The Morphology Of Hmong

The Morphology Of Hmong
Hmong is a Miao–Yiao language spoken primarily in Southern China, Thailand and Laos.
According to Ethnologue.com, there are over 5.7 million people who speak the language all around
the world. Over 95,000 Hmong people have settled in the United States. Hmong is monosyllabic and
tonal language. This means that it consists primarily of one syllable words where the tone of a word
affects the meaning. The Hmong dialect is branched from the Chuanqiandian dialect into two
separate ones; known as 'Njua' green and 'Daw' white. Hmong is closely related to the Miao
language spoken in Southern China. However, it is not too known because various people living in
these areas gradually adopted phrases and words from other cultures, to produce a whole new way
of speaking.
Morphology
1. Hmong is an isolating language, where new words can be formed by compounding and
reduplication. Nouns show its case function through word order in the subject/object position, where
the adjectives and demonstratives follow the noun.
When it comes to nominative and accusative cases on nouns, they are not inflected for number, case
or gender. Therefore, the same word could be used to translate the singular, dual and plural pronouns
as shown in the table below. Examples 1 and 2 show the nominative and accusative cases on nouns
in a sentence. 1st person 2nd person 3rd person
Singular Kuv Koj Nws
Duo (two) Wb Neb Nkawv
Plural (more than two) Peb Nej Lawv (plural)
(1) Koj noj mov.
2SG eat
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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.

Newspaper Headlines
Contents
Introduction 2
The Language of Newspapers 2
Analysis of Newspaper Headlines 2
Headline Evolution 2
Headline Functions 2
Headline Styles 2
Headline Forms 2
Headline Variants 2
Headline Language 2
Conclusion 2
Bibliography 2
Introduction In today's hectic world one of the most important factors is information. The means of
information provision are quite different which can be summarized in one word: mass media. The
media is the whole body of communications that reach large numbers of the public via radio,
television, movies, magazines, newspapers and the World Wide Web. All of them, alongside their
informative essence, are aimed at influencing huge audiences. That audience has been viewed by
some commentators as ... Show more content on Helpwriting.net ...
Tabloids: In very general terms, a tabloid paper is printed on A2–size paper at 380 mm by 300 mm
(15 by 11¾ inches), which is folded to A3, half the size of broadsheets. Tabloids are known as the
"popular" or "gutter" press, often perceived as sensationalist in contrast to broadsheets. All the
mass–circulation papers are tabloid. Examples: The Sun, The National Enquirer, The National
Ledger, The Star Magazine, New York Post, The Globe.
Berliner or Midi: 470 mm by 315 mm (18½ by 12¼ inches) used by European papers such as Le
Monde in France, La Stampa in Italy, El Pais in Spain and, since 12 September 2005, The Guardian
in the United Kingdom.
Analysis of newspapers involves a consideration of both headlines and reporting styles.
Analysis of Newspaper Headlines
A headline is the text at the top of a newspaper article, indicating the nature of the article below it.
Headlines are usually written in bold and in a much larger size than the article text. Front page
headlines are often in upper case so that they can be easily read by the passing potential customer.
Headlines in other parts of the paper are more commonly in sentence case though title case is often
used in the USA.

Headlines are generally written by copy editors, but may also be written by the writer, the page
layout designer or a news

Contoh Skripsi Bahasa Inggris
THE ERRORS ANALYSIS OF USING THE PREPOSITION
MADE BY ENGLISH DEPARTEMENT'S STUDENTS
ACADEMIC YEAR 2009/2010
A. Background
Preposition is one of function words in English. It had introduced from elementary school till
university, one way to introduced and learned the preposition is by asking students to make a writing
paper. Sekolah Tinggi keguruan dan Ilmu pendidikan (STKIP) PGRI Banjarmasin have many
programs to increase their students writing ability. STKIP has two programs that can make their
students ability in writing better and better. The programs are structure and writing.
In writing, the students learn how to make right sentences and at the end of this program they had to
write a research design as their final assessment. But ... Show more content on Helpwriting.net ...
(Quirk,1973:6.1)
Preposition includes to kinds of 'function words' which means "a word that doesn't belong to one of
the four major parts of speech in English (noun, verb, adjective, adverb). "Their purpose is not only
to express meaning but to relate other words to each other" (Hornby, 1975:7).
Prepositions are words normally placed before nouns or pronouns and can also be followed by verbs
but, except after but and except, the verb must be in the gerund form (Thomson, 1986: 91)
A preposition is a words that links a noun or a noun equivalent (e.g. a pronoun or a gerund) to
another word by expressing such relationships as location, direction, time, or purpose.
(Longman,...............).
Preposition are always followed by nouns (or pronouns).They are connective words that show the
relationship between the nouns following them and one of the basic sentence elements: subject,
verb, object, or complement. They usually indicate relationship such as position, place, direction,
time manner, agent, possession, and condition, between their objects and other parts of the sentence.
Prepositional phrases usually provide international asked for by the question words who, what,
where, when, why, how, and how long. The noun or pronoun following the preposition is it's object.
A pronoun used in this position is always an object pronoun: me, you, him, her, it, us, and them. The
preposition plus its object is called the preposition phrase. (Wishon,1980.288–289)

