Communicating Aphasia Therapy

Aphasia Vocabulary
According to sources, Aphasia is described as a communication disorder that usually affects the use of acquired spoken or written language (Halpern &
Goldfarb, 2013). Patients that have been diagnosed with aphasia in general usually have difficulties with auditory understanding, reading
comprehension, written language difficulties and of course difficulty in spoken language expression (Halpern & Goldfarb, 2013). One of the most
essential areas that patients with aphasia want to see improvements in is the ability to have functional spoken communication (Mayer, 2003). It is vital
that clinicians focus on the needs of the patient by introducing the patient to different therapy techniques that will benefit them outside of the treatment
environment ... Show more content on Helpwriting.net ...
A topic of discussion researchers and studies have investigated proves that patients that are categorized under fluent aphasia are patients that display
difficulty with using their thoughts to formulate language that is understood (Halpern & Goldfarb, 2013). With that being said individuals with fluent
aphasia usually produce speech that is normal in terms of length, articulation and do not require much effort to state verbally (Halpern & Goldfarb,
2013). While that may be simple for patients diagnosed with fluent aphasia, communicating thoughts for listeners to understand is much more
difficult (Raymer& Kohen, 2003). Individuals that have anomic aphasia are well aware of mistakes made and are usually not successful when
trying to correct their errors (Halpern & Goldfarb, 2013). When errors are not successfully repaired these individuals become discouraged (Halpern
& Goldfarb, 2013). The idea of spoken language becomes much more difficult for these individuals because, these individuals know what exactly it is
they want to produce but, their diagnoses makes it very difficult to do so (Halpern & Goldfarb,
... Get more on HelpWriting.net ...

Common Grammar Mistakes . While Speaking, People Might
Common Grammar Mistakes
While speaking, people might make mistakes about tenses, grammars or structures, especially for foreigners. The errors would continue to the written
language. Hence, in this paper, I will discuss some grammatical errors of three papers from student paper 3, 5 and 10. The types of paper are different
from each other, such as journal, summary and critique. Since different paper types have different structures and expressive methods, it is more precise
to discover the common mistakes made by students through different essays. The most common grammar mistakes include punctuation, spelling, verbs
tenses, capitalization, incomplete sentence.
First of all, in the critique paper about Title IX, the most obvious mistake is ... Show more content on Helpwriting.net ...
Finally, there are some tiny typing errors. The author wants to express reasons by using thephrase 'due to', but he mistakenly type 'do to'. Also the
author mistakenly type 'without' to 'with out', 'sight' to 'insight'. Apart from grammar errors, the author always capitalize the first letter of a word which
is unnecessary, for example, 'Good intent', 'Conniff Explains', 'Male athlete' etc.
The second paper is a summary of "Preaching to the choir? Not this time". In the introductory part, the author use the wrong world version. " It's
relevancy to the students' stems" , the word 'relevancy' is a noun phrase, the correct form should be adjectival. Also, there are some punctuation
problems in this paper. The comma is used to connect the subordinate clause and the main sentence; it seems like that the author neglect the use of
comma. For example, "Also since all college students can vote and elections are coming up this article may help inform them of the past 8 years
President's Politics" , a comma is supposed to be added right before the word 'this' where a new sentence begins. Another problem is that when people
use 'however' as a linking word, they need to put a period at end the last sentence or a semicolon between two sentences. "It did not all go according to
plain however, Bush received a letter" , punctuation is missing in this sentence. One common mistake is that author uses comma to connect two

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
VERBSCOMPLEMENTS ThinkThis

The Aphasia Mash Up Project
This aphasia mash–up project is intended to remediate lexical retrieval at the discourse level in a variety of communication settings and communication
partners relevant to the patient's interests. People with Aphasia often have difficulty with word retrieval which limits discourse capacity. This in turn
negatively effects communication interactions with others and increases isolation. Therefore, therapy is often centered around improving word retrieval
that will facilitate communication with others. Unfortunately, trained skills in therapy have demonstrated varying levels of generalization. There are
several treatment approaches that have demonstrated efficacy for individuals with aphasia such as Semantic Feature Analysis. A limitation with this
method is that it focuses on nouns and has not shown limited generalization to generalize to discourse and hashave not shown significant evidence for
maintenance (Kiran & Bassetto 2008). Another approach used in therapy is the use of verbs. Verbs are central to syntax,semantics and event memory.
Therefore, VNeST is effective because it targets semantic networks based around verbs, which also targets things such as nouns, syntax, and thematic
roles. Verbs are expected to activate more neural networks in comparison to targeting nouns alone. Furthermore, previous studies have used VNeST and
shown to be beneficial to patients with moderate fluent and non–fluent aphasia (Edmonds et al. 2009). The first article used investigated the

