Business Writing Workshop
Developing Powerful Sentences
Business Writing Workshop
Developing Powerful Sentences
Introduction
This course has discussed how to capture your ideas, organize them into an effective document, and use those ideas to tell a powerful story. The last important element in successful writing is your mechanical skill: how well you construct and use clear, logical sentences.
A disciplined writer has the ability to write well-crafted sentences with variety and clarity. This session will discuss basic sentence construction, including sentences structure, clauses, and phrases. It will also describe how to troubleshoot your sentences: to recognize and apply techniques for improving your sentences so you say what you mean.
When you complete this session, you will be able to do the following:
· Define the terms “phrase” and “clause” and explain how each is used in sentences.
· Name, define, and give examples of the four types of sentences.
· Define and give examples of dependent and independent clauses.
· Name and give examples of the three types of phrases.
· Uses phrases and clauses as nouns and modifiers in sentences.
· Analyze and rewrite sentences with problems in construction.
· Name symptoms that indicate problems with sentence structure.
Activity
Here are some words in disarray. Use the space below to arrange these words into a logical sentence.
Use only the words that are here and use all of them!
Him stick with the the before chased had big the attacked boy dog that
The Structure of the Sentence
Definition: Sentence
The sentence combines words to express a complete thought. The sentence is the basic structure of written English.
Sentences have two required elements: the subject and the predicate.
1. The subject is the actor or the object of action in the sentence. The subject tells what or whom the sentence is writing about.
Example: The chairman reviewed the report.
2. The predicate is the action or activity of the sentence. The predicate normally tells what the subject is doing or what is happening to the sentence.
Examples: The chairman reviewed the report.
The report was reviewed by the chairman.
In many sentences, the verb requires an object or a complement to complete the thought. The type of verb determines whether the word that completes the sentence is a noun or a modifier.
Example: The chairman reviewed the report.
This answer is incomplete.
Here are some examples of simple sentences.
The managersattended the meeting.
subject predicate direct object
The meetingwas held at 4:00.
subject predicate
Margaretdid not have the information for her report.
subject predicate
Paulpresented a report.
s p
The reportwas long.
s p
Paulhad told me the results.
s p
Weadjourned the meeting at 5:45 without a decision.
s p
Modifiers
Many sentences also contain modifiers. Modifier ...
Class 7 1 a add mla formatting videos and integrating videojordanlachance
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts/revisions of descriptive sections to an online discussion board.
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts and revisions of descriptive passages to an online discussion board.
This document contains the agenda and notes for an EWRT 1A college writing class. The agenda includes a writing workshop on revision strategies, a presentation on MLA formatting, and an in-class writing assignment. The notes provide guidance on revising essays, setting up papers in MLA format, common writing issues like wordiness, compound sentences, and dangling modifiers, and homework assignments which include reading, revising an essay draft based on peer comments, and posting drafts/revisions online. Students are expected to apply the editing strategies covered to improve their writing.
This document provides the agenda and notes for an EWRT 1A class. It includes presentations and workshops on revision strategies, MLA formatting, editing for wordiness, compound sentences, and dangling modifiers. It also provides guidance on developing revision strategies like reading aloud, isolating specific problems, and using surface level techniques. Students are assigned homework to revise their draft essay using feedback, and submit it in MLA format along with posting drafts and revisions of descriptive passages.
This document provides information about a BCA course on communication skills. It includes the course code, topic of the first unit on sentences and tenses, and expected course outcomes. The document then defines different types of sentences and sentence structures. Finally, it explains the 12 tenses in English, providing examples of their basic structures. Students can contact the listed instructor with any other questions.
This document provides an overview of Module 4 which focuses on improving cohesion and coherence in writing. It discusses four main topics: 1) reviewing previous modules and completing assignments, 2) connecting sentences using cohesive devices like transitions and prepositional phrases, 3) the four types of cohesive devices - connectors, definite articles, personal pronouns, and demonstrative pronouns, with an emphasis on connectors, and 4) punctuation rules for using transitions and prepositional phrases. The goal is to help writers create better flow and connection between sentences and ideas in their paragraphs.
Here are the sentences with corrections for dangling modifiers:
1. After reading the original study, I found the article remains unconvincing.
2. If relieved of your responsibilities at your job, you should relax at home.
3. Not having studied the lab manual carefully, the experiment was a failure.
The document provides instruction on sentence expansion techniques, including coordination, subordination, relative clauses, appositive phrases, and adverbial clauses. Students are assigned a writing task applying these techniques and must underline and label the patterns used. They are also given reading and office hour assignments.
Class 7 1 a add mla formatting videos and integrating videojordanlachance
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts/revisions of descriptive sections to an online discussion board.
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts and revisions of descriptive passages to an online discussion board.
This document contains the agenda and notes for an EWRT 1A college writing class. The agenda includes a writing workshop on revision strategies, a presentation on MLA formatting, and an in-class writing assignment. The notes provide guidance on revising essays, setting up papers in MLA format, common writing issues like wordiness, compound sentences, and dangling modifiers, and homework assignments which include reading, revising an essay draft based on peer comments, and posting drafts/revisions online. Students are expected to apply the editing strategies covered to improve their writing.
This document provides the agenda and notes for an EWRT 1A class. It includes presentations and workshops on revision strategies, MLA formatting, editing for wordiness, compound sentences, and dangling modifiers. It also provides guidance on developing revision strategies like reading aloud, isolating specific problems, and using surface level techniques. Students are assigned homework to revise their draft essay using feedback, and submit it in MLA format along with posting drafts and revisions of descriptive passages.
This document provides information about a BCA course on communication skills. It includes the course code, topic of the first unit on sentences and tenses, and expected course outcomes. The document then defines different types of sentences and sentence structures. Finally, it explains the 12 tenses in English, providing examples of their basic structures. Students can contact the listed instructor with any other questions.
This document provides an overview of Module 4 which focuses on improving cohesion and coherence in writing. It discusses four main topics: 1) reviewing previous modules and completing assignments, 2) connecting sentences using cohesive devices like transitions and prepositional phrases, 3) the four types of cohesive devices - connectors, definite articles, personal pronouns, and demonstrative pronouns, with an emphasis on connectors, and 4) punctuation rules for using transitions and prepositional phrases. The goal is to help writers create better flow and connection between sentences and ideas in their paragraphs.
Here are the sentences with corrections for dangling modifiers:
1. After reading the original study, I found the article remains unconvincing.
2. If relieved of your responsibilities at your job, you should relax at home.
3. Not having studied the lab manual carefully, the experiment was a failure.
The document provides instruction on sentence expansion techniques, including coordination, subordination, relative clauses, appositive phrases, and adverbial clauses. Students are assigned a writing task applying these techniques and must underline and label the patterns used. They are also given reading and office hour assignments.
