This document provides a review and examples of reducing adverb clauses to phrases. It begins by defining different types of adverb clauses, such as time, reason, and opposition clauses. It then explains how to reduce adverb clauses by making the subject of both clauses the same, changing the verb in the adverb clause to a participle form, and optionally removing the subordinator. The document provides examples of reducing various types of adverb clauses like before, after, since, while, as, and because clauses. It also addresses special cases like passive voice, fragments, punctuation errors, and double connectors. In the end, it provides contact information for the author to learn more.
Review Modals Should, Could, and Must with PracticeCC Undertree
This document provides an overview of the modal verbs should, could, and must. It discusses their meanings and uses, including advice/expectation for should, possibility for could, and strong certainty for must. Examples are given of each modal verb in different tenses and functions. The document concludes with exercises to practice using modal verbs to rephrase sentences.
A brief review of Restrictive and Nonrestrictive adjective clauses as well as a bit of clause to phrase reduction with some practice. Created by Coleman's Classroom.
Verb Review- Special Problems with Progressive VerbsCC Undertree
A brief review of possible problems with verbs in the progressive tenses including involuntary and voluntary usages of verbs. Created by Coleman's Classroom
Review Fragments and Run-ons with PracticeCC Undertree
This document provides an overview of sentence fragments and run-ons, including definitions and examples. It discusses different types of fragments such as phrase, -ing, and infinitive fragments. It also covers dependent clause fragments and how to identify and correct fragments. For run-ons, it defines fused sentences and comma splices and gives five ways to correct them, such as using separate sentences, conjunctions, or semicolons. The document concludes with some practice examples of fragments and run-ons.
A quick review of the major components and usage of relative clauses (adjective clauses) with a bit of practice throughout. Created by Coleman's Classroom
Review Modals Should, Could, and Must with PracticeCC Undertree
This document provides an overview of the modal verbs should, could, and must. It discusses their meanings and uses, including advice/expectation for should, possibility for could, and strong certainty for must. Examples are given of each modal verb in different tenses and functions. The document concludes with exercises to practice using modal verbs to rephrase sentences.
A brief review of Restrictive and Nonrestrictive adjective clauses as well as a bit of clause to phrase reduction with some practice. Created by Coleman's Classroom.
Verb Review- Special Problems with Progressive VerbsCC Undertree
A brief review of possible problems with verbs in the progressive tenses including involuntary and voluntary usages of verbs. Created by Coleman's Classroom
Review Fragments and Run-ons with PracticeCC Undertree
This document provides an overview of sentence fragments and run-ons, including definitions and examples. It discusses different types of fragments such as phrase, -ing, and infinitive fragments. It also covers dependent clause fragments and how to identify and correct fragments. For run-ons, it defines fused sentences and comma splices and gives five ways to correct them, such as using separate sentences, conjunctions, or semicolons. The document concludes with some practice examples of fragments and run-ons.
A quick review of the major components and usage of relative clauses (adjective clauses) with a bit of practice throughout. Created by Coleman's Classroom
A brief review of the difference between adverbs and adverb clause, the various kinds of adverb clauses, and the subordinate conjunctions with a brief practice using them. Created by Coleman's Classroom.
A large extensive pirate-themed fragment review covering fragments of -ing, infintive phrase, dependent clause, relative clause, prepositional phrase, appositive phrase, and added detail. Practice recognizing and fixing fragments. Sophisticated themed language. Created by Coleman's Classroom.
This document discusses the introduction of an essay. It explains that an introduction gains the reader's interest, informs them about the topic, provides tone, and presents the thesis while previewing the major supporting points. The introduction includes a lead-in or "hook" to engage the reader, discusses the topic, and states the thesis. Various types of hooks are described such as general statements, anecdotes, descriptions, definitions, counterarguments, questions, quotations, facts/statistics, and noting the importance of the topic.
Phrasal verbs can be difficult to master since some of their idiomatic usage is confusing. This presentation provides 22 practice sentences with phrasal idioms. The colored button answer choices make is easy to use in a language classroom for a class activity. The idioms ARE NOT explained; this is only practice. Good for vocabulary development and language understanding. For all levels of ESL. Created by Coleman's Classroom.
