Sassy presentation on how to recognize, avoid, and fix comma splices.
Made by Online Writing Academy, where you can go for editing, coaching, or classes.
http://onlinewritingacademy.weebly.com/
The song is about a woman who has been hurt by her partner and is demanding an apology from him. Over three verses and choruses, she expresses her anger at how he has wronged her and broken her heart, and that she will not forgive him or let him back into her life unless he sincerely apologizes and acknowledges what he has done. The chorus reflects her insistence that he tell her he is sorry in words and writing for the pain he has caused.
The document provides descriptions and rules for using English modal verbs. It discusses 12 different modal verbs: can, could, may, might, shall, will, should, would, must, need, dare, and ought to. For each modal verb it provides the affirmative/interrogative form, negative form, contractions, and common uses which include permission, possibility, ability, advice, obligation, predictions, suggestions and more. The document aims to comprehensively cover the characteristics, proper usage, and meanings of these essential English modal verbs.
The document covers the outcomes and content of a language learning session. It introduces new verbs like burst, sprint, and sank and provides example sentences for their use. It then explains how to express regrets about the present using constructions like "I wish" or "If only" followed by the past simple form of a verb. Learners are shown how to use "would" after "I wish" when referring to other people's habits they want to change. The session aims to expand vocabulary and the ability to talk about wishes and regrets.
This document discusses competency standards and basic competencies related to speaking skills. It specifically discusses competency standard 3, which involves conveying meaning in transactional and interpersonal conversations in everyday life contexts. Basic competency 3.2 involves accurately, fluently and appropriately conveying meaning in conversations involving speech acts like apologizing, promising, blaming, accusing, expressing curiosity and desires, and stating attitudes. It provides examples of conversations involving blaming/accusing, denying accusations, confessing/apologizing, and asking for and making promises. It also includes a matching activity and a multiple choice activity to assess comprehension.
This document provides advice and perspectives for college students starting their first year at a CSU. It acknowledges the student may feel lost or alone at first but will find support from hallmates who become like family. The student is encouraged to try new things and make memorable experiences, both positive and negative, that will last a lifetime and result in proud looks upon graduating.
This document summarizes Session 1 of an English lesson, which had two main outcomes: 1) Students would learn new verbs and make sentences with them, and 2) Students would learn to express regrets about the present. The document introduces three new verbs - burst, sprinted, sank - and provides examples sentences using them. It then explains how to express regrets about the present using "wish" and the past simple form of verbs. It provides additional information on using "were" instead of "was" and using "would" after "if only/I wish" when talking about changing other people's habits.
This document provides 50 tips for writing well, with most tips advising against common errors or styles to avoid. Some key tips include avoiding alliteration, unnecessary words, split infinitives, cliches, passive voice, mixed metaphors, redundant or unnecessary punctuation, misspellings, double negatives, and sentence fragments. Overall, the document encourages clear, concise writing that adheres to standard grammar and style conventions.
This document discusses various aspects of politeness and formality in English communication. It provides examples of polite and impolite requests, emphasizes the importance of saying "please" and using "can" or "could" to make requests sound polite. It also discusses the use of "sorry" to preface requests, offers strategies for responding to questions diplomatically, and contrasts formal written English with more informal spoken English. Formal written English uses techniques like the passive voice and avoiding first-person pronouns to achieve an impersonal tone.
The song is about a woman who has been hurt by her partner and is demanding an apology from him. Over three verses and choruses, she expresses her anger at how he has wronged her and broken her heart, and that she will not forgive him or let him back into her life unless he sincerely apologizes and acknowledges what he has done. The chorus reflects her insistence that he tell her he is sorry in words and writing for the pain he has caused.
The document provides descriptions and rules for using English modal verbs. It discusses 12 different modal verbs: can, could, may, might, shall, will, should, would, must, need, dare, and ought to. For each modal verb it provides the affirmative/interrogative form, negative form, contractions, and common uses which include permission, possibility, ability, advice, obligation, predictions, suggestions and more. The document aims to comprehensively cover the characteristics, proper usage, and meanings of these essential English modal verbs.
The document covers the outcomes and content of a language learning session. It introduces new verbs like burst, sprint, and sank and provides example sentences for their use. It then explains how to express regrets about the present using constructions like "I wish" or "If only" followed by the past simple form of a verb. Learners are shown how to use "would" after "I wish" when referring to other people's habits they want to change. The session aims to expand vocabulary and the ability to talk about wishes and regrets.