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

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
MasculineFeminineNeuterTranslation nom. sg.quГ®quaequodwho,which, what, that gen. sg.cuiuscuiuscuiusof whom, of which dat. sg.cuicuicuito
whom;to which acc. sg.quemquamquodwhom, which, that abl. sg.quГґquГўquГґby whom; by which nom. pl.quГ®quaequaewho, ... 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 CorneliДЃ 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

Ways of Expressing Future Actions. Diachronic and...
CONTENTS
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..............................4
1. THEORETICAL SURVEY.................................................................5
1.1. Ways of expressions future actions. Diachronic approach...........................5
1.2. The synchronic analysis. Future tenses.........................................................9
1.3. Forms of expressing futurity................................................................14
2. LINGUISTIC INVESTIGATION................................................................. 18
2.1. Analysis of ways of expressing future actions....................................18
CONCLUSION. . . . . . . . . . . . . . . . . . . .......................................................23
Bibliography
INTRODUCTION There are many ways to ... Show more content on Helpwriting.net ...
Subj. Ind. Subj.
Sg. 1 mГ¦g meahte mihte, mihten 2 meaht } mГ¦ge meahtest 3 mГ¦g meahte
Pl. magon mГ¦gen meahton In the simple future usage, the different meanings of shall and will depending on which grammatical person is being used
is an example of suppletion, the commingling of words from separate roots into a single paradigm. Both shall and will are verbs of ancient Germanic
ancestry. In Proto–Indo–European, an inflected future tense existed, but that tense was lost in Germanic. In all Germanic languages, the future tense is
formed with auxiliary verbs; this was the case in Gothic and the earliest recorded expressions of Germanic languages. The verb shall represents Old
English sceal, and is cognate with Old Norse skal, German soll, and Dutch zal; these all represent *skol–, the o–grade of Indo–European *skel–. All of
these verbs function as auxiliaries in each language, and represent either simple futurity or necessity. The verb will is cognate with the noun will, of
course, and continues Old English willan, which represents *willjan. It occurs in Old Norse vilja, German wollen, Dutch willen, Gothic wiljan; it has
many relatives outside of Germanic as well, including, for example, Latin velle "to wish for" or Polish (West Slavic) "ja wolД™" – I would rather
/ prefer. All of these forms derive from the e–grade or o–grade of Indo–European *wel–, meaning to

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 more content on Helpwriting.net ...
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 (YД±ldД±z, Solak, GГ¶rgГјn & 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
"deДџil mi" at the end of the sentence is another way to ask a yes/ no question. "DeДџil 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

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

A Discourse Analysis of a Classroom Interaction
Republic of the Philippines
Tarlac State University Graduate Studies
Tarlac City
AN ANALYSIS OF A CLASSROOM INTERACTION
IN GRADE 7
A term paper submitted to
DR. CECILIA L. CALUB
In partial fulfillment of the course requirement in
ENGLISH 503–Discourse Analysis
By: MR. MAR CHAN N. MANGUERA
MAEd–English
October 201
I. INTRODUCTION
In this globalization era, the value of English as an international language is significantly escalating in different aspects. Its significance is considered
in classroom to prepare students in their future line of endeavor. Despite the innumerable benefits that English language can give, it has still a wide
variety of components that are needed to be considered and examined in ... Show more content on Helpwriting.net ...
III. METHODOLOGY
The study used a videotape to record a classroom interaction of Grade 7 students of Don Bosco Tarlac. A transcript was prepared, and an analysis was
made to fully understand and explore the classroom interaction.

