This document discusses the proper use of commas in sentences. It explains that commas are used to indicate pauses and clarify meaning for the reader. Commas are used to separate independent clauses joined by coordinating conjunctions, to set off nonessential clauses and phrases, and to separate items in a list. The document provides examples of correct comma usage and common comma errors like comma splices. It emphasizes that understanding clause structure is key to properly placing commas in sentences.
The document provides an overview of comma usage including:
- Commas are used to indicate pauses in sentences and clarify meaning.
- They separate independent clauses joined by coordinating conjunctions in compound sentences.
- Dependent clauses are set off by commas when placed at the beginning of a sentence.
- Commas are used to set off nonessential/nonrestrictive phrases and clauses.
- Items in a list or series are separated by commas.
- Two independent clauses joined only by a comma is a comma splice error.
This document provides instruction on proper comma usage, including rules for compound sentences, introductory clauses, essential and nonessential phrases and clauses, items in a series, adjectives, and correcting comma splices. Examples are given for each rule with explanations of where commas should or should not be placed according to grammar guidelines.
This document is a workshop from Purdue University's Writing Lab about proper comma usage. It discusses what commas are and their grammatical purpose, as well as rules for using commas with clauses, phrases, compound and complex sentences, lists, adjectives, and correcting comma splices. The workshop provides examples and exercises for determining correct comma placement and identifies additional resources for comma help.
This document summarizes rules for comma usage as presented in a workshop by the Purdue University Writing Lab. It discusses how commas are used to clarify meaning and indicate pauses in sentences. It provides guidance on using commas with clauses, phrases, compound and complex sentences, lists, and adjectives. Examples are given for proper use of commas with essential and nonessential elements as well as correcting comma splices. Attendees are directed to the Writing Lab for additional grammar help.
This document from the Purdue University Writing Lab provides guidance on proper comma usage. It discusses how commas are used with independent and dependent clauses, essential and nonessential phrases, compound sentences, series, and correcting comma splices. Examples are provided throughout to illustrate correct and incorrect usage of commas based on sentence structure. Readers are directed to the Purdue University Writing Lab for additional resources on conquering comma usage.
This document from the Purdue University Writing Lab provides guidance on proper comma usage. It discusses how commas are used with independent and dependent clauses, essential and nonessential phrases, compound sentences, and series. Examples are given to illustrate correct and incorrect comma usage. The document concludes by noting additional resources for help with commas available through the Purdue University Writing Lab.
The document provides an overview of comma usage including:
- Commas are used to indicate pauses in sentences and clarify meaning.
- They separate independent clauses joined by coordinating conjunctions in compound sentences.
- Dependent clauses are set off by commas when placed at the beginning of a sentence.
- Commas are used to set off nonessential/nonrestrictive phrases and clauses.
- Items in a list or series are separated by commas.
- Two independent clauses joined only by a comma is a comma splice error.
This document provides instruction on proper comma usage, including rules for compound sentences, introductory clauses, essential and nonessential phrases and clauses, items in a series, adjectives, and correcting comma splices. Examples are given for each rule with explanations of where commas should or should not be placed according to grammar guidelines.
This document is a workshop from Purdue University's Writing Lab about proper comma usage. It discusses what commas are and their grammatical purpose, as well as rules for using commas with clauses, phrases, compound and complex sentences, lists, adjectives, and correcting comma splices. The workshop provides examples and exercises for determining correct comma placement and identifies additional resources for comma help.
This document summarizes rules for comma usage as presented in a workshop by the Purdue University Writing Lab. It discusses how commas are used to clarify meaning and indicate pauses in sentences. It provides guidance on using commas with clauses, phrases, compound and complex sentences, lists, and adjectives. Examples are given for proper use of commas with essential and nonessential elements as well as correcting comma splices. Attendees are directed to the Writing Lab for additional grammar help.
This document from the Purdue University Writing Lab provides guidance on proper comma usage. It discusses how commas are used with independent and dependent clauses, essential and nonessential phrases, compound sentences, series, and correcting comma splices. Examples are provided throughout to illustrate correct and incorrect usage of commas based on sentence structure. Readers are directed to the Purdue University Writing Lab for additional resources on conquering comma usage.
This document from the Purdue University Writing Lab provides guidance on proper comma usage. It discusses how commas are used with independent and dependent clauses, essential and nonessential phrases, compound sentences, and series. Examples are given to illustrate correct and incorrect comma usage. The document concludes by noting additional resources for help with commas available through the Purdue University Writing Lab.
