Common learner's errors - Similar Sounding words
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This document discusses some commonly confused similar-sounding words in English - compliment vs complement, it's vs its, and principal vs principle. For each pair: - It defines what each word refers to - Provides examples of correct usage for each - Offers a "quick tip" with a sample sentence using both words to help remember the distinction
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This document discusses the differences between adjectives and adverbs. [1] Adjectives describe or modify nouns and pronouns, while adverbs describe or modify verbs, adjectives, and other adverbs. [2] It provides examples of common adjectives and adverbs and explains how to identify them based on what they modify. [3] The document also covers comparative and superlative forms of adjectives and adverbs, irregular forms, and other grammatical rules regarding their usage.
Vocabulary
Vocabulary refers to the words used in a language. It can refer to all words in a language, words used in a particular context, or words an individual knows. When learning a foreign language, developing one's individual vocabulary is very important. There is an active vocabulary of words one uses and a passive vocabulary of words one understands but does not use. Effective vocabulary instruction teaches word origins and meanings, connotations, appropriate usage, relationships between words through synonyms and collocations, and how affixes change word meanings. Techniques for teaching vocabulary include matching exercises, working with synonyms and antonyms, asking questions using target words, exploring word relationships, and playing vocabulary games.
Adverbs
Adverbs modify verbs, adjectives, and other adverbs. They describe manner, time, place, frequency or degree. Common adverbs end in "-ly" but not all do. Adverbs of time answer when, adverbs of place answer where, and adverbs of manner answer how or in what way. It is important not to confuse adjectives and adverbs, as adjectives modify nouns while adverbs modify verbs, adjectives, and other adverbs.
Linking verbs show
Linking verbs act as an equals sign between the subject and another word in the predicate, showing that the subject "is" or "is like" something else described by a noun or adjective. Common linking verbs include forms of "to be" such as "is", "am", "are", "was", and "were". To identify a linking verb, you can substitute "is", "am", or "are" for the suspected verb - if the sentence still makes sense, it is likely a linking verb. Linking verbs do not show action and instead connect the subject to another word that renames or describes it.
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The document discusses parallelism, which is using the same grammatical structure for elements in a series to show they have equal importance. It provides examples of parallel and non-parallel phrases. Maintaining parallel structure helps writing be clearer, more readable and balanced. Simple uses of parallelism are important for creating understandable passages. The document includes an activity assessing students' understanding of identifying parallel structures.
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A Workshop on Improving Style
Using rhetorical questions correctly
· These can be quite useful to encourage readers to think about an issue in a new way.
· DO use rhetorical questions in the middle of paragraphs, especially after using an example or anecdote. It helps readers place themselves in the situation and consider what they might do as well.
· DO NOT use rhetorical questions at the beginning of paragraphs (especially the beginning of the essay) or the ends of paragraphs. Also avoid using more than one for every page of writing you have.
Avoid Wordiness
· Sure, you’ve got a page count to reach. But inserting filler words isn’t the way to do it. It may fill up the page, but your paper will be really painful to read.
· DON’T write: He carries a briefcase made out of leather that is weather-beaten.
· DO write: He carries a weather-beaten leather briefcase.
· DON’T write: There is a place called the Writing Center where students can go in order to improve their academic writing skills.
· DO write: Students can improve their academic writing skills at the Writing Center.
Avoid using a conversational tone
· This can be anything from using slang to just using conversational words like “well” and “so” and “now” at the beginning of sentences. Just as you wouldn’t include things like “um” or “uh” also avoid using other words that people use as fillers in actual conversation.
· DO use a voice, tone, and style that is more formal than you normally would in speaking, even to someone official like a boss. This is called Standard Written English.
· DO NOT feel like using SWE means that you have to use the thesaurus to make yourself sound official. It’s fine to use simple and clear language to get your point across.
Avoid defining common terms
· Many times, especially at the beginning of the essay, there is the temptation to define terms like “music” or “love” or “disease.” But this is really unnecessary and simply looks like filler.
· DO discuss how experts view these terms, possibly contrasting their ideas with others if you want to show a nuance between them.
· DO NOT cite a dictionary definition simply for the sake of informing readers of the word’s meaning as if they are stupid. Especially do not cite Webster’s dictionary or similar.