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,

French Notes
The French imperfect (imparfait) is a descriptive past tense which indicates an ongoing state of
being or a repeated or incomplete action. The beginning and end of the state of being or action are
not indicated, and the imperfect is very often translated in English as "was" or "was ___–ing." The
imperfect can indicate any of the following: I. Habitual actions or states of being Quand j'étais petit,
nous allions à la plage chaque semaine. When I was young, we used to go to the beach every week.
L'année dernière, je travaillais avec mon père. I worked with my father last year. II. Physical and
emotional descriptions: time, weather, age, feelings Il était midi et il faisait beau. It was noon and
the weather was nice. ... Show more content on Helpwriting.net ...
Incomplete vs Complete The imperfect describes an ongoing action with no specified completion:
J'allais en France. – I was going to France. Je visitais des monuments et prenais des photos. – I was
visiting monuments and taking pictures The passé composé expresses one or more events or actions
that began and ended in the past: Je suis allé en France. – I went to France. J'ai visité des
monuments et pris des photos. – I visited some monuments and took some pictures. 2. Habitual vs
Occasional The imperfect is used for habitual or repeated actions, something that happened an
uncounted number of times: Je voyageais en France tous les ans. – I traveled (used to travel) to
France every year. Je visitais souvent le Louvre. – I often visited the Louvre. The passé composé
talks about a single event, or an event that happened a specific number of times: J'ai voyagé en
France l'année dernière. – I traveled in France last year. J'ai visité le Louvre trois fois. – I've visited
the Louvre three times. 3. Ongoing vs New The imperfect describes a general physical or mental
state of being: J'avais peur des chiens. – I was afraid of dogs. J'aimais les épinards. – I used to like
spinach. The passé composé indicates a change in physical or mental state at a precise moment or
for an isolated cause: J'ai eu peur quand le chien a aboyé. – I was scared when the dog barked. Pour
la première fois, j'ai aimé les

Subject Verb Agreement: Agreement with Conjoined Subjects...
Agreement with conjoined subjects Agreement is complicated with subjects consisting of conjoined
NPs. In VSO
word order, the verb agrees only with the first conjunct. Which means that, the NP in
VSO is given a check feature of the first conjunct. Then the coordination template
checks for this feature. If it is found the whole conjunction is given the same features
as the first conjunct (Attia.2010).
‫الرسالة‬ ‫والولد‬ ‫البنت‬ ‫كتبت‬
Katabat albintu w–alwaladu al–risalta
Wrote.fem.sg.3 the–girl.fem.sg and–the–boy.masc.sg the –letter
On the other hand in sentences with SVO word order, the verb agrees with the
whole conjoined ... Show more content on Helpwriting.net ...
In English , it has the agreement markers just in the present tense with the use of the third person
singular –s.
4– The use of the verb' be' is different in English but Arabic do not have the verb ' be' and do not use
it to be between the noun or pronoun subject . So some Arabic learners leave out the verb 'be' in the
progressive tense because it does not exist in Arabic.
5– In Arabic, there is a repetition of the object, that occurs when the object of the verb is moved to
the initial part of the sentence. Its original position after the verb gets occupied by an object pronoun
otherwise, the sentence will be inconvenient . In English , this doesn't occur so, the object is not
stated twice in the sentence, its original place is always after the verb but if it is moved to the initial–
position , its position will be empty.
Here are some of the areas where English and Arabic subject verb agreement differs. Agreement
with Person:
Present Tense:
English Arabic The boy plays football . ‫القدم‬ ‫كرة‬ ‫الولد‬ ‫يلعب‬. Sahar plays with her sister. ‫أختها‬ ‫مع‬ ‫سحر‬ ‫تلعب‬.
Boys play at the street. ‫الشارع‬ ‫في‬ ‫األوالد‬ ‫يلعب‬. Girls play with each other. ‫بعضهم‬ ‫مع‬ ‫البنات‬ ‫تلعب‬. I play with
her. ‫معها‬ ‫ألعب‬ ‫أنا‬.

You always play . ‫ًا‬‫دائم‬ ‫تلعب–تلعبين‬ ‫انت‬
We play at the garden. ‫الحديقة‬ ‫في‬ ‫نلعب‬ ‫نحن‬
From the above given examples ,we can see that in English a verb changes it's form only when

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

Writing Understandable
How to Write Understandably We've all been there. Somebody gives us a paper to peer–review and
it's practically written in Greek. Eager to demonstrate their mastery of English, the author includes
sentences like "The intentional obfuscation of one's premeditation leads invariably to the
unfortunate mystification of one's readership." What? (In plain English, this sentence means "Using
big words to hide your purpose will confuse your reader.") Spelling errors can hamper your reader's
ability to understand your writing, but so can overwriting your paper. Bloated sentences and big
words may lose your reader. If your grammar is too sophisticated for your intended audience, it will
backfire. It doesn't make you look smart to write like that. It ... Show more content on
Helpwriting.net ...
Too many short sentences can make your essay sound choppy and disjointed, while too many long
sentences will make it hard to follow your points. There's no hard and fast rule for when a sentence
must be long and when it must be short, but if your problem is using choppy sentences then consider
combining them when you edit your paper. If they're too long, look for sentences you can split up.
Stay away from "zombie nouns." A "zombie noun," known formally as a nominalization, is an
adjective, verb, or adverb that has been turned into a noun by the addition of –ation, –ing, –ness, or
another suffix. Examples include "understanding," "creation," and "recklessness." They're called
zombies because according to linguist Helen Sword, "they cannibalize active verbs, suck the
lifeblood from adjectives and substitute abstract entites for human beings." These words aren't
always bad, but overusing them will quickly confuse your readers, because nominalizations don't
often have subjects attached to them. To cure a zombie epidemic, remove the nominalization and
add a subject. Helen Sword provides the following example:
The proliferation of nominalizations in a discursive formation may be an indication of a tendency
toward pomposity and

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.