This document discusses run-on sentences and comma splices, defines what they are, provides examples, and explains four ways to correct them: adding a period, semicolon, comma and conjunction, or dependent word. It defines a run-on sentence as two complete sentences joined without punctuation and a comma splice as two complete sentences joined only by a comma. It then gives tips on identifying them and describes each correction method with examples.
This document discusses sentence boundary errors and how to correct them. There are two types of boundary errors: fused sentences, which combine two independent clauses without punctuation, and comma splices, which incorrectly use only a comma between two independent clauses. These errors can be fixed by separating the clauses with a period or semicolon, connecting them with a comma and a FANBOYS conjunction, or making one clause dependent using a subordinating conjunction.
The document provides an overview of various punctuation marks including commas, semicolons, colons, parentheses, and quotation marks. It discusses the proper uses of these punctuation marks in sentences, including using commas in compound sentences and with introductory dependent clauses, semicolons to join independent clauses, and colons to introduce a list, quote, or subtitle.
The document discusses parallel structure and how to properly structure sentences using parallelism. It defines parallelism as using the same pattern of words to show that two or more ideas have the same level of importance. This can be done at the word, phrase, or clause level. The document provides examples of parallel structure using words, phrases and clauses. It also discusses how to correct sentences that lack parallel structure.
The document discusses parallel structure and how to properly structure sentences using parallelism. It defines parallelism as using the same pattern of words or grammatical structure to show that two or more ideas have equal importance. Parallel structures can occur at the word, phrase, or clause level and are usually joined with coordinating conjunctions like "and" or "or." The document provides examples of parallel and non-parallel structures and gives guidance on maintaining parallelism when using words, phrases, clauses, and other grammar. It also includes a short quiz to practice identifying and correcting non-parallel structures.
The document discusses different types of grammatical errors: comma splices, run-on sentences, non-parallel structure, and sentence fragments. It provides examples of each error and explains how to correct them, such as using semicolons, coordinating conjunctions, or breaking sentences into separate clauses. Common corrections for run-on sentences and comma splices involve punctuation changes or breaking the sentences into two independent clauses. Non-parallel structure can be fixed by making all parts of a comparison use the same grammatical form. Sentence fragments lack an independent clause so cannot stand alone as a complete thought.
This document provides an overview of 8 comma rules to help control comma usage in writing. The rules cover using commas with coordinating conjunctions, separating dependent and independent clauses, setting off non-essential elements, not separating essential elements, with items in a series, between coordinate adjectives, and separating geographical information, dates, titles, and quotations from signal phrases. Following these rules will help avoid errors and improve grade by demonstrating proper use of punctuation.
This presentation covers all comma usage needed for standardized testing. It provides ample examples for each use and follows each section with an exercise.
This document provides guidance on writing a cover letter for an academic essay. It explains that the cover letter should introduce the essay to the reader and provide context about the writing process that the reader would not otherwise know. It recommends discussing strengths and weaknesses of the essay, revisions made, lessons learned, and influences from others. The letter should be about half a page and reflect both the pleasures and struggles of writing. Common writing errors like comma splices, fused sentences, and fragments are also defined and examples are provided for correcting these issues.
This document discusses identifying and revising run-on sentences. It defines run-on sentences as having two or more independent clauses joined incorrectly. There are two types of run-on sentences: fused sentences which are joined with no punctuation, and comma splices which are joined with only a comma. The document provides four ways to revise run-on sentences: using a comma and conjunction, separating clauses with a semicolon or semicolon and transitional phrase, dividing into separate sentences, or changing one clause into a subordinate clause.
A conjunction is a word used to link thoughts and ideas within a sentence. The main types of conjunctions are coordinating conjunctions, correlative conjunctions, subordinating conjunctions, and conjunctive adverbs. Coordinating conjunctions like "and" and "but" link equal grammatical elements, while subordinating conjunctions like "because" and "since" connect dependent and independent clauses with the subordinate clause modifying the independent clause.
The document explains common rules for using commas in sentences. It discusses using commas to separate items in a list, join independent clauses, join dependent and independent clauses, set off introductory phrases, insert interrupters, use in direct quotations, separate dates, addresses, numbers, titles from names, and coordinate adjectives. The purpose of commas is to ensure clarity by preventing misreading.
The document discusses common types of sentence errors: comma splices, run-on sentences, and sentence fragments. It defines each type of error and provides examples. It then describes six ways to fix comma splices and run-on sentences, which involve using transitional expressions, conjunctions, semicolons, separating clauses into sentences, changing clauses, and transforming clauses. It also defines and provides examples of sentence fragments like dependent clause fragments and how to fix them.