The document provides an overview of fundamental syntactic concepts. It discusses the basic steps of syntactic analysis: 1) determining the relevant parts of a sentence, and 2) assigning grammatical labels to the parts. It then examines different syntactic units like phrases, clauses, and sentences. Key points include: phrases are composed of a head and optional modifiers/complements, clauses contain a subject-predicate relationship, and sentences are the largest unit. The document also outlines different tests for identifying constituents, or meaningful parts, of sentences.
This report analyzes clauses in the book "Teach English" by Adrian. The objectives are to collect nouns, pronouns, adjectives, verbs and analyze clause types - independent, dependent, adjective, noun. The book contains 24 units to develop teaching skills. Each unit has activities for teachers to practice techniques. The report defines parts of speech and clause types, classifies examples from the book, then concludes that adverbial time clauses are complex but important for defining language details. Mongolian conveys time meanings more concisely than English despite similar grammar structures.
Word class sentence formation & elements.pptxJames Rick
This document provides an overview of the syllabus for a Freshman English course. It outlines the course code, instructor, semester, days of the week, and topics to be covered each day. These include parts of speech, sentence formation, reading skills, writing skills like summarization and paraphrasing. It also details the assessment criteria including quizzes, assignments, presentations and exams. Recommended textbooks and online resources are provided. Key concepts covered are word classes, word formation processes, elements of a sentence and different sentence structures. The four types of sentences and use of articles in writing are also explained.
Parts of speech
Noun
Pronoun
Adverb
Adjective
Interjection
Conjunction
Articles
Uses of Articles
Types of noun
types of pronoun
Ajective types
Adverb of time manner
adverb of place
examples of articles
This chapter discusses English syntax and how words are grouped into syntactic units like phrases, clauses, and sentences. It covers constituency, form and function, formal and notional definitions of word classes, and the linear hierarchical structure of language. Tests for constituents like substitution and insertion are described. Grammatical descriptions can be formal, focusing on characteristics, or notional, focusing on semantics. Constituents have both form and function. Phrases, clauses, and sentences are analyzed in terms of their forms and functions.
MODULE 3 Writing n Exposition or Discussion on a Familiar Issue to Include Ke...cherbellabelle
The document defines and discusses exposition, which presents an argument to persuade the reader. It notes that exposition can be in the form of an essay, speech, or editorial. The document outlines the typical structure of exposition, including an introduction stating the position, arguments to support it, and a reinforcement of the position. It also identifies common language features used in exposition, such as conjunctions, modal verbs, evaluative language, thinking verbs, and transitional words to logically link the argument.
Writing Skill B W S best 1 P POINT(1).pptxThomasHundasa1
This document provides an introduction to basic writing skills, including defining parts of sentences. It discusses the different types of words, phrases, and clauses that make up sentences. It also defines the four main types of sentences based on structure: simple, compound, complex, and compound-complex. Additionally, it covers topics like sentence combination, coordination, and correlative conjunctions. The overall purpose is to outline foundational concepts for analyzing and constructing grammatically correct sentences.
The evenings have recently turned very cold, according to a short document. It discusses linguistic concepts like constituents, immediate constituents, and the relationship between linguistic units of different sizes, including sentences, clauses, phrases, words and morphemes. It also covers the differences between simple and complex sentences.
Units and Complex Units by Tayyiba Hanif and Colleagues. A very important topic in Advanced Grammar under the super vision of Dr.Hafiz M. Qasim. This material help a lot in understanding the topic. Thanks!
A sentence is defined as a group of words that expresses a complete thought through a statement, question, instruction or exclamation. It typically contains a subject and a verb. Sentences can contain multiple thoughts and ideas. The key parts of a sentence are the subject, predicate, object, and complement. There are different types of sentences such as simple, compound, complex and complex compound sentences. Proper sentence structure is important for clear academic writing.
The document discusses the comma punctuation mark. It defines the comma as a punctuation mark written as ',' that is used to indicate a pause in a sentence in order to provide clarity. It then discusses some key rules for using commas, such as using commas before coordinating conjunctions in compound sentences, to separate independent clauses joined by a coordinating conjunction, and to set off non-restrictive elements.
The passage then provides examples of using commas with dates, places, names with titles, questions, addresses, and more. It also lists cases when commas should not be used, such as between an independent clause and dependent clause. Overall, the document serves as a guide to the basic uses and rules regarding the comma punctuation mark in
This document provides an overview of Module 3 Topic 1 on sentence structure. It discusses the three basic types of sentences: simple sentences, compound sentences, and complex sentences. Simple sentences contain one subject-verb pair, compound sentences contain at least two independent clauses joined by a coordinating conjunction, and complex sentences contain one independent clause and one or more dependent clauses. The document defines what constitutes a clause and provides examples of each sentence type to illustrate the differences between them. It emphasizes the importance of being able to identify coordinating conjunctions and subordinating conjunctions to properly write sentences.
1. This lecture discusses different types of adverbials, which provide extra information about verbs. Adverbials can be adjuncts, disjuncts, or conjuncts.
2. Adjuncts are integrated into sentences and qualify or complete the meaning. They modify verb phrases. Disjuncts occur outside clause structure and are used to evaluate what is said. Conjuncts also occur outside clauses and connect ideas between sentences.
3. The relationship between adjuncts, disjuncts, and conjuncts is best conceptualized with adjuncts part of clauses, disjuncts peripheral but non-connecting, and conjuncts peripheral and connecting.
This document defines and provides examples of different types of grammatical constructions including phrases, clauses, and sentences. It discusses phrases such as prepositional phrases and noun phrases. It also examines different types of clauses including relative clauses, complement clauses, and adverbial clauses. Specific examples are provided to illustrate each construction type.
This document defines and provides examples of adjectives and adverbs. It explains that adjectives describe nouns and do not change form based on the noun. There are different types of adjectives including qualitative, interrogative, numeric, and possessive. Adverbs modify verbs, adjectives, other adverbs, prepositions or entire sentences. There are three types of adverbs - adjuncts, disjuncts, and conjuncts. Adjuncts provide optional or secondary information to a sentence, while disjuncts express the speaker's attitude and conjuncts introduce a new sentence and link it to the previous. The document provides examples of each.
Research proposal (Students' Knowledge of Adverb and Adjectives)Ria Dwi Pratiwi
This document provides an introduction to a student's thesis on distinguishing between adjectives and adverbs. It includes sections on the background of the topic, definitions of adjectives and adverbs, their distinguishing characteristics, the research methodology used in the study, and references. The study aimed to determine 10 students' knowledge of adjectives versus adverbs through a test. It found that some students were still confused between the two parts of speech due to similarities in some cases where adverbs are formed from adjectives with the "-ly" suffix.