Explains 8 idioms using baseball vocabulary like play hard ball or strike out and provides practice in recognition of the correct usage. Good for vocabulary development and language understanding. For all levels of ESL. Created by Coleman's Classroom.
The document defines and provides examples of common idiomatic phrases including "ace in the hole", "albatross around one's neck", "Achilles' heel", "cost an arm and a leg", "put on the back burner", "back to square one", "bad mouth", "bark up the wrong tree". Each idiom is presented with its meaning and origin. The document also provides examples of sentences using the idioms and identifies whether each usage is correct or incorrect.
Vocab Academic Idioms Starting with C and DCC Undertree
Here are some C and D idioms that can be used in academic writing and may be seen in academic texts. Brief practice included. Created by Coleman's Classroom.
A five part step by step technique based on the Sheridan Baker Thesis machine but simplified for beginning writers to facilitate thesis creation with practice.Created by Coleman's Classroom.
Explains 30 idioms using colors and provides practice in recognition of the correct usage. Good for vocabulary development and language understanding. For all levels of ESL. Created by Coleman's Classroom.
Review various homonyms in sentences and practice identifying the correct part of speech. For all levels of language development. This can also be used for pronunciation practice. Created by Coleman's Classroom.
This document provides guidance on writing essays, including defining what an essay is, outlining different structures and approaches, and how to develop an effective thesis statement and supporting body paragraphs. It emphasizes that while there is no single best way to write an essay, having a clear plan is important. This includes determining an organizational structure, crafting a thesis that can be supported with examples, and using topic sentences to unify each body paragraph back to the overarching thesis. Developing a strong essay relies on outlining ideas before writing to ensure coherence and effective argument development.
The Essay: Body, Conclusion, and TitlesCC Undertree
a brief overview of essay body paragraphs, types of conclusions, explanation of the "so what:, and title formation strategies. Created by Coleman's Classroom
The document discusses a classroom website that provides information on various topics like vocabulary, literary terms, and plot details of a story. It includes summaries of the plot, which involves two men fighting over a woman's love, with one winning her but the other committing suicide. It also discusses themes of the story like man vs machine and love/deceit. Literary terms like personification, colloquialism and irony are defined in the context of examples from the story. The story seems to involve a computer named EPICAC that expresses interest in a woman named Pat through poems.
A brief review of 7 key aspects of thesis for short essays (3-5 pages) for basic writing class. Also includes practice. Created by Coleman's Classroom for Advanced ESL writing course.
This is the lesson to accompany the story "A Short Story of a Long Digest" by Budd Schulberg and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Thank You Ma'am" by Langston Hughes and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Story of an Hour" by Kate Chopin and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
The document discusses themes from a novel such as despair, death, suicide, and relationships. It provides context on the author Clare Boylan and some of her works. It examines idiomatic phrases used in the story and literary devices like metaphor and simile. Several excerpts from the story are presented that describe suicidal thoughts and symbolism. The document analyzes what the main ideas of the story may be and who the main characters are of June, Muriel, and Edna. It leaves open what ultimately happened to the character of Edna.
Adverb clauses are groups of words that contain a subject and verb that modify verbs, adjectives, or other adverbs. There are several types of adverb clauses including clauses of concession, time, reason, contrast, result, purpose, place, and manner. Each type is introduced by different subordinating conjunctions like although, when, because, whereas, so that, where, and as. Adverb clauses provide details like when, how, why to the independent clause in the sentence.
Adverb clauses powerpoint (ms standard 4c4)jeremybrent
This document discusses adverb clauses, which are groups of words that contain a subject and finite verb that describe or add to the meaning of a verb, adjective, or other adverb. It defines 8 types of adverb clauses: time, reason, concession, contrast, result, purpose, place, and manner. Examples are provided for each type introduced by common subordinating conjunctions like when, because, although, whereas, so that, where, and as.
A brief review of the difference between adverbs and adverb clause, the various kinds of adverb clauses, and the subordinate conjunctions with a brief practice using them. Created by Coleman's Classroom.
A large extensive pirate-themed fragment review covering fragments of -ing, infintive phrase, dependent clause, relative clause, prepositional phrase, appositive phrase, and added detail. Practice recognizing and fixing fragments. Sophisticated themed language. Created by Coleman's Classroom.