The document outlines an agenda for a class that includes a presentation on MLA formatting, discussions of editing strategies like compound sentences and dangling modifiers, and an in-class writing workshop. It then provides details on MLA formatting guidelines, examples of citing sources, and strategies for avoiding common writing errors like wordiness, misused words, punctuation issues, and dangling modifiers.
The document discusses various approaches used to analyze English syntax, including sentence diagramming and immediate constituent analysis. It provides details on the Reed-Kellogg system of sentence diagramming introduced in the 1870s. The system uses a visual approach to break down sentences into parts of speech. It outlines basic and advanced diagramming rules of the Reed-Kellogg system through examples. The document also explains immediate constituent analysis and its development. It identifies common phrase types and provides syntactic labels and principles of the analysis approach.
This document provides an overview of common grammatical errors such as fragments, run-ons, and comma splices. It defines each error type and provides examples. Readers are then guided through an "obstacle course" with exercises to identify and correct examples of each error type. The document also allows clicking on highlighted terms to access definitions of related grammatical concepts such as dependent clauses, independent clauses, and conjunctions.
The document discusses various grammar concepts including active and passive voice, comma splices, confusing sentences, dangling and misplaced participles, parallelism, and pronoun/antecedent agreement. It provides definitions and examples for each concept as well as guidelines for correcting common errors related to these topics.
The document discusses the structure and components of a well-written paragraph. It states that a paragraph contains a topic sentence that expresses the main idea, supporting sentences that provide details and examples, and a concluding sentence that restates the main point. It also explains that most paragraphs follow an introduction-body-conclusion structure and provides an example to illustrate this structure. Additionally, it discusses techniques for creating coherence within paragraphs such as repeating key words, using parallel structures, maintaining consistent verb tense and point of view, and employing transition words between sentences and paragraphs.
MAXIST LITERARY THEORY : the basic concepts and the very structure_1.pptxLailaAfridi2
A detailed ppp on Marxist Theory/Literary theory . This presentation can help the students a lot to know the basic concepts and detail structure of the Theory.
This document discusses run-on sentences and comma splices, defines what they are, provides examples, and explains four ways to correct them: adding a period, semicolon, comma and conjunction, or dependent word. It defines a run-on sentence as two complete sentences joined without punctuation and a comma splice as two complete sentences joined only by a comma. It then gives tips on identifying them and describes each correction method with examples.
This document discusses sentence boundary errors and how to correct them. There are two types of boundary errors: fused sentences, which combine two independent clauses without punctuation, and comma splices, which incorrectly use only a comma between two independent clauses. These errors can be fixed by separating the clauses with a period or semicolon, connecting them with a comma and a FANBOYS conjunction, or making one clause dependent using a subordinating conjunction.
The document provides an overview of various punctuation marks including commas, semicolons, colons, parentheses, and quotation marks. It discusses the proper uses of these punctuation marks in sentences, including using commas in compound sentences and with introductory dependent clauses, semicolons to join independent clauses, and colons to introduce a list, quote, or subtitle.
The document discusses parallel structure and how to properly structure sentences using parallelism. It defines parallelism as using the same pattern of words to show that two or more ideas have the same level of importance. This can be done at the word, phrase, or clause level. The document provides examples of parallel structure using words, phrases and clauses. It also discusses how to correct sentences that lack parallel structure.
The document discusses parallel structure and how to properly structure sentences using parallelism. It defines parallelism as using the same pattern of words or grammatical structure to show that two or more ideas have equal importance. Parallel structures can occur at the word, phrase, or clause level and are usually joined with coordinating conjunctions like "and" or "or." The document provides examples of parallel and non-parallel structures and gives guidance on maintaining parallelism when using words, phrases, clauses, and other grammar. It also includes a short quiz to practice identifying and correcting non-parallel structures.
The document discusses different types of grammatical errors: comma splices, run-on sentences, non-parallel structure, and sentence fragments. It provides examples of each error and explains how to correct them, such as using semicolons, coordinating conjunctions, or breaking sentences into separate clauses. Common corrections for run-on sentences and comma splices involve punctuation changes or breaking the sentences into two independent clauses. Non-parallel structure can be fixed by making all parts of a comparison use the same grammatical form. Sentence fragments lack an independent clause so cannot stand alone as a complete thought.
