Questions On Writing And Writing

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

The Most Common ESL Mistakes
Mistakes are an essential part of learning languages, there's no way that you can reach fluency
without making lots and lots of mistakes.
The purpose of making mistakes it to learn from them. An excellent strategy is to learn your lesson
as quickly as possible and move on, better and stronger than you were before.
If your experience of learning a language is filled with stressful emotions you're much more likely
to give up.
Always remember that mistakes are the gateway to improvement and are essential to our
development. Without mistakes your progress will stall.
One of the biggest mistakes you can make with vocabulary is failing to choose the right words for
you. Vocabulary serves you best when it's relevant to you and your life.
Adverbs:
One of the most common ESL mistakes relates ... Show more content on Helpwriting.net ...
The most common of these common mistakes include "its' " or "it's", "two, to or too" , "would of
instead of would have", and more. The best way to not make these common mistakes is to become
familiar with the through a wide variety of examples
"OF" and" FROM" are two of the most common prepositions in English. They are used in a wide
variety of situations, but are also often confused.
Many English learners have difficulties understanding the difference between" of "and "from" in
English. This comes from the fact that a number of languages, including romance languages such as
Italian and French, as well as German, use the same preposition for both "of" and "from"
Of – Possession For example:
He's a friend of mine
The color of the house is red
Common Phrases with "Of' – All of / Both of "
"Of "is also commonly used with "all" and "both" to describe a common trait that many objects
share.
For example:
"All of" the students in the class enjoy volleyball
"both of'' the assignments are due at the end of the week

Common Phrases with "Of " – One of the

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

Importance And Importance Of Linguistics
What is linguistics ? Linguistics known as the study of language and its structure .also it is include
the study of syntax, grammar, and phonetics. linguistics division to sociolinguistics, dialectology,
psycholinguistics, computational linguistics, structural linguistics and comparative linguistics,.
Linguistics have many elements such as  phonetics: it is the study of the speech sound  syntax: it
is the study of grammatical sentences in a language.  morphology : it is the study of the words
formation  semantics: it is the study of meaning words meaning  Pragmatics: it is the study of
language use. In this research I will talk about phonetics , morphology and syntax but first,
phoneticsis a system of symbols that present all the sounds in ... Show more content on
Helpwriting.net ...
Auditory phonetics: the study of the reception and perception of speech sounds(Brogan 1570–1980.
Baltimore, 1981.) by the listener or (the study of hearing and the perception of speech sounds)
Phonetics deals with production ,transmission and received of all human speech sounds in general
with no particular reference to any one language. why is the phonetics is important because it give a
true description of English sounds and how they are made also it is point the mistakes in learners
pronunciation and help them learn the correct pronunciation. On the other hand; there are many
sounds of English from those of the mother tongue. The English language sounds divided into two
main streams, first, consonants it is a sound that is articulate with complete closure of the air steam
by constructional of speech organs . there are 24 consonants in English language. There are six
plosive consonants in English language these are the sounds formed by means of a complete closure
of the air passage, which is afterwards released suddenly these are given as followed p in pen b in
bet, t in tea, d in dress, k in kind, g in

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

Essay On Agrammatic Aphasia
As some of the adjectives overlap with verbs and some of them with nouns, and also due to
psycholinguistic and linguistic attributes of adjectives, in agrammatism for testing theories of word
class production deficits, analysis of the production of adjectives is important.
But the problem is that the use of adjectives in agrammatic aphasia, In contrast to nouns and verbs is
not systematically studied. In agrammatic aphasia this issue that how production and processing of
different grammatical categories are affected is examined through many research. The most
important results is that where main verbs are often omitted, difficulty with verb as compared to
noun retrieval, both in the production of sentence and in confrontation naming is exist in many
people with agrammatism (Miceli, Silveri, Nocentini, & Caramazza, 1988; Miceli, Silveri, Villa, &
Caramazza, 1984; Myerson & ... Show more content on Helpwriting.net ...
in aphasia contrary to the potential for informing word class production deficits of adjectives,
quantifying of the production of adjective abilities in aphasic people is done just in a few
investigation.
The proportion of adjectives used by cognitively healthy controls and adjectives used by
agrammatic patients to can be we compared. as these two properties are shared by verbs and
adjectives, this meaning that agrammatic people do not have an inherent difficulty with less–
imageable categories, nor with predication can be resulted, If adjectives are spared in patients'
speech. In this situation at verb production, the deficit could attributed to action semantics of the
verbs, or to their complex morpho–syntax.
In contrary to this idea, in agrammatism the problem with verbs is attributed to to low imageability,
or predication, if adjectives are impaired, as these traits characterize adjectives as