The document provides information on various grammar topics including parts of speech, modifiers, tenses, and clauses. It discusses proper use of nouns as modifiers, adverbs, conjunctions, prepositions, verb tenses, mood, attributes, and relative clauses to improve clarity and effectiveness in writing. Key points include identifying different parts of speech, placing modifiers close to the words they modify, using consistent verb tense and form, and including relative clauses to provide more details in sentences.
Characteristics of a good sentence lecture 1 writingglenda75
The document provides guidance on writing good sentences, including:
1. A good sentence begins with the main point and ends with the second most important idea to frame the reader's understanding.
2. Sentences should be grammatically correct, easy to read aloud, and easy to understand while keeping a reasonable length.
3. Coherence, emphasis, and avoiding errors like fragments, run-ons, and comma splices are important for effective writing.
The Analysis of Types Meaning of Adjective-KARYA ILMIAH SEMANTICEny Parina
This document provides background information and outlines the scope and methodology of an essay analyzing types of meaning in adjectives found in the story "Beowulf and Grendel". It begins with an introduction describing the problems and aims of the essay. It then reviews relevant theories on adjectives and meaning, including seven types of meaning proposed by Leech. The document concludes by describing the data source, collection, and analysis methods to be used, which will involve identifying types of meaning in adjectives based on Leech's framework. The analysis will focus on adjectives in "Beowulf and Grendel" and relate them to the seven meaning types.
1-2paragraphsapa formatWelcome to Module 6. Divers.docxjasoninnes20
1-2
paragraphs
apa format
Welcome to Module 6. Diversity can help ensure that a team has the skills and knowledge necessary for the successful completion of tasks. Diverse teams, as long as they are well managed, tend to be more creative and achieve goals more efficiently. Leaders must understand and appreciate the diversity that exists in their team. Answer the following question as you think about the diversity that exists within your own organization.
How does this diversity help your team achieve its goals?
Have you noticed any barriers to team unity that may be attributed to the diversity of team members' backgrounds?
How has your background and experience prepared you to be an effective leader in an organization that holds diversity and inclusion as core to its mission and values?
.
1-Post a two-paragraph summary of the lecture; 2- Review the li.docxjasoninnes20
1-Post a two-paragraph summary of the lecture;
2- Review the links and select one. Briefly explain how they support our curse.
http://www.fldoe.org/
http://www.eric.ed.gov/ERICWebPortal/Home.portal
http://firn.edu/doe/sas/ftce/ftcecomp.htm
Use APA 7.
each work separately.
.
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The document provides an overview of fundamental syntactic concepts. It discusses the basic steps of syntactic analysis: 1) determining the relevant parts of a sentence, and 2) assigning grammatical labels to the parts. It then examines different syntactic units like phrases, clauses, and sentences. Key points include: phrases are composed of a head and optional modifiers/complements, clauses contain a subject-predicate relationship, and sentences are the largest unit. The document also outlines different tests for identifying constituents, or meaningful parts, of sentences.
This report analyzes clauses in the book "Teach English" by Adrian. The objectives are to collect nouns, pronouns, adjectives, verbs and analyze clause types - independent, dependent, adjective, noun. The book contains 24 units to develop teaching skills. Each unit has activities for teachers to practice techniques. The report defines parts of speech and clause types, classifies examples from the book, then concludes that adverbial time clauses are complex but important for defining language details. Mongolian conveys time meanings more concisely than English despite similar grammar structures.
Word class sentence formation & elements.pptxJames Rick
This document provides an overview of the syllabus for a Freshman English course. It outlines the course code, instructor, semester, days of the week, and topics to be covered each day. These include parts of speech, sentence formation, reading skills, writing skills like summarization and paraphrasing. It also details the assessment criteria including quizzes, assignments, presentations and exams. Recommended textbooks and online resources are provided. Key concepts covered are word classes, word formation processes, elements of a sentence and different sentence structures. The four types of sentences and use of articles in writing are also explained.
Parts of speech
Noun
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Adjective
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Articles
Uses of Articles
Types of noun
types of pronoun
Ajective types
Adverb of time manner
adverb of place
examples of articles
This chapter discusses English syntax and how words are grouped into syntactic units like phrases, clauses, and sentences. It covers constituency, form and function, formal and notional definitions of word classes, and the linear hierarchical structure of language. Tests for constituents like substitution and insertion are described. Grammatical descriptions can be formal, focusing on characteristics, or notional, focusing on semantics. Constituents have both form and function. Phrases, clauses, and sentences are analyzed in terms of their forms and functions.
MODULE 3 Writing n Exposition or Discussion on a Familiar Issue to Include Ke...cherbellabelle
The document defines and discusses exposition, which presents an argument to persuade the reader. It notes that exposition can be in the form of an essay, speech, or editorial. The document outlines the typical structure of exposition, including an introduction stating the position, arguments to support it, and a reinforcement of the position. It also identifies common language features used in exposition, such as conjunctions, modal verbs, evaluative language, thinking verbs, and transitional words to logically link the argument.
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This document provides an introduction to basic writing skills, including defining parts of sentences. It discusses the different types of words, phrases, and clauses that make up sentences. It also defines the four main types of sentences based on structure: simple, compound, complex, and compound-complex. Additionally, it covers topics like sentence combination, coordination, and correlative conjunctions. The overall purpose is to outline foundational concepts for analyzing and constructing grammatically correct sentences.
The evenings have recently turned very cold, according to a short document. It discusses linguistic concepts like constituents, immediate constituents, and the relationship between linguistic units of different sizes, including sentences, clauses, phrases, words and morphemes. It also covers the differences between simple and complex sentences.
Units and Complex Units by Tayyiba Hanif and Colleagues. A very important topic in Advanced Grammar under the super vision of Dr.Hafiz M. Qasim. This material help a lot in understanding the topic. Thanks!
A sentence is defined as a group of words that expresses a complete thought through a statement, question, instruction or exclamation. It typically contains a subject and a verb. Sentences can contain multiple thoughts and ideas. The key parts of a sentence are the subject, predicate, object, and complement. There are different types of sentences such as simple, compound, complex and complex compound sentences. Proper sentence structure is important for clear academic writing.
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The passage then provides examples of using commas with dates, places, names with titles, questions, addresses, and more. It also lists cases when commas should not be used, such as between an independent clause and dependent clause. Overall, the document serves as a guide to the basic uses and rules regarding the comma punctuation mark in
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1. This lecture discusses different types of adverbials, which provide extra information about verbs. Adverbials can be adjuncts, disjuncts, or conjuncts.
2. Adjuncts are integrated into sentences and qualify or complete the meaning. They modify verb phrases. Disjuncts occur outside clause structure and are used to evaluate what is said. Conjuncts also occur outside clauses and connect ideas between sentences.