This document provides an overview of 8 comma rules to help control comma usage in writing. The rules cover using commas with coordinating conjunctions, separating dependent and independent clauses, setting off non-essential elements, not separating essential elements, with items in a series, between coordinate adjectives, and separating geographical information, dates, titles, and quotations from signal phrases. Following these rules will help avoid errors and improve grade by demonstrating proper use of punctuation.
This presentation covers all comma usage needed for standardized testing. It provides ample examples for each use and follows each section with an exercise.
This document provides guidance on writing a cover letter for an academic essay. It explains that the cover letter should introduce the essay to the reader and provide context about the writing process that the reader would not otherwise know. It recommends discussing strengths and weaknesses of the essay, revisions made, lessons learned, and influences from others. The letter should be about half a page and reflect both the pleasures and struggles of writing. Common writing errors like comma splices, fused sentences, and fragments are also defined and examples are provided for correcting these issues.
This document discusses identifying and revising run-on sentences. It defines run-on sentences as having two or more independent clauses joined incorrectly. There are two types of run-on sentences: fused sentences which are joined with no punctuation, and comma splices which are joined with only a comma. The document provides four ways to revise run-on sentences: using a comma and conjunction, separating clauses with a semicolon or semicolon and transitional phrase, dividing into separate sentences, or changing one clause into a subordinate clause.
A conjunction is a word used to link thoughts and ideas within a sentence. The main types of conjunctions are coordinating conjunctions, correlative conjunctions, subordinating conjunctions, and conjunctive adverbs. Coordinating conjunctions like "and" and "but" link equal grammatical elements, while subordinating conjunctions like "because" and "since" connect dependent and independent clauses with the subordinate clause modifying the independent clause.
The document explains common rules for using commas in sentences. It discusses using commas to separate items in a list, join independent clauses, join dependent and independent clauses, set off introductory phrases, insert interrupters, use in direct quotations, separate dates, addresses, numbers, titles from names, and coordinate adjectives. The purpose of commas is to ensure clarity by preventing misreading.
The document discusses common types of sentence errors: comma splices, run-on sentences, and sentence fragments. It defines each type of error and provides examples. It then describes six ways to fix comma splices and run-on sentences, which involve using transitional expressions, conjunctions, semicolons, separating clauses into sentences, changing clauses, and transforming clauses. It also defines and provides examples of sentence fragments like dependent clause fragments and how to fix them.
The document outlines an agenda for a class that includes a presentation on MLA formatting, discussions of editing strategies like compound sentences and dangling modifiers, and an in-class writing workshop. It then provides details on MLA formatting guidelines, examples of citing sources, and strategies for avoiding common writing errors like wordiness, misused words, punctuation issues, and dangling modifiers.
The document discusses various approaches used to analyze English syntax, including sentence diagramming and immediate constituent analysis. It provides details on the Reed-Kellogg system of sentence diagramming introduced in the 1870s. The system uses a visual approach to break down sentences into parts of speech. It outlines basic and advanced diagramming rules of the Reed-Kellogg system through examples. The document also explains immediate constituent analysis and its development. It identifies common phrase types and provides syntactic labels and principles of the analysis approach.
This document provides an overview of common grammatical errors such as fragments, run-ons, and comma splices. It defines each error type and provides examples. Readers are then guided through an "obstacle course" with exercises to identify and correct examples of each error type. The document also allows clicking on highlighted terms to access definitions of related grammatical concepts such as dependent clauses, independent clauses, and conjunctions.
The document discusses various grammar concepts including active and passive voice, comma splices, confusing sentences, dangling and misplaced participles, parallelism, and pronoun/antecedent agreement. It provides definitions and examples for each concept as well as guidelines for correcting common errors related to these topics.
The document discusses the structure and components of a well-written paragraph. It states that a paragraph contains a topic sentence that expresses the main idea, supporting sentences that provide details and examples, and a concluding sentence that restates the main point. It also explains that most paragraphs follow an introduction-body-conclusion structure and provides an example to illustrate this structure. Additionally, it discusses techniques for creating coherence within paragraphs such as repeating key words, using parallel structures, maintaining consistent verb tense and point of view, and employing transition words between sentences and paragraphs.
MAXIST LITERARY THEORY : the basic concepts and the very structure_1.pptxLailaAfridi2
A detailed ppp on Marxist Theory/Literary theory . This presentation can help the students a lot to know the basic concepts and detail structure of the Theory.
