- My folks don't like the guy I'm dating now. The restrictive relative clause is "the guy I am dating now."
- The drug epidemic is a cancer which threatens the nation's survival. The restrictive relative clause is "which threatens the nation's survival."
- Senior citizens who have suffered strokes come to the clinic for speech therapy. The restrictive relative clause is "who have suffered strokes."
This document discusses constituents and phrases. It defines a phrase as a syntactic arrangement consisting of parts, usually two constituents. Examples of phrases and their constituents are provided, such as "the man" with constituents "the" and "man". Phrases can contain other phrases as constituents to form hierarchical structures. Noun phrases are discussed in detail, including their possible constituents like determiners, adjectives, prepositional phrases, relative clauses, and appositives. The ordering and functions of different types of constituents in noun phrases are explained through numerous examples.
This document discusses syntax and syntactic categories. It defines syntax as the study of sentence patterns and rules that determine word order and structure in a language. There are various syntactic categories including parts of speech, phrases, and sentences. Phrases are groups of words that function as a unit, and there are five main types: noun phrases, verb phrases, adjective phrases, adverb phrases, and preposition phrases. Phrase structure trees are used to represent syntactic categories and the hierarchical structure of phrases in a sentence. Basic phrase structure rules are provided.
This document provides an English language lesson on phonics, vocabulary, grammar and reading related to the ocean. It includes:
1) Lists of words demonstrating the 'oi' and 'oy' vowel diphthongs, along with sample sentences.
2) A conversation and vocabulary about ocean life like dolphins, whales and fish.
3) Lessons and examples about parts of speech - nouns, pronouns and verbs. Collective nouns, who/which, principal verb parts are explained.
4) A short reading passage about the ocean covering its size, ecosystems and importance as a food source for humans. Accompanying comprehension questions follow.
The document discusses the syntactic structure of sentences and noun phrases (NPs). It defines key terms like clause, subject, and verb phrase (VP). It analyzes the relationship between verbs and objects vs subjects and verbs. Based on tests of replacement and modification, it determines that verbs have a closer relationship with objects than subjects. Therefore, the VP contains the verb and its object NP. The document also examines the internal structure of NPs, introducing rules to account for determiners, adjectives, possessives, prepositional phrases, and pronouns.
The power point presentation is designed to help kindergarten students practice sight words to prepare for first grade. Each slide provides directions for parents to guide students in practicing words through multisensory activities like spelling, writing, and reading words and sentences. The goal is for students to learn sight words through immediate feedback while having fun. Mastering these words is important for reading in first grade.
Intermediated Writing Grammar Course Sessions 3+4+5+ ExamSawsan Ali
The document provides information on adding emphasis and clarity in English sentences through various grammatical structures:
1) Cleft sentences using "it" or "what" can emphasize a specific subject or object.
2) Exceptional use of "do", "did", and "does" can emphasize something strongly felt.
3) Parallel structure and parallel form in sentences should maintain consistent grammatical construction.
A pronoun is a word that takes the place of a noun or another pronoun. There are several types of pronouns including personal pronouns, demonstrative pronouns, interrogative pronouns, indefinite pronouns, relative pronouns, reflexive pronouns, and intensive pronouns. Pronouns change form to indicate person, number, gender, and case and can be used to replace nouns, ask questions, show possession or relationships between nouns.
This document outlines 10 steps to improving college reading skills. It discusses using context clues to determine the meaning of unfamiliar words. There are four main types of context clues: examples, synonyms, antonyms, and the general sense of the sentence or passage. Determining a word's meaning from context clues allows readers to understand texts without interrupting their reading to look up definitions. The document also notes that textbooks often explicitly define important terms.
This document discusses constituents and phrases. It defines a phrase as a syntactic arrangement consisting of parts, usually two constituents. Examples of phrases and their constituents are provided, such as "the man" with constituents "the" and "man". Phrases can contain other phrases as constituents to form hierarchical structures. Noun phrases are discussed in detail, including their possible constituents like determiners, adjectives, prepositional phrases, relative clauses, and appositives. The ordering and functions of different types of constituents in noun phrases are explained through numerous examples.
This document discusses syntax and syntactic categories. It defines syntax as the study of sentence patterns and rules that determine word order and structure in a language. There are various syntactic categories including parts of speech, phrases, and sentences. Phrases are groups of words that function as a unit, and there are five main types: noun phrases, verb phrases, adjective phrases, adverb phrases, and preposition phrases. Phrase structure trees are used to represent syntactic categories and the hierarchical structure of phrases in a sentence. Basic phrase structure rules are provided.
This document provides an English language lesson on phonics, vocabulary, grammar and reading related to the ocean. It includes:
1) Lists of words demonstrating the 'oi' and 'oy' vowel diphthongs, along with sample sentences.
2) A conversation and vocabulary about ocean life like dolphins, whales and fish.
3) Lessons and examples about parts of speech - nouns, pronouns and verbs. Collective nouns, who/which, principal verb parts are explained.
4) A short reading passage about the ocean covering its size, ecosystems and importance as a food source for humans. Accompanying comprehension questions follow.