3. The relationship between adjuncts, disjuncts, and conjuncts is best conceptualized with adjuncts part of clauses, disjuncts peripheral but non-connecting, and conjuncts peripheral and connecting.
This document defines and provides examples of different types of grammatical constructions including phrases, clauses, and sentences. It discusses phrases such as prepositional phrases and noun phrases. It also examines different types of clauses including relative clauses, complement clauses, and adverbial clauses. Specific examples are provided to illustrate each construction type.
This document defines and provides examples of adjectives and adverbs. It explains that adjectives describe nouns and do not change form based on the noun. There are different types of adjectives including qualitative, interrogative, numeric, and possessive. Adverbs modify verbs, adjectives, other adverbs, prepositions or entire sentences. There are three types of adverbs - adjuncts, disjuncts, and conjuncts. Adjuncts provide optional or secondary information to a sentence, while disjuncts express the speaker's attitude and conjuncts introduce a new sentence and link it to the previous. The document provides examples of each.
Research proposal (Students' Knowledge of Adverb and Adjectives)Ria Dwi Pratiwi
This document provides an introduction to a student's thesis on distinguishing between adjectives and adverbs. It includes sections on the background of the topic, definitions of adjectives and adverbs, their distinguishing characteristics, the research methodology used in the study, and references. The study aimed to determine 10 students' knowledge of adjectives versus adverbs through a test. It found that some students were still confused between the two parts of speech due to similarities in some cases where adverbs are formed from adjectives with the "-ly" suffix.
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The document provides guidance on writing good sentences, including:
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2. Sentences should be grammatically correct, easy to read aloud, and easy to understand while keeping a reasonable length.
3. Coherence, emphasis, and avoiding errors like fragments, run-ons, and comma splices are important for effective writing.
The Analysis of Types Meaning of Adjective-KARYA ILMIAH SEMANTICEny Parina
This document provides background information and outlines the scope and methodology of an essay analyzing types of meaning in adjectives found in the story "Beowulf and Grendel". It begins with an introduction describing the problems and aims of the essay. It then reviews relevant theories on adjectives and meaning, including seven types of meaning proposed by Leech. The document concludes by describing the data source, collection, and analysis methods to be used, which will involve identifying types of meaning in adjectives based on Leech's framework. The analysis will focus on adjectives in "Beowulf and Grendel" and relate them to the seven meaning types.
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Welcome to Module 6. Diversity can help ensure that a team has the skills and knowledge necessary for the successful completion of tasks. Diverse teams, as long as they are well managed, tend to be more creative and achieve goals more efficiently. Leaders must understand and appreciate the diversity that exists in their team. Answer the following question as you think about the diversity that exists within your own organization.
How does this diversity help your team achieve its goals?
Have you noticed any barriers to team unity that may be attributed to the diversity of team members' backgrounds?
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Source:
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Some Tiny College staff employees are information technology (IT) personnel. Some IT personnel provide technology support for academic programs, some provide technology infrastructure support, and some provide support for both. IT personnel are not professors; they are required to take periodic training to retain their technical expertise. Tiny College tracks all IT personnel training by date, type, and results (completed vs. not completed).
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, which is an adaptation of Cervantes' novel
Don Quixote
. Then, write at least two paragraphs (minimum five well-developed sentences per paragraph) to explain a lesson one could learn from the characters. You need to incorporate at least three of the ideas provided below:
The value of friendship
Humility and nobility
Importance of time
Importance of reading
Importance of optimism
The role of imagination and vision
Justifying commitment
Sense of self and disciple
Building leadership
.
1- reply to both below, no more than 75 words per each. PSY 771.docxjasoninnes20
1- reply to both below, no more than 75 words per each.
PSY 7710
4 days ago
Karissa Milano
unit 9 discussion scenario 3
COLLAPSE
ABA Procedure: A DRO (differential reinforcement of other behavior) to address SIB exhibited by a toddler in a home setting.
Special Methods: Any appropriate behaviors other than SIB will be reinforced through a specific amount of time (every five minutes). Reinforcement is only given when the individual does not engage in SIB behaviors.
Risks
Notes
1 Implementing the plan at home can be difficult.
1 The family might be concerned with their safety and the safety of the child. There should be a protocol before implementing this intervention.
2 Family members and client could be at risk for danger.
2 The parents might be concerned for the safety of themselves and their child.
3 Possible increase in SIB
3 SIB behaviors might increase before it decreases due to an extinction burst. The behavior analyst should have a protocol before implementing this intervention.
4 SIB behaviors could remain the same.
4 If there is no change in the clients SIB behaviors then a preference test should be conducted to determine motivating reinfoncers.
Benefits
Notes
1 Generalization
1 The client will learn to use this skill at home as well as be able generalize this skill into other settings.
2 Improved learning environment
2 SIB behaviors will decrease and appropriate behavior will be taught. SIB will no longer impact the client and family in the future.
3 Increase in appropriate behaviors
3 Appropriate behaviors will be taught and replace the SIB behavior.
4 Least intrusive intervention
4 Using reinforcement to decrease the problem behavior and increase appropriate behaviors. This is a least restrictive method of treatment.
5 Parent training and involvement
5 Parents will feel confident about implementing this evidence based treatment at home. This will can lead to an increase a buy in from the family and they will feel comfortable implementing other interventions in the future.
Summary: DRO is an intervention that is used when the client does not engage in the problem behavior (SIB) (Bailey & Burch, 2016). Reinforcement should only be given to the individual after a certain amount of time that the client is not engaging in the problem behavior; in this case it should be after five minutes of the client not engaging in SIB. The person who is implementing this treatment should not reinforce the problem behavior. The benefits of implementing DRO outweigh the risks of implementing DRO. DRO is a good intervention to use when decreasing SIB behavior. Although there are some risks, the individual who is implementing DRO should have the knowledge, training and experience and be confident when implementing DRO ( Bailey & Burch, 2016).
Reference
Bailey, J. S., & Burch, M. R. (2016).
Ethics for behavior analysts
(3rd ed.). New York, NY: Routledge.
PSY 7711
3 days ago
Emily Gentile
Unit 9 Discussion
C.
1- Pathogenesis 2- Organs affected in the body 3- Chain of i.docxjasoninnes20
1- Pathogenesis
2- Organs affected in the body
3- Chain of infection and its Links associated: Infectious agent, Reservoirs, Portal of Exit, Route of Transmission, portal of Entry, and Susceptible Host. All must to be defined in the chosen agent.
4- Incidence, Prevalence, and Prevention of this infectious disease
5- Treatment if possible
6- Please answer, being a Nurse. “How are you going to break down the chain of infection of the selected microorganisms, to avoid Cross Contamination ?