This document discusses competency standards and basic competencies related to speaking skills. It specifically discusses competency standard 3, which involves conveying meaning in transactional and interpersonal conversations in everyday life contexts. Basic competency 3.2 involves accurately, fluently and appropriately conveying meaning in conversations involving speech acts like apologizing, promising, blaming, accusing, expressing curiosity and desires, and stating attitudes. It provides examples of conversations involving blaming/accusing, denying accusations, confessing/apologizing, and asking for and making promises. It also includes a matching activity and a multiple choice activity to assess comprehension.
This document provides advice and perspectives for college students starting their first year at a CSU. It acknowledges the student may feel lost or alone at first but will find support from hallmates who become like family. The student is encouraged to try new things and make memorable experiences, both positive and negative, that will last a lifetime and result in proud looks upon graduating.
This document summarizes Session 1 of an English lesson, which had two main outcomes: 1) Students would learn new verbs and make sentences with them, and 2) Students would learn to express regrets about the present. The document introduces three new verbs - burst, sprinted, sank - and provides examples sentences using them. It then explains how to express regrets about the present using "wish" and the past simple form of verbs. It provides additional information on using "were" instead of "was" and using "would" after "if only/I wish" when talking about changing other people's habits.
This document provides 50 tips for writing well, with most tips advising against common errors or styles to avoid. Some key tips include avoiding alliteration, unnecessary words, split infinitives, cliches, passive voice, mixed metaphors, redundant or unnecessary punctuation, misspellings, double negatives, and sentence fragments. Overall, the document encourages clear, concise writing that adheres to standard grammar and style conventions.
This document discusses various aspects of politeness and formality in English communication. It provides examples of polite and impolite requests, emphasizes the importance of saying "please" and using "can" or "could" to make requests sound polite. It also discusses the use of "sorry" to preface requests, offers strategies for responding to questions diplomatically, and contrasts formal written English with more informal spoken English. Formal written English uses techniques like the passive voice and avoiding first-person pronouns to achieve an impersonal tone.
This document provides 40 tips for writing good grammar and style. The tips cover subjects such as pronoun agreement, verb agreement, avoiding double negatives, proper use of prepositions, participles, infinitives, point of view, passive voice, punctuation including commas, quotation marks, apostrophes and end punctuation. It also recommends avoiding run-on sentences, one word sentences, misspellings, unnecessary words, abbreviations, excessive punctuation, redundancies and negative statements. Overall, the tips promote clear, concise writing.
This presentation summarizes the story of a school girl who became notorious as "Shimla Ka Don". She terrorized professors and administrators through unconventional methods like setting alarms on others' phones to wake them. She created trends like "sidey" and punished swearing through fines. Though notorious, she had admirers who were head over heels for her. The presentation celebrates her unconventional personality and spirit.
Being polite is important as it shows good manners, respect, and knowledge of social norms. There are several ways to make requests and questions more polite in English, such as by adding "excuse me", "pardon me", or "please". Modal verbs like "could", "would", and "can" are also used to frame questions and requests politely. Positive and negative responses to polite questions are outlined.
1) The document discusses wordiness in writing and provides examples of wordy sentences.
2) It gives an example of a wordy 31-word sentence that is reduced to a clearer 13-word version by removing unnecessary words.
3) The document provides five examples of types of wordiness to avoid, such as redundant words, empty phrases, vague expressions that can be more clearly stated, unnecessary phrases, and passive voice. It encourages editing sentences by removing extra words to make writing more concise and impactful.
The document provides writing tips on various topics such as avoiding weak language like "basically" and "kind of", using paragraphs properly, avoiding vague pronouns, fixing misplaced modifiers, and adding style to writing. Tips are given on topics like contractions, opinion writing without "I", and avoiding weak phrases like "my paper is about". Examples are provided for most tips.
Modal verbs like can, could, may, might, must, ought to, shall, should, will, would are helping verbs that express ideas like ability, permission and asking for assistance. They are always followed by the simple form of a verb. Examples are provided for the different uses of each modal verb. Common polite expressions for making requests using modal verbs are also outlined, along with examples of dialogs demonstrating polite requests and responses.
The document contains lessons from a basic English course covering various topics like greetings, weather, movie genres, and seasons. The first section provides examples of how to greet someone you know or meet unexpectedly. The following sections discuss weather in summer and autumn, describing different movie types like comedy and horror, and comments about spring, fall, and their climates in different areas.
This document contains common Latin expressions used in a classroom setting. It includes translations for greetings between teachers and students, requests for help, questions about meanings and translations, instructions to students, and expressions for starting and ending class.
Model lesson plan for B.ed students for the subject englishAnto Henry
There are many methods of writing lesson plan for the subject English. This is a Socratic method of writing lesson plan for English. The Socratic method of writing lesson plan is in the form of dialogue i.e Question and Answer method. This method improve the imaginative power of students in various aspects in their teaching field. In this document I provide the model lesson plan for B.Ed students for English Supplementary Reader in Socratic method. Please use this document for getting idea about the Socratic method of writing lesson plan when you are going to write your lesson plan.