The document discusses the syntactic structure of sentences and noun phrases (NPs). It defines key terms like clause, subject, and verb phrase (VP). It analyzes the relationship between verbs and objects vs subjects and verbs. Based on tests of replacement and modification, it determines that verbs have a closer relationship with objects than subjects. Therefore, the VP contains the verb and its object NP. The document also examines the internal structure of NPs, introducing rules to account for determiners, adjectives, possessives, prepositional phrases, and pronouns.
The power point presentation is designed to help kindergarten students practice sight words to prepare for first grade. Each slide provides directions for parents to guide students in practicing words through multisensory activities like spelling, writing, and reading words and sentences. The goal is for students to learn sight words through immediate feedback while having fun. Mastering these words is important for reading in first grade.
Intermediated Writing Grammar Course Sessions 3+4+5+ ExamSawsan Ali
The document provides information on adding emphasis and clarity in English sentences through various grammatical structures:
1) Cleft sentences using "it" or "what" can emphasize a specific subject or object.
2) Exceptional use of "do", "did", and "does" can emphasize something strongly felt.
3) Parallel structure and parallel form in sentences should maintain consistent grammatical construction.
A pronoun is a word that takes the place of a noun or another pronoun. There are several types of pronouns including personal pronouns, demonstrative pronouns, interrogative pronouns, indefinite pronouns, relative pronouns, reflexive pronouns, and intensive pronouns. Pronouns change form to indicate person, number, gender, and case and can be used to replace nouns, ask questions, show possession or relationships between nouns.
This document outlines 10 steps to improving college reading skills. It discusses using context clues to determine the meaning of unfamiliar words. There are four main types of context clues: examples, synonyms, antonyms, and the general sense of the sentence or passage. Determining a word's meaning from context clues allows readers to understand texts without interrupting their reading to look up definitions. The document also notes that textbooks often explicitly define important terms.
The powerpoint outlines the importance of considering frequency and examples that connect to the communicative outcomes (spoken or written/ productive or receptive) you want for your students. It also argues that we need to get over the need to grade grammar so strongly, especially at low levels, to allow for appropriate voacbulary development.
This document provides an introduction to syntax, the study of sentence patterns. It begins with a preview of parts of speech, then defines the main syntactic categories like noun, verb, adjective. It explains phrases like noun phrases and verb phrases. It discusses syntactic rules and ambiguity. Finally, it covers the main structures of sentences like simple, compound, and complex sentences. The key topics covered are parts of speech, phrases, syntactic categories, phrase structure rules, ambiguity, and sentence structures.
This document discusses elementary logic concepts such as statements, truth tables, and logical connectives. It begins by defining a statement as a declarative sentence that is either true or false. Examples of different types of sentences like questions and commands are provided. The rest of the document explores logical concepts like simple and compound statements, truth tables, logical connectives like conjunction and negation, conditional and biconditional statements, and identifying tautologies and contradictions. Practice problems are included throughout for the reader.
The document discusses the autonomy of syntax and phrase structure grammars. It introduces key concepts such as constituency, phrase structure rules, trees, and productivity. Some key points:
1. Syntax is autonomous from semantics - the structure of language is independent of meaning.
2. Sentences can be analyzed using phrase structure trees that group words into constituents based on syntactic rules.
3. Phrase structure rules recursively define constituents and allow for infinite productivity through embedded and modified structures.
Conference presentation for 2016 annual meeting of the Society of Biblical Literature, San Antonio. (https://www.sbl-site.org).
Authors: Janet Dyk (linguistic ideas) and Dirk Roorda (computational implementation).
A verb organizes the elements in a sentence. Different patterns of constituents affect the meaning of a verb in a given context. The potential of a verb to combine with patterns of elements is known as its valence. A single set of questions, organized as a flow chart, selects the relevant building blocks within the context of a verb. The resulting pattern provides a particular significance for the verb in question. Because all contexts are submitted to the same flow chart, similarities and differences between verbs come to light. For example, verbs of movement in their causative formation manifest the same patterns as transitive verbs with an object that gets moved. We apply this approach to the whole Hebrew Bible, using the database of the Eep Talstra Centre for Bible and Computer (ETCBC), which contains the relevant linguistic annotations. This allows us to have a complete listing of all patterns for all verbs. It provides the basis for consistent proposals for the significance of specific patterns occurring with a particular verb. The valence results are made available in SHEBANQ, an online research tool based on the ETCBC database. It presents the basic data, text and linguistic features, together with annotations by researchers. The valence results consist of a set of algorithmically generated annotations which show up between the lines of the text. The algorithm itself and its documentation can be found at https://shebanq.ancient-data.org/tools?goto=valence. By using SHEBANQ we achieve several goals with respect to the scholarly workflow: (1) all our results are openly accessible online, and other researchers may comment on them; (2) all resources needed to reproduce this research are available online and can be downloaded (Open Access).
This document provides a lesson on English phonics, vocabulary, grammar and reading related to level 2 beginner English. It includes:
- Phonics lessons on vowel diphthongs with the 'ou' and 'ow' sounds and example words for each.
- Vocabulary lessons introducing words for parts of a butterfly's lifecycle, common insects and their parts, and a spelling test on words from the phonics lessons.