.
1- I can totally see where there would be tension between.docxjasoninnes20
1- I can totally see where there would be tension between these two, especially in today’s world. I am no expert on religion or science for that matter, but I do feel like some of the tension is unnecessary. I feel that the two can work to benefit our patients by balancing them with the needs of the patient. Let’s take my kids for instance, if they were sick with some known treatable disease there would be no other option in my mind to treat them with science and medicine that has been proven to work. I wouldn’t only pray for them to get better and not do anything about it, but I would pray for them and do whatever was necessary to help my family deal with the stress and worry of a child being sick. Here we have used them both to our benefit and they each serve a different purpose and effectiveness. Thanks again for your post!
2-My perception of the tension between science and religion is founded at first glance and then not when looked at more closely. Science and religion can coincide in health care if respected for their own strengths and limitations. I feel that a healthy balance of both can benefit our patients providing different needs when they’re needed. I have seen with my own eyes CRP markers drop in an infant receiving antibiotic treatment and I have also seen an infant that wasn’t supposed to live by scientific probability actually make it and thrive with prayer being the only obvious intervention. So, trying to single out one over the other as more effective than the other seems less beneficial than trying to work them both in when the patient requires such help.
I feel that science is good for some of the more usual cases and things we feel we can help with its information, and I also feel that we can use religion to help a patient with their mental aspects of healing. We can quantify an improvement in a patient through lab levels and such, but it's hard to do the same with religion and how a patient uses that tool as comfort or however they use it in their lives. “Some observational studies suggest that people who have regular spiritual practices tend to live longer. Another study points to a possible mechanism: interleukin (IL)-6. Increased levels of IL-6 are associated with an increased incidence of disease. A research study involving 1700 older adults showed that those who attended church were half as likely to have elevated levels of IL-6. The authors hypothesized that religious commitment may improve stress control by offering better coping mechanisms, richer social support, and the strength of personal values and worldview” (NCBI, 2001). In this example we see the benefits were surveyed to be founded, but the exact workings aren’t exactly known. The great thing about science is that usually we have some tangible results that are repeatable and there’s safety to be found in that. The great thing about religion is that we can have faith in whatever we believe in and that’s all that’s needed. It's our.
1- One of the most difficult challenges leaders face is to integrate.docxjasoninnes20
1- One of the most difficult challenges leaders face is to integrate their task and relationship behaviors. Do you see this as a challenge in your own leadership? How do you integrate task and relationship behaviors?
2- If you were to change in an effort to improve your leadership, what aspect of your style would you change? Would you try to be more task oriented or more relationship oriented?
.
1- Design one assignment of the Word Find (education word) and the o.docxjasoninnes20
1- Design one assignment of the Word Find (education word) and the one of Using Digital Technology in two separate attachments, each named. Note that a sample of each is located in attachment.
2- Read the lecture and post a one-paragraph summary of the lecture. (Graphic organizers).
.
1- This chapter suggests that emotional intelligence is an interpers.docxjasoninnes20
1- This chapter suggests that emotional intelligence is an interpersonal leadership whether you agree or disagree with this assumption. As you think about your own leadership, do emotions help or hinder your role as a leader? Discuss.
2- One unique aspect of leadership skills is that they can be practiced. List and briefly describe three things you could do to improve administrative skills.
.
1-2 pages APA format1. overall purpose of site 2. resources .docxjasoninnes20
This document outlines requirements for a 1-2 page paper in APA format. It must include 3 headings addressing the overall purpose of the site, resources available to social workers, and how these resources can be used in assessments or interventions with children. A reference page for the site is also required.
1-Define Energy.2- What is Potential energy3- What is K.docxjasoninnes20
This document defines energy and different types of energy like potential and kinetic energy. It also defines metabolism, listing the two main types and defines enzymes, naming the most important classes. It asks to name the three metabolic pathways and defines aerobic cellular respiration and anaerobic respiration. It defines fermentation and asks to name the final products of anaerobic respiration. It asks about the main function of enzymes, names the six types of enzymes and defines energy of activation. It asks about factors that affect enzyme activity and defines what a cofactor is.
1- Find one quote from chapter 7-9. Explain why this quote stood.docxjasoninnes20
1- Find one quote from chapter 7-9. Explain why this quote stood out to you. What is its importance?
2- Discussion 7-9
1-Share your quote and ideas.
2- “violence is the only lever big enough to move the world”
3-Compare and contrast Elwood and Turner.
4-Why is Turner right? Why is he wrong?
5- Theme. reading vs reals world, inside vs outside, optimism vs pessimism, violence, division of lower class among racial lines.
7- “violence is the only lever big enough to move the world”
.
1-Confucianism2-ShintoChoose one of the religious system.docxjasoninnes20
1-Confucianism
2-Shinto
Choose one of the religious systems above; find some point of interest to discuss (350 wds). You may use your textbook OR any other reputable encyclopedia or source. ALWAYS CITE your source.
To support your response you are required to provide at least one supporting reference with proper citation
.
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.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
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From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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.
Business Writing WorkshopDeveloping Powerful SentencesBu.docx
1. Business Writing Workshop
Developing Powerful Sentences
Business Writing Workshop
Developing Powerful Sentences
Introduction
This course has discussed how to capture your ideas, organize
them into an effective document, and use those ideas to tell a
powerful story. The last important element in successful
writing is your mechanical skill: how well you construct and
use clear, logical sentences.
A disciplined writer has the ability to write well-crafted
sentences with variety and clarity. This session will discuss
basic sentence construction, including sentences structure,
clauses, and phrases. It will also describe how to troubleshoot
your sentences: to recognize and apply techniques for
improving your sentences so you say what you mean.
When you complete this session, you will be able to do the
following:
· Define the terms “phrase” and “clause” and explain how each
is used in sentences.
· Name, define, and give examples of the four types of
sentences.
· Define and give examples of dependent and independent
2. clauses.
· Name and give examples of the three types of phrases.
· Uses phrases and clauses as nouns and modifiers in sentences.
· Analyze and rewrite sentences with problems in construction.
· Name symptoms that indicate problems with sentence
structure.
Activity
Here are some words in disarray. Use the space below to
arrange these words into a logical sentence.
Use only the words that are here and use all of them!
Him stick with the the before chased had big the attacked
boy dog that
The Structure of the Sentence
Definition: Sentence
The sentence combines words to express a complete thought.
The sentence is the basic structure of written English.
Sentences have two required elements: the subject and the
predicate.
1. The subject is the actor or the object of action in the
sentence. The subject tells what or whom the sentence is
3. writing about.
Example: The chairman reviewed the report.
2. The predicate is the action or activity of the sentence. The
predicate normally tells what the subject is doing or what is
happening to the sentence.