Change up your sentence structure
· If you notice that you are beginning sentences with the same word (“the” for example) you may not have very much variation in your sentence structure. While not inherently wrong, setting up your sentences the same way makes your writing sound boring and simplistic.
· DO change things like “the woman walked up the street and noticed the trees were in bloom” to something like “As the woman walked up the street, she looked around and saw that the trees were blooming” or “Walking up the street, the woman noticed that the trees were in bloom.”
· DO NOT make the sentences so convoluted that they don’t follow basic grammar rules. You don’t want to take it too far.
Mix up pun.
Chapter 4 – using adjectives and adverbs correctly 12 grade
This document provides an overview of using adjectives and adverbs correctly. It discusses distinguishing between adjectives and adverbs, comparing items using degrees of comparison, avoiding errors like double negatives, and using adjectives correctly after linking verbs. The document offers definitions and examples to illustrate the proper uses of adjectives and adverbs in grammar.
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The document provides information about using parallel structures in writing. It defines parallelism as using similar grammatical structures to show that ideas have equal importance. When presenting a series of equally important details, items should be balanced or parallel. Non-parallel structures mix different grammatical forms, like nouns and verbs, which makes the sentence less smooth. The document gives examples of parallel and non-parallel structures using words, phrases, and clauses. It emphasizes that similar ideas should use similar grammatical structures for clarity and effective communication.
conversationexpressions-120207031934-phpapp01.pdf
The document provides phrases for conversations in both formal work settings and informal social settings.
In the work section, it outlines phrases for agreeing and disagreeing politely in meetings, as well as asking for opinions, clarifying understanding, and getting more details.
The informal section gives examples for running into friends, ending conversations, and apologizing if misunderstood. It also includes phrases for when one is unsure of their opinion or needs to leave a conversation.
The document aims to expand the reader's vocabulary for natural-sounding conversations in different contexts through providing sets of example phrases.
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Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Common learner's errors - Similar Sounding words
- 1. Similar Sounding words in English
- 2. There are lot of words in the English language that have same or similar pronunciation, same or different spellings, but different meanings. Many such similar sounding words are confusing and often misapplied by lot of people. Some of them have almost similar meaning also but somewhere there is a fine difference.
- 3. Compliment vs Complement Compliment Refers to an expression of praise, admiration, or flattery. The teacher complimented me in front of the other students. He gave me a compliment about my dress. Complement Refers to something that completes, enhances, or improves something else. The picture frame complements the photo. The cream is a nice complement to the cake.
- 4. Quick Tip Here’s an easy way to remember the correct usage of the words. Remember the letter,‘i’ in Compliment and use it in a sentence that begins with the letter. I like to give compliments. It is polite to do so. It complements my behavior. It would also become a good habit if you practise this in real life. A kind word or some appreciation is always positive. And of course, you will be complimented for knowing the difference between compliment and complement.
- 5. It’s vs Its It’s It’s with an apostrophe is short for ‘it is’ or ‘it has’. It’s time to go. It’s been raining for so long and doesn’t look like it would stop. Its Its without an apostrophe is the possessive pronoun like hers, ours, yours. The car has lost its shine. It needs a paint. The bank has its own security system.
- 6. Quick Tip Here’s an easy way to remember the correct usage of the words. Use both the words, ‘it’s’ and ‘its’ in a single sentence. It’s a good idea to add some cream on the cake so that its taste becomes better. Since the most common usage of apostrophe is to signify a possession, or belonging to something or someone, as in – Roy’s book is very popular among kids Often people make the mistake of putting an apostrophe before ‘s’ to suggest possession while modifying the word, ‘it’.
- 7. Principal vs Principle Principal Refers to the head of an institution, an amount of money, or something of highest importance, value, or rank. The principal of the school is a nice man. The principal amount for deposit is not much. Principle Refers to some accepted rule of action or conduct, a fundamental law or truth, right conduct, rule. He was a man of few words but high principles. His basic principle in life is to stay simple.
- 8. Quick Tip Here’s an easy way to remember the correct usage of the words. Use both the words, ‘principal’ and ‘principle’ in a single sentence. The principal of the school is a man of high principles.