The document summarizes the key aspects of the Audio-Lingual Method for teaching English as a foreign language. It emphasizes oral skills through repetition drills, dialogues, and reinforcement to form new habits. Grammar is taught inductively from examples and skills are developed in the order of listening, speaking, reading and writing. Evaluation focuses on discrete points through drills and distinguishing minimal pairs to avoid errors. While it ensures accurate learning for beginners, the method is criticized for its reliance on repetition and lack of creativity.
MANNERS OF ARTICULATION phonetics p.pptxLailaAfridi2
The document discusses different manners of articulation in phonetic terms. It describes six main manners: plosives, nasals, fricatives, affricates, laterals, and approximants. For plosives, nasals, and fricatives, it provides examples and describes their distinctive features, place and manner of articulation. Plosives involve a complete closure and burst of air. Nasals involve closure with air escaping through the nose. Fricatives involve a narrow stricture with friction. Affricates start as plosives and end as fricatives.
Sociolinguistics is the study of how language interacts with society. It examines how social factors like region, class, gender, and age affect language use and how language influences society. William Labov pioneered sociolinguistic analysis in the 1960s by studying language variation according to social characteristics of speakers. Sociolinguistics can be studied at the micro-level, focusing on linguistic variation within a language, or at the macro-level, examining broader social and cultural influences on language use across speech communities.
EARLY THEARIES OF MEANING semantics .pdfLailaAfridi2
Ivor Amstrong Richards and Chars Kay Ogden collectively wrote the book “The Meaning of Meaning” in 1923, which developed a theory of language focusing on misunderstanding and its remedies. The theory examines the semantic triangle relationship between symbols, thoughts, and real-world referents. It argues that people confuse symbols with the things they represent, and that words have meanings according to an individual's experiences rather than possessing a single intrinsic meaning. Richards advocated for the use of metaphor to minimize misunderstanding by conveying ideas in an accessible way.
Romantic Age (1798-1837) and it's poetryppp.pptxLailaAfridi2
The Romantic Age in literature, from 1798 to 1837, saw a revolt against Neoclassical conventions in favor of emphasizing emotions, nature, imagination, and ordinary language. This period followed social and industrial unrest across Europe as the French Revolution, American Revolution, and Industrial Revolution transformed societies. Major Romantic poets in England included William Wordsworth, Samuel Taylor Coleridge, Lord Byron, Percy Bysshe Shelley, and John Keats, who celebrated nature, emotions, imagination, and common themes of landscape, symbols, and Greek myths in their free verse poetry.
SEGMENTAL PHONOLOGY; PHONEMES N ALLOPHONES.pptxLailaAfridi2
Phonemes are the smallest units of sound that distinguish one word from another in a language. Phones are specific realizations of phonemes that can vary depending on their position in a word. Minimal pairs are pairs of words that differ by only one phoneme, and are used to identify phonemes. Allophones are variant pronunciations of phonemes that are conditioned by their phonetic environment but do not serve to distinguish words. Phonemes exist in the mind while allophones and phones are physical speech sounds.
INTRO TO lITERARY THEORY LECTURER 1.pptxLailaAfridi2
This document provides an overview of literary theory, criticism, and literature. It defines literature as creative written works and notes that scholars have defined it as knowledge from reading as well as unique expressions through language. Literary theory is described as different lenses used to interpret works, while criticism is the evaluation and analysis of literature using theoretical approaches. The document traces the history of literary theory from ancient Greece to its rise as an academic discipline in the 20th century. It also outlines models of communication, the functions of criticism, and qualifications of literary critics.
1. Language and rhetoric are important tools for political persuasion and control. George Orwell showed this through the totalitarian government's use of "Newspeak" in 1984 to control thought.
2. Politicians use techniques like metaphor, euphemism, and the "rule of three" to craft persuasive messages and implicate meanings beyond the direct words.
3. Language shapes ideology and worldviews, as demonstrated by the concept of "political correctness," which influences terminology around minority groups.
This document discusses the relationship between language and politics. It makes several key points:
1) George Orwell claimed that in modern times, it is impossible to avoid politics as all issues have a political dimension. Politics involves power over decision-making and control over resources and people.
2) George Orwell's novel 1984 depicted a totalitarian society that controlled politics through restrictive language called Newspeak, showing how language shapes thought.
3) Political correctness aims to use respectful language for minority groups to avoid offense and promote equality, though some see it as manipulative.