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

Essay Marine Corps Institute
8011A Basic Grammar And Composition
PRINT EXAM
[pic]
1. Identify the part of speech of the italicized word in the following sentence: The only NCOs who
are authorized to carry a sword are Marine NCOs.
(A) Adjective
(B) Noun ccccccccccccccccccccc
(C) Adverb
(D) Preposition
(E) Conjunction
[pic]
2. Nouns, pronouns, and verbs share these characteristics:
(A) voice, tense
(B) person, voice
(C) person, number ccccccccccccccccccccc
(D) number, mood
[pic]
Matching: Select the function that best describes that part of speech.
3. Noun
(A) Predicating
(B) Naming ccccccccccccccccccccc
(C) Modifying
(D) Connecting
[pic]
Matching: Select the function that best describes that part of speech.

4. ... Show more content on Helpwriting.net ...
Identify the part of speech of the italicized word in the following sentence: Unless the platoon is at
close interval, all changes in formation are executed with normal interval and distance between files
and ranks.
(A) Noun
(B) Adjective
(C) Adverb
(D) Conjunction ccccccccccccccccccccc
(E) Preposition
[pic]
19. What are the three types of conjunctions?
(A) Correlative pairs, nonrestrictive, and restrictive
(B) Coordinating, correlative pairs, and subordinating ccccccccccccccccccccc
(C) Auxiliary, coordinating, and subjuncting
(D) Coordinating, correlative pairs, passive
[pic]
20. Identify the part of speech of the italicized word in the following sentence:
Do not salute when you are at crowded gatherings or in public conveyances unless you are
addressing or being directly addressed by a senior.
(A) Noun
(B) Conjunction ccccccccccccccccccccc
(C) Adjective
(D) Adverb
(E) Preposition
[pic]
21. Matching: Select the type of phrase that identifies the phrase.
Voice quivering
(A) Absolute phrase ccccccccccccccccccccc
(B) Verb phrase
(C) Adverb phrase
(D) Adjective phrase
[pic]
Shall stand
(A) Absolute phrase

(B) Verb phrase ccccccccccccccccccccc
(C) Adverb phrase
(D) Adjective phrase
[pic]
Has

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

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

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.

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
Helpwriting.net ...
(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

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

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,

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

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 order Sentences from Hijazi Arabic (reads from right left) Tree diagram
SVO (1) al–bɪnt katab–at al–dars the–girl wrote–3sg fem. the–lesson
"the girl wrote the lesson"
VSO
(2) raħ al–walad al–suq went 3sg mas. the–boy the–shopping center
"the boy went to the shopping center"
VOS
(3) raħ 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

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.

