A presentation that shows how to determine whethere sentences are written in active or passive voice; includes several practice sentences with feedback
A presentation that shows how to determine whethere sentences are written in active or passive voice; includes several practice sentences with feedback
Adjectives and their Difficulties in English and Arabic A Comparative Study -...Al Baha University
This study is an attempt to examine analytically the
similarity and differences of adjectives in both languages,
English and Arabic. The study attempts to methodically evaluate
the different kinds of English adjectives as well as the Arabic
adjectives focusing on the usage, the differences and similarities,
as well as the difficulties.
Moreover it aims to shed light on the way to make such
comparison understandable. It is prepared to contribute in
enriching the field of study because of the lack to researches in
this area.
The study is compromised of four sections. The first section
deals with a brief introduction summarizing the importance of
the study. A short definition of adjectives in English and Arabic
is presented. The second section deals with Adjectives in
English, detailed definitions, and the types of adjectives
supported by examples. Whereas the third part independently,
introduces with details the Adjectives in Arabic; its meaning, and
types supported with examples. The fourth concentrates on a
short comparative study between adjectives in English and
Arabic shedding light on the problems and difficulties of
adjectives in both Arabic and English followed by a general
conclusions, findings and recommendations of the study.
Business Communications Class Week 6 Ethan ChazinEthan Chazin MBA
Awesome business communications strategies, tips, and resources provided by Ethan Chazin for entrepreneurs, start-ups, small biz owners and professionals
Adjectives and their Difficulties in English and Arabic A Comparative Study -...Al Baha University
This study is an attempt to examine analytically the
similarity and differences of adjectives in both languages,
English and Arabic. The study attempts to methodically evaluate
the different kinds of English adjectives as well as the Arabic
adjectives focusing on the usage, the differences and similarities,
as well as the difficulties.
Moreover it aims to shed light on the way to make such
comparison understandable. It is prepared to contribute in
enriching the field of study because of the lack to researches in
this area.
The study is compromised of four sections. The first section
deals with a brief introduction summarizing the importance of
the study. A short definition of adjectives in English and Arabic
is presented. The second section deals with Adjectives in
English, detailed definitions, and the types of adjectives
supported by examples. Whereas the third part independently,
introduces with details the Adjectives in Arabic; its meaning, and
types supported with examples. The fourth concentrates on a
short comparative study between adjectives in English and
Arabic shedding light on the problems and difficulties of
adjectives in both Arabic and English followed by a general
conclusions, findings and recommendations of the study.
Business Communications Class Week 6 Ethan ChazinEthan Chazin MBA
Awesome business communications strategies, tips, and resources provided by Ethan Chazin for entrepreneurs, start-ups, small biz owners and professionals
A how-to manual on technical report writing - why the art of Chocolate Cake ?
I was asked to "throw " a presentation together with minimal time to prepare - tech report writing could be a very dry subject - but then I decided to compare it with baking a chocolate cake - either very simple or extremely complex
The key issue is to deliver what the consumer wants - a relevant report or a delicious chocolate cake.
The presentation shows where, why and how we use punctuation marks in written English. Here I show the descriptions and examples of some of the English punctuation marks. Enjoy!
Phone Etiquette: Vocal Skills
Voice reflects attitude. Even if the words are correct and intended to be polite, tone could imply the opposite. Voice is made up of five distinct elements: tone, inflection, pitch, rate and volume. Your voice contains specific percentages of each element that makes it uniquely yours. However, there is a best practice range within which your voice sounds confident and most importantly professional.
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
This is part 3 of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
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.
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.
Chapter 3 - Islamic Banking Products and Services.pptx
Editing (part ii)
1. Active & Passive Voice
Parallelism
Dangling & Misplaced Modifiers
2. Active Voice, Passive Voice
The active voice is the "normal" voice. This is the voice
that we use most of the time. You are probably already
familiar with the active voice. In the active voice, the
object receives the action of the verb
The passive voice is less usual. In the passive voice, the
subject receives the action of the verb
Form:
Appropriate form of the be verb + past participle of main verb of
sentence
Subject and object noun phrases voice switch positions (from
active voice)
Active: Joe ate the sandwich.
Passive: The sandwich was eaten by Joe.
3. Voice (Contd.)
by-phrase
The subject of the active sentence can be used in an adverbial phrase in the passive
sentence. This phrase is called the by-phrase.