LANGUAGE IDENTITY; POWER AND POLITICS PPP_1 (1).pdfLailaAfridi2
This document discusses different views on the relationship between language, identity, power and politics. It begins by defining language as a system of communication and expression using words, gestures and symbols. Next, it explains how language helps form human identity and is a source of recognition. Several philosophers' views are presented, including that language is inherently political and used for nationhood and propaganda. Kachru and Tollesfan see language as a tool for manipulating minds and projecting culture. Crystal believes a language's power comes from the political and economic power of its speakers. Overall, the document examines how language shapes identity and can be used as a means of exercising and maintaining social and political power.
This document provides an overview of phonetics and the sounds of language. It discusses three approaches to phonetics: articulatory, acoustic, and auditory phonetics. It also covers differences in pronunciation across languages and dialects. The key aspects covered are: 1) the International Phonetic Alphabet (IPA) which provides symbols for representing each sound; 2) places of articulation for consonant sounds such as bilabial, alveolar, and velar; 3) manners of articulation such as plosives, nasals, and fricatives; and 4) examples of transcribing English words using IPA symbols.
This document discusses summarization. It defines summarization as reducing a text to one-third or one-quarter of its original size while retaining the key ideas and meaning. Summarization serves to provide context for arguments and helps judge understanding. Good summaries are brief, comprehensive, and can be understood without the original text. The document outlines how to write a summary and describes three types: descriptive, informative, and evaluative. Summarization is important for students to improve skills like focus and vocabulary.
This document provides an overview of sociolinguistics, including its definition, history, key concepts, methodologies, and subfields of micro-sociolinguistics and macro-sociolinguistics. Sociolinguistics is defined as the study of how society and language interact and influence each other. It was first developed in the 19th century and pioneered by William Labov in the 1960s. Key concepts discussed include speech communities, prestige of varieties, social networks, and the differences between internal and external language. Methodologies include analyzing language variation across styles from formal to casual. Micro-sociolinguistics examines dialect and register variation while macro-sociolinguistics takes a broader comparative approach studying
LANGUAGE IDENTITY; POWER AND POLITICS PPP_1.pptxLailaAfridi2
This document discusses different views on the relationship between language, identity, power and politics. It begins by defining language as a system of communication and expression using words, gestures and symbols. Next, it explains how language helps form human identity and is a source of recognition. Several philosophers' views are presented, including that language is inherently political and used for nationhood, propaganda and standardization. Kachru and others viewed language as a tool for manipulating minds and projecting a nation's culture and ideology. Tollesfan and Crystal believed language power is connected to a nation's political, economic and military power.
Ivor Amstrong Richards developed the theory of the semantic triangle with Cars Kay Ogden in their 1923 book "The Meaning of Meaning". The theory holds that 1) misunderstandings in language arise from the arbitrary relationship between symbols, thoughts, and objects, 2) words do not have a single fixed meaning but rather take on meanings based on a person's experiences and references, and 3) metaphors can minimize misunderstanding by facilitating comprehension through borrowed ideas or resemblances between a principal subject and conveyed idea.
Agglutination is a morphological process where words are formed by combining morphemes that each represent a single grammatical feature. Languages that use extensive agglutination are called agglutinative languages. Examples given include Turkish, where the word "evlerinizden" is formed from multiple morphemes meaning "house", "plural", "your", and "from". Agglutinative languages tend to have high rates of suffixes per word and be very regular, especially in terms of verb conjugation.
The document provides guidance on planning and writing a mechanism description. It explains that a mechanism description creates a picture of a mechanism or product using words and visuals. It stresses the importance of planning the description by considering the audience, choosing an organizational principle, and selecting appropriate visual aids. It recommends that the description follow a standard form with an introduction, sections on the mechanism's function, appearance, and operation, and possibly a conclusion.
FEDINAND DE SAUSSURE STRUCTURALISM.pptxLailaAfridi2
Ferdinand de Saussure was a Swiss linguist whose work in the early 20th century laid the foundation for modern linguistics. He viewed language as a system of structured signs or symbols. Saussure believed language could be studied as both a static system (langue) shared by a speech community and as individual instances of usage (parole). He introduced key concepts like the distinction between the signifier (sound-image) and signified (concept), and the difference between paradigmatic relationships (substitutions within the system) and syntagmatic relationships (combinations in sentences). Saussure saw linguistics as a science and emphasized studying the structures and systems within language synchronically rather than its historical origins. His
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
2. What is a Comma?
A comma is a punctuation mark that
indicates a pause is needed in a
sentence.
Commas help to clarify meaning for
the reader.
3. Clauses and Phrases
A clause is a group of words that contains both a subject
and a verb that complement each other.
A phrase is a group of words that does not contain a
subject or a verb that complement each other.