IV. Presentation of Data
Teacher: Yesterday, we talked about the difference between asentence and a sentence fragment. Yesterday also, you answered exercises in the
workbook. Yes or No?
Students: Yes!
Teacher: Thank you for your response. In connection to that, I'll be introducing a new topic which is about RecognizingSubject and Predicate. And I
believe you have a good idea as regards these two basic parts of a sentence. Let's continue. Let's try to differentiate a complete subject from a complete
predicate. Someone to read? Yes, Mr. Pascua.
Student: The complete subject names what or whom the sentence is telling about.
Teacher: Okay, that's the complete subject. In other words, it is the one being talked about in a sentence. What makes it different from a predicate
now? Someone to read?
Student: The complete predicate says something about the complete subject.
Teacher: Okay, the complete predicate tells something about the complete subject. It describes the complete subject. Okay, let's continue. Later on, I'll
be giving examples of it. Anyway, let's have some examples of complete subjects and

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 content on Helpwriting.net ...
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

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

Difference Between Presupposition And Entailment
Introduction:
Presupposition and entailment are two phenomenons in the field of semantics in which speakers assume that particular information is already known
by their listeners. Presupposition defined in The Cambridge Encyclopedia of Language is,
"The information that a speaker assumes to be already known."
Presuppositions are therefore implicit assumptions about the background beliefs and scenarios made by the speaker to be mutually known by the
addressee. For example,
The World War has ended.
This utterance implies two things. Firstly, there was a World War. Secondly, it has now ended.
Have you stopped playing piano?
This example presupposes that the person referred to in the question once played the piano.
Types of presupposition: ... Show more content on Helpwriting.net ...
In counterfactual it is not only a false or non–factive statement but it is also far from the reality. Or it's only a wish or dream that may never come true.
Example,
If I was rich I would have booked a room in Burj khalifa.
It presupposes that the subject wishes to be rich and then be able to book a room in Burj Khalifa.
Difference between Entailment and Presupposition:
Entailment and Presupposition are two very closely related terms however there is a very distinct difference between them. Entailment is a relationship
between two sentences, where the truth of one implies the truth of the other. The difference between the two terms can be suggested as such that,
negation of a sentence does not change its presuppositions whereas, the negation of a sentence changes the entailment. For example,
I want to take a dance class again.
I don't want to take a dance class again.
Presupposition: Both the sentences presuppose that the subject has already taken a dance class before.
Entailment: First sentence entails that the subject is willing again to take a dance class. While the second sentence entails that now the subject has
taken it before he/she does not want to take it

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

Science Fun : Up And Away
PROCEDURE – Science Fun – Up and Away
This particular text, Up and Away, in Science Fun is an example of a procedure. Considering the characteristics of the text, such as the text structure
and the language features, it is evident that the purpose of the text is to instruct how to make a science project, a "soaring straw."
Beginning with a fun, outstanding title followed by a line of intriguing sentences, the text directly provides the instruction steps in sequence for making
a soaring straw. Numbers are used as connectives (linking words) to show the sequence of the steps, and in each step, an imperative sentence starting
with an action verb is used to explain what/how to do (e.g., Tape a paper clip to one end of a straw).
Based on the structure of the text, the language features, and the connectives used in the text, it is manifest that the purpose of this text is to teach how
to make a soaring straw. The instructions for the additional science activity at the bottom left corner of the book also corroborates the genre of this
text: a procedure.
NARRATIVE / STORY– The Naming
The Naming is an example of a narrative. It is written to entertain and teach. The story is interesting and entertaining because it introduces a variety of
creatures and tells the readers how those creatures were named and what kind of power they were bestowed. The part of the story where fleas were
introduced teaches the readers that the creatures on the earth were made for their own sake,

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

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. п‚· 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. п‚· Observing the first sentence. Determine the adjective and in
what form does it belong. п‚· 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. пѓ The word more is added to adjectives with two or more syllables if
it is only comparing to two things. п‚· Observing the third sentence. Identify the words that are added to the

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

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

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

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

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.

