This document discusses the use of linking words in English and Spanish to connect ideas and sentences. It provides examples of basic conjunctions that can be used to add information, contrast ideas, give alternatives, reasons, results or unexpected information. Specific conjunctions are defined such as "and", "but", "or", "so", "because", "before", "after", as well as words like "too", "also" and "as well" that indicate something is in addition. Connectors of sequence are also explained along with words that can conclude or summarize writing. The document aims to help guide readers through writing by using these linking words.
The presentation explains Quirk's grammatical description of the elements of the sentence.
Sentence elements are: S V O C A
Subject
Verb
Object
Complement
Adverbial
---------------------------
The verb element is : Finite or Non-finite
Finite verbs : relating to forms of the verb that are limited in time by a tense and (usually) show agreement with number and person of the verb.
Non- Finite verbs: of verbs; having neither person nor number nor mood (as a participle or gerund or infinitive(
Verb element can be 1-4 words in the sentence.
The Subject
--------------
The subject may be a clause as in :
That she answered the question correctly pleased him.
Or The subject can be a noun phrase as in:
The new gas stove in the kitchen which I bought last month has a very efficient oven.
The object
---------------
Direct objects may be realized by the same range of structures as the subjects as in :
They brought him a present.
The indirect objects are realized chiefly as ‘noun phrase’ as in:
The boy has given the girl a flower.
The complement
-----------------------
Subjective complements & Objective complements may be realized by the same range of structures as the subjects as in:
He was the boss.
They made him the boss.
In addition to that Subjective complements & Objective complements have additional possibility of being realized by adjective phrases (having an adjective as head) as in :
She made him very much happy.
The presentation explains Quirk's grammatical description of the elements of the sentence.
Sentence elements are: S V O C A
Subject
Verb
Object
Complement
Adverbial
---------------------------
The verb element is : Finite or Non-finite
Finite verbs : relating to forms of the verb that are limited in time by a tense and (usually) show agreement with number and person of the verb.
Non- Finite verbs: of verbs; having neither person nor number nor mood (as a participle or gerund or infinitive(
Verb element can be 1-4 words in the sentence.
The Subject
--------------
The subject may be a clause as in :
That she answered the question correctly pleased him.
Or The subject can be a noun phrase as in:
The new gas stove in the kitchen which I bought last month has a very efficient oven.
The object
---------------
Direct objects may be realized by the same range of structures as the subjects as in :
They brought him a present.
The indirect objects are realized chiefly as ‘noun phrase’ as in:
The boy has given the girl a flower.
The complement
-----------------------
Subjective complements & Objective complements may be realized by the same range of structures as the subjects as in:
He was the boss.
They made him the boss.
In addition to that Subjective complements & Objective complements have additional possibility of being realized by adjective phrases (having an adjective as head) as in :
She made him very much happy.
Spoken English Beginner Session 12 - Preposition of Time - Ash VyasAsh (Ashvini) Vyas
Learn usages of different prepositions to indicate time. The presentation shared following prepositions:
On, In, At, To, By, Ago, Back, Before, Till, Until, Since, For, During
Spoken English Beginner Session 12 - Preposition of Time - Ash VyasAsh (Ashvini) Vyas
Learn usages of different prepositions to indicate time. The presentation shared following prepositions:
On, In, At, To, By, Ago, Back, Before, Till, Until, Since, For, During
Table of Contents
List of Conjunctions………………….........slide 3
What is a conjunction?..............................slide 4
Types of Conjunctions…………….....slides 5-13
Coordinating Conjunctions
Subordinate Conjunctions
Correlative Conjunctions
Conjunctive Adverbs
Quiz and Answers…………………....slide 14-15
What is a conjunction?
Coordinating ConjunctionsThese conjunctions are seven very common words. They are very small, made up of three or fewer letters.
When to Use Each Coordinating Conjunction:
Subordinate Conjunctions cont….Subordinate conjunctions often begin a dependent clause. If the dependent clause begins or interrupts the sentence, then it is separated from the independent clause by a comma.
Correlative Conjunctions
Conjunctive AdverbsConjunctive adverbs provide connections and transitions that clarify or limit the meaning of words.
Conjunctive Adverbs cont….
Asistente del Centro integral de Negocios de la Universidad Tecnológica de To...Ibeth Martinez
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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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.
1. In the English language also in Spanish language, linking words help you to connect
ideas and sentences, so that people can follow your ideas.
Note the use of commas before some conjuctions.
BASIC LINKING WORDS IN ENGLISH
2. YOU CAN USE LINKING WORDS
You can use words which help to guide your reader through your writing.
They help to link sentences, paragraphs and sections.
Good use will make an easy-to-follow writing.
Conjunctions can be used to give more information, give alternatives, give reasons,
give results or give unexpected information.
4. After all
Although
But
However
In contrast
In fact
Otherwise
On the contrary
On the other hand
Still
Though
While
Yet
CONTRAST TWO THINGS OR SHOW A
DIFFERENCE
BUT
We use but for unexpected or different ideas or information.
Makes a contrast.
Examples:
They are rich, but they aren´t happy.
She likes pizza but she doesn't like tomatoes.
5. OR
We use or for giving alternatives.
Examples:
Do you want chocolate, strawberry or vanilla? (joining words)
SO
OTHER CONNECTING WORDS
Tells you the result.
Example:
We went home early , so we missed the end of the concert.
6. Answers the questions when or at what time?
Makes a contrast.
Example:
We went home when it started to rain.
Because: gives reason for an idea.
Answers the question why?
Example:
I am here because I love you.
We went home because we were tired.
WHEN
BECAUSE
7. Answers the question what happened first?
Example:
We went home before the concert ended.
Answers the question what happened later?
Example:
We went home after the singer sang his first song.
AFTER
You use them to show the order in which things happen.
CONNECTORS OF SEQUENCE
After
As soon
as Before
Finally
First
Later
Then /
Next
BEFORE
8. TOO
ALSO
AS WELL
Say something is in addition.
Example:
That applies to Brazil as well as to the Argentina countries.
OTHER CONNECTING WORDS
IF
Makes a condition.
Example:
We will go home if we are tired.
9. CONCLUDE OR SUMMARIZE
As a result
Finally
In brief
In conclusion
In short
In summary
To summarize
Therefore
Thus
Summarising :
We normally use these words at the beginning of the sentence to give a
summary of what we have said or written.
10. REFERENCES
McCarthy, M. & Felicity, O. (2010). Conjuntions and connecting
words. Basic Vocabulary in use. (p. 32). New York:
Cambridge University Press.