This document discusses the introduction of an essay. It explains that an introduction gains the reader's interest, informs them about the topic, provides tone, and presents the thesis while previewing the major supporting points. The introduction includes a lead-in or "hook" to engage the reader, discusses the topic, and states the thesis. Various types of hooks are described such as general statements, anecdotes, descriptions, definitions, counterarguments, questions, quotations, facts/statistics, and noting the importance of the topic.
Phrasal verbs can be difficult to master since some of their idiomatic usage is confusing. This presentation provides 22 practice sentences with phrasal idioms. The colored button answer choices make is easy to use in a language classroom for a class activity. The idioms ARE NOT explained; this is only practice. Good for vocabulary development and language understanding. For all levels of ESL. Created by Coleman's Classroom.
Explains 8 idioms using baseball vocabulary like play hard ball or strike out and provides practice in recognition of the correct usage. Good for vocabulary development and language understanding. For all levels of ESL. Created by Coleman's Classroom.
The document defines and provides examples of common idiomatic phrases including "ace in the hole", "albatross around one's neck", "Achilles' heel", "cost an arm and a leg", "put on the back burner", "back to square one", "bad mouth", "bark up the wrong tree". Each idiom is presented with its meaning and origin. The document also provides examples of sentences using the idioms and identifies whether each usage is correct or incorrect.
Vocab Academic Idioms Starting with C and DCC Undertree
Here are some C and D idioms that can be used in academic writing and may be seen in academic texts. Brief practice included. Created by Coleman's Classroom.
A five part step by step technique based on the Sheridan Baker Thesis machine but simplified for beginning writers to facilitate thesis creation with practice.Created by Coleman's Classroom.
Explains 30 idioms using colors and provides practice in recognition of the correct usage. Good for vocabulary development and language understanding. For all levels of ESL. Created by Coleman's Classroom.
Review various homonyms in sentences and practice identifying the correct part of speech. For all levels of language development. This can also be used for pronunciation practice. Created by Coleman's Classroom.
This document provides guidance on writing essays, including defining what an essay is, outlining different structures and approaches, and how to develop an effective thesis statement and supporting body paragraphs. It emphasizes that while there is no single best way to write an essay, having a clear plan is important. This includes determining an organizational structure, crafting a thesis that can be supported with examples, and using topic sentences to unify each body paragraph back to the overarching thesis. Developing a strong essay relies on outlining ideas before writing to ensure coherence and effective argument development.
The Essay: Body, Conclusion, and TitlesCC Undertree
a brief overview of essay body paragraphs, types of conclusions, explanation of the "so what:, and title formation strategies. Created by Coleman's Classroom
The document discusses a classroom website that provides information on various topics like vocabulary, literary terms, and plot details of a story. It includes summaries of the plot, which involves two men fighting over a woman's love, with one winning her but the other committing suicide. It also discusses themes of the story like man vs machine and love/deceit. Literary terms like personification, colloquialism and irony are defined in the context of examples from the story. The story seems to involve a computer named EPICAC that expresses interest in a woman named Pat through poems.
A brief review of 7 key aspects of thesis for short essays (3-5 pages) for basic writing class. Also includes practice. Created by Coleman's Classroom for Advanced ESL writing course.
This is the lesson to accompany the story "A Short Story of a Long Digest" by Budd Schulberg and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Thank You Ma'am" by Langston Hughes and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Story of an Hour" by Kate Chopin and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
The document discusses themes from a novel such as despair, death, suicide, and relationships. It provides context on the author Clare Boylan and some of her works. It examines idiomatic phrases used in the story and literary devices like metaphor and simile. Several excerpts from the story are presented that describe suicidal thoughts and symbolism. The document analyzes what the main ideas of the story may be and who the main characters are of June, Muriel, and Edna. It leaves open what ultimately happened to the character of Edna.
Adverb clauses are groups of words that contain a subject and verb that modify verbs, adjectives, or other adverbs. There are several types of adverb clauses including clauses of concession, time, reason, contrast, result, purpose, place, and manner. Each type is introduced by different subordinating conjunctions like although, when, because, whereas, so that, where, and as. Adverb clauses provide details like when, how, why to the independent clause in the sentence.