- Grammar lessons on nouns including countable vs. uncountable nouns, pronouns including relative pronouns, and irregular verbs.
- A short reading passage about butterflies and corresponding comprehension questions.
The document discusses the constituent structure of phrases, clauses, and sentences. It explains that sentences can be broken down into constructions, which can further be broken down into constituents. Common constituents include nouns, determiners, adjectives, prepositions, and relative clauses. The ordering and relationships between these constituents impact the meaning and interpretation of the linguistic expression.
The document discusses common errors made in English grammar. It begins by explaining why such errors are commonly made and provides examples of errors with parts of speech like nouns, verbs, adjectives. It then examines specific areas where errors typically occur, such as with homonyms, punctuation, plural vs. possessive forms, subject-verb agreement, and common misspellings. The document aims to help students identify and avoid frequent grammatical mistakes.
1. The human genome is 3.3 billion nucleotides long and contains both coding and non-coding DNA sequences.
2. Retroelements are genomic sequences that can copy and paste themselves throughout the genome, and account for a large portion of non-coding DNA.
3. While once considered "junk", retroelements and other repetitive sequences may play important roles in genome defense and regulation, and some retroelements have been domesticated to serve cellular functions.
This document defines and describes different types of adverbs. It states that adverbs modify verbs, adjectives, and other adverbs. Adverbs are classified into three main kinds: simple adverbs, interrogative adverbs, and relative or conjunctive adverbs. Simple adverbs further include adverbs of time, place, manner, degree, number, order, and cause and effect. Interrogative adverbs are used to ask questions about time, place, number, condition, cause, and quantity. Relative adverbs join two sentences, while conjunctive adverbs are used without an antecedent. The document also discusses other adverb forms such as prepositional adverbs and compound adverbs.
This slide show will introduce and review relative clauses' grammar in English.
Relative clauses are parts of sentences that add more information to nouns.
For example, in the sentence above, "that add more information to nouns" IS a relative clause!
This document provides guidance on various aspects of written expression and reading comprehension. It discusses identifying the main topic and ideas of a passage, using context clues to determine word meanings, scanning for details, and differentiating between comparative and superlative forms of adjectives and adverbs. Examples are given of each concept to illustrate proper usage.
The document provides guidance on several topics for analyzing written passages, including identifying the main topic, main ideas, using context clues, scanning for details, identifying exceptions, and locating references. Specific techniques are outlined, such as previewing passages to identify the overall topic, reading carefully to understand the author's main ideas, using surrounding words to determine meanings of unfamiliar vocabulary, and quickly searching texts to find answers to questions.
This document provides a lesson on phonics focusing on vowel diphthongs. It discusses the 'oo', 'eu', 'ou', 'ui', and 'ue' vowel sounds and provides example words for each. It also covers parts of speech including nouns, pronouns, verbs, and adverbs. Practical exercises are included to test the learner's knowledge on these topics. Additional sections discuss balanced diets, reading comprehension, and a spelling test. The overall document presents an English language lesson on phonics, grammar, vocabulary, and reading for beginner or elementary level students.
Victor von Doom, MD
Procedure: Colonoscopy Findings:
- Cecum, terminal ileum, ascending colon, hepatic flexure, transverse colon, splenic flexure, descending colon, sigmoid colon and rectum were examined to the anus.
- There were 3 polyps found in the sigmoid colon. The polyps were sessile and ranged in size from 5mm to 8mm. The polyps were removed using cold biopsy forceps and sent to pathology.
- The mucosa was otherwise normal in appearance with good preparation.
Assessment:
- 3 sigmoid colon polyps removed, ranging 5-8mm in size.
- Otherwise normal colonoscopy.
Plan:
- Await
The document discusses syntax and phrase structure grammars. It defines constituents, ambiguity, and provides a sample phrase structure grammar. It explains that syntax and semantics are distinct, and that phrase structure grammars generate sentences but do not determine their meaning. The document also discusses arguments of verbs, subcategorization frames, optional and obligatory arguments, embedded clauses, questions, passives, and particle shift transformations.
This document summarizes key points about the passive voice in English grammar:
- The passive voice is formed with an auxiliary verb (to be) and the main verb in the past participle form.
- When changing a sentence from active to passive voice, the subject of the active sentence becomes the object of the passive sentence.
- The agent (the doer of the action) can be omitted from a passive sentence, especially if the agent is unknown, unimportant, or obvious from context.
- All verb tenses can be changed to the passive voice using standard transformations of auxiliary verbs and changing the main verb to the past participle form.
This document provides guidance on using the IMRAD structure for a recommendation report. It explains that IMRAD is a widely used structure that organizes a technical report into Introduction, Methods, Results, and Discussion sections. It then provides details on what content should be included in each section, such as the purpose and goals in the Introduction, the testing methods and criteria in the Methods section, the findings and visual representations of data in the Results section, and an overall conclusion and recommendations in the Discussion section. Additional sections like the Title Page, Table of Contents, Bibliography, and Appendix are also described.