This document introduces Hands Off, a Sim who is beginning an Apocalypse/Legacy challenge with several handicaps including being unable to directly control the Sim. The summary provides an overview of Hands Off and his first day which involves claiming his dorm room, studying skills, and watching movies. Hands Off spends most of his time studying skills in an attempt to max all 7 skills. The document follows Hands Off over time as he works to fulfill his aspiration and max his skills with limited direct control.
The document provides writing tips and rules for concise and effective writing. It recommends:
1) Writing efficiently and removing unnecessary content, redundancies, and qualifiers like "I think/feel/believe."
2) Mapping out arguments before writing and using new paragraphs for new ideas or argument steps.
3) Sticking to a clear position without contradicting yourself and preemptively addressing counterarguments.
4) Avoiding common grammar mistakes like subject-verb disagreement, unnecessary words, and inconsistent verb tense or pronouns.
The document is a comic strip conversation between Max and his friend. In the conversation:
- Max tells his friend he is joining the wrestling team to graduate on time, but his friend warns him that wrestlers can be douchebags and tries to talk him out of it.
- They arrive at the door to the wrestling gym. Max's friend wishes him good luck but remains skeptical about Max's decision and what he will experience inside.
- Max acknowledges he may discover wrestlers have negative stereotypes but is determined to try wrestling anyway to graduate. His friend again expresses concern for what Max may encounter.
The document appears to be a collection of phrases in English related to classroom instructions and requests. It includes commands like "open the door", questions like "may I come in?", and apologies like "I'm sorry, I'm late". The phrases are repeated multiple times throughout with minor variations.
The document discusses the differences between commands and requests, noting that commands end with periods or exclamation points and order someone to do something, while requests end with periods or question marks and ask someone to do something. Examples of commands and requests are provided to illustrate the differences.
The document provides an overview of key grammar topics in Spanish, including:
1) The conditional tense and how to form conditional sentences with "if" clauses.
2) Irregular verbs in the present perfect, past perfect, and subjunctive perfect tenses.
3) The use of "tanto" and "tan" to compare equal amounts or degrees.
4) The impersonal "se" construction and examples of its use.
5) The difference between "saber" and "conocer" and examples of their use.
Business English - Offer, Request, Gratitude, Apology - Ash VyasAsh (Ashvini) Vyas
Learn how to make an offer or request and respond to it formally and informally. Also show how to express apology and gratitude in formal and informal setup. Learn how to respond offer, request, apology and gratitude.
This presentation covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of these errors and teaches how to identify them. Attendees will learn how to write grammatically correct sentences using appropriate punctuation like periods and conjunctions, as well as subordination with subordinate conjunctions. The goal is to recognize what makes a sentence complete and to employ punctuation and grammar properly to avoid errors in sentences.
This document discusses run-on sentences and comma splices, providing examples and explaining how to identify and correct them. It defines a run-on sentence as one sentence with two independent clauses without proper punctuation or conjunction, while a comma splice uses only a comma between two independent clauses. The document then outlines different ways to properly separate independent clauses, such as with conjunctions, semicolons, or periods. It also provides steps to identify run-on sentences and comma splices in one's own writing.
This document provides information about a book titled "Grandfather's Journey." It was written by Allen Say and is a historical fiction genre. The big question posed is "What can we learn about the United States as we travel?"
This document defines and provides examples of run-on sentences and comma splices, which are grammatical errors that occur when two independent clauses are incorrectly joined. It explains that run-on sentences lack punctuation between the clauses, while comma splices incorrectly use only a comma. The document then lists four methods for correcting these errors: creating separate sentences, using a comma and conjunction, connecting with a semicolon, or adding a subordinating word.
What does a comma signal?
What do periods signal and semicolons signal?
What is a run-on sentence?
What is a comma splice?
How can I correct comma splices and run-ons?
This document provides 40 tips for writing good grammar and style. The tips cover subjects such as pronoun agreement, verb agreement, avoiding double negatives, proper use of prepositions, participles, infinitives, point of view, passive voice, punctuation including commas, quotation marks, apostrophes and end punctuation. It also recommends avoiding run-on sentences, one word sentences, misspellings, unnecessary words, abbreviations, excessive punctuation, redundancies and negative statements. Overall, the tips promote clear, concise writing.
This presentation summarizes the story of a school girl who became notorious as "Shimla Ka Don". She terrorized professors and administrators through unconventional methods like setting alarms on others' phones to wake them. She created trends like "sidey" and punished swearing through fines. Though notorious, she had admirers who were head over heels for her. The presentation celebrates her unconventional personality and spirit.