Adverb clauses powerpoint (ms standard 4c4)jeremybrent
This document discusses adverb clauses, which are groups of words that contain a subject and finite verb that describe or add to the meaning of a verb, adjective, or other adverb. It defines 8 types of adverb clauses: time, reason, concession, contrast, result, purpose, place, and manner. Examples are provided for each type introduced by common subordinating conjunctions like when, because, although, whereas, so that, where, and as.
An adverbial clause is a dependent clause that provides information about when, where, why, how, or under what condition the action of the main clause occurs. It is introduced by a subordinating conjunction like after, before, when, while, because, since, until, if, unless, only if, even if, whether or not, in case, or in the event that. Adverbial clauses express place, time, cause, purpose, concession, or condition. They modify verbs by answering questions like where, when, why, how, or under what conditions something happens in the main clause.
The document appears to be a test containing 5 multiple choice questions about grammar and usage of conjunctions, as well as contact information. Question 1 asks about the speed grizzly bears are capable of when running. Question 2 is about conditions for Lucy attending a meeting. Question 3 is about circumstances of a farmer finding a dinosaur bone while plowing. Question 4 is about timing of a goldfish dying. And question 5 is about inability to feel anger against someone because of liking them too much. The document ends with contact information.
Reduction of adverb_clauses_to_modifying_adverbial_phrasespatico27
The document discusses reducing adverb clauses to modifying adverbial phrases by omitting the subject of the dependent clause and changing verbs to the -ing form. It provides examples like "While I was walking to class, I ran into an old friend" becoming "While walking to class, I ran into an old friend." Adverb clauses can only be changed this way when the subject of the clause and main clause are the same. It also discusses using phrases like "since coming" and "upon/on reaching" to express ideas like cause and effect.
The document discusses the subjunctive mood in Spanish. It defines the subjunctive as not being a tense but a mood that expresses possibility or subjectivity. The subjunctive is used when reporting something that may or may not be real or true, or that depends on something else. It provides examples of the subjunctive being used after verbs expressing will, influence, emotion, doubt, or denial when there is a change in subject between clauses. It also explains how to form the present subjunctive of regular and irregular verbs in Spanish.
The document discusses the subjunctive mood in Spanish. It begins by explaining that the subjunctive is not a verb tense but rather a mood used to indicate uncertainty or opinions that influence actions. It provides examples of how the subjunctive is used after verbs expressing wants, desires, hopes, and orders. It then explains how to conjugate verbs into the subjunctive and provides an acronym to summarize the major uses of the subjunctive mood.
This presentation is about subjunctive with wish, would rather, as if / s though and if only. in the end of the presentation have some question related to subjunctive
The document discusses the English subjunctive verb mood. It notes that the subjunctive was used more frequently in Shakespeare's time but is now disappearing from modern English. However, the subjunctive is still used in certain contexts after verbs or adjectives expressing necessity, advice, or urgency. The present subjunctive has the base verb form, while the past subjunctive looks like the simple past tense except for the verb "to be." The subjunctive is commonly used in conditional sentences and after the verb "wish."
The document discusses adverb clauses of time. It defines adverbs, clauses, and adverb clauses. Adverb clauses of time use subordinating conjunctions like when, whenever, while, as, before, after, till, until, since and as soon as to describe when something happens in relation to another action. Examples are provided such as "When he comes, he will tell us the story" and "After she had got the money, she bought the car." Adverb clauses of time can appear at the beginning, middle or end of a sentence and include a subordinate clause and main clause.
The document discusses adverb clauses, which are subordinate clauses that modify verbs, adjectives, or other adverbs. Adverb clauses answer questions like how, where, when, why, to what extent, or under what condition. They contain both a subject and a verb, unlike single-word adverbs or adverb phrases. Common subordinating conjunctions that introduce adverb clauses include after, although, as, before, since, when, and while. Adverb clauses can appear at the beginning, middle, or end of a sentence and are usually set off by commas when beginning a sentence.
This document defines adverbs and adverbial clauses. It discusses how adverbs modify verbs, adjectives, and other adverbs. Common adverbs often end in "-ly" but this is not always the case. The document also describes different types of adverbs including manner, place, frequency, time, purpose, comment, degree. It discusses the flexible positions of adverbs in sentences and provides examples. Finally, it includes exercises testing the understanding of adverb positions and ordering.
What Are Adverbial Clauses?