This document provides instructions for conducting a usability test of a workplace communication app. Students will identify 10 criteria for tasks that users should be able to complete. For each criteria, they will rate their experience on 5 metrics (effective, efficient, engaging, error tolerant, easy to learn) using a Likert scale from 1 to 5. Students will create a data collection sheet with their criteria and metric ratings to collect both qualitative and quantitative results from their usability testing. The goal is to evaluate the usability of the selected app and provide a recommendation to the professor.
The powerpoint outlines the importance of considering frequency and examples that connect to the communicative outcomes (spoken or written/ productive or receptive) you want for your students. It also argues that we need to get over the need to grade grammar so strongly, especially at low levels, to allow for appropriate voacbulary development.
This document provides an introduction to syntax, the study of sentence patterns. It begins with a preview of parts of speech, then defines the main syntactic categories like noun, verb, adjective. It explains phrases like noun phrases and verb phrases. It discusses syntactic rules and ambiguity. Finally, it covers the main structures of sentences like simple, compound, and complex sentences. The key topics covered are parts of speech, phrases, syntactic categories, phrase structure rules, ambiguity, and sentence structures.
This document discusses elementary logic concepts such as statements, truth tables, and logical connectives. It begins by defining a statement as a declarative sentence that is either true or false. Examples of different types of sentences like questions and commands are provided. The rest of the document explores logical concepts like simple and compound statements, truth tables, logical connectives like conjunction and negation, conditional and biconditional statements, and identifying tautologies and contradictions. Practice problems are included throughout for the reader.
The document discusses the autonomy of syntax and phrase structure grammars. It introduces key concepts such as constituency, phrase structure rules, trees, and productivity. Some key points:
1. Syntax is autonomous from semantics - the structure of language is independent of meaning.
2. Sentences can be analyzed using phrase structure trees that group words into constituents based on syntactic rules.
3. Phrase structure rules recursively define constituents and allow for infinite productivity through embedded and modified structures.
Conference presentation for 2016 annual meeting of the Society of Biblical Literature, San Antonio. (https://www.sbl-site.org).
Authors: Janet Dyk (linguistic ideas) and Dirk Roorda (computational implementation).
A verb organizes the elements in a sentence. Different patterns of constituents affect the meaning of a verb in a given context. The potential of a verb to combine with patterns of elements is known as its valence. A single set of questions, organized as a flow chart, selects the relevant building blocks within the context of a verb. The resulting pattern provides a particular significance for the verb in question. Because all contexts are submitted to the same flow chart, similarities and differences between verbs come to light. For example, verbs of movement in their causative formation manifest the same patterns as transitive verbs with an object that gets moved. We apply this approach to the whole Hebrew Bible, using the database of the Eep Talstra Centre for Bible and Computer (ETCBC), which contains the relevant linguistic annotations. This allows us to have a complete listing of all patterns for all verbs. It provides the basis for consistent proposals for the significance of specific patterns occurring with a particular verb. The valence results are made available in SHEBANQ, an online research tool based on the ETCBC database. It presents the basic data, text and linguistic features, together with annotations by researchers. The valence results consist of a set of algorithmically generated annotations which show up between the lines of the text. The algorithm itself and its documentation can be found at https://shebanq.ancient-data.org/tools?goto=valence. By using SHEBANQ we achieve several goals with respect to the scholarly workflow: (1) all our results are openly accessible online, and other researchers may comment on them; (2) all resources needed to reproduce this research are available online and can be downloaded (Open Access).
This document provides a lesson on English phonics, vocabulary, grammar and reading related to level 2 beginner English. It includes:
- Phonics lessons on vowel diphthongs with the 'ou' and 'ow' sounds and example words for each.
- Vocabulary lessons introducing words for parts of a butterfly's lifecycle, common insects and their parts, and a spelling test on words from the phonics lessons.
- Grammar lessons on nouns including countable vs. uncountable nouns, pronouns including relative pronouns, and irregular verbs.
- A short reading passage about butterflies and corresponding comprehension questions.
The document discusses the constituent structure of phrases, clauses, and sentences. It explains that sentences can be broken down into constructions, which can further be broken down into constituents. Common constituents include nouns, determiners, adjectives, prepositions, and relative clauses. The ordering and relationships between these constituents impact the meaning and interpretation of the linguistic expression.
The document discusses common errors made in English grammar. It begins by explaining why such errors are commonly made and provides examples of errors with parts of speech like nouns, verbs, adjectives. It then examines specific areas where errors typically occur, such as with homonyms, punctuation, plural vs. possessive forms, subject-verb agreement, and common misspellings. The document aims to help students identify and avoid frequent grammatical mistakes.
1. The human genome is 3.3 billion nucleotides long and contains both coding and non-coding DNA sequences.
2. Retroelements are genomic sequences that can copy and paste themselves throughout the genome, and account for a large portion of non-coding DNA.
3. While once considered "junk", retroelements and other repetitive sequences may play important roles in genome defense and regulation, and some retroelements have been domesticated to serve cellular functions.
This document defines and describes different types of adverbs. It states that adverbs modify verbs, adjectives, and other adverbs. Adverbs are classified into three main kinds: simple adverbs, interrogative adverbs, and relative or conjunctive adverbs. Simple adverbs further include adverbs of time, place, manner, degree, number, order, and cause and effect. Interrogative adverbs are used to ask questions about time, place, number, condition, cause, and quantity. Relative adverbs join two sentences, while conjunctive adverbs are used without an antecedent. The document also discusses other adverb forms such as prepositional adverbs and compound adverbs.