Being polite is important as it shows good manners, respect, and knowledge of social norms. There are several ways to make requests and questions more polite in English, such as by adding "excuse me", "pardon me", or "please". Modal verbs like "could", "would", and "can" are also used to frame questions and requests politely. Positive and negative responses to polite questions are outlined.
1) The document discusses wordiness in writing and provides examples of wordy sentences.
2) It gives an example of a wordy 31-word sentence that is reduced to a clearer 13-word version by removing unnecessary words.
3) The document provides five examples of types of wordiness to avoid, such as redundant words, empty phrases, vague expressions that can be more clearly stated, unnecessary phrases, and passive voice. It encourages editing sentences by removing extra words to make writing more concise and impactful.
The document provides writing tips on various topics such as avoiding weak language like "basically" and "kind of", using paragraphs properly, avoiding vague pronouns, fixing misplaced modifiers, and adding style to writing. Tips are given on topics like contractions, opinion writing without "I", and avoiding weak phrases like "my paper is about". Examples are provided for most tips.
Modal verbs like can, could, may, might, must, ought to, shall, should, will, would are helping verbs that express ideas like ability, permission and asking for assistance. They are always followed by the simple form of a verb. Examples are provided for the different uses of each modal verb. Common polite expressions for making requests using modal verbs are also outlined, along with examples of dialogs demonstrating polite requests and responses.
The document contains lessons from a basic English course covering various topics like greetings, weather, movie genres, and seasons. The first section provides examples of how to greet someone you know or meet unexpectedly. The following sections discuss weather in summer and autumn, describing different movie types like comedy and horror, and comments about spring, fall, and their climates in different areas.
This document contains common Latin expressions used in a classroom setting. It includes translations for greetings between teachers and students, requests for help, questions about meanings and translations, instructions to students, and expressions for starting and ending class.
Model lesson plan for B.ed students for the subject englishAnto Henry
There are many methods of writing lesson plan for the subject English. This is a Socratic method of writing lesson plan for English. The Socratic method of writing lesson plan is in the form of dialogue i.e Question and Answer method. This method improve the imaginative power of students in various aspects in their teaching field. In this document I provide the model lesson plan for B.Ed students for English Supplementary Reader in Socratic method. Please use this document for getting idea about the Socratic method of writing lesson plan when you are going to write your lesson plan.
This document introduces Hands Off, a Sim who is beginning an Apocalypse/Legacy challenge with several handicaps including being unable to directly control the Sim. The summary provides an overview of Hands Off and his first day which involves claiming his dorm room, studying skills, and watching movies. Hands Off spends most of his time studying skills in an attempt to max all 7 skills. The document follows Hands Off over time as he works to fulfill his aspiration and max his skills with limited direct control.
The document provides writing tips and rules for concise and effective writing. It recommends:
1) Writing efficiently and removing unnecessary content, redundancies, and qualifiers like "I think/feel/believe."
2) Mapping out arguments before writing and using new paragraphs for new ideas or argument steps.
3) Sticking to a clear position without contradicting yourself and preemptively addressing counterarguments.
4) Avoiding common grammar mistakes like subject-verb disagreement, unnecessary words, and inconsistent verb tense or pronouns.
The document is a comic strip conversation between Max and his friend. In the conversation:
- Max tells his friend he is joining the wrestling team to graduate on time, but his friend warns him that wrestlers can be douchebags and tries to talk him out of it.
- They arrive at the door to the wrestling gym. Max's friend wishes him good luck but remains skeptical about Max's decision and what he will experience inside.
- Max acknowledges he may discover wrestlers have negative stereotypes but is determined to try wrestling anyway to graduate. His friend again expresses concern for what Max may encounter.
The document appears to be a collection of phrases in English related to classroom instructions and requests. It includes commands like "open the door", questions like "may I come in?", and apologies like "I'm sorry, I'm late". The phrases are repeated multiple times throughout with minor variations.
The document discusses the differences between commands and requests, noting that commands end with periods or exclamation points and order someone to do something, while requests end with periods or question marks and ask someone to do something. Examples of commands and requests are provided to illustrate the differences.
The document provides an overview of key grammar topics in Spanish, including:
1) The conditional tense and how to form conditional sentences with "if" clauses.
2) Irregular verbs in the present perfect, past perfect, and subjunctive perfect tenses.
3) The use of "tanto" and "tan" to compare equal amounts or degrees.
4) The impersonal "se" construction and examples of its use.
5) The difference between "saber" and "conocer" and examples of their use.
Business English - Offer, Request, Gratitude, Apology - Ash VyasAsh (Ashvini) Vyas
Learn how to make an offer or request and respond to it formally and informally. Also show how to express apology and gratitude in formal and informal setup. Learn how to respond offer, request, apology and gratitude.