Arabic : A Complex Syntactic Structure And Inflectional...
Subject–Verb Positions and Agreement in Association with VSO and SVO Word Order Patterns in Hijazi Arabic
Abrar Abdulrahman J. Alsanosi
California State University, Fullerton
1.Introduction
Arabic has a complex syntactic structure and inflectional morphology. Throughout this paper, the main variety of Arabic to be syntactically
investigated is "Hijazi Arabic" which is spoken mainly in the Hijaz region, the western coast of Saudi Arabia.
There are two basic types of sentences in Hijazi Arabic, the nominal sentence which starts with a noun, and the verbal sentence which starts with a verb
(Mohammad, 2000: 2).
Word orderSentences from Hijazi Arabic (reads from right left) Tree diagram
SVO (1)al–bЙЄnt katab–at al–dars the–girl wrote–3sg fem. the–lesson
"the girl wrote the lesson"
VSO
(2)raД§ al–walad al–suq went 3sg mas. the–boy the–shopping center
"the boy went to the shopping center"
VOS
(3)raД§ al–suq al–walad went 3sg mas. the–shopping center the–boy
(Bassam et al., 2014: 613).
As seen in (1), (2), and (3), each of the sentences has a distinct word order pattern. For more explanation, in (1), the nominal sentence has a
subject–verb–object or (SVO) constituent word order, in (2), the verbal sentence has a (VSO) constituent

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

The Lore Of La Llorona
1.Lore; noun; a body of traditions and knowledge on a subject, or held by a particular group, typically passed from person to person by word of
mouth; traditions and knowledge passed on; Many cultures have some type of lore that the people of that culture tell. For example, in Mexico,
there is the lore of La Llorona. There are plenty of stories of how she could not stop crying for her kids at the river. Moreover, there is also lore about
witches in Salem. People tell stories and write books about lore that is passed on.
2.Lucrative; adjective; producing a great deal of profit; something can make a lot of money; Karen had a lucrative idea. She did not want to share it with
others because she knew she would produce so much profit that everyone else would go out of business. Her business would even be more lucrative
than Andrea's cupcake shop. It would make more money than Facebook. She did not want to have such power and responsibility, and decided to keep
the money–making idea to herself.
3.Lurch; verb; to walk or move unsteadily and without stability; not being able to balance while walking or moving all over the place; Sarah was
completely intoxicated at the party last night. She was lurching all over the place. Every five seconds she would bump into someone. While walking
she even spilled her drink on someone. Sarah proved to everyone that they should not drink too much or else they would start lurching too.
4.Malleable; adjective; capable of being changed; influenced

Grammatical Structure And Inflectional Morphology
Verb–Subject Agreement Issues in Association with VSO and SVO Word Order Patterns in Hijazi Arabic
Abrar Abdulrahman J. Alsanosi
California State University, Fullerton
1.Introduction Arabic belongs to the Semitic language family. It has a complex syntactic structure and inflectional morphology. Throughout this paper,
the main variety of Arabic to be syntactically investigated is "Hijazi Arabic" which is spoken mainly in the Hijaz region, the western coast of Saudi
Arabia.
There are two basic types of sentences in Hijazi Arabic, the nominal sentence which starts with a noun, and the verbal sentence which starts with a verb
(Mohammad, 2000: 2). As in:
Word orderSentences from Hijazi Arabic (reads from right left) Tree diagram
SVO (1)al–bЙЄnt katabat al–dars the–girl wrote 3sg fem. the–lesson
"the girl wrote the lesson"
VSO
(2)raД§ al–walad al–suq went 3sg mas. the–boy the–shopping center
VOS
(3)raД§ al–suq al–walad went 3sg mas. the–shopping center the–boy
(Bassam, Asma, Nadim, & Abeer, 2014: 613).
As seen in (1), (2), and (3), each of the sentences has a distinct word order patterns. For more explanation, in (1), the nominal sentence has a subject
–verb–object or (SVO) constituent word order,

Katherine Boemer Hidden Gems
I have used the "D" variation of looking at individuals Student Writing from Katherine Bomer's Hidden Gems to analyze and evaluate Melody's
writing. My first reactions to Melody's writing are that her structure and conventions are strong and detailed and organized. Bomer and the list of
"qualitative features of writing checklist" located in Hidden Gems, helped me analyze Melody's work in a positive aspect located things such as the
student "communicates thoughts and ideas, the story has a logical organizational structure of sequence, the story has an effective strategies for
organizing information and the story has a sentence – to – sentence and word – to – word relationship" (Bomer, 2010, p. 83). All of these ideas that
Bomer has listed ... Show more content on Helpwriting.net ...
There were three sentences in her sample to retell the story related to the text and all were structured in the same way, the sentence beginning then
in the text it says and then evidence given from the text. The student does not get a chance to voice her opinion or provide stronger descriptive
words. During reading partners the student is working on retelling mainly the gist of the stories along with learning to sequence and this is then
portrayed within her writing. During the retell of many stories, she is able to summarize in words everything she read, when asked to write this
sequence down the student is unable to fully and complete write the words without the sentence stems and evidence from the text. Katherine Bomer
says, "words are the food and the water; the sun, soil, and rain; the fuel and the fortune; the only thing that makes writing, writing" (Bomer, 2010,
p.67). By adding detailed voice, and descriptive words will strengthen Melody's writing a lot. Melody is a strong writer and she could go very far
within the writing I wish I could hear more to what she has to say. Integrating detail and the students voice within writing is to give more freedom to
the structure and ask more open–ended question to help the student think deeply and connect it from the heart more. Another way to help the student
more would to be to fill out the writing more and add layers and structure