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 order Sentences from Hijazi Arabic (reads from right left) Tree diagram
SVO (1) al–bɪnt katabat al–dars the–girl wrote 3sg fem. the–lesson
"the girl wrote the lesson"
VSO
(2) raħ al–walad al–suq went 3sg mas. the–boy the–shopping center
VOS
(3) raħ 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,

Fluency Boot Camp, Week Two : Phrasing
Fluency Boot Camp, Week Two: Phrasing
What is Fluency in Literacy? There are many dimensions of fluency, last week we discussed PACE,
this week we will preview PHRASING.
Fluency in reading and writing involves many steps that can be taught at home or in the classroom;
however, when a teacher and/or parent focus is primarily on the preparation of a variety of activities
that include practice in one particular area, such as a popular activity called Scoop the Pelican. This
activity involves cut–up sentences. Scoop the Pelican is a productive activity for children who are
having difficulty learning about letters, sounds, and words. When reading continuous print, children
seem to forget what they know. When we test in isolation, most students seem to know letter–sound
relationships, phonograms, or high–frequency words; however the reader uses both pauses and
intonation to parse sentences into meaningful phrases.
What is a phrase? In order to understand punctuation, it is helpful to understand the difference
between a phrase and a clause. A phrase is a collection of words that may have nouns or verbs, but it
does not have a subject doing a verb. Example: leaving behind the dog. A phrase is a group of words
acting as a single part of speech and not containing both a subject and a verb. It is a part of a
sentence, and does not express a complete thought.
Recognize a phrase when you see one. A phrase is two or more words that do not contain the
subject–verb pair necessary to

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

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

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

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

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 the phrase
'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

How Does Lee Use Injustice In To Kill A Mockingbird
False Justice She ran up to me, arms flailing at her sides. Her face was streaked with tears. She
tripped and tumbled as her six–years–old feet raced towards me. The little girl collapsed into my
arms, her tears slowing down. She doesn't need to be asked, for she tells me immediately: "They
think Donald Trump will hurt me!" I glare at the sneering boys, then look down at her dark, pretty
face. Discrimination is a terrible flaw in American society. Although those who are discriminated
against are victims of bias, a small portion of people learn to see through the lies and acknowledge
the wrong, as presented in Harper Lee's To Kill a Mockingbird and Maya Angelou's "Still I Rise."
Ms. Angelou tackles the issues explicitly, while Scout ... Show more content on Helpwriting.net ...
Harper Lee is careful with her word choice to create a heavy tone in the verdict scene: "...Mr.Jem, I
ain't ever seen any jury decide in favor of a colored man over a white man" (238). The purpose of
this dialogue between Reverend Sykes and Jem is to foreshadow the wrongful outcome. While
Scout is waiting for the verdict, she thinks to herself "I had never seen a packed courtroom so still"
(238). This line builds suspense within the scene. The reader can visualize a room full of people
holding their breath. "A jury never looks at a defendant it has convicted...none of them looked at
Tom Robinson" (240). With this line, the reader knows that the jury has gone against rightful
morals, convicting an innocent man. This line further insinuates the focal point of the scene: color
can dictate your fate, even when you've done nothing unlawful. In "Still I Rise," Ms.Angelou uses
action verbs to set an upfront tone in the poem. "...shoot me with you words" (21). The strong
connotation of the word "shoot" contrasts with "words" as words are not meant to be tangible
weapons. Lines in the poem that reflect such a contrast as well are "...cut me with your eyes" (22)
and "...kill me with your hatefulness" (23). These lines are essential to the overall poem, as they help
the reader understand the extent of which Maya Angelou fights the status quo. Both authors have a
different approach to set up the tone of a scene or poem:

Assignment : Focus On The Learner
Written Assignment – Focus on the Learner Profile of the learner Introduction Nazir has kindly
volunteered for this piece of work. He is a native of Syria who was born in the capital Damascus.
His mother tongue is Arabic and he is studying English at South Thames College on the Upper
Intermediate level. He currently performs in the top half of the class according to his own
assessment with which I tend to concur. Nazir first learnt English for a few hours a week during
high school. As an adult he took a six month course in the USA with an emphasis on aviation
English in preparation for his pilot training course. Having completed it successfully, he worked a
number of years for Syrian Airlines. The learner I am focusing on is highly motivated by his desire
to integrate better into British society and by wanting to increase his job prospects. His preferred
learning styles are reading and writing. Consequently, during the lessons he enjoys working on his
own and in pairs. Nazir regularly talks Arabic with his wife and teenage children at home. He would
benefit from using the English language regularly in his interactions with them. In addition, he
needs to engage more with native English–speaking people. Since his hobbies are swimming and
playing chess, this could be achieved through a membership in a swimming or chess club. The
socialising aspect in these gatherings would provide him with opportunities to develop fluency in
English. Strength and weaknesses Having