Ex: Paper money was invented by the Chinese.
The by-phrase is not required. It should be used only when it provides important
information.
Ex: My car was stolen last night by a thief.
The by-phrase in the sentence above can be left out because only thieves steal.
Ex: My car was stolen last night by a 12-year-old boy.
In the second example, a more interesting by-phrase is used.
The passive voice can be used with any verb tense.
Meaning of the passive voice : Shift in focus
Many verbs can have either an active or a passive form. The active form is used when the
writer wants to focus on the actor or the actors.
Active: All students at this school must take English composition before they graduate.
Many international students worry about this course because it is difficult for students
who are not native speakers of English.
However, sometimes a writer wants to focus on the information that would be in the
direct object in an active sentence. The passive sentence puts this information in the
subject position.
Passive: English composition must be taken by all students at this school before they
graduate. The course involves both argumentative and expository writing.
4. Uses of the passive voice
1. Actor is unknown
Ex: My bicycle was stolen last night.
Ex: The building was set on fire.
2. Actor is obvious or unimportant
Ex: Pineapples are grown in Hawaii.
Ex: The yuan is used in China.
3. Actor is hidden (to avoid assigning or accepting blame or to be kind)
Ex: The door was broken last night.
Ex: Mistakes were made.
4. Actor is not the focal point
Ex: A new theater was built near East West Shopping Center.
Ex: The English club meeting was held in the meeting room.
5. A piece of work is the focal point rather than the creator
Ex: Avatar was directed by James Cameron.
Ex: The Last Supper was painted by Leonardo da Vinci.
5. to BE gives us the tense of the action
the principal verb is always in Past Participle
THE PASSIVE VERB
to BE (in the active tense) + Past Participle (main verb)
ACTIVE PASSIVE
She wants an ice-cream An ice-cream is wanted
He sent a letter A letter was sent
We will buy a new car next week A new car will be bought
They have been cutting the grass The grass has been being cut
6. Parallelism?
Parallelism shows that two or more ideas are equally important by stating them in a
grammatically parallel form.
It means to put all items in a series in the same grammatical form: Singular with
singulars, Plurals with plurals, nouns with nouns, active with actives and passives with
passives and etc.
Grammatical parallelism
Grammatical parallelism is the result of coordination. When a coordinating conjunction
is used to combine words, those words must be the same part of speech. The examples
show parallelism when nouns, verbs, and adjective are combined using coordinating
conjunctions.
Parallel noun
In grammar class, we study nouns, verbs, prepositions, articles, and many other
topics.
Parallel verbs
In grammar class, we read, write, talk, and listen.
Parallel adjectives
This class is difficult but important.
7. Parallelism (Contd.)
1. In sentences with several items in the passive voice, the
auxiliary may be repeated each time or used before the first item
only.
Ex: The prisoner was arrested, was tried and was found guilty.
The prisoner was arrested, tried, and found guilty.
2. The same principle applies to the use of articles, preposition or
even the to-infinitive in a series. The key is to be consistent.
Ex: James keeps his money everywhere, in the drawers, in the
bottles, and in the shoes!
3.Mixing gerunds and infinitives in the same series is a
common parallelism error.
For example: My summer hobbies are hiking, boating and to go
mountain climbing.
It should be: My summer hobbies are hiking, boating and
mountain climbing.
8. Parallelism (Contd.)
What to do?!
Descriptive words must be balanced.
For example: The students are required to complete their assignment
within a short period of time, and that restricts their ability to express
their ideas imaginatively, creatively, and innovatively
Correlative conjunctions like neither…nor, either…or, not only…but
also… must also pair parallel ideas.
For example: She should either send her children to that tuition centre
or teach them herself.
His speech not only outraged his opponents, but also cost him the
support of his own party.
The items in a list must be kept in the same form.
For example: A student ought to be punctual, obedient, and respect
their elders.
It should be respectful because the previous words are adjectives.
9. Modifiers
A modifier is a word, phrase, or clause that describes or
changes the meaning of another word, phrase or clause in
some way.
A modifier is a word or word group that functions as an
adjective or an adverb.
A modifier should be placed as close as possible to the
word or words it modifies – ideally, directly before or
directly after.
Modifiers provide information about a noun or pronoun
that appears right before or right after it in the sentence.