The First Repeated Word Is Child
The next repeated word is child. Paul was explaining being a child not only physical appearance but also the spiritually. When a person is mentally
and/or physically as a child, the person is not able to connect to God. They are not able to understand what God is trying to communicate, and God is
known to communicate through different ways. This is shown by Paul used of Greek word, nepios, which means infant. He was comparing them to
infants in their spiritual maturity and love. However, he continues to say as he grows his relationship to God he becomes less like an infant.
Therefore, if a person does not pay close attention to what God is saying, the person may lose the meaning and the message of God. Therefore,
when Paul said that he has been able to understand God he has left his childish ways of thinking, acting, and speaking. Now that he is a man, he
knows that his responsibility is different from those of a child. Now he is responsible to stand up and defend the word of God.
"Is not" and "does not" are also repetition. Paul wanted to make his statement as clear as possible of what love should look like and should feel like.
Not many people do not understand what love is or feels; for this reason, Paul explained that love should not have a negative feeling. That love should
not bring people down, rather love should be of support. He explains that a person should not feel successful from the failure of the other person; or that
a person should not irritate another

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)

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)
2.2.3Gerunds 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 .
2.2.4Who 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.

Movie Review : ' Movie '
SENTIMENTAL ANALYSIS OF MOVIE REVIEWS Final Year Project Report Submitted by VARUN BHAU WALA (A003) CHIRAG BEND ALE
(A007) DHRUV MEHTA (A063) Under the guidance of Prof. ANSHUL GUPTA in partial fulfillment for the award of the degree of B.Tech
INFORMATION TECHNOLOGY At Department of Information Technology Mukesh Patel School of Technology Management and Engineering
NMIMS (Deemed –to–be university) JVPD Scheme Bhaktivedanta Swami Marg, Vile Parle (W), Mumbai–400 056 APRIL, 2015 2 CERTIFICATE
This is to certify that the project entitled "SENTIMENTAL ANALYSIS OF MOVIE REVIEWS" is the bonafide work carried out by VARUN
BHAUWALA, CHIRAG BENDALE, DHRUV MEHTA of B.Tech (IT), MPSTME, Mumbai, during the VIII Semester of the academic year
2014–2015, in partial fulfillment of the requirements for the award of the degree of Bachelors of Technology as per norms prescribed by NMIMS.
The project work has been assessed and found to be satisfactory. (Signature of Internal Mentor) (Signature of External Examiner) Name:Prof.Anshul
gupta Name: Designation: Assistant Professor Designation: HOD (IT) Dean (Prof. Vijay Raisinghani) (Dr. Sharad Y. Mhaiskar) 3 DECLARATION
We, VARUN BHAUWALA, CHIRAG BENDALE, DHRUV MEHTA, roll numbers: A003, A007, A063 respectively, understand that plagiarism is
defined as any one or the combination of the following: 1. Uncredited verbatim copying of individual sentences, paragraphs or illustrations (such as
graphs, diagrams, etc.) from any source, published or

Noun Clauses
Noun Clauses
A
NOUN CLAUSE is a group of words with a subject and a verb
WHO
WHEN
WHOM
You can recognize a noun clause by one of the relative pronouns or adverbs that begin the clause
A noun clause consists of three components:
пЃ®
A relative pronoun or adverb
пЃ®
A subject
пЃ®
A verb
Noun clauses function like