An adverbial clause (or an adverb clause) is a group of words which plays the role of an adverb. (Like all clauses, an adverbial clause will contain a subject and a verb.)
All adverbs (including adverbial clauses) can usually be categorized as one of the following:
Adverb Of Time
Adverb Of Manner
Adverb Of Place
Adverb Of Reason
Adverb Of Condition
Adverbs of Concession
Definition, list and examples in each adverbial clauses.
The document discusses the subjunctive mood in English grammar. It defines the subjunctive mood and covers its uses including:
- Synthetic verb forms of the present, past and perfect subjunctive
- Analytical forms using "should", "would", "may" and "might" plus infinitives
- Uses in simple sentences, conditional clauses, subject/predicate clauses and more
- Differences between British and American usage of the subjunctive forms
The document discusses prepositional phrases and their functions. It defines a prepositional phrase as beginning with a preposition and ending with a noun or pronoun. It provides examples of prepositional phrases functioning as adjectives, adverbs, and opening, closing, or splitting a sentence. It also notes that prepositional phrases can modify other prepositional phrases or nouns. Sentences are underlined to identify their prepositional phrases.
The document discusses adverb clauses, which are dependent clauses that function as adverbs to modify verbs, adjectives, or other adverbs in a main clause. It defines five types of adverb clauses: time, place, reason, condition, and contrast. Each type is introduced by specific subordinating conjunctions like when, where, because, if, although. Examples are provided for each type. Rules for reducing adverb clauses and using commas are also covered. In under 3 sentences, the document defines adverb clauses, identifies the 5 types with their introducing conjunctions, and provides examples for each type.
This document defines and provides examples of different types of clauses:
1) Independent clauses can stand alone as a complete sentence, while subordinate clauses cannot due to missing a subject and verb relationship and depend on an independent clause for meaning.
2) Adjective clauses modify nouns and begin with relative pronouns like "who", while adverb clauses modify verbs and begin with subordinating conjunctions like "because".
3) Noun clauses function as nouns and are introduced by words like "how", "if", and "that".
The document discusses various vocabulary words related to concepts like resilience, aptitude, autonomy, and overcoming failures. It provides the definitions, examples, synonyms and antonyms for words like resilience, delegate, arbitrary, assimilate, and meritocracy. It then has practice questions matching the words to their definitions from the examples provided earlier in the document. The document is aimed to help with learning and testing vocabulary.
Coleman's Classroom ppt by Catherine Coleman. This presentation reviews some basic characteristics of a simple compare and contrast essay including the block and point by point format as well as small and big transitions. More resources available at www.clmn.net
Instructions for uploading a file to a student's canvas account. It's limited as can only work if student has already uploaded file. This solution is to REPLACE an incorrect file.
A brief explanation of the result of repetitive actions and a lesson on the three reasons for grammar errors with solutions for and example of including a specific effective editing technique. Created by Coleman's Classroom.
The document provides biographical information about Irish author Maeve Binchy, who believed ordinary people could relate to her characters. It discusses some of her most famous works and includes a quote from Binchy about making her characters relatable. The rest of the document focuses on analyzing themes and characters in Binchy's short story about a couple whose wedding is called off at the last minute when the groom gets cold feet, only for the bride to convince him to go through with the ceremony anyway.
This is the lesson to accompany the story "Teenage Wasteland" by Anne Tyler and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Quickening" by Lisa Interollo and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Powder" by Tobias Wolf and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Miss Brill" by Katherine Mansfield and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Model Millionaire " by Oscar Wilde and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Marionettes, Inc." by Ray Bradbury and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Lottery" by Shirley Jackson and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Like a Winding Sheet" by Ann Petry and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Last Leaf" by O.Henry and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Everyday Use" by Alice Walker and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "A Day's Wait" by Ernest Hemingway and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Boarding House" by James Joyce and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
A five-step study method - BLAST- based on activities to complete before lecture, during lecture, after lecture, to study, and to test. Primarily designed for college classes but would be applicable to any course with instructor lectures. Includes some practice and examples. Created by Coleman's Classroom.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
3. Coleman’s Classroom www.clmn.net
To Reduce…
Subjects of both clauses MUST
be the same
Verb in the ADV CLAUSE can
change to participle
Subordinator often optional
4. Coleman’s Classroom www.clmn.net
BEFORE CLAUSE
Before she moved to CA, Freda lived in
Alaska.