This presentation covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of these errors and teaches how to identify them. Attendees will learn how to write grammatically correct sentences using appropriate punctuation like periods and conjunctions, as well as subordination with subordinate conjunctions. The goal is to recognize what makes a sentence complete and to employ punctuation and grammar properly to avoid errors in sentences.
This document discusses run-on sentences and comma splices, providing examples and explaining how to identify and correct them. It defines a run-on sentence as one sentence with two independent clauses without proper punctuation or conjunction, while a comma splice uses only a comma between two independent clauses. The document then outlines different ways to properly separate independent clauses, such as with conjunctions, semicolons, or periods. It also provides steps to identify run-on sentences and comma splices in one's own writing.
This document provides information about a book titled "Grandfather's Journey." It was written by Allen Say and is a historical fiction genre. The big question posed is "What can we learn about the United States as we travel?"
This document defines and provides examples of run-on sentences and comma splices, which are grammatical errors that occur when two independent clauses are incorrectly joined. It explains that run-on sentences lack punctuation between the clauses, while comma splices incorrectly use only a comma. The document then lists four methods for correcting these errors: creating separate sentences, using a comma and conjunction, connecting with a semicolon, or adding a subordinating word.
What does a comma signal?
What do periods signal and semicolons signal?
What is a run-on sentence?
What is a comma splice?
How can I correct comma splices and run-ons?
This document appears to be a presentation about the proper use of "that" vs "which" in clauses. It provides:
1. Three quick rules for using "that" vs "which" - use "that" for restrictive clauses without commas, and use "which" for non-restrictive clauses with commas.
2. Three quick tips to identify restrictive vs non-restrictive clauses based on how removal of the clause affects meaning.
3. Examples and explanations of restrictive vs non-restrictive clauses, and when to use "that" vs "which" in different sentence structures.
The document discusses different types of relative pronouns and clauses in English grammar including:
- Defining and non-defining relative clauses using who, whom, whose, that, which
- Possessive relative clauses using whose
- Adverbial relative clauses using when, where, why
- Special uses of relative pronouns like but
- Cleft sentences which focus elements of a sentence by placing them after an "it" subject and form of be.
This document discusses adjective clauses. It defines an adjective clause as a clause that describes or provides more information about a noun. It explains that adjective clauses begin with connectors like who, which, that, whom, or whose. The correct connector depends on whether the clause refers to a person or thing, and the role of the connector within the clause. The document also distinguishes between restrictive clauses, which are essential to the meaning and have no commas, and nonrestrictive clauses, which provide extra information and have commas.
This document discusses sentence fragments and run-on sentences. It defines a sentence fragment as a group of words that does not express a complete thought, often missing a subject or verb. A run-on sentence improperly combines two or more independent clauses without correct punctuation or capitalization. Examples of fragments and run-on sentences are provided along with explanations of how to identify and correct them.
The document discusses the key components of sentences: subjects, predicates, and modifiers. It defines subjects as the who or what in a sentence, and predicates as the part that tells something about the subject. Every sentence must have both a subject and a predicate. It also discusses verbs, subjects, compound subjects/predicates, and modifiers. Modifiers are optional elements that can be removed without changing the basic meaning of the sentence.
The document discusses comma splices and fused sentences, which are types of run-on sentences. A comma splice incorrectly joins two independent clauses with only a comma, while a fused sentence joins them without any punctuation. These errors can be corrected by inserting a period between the clauses, using a coordinating conjunction, changing one clause to dependent status, or inserting a conjunctive adverb between the clauses.
A complete sentence requires a subject, a predicate, and a complete thought that can stand alone. A sentence fragment is incomplete because it is missing a subject, verb, or both, or does not express a complete thought on its own. Dependent clauses are fragments that have a subject and verb but do not express a complete thought independently and need to be combined with an independent clause to form a complete sentence. Providing additional context or information can fix sentence fragments by making the thought complete.
The document provides an overview of different parts of speech including nouns, pronouns, adjectives, verbs, adverbs, and conjunctions. It discusses the three types of nouns and gives examples. It also explains the differences between active and passive verbs, compound and complex sentences, and different types of writing.
The document provides guidance for students on writing poetry, including focusing on showing rather than telling, using concrete rather than abstract language, and ensuring that every element of a poem serves a purpose. It discusses these concepts through examples and discussion questions. It also assigns students a homework of writing a short-lined verse poem about childhood, imaginary worlds, and home.
This document discusses direct and indirect speech in writing. It begins by defining direct speech as using a person's exact words within quotation marks, while indirect or reported speech does not use quotation marks. It provides examples of each. The document then discusses some key points about using direct speech: quotation marks are used for direct speech but not indirect speech; punctuation differs depending on if the direct speech comes before or after verbs like "said." Finally, it provides exercises for the reader to practice identifying and punctuating direct and indirect speech correctly in sentences.