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.

Vowel and Introduction Onomatopoeia
Onomatopoeia
Abstract
象声词在语言里属于比较不受重视的一类语言，因其口语的意味比较浓重，因而研究的人很
少。本文只是对象声词的一个小议，从概念，从作用，通过举例子来解读象声词。通过猜想
和论证，阐释了象声词的起源，以及象声词词性的改变。
Key words: Onomatopoeia, Function, Origin, Nature of Onomatopoeia.
Introduction Onomatopoeia is very important not only in our oral language but in our literary
language like poets. It is not easy to have a study on them because of its tremendous number and
complex pronunciation system. This small article mainly focus on the origin of onomatopoeia, the
function of it and the pronunciation of these words. The most important thing is the connection
between the vowel symbol and the sound it indicate. Through examples, I think the main thoughts
can be expressed clearly.
1、The Definition and ... Show more content on Helpwriting.net ...
As a result, the family of onomatopoeia has been getting larger and larger. At that time, language
just took shape. And the language had not gone as far as to be used to record everything they kept in
mind. When writing became more and more important, to record these onomatopoeia words is
simple and effective. The rapid development of papermaking, writing and phonetics also made it
possible for our ancestors to pass their imitation knowledge to the next generation.
2、The Function of Onomatopoeia The function of onomatopoeia is changing and different. In the
early hunting time, the application of onomatopoeia is to communicate with each other by simulate
the sound of the animals. This is effective to express the sound. Another significant function is
reflected in the growing of a child. When the child is too young to speak, they are clever enough to
imitate the sound of other things. It is also an effective way of expressing what they want or what
they hear. At the same time, their parents can easily understand what they want to express. This kind
of action can help them form a cognitive knowledge of their surroundings as well as promote the
development of their brain. Meantime, they can use this innate skill to learn a language from their
parents. In modern times, the first function doesn 't exist any more. New applications come into
being with the change of language and

Personal Note On Pre Ap English
Bellwork ELA 8/17/15 Free Write: Im bored and do not know what to write about so I 'm going to
write about what I'm thinking of writing about. "Um I could continue with this or actually try to find
a topic to write about I don't think Typing what I 'm thinking is working, i 'm going to try something
else. 8/18/15 Pre AP English because this is my first Pre AP class and I 'm pretty surprised I got in
this class. My teacher for Pre AP English is really cool and I think it will be a fun class this year.
8/19/15 Its Hump Day! How's it going? Its going good because I 'm like doing great in all my
classes and I remember the football plays. 8/20/15 Free Write: There Once was a purple panda
named George and he was a nascar driver in Turdlealphia and was the best in the land then George
suffered a horrible accident that crippled George and he could not race any more so his son took his
place and George lived a happy life until his son died from a faulty car engine. The End 8/21/15 No
bell work today. 8/24/15 Narrative texts tell a story. This type of writing includes novels, plays, and
narrative poems. Narrative texts are usually fictional but can sometimes focus on true events. 9/9/15
Using quotations –Always place a comma or a period inside the final quotation mark. 9/14/15 Using
Quotations: Remember that it is not necessary to use two end marks. Incorrect: George thought,
"Where are we going?" Correct: George thought, "where are we going?" 9/17/15 ACE

Some Difficulties of Translating English Phrasal Verbs...
Some Difficulties of Translating English Phrasal Verbs into Russian ANNOTATION Diploma paper
is devoted to a very current theme about the translating of English phrasal verbs to Russian.
Translating of English phrasal verbs is very important part of the science of translation because it
couldn't be a real good correct translation without correct translating of the phrasal verbs. The paper
consists of four parts which touch upon questions of the history of translation in Russia and its
development, some points of tranlsating theory, the consideration of some ways of the translation of
English phrasal verbs, and ... Show more content on Helpwriting.net ...
To use the translation the speech forms in general use; 5. To reproduce the general impression in
corresponding key, produced by the original, by choosing and placing words correctly. In 1790 the
Englishman A. Tayler formed the following requests to the translation in his book "The principles of
the translation": 1. The translation should transfer the ideas of the original completely; 2. The style
and way of the exposition should be the same as in the original; 3. The translation should be read
with the same easiness as the original works. The translation is the multifaceted phenomenon and
some aspects of it can be the subjects of the research of different sciences. In the frames of the
science of translation psychological, literature critical, ethnographical and other points of translation
as well as the history of translation in one or other country are being studied. According to the
subject of research we use the knowledge of the psychology of translation, the theory of art and
literary translation, ethnographical science of translation, historical science of translation and so on.
The main place in the modern translation belongs to linguistic translation, which studies the
translation as linguistic phenomenon. The different kinds of translation complement each other and
strive to detailed description of

