more content on Helpwriting.net ...
Now my heart aches all day for my town far away Where life is sweet and tidy and neat. (After the
teacher reads the poem, the whole class reads it, then reading by pair, then individual.) 6.
Comprehension Questions for Discussion What is the poem about? The poem is about a town. What
are the things you can see in the town where the speaker lives? Trees, ducks, geese, and stars are
seen in the speaker's hometown. To what does the speaker refer to when he/she says, "blazes, hot
and around, 'till the haze shimmers above the ground"? The speaker refers to the summer sun when
he/she says, "blazes, hot and around, 'till the haze shimmers above the ground. What are the words
that the speaker describe about life he/she has in the town where he/she lives? The speaker said that
his/her life in the town where she lives is sweet, tidy, and neat. How does the speaker describe
his/her hometown? There could be rainy and sunny days. What do you think is the kind of place
where the speaker lives? The speaker lives in a clean, peaceful place. How does the speaker feel or
thinks in the poem? The speaker misses his/her place. Where do you think is the speaker now? The
speaker is away from his/her place. What made you think that way? The speaker said that he's away
from his/her hometown in the line, "My heart aches all day,

Verb and Gerund
GERUND
Create by:
Dian sipayung
CHAPTER 1
INTRODUCTION
1.1 Background of The Study
For every human, language is one important things to communicate to each other. Because language
is one media to make one relationship and know the other people by the communication.
There are many language in the world. One of that is English as international language. English is
the one of international language because of almost the people in the world know English as a
second language after their mother language.
English have rules to make communication better in usage. Better in oral and writing. We can say
the rules as the grammar. Grammar is the rules in the English. Gerund is one of part in grammar. 1.2
Scope of the Study
This ... Show more content on Helpwriting.net ...
e) The object of reflexive (with intransitive)
She is in the habit of oversleeping herself = habit alone slept late (slept too long)
2.2.3 Gerunds with genitive (Possession)
Noun or pronoun, provided that indicates a person or animal, must be in the genitive case (genitive
case), when the noun or pronoun is placed in front of the gerund.
He was displeased at the ice cream vendor 's not coming
I am pleased at your coming .
For example:
a) using gerund is preceded by a noun or pronoun that follows genitive this sometimes happens:
This was a creative work of my doing = This is the creative work I 'm doing. my – genitive pronoun
doing – gerund
That building was of an architect 's designing = The building was designed by the architect. architect
's – genitive noun designing – gerund
b) Sometimes the letter "a" is placed in front of the gerund in the sense of the preposition. Here "a"
is an alteration or abbreviation of the preposition on:
The man has gone a hunting .

He has gone a–fishing .
2.2.4 Who Owns the–ing form
Besides gerund, present participle is still there and the original noun, we must distinguish clearly.
For example:
a) A sleeping–carriage (= a carriage used for sleeping) = train / wagon (to) sleep.
Sleeping is a gerund here.
b) A sleeping child (= a Child That Is sleeping) = a sleeping child.
Here sleepingmerupakan present participle used as an adjective.

Parts Of Speech : Parts
Caleb Morrow
English Grammar
Research Paper
7 April 2015
Parts of Speech
Parts of speech are the basic words that English has. They are what we use every day in our life.
There are a total of eight parts of speech but recently there has been another one added. The nine
parts of speech are: noun, verb, adjective, adverb, pronoun, conjunction, preposition, and
interjection. It is important to be able to recognize and identify the different types of words in
English, so that you can understand grammar explanations and use the right word form in the right
place in any situation. A noun is a person, place, or thing. It is also called a naming word. There are
different types of nouns as well. There are count nouns, mass nouns, collective nouns, abstract
nouns, and collective nouns. Count nouns are anything that can be counted like: five baseballs, a
few glass bowls, or a dozen eggs. A mass noun is something that can't be counted such as water, air,
and blood. A collective noun is a noun that can take a singular form but are composed of more than
one individual person or items like a jury, team, class, or a herd. An abstract noun is a noun with the
kind of word that is not tangible like warmth, justice, grief, or peace. A collective noun is a noun
that help with words that can be singular or plural. A verb is a word that describes an action or a
state of being something. There are four verb forms. There is a base form, past form, present
participle, and a past participle.