Examples: The chairman reviewed the report.
The report was reviewed by the chairman.
In many sentences, the verb requires an object or a complement
to complete the thought. The type of verb determines whether
the word that completes the sentence is a noun or a modifier.
Example: The chairman reviewed the report.
This answer is incomplete.
Here are some examples of simple sentences.
The managersattended the meeting.
subject predicate direct object
The meetingwas held at 4:00.
subject predicate
Margaretdid not have the information for her report.
subject predicate
Paulpresented a report.
s p
4. The reportwas long.
s p
Paulhad told me the results.
s p
Weadjourned the meeting at 5:45 without a decision.
s p
Modifiers
Many sentences also contain modifiers. Modifiers are words or
groups of words that limit or describe elements of the sentence.
Modifiers are either adjectives or adverbs.
Adjectives are words that limit, modifier, or describe a noun.
Adverbs are words that modify all other parts of speech.
Adverbs usually answer one of the following questions: when,
where, how, in what manner, or to what extent (or degree).
Here are the sentences you read earlier, with modifiers added.
All department managers attended the meeting.
The regular budget review meeting was held at 4:00.
Margaret did not have the correct information for her final
progress report.
Paul presented his committee’s project status report.
The preliminary report was too long.
5. Earlier, Paul had told me the results privately.
We adjourned the long, boring meeting at 5:45 without a
decision.
We may create variety in these simple sentences by having a
compound subject, a compound predicate, or both. Here are
some examples of how you would do that.
Compound Subject: All department managers and supervisors
attended the budget review meeting today.
Compound Predicate: The regular budget review meeting was
held at 4:00 and, as usual, ran late.
Compound Subject and Predicate:Paul and Elizabethpresented a
project status report and answered questions later.
Creating Flexibility in Sentence Structure
Fortunately, English sentences allow us much more flexibility
than the simple sentence. This flexibility is based on the use of
clauses.
A clause is a group of words with a subject and a predicate.
There are two types of clauses:
Independent clauses are sentences. They can stand alone in a
paragraph.
Dependent clauses are clauses that are used within the structure
of a sentence, as an element in that sentence. Dependent
clauses must be part of an independent clause, either as a noun
or a modifiere.
Using clauses, we can create four types of sentences:
6. 1. The simple sentence, which contains one independent clause.
The simple sentence may have a compound subject, compound
predicate, or both.
2. The compound sentence, which has two or more independent
clauses.
3. The complex sentence, which contains an independent clause
and at least one dependent clause.
4. A compound-complex sentence, which contains at least two
independent clauses and at least one dependent clause.
1. The Simple Sentence
We have already talked about the first type of clause, the simple
sentence, which contains a subject and a predicate.
2. The Compound Sentence
A compound sentence contains at least two independent clauses
connected by a coordinate conjunction. Here are two examples
of compound sentences, using the simple sentences we looked at
earlier.
The regular budget review meeting was held at 4:00, but
Margaret did not have the correct information for her final
progress report.
Paul presented his committee’s project status report, but the
preliminary report was far too long.
The clauses in compound sentences are usually joined by a
conjunction or a transition word.
Conjunctions are words that connect elements of a sentence,
like a subject, predicate, clause, or modifier. There are two
7. types of conjunctions: Coordinate conjunctions and subordinate
conjunctions.
Coordinate conjunctions connect structures of equal value in the
sentence. For example, coordinate conjunctions connect the
parts of a compound subject, a compound predicate, two
independent clauses, or two equal dependent clauses.
Here is a list of the most common coordinate conjunctions:
also
and
but
nor
or
yet
A coordinate conjunctions are preceded by a comma when it
connects two independent clauses.
Sometimes coordinating conjunctions occur in pairs; these pairs
of conjunctions are called correlative conjunctions and join
sentence elements of equal value. Here are the most common
correlative conjunctions:
both ….. and
either ….. or
if ….. then
8. neither ….. nor
not only ….. but also
We also have a group of “transitional words” that are used to
connect independent clauses. These transitional words are not
conjunctions, so they are usually considered part of the second
clause.
These are some of the more common examples of these
transitional words:
afterwards
indeed
therefore
again
likewise
thus
anyhow
meanwhile
for example
besides
moreover
in any case
9. eventually
nevertheless
in fact
finally
next
on the contrary
furthermore
perhaps
on the other hand
hence
still
however
then
3. The Complex Sentence
In a complex sentence, a clause replaces a noun, an adjective, or
an adverb in the sentence. This type of clause is called a
“dependent clause” because it depends on another part of the
sentence for its complete meaning. To make sense, the
dependent clause must be connected to another clause and relate
to a structure in that clause.
Noun Clauses replace nouns in the sentence and may be
10. introduced by a relative pronoun or a subordinate conjunction.
Adjective Clauses are used to modify nouns (or noun clauses) in
the sentence. Adjective clauses are usually introduced by a
relative pronoun.
Adverb Clauses serve the same function as simple adverbs:
they modify verbs, adjectives, or other adverbs. They tell how,
when, where, and to what extent an action is performed.
Adverbial clauses may express one of the following ideas:
time, place, manner, degree, comparison, purpose, result,
condition, concession, or cause.
Subordinate clauses may be introduced by several types of
words: subordinate conjunctions or relative pronouns.
Subordinate conjunctions introduce most adverbial clauses and
mnay noun clauses. Here are some common subordinate
conjunctions:
after
before
since
unless
although
even if
so that
until
11. as
even though
that
when
as long as
except
than
where
as soon as
if
till
whether
because
provided
though
while
Relative Pronouns introduce some noun and adjective clauses.
The most common relative pronouns are who, what, that, which,
whoever, whomever, whatever, whichever.
12. Here are some examples of each type of clause
Noun Clauses
I did not understand that the regular budget review meeting is
normally held at 4:00.
Whoever is responsible for the final report makes the interim
committee report.
Adjective Clauses
All department managers who attended the budget review
meeting today were late getting home
Paul presented his committee’s project staus report, which was
too long.
Adverbial Clauses
At 5:45, when we had completed all the items on the agenda, we
adjourned the long, boring meeting.
We never adjourn until we have completed all the items on the
agenda.
4.
Compound-Complex Sentences
A compound-complex sentence has at least two independent
clauses and at least one dependent clause. Here is an example
of this type of sentence.
Paul presented his committee’s project status report, but the
preliminary report was too long because it contained too much
detail.
13. Examples
Here is an example to show how to use different types of
sentences to discuss the same basic information.
1. Simple Sentence
Paul wrote the report yesterday.
2.
Compound Sentence
Paul wrote the report yesterday, and Mary revised it today.
3. Complex Sentences
Noun clause: In the report Paul wrote what he thought the
President wanted to hear.