Common Characteristics And Similarities Between Dari And...
Abstract
Dari is the language that my paper will discuss in detail.This language is spoken in Afghanistan by 5
million people. In this paper I will discuss some characteristics of the frequency adverbs. I will show
examples to prove how these adverbs move in the sentences freely and where they occur. What was
interesting also is that I found similarities between Dari and English. Frequency adverbs in Dari
have common characteristics with English. Both languagesallow adverbs to move in different
position.
1. Introduction
Dari is a spoken language in Afghanistan. It is a SOV language. For this paper I choose to
discuss(frequency adverbs). An adverb is a word that modifiesthe manners of verbs. There are many
kinds of adverbs such as manner, ... Show more content on Helpwriting.net ...
Aksar
2. Aksarwagt: in this case, people addsuffixwagt which means (time) to refer to a specific time.
It is not important to add or delete the suffix wagt. If it is added it will not change themeaning in a
speech it only tells what is the time in a very specific way. If it is deleted people will know that you
are talking about time but not in certainty.
4. Conclusion :
– In Dari, adverbs like (Frequently, always, sometimes and usually) occurs in 3 positions: before
verb, after verb and at the begging of a sentence.
– Adverb like usually has 2 ways in written form: aksar – before verb and aksarwagt – if the position
is changed.
– Adjectives can be described as adverbs by adding the prefix ba, and they will always occur before
verbs.
To conclude this paper, Dari is an interesting and simple language. Frequency adverbs are
interesting because they describe the time of any event. Their Frequency adverbs are flexible and
they move easily in the sentences. They occur in the beginning of the sentence, before or after a
verb. They do not make any changes to the meaning.

5. References
– Dari, Afghan Persian of Ethnologue (18th ed., 2015)
– Sakaria, S. (1967) Concise English – Afghan Dari

Ketchup E Mayonnaise
For me to learn a language properly I have to have an understanding of the mechanics of the
language. Here is an example of what I mean. If I say, "On what aisle will I find the condiments like
ketchup and mayonnaise," in Spanish, I may say, "Donde encontro condiments egual a ketchup e
mayonnaise?" The person I am talking to may understand me enough to help me, but if I had said,
"Por lo pasillo puedo encontrar condimentos como salsa de tomate y mayonesa?" It would sound
like I know what I'm saying, and it would be easier to understand me. This is why for me to learn
English I have to know the mechanics, or rules of grammar so I can speak properly. I will start with
defining a sentence. A sentence expresses a complete thought. For example ... Show more content on
Helpwriting.net ...
I can't find the ketchup and mayonnaise. Where can I find them? "The" is an article. The is used
when a noun or pronoun is specific, special, or more than one, and it is placed before the noun or
pronoun. In this sentence the article "the" is placed before the noun, "condiments. So you know the
person is looking specifically for condiments, and there is an expressed interest in more than one
condiment. Condiments is a noun. It means things which are used to flavor food, like ketchup and
mayonnaise. The last word we have to look at is the word, "like." "Like" in this sentence is used as a
preposition. It means, similar, or almost the same. "Like" in this sentence tells you the person may
not be looking for ketchup or mayonnaise, but for condiments in general, and used ketchup and
mayonnaise as an example to explain what is meant by the word condiments. I didn't explain
pronouns, in this little essay. "I" and "them" are pronouns. So I will write briefly about them here.
"Them" is the pronoun which I use in place of the noun, "words" and the "pronoun." "I" is the
pronoun used in this essay in place of my name. Oh, and always put a capital letter to start the first
word in a sentence, like this sentence started with a capital "O", then end the sentence with a
punctuation mark like a period (.) or a question mark (?) or an exclamation mark

What Is The Abstract Nouns: Welfare And Language?
QUESTION 1 A) Terrible B) Adjectives; Stupid and Lazy Forever; Adverb C) So D) Freshly E)
Adverb, because it explains the manner in which the writer thinks she could have launched herself
into a rather boring project. F) Adverb, because it's a person's preference over something else. G)
Furiously H) So (Adverb), Fast (Adjective) I) Smiling, Carrying J) Modifying pizza: steamy,
Modifying cheese– melted and gooey (Adjectives) K) Lovely; adjective QUESTION 2 A) i)
Abstract nouns: Welfare and Nature ii) Because they are situations that cannot be physically
interacted or seen but actually be felt instead. B) ... Show more content on Helpwriting.net ...
The same experts mentioned before in sentence. C) i) Relative clause; is referred to as part of the
sentence that give essential information that is needed in order to understand what or who is being
referred to (dictionary.combridge.org). ii) Communities who are concerned about the welfare of the
environment and the people. Who is the relative pronoun. iii) It adds a lot more information to the
noun. (communities) D) i) LINKING VERBS COMPLEMENTS Think This

Reflective Reflection In English
Throughout this course, I have grown as a writer and learned many things I was previously unaware
of. What I pictured English 101 to entail is nothing compared to what I experienced. Going into this
class, I was thinking in the most negative tone: "There is no way I am going to be able to write four
full pages," "There is not enough time to write papers," "The work load is overwhelming," "There is
only four summarize grades." However, these thoughts quickly became reversed as the year
progressed as I was pushed to limits I did not even know I had. As I began writing, I became more
aware of my strengths and weakness, enjoyments and frustrations, and future plans and goals. After
exploring all papers, there are strengths and weaknesses prevalent throughout. It is important to
know these qualities and capacities in order to leverage certain strengths and improve specific
weaknesses. Using this knowledge, I came up with one overall weaknesses throughout my writing
that show up in multiple instances. One of them would be subject–verb agreement. 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. For example, talking about "A Good Man is Hard to Find" in paper
one, I wrote "Children tend to