This slide show will introduce and review relative clauses' grammar in English.
Relative clauses are parts of sentences that add more information to nouns.
For example, in the sentence above, "that add more information to nouns" IS a relative clause!
This document provides guidance on various aspects of written expression and reading comprehension. It discusses identifying the main topic and ideas of a passage, using context clues to determine word meanings, scanning for details, and differentiating between comparative and superlative forms of adjectives and adverbs. Examples are given of each concept to illustrate proper usage.
The document provides guidance on several topics for analyzing written passages, including identifying the main topic, main ideas, using context clues, scanning for details, identifying exceptions, and locating references. Specific techniques are outlined, such as previewing passages to identify the overall topic, reading carefully to understand the author's main ideas, using surrounding words to determine meanings of unfamiliar vocabulary, and quickly searching texts to find answers to questions.
This document provides a lesson on phonics focusing on vowel diphthongs. It discusses the 'oo', 'eu', 'ou', 'ui', and 'ue' vowel sounds and provides example words for each. It also covers parts of speech including nouns, pronouns, verbs, and adverbs. Practical exercises are included to test the learner's knowledge on these topics. Additional sections discuss balanced diets, reading comprehension, and a spelling test. The overall document presents an English language lesson on phonics, grammar, vocabulary, and reading for beginner or elementary level students.
Victor von Doom, MD
Procedure: Colonoscopy Findings:
- Cecum, terminal ileum, ascending colon, hepatic flexure, transverse colon, splenic flexure, descending colon, sigmoid colon and rectum were examined to the anus.
- There were 3 polyps found in the sigmoid colon. The polyps were sessile and ranged in size from 5mm to 8mm. The polyps were removed using cold biopsy forceps and sent to pathology.
- The mucosa was otherwise normal in appearance with good preparation.
Assessment:
- 3 sigmoid colon polyps removed, ranging 5-8mm in size.
- Otherwise normal colonoscopy.
Plan:
- Await
The document discusses syntax and phrase structure grammars. It defines constituents, ambiguity, and provides a sample phrase structure grammar. It explains that syntax and semantics are distinct, and that phrase structure grammars generate sentences but do not determine their meaning. The document also discusses arguments of verbs, subcategorization frames, optional and obligatory arguments, embedded clauses, questions, passives, and particle shift transformations.
This document summarizes key points about the passive voice in English grammar:
- The passive voice is formed with an auxiliary verb (to be) and the main verb in the past participle form.
- When changing a sentence from active to passive voice, the subject of the active sentence becomes the object of the passive sentence.
- The agent (the doer of the action) can be omitted from a passive sentence, especially if the agent is unknown, unimportant, or obvious from context.
- All verb tenses can be changed to the passive voice using standard transformations of auxiliary verbs and changing the main verb to the past participle form.
This document provides guidance on using the IMRAD structure for a recommendation report. It explains that IMRAD is a widely used structure that organizes a technical report into Introduction, Methods, Results, and Discussion sections. It then provides details on what content should be included in each section, such as the purpose and goals in the Introduction, the testing methods and criteria in the Methods section, the findings and visual representations of data in the Results section, and an overall conclusion and recommendations in the Discussion section. Additional sections like the Title Page, Table of Contents, Bibliography, and Appendix are also described.
This document provides instructions for conducting a usability test of a workplace communication app. Students will identify 10 criteria for tasks that users should be able to complete. For each criteria, they will rate their experience on 5 metrics (effective, efficient, engaging, error tolerant, easy to learn) using a Likert scale from 1 to 5. Students will create a data collection sheet with their criteria and metric ratings to collect both qualitative and quantitative results from their usability testing. The goal is to evaluate the usability of the selected app and provide a recommendation to the professor.
Graphic design principles for non designersBrian Malone
This document provides an overview of Gestalt principles of design and color theory for creating visual content. It discusses the principles of proximity and alignment, visual hierarchy, closure, similarity and anomaly. It also covers color harmony through color wheels, including monochromatic, analogous and complementary color schemes. Rules are presented for using complementary colors effectively with the 60-30-10 rule. The concepts of contrast and using black backgrounds are also summarized.
This document provides guidance on writing cover letters, letters of interest, and personal statements. It compares the purpose and typical length of each document type. The document then discusses the key content sections of a cover letter, including the introduction, body, and closing. It provides examples of each section and tips for outlining the letter body. Finally, it reviews standard formatting conventions for business letters, such as including a letterhead, date, salutation, and signature.
The document provides tips for resumes and CVs. It discusses the differences between resumes and CVs in the US, with resumes typically being 1-2 pages and focusing on relevant skills and experiences, while CVs are used for academic purposes and can be much longer. It also summarizes research on what employers look for in resumes, such as being tailored to the position and using a clear visual hierarchy. Employers typically spend only 6 seconds reviewing each resume in the first round. The document concludes with tips for recent graduates to highlight projects and skills and target keywords in the job posting.