Adjective clause: Yesterday, Paul wrote the report that he
hoped would get him a promotion.
Adverb clause: Paul wrote the report yesterday because he
had time to work on it.
4. Compound-Complex Sentence
Paul wrote the report yesterday, but Mary reviewed and revised
it before the meeting began.
Writing Various Sentence: Activity
Now it is your turn. Begin with a simple sentence. Then
modify that sentence to create each type of sentence.
1. Simple Sentence
14. 2. Compound Sentence
3. Complex Sentences
Noun clause:
Adjective clause:
Adverb clause:
4.
Compound-Complex Sentence
Writing With Clauses: Activity
Now go back to the notes about the Buddy Program (Session 4).
Part I. Take a few minutes and read the sentences about the
Buddy Program. Identify all the clauses you can find.
Part II. Work with the other members of your team to combine
the information about the Buddy Program into a three to four
paragraph memo, using clauses as much as possible. Use the
space below for your work.
Phrases
We have discussed how clauses create flexibility in writing.
The phrase is a second important structural element in the
sentence.
15. Phrases add variety and depth to sentences and provide you with
a range of options for expressing your ideas.
Phrases: Definition
Phrases are groups of related words that do not express a
complete idea and have no subject or predicate. A phrase
cannot stand alone as an independent grammatical structure;
instead, phrases may occur in several positions within a
sentence: as nouns and as modifiers. Phrases are often quite
short and may contain only two or three words.
There are two types of phrases:
1. Prepositional phrases
2. Verb phrases.
Prepositional Phrases
A preposition is a word that shows a relation between a noun or
pronoun (the object of the preposition) and another word in the
sentence. Prepositions carry meanings of direction, position,
time, cause, source, or other abstractions.
The prepositional phrase consists of the preposition, its object,
and any modifiers within the phrase.
Careful selection of a preposition will allow you to be exact in
your writing. For example, notice how the sentence below
changes its meaning as the preposition changes.
John expected to complete the report around four o’clock.
John expected to complete the report at four o’clock.
John expected to complete the report before four o’clock.
16. John expected to complete the report after four o’clock.
John expected to complete the report by four o’clock.
John expected to complete the report until four o’clock.
Here is a list of the most common prepositions.
aboard
barring
concerning
mid
save
up
about
before
considering
of
since
upon
above
behind
down
off
19. These may take several forms:
Verbs with the word “to”: Infinitives (Examples: to go, to
think, to report)
Verb forms ending in “ing”: participles and gerunds (Examples:
going, thinking, reporting)
Verbs With The Word “To”: Infinitives
The infinitive consists of a verb form that is usually preceded
by the word “to”:
To move
To ask
To be
To analyze
To have been
To have seen
Infinitives may be used as nouns, as adjectives, or as adverbs.
As Nouns
To completeis our priority, even if we have to stay late.
I want to go home.
To err is human; to forgive, divine.
Her ambition is to write.
20. We like to write.
As Adjectives
The person to ask is the person who writes the report.
He has a desire to learn.
We asked permission to leave.
As Adverbs
We stopped work to take a coffee break.
I came to listen to the report.
The secretary remained to help.
The letter was ready to mail.
Verb Forms Ending In “Ing”: Participles and Gerunds
Verbs ending with “ing” may be used either as modifiers or as
nouns.
Participles are verbs ending in “ing” that are used as modifiers.
Gerunds are verbs ending in “ing” that are used as nouns.
Participles. There are three types of participles: present
participle, past participle, and perfect participles.
The present participle represents an incomplete action or an
action in progress. For example:
I was surprised to see him working so hard.
The running man did not see the bench until he fell across it.
Seeing the confusion in John’s face, Mark helped him complete
the job.
21. Returning from vacation, he found a stack of work on his desk.
The past participle indicates an action that is complete and
usually ends with “d,” “t,” “n,” or “en.”
The customer wanted to review the closed account.
The doctor called to the scene treated the accident victims.
The remodeled house sold for $375,000.
The perfect participle is a verb form used in combination with
the verb “have.”
Having completed the report, he asked me to proofread it for
him.
Gerunds. A gerund is the present participles used as a noun.
Here are some examples.
Painting is her hobby.
He likes traveling in his free time.
Seeing is believing.
Locating Phrases: Activity
Here are some sentences you might write. Locate the phrases in
each. Then determine how that phrase functions in the sentence
(as a noun or as a modifier).
1. The exercise in writing clear sentences completed the day’s
workshop.
2. We are pleased to present this interim report for your
consideration.
3. The computer programmers have completed the system
22. testing; they will continue reviewing the data until they
understand why the system has a problem generating monthly
reports.
4. We presented the financial report to Michael Eisner, Paul
Pressler, and the Executive Committee, concluding a long and
stressful week for everyone.
5. The question required a long, involved answer, which I was
too tired to give him.
Troubleshooting Your Sentences
The tips given below will help you identify symptoms of
structural problems in your sentences, either with clauses,
phrases, or a combination.
1. Sentences are longer than three lines.
2. Sentences are longer than 25 words.
3. Paragraphs look long and “dense.”
4. The main point of the sentences is buried in a clause, usually
at the end of the sentence.
5. The sentence contains a string of at least three consecutive
phrases.
6. The sentences contains a phrase or series of phrases longer
than one line.
7. The subject and predicate are separated by a long phrase or
clause.
8. The sentence clearly needs commas, but you can’t decide
where to put them.
23. Suggestions for Writing Better Sentences
1. Locate the main parts of the sentence: subject, predicate, and
object or complement.
Ask yourself:
Are the subject and predicate as exact and powerful as you can
make them?
Does the sentence start with the subject and predicate?
If the answer is “no”: Are there too many phrases and clauses
before you get to the subject?
Do the most important ideas in the sentence occur in the
subject, predicate, or object?
Is the subject clear, or is it buried in the middle of many clauses
and phrases? Can you make the subject clearer?
Are there too many words between the subject and predicate?
Is the predicate in the right voice for your sentence (active or
passive)? In the right tense (past, present, future, perfect)? In
the right person (first, second, third)?
Do your subject and predicate agree?
2. Look at the other parts of the sentence.
Is each word, clause, or phrase located next to the word it
modifies?
Does every part of the sentence contribute to the overall
meaning of the sentence?
24. Do all the parallel parts (those in lists or connected with
coordinate conjunctions) use the same structure?
3. Look at the word choice in the sentence.
Can you substitute one word for a phrase or clause?
Are statements positive?
Are the verbs as strong as possible?
Are there any examples of business jargon?
4. Now look at how each sentence builds on previous sentences
and leads to the next idea.
Does each sentence follow logically from the previous
sentence?
Is the connection between sentences clear?