Love Song of J. Alfred Prufrock Essay: In Depth Analysis
In Depth Analysis of The Love Song of J. Alfred Prufrock
The five–line interlude ending on "the floors of silent seas" forms an encapsulated version of the
remainder of the poem, in which the frustrated effort to establish purposive discourse leads once
again to withdrawal downward and inward to a silent world of instinctual being. A return to images
of distension and distracting sensuality provokes a final impulse toward violent imposition of the
will––"to force the moment to its crisis"––which ends, like previous thoughts of disturbing the
universe, in ruthless self–mockery. The image of decapitation parodies the theme of disconnected
being and provides for at least a negative definition of the self: "I am no prophet."
By this ... Show more content on Helpwriting.net ...
It sets these infinitives against present participles, which are constantly muttering, sprawling,
rubbing, scuttling, and settling. Finally, it opposes these transitive verbs to intransitive verbs which
lie, linger, malinger, lean, curl, trail, wrap, slip, and sleep. A relative lack of modifiers and the
absence of plural forms further distinguishes the passage cited above. By contrast the language of
disordered experience, of imprecision and aimlessness, abounds in modifiers and plurals: restless
nights, one–night cheap hotels, visions and revisions, the sunsets and the dooryards, and the
sprinkled streets.
The structure of the imagery at this point in the poem corresponds to the thematic role played by
linguistic form. To have "bitten off" the matter, in addition to its hint of blunt force, would constitute
a positive reaction against endlessly idle talk; squeezing the universe into a ball would counteract
the world's tendency to fall apart and to spread itself out like yellow fog; finally, the act of rolling it
toward some overwhelming question at least imparts direction to the movement of the universe,
even if the actual destination, like the question, remains unclear. The idea of proclaiming oneself a
prophet "come back to tell you all" implies a power of linguistic discourse equal in magnitude to the
physical act of squeezing the universe into a ball. Once more the idea of language joins with images
of

Research Paper On Phrasal Verbs
INTRODUCTION
"I hate phrasal verbs," said one of my students in a mid–intermediate class. Another one replied,
"Everybody hates phrasal verbs"
Phrases like these are the ones that I listen to in different levels when teaching English.
I understand that for English learners' multi word verbs or phrasal verbs are very difficult to learn,
not only due to different forms, but also to idiomaticity and register, which demand higher
comprehension issues.
Many course books that I have worked with regularly do not approach the topic in a clear way
because sometimes they teach the phrasal verbs separated or they only teach one meaning. Learners
then need to learn long list of them without understanding how phrasal verbs are formed and what
they mean, ... Show more content on Helpwriting.net ...
Watch out for the traffic! Phrasal–prepositional verbs
Phonology
Adrian Underhill (2005) sates that the main question with multi–word verbs or phrasal verbs is the
placement and distribution of the stress on the verb, the particle and other words in the sentence.
According to Underhill, there are two types of stress patterns associated with multiword verbs.
– The prepositional verbs: in which the stress is on the first word, which is the verb, and no stress in
the second word ,the particle.
–
e.g. Would you care for some tea?
– Phrasal verbs: in which the primary stress in the second word, the adverb, and the secondary stress
on the verb. e.g Please turn on the lights.
Albite, if the phrasal verb is separable, then if the noun comes before the adverb, stress will usually
be on the noun rather than on the adverb. e.g. Turn the light on.
Likewise, if the noun follows the adverb but is important for the speaker's meaning it will again take
the primary stress.
e.g. Turn on the light.
Phrasal verbs with an extra preposition will follow the same pattern as a regular phrasal verb. The
verb will carry the secondary stress, the first particle carries the main stress and the extra preposition
will remain

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