Example- Steve Jobs, using his garage as a workshop,
invented the personal computer.
10. Dangling participle modifiers
Participle phrases are ones that being with [verb + ing] or [verb +ed] and are
not used as subjects. When a participial phrase does not modify the noun or
pronoun that usually follows it, it is said to be dangling or just hanging there in
the sentence and not modifying the subject of the main clause. The subject of
the main clause must be responsible for the two actions, the one in the
participle and the one in the main verb.
Incorrect: Running down the street, the taxi passed right by the man.
Running down the street is the participial phrase, but it does not modify the
subject, taxi, the word immediately following the phrase. Ask the question:
“Was the taxi running down the street?” No, it was the man. Correct the
sentence as follows:
Correct: Running down the street, the man missed the taxi.
(He was running down the street, and he missed the taxi).
A modifier describes or limits other words in a sentence. A modifier “dangles”
because it cannot logically describe any word or word group in the sentence.
Often a dangling modifier comes at the beginning of a sentence and appears to
modify the noun or pronoun that follows it.
A dangling modifier appears to modify either the wrong word or no word
at all because the word it should logically modify is missing from the
sentence. To correct a dangling modifier, add the missing word and
rewrite the rest of the sentence as necessary.
11. Examples
Using my computer, the report was finished in two
days.
How can the report use a computer?
The word to which the modifier should logically refer
is not included in the sentence. To correct this
sentence, you need to supply the missing word.
Using my computer, the report was finished in two
days.
Using my computer, I finished the report in two days.
12. Dangling Modifiers
Dangling modifier:
Sitting in the dentist’s chair, the sound of the
drill made Larry sweat.
• Corrected version:
Sitting in the dentist’s chair, Larry sweated at the sound
of the drill.
13. Misplaced modifiers
A misplaced modifier is in the wrong place in a sentence, so the reader thinks it modifies
the wrong word or cannot figure out what it is modifying.
A misplaced modifier appears to modify the wrong word in a sentence.
A misplaced modifier means that there is a separation of space between the word,
phrase, or clause and the modifier.
When a modifier is misplaced, your meaning gets really fuzzy.
They often distort the meaning of the sentence or make it impossible for the reader to
understand the meaning.
Misplaced modifiers seem to describe words that the author did not intend them to
describe.
Generally, the solution is to place the modifier as close as possible to the word or words it
describes.
Example: I was chased by a dog wearing my pajamas.
The modifier wearing my pajamas is in the wrong spot: it is closer to dog than to I.
Revised: Wearing my pajamas, I was chased by a dog.
Single-word modifiers, such as often and almost are often misplaced:
Example: I almost made $200 for the lawn-mowing job.
So did the job not happen? If the writer means that he or she made almost $200 for the
job, then the modifier needs to be placed immediately before the word (or words) being
modified.
Revised: I made almost $200 for the lawn-mowing job.
14. Misplaced Modifiers
Misplaced modifier:
Sam bought a used car from a local dealer with
a smoky tailpipe.
• Corrected version:
Sam bought a used car with a smoky tailpipe from
a local dealer.
15. Cautions
Watch Those Adverbs!
Placement of adverbs (many words that end in –ly are adverbs) can change meanings to funny
things.
We drove off in the car we had just bought quickly.
Did we buy the car quickly, or did we drive the car quickly?
We quickly drove off in the car we had just bought.
Okay! We must have made a great deal and were afraid the dealership would change its mind!
Other adverbs that don’t end in –ly to watch:
Only, just, almost.
Troublesome Words That Indicate Number….
Almost and nearly mean close to – nouns can be counted; verbs cannot be counted, so these
words should be next to the noun.
He nearly swam for an hour.
How can somebody nearly swim? Is he in the water, or is he on dry land?
He swam for nearly an hour.
It almost cost me $800 for my car insurance.
Do you have any car insurance? If it almost cost you, did you actually get the policy, or did you find a
cheaper one someplace else?
It cost me almost $800 for my car insurance.
Misplaced Prepositional Phrases
When you place a prepositional phrase in the wrong place, all sorts of funny things can happen. Be
careful!
Christine made the brownies for her aunt with chocolate icing.
What is a woman doing running around covered in chocolate icing?
Christine made brownies with chocolate icing for her aunt.