A Verb Of The Verb
Introduction :
A denominal verb is a grammatical form that refers to an element which originates as a noun but is
used in someway in sentence as a verb. A denominal verb is much distinct than other typical verbs
that are originally born functioning as verbs, i.e, they historically used to be nouns before they
underwent some operations that contributed in the transformation of their lexical category. The
following example illustrates this notion :
1) a. He spent the summer in liverpool
b. He summered in liverpool.
Sentence (1a) involoves two essential parts of our analysis. It is comopsed of a verb (to spend ) and
the noun (summer ) , while sentence (2b) includes one essential element which is the verb ( to
summer ) . thus , the reader can notice that the meaning remains the same even though the number
of elements that form sentence (2b) is reduced . The change in the form of the noun ( summer) into a
verb (to summer) can be seen as a result of a grammatical function changing process that will be
much discussed in chapter 3.Transforation rules took to affect the argument noun (summer) and
merge with another head to move from the object position to the predicate position (Baker 1988) .
This chapter will shed lights on how government–binding theory studied this phenomenon. The
chapter is organized as follows . Section 1 is an overview of denominal verbs in English. Section 2
brings to light a semantic classification of denominal verbs

Give Two Examples Of Inflection In The English Language
Activity 1 – Mandatory
After reading the suggested sources of information, do the following task.
Answer the following using your own words:
1. What is inflection? How does it work? Give two examples of inflection in the English language.
Do not use examples from the materials you read.
It is a word formation process consisting in adding a "bound morpheme" to a word without changing
its main meaning.
It takes places because of syntactic needs, to illustrate let us take the following cases:
Ann worked yesterday.
Ann works very hard.
In both cases, we can note that there is a syntactic relation between the words of each sentence with
the verb "work", that is why the inflectional morphemes "–ed" and "–s" must be added. In the first
example we must attach the inflection (–ed) because of "yesterday", and in the second because of
"Ann" (third person). ... Show more content on Helpwriting.net ...
In spite of the fact that there are only eight inflectional morphemes, this process is very productive
since it can be applied to a wide range of words:
Nouns, to form possessives and plurals (Marco´s books).
Verbs, to form the present tense of the third person in singular, the progressive tenses, the past tense
and the past participle of some verbs (takes, walked, taking, taken).
Adjectives, to form comparatives and superlatives (quicker, quickest)
2. What is derivation? How does it work? Give two examples of derivation in the English language.
Do not use examples from the materials you read.
It is another morphological process consisting in attaching either a prefix or a suffix to a word; yet,
this attachment does change the meaning of the original word. In derivation, the relation involved
only has effect within the word. For instance

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

English: Past Tense and Verb Tense Exercise
Verb Tense Exercise 1 Simple Present / Present Continuous 1. Every Monday, Sally (drive) her kids
to football practice. 2. Usually, I (work) as a secretary at ABT, but this summer I (study) French at a
language school in Paris. That is why I am in Paris. 3. Shhhhh! Be quiet! John (sleep) . 4. Don 't
forget to take your umbrella. It (rain) . 5. I hate living in Seattle because it (rain, always) . 6. I 'm
sorry I can 't hear what you (say) because everybody (talk) so loudly. 7. Justin (write, currently) a
book about his adventures in Tibet. I hope he can find a good publisher when he is finished. 8. Jim:
Do you want to come over for dinner tonight? Denise: Oh, I 'm sorry, I can 't. I (go) to a movie
tonight ... Show more content on Helpwriting.net ...
A couple of men (argue) over the price of a leather belt. I (walk) over to a man who (sell) fruit and
(buy) a banana. 13. The firemen (rescue) the old woman who (be) trapped on the third floor of the
burning building. 14. She was so annoying! She (leave, always) her dirty dishes in the sink. I think
she (expect, actually) me to do them for her. 15. Samantha (live) in Berlin for more than two years.
In fact, she (live) there when the Berlin Wall came down. Verb Tense Exercise 4 Simple Past / Past
Continuous Last night, while I was doing my homework, Angela (call) . She said she (call) me on
her cell phone from her biology classroom at UCLA. I asked her if she (wait) for class, but she said
that the professor was at the front of the hall lecturing while she (talk) to me. I couldn 't believe she
(make) a phone call during the lecture. I asked what was going on. She said her biology professor
was so boring that several of the students (sleep, actually) in class. Some of the students (talk) about
their plans for the weekend and the student next to her (draw) a picture of a horse. When Angela
(tell) me she was not satisfied with the class, I (mention) that my biology professor was quite good
and (suggest) that she switch to my class. While we were talking, I (hear) her professor yell, "Miss,
are you making a phone call?" Suddenly, the line went dead. I (hang) up the phone and went to the
kitchen to

American Sign Language ( Asl )
Classifiers are handshapes we use in American sign language (ASL) to show the movement,
placement, orientation, size, and shape of a noun. Since ASL is a rule–governed language when
using classifiers you must first identify the noun, then you can use the classifier to show how the
object moves or is placed in relationship to other objects (Aron). American sign language uses eight
different kinds of classifiers for specific categories.
Since classifiers cover a wide variety of uses there are several categories that a classifier can be used
for, as a Descriptive classifier (DCL) which is used for describing an object or a person. The story
"TIMBER" the signer describes a lumberjack's appearance. The signer describes the lumberjacks'
large muscles and large chest; he describes the plaid shirt the lumberjack is wearing as well.
Locative Classifiers (LCL) are representing an object in a specific place and sometimes movement.
The handshape is given followed by spatial or locative information. In the story "TIMBER" the
signer uses several Locative classifiers, one of them is when he shows the forest being in front of the
lumberjack.
Another classifier is the Semantic Classifier (SCL) that represents a category of nouns such as a
vehicle or a person. The handshape is given then information about specific movement. In the story
"TIMBER" the signer uses the semantic classifier to show a person walking in the woods as well as
a tree about to fall. Plural Classifiers (PCL) indicates