This sample English lesson outlines the structure and content of a typical lesson. It introduces the teacher, Jeremiah Bourque, and creates a relaxed environment for learning. The lesson covers speech coaching, relaxation techniques, idioms, phrasal verbs, grammar, vocabulary and getting feedback. The overall goal is to help students improve their spoken English in a low-pressure, two-way learning experience.
The document outlines 5 common errors to avoid in academic writing: 1) Misspelling words, 2) Beginning sentences without capitalization, 3) Using texting abbreviations, 4) Writing sentence fragments, and 5) Writing run-on sentences. It provides examples and explanations of each error and recommends developing the habit of proofreading to avoid mistakes in spelling, capitalization, grammar, and punctuation.
This document provides an overview of proper grammar rules, specifically around comma usage. It begins by stating that the idea of "proper English" is subjective, and the purpose of language is effective communication. It then explains that standard English is expected in academic settings. The document dedicates most of its length to explaining the six main rules for comma usage: 1) between two independent clauses joined by a conjunction, 2) after an introductory clause, 3) around dependent clauses in the middle of a sentence, 4) to separate items in a list, 5) to set off a quote, and 6) in dates. Examples are provided to illustrate each rule.
The document discusses the differences between colons and semicolons. It explains that colons introduce information or lists that are related to the preceding clause, while semicolons join two independent clauses that are closely related. It provides examples of proper usage of each punctuation mark. Specifically, colons can introduce lists or qualify sentences, while semicolons combine two complete sentences that are closely linked in meaning. The document also notes some minor differences in usage of these punctuation marks between American and British English.
This presentation covers all comma usage needed for standardized testing. It provides ample examples for each use and follows each section with an exercise.
9th grade nc final exam last minute tipsJana White
This document provides last minute tips for students taking the English 9 NC final exam. It recommends reading the entire passage instead of just looking for answers, taking stretch breaks to improve focus, looking away from the test between passages to refocus, checking the clock and schedule to manage time effectively, eating a healthy breakfast for fuel, getting a good night's sleep the two nights before, not being thrown off by figurative language, and understanding poetic devices like archetypes and rhyme schemes to interpret poetry passages. Overall, it emphasizes preparation, self-care, and close reading to perform well on the high-stakes exam.
1. The document provides guidance on common punctuation errors, including placing punctuation at the end of sentences, doubling up punctuation marks, and knowing basic punctuation rules.
2. Specific tips are given for punctuation usage with quotations, parentheses, capitalization, commas, apostrophes, colons, semicolons, dashes, hyphens and ellipses.
3. The document emphasizes applying punctuation rules appropriately for grammar and avoiding overuse or misuse of certain punctuation marks like parentheses, dashes and ellipses in formal writing.
The document provides definitions and examples of idioms and proverbs. It begins by showing a conversation between a mother and son where the mother uses idioms to tell the son to clean his room. It then defines idioms as phrases that do not make literal sense but have understood meanings. Examples of common English idioms are provided along with their meanings and examples of use. Proverbs are then defined as short sayings containing advice or wisdom. Several well-known proverbs are presented with explanations and examples. The document concludes by distinguishing idioms from proverbs.
This document discusses conjunction rules in English grammar. It outlines 12 rules for using conjunctions correctly. The rules cover proper use of coordinating conjunctions like and, subordinating conjunctions like since, and specific conjunction pairs like no sooner...than. Examples are provided to illustrate the rules for conjunctions like although, until, unless, neither/either, rather, and more. Mastering these conjunction rules can help improve grammar usage.
Immortal Works First round edits -presentationJason King
This document provides guidance on self-editing a manuscript before professional editing. It discusses formatting fonts and characters, checking for common mistakes like passive voice and inconsistencies, revising punctuation including commas, ellipses, and colons, properly formatting dialogue tags, rules for writing out numbers, and some miscellaneous items to check like spelling, grammar, and punctuation. The document offers examples of errors to watch out for and correct formatting.
http://mindpersuasion.com/
If you want to know the truth about you, it ls always changing. It is up to you to decide whether it's for the better or not. Learn More: http://mindpersuasion.com/tools/
This document contains a story about a turtle named Turtle and an elephant named Ellie who meet in a pond. At first, Turtle is surprised to find another creature in the pond where he swims. Ellie introduces herself and explains that she visits the pond to stay cool. The two animals realize they are both lonely in the pond. They decide to become friends and play together in the pond from then on. The story teaches that new friends can help alleviate loneliness.