This document discusses stasis theory in rhetorical arguments. Stasis theory provides a framework for identifying the key point of disagreement or tension in an argument. It involves working through four questions - fact, definition, quality, and procedure - to determine the essential issue or "stasis" that needs to be addressed. Once the stasis is identified, an effective argument will make a claim to resolve the tension, provide reasons to support that claim, and evidence to convince the audience to accept the claim.
The document outlines the key components of a strong body paragraph:
1. Include a topic sentence stating what the paragraph will be about.
2. Make a clear claim that the paragraph will argue or prove. Each paragraph should advance the overall thesis.
3. Contextualize any evidence from sources by explaining how it relates to the claim.
4. Quote, paraphrase or summarize evidence, being careful to distinguish it from your own words.
5. Evaluate the evidence by explaining how it proves the paragraph's claim and connects to the overall argument.
This document provides guidance on choosing sources for a rhetorical analysis paper. It recommends including at least one primary source, such as an artifact or news article that is being analyzed, as well as at least one secondary source to provide additional context. Primary sources are the main focus of the analysis, while secondary sources help strengthen the analysis by providing outside perspectives on the topic. The document describes in detail how to analyze different types of primary sources, including artifacts, news articles, and provides tips on incorporating relevant secondary sources into the analysis.
This document provides guidance for writing a rhetorical analysis paper. It explains that a rhetorical analysis explores how the context of a text creates meaning by using a rhetorical framework. To write the paper, a student should choose a source to analyze, answer questions about its rhetorical context, and identify how it uses ethos, pathos and logos appeals. The document recommends using the RRAWR method to prepare, focusing on symbols, purpose, message, appeals and elements, and moving from summary to analysis. It suggests helpful textbook pages, sample papers, and resources for building paragraphs and choosing sources. The instructor offers office hours for additional support.
Noun clauses, gerunds, infinitives part oneBrian Malone
This chapter discusses noun clauses, gerunds, and infinitives. It focuses on that clauses, noun clauses filling noun phrase slots, extraposing that clauses, wh- subordinates, and for/to. That can function as a subordinator linking two sentences together into a single sentence. Noun clauses differ from relative clauses in that a noun clause is the subject or object of the main clause, while a relative clause modifies a noun. Wh- words can also function as subordinators, linking two clauses together where the wh- word stands in for missing information.
The document provides options and guidelines for students to complete a final project for an English syntax and morphology class. It outlines that due to the pandemic, the original 15-page research paper requirement has been replaced with easier alternative options. Students can now choose to analyze the syntax of a poem/song, compare features of English syntax to another language, research an emerging syntactic construction using a corpus, or propose their own open-ended idea. A proposal is due April 30th, the final project is due May 11th, and students will present their work in an online showcase by May 15th for grading.
This document provides an overview and examples of felicity conditions and flouting maxims based on Grice's Conversational Maxims. It defines felicity as whether an utterance is appropriate based on contextual rules. Examples show utterances violating the Quantity, Quality, Relevance and Manner maxims by providing too much/little information, being misleading, irrelevant or disordered. It notes flouting maxims intentionally to convey meaning through implicature, humor or art. Students are asked to identify examples of flouting in media.
This document provides a schedule for Project 4 of an English technical writing course. It lists the following key deliverables and deadlines:
1. Conduct a usability test of tutorial materials by yourself without test participants by the end of week 1.
2. Submit the first part of a white paper report on the usability test, including the introduction and methodology sections, by April 30th for peer review.
3. Submit the complete draft of the white paper by May 7th for peer review.
4. All project deliverables, including the final white paper and a self-evaluation, are due by May 10th.
The document discusses speech acts and indirect speech. It begins with an example of two friends interacting where one compliments the other's shirt and the other responds by saying the shirt is old. This represents how context is important for appropriate language use. The document then discusses how pragmatics helps understand how context determines language interpretation, unlike semantics which focuses on meaning. It introduces speech acts as social functions language allows, like compliments, questions, commands. Some speech acts are performative, where speaking the words performs the action. Most language use is indirect speech, where context helps understand implied meanings, for reasons like politeness and plausible deniability. Several examples are provided and analyzed to illustrate this.
The document discusses restrictive relative clauses and how to diagram sentences containing them. It defines restrictive relative clauses as dependent clauses that embed within noun phrases and function as adjectives. The clauses contain a noun subject and conjugated verb. Examples are provided like "Someone who took this class last semester said it was easy." The document instructs the reader to diagram restrictive relative clauses as adjective phrases modifying the head noun. It provides a sample diagram of the sentence "Someone who took this class before said it was easy" to illustrate treating the relative clause as a single adjective phrase.
This document provides instructions for a final project assignment for an introductory linguistics course. Students must choose a narrow topic related to contemporary linguistics to research and present in a 6-10 minute recorded presentation. They are encouraged to examine a "case study" of language use and analyze how it reveals aspects of language in society. The presentation should provide an overview of the topic, discuss its importance, analyze developments, and point to additional resources. Students will submit their recording and also provide feedback on three classmates' projects. The goal is for students to demonstrate their linguistic knowledge and communicate their topic effectively in an oral format like a podcast.