Of The Irresoubleness Of Diamonds, Harmless As Meaned By...
Monica Ferrell a renowned poet and novelist has written works such as, Of the Irresoubleness of
Diamonds, Harmless as Recalled by a Fairy Tale, Gerburt des Monica–kinds and Anatomy which
employ grammatical issues throughout them. She uses attributive adjectives, non–finite verb strings,
active voice and the known–new contract to give an in–depth analysis of her poems which she uses
pathos to convey her emotions. By incorporating these grammatical issues into her work, Ferrell
intends to develop a clear and sharp image to ignite the imagination of her readers. In this semester
project, I will present various examples where Ferrell integrates these grammatical concepts and
analyze how they contribute to the overall tone and effectiveness of the poem. Ferrell was born in
New Delhi. She earned her BA from Harvard University and MFA from Columbia University
(Poetry Foundation). She discusses the role of uncertainty in her poems as she states, "I'm trying to
let something that wants to come into being do so–poetry as uncovering, rather than invention or
rhetoric, and a form of devotion and service."(Poetry Foundation) By using several grammar
techniques Ferrell paints a bright image for her readers to ponder upon. She is an atypical poet
whose work consists of strong, lyrical diction that she uses to convey the imagery through her
earnest tone. Ferrell's work, Of the Irresoubleness of Diamonds, Harmless as Recalled by a Fairy
Tale, Gerburt des

Gerburt Des Monicakinds Poem Analysis
Grammar can be defined as a linguistic system that exists in the mind of a speaker of a language, a
written description of a language, and an abstract notation of an ideal set of rules (of correct or
proper grammar) which can be encoded in a handbook (Studies in English Grammar Handbook,
pg.7). Monica Ferrell's, "Of the Irresoubleness of Diamonds," "Harmless, As Recalled by a Fairy
Tale," "Gerburt des Monicakinds," and "Beautiful Funeral" each employ four different grammatical
issues one of them being the known–new contract. By incorporating these grammatical issues into
her work, Ferrell intends to develop a clear and sharp image to ignite the imagination of her readers.
The poems "Of the Irresoubleness of Diamonds," "Harmless, As Recalled by a Fairy Tale," "Gerburt
des Monicakinds"and 'Beautiful Funeral" were written by poet and novelist Monica Ferrell. Monica
Ferrell was born in New Dehli. She earned her BA from Harvard University and MFA from
Columbia University (Poetry Foundation). Ferrell discusses the role of uncertainty in her poems.
She states, "I'm trying to let something that wants to come into being do so–poetry as uncovering,
rather than invention or rhetoric, and a form of devotion and service". (Poetry Foundation). By using
several grammar techniques Ferrell paints a bright image for her readers to ponder upon. Ferrell is
an atypical poem and uses a variety of forms to convey her simple and lyrical tone throughout them.
One of the reasons that

Disadvantages Of Simple Marathi Sentences To English As...
Abstract: With globalization English has become the official language of the world. With about 71
million Marathi speaking people and varied works in Marathi literature and novels calls for
translation. A system is proposed that translates simple Marathi sentences to English using Rule
based approach. The system makes use of an online POS (parts–of–speech) tagger maintained by
TDIL. Using rule based approach the system is feasible up to certain extent.
Keywords: Natural Language Processing, Rule–based Machine Translation, Marathi, English,
Grammar
1. Introduction
About 71 million of the earth's 7 billion people speak Marathi as their native tongue. [3] Marathi is
one of the top 22 official languages of India. Research and documents ... Show more content on
Helpwriting.net ...
The Word to Word Translator converts the Source Language words into Target Language using the
Bilingual Lexicon. Re–arrangement Algorithm then rearranges these Target Language words into the
correct Target Language sentence structure. The Target Language Generator takes this output and
displays the sentence into the Target Language.
5. Scope of Use
5.1. Advantages
India is a country with a large population well versed with vernacular languages but not fluent in
English. A Marathi to English translation system will be helpful to the Marathi speaking population
who need to converse in English. Lot of documents, scripts and scriptures in Marathi also need to be
translated to English and this process is manual. Marathi to English translation system will help to
automate this process and help reduce manual work related to translation.
5.2. Limitations
Considering the number of rules [2] to be included in the system, it is not possible to achieve perfect
translations for each and every sentence. There might be some disambiguation present in some
sentence translations. It is also language specific and cannot be used for translation of any other
language pair. It is also limited to sentences in the domain of the project and cannot be used for
generalized

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

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

Ashford eng121 week 3 quiz
1.
Question :
Please choose the proper pronoun for the sentence below:
Father Christmas is a character best known for _______ long, white beard.
Student Answer:
her
his
its
their Instructor Explanation:
For information on how to correct lack of pronoun–antecedent agreement, visit
https://awc.ashford.edu/grammar–twenty–common–writing–errors.html
Points Received:
1 of 1 Comments:
Question 2.
Question :
All children want to please ___________ parents.
Student Answer:
her
his
his or her