The document provides guidance on proper punctuation, spelling, grammar, and proofreading. It discusses the correct use of apostrophes, commas, capitalization, conjunctions, and other punctuation. It also lists many commonly misspelled words and offers tips for thoroughly editing one's work before tests.
The document provides a guide to correcting 20 common writing errors, including fragments, run-on sentences, comma splices, subject-verb agreement errors, pronoun-antecedent errors, inconsistent verb tense, passive voice, misuse of words like "there is" and "it is", dangling modifiers, misused words, punctuation errors, and issues with quotation marks. It offers examples of each error and the proper way to correct it.
The document discusses relative clauses, which are parts of sentences that begin with relative pronouns like who, which, that, where, when, and why. It explains the difference between defining and non-defining relative clauses. Defining clauses provide essential information to identify a noun, while non-defining clauses provide extra, non-essential information. The document provides examples of forming relative clauses and choosing the correct relative pronouns, and emphasizes the importance of punctuation in non-defining clauses. It concludes by noting that practice is needed to fully understand relative clauses.
The marks, such as Full Stop, Comma, and Brackets, used in writing to separate sentences and their elements and to clarify meaning. In this Power Point Presentation I clearly Describes about the Punctuation and its Types and its Usage. Please use this Power Point for your reference purpose.
This document provides information about expressing sympathy, agreement, and disagreement in English. It discusses using structures like "so am I" to express positive agreement when sharing the same view. For negative agreement, it explains using "neither/nor" structures. It also covers the differences between "either" and "neither" and provides examples of their usage. The document then discusses expressing disagreement using phrases like "but he/she doesn't." It concludes by giving examples for expressing empathy, sympathy, and agreement through phrases like "I'm sorry to hear that" and "I can understand how you feel."
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
1. The Dread Comma Splice
Your instructor writes c/s on your page, c/s C/S
C/S! C/S!!
2. Instructor says It's Easy
Instructor says “You can't do that. See, that's two
sentences put together as if they were only one.
Where that comma is, you must put a period,
semi-colon, colon, or conjunction.”
Instructor actually cares about your success in
getting your ideas across to readers. You
actually care about putting Instructor's head in a
bottle.
3. Don't Do It
Because Instructor is right. Instructor is always
right.
And you can't hear Instructor telling you what to if
his head is in a bottle. First you would see the
underside of his lips pressed against the glass,
then his eyes bug out, and then he would
charge you, and we all know running with glass
is dangerous. So is a run-on sentence. That's
what he's been trying to say all along. They can
get you into trouble. He only wants to save you
from yourself.
4. Not Right, Not Right At All
A run-on sentence happens when you use a
comma splice, which involves using a comma to
link two complete sentences together. It is so
wrong. Just so, so wrong.
5. Why Is C/S So Very Wrong?
Because it makes you sound insane.
6. And Thus
It makes the narrator or character saying the runon sentence with a c/s sound insane. Is that
what you want, seriously?
When the reader reads a lot of c/s sentences, the
reader feels insane. When Instructor reads a lot
of them year after year, Instructor feels really,
really insane.
7. We Speak With Pauses
Can you imagine someone talking without
pauses? Who does that? Think about it.
8. Punctuation Tells When To Pause
A comma tells us to barely pause, but not be very
serious about it, just sort of wishy washy, like -yeah, well, I'm sorta pausing, but you ain't
gonna make me pause very long, bitch.
9. When You Get Serious About
Pausing
Hit up your friend Semi-colon. Or your even
stronger friend Colon, or your bigger, badder
friend, Period. You might even need to call in
the Conjunction crowd. But Comma is a wus.
Forget Comma. Comma is just sitting there in
between two complete sentences, grinning,
waiting to get you in trouble with Instructor.
10. We Can Feel What Is Incomplete
While Amy skated at the rink for people over 10
feet tall
What.....? While Amy skated, what? What
Happened? Something feels off. You can't just
go up to someone and say that. They'll wait and
stare at you and want to put your head in a can.
That's not good, because cans eventually leak
aluminum, and you might start to act weird once
it turns your brain into metal.
11. We Don't Like Incomplete
Whenever I feed the bushes with my special fish
sauce
12. We Like Complete
Whenever I feed the bushes with my special fish
sauce, they start opening and closing their
blossoms, saying Oh, Oh, Oh, Oh, Oh.
13. So, Tell Me, What Is Complete
Here?
When Mary leaked
Whenever Julie broke her noggin
Or else
And that was all she wrote
14. Nothing. Absolutely Nothing.
So, you could add more to any of those
fragments. Yes, Fragments. Incomplete
sentences.
Just feel how they make your body react. You feel
like you should have more. Like you've been
cheated, if that's all you get. Like you should
sue. Someone needs to give you what you
deserve, and not leave you hanging like that.
Right?
15. How Bout These?
I am sometimes a wombat.