Semantics iv proposition and presuppositionBrian Malone
This document summarizes key concepts about propositions and presuppositions from semantics. It defines propositions as statements that can be evaluated as true or false based on certain truth conditions. Even propositions that are not factually true can still be meaningful if they have identifiable truth conditions. Presuppositions refer to implicit assumptions in utterances about shared background knowledge between speakers. The example given presupposes the reader's familiarity with daily COVID-19 briefings from the White House. Analyzing presuppositions provides insights into implicature and how speakers communicate beyond just the literal meaning of words.
Semantics iii relationships between wordsBrian Malone
This document discusses semantic relationships between words. It explains the concepts of hyponymy, synonymy, and antonymy. Hyponymy refers to hierarchical relationships where one word is a subtype of another word. Synonyms are words that have similar meanings. There are four types of antonyms: contrary/gradable, complementary, reverse, and converse. Contrary antonyms exist on a scale, complementary antonyms are either one or the other, reverse antonyms undo each other, and converse antonyms necessitate the presence of each other based on their relationship. Examples are provided to illustrate each semantic relationship concept.
This document discusses different approaches to defining words and determining their meaning. It begins by explaining prototypes and mental images, noting that while useful for determining common associations, they do not fully capture a word's meaning. Dictionaries are then discussed, pointing out their limitations in relying on other defined words and being influenced by those who write them. The document advocates for usage-based definitions, using examples of different meanings of the word "fine" based on context. It concludes by introducing corpus linguistics as a way to study language usage through large databases to better inform definitions.
This document introduces the concepts of sense and reference in semantics. Sense refers to the impressions or categories that a word brings to mind, while reference refers to specific entities that belong to those categories. For example, "school" is a sense that could include categories like higher education or community colleges, while specific references may be universities like the University of Idaho or Boise State University. Distinguishing between senses and references allows us to understand how specific entities are related and categorized. Proper nouns can serve as both senses and references, referring to categories while also identifying specific physical entities.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. My folks don’t like the guy I’m dating now
My folks do not like the guy I am dating now
4. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
5. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
As you label the initial parts of speech, try to look
for the restrictive relative clause. Here, you’ll see
that it is “the guy I am dating now,” which is one
unit functioning as the Direct Object of the main
verb, “do not like.”
6. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
I’m going to focus on the restrictive
relative clause first, but you’re
welcome to diagram the more
familiar parts of the sentence first if
you wish to!
7. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
Ultimately, I know that by definition, these
clauses have a NP:Subj and a VP: Predicate.
They are labeled as Relative Clause: Adj (RelCl:
Adj), but I can think of it kind of like a sentence
within a sentence.
8. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
MV PresProg
VP
9. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
MV PresProg
VP
RelCl: Adj
10. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
MV PresProg
VP
RelCl: Adj
Remember that “the guy I am dating
now” is one phrase, so we have to
join “the guy” to “I am dating now.
This is why we label “the guy” as an
NP: Head, as in, the head of the
complete noun phrase.
11. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
MV PresProg
VP
RelCl: Adj
NP:
Head
12. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
MV PresProg
VP
RelCl: Adj
NP:
Head
NP:
DObj
13. One potential point of confusion:
There is no evident relative pronoun in this sentence, though there will
be in most of these clauses. The person could write, “My parents don’t
like the guy that I’m dating right now,” but they didn’t. So you can
imagine that the relative pronoun has been deleted, but it is
“haunting” the sentence! We will see it re-emerge in other examples.
We just don’t always require the relative pronoun in English.
(The answer key points out that the absence of the relative pronoun
here is because “I’m dating now” derives from I’m dating someone
now, and my parents don’t like the guy whom I’m dating.)
14. Now we can take care of the rest of
the sentence…
15. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
MV PresProg
VP
RelCl: Adj
NP:
Head
NP:
DObj
16. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
MV PresProg
VP
RelCl: Adj
NP:
Head
NP:
DObj
MV
NP Subj
17. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
MV PresProg
VP
RelCl: Adj
NP:
Head
NP:
DObj
MV
NP Subj
VP
18. My folks do not like the guy I am dating now
Adv: Time
BE
AUX
VT
PresPart
PersProNDefArt
Det
NP Subj
VTDO NEG
AUX
PossPro
Det
N
MV PresProg
VP
RelCl: Adj
NP:
Head
NP:
DObj
MV
NP Subj
VP
S
19. The drug epidemic is a cancer which threatens the nation’s survival
EXAMPLE II
This next sentence is, I think, a pretty close
standard representation of a restrictive relative
clause – relative pronoun and all! Let’s take a
look….
20. The drug epidemic is a cancer which threatens the nation’s survival
This time, let’s knock the easy
stuff out of the way first!
21. The drug epidemic is a cancer which threatens the nation’s survival
NP: Subj
BE
VP
22. The drug epidemic is a cancer which threatens the nation’s survival
NP: Subj
BE
VP
(We’ve seen this det + adj + N
structure so many times, I don’t
mind if you do the triangle! As
long as you practice “obnoxious
precision” ;-) with the clauses!)