Examples Of Verb Phrases
Auxiliary Verbs Auxiliary, or helping verbs, are used before infinitives to add a different meaning.
For example, you use auxiliary verbs to say: that someone is able to do something, that someone is
allowed to do something, or that someone has to do something. The helping verbs are can, could,
would, should, ought to, will, shall, may, might and must.
can and could
Use can and could to say that someone is able to do something. She can draw really good pictures.
Philip can run faster than Matt.
Can you ride a bike?
Can you help me with my homework?
She could already read before she started school.
Our teacher said we could go home early. You may also use can and could to say that ... Show more
content on Helpwriting.net ...
Take an umbrella. It might rain.
I may not have time to go swimming tonight.
We might go to the party later.
If you're not careful, you may hurt yourself.
"Are you going to the concert?" "I don't know. I might or I might not."
Verb Phrases A verb phrase consists of a verb and a preposition such as after, into and over. The
preposition gives the verb a special meaning. Here are some sentences that contain phrasal verbs.
Read the meanings in parentheses. Who looks after (= takes care of) the baby when your parents are
at work?
Mike has blond hair and blue eyes. He takes after (= looks like) his mother.
Dad bumped into (= met by chance) an old friend at the station.
My sister is getting into (= is starting to be interested in) pop music.
Is your mom getting over (= recovering from) her illness?
Some health inspectors came to look over (= inspect) the factory.
We hoped that the thieves wouldn't get away with (= escape punishment for) their crime.
I'm going to the store because we've run out of rice (= used all our rice).
– See more at:

Advantages And Disadvantages Of Immediate Syntact Analysis
Immediate constituent analysis (IC analysis) was presented by American structural linguist Leonard
Bloomfield in 1933 (Encyclopædia Britannica, 1998). According to him, it refers to "a system of
grammatical analysis that divides sentences into successive layers, or constituents, until, in the final
layer, each constituent consists of only a word or meaningful part of a word." (Encyclopædia
Britannica, 1998) With advantages and disadvantages, it makes multiple influences on linguistics.
On the one hand, by revealing syntactic structures of sentences, it can facilitate the study of
syntactic relations, the study of the recursiveness and creativity of language, as well as the study of
syntactic ambiguity. However, on the other hand, it is difficult to employ this approach to analyze
certain complex sentences in practice and to reveal certain syntactic ambiguity. This essay will
introduce ... Show more content on Helpwriting.net ...
From the above explanations and examples, it has been proven that the IC analysis is beneficial to
the study of the three syntactic relations in that it can clearly divide sentences into hierarchical
structures.
What is more, the second advantage of the IC analysis is that it is helpful to the study of the
recursiveness and creativity of language. By definition, recursiveness "means to extend sentences"
by "conjoining" and "embedding" to form "hypotactic or paratactic sentence structures" (Hu, 2011).
Together with openness, it reveals the creativity of language (Hu, 2011). Take the sentence "The girl
is watering the flower." (Tian & Zhao, 2007) for