Before she moved to CA, Freda lived in
Alaska.
Before she moved to CA, Freda lived in
Alaska.
moving
her move
7. Coleman’s Classroom www.clmn.net
AFTER CLAUSE
After she had owned it for 4 years,
she sold the blue car.
After she had owned it for 4 years,
she sold the blue car.
After she had owned it for
4 years, she sold the blue car.
owning
9. Coleman’s Classroom www.clmn.net
YOU TRY
After Sam stood in line for 20 minutes,
he got disgusted and left.
After Sam stood in line for 20 minutes,
he got disgusted and left.
After Sam stood in line for 20 minutes,
he got disgusted and left.
standing
Sam
Sam
10. Coleman’s Classroom www.clmn.net
SINCE CLAUSE
The students have been taking a
test since they arrived in class.
The students have been taking a
test since they arrived in class.arriving
12. Coleman’s Classroom www.clmn.net
YOU TRY
Since I have bought a new car, I
must work harder to pay for it!
Since I have bought a new car, I
must work harder to pay for it!
buying
13. Coleman’s Classroom www.clmn.net
WHILE CLAUSE
While it was printing my paper,
the printer blew up.
While it was printing my paper,
the printer blew up.
printing
15. Coleman’s Classroom www.clmn.net
YOU TRY
While Cindy drove to work, she
ate a breakfast burrito.
While Cindy drove to work, she
ate a breakfast burrito.
driving Cindy
16. Coleman’s Classroom www.clmn.net
AS CLAUSE
1. Cindy ate a breakfast burrito
as she was driving to work,
2. Cindy ate a breakfast burrito
as she was driving to work.
17. Coleman’s Classroom www.clmn.net
AS CLAUSE
3. As she was driving to work,
Cindy ate a breakfast burrito.
4. Driving to work, Cindy ate a
breakfast burrito.
21. Coleman’s Classroom www.clmn.net
AS SOON AS CLAUSE
As soon as they finished the test, the
students rushed out of the class.
As soon as they finished the test, the
students rushed out of the class.
As soon as they finished the test, the
students rushed out of the class.
Upon finishing
On finishing
23. Coleman’s Classroom www.clmn.net
YOU TRY
As soon as I grade these
papers, I will watch American
Idol.
As soon as I grade these
papers, I will watch American
Idol.
Upon grading
25. Coleman’s Classroom www.clmn.net
BECAUSE / SINCE / AS
REG VERB CLAUSE
Because she studies so much,
she expects good grades.
Because she studies so much,
she expects good grades.
Studying so much
27. Coleman’s Classroom www.clmn.net
You Try
Because Harry loves French fries,
he eats at MacDonald’s every day.
Because Harry loves French fries,
he eats at MacDonald’s every day.
Loving
28. Coleman’s Classroom www.clmn.net
BECAUSE / SINCE / AS
REG VERB CLAUSE
Since she studies so much, she
expects good grades.
Because she studies so much,
she expects good grades.
Studying so much
30. Coleman’s Classroom www.clmn.net
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Since she reads a lot, Suzy has a
big vocabulary.
Since she reads a lot, Suzy has a
big vocabulary.
Reading
31. Coleman’s Classroom www.clmn.net
BECAUSE / SINCE / AS
REG VERB CLAUSE
As she studies so much, she
expects good grades.
As she studies so much, she
expects good grades.
Studying so much,
33. Coleman’s Classroom www.clmn.net
You Try
As he walks to work in the
morning, Sam is very healthy.
As he walks to work in the
morning, Sam is very healthy.
Walking
34. Coleman’s Classroom www.clmn.net
BECAUSE / SINCE / AS
BE VERB CLAUSE
Because she was unhappy, she
expected bad grades.
Because she was unhappy, she
expected bad grades.
Being unhappy,
37. Coleman’s Classroom www.clmn.net
BECAUSE / SINCE / AS
NEGATIVE VERB CLAUSE
Because she didn’t want to
study, she expected bad grades.
Because she didn’t want to
study, she expected bad grades.
Not wanting to study,
39. Coleman’s Classroom www.clmn.net
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Because he doesn’t like the
teacher, Todd will drop the
class.
Because he doesn’t like the
teacher, Todd will drop the
class.