For information on how to correct lack of pronoun–antecedent agreement, visit ... Show more
content on Helpwriting.net ...
Instructor Explanation:
For information on how to correct unnecessary switch in verb tense, visit
Points Received:
0 of 1 Comments:
Question 9.
Question :
All movie reviews reveal the prejudices of ___________ author.
Student Answer:
her
his
its
For information on how to correct lack of pronoun–antecedent agreement, visit
Points Received:
0 of 1 Comments:
Question 10.
Question :
Please choose the best revision for the sentence below:
Vicky was torn between her friend, Tanya, and her sister.
Student Answer:
Vicky was torn between her friend, Tanya, and her own sister.
Vicki was torn between her sister and Tanya.
Tanya and her sister made it hard for Vicki to choose sides.
Nothing helped Vicki choose between Tanya and her sister. Instructor Explanation:

For information on how to correct vague pronoun references, visit
Points Received:
0 of 1 Comments:
1.
Question :
Choose the sentence that correctly matches verb tenses.
Student Answer:
The flowers in the garden bloomed in March because the spring comes earlier these days.
The flowers in the garden bloom in March because the

Questions On The Final Exam
Omar Alharthi Prof. Hagstrom LING 408 12.7.2014 Final Exam Part 1 Discuss briefly any four of
the following topics (about 100–300 words each). Provide examples to illustrate your discussion. a.
Aspect: Aspect grammatical category of verbs denotes the flow of time related to the event they
express. Unlike tense that is semantically rather related to the event in time, aspect is about time
moving through the event (Riemer 314). The difference between, for example, "I walked" and "I
was walking" is in our view of the two events, the first as an event that happened in a certain point
in the past while the second viewed with an emphasis on the temporal sense of the event over which
it happened. Distinctions can be made between perfective and imperfective aspect. The marking of
the two and appearance is different among languages. For example, Mandarin Chinese offers two
perfective markers; le and guo. However, in English, perfective aspect forms are those verbs in the
simple form like read, ate, walk... and imperfective forms are progressive forms such as am walking,
was reading, were eating... It is crucial to understand that the completion or duration of the event
does not distinguish between perfective and imperfective aspect because both can be expressed by
either form. For, example, the use of struggled in the sentence Ali struggled during his fourth round
clearly shows that the perfective form can be used to express an event that happened over a period
of time. there is also

The General Translation Method During The Translation Of...
The general translation method followed during the translation process was a balanced method. In
general words, an interpretative and communicative method, where the ST meaning, function, genre
and effect on the reader are kept but it is absolutely comprehensible for the TT reader. But if we
analyze closely, different styles have been used into several situations, with the balanced one as a
result.
On the one hand, it has to be pointed the literal method, mostly used with different verb tenses in
general. As Lathey (2012) comments on her article about the translation of children literature, "role
of tense systems in narrative for children may well reveal cultural differences". In the case of
Spanish and English, both use past tense for narration, while German or French have an historic
present. In other words, verb tenses have been translated using a literal method, with the closest
Spanish verb equivalent. However, some verb tenses are not 100% literal translatable from English
to Spanish. That is when I had a problem. For example, the –ing form in English is more common
than the gerund in Spanish (Thinking it was she... = Al pensar que era ella/ Pensando que era
ella.).This has been sometimes an issue, because even if in a literal translation that would be the
correct form, is not normative or idiomatic in Spanish. In short, the general base of the tense
(present, past and future) are translated in a literal way, but when the aspect of the verb is involved,
it is

System Architecture Of Event And Temporal Information...
This chapter is dedicated to system architecture of event and temporal information extraction. In this
chapter the model of the system is presented in detail. The first section of this chapter discusses our
data source. The system is consist of four components the first component responsible for data
preprocessing, the second for tagging, which contain different syntactic and semantic tagging tools,
Stanford part of speech tagger, Stanford parser, HeidelTime temporal tagger, Stanford named entity
recognizer. Third component is the extractor and finally the template generator. The components are
discussed in detail afterward. The architecture is depicted in Fig 6. Figure 4.1: System Architecture
4.2. Data source To evaluate and train the prototype system developed, data from different sources
like TimeBank1.2, AQUAINT TimeML Corpus, TempEval 2 and TempEval 3 are used, the data
from all these sources are TimeML annotated. The TimeBank Corpus [25] contains 183 news
articles that have been annotated with temporal information, adding events, times and temporal links
between events and times. The annotation follows the TimeML 1.2.1 specification. The TimeBank
sources come from a variety of news reports. Specifically, articles come from the Automatic Content
Extraction (ACE) program and PropBank (TreeBank2) texts. Those coming from ACE come from
transcribed broadcast news from the following sources: ABC, CNN, PRI, and VOA, and newswire
from AP and NYT. PropBank supplied