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

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

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

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

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 Righteous One Follows God, Not The Unrighteous ( Vv )
A. The righteous one follows God, not the unrighteous (vv. 1–2)
The psalm begins by declaring that the righteous one is ‫אשרי‬. The word is usually translated
"blessed," or "happy." It is distinct from ‫רּוְך‬‫ָב‬ (also translated "blessed") in that the latter "invokes the
beneficent work of God on persons and groups," while ‫אשרי‬ is a beatitude and "points to and
commends the conduct and character that enjoys [God's blessing]." Neither word is perfect, because
‫אשרי‬ describes both secular and spiritual happiness, and Brown suggests "truly happy" as a
translation that captures both.
This is followed by three parallel phrases describing how the righteous one is not like the
unrighteous. Each line contains a different verb describing what the righteous one does not do, a
different object noun describing an aspect of the unrighteous, and a different genitive noun used to
name the unrighteous.
The three verbs translated literally are "walk," "stand," and "sit," and are three of the most common
verbs in the Hebrew language. All of these verbs can be used metaphorically, as is the case here.
These three verbs are all are in the perfect tense, and VanGemeren comments that this indicates "the
godly are never involved with anything tainted with evil."
I don't know if you can show that using the perfect tense means absolutes in this instance. However,
it's worth observing that these are the only indicatives that are clearly in the perfect mood in the
whole psalm. All of the other

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)

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

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

Interview Is A 56 Years Old Woman From Cuba
Introduction
We live in a nation that is full of diversity. People from different countries have left their native
country to start a new life here in the U.S. Not only are they leaving their families and friends, but
also their culture. With these new beginnings come new struggles. Many of these people come here
not knowing the culture or even the language. They may settle in communities with other people
who share their culture and language, therefore, not giving themselves an opportunity to learn and
experience the new culture and it language.
The subject of this interview is a 56 years old woman from Cuba. At the age of 22 she left her native
country to start a new life in the U.S. Before her arrival in the US, the interview subject ... Show
more content on Helpwriting.net ...
Determining whether or not to use an article can cause some difficulty for Spanish speakers because
their language rules are different from English language rules. In the Spanish language they do not
use articles when referring professions unlike in the English language. This will be noticeable when
transferring for Spanish to English. This is observable in the interview. The interview subject
consistently left out the article when referring to her husband's occupation (Parrott, 2010, p. 25).
* My husband have business. * He is businessman and takes care for my childrens in my house.
Activity: An activity to help language learners better understand indefinite and definite articles is by
playing Article Dominos. Language learners are given several paper dominos with a picture or word
on one side and an article on the other side. The object of the games is to match the picture or word
with the correct article. Players take turns putting their dominos down and matching it the correct
article. Players get to choose where they want to place their piece. For example, player 1 puts down
a domino piece with "tiger/an." The next play needs to either match the tiger with article "a" or find
a domino piece with a picture that will correspond with the article "an."
2. Missing Pronoun
In the Spanish language, the use of subject pronouns are not necessary because the verb ending will
indicate the gender or number of a

Syntax And Syntax Of Language
The syntactic theory or syntax of language dates back in history in the 1950s by Chomsky
(Math'una, 2009). The word 'syntax' is derived from the Greek word 'syntaxis', meaning 'together'
and 'sequence'. The term is used for the way in which words are put together in an orderly system to
form phrases or sentences (Allahabad, 2010). Therefore, for the non–expert, word order is the most
remarkable thing about syntax (Bickerton, 2009). In fact, you could debate that word order is a
secondary symptom, necessitated by the fact that we have only a single channel of speech, forcing
words to be produced in a total order, and that word order falls out merely from reading the terminal
nodes of a hierarchical tree structure. The most vital thing about ... Show more content on
Helpwriting.net ...
The word 'syntax' is acquired from the word 'syntaxis which is a Greek word, meaning 'together' and
'sequence'. For the average lay person, the most vital thing about syntax is word order. Syntax is the
way in which words are put together to form sentences together with the correct arrangement of
words with in a sentence. It is also refers to the spelling and grammar of a language program. In
English, the basic order is SVO. In addition this allows English speakers to understand how words
are arranged in a

Questions On Writing And Writing

Recommended

Recommended

More Related Content

Similar to Questions On Writing And Writing

Similar to Questions On Writing And Writing (11)

More from Roxy Roberts

More from Roxy Roberts (20)

Recently uploaded

Recently uploaded (20)

Questions On Writing And Writing