You never answer the door when I knock with my
butt.
Spring is a ridiculous idea.
Perhaps you should invite a lonely skyscraper for
tea.
16. You Know The Difference. I Know
You Do.
You can feel it in your body, right? Some
sentences feel like they are done, and there is
nothing missing, nothing left out, nothing lurking
behind the corner ready to pounce. It's all there,
laid out in the open for all to see. You feel safe.
You would buy something from a complete
sentence. You would hang out with it.
17. You Know You're Too Good For
That
You would not hang out with an incomplete
sentence, because you never would know what
it would be up to next. You would always feel
like it wasn't telling you the whole story. You
would always wonder, but it would remain
incommunicative. You would say: We need to
talk. And it would look at you like, yeah, right. I
don't do that, bitch. And it would look away, and
you'd be supposed to act like that was OK.
18. Feel The Difference Between
Complete and Incomplete
Sentences, With Your Body
And that's about all you really need to know to
avoid writing comma splices. Other than in rare
circumstances, best avoided unless you know
exactly what you're doing, just don't ever
combine two complete sentences with a
comma.
It's that easy.
Cool.
19. If You See Two Complete
Sentences
Standing around looking tough, but lonely, and
you want to match-make, sure, you can hook
them up. Just use a semi-colon, if the two
sentences are a lot a alike, and seem like they
would be good friends.
The house is the ugliest color of blue I have ever
seen. The painter is a mongoose.
That's two sentences, and a semi-colon would
treat them just fine.
20. If One Sentence Is Explaining
. . . or giving examples of the sentence before it,
consider getting them together over a cup of hot
colon.
I often don't fit into the crowd. My head is a
spinning plate and it must always stay in motion.
21. Semi-Colons And Colons Bring
Complete Sentences Together
The house is the ugliest color of blue I have ever
seen; the painter is a mongoose.
I often don't fit into the crowd: my head is a
spinning plate and it must always stay in motion.
Those are happy couples, not co-dependent, but
independent, living their own lives, and so are
complete sentences joined by conjunctions like
so:
22. Conjunctions Make Good GoBetweens
When you are trying to escape the dreaded c/s,
and Semi-Colon and Colon are acting huffy and
seem too stiff and formal, call in
And But If Or When
23. Even A Period Will Do
If you really want a serious pause. Periods don't
play around. They really mean it when they say
STOP
.
24. So, You Can Use
A semi-colon, colon, conjunction, or period to
combine two complete sentences. You can
even use a dash if you can't figure out what the
hell else to use, in one of those really wonky
sentences only you could write. You know how
you are.
25. You Just Can't Use A
What. You know what.
A COMMA.
Or Instructor will put your head in a box. Instructor
knows how to tie a really good knot. Try untying
your head box without being able to see it.
Better instead to learn how to avoid a c/s.
26. Now, Practice
What punctuation would you chose to combine
these sentences?
You are going to be bigger than Instructor one
day. You are smarter than Instructor, really.
You don't like it when people talk without
breathing, ever ever ever breathing. That's what
writing comma splices sounds like.
27. You Are Right
Many ways are correct. Like:
You are going to be bigger than Instructor one
day; you are smarter than Instructor, really.
You don't like it when people talk without
breathing, ever ever ever breathing: that's what
writing comma splices sounds like.
28. This Is Wrong
A man is walking down the street talking to you,
you don't want to talk to him because he never
pauses in between his sentences.
What's wrong with that sentence? It's a damn c/s
is what it is. Why? Because it's two complete
sentences joined with a comma. Only someone
really odd would talk like that, without pausing
between sentences. Sure, I care about odd
people too. I'm not a bad person. But, still. . . .
29. These Are Correct
Nancy wanted to marry Ted, but Ted didn't like
her use of comma splices and cut her off.
Ted wanted to marry Nancy, so Ted taught Nancy
how to write the way she spoke, intelligently,
with poise.
Ted and Nancy married; they became nudists.
Ted and Nancy got arrested: they decided to wear
clothing after that, but they didn't like it one bit.
30. Commas Belong
Commas are fine little creatures. We love the little
buggers, those commas. But we don't love them
when they get mischievous and get into places
they don't belong, like in between two complete
sentences. Then, we kill them. Totally obliterate
them. We replace them with other objects of our
love, semi-colons, colons, periods, and
conjunctions. One big happy family.
31. C/S
Is just using a comma as a juncture between two
complete sentences, making the reader get
confused, feel insane, distrust you, think you are
not educated, throw out everything else you
wrote, and go find someone else to love. Is that
what you want? I think not. I think not indeed.
32. Learn More
From Tantra Bensko, the maker of this
presentation, at
http://onlinewritingacademy.weebly.com