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

Word To Boast By Greek Language Analysis
I chose the word "to save" here because it fits the context well, and salvation is best represented by
this English word. To "be made" does not fit the context, and to "be healed" does not encompass the
full extent of what Christ is doing to us, which is saving us from deserved eternal torment. Defining
this word as "to save" is the best definition because it fully encompasses the salvation that Christ
gives to people, while also correctly aligning itself to the intended meaning for the Ephesian
audience.
2. Word: to boast (verb)
A. Greek: καυχάομαι, Pronunciation: kauchaomai
B. Strong's Lexicon 2744
C. The ESV translates this word 32 times "boast, boasted"
3 times translated "rejoice"
1 times translated "glory"
I chose the word "to boast" here because it encompasses the full extent of what Paul is trying to say.
To use the ... Show more content on Helpwriting.net ...
When you talk to the laity, you must understand that they are not going to understand very much
Greek (if any at all), so it is rarely fruitful to bring in any Greek terminology except for the Greek
word itself. For example, if I tell my audience that the Greek word σεσῳσμένοι is a Perfect
Participle Passive verb, some of them might think I am speaking in tongues. It is important to
actually communicate with the audience, so in my application of the text, I would emphasize how
salvation itself is a gift of God, as this is an important point that Paul makes. I would also tell them
about how they are continually in the process of being saved, and show them from my own study, in
an understandable way, how Christians continually work out their salvation. I would assure my
congregation that their salvation is secure in Christ, while also affirming the meaning of Paul's
words in a way that kindles their love for Christ. This text is ready–made for the pulpit, and I feel
this study has properly equipped me for my future ministry so that I can comprehend Paul's original

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

Using Pen And Paper Becoming A Classroom Of Diverse...
As each semester passes, I am growing in how to assess my students, and use it to build on future
more effective lesson plans that corporate a classroom of diverse students that benefits all learners. I
learned in my methods and severe courses that my lesson plans need to focus on one or two items
only. This can be achieved by concentrating, and being specific in the scope and goal of what you
want the students to achieve. I am now comfortable in knowing there are multiple ways of
confirming understanding of the lesson taught without using pen and paper or a worksheet all the
time. Objects, games, conversation, drawings, one–on–one, self–guided or independent assigned
tasks, interactions, acting, listening, teamwork or working with a buddy are only a few ways to
determine knowledge, knowledge gained, and capability. I learned that the pen and paper becomes
necessary with an exit ticket, when a document is needed to confirm the success of the learners. I
learned what an exit ticket was and how to utilize them in severe and methods. An exit ticket is a
good way to document the learner's success while during the lesson, the students can enjoy the
hands–on activities that enable them to be a successful learner without worksheets or test or even
realizing they are learning. Students were able to sculpt out an action verb using play dough. They
created animals jumping, swimming or running. They created them playing basket ball or skydiving,
this was done in the verbs lesson

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
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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

Teaching A Foreign Language Has Never Been Easy
Assignments #3 Morphology/ Syntax
Learning a foreign language has never been easy; one reason is the language system of each country
varies vastly. Question structuring is one system that requires investigation in order to fully learn the
technique of asking questions. Turkish and Polish are two countries that contrast immensely in
question formation. This essay will first investigate the question forming system in these two
countries in asking yes/ no questions, and other regular questions. Following after is a comparison
between the two languages.
Polish follows the word order of subject + verb + object (Pimsleur Approach, n.d.). When asking
questions, subject is usually replaced by a question word while the verb is changed to the ... Show
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Attaching a Wh–question word at the beginning of the sentence is one other way to form a question.
Wh– questions words in Polish include "Co", "kto", "dlaczego", "gdzie" and "jak", which are
"where", who", "why", "where" and how" in English. ("Polish Questions", n.d.)
Meanwhile, Tukish follows the rule of Subject + Object +Verb (Yıldız, Solak, Görgün & Ehsani,
n.d.). Yes/ no questions are formed by adding the suffix,"–mi", at the end of the sentence. Although
"–mi" is inserted as a question word, it is considered as a suffix because it has to comply with the
vowel harmony rule in regulating the relationship between suffixes and vowels. An example is "bu
bir kitap mi?", which means "Is this a book?" in English (Turkish Class, n.d.). As a free morpheme,
"–mi" can be modified depending on the occasion. For instance, "–mi" belongs to present tense,
while "miydim" is in past tense (Manisa Turkish, 2014). Thus "–mi" is an inflectional affixation that
changes form in different contexts. Inserting "değil mi" at the end of the sentence is another way to
ask a yes/ no question. "Değil mi", "not" in English, is also an inflectional affixation that adds
grammatical information to the question. For other questions types, a question word can be placed
on the word/ phrase of the answer to form a question. The following rules can better explain this.
First, the answer sentence is

The Is A Disorder Diagnosed When Oral Language
SLI is a disorder diagnosed when oral language lags behind other areas of development for no
apparent reason (Bishop & Snowling, 2004). Many studies report that SLI affects a relatively large
percentage of the child population, around 5%– 10%, (McArthur et al., 2000). Furthermore,
McArthur et al. (2000) showed that more than 50% of children with dyslexia also meet the criteria
for SLI (see also Marshall, Harcourt–Brown, Ramus & Van der Lely, 2009 and McArthur &
Hogben, 2001). Bishop and Snowling (2004) claim that diagnostic criteria for SLI are vague. This is
153
because children with SLI display significant difficulties with one or more linguistic domains, such
as phonology, syntax, semantics and pragmatics. In fact, the defining criterion states that a child has
SLI if their difficulties cannot be explained by deficits in other aspects of cognition that are linked to
language acquisition, such as intelligence, hearing, oral–motor skills and language exposure
(Dollaghan, 2008), but does not specifically define any subfield of linguistics as crucial for the
discrimination.
5. 4. 2 SLI and morphology
Friedmann & Novogrodsky (2006) present a detailed discussion of variability in SLI. The authors
distinguish between phonological–SLI, syntactic–SLI, semantic– SLI and pragmatic–SLI. In their
study, the authors tested children with SLI using tapping tasks in dissociated form on syntax,
semantics, phonology or pragmatics. They observed that children's difficulties can be

The Morphology Of Hmong

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