Clauses
Dependent Independent
4. Sentence Structure:
Independent Clauses
A complete sentence has at least two components, a
subject and a verb.
The subject and verb must form a complete thought to be
considered an independent clause.
5. Sentence Structure:
Compound Sentences
Compound Sentence: a sentence that contains two
independent clauses joined by a coordinating conjunction
A conjunction joins words, phrases, and clauses together
in a sentence.
Conjunctions (remember with the acronym FANBOYS):
8. Sentence Structure:
Dependent Phrases
A dependent clause contains a subject and verb, but the
clause cannot stand independently.
Dependent clauses can often be identified by the use of
dependent clause markers:
9. Sentence Structure:
Dependent Phrases
Dependent phrases and clauses help to clarify and add
detail to an independent clause.
Dependent clauses may appear at the beginning,
middle, or end of a sentence.
12. Dependent Clauses
When a dependent clause is located after an independent
clause, do not place a comma between the two.
13. An essential clause or phrase is used to modify a noun. It
adds information that is critical to the meaning of the
sentence.
Essential clauses are not set off by commas.
Essential Phrases and
Clauses
14. The word “that” is almost always an indicator of an
essential phrase or clause.
Essential Phrases and
Clauses
15. A nonessential clause or phrase adds extra information
to a sentence. This information can be eliminated from the
sentence without influencing the meaning of the sentence.
Always place commas around nonessential phrases and
clauses.
Non-essential Phrases
and Clauses
16. Use commas to set off additional information:
Non-essential Phrases
and Clauses
17. Would you place commas in the following sentences? If so,
where?
I am planning a trip to Paris which is one of the greatest
cities in the world.
The place that I would most like to see is the Eiffel Tower.
Pierre, who is one of my business contacts, will meet me
at the airport.
Comma Practice
18. Place commas in a sentence to divide items in a list.
The commas will help the reader to avoid confusion.
The comma before the conjunction is generally required,
but it can be omitted if there is no possibility of confusion.
Sentence Structure:
Commas in a Series
19. Consider the difference in the following:
Last month, Alex dated Mary Ann Lee and Kim.
Last month, Alex dated Mary, Ann, Lee, and Kim.
Last month, Alex dated Mary Ann, Lee, and Kim.
How many women did Alex date?
Sentence Structure:
Commas in a Series
20. Sentence Structure:
Commas in a Series
Commas should be placed in series of words, phrases,
or clauses.
Place commas in the following sentences:
Martina brushed her hair put on her pajamas and went
to bed.
She fell asleep and dreamed that she was a princess
she kissed a frog and she rescued her prince.
21. Use commas to separate adjectives that provide an
equal description of a noun. The test:
Can you put “and” between the adjectives?
Can they be described in reverse order?
If yes, use a comma.
Commas with Adjectives
22. A comma splice is an error in which two independent clauses
are joined by a comma.
A Common Error:
The Comma Splice
23. Insert a conjunction between the two independent clauses
Start a new sentence
Insert a semi-colon between the two independent clauses
To Correct a
Comma Splice
24. How would you correct the following?
This semester I am taking calculus physics and
economics.
Calculus is my best subject, I am certain I will get an A.
Although I am very busy, I still find time to have fun.
Last weekend my brother visited me and we went to a
football game a party and a rock concert.
To Correct a
Comma Splice
25. Where to Go
for More Help
Purdue University Writing Lab, Heavilon 226
Check our web site: http://owl.english.purdue.edu
Email brief questions to OWL Mail:
https://owl.english.purdue.edu/contact/owlmailtutors
26. The End
CONQUERING THE COMMA
Purdue OWL staff
Brought to you in cooperation with the Purdue Online Writing Lab
Key Concepts: The facilitator may choose to invite the audience to respond to the title question and allow participants to discuss the function of the comma. Many writers become frustrated with comma usage because they are unsure of where to place them in their sentences. This presentation is designed to demystify the placement and usage of commas.
The facilitator may stress to participants that commas should not be ignored in writing; they are often needed to clarify meaning within a sentence and can help to avoid confusion.
Click mouse after title question to reveal each response.
Key Concepts: This slide articulates the basic differences between a clause and a phrase. The facilitator may stress the importance of understanding these definitions for understanding comma placement.
Key Concepts: This slide explains the structure of an independent clause, the primary building block for the development of any sentence. An independent clause requires a subject and a verb that can stand as a complete thought. Sentences can be very short, as the one detailed in the slide. The facilitator may ask the audience to identify the subject and verb in the example.