Analyzing and Rewriting Sentences: Activity
Here a several sentences. Most of them can be improved by
using the tips presented in this module or in Guffey Chapters 3
and 3. Review each sentence to identify the areas for
improvement. Then rewrite the sentences.
1. When you are asked for anything at any time about your
responsibilities for The Los Angeles Times, be careful of telling
too much and to give away information that is confidential.
2. It was immediately apparent to anyone who was involved in
25. the issues and others could see that an answer would not be
forthcoming regarding this issue of arbitration at this time, or in
the future.
3. Attached is a sample of the form which will be used at all
times when we have contact with any contractor or potential
contractor to document all contacts even if it is just an inquiry
or someone who wants information.
4. These revisions are essentially the same as the preliminary
draft, except for the format and the inclusion of Cash Research
section telephone extensions which Joan requested.
5. Recent transfers, terminations, and a person on leave of
absence has left us thin in staff.
6. A system error caused 3 non-active runs to be excluded in the
Year to Date computations. The runs not included are 7, 8 and
9.
7. It is clear and anyone can see that we are paying too much for
26. newsprint.
8. If after trying the electronic transfer system which is new
during the week or weeks after the initiation we find out we are
not able to transfer funds promptly then we may be able to
convert back to our old method which could be better.
9. The Pasadena Herald was founded late in the 1940s and did
not expand rapidly as other newspapers of the period but was
growing rapidly by 1960 when we acquired them.
10. Paul Harwood is in need of someone to be available in
support of his organization during the month when two members
of his staff are taking vacation which is July.
11. In light of our being overstaffed at this time and of our
priority planning for cross training and management discussions
it is possible we could utilize this opportunity for transitioning
of a person now and not later
12. The authorization process of a capital expenditure begins
27. with the needs of a department, for a specific capital asset.
13. Please be aware that when ads are not run on a continuing
basis and are prepaid with a credit card, invoices are not sent to
customers. If you should so desire an invoice in the future,
please make your sales representative aware of this at the time
you place your ad.
13. The New accounts Analysis is primarily responsible for
making decisions on lines of credit for 350 advertisers a week.
Responsibility also addresses first level supervision of 8-10
people, analysis of financial statements and approval of new
advertising.
19
Business Communication
February 18
Troubleshooting Your Sentences
The tips given below will help you identify symptoms of
structural problems in your sentences, either with clauses,
phrases, or a combination.
1. Sentences are longer than three lines.
28. 2. Sentences are longer than 25 words.
3. Paragraphs look long and “dense.”
4. The main point of the sentence is buried in a clause or series
of phrases, usually at the end of the sentence.
5. The sentence contains a string of at least three consecutive
phrases.
6. The sentences contains a phrase or series of phrases longer
than one line.
7. The subject and predicate are separated by a long phrase or
clause.
8. The sentence clearly needs commas, but you can’t decide
where to put them.
Suggestions for Writing Better Sentences
1. Subject/Verb and main parts of sentence. Locate the main
parts of the sentence: subject, predicate, and object or
complement.
Ask yourself the following questions.
Are the subject and predicate as exact and powerful as you can
make them?
Does the sentence start with the subject and predicate?
If the answer is “no”: Are there too many phrases and clauses
before you get to the subject?
Do the most important ideas in the sentence occur at the
beginning of the sentence as the subject, predicate, or object? If
the most important points are somewhere else in the sentence,
consider editing the sentence so the most important information
appears early in the sentence.
Is the subject clear, or is it buried in the middle of many clauses
and phrases? Can you make the subject clearer?
Are there too many words between the subject and predicate?
Is the predicate in the right voice for your sentence (active or
passive)? In the right tense (past, present, future, perfect)? In
the right person (first, second, third)?
29. Do your subject and predicate agree?
Is the verb of your predicate as strong and clear as possible?
2. The Rest of the sentence. Look at the other parts of the
sentence.
Is each word, clause, or phrase located next to the word it
modifies?
Does every part of the sentence contribute to the overall
meaning of the sentence?
Do all the parallel parts (those in lists or connected with
coordinating conjunctions) use the same structure (for example,
all action verbs, all nouns, all beginning with prepositions,
etc.)?
3. General things to look for. Here are some other questions to
consider.
Is the language conversational but professional?
Does the document rely on plain language and familiar words?
Can you substitute one word for a phrase or clause?
Are all statements positive (rather than negative)?
Are there any examples of business jargon that you should edit
or eliminate?
Is every sentence written so it is bias-free?
4. Now look at how each sentence builds on previous sentences
and leads to the next idea.
Does each sentence follow logically from the previous
sentence?
Is the connection between sentences clear?
Analyzing and Rewriting Sentences: Activity
Here a several sentences. Most of them can be improved by
using the tips presented in this module or in Guffey Chapters 3
and Appendix D1. Review each sentence to identify the areas
30. for improvement. Then rewrite the sentences.
1. When you are asked for anything at any time about your
responsibilities for The Los Angeles Times, be careful of telling
too much and to give away information that is confidential.
2. It was immediately apparent to anyone who was involved in
the issues and others could see that an answer would not be
forthcoming regarding this issue of arbitration at this time, or in
the future.
3. Attached is a sample of the form which will be used at all
times when we have contact with any contractor or potential
contractor to document all contacts even if it is just an inquiry
or someone who wants information.
4.
These revisions are essentially the same as the preliminary
draft, except for the format and the inclusion of Cash Research
section telephone extensions which Joan requested.
5. Recent transfers, terminations, and a person on leave of
absence has left us thin in staff.
6. A system error caused 3 non-active runs to be excluded in the
Year to Date computations. The runs not included are 7, 8 and
9.
31. 7. It is clear and anyone can see that we are paying too much for
newsprint.
8.
If after trying the electronic transfer system which is new
during the week or weeks after the initiation we find out we are
not able to transfer funds promptly then we may be able to
convert back to our old method which could be better.
9. The Pasadena Herald was founded late in the 1940s and did
not expand rapidly as other newspapers of the period but was
growing rapidly by 1960 when we acquired them.
10. Paul Harwood is in need of someone to be available in
support of his organization during the month when two members
of his staff are taking vacation which is July.
11. In light of our being overstaffed at this time and of our
priority planning for cross training and management discussions
it is possible we could utilize this opportunity for transitioning
of a person now and not later
12. The authorization process of a capital expenditure begins
32. with the needs of a department, for a specific capital asset.
13. Please be aware that when ads are not run on a continuing
basis and are prepaid with a credit card, invoices are not sent to
customers. If you should so desire an invoice in the future,
please make your sales representative aware of this at the time
you place your ad.
13. The New accounts Analysis is primarily responsible for
making decisions on lines of credit for 350 advertisers a week.
Responsibility also addresses first level supervision of 8-10
people, analysis of financial statements and approval of new
advertising.