23. The drug epidemic is a cancer which threatens the nation’s survival
NP: Subj
BE
VP
Now to the clause. Remember that “a cancer which
threatens the nation’s survival” is one phrase built of an NP
Head + Relative Clause: Adj.
Ask yourself what to substitute into each part of that
equation, and you’ll recognize that we need to diagram “a
cancer” plus “which threatens the nation’s survival,” and
then combine the two at the end!
24. The drug epidemic is a cancer which threatens the nation’s survival
NP: Subj
BE
VP
You’re welcome to knock out the easy
part first, if it makes sense to you!
NP: Head
25. The drug epidemic is a cancer which threatens the nation’s survival
NP: Subj
BE
VP
NP: Head
RelPro
NP: Subj
Important step!
26. The drug epidemic is a cancer which threatens the nation’s survival
NP: DObj
BE
VP
NP: Head
RelPro
NP: Subj
NP: Subj
27. The drug epidemic is a cancer which threatens the nation’s survival
NP: DObj
BE
VP
NP: Head
RelPro
NP: Subj
NP: Subj
VT
VP
28. The drug epidemic is a cancer which threatens the nation’s survival
NP: DObj
BE
VP
NP: Head
RelPro
NP: Subj
NP: Subj
VT
VP
The trick is remembering the
constructions:
The complete phrase is “a cancer
which threatens the nation’s survival.”
That is NP Head + RelCl: Adj.
The construction for the RelCl: Adj
includes an NP and a VP.
And so…
(next slide)
29. The drug epidemic is a cancer which threatens the nation’s survival
NP: DObj
BE
VP
NP: Head
RelPro
NP: Subj
NP: Subj
VT
VP
RelCl: Adj
30. The drug epidemic is a cancer which threatens the nation’s survival
NP: DObj
BE
VP
NP: Head
RelPro
NP: Subj
NP: Subj
VT
VP
RelCl: Adj
We’ve taken care of “a cancer” and “which
threatens the nation’s survival.” Now we need to
join them as one NP!
31. The drug epidemic is a cancer which threatens the nation’s survival
NP: DObj
BE
VP
NP: Head
RelPro
NP: Subj
NP: Subj
VT
VP
RelCl: Adj
NP
32. The drug epidemic is a cancer which threatens the nation’s survival
NP: DObj
BE
VP
NP: Head
RelPro
NP: Subj
NP: Subj
VT
VP
RelCl: Adj
NP: Subj
Comp
Remember your verb types? So far in class we’ve been calling the
predicate of a BE-verb a “subject complement,” (the book says
“predicate noun.” Either is fine). But here, there is an equivalency:
the drug epidemic = a cancer which threatens the nation’s survival
33. The drug epidemic is a cancer which threatens the nation’s survival
NP: DObj
BE
VP
NP: Head
RelPro
NP: Subj
NP: Subj
VT
VP
RelCl: Adj
NP: Subj
Comp
S
34. Senior citizens who have suffered strokes come to the clinic for speech therapy
ONE MORE! Ready?
35. Senior citizens who have suffered strokes come to the clinic for speech therapy
What is the NP Subj of the main sentence?
The VP?
Which part is the restricted relative clause?
The relative pronoun?
36. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: Subj VP
37. Senior citizens WHO have suffered strokes come to the clinic for speech therapy
NP: Subj
(WHO is the relative
pronoun. The bold part is
the restrictive relative
clause.)
38. Senior citizens who have suffered strokes come to the clinic for speech therapy
Let’s knock out the easy
stuff first again!
39. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
40. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
41. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
42. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
Now back to the
relative clause!
43. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
44. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj
45. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj NP: DObj
N
46. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj NP: DObj
N
We can’t avoid
diagramming this
forever
47. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj NP: DObj
N
VT
HAVE
AUX
PastPart
48. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj NP: DObj
N
VT
HAVE
AUX
PastPart
MV:
Present
Perfect
49. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj NP: DObj
N
VT
HAVE
AUX
PastPart
MV:
Present
Perfect
Gotta label that
tense and aspect!
50. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj NP: DObj
N
VT
HAVE
AUX
PastPart
MV:
Present
Perfect
VP
51. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj NP: DObj
N
VT
HAVE
AUX
PastPart
MV:
Present
Perfect
VP
RelCl: Adj
52. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj NP: DObj
N
VT
HAVE
AUX
PastPart
MV:
Present
Perfect
VP
RelCl: Adj
NP: Subj
53. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj NP: DObj
N
VT
HAVE
AUX
PastPart
MV:
Present
Perfect
VP
RelCl: Adj
NP: Subj
Subject for the whole
Sentence. This is different
than the NP: Subj for the
Relative Clause below!!
54. Senior citizens who have suffered strokes come to the clinic for speech therapy
NP: ObjPrep
P
NP: ObjPrep
PVI
PP: Adv
Location
PP: Adv
Reason
VP
NP: Head
RelPro
NP: Subj NP: DObj
N
VT
HAVE
AUX
PastPart
MV:
Present
Perfect
VP
RelCl: Adj
NP: Subj
S
55. END
Designed for Engl 442; UI; Spring ‘20; Professor Brian Malone
Sentences from chapter 6 of Doing Grammar, 5th edition