Not liking
40. Coleman’s Classroom www.clmn.net
BECAUSE OF VERB CLAUSE
Because she was unhappy, she
expected bad grades.
Because she was unhappy, she
expected bad grades.
Because of her unhappiness,
42. Coleman’s Classroom www.clmn.net
You Try
Because he is angry, Todd will
drop the class.
Because he is angry, Todd will
drop the class.
of his anger,
44. Coleman’s Classroom www.clmn.net
ALTHOUGH / THOUGH / WHILE
CLAUSE REDUCTION
Although she was unhappy,
Claudia stayed in the class.
Although she was unhappy,
Claudia stayed in the class.
unhappy,
46. Coleman’s Classroom www.clmn.net
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Although Stan needs new shoes,
he doesn’t have money to buy
them.
Although Stan needs new shoes,
he doesn’t have money to buy
them.
needing
Stan
47. Coleman’s Classroom www.clmn.net
(Time) Having + Past Part
After she burned the lasagna,
they decided to order out.
After burning the lasagna, they
decided to order out.
Having burnt the lasagna, they
decided to order out.
48. Coleman’s Classroom www.clmn.net
(Reason) Having + Past Part
Because she lost her keys, she
couldn’t go to work.
After losing her keys, she
couldn’t go to work.
Having lost her keys, she
couldn’t go to work.
52. Coleman’s Classroom www.clmn.net
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Because the people disliked the
president, they voted him out
of office.
Having disliked the president,
they voted him out of office.
53. Coleman’s Classroom www.clmn.net
Reducing The PASSIVE (Time)
Before it was burned, the
lasagna looked really good.
Before it was burned,
the lasagna looked really good.
being
54. Coleman’s Classroom www.clmn.net
Reducing The PASSIVE
(Reason)
Because the keys were lost,
they couldn’t start the car.
Having been lost, they
couldn’t start the car.
the keys
55. Coleman’s Classroom www.clmn.net
ADV CLAUSE Special Problems:
Fragments
DC punctuated as IC
I lost 5 pounds. Because I quit
eating ice cream for breakfast.
When I went to school. I forgot
my books.
56. Coleman’s Classroom www.clmn.net
ADV CLAUSE Special Problems:
Fragments
DC punctuated as IC
I lost 5 pounds. Because I quit
eating ice cream for breakfast.
When I went to school. I forgot
my books.
pounds because
school, I
57. Coleman’s Classroom www.clmn.net
ADV CLAUSE Special Problems:
Punctuation Errors
DC missing comma IC
Because I quit eating ice cream
for breakfast I lost 5 pounds.
IC no comma DC
I lost 5 pounds , because I quit
eating ice cream for breakfast.
58. Coleman’s Classroom www.clmn.net
ADV CLAUSE Special Problems:
Punctuation Errors
DC missing comma IC
Because I quit eating ice cream
for breakfast I lost 5 pounds.
IC no comma DC
I lost 5 pounds , because I quit
eating ice cream for breakfast.
,
59. Coleman’s Classroom www.clmn.net
ADV CLAUSE Special Problems:
Dangling Participles (MM)
While painting the house, the
phone rang.
Houses can’t paint
themselves.
60. Coleman’s Classroom www.clmn.net
ADV CLAUSE Special Problems:
Dangling Participles (MM)
While painting the house, the
phone rang.
While I painted the house,
the phone rang.
61. Coleman’s Classroom www.clmn.net
ADV CLAUSE Special Problems:
Because Of
Because of he was angry, he
punched the wall.
Prepositions don’t
start clauses.
62. Coleman’s Classroom www.clmn.net
ADV CLAUSE Special Problems:
Because Of
Because of he was angry, he
punched the wall.
Because of his anger, he
punched the wall.
Because he was angry, he
punched the wall.
63. Coleman’s Classroom www.clmn.net
ADV CLAUSE Special Problems:
Double Connectors
Although he wanted to lose
weight, but he kept eating
candy.
Two connectors is one too
many!
64. Coleman’s Classroom www.clmn.net
ADV CLAUSE Special Problems:
Double Connectors
Although he wanted to lose weight,
but he kept eating candy.
Although he wanted to lose weight,
he kept eating candy.
He wanted to lose weight, but he
kept eating candy.