Key Concepts: This slide explains the structure of a compound sentence and the role of a conjunction. An easy method for remembering the seven coordinating conjunctions is the acronym “fan boys.”
Example: This slide exemplifies the location of a comma in a compound sentence, before the coordinating conjunction. The facilitator may ask participants to identify the subjects, verbs, and conjunction in the example.
Example: This slide provides participants with an opportunity to locate the correct position for the comma within the sample sentence. The facilitator may also invite students to identify the subjects, verbs, and conjunction in the sentence.
Key Concepts: This slide explains the definition of a dependent clause. The dependent clause markers can help writers identify clauses that cannot stand alone within a sentence.
Key Concepts: This slide further clarifies the role of dependent phrases and clauses within a sentence.
Key Concepts: An introductory clause is a dependent clause located at the beginning of a sentence. After an introductory clause, a comma is needed to distinguish it from the independent clause.
Activity: The facilitator may choose to ask students to identify the independent and dependent clauses, the subjects, the verbs, and the dependent clause marker in the sample sentence.
Activity: Click to reveal answer.
Activity: When a dependent clause follows an independent clause, commas are not used. Facilitators may choose to ask students to identify the parts of speech in the example.
Key Concepts: This slide leads off a section about essential and non-essential phrases and clauses. Essential phrases and clauses—elements that add critical information to the meaning of a sentence—do not have commas placed around them. For the slide example: Without the essential phrase, this sentence does not make complete sense : The people are loud! While the sentence is grammatically correct, we don’t know about the people being discussed.
Key Concept: The word “that” almost always indicates an essential phrase or clause.
Key Concepts: This slide illustrates the difference between essential and nonessential elements. While commas should not be placed around essential phrases and clauses, they should be placed around nonessential phrases and clauses.
Example: This slide provides another example illustrating the placement of a nonessential phrase within a sentence. At the end of a sentence, the nonessential element should have a comma placed before it and a period after it. The facilitator may wish to stress that “which” often, but not always, indicates a nonessential phrase or clause.
Activity: These examples allow participants an opportunity to test their comma skills.
The first example needs a comma after “Paris” to set off the nonessential phrase.
The second example requires no comma. The phrase “that I would most like to see” is essential to the meaning of the sentence. The sentence will not make sense without this essential phrase.
The third example requires two commas, both before and after the nonessential phrase “who is one of my business contacts.” The main message of this sentence—that Pierre will meet this person at the airport—is clear without knowing the additional information about his identity.
Key Concept: Commas should be placed between each element within a list. This placement can help the reader to avoid confusion.
Activity: These examples illustrate the importance of comma placement within a list. The facilitator may ask students to answer the question “How many women did Alex date?” in accordance with each example—two women in the first, four in the second, and three in the third.
Activity: The facilitator may stress to participants that a series includes a list of words, but it can also include a list of phrases or clauses. This exercise allows participants to determine when the commas should be placed in each sentence.
Activity: The facilitator may stress to participants that a series includes a list of words, but it can also include a list of phrases or clauses. This exercise allows participants to determine when the commas should be placed in each sentence.
Key Concepts: One of the most prevalent comma errors is the comma splice—the placement of a comma between two independent clauses.
Key Concepts: This slide enumerates several methods for correcting comma splices. The examples listed in the next three slides are corrections of the comma splices in the previous slide.
Activity: This slide invites participants to again test their comma skills.
The first example requires commas between each element within the list.
The second example contains a comma splice. The sentence may be corrected by the addition of a conjunction after the comma, turning the comma splice into a compound sentence. This example may also be corrected by separating the two clauses into two separate sentences, or by changing the comma to a semi-colon.
The third example requires a comma after the introductory clause. The facilitator may wish to note that “although” is a dependent clause marker.
The fourth example, a compound sentence, requires a comma before the conjunction. Commas are also needed after each element in the list.
Rationale: As the presentation concludes, the facilitator can remind students that they can come to the Writing Lab for extra help with comma usage.
The Writing Lab is located on the West Lafayette Campus in room 226 of Heavilon Hall. The lab is open 9:00am-6:00 pm. OWL, Online Writing Lab, is a reach resource of information. Its address is http://owl.english.purdue.edu. And finally, you can email your questions to OWL Mail at owlmail@owl.english.purdue.edu and our tutors will get back to you promptly.
Click mouse after the title question.
For additional assistance with comma usage, see:
Harris, Muriel. Prentice Hall Reference Guide to Grammar and Usage. 4th ed. Upper Saddle River, NJ: Prentice Hall, 2000.