Uses of Noun Clauses
пЃ®
After some verbs and adjectives
пЃ®
To include a question in a statement
(embedded questions)
пЃ®
To report what someone has said or asked Noun clauses can follow certain verbs and adjectives that express mental activities
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
Agree
Believe
Decide
Doubt
Feel
Forget
Guess
Hear
Hope
Imagine

Know
notice realize remember see show suppose think understand wonder say tell
afraid ... Show more content on Helpwriting.net ...
In writing, use quotation marks. John said, " I love this class."
Indirect
(reported)
speech
Reports what a speaker said
without using the exact words.
There are no quotation marks.
John said that he loved this class.
The reporting verbs say and tell are usually in the simple past for both direct and indirect speech.
He said, "It's great."
He said it was great
Remember to change pronouns, time and place expressions this and here in indirect speech to keep the speaker's original meaning.
Ann told Rick, "I bought this dress here."
Ann told Rick that she had bought that dress there.
He said:
"I'll
leave now."
пЃ®
He told me (that)
He would leave then. He was going to drive Traffic may be bad she might move he could help

They had to stay
I must be careful
Some Modals change forms can – could may –might will – would have to, must – had to could, might, should, would, ought to, and had better do not
change form
"Are you bringing any fruit into the country?"
The customs officer asked the tourists if they were bringing any fruit into the country. "Do you have your transcripts with you?"
The registrar asked me if I had my transcripts with me.
"Can you fix my car?"
I asked the mechanic if he could fix my car.
"Did you see the accident?"
The police officer asked me if I had seen the accident.
"What do you want to be when you grow up?"
My first grade teacher asked me what I wanted to be when I grew

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

How Language Can Create Different Types Of Meaning
Context: Introduction
This interpretation essay looks to present knowledge of how language "functions to create different types of meaning" (Derewianka, 2011), through
analyzing and interpreting language, in accordance to Systematic Functional Linguistics (Derewianka, 2011, p.3). Text one called Ocelot, is an
information report as it follows the structure of giving a general statement about the subject and expanding with a description. The genre of text two, is
a narrative recount displaying the distinct structure: orientation, complication and resolution, with a coda to end (Humphrey, Droga, Feez, 2012,
p.195). The texts are both written by children in stage three (years 5–6), as there is an evident higher order thinking and understanding of meaning and
form. This interpretational essay explores how field and mode create cohesive texts through expressing and connecting ideas evident in both texts.
Findings and Interpretation:
The field of a text is the basis of how we use language to represent subject matter (Humphrey, Droga, Feez, 2012, p13) through logical and experimental
meanings that create the foundations of processes, participants and circumstances within a text. Text one uses processes found in an information report
to provide biological information through mostly relating verbs such as 'is, have, are found', combined with action verbs to describe the events
regarding the subject (e.g. live, eat, rest.), which majority are base forms. The use of action and

Mystery In Coraline By Neil Gaiman
In these paragraphs I will show how the author of Coraline, Neil Gaiman, creates mystery. I will do this by providing various quotes and analysing them.
Neil Gaiman creates mystery in the quote "There was a cold, musty smell coming from the open doorway, it smelled like something very old and
very slow" by making us want to know what this smell. Also mystery is created in this passage with the adjective "cold" this links to mystery as in
most ghost films and books, whenever a ghost (or an undead creature is present) it always get's a little bit colder. This is mysterious as this makes us
think if this scent is coming from the dead. Another interpretation is from the adjective "musty" this word means old or antique, and it is unusual as we
... Show more content on Helpwriting.net ...
Firstly Neil uses the reflexive pronoun "We" this implies that no matter how small these creatures are there are a lot of them, it's almost as if they
have an army. He also uses the modal verb "will" and this creates suspense as they are guaranteeing that Coraline will fall and that they will witness,
this makes us ask if these creatures have supernatural abilities. The word "here" implies that these creatures could know where she will fall and they
aren't telling her so that she will follow them. Could they be spies from the other mother? Another interpretation is for the pronoun "you." You might
be thinking that this doesn't mean anything, however this could specify to Coraline, meaning that they have been watching her and they know
everything about her... And lastly mystery is caused using the dynamic verb "fall" this is mysterious as these creatures are telling her when she will
die, and in a way they are threatening her. This is mysterious as we want to know why all of this is happening to Coraline and not any other

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

Communicating Aphasia Therapy

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