Effective sentences
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This document provides guidance on writing clear and effective sentences. It outlines four cornerstones: having a clear subject and predicate, placing modifiers close to what they modify, using proper punctuation, and ensuring understandability. Conjunctions are discussed as a way to connect words and groups of words. Examples are given of correct and concise usage of conjunctions. The document advises avoiding wordiness, unnecessary phrases, redundancy, and saying the same thing twice. Additional online resources for grammar and composition are listed.
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Writing Effective Sentences
This document provides guidance on writing clear and effective sentences. It outlines four cornerstones of writing clear sentences: having a clear subject and predicate, placing modifiers close to what they modify, using appropriate punctuation, and ensuring the meaning is clear. The document also discusses using conjunctions appropriately to connect words and groups of words. It provides examples and recommends avoiding wordiness, unnecessary phrases, saying the same thing twice, and eliminating unnecessary words and phrases.
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The document discusses word choice in writing. It explains that writers should avoid wordiness, cliches, and slang and instead use precise language. The chapter teaches how to identify these issues and appreciate careful word choice. Examples are provided of wordiness, cliches, slang, and precise language to illustrate these concepts.
Other types of words make and do
This document provides examples to distinguish the uses of the words "make" and "do". It notes that "make" refers to creating, constructing, inventing or originating something. Examples given are making clothes, cakes, mistakes or responses. It states that "do" refers to completing, performing or engaging in some kind of act or activity, like doing dishes, assignments, work or laundry. The document advises TOEFL exam takers to carefully check uses of "make" and "do" in find the error questions.
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For one thing, the world has changed in the last twenty years. We’ve switched governments from Tory to Labour, and then back to Tory again; and between them, those governments have introduced three different versions of the National Curriculum for English, and now we’re waiting for a completely new version of the entire National Curriculum. Grammar was a significant part of the earlier versions, but it’s likely to be an even more prominent part of the next one. As far as Government is concerned, grammar is here to stay. But during those twenty years, a lot has happened in our schools. The idea of having a National Curriculum has bedded down and become widely accepted; the National Literacy Strategy has come and gone; league-tables have come to dominate almost everything.
Other changes have affected the curriculum itself. The first English curriculum is strong on variation, including differences between spoken and written language and between Standard English and non-standard dialects . But it gives very little detailed guidance on what areas of grammar should be covered, or on what concepts and terminology should be taught. The National Literacy Strategy introduced a lot of grammatical guidance, including the first-ever official glossary of grammatical terminology and a book of teaching suggestions about grammar for primary schools called Grammar for Writing. The glossary was a remarkably poor document which some of us linguists were allowed to revise long after it had been published; fortunately, it seems to have been generally ignored but unfortunately, so does our revision. In contrast, Grammar for Writing was widely welcomed and seems to have had some effect on grammar teaching in primary schools. In contrast, there has been very little official guidance on grammar for secondary teachers .
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Pronoun forms
Marco is a grade 10 student who is an achiever with many skills and talents. Marco is the president of the school government and lives near the school, so Marco is always early. Marco is always positive and smiling, which is why Marco has a lot of friends. Pronouns serve as substitutes for nouns and can be nominative, objective, possessive, or reflexive depending on their use and meaning in a sentence.
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The document provides an overview of the American English CEF Level B1 Interchange course for young adults and adults. It summarizes the course's key features including its focus on real world topics, conversational language, and task-based activities. It also outlines the typical unit format, which integrates topics, functions, grammar and skills through lesson sequences and activities culminating in fluency exercises. Components include student books, workbooks, audio CDs and other supplementary materials to support the four language skills.
Ict Short
The document summarizes the components and features of the American English CEF Level B1 course for young adults and adults from Cambridge University Press. It includes 4 skills instruction over 70-120 hours of material. Key features are real-world topics, conversational language, grammar in context, and task-based activities. Each unit follows a consistent format integrating topics, functions, grammar and skills to build students' communicative competence.
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This document contains a daily lesson log for an English class at Rosa L. Susano-Novaliches Elementary School. It outlines the objectives, content standards, learning competencies, and procedures for lessons taking place from Monday to Friday. The lessons focus on distinguishing text types based on structural and language features, identifying different meanings of content specific words, reading aloud with high accuracy, using compound sentences to show cause and effect, and inferring target audiences. A variety of learning resources are listed, including textbooks, videos, and worksheets. The teaching procedures involve reviewing concepts, modeling skills, guided and group practice activities, and independent practice assignments.
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The document discusses student misconceptions about English idioms and proverbs. An exam question testing understanding of the idiom "take the plunge" showed that most students answered correctly, but some chose incorrect answers due to misinterpreting words in the idiom or question. To help students learn idioms and proverbs, teachers should frequently expose students to and discuss their meanings and origins. Sample exercises are provided to incorporate idioms and proverbs into class discussions and writing assignments.
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The document discusses student misconceptions about English idioms and proverbs. An exam question testing understanding of the idiom "take the plunge" showed that most students answered correctly, but some chose incorrect answers due to misinterpreting words in the idiom or question. To help students learn idioms and proverbs, teachers should frequently expose students to and discuss their meanings and origins. Sample exercises are provided to incorporate idioms and proverbs into lessons.
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This document provides an overview of the American English CEF Level B1 Interchange course for young adults and adults. It includes can-do statements describing learners' language abilities at this level. The course focuses on real-world topics, conversational language, and task-based activities. It integrates grammar, vocabulary, pronunciation and skills practice within each unit.
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Effective sentences
- 2. Objective To help the student write clear and effective sentences.
- 3. The Four Cornerstones of Writing Clear Sentences Write a clear subject and a clear predicate Place modifiers close to what is being modified Use appropriate punctuation Make sure the meaning can be clearly understood
- 4. Use the Appropriate Conjunctions Conjunctions help you write clear sentences by connecting words or groups of words in a sentence – Coordinating conjunctions: And, but, or… – Subordinating conjunctions: As, because, if, since, until, while… – Conjunctive adverbs: Accordingly, however, instead…
- 5. Examples Mary traveled to Florida, but she could not visit Disney World. Mary traveled to Florida because she had an important business meeting. Mary traveled to Florida to meet some business people; however, she had to return to Puerto Rico before the meeting.
- 7. Wordiness The lack of responsibility of John made him fail the class. VS John failed the class because of his irresponsibility. Or John’s lack of responsibility made him fail the class.
- 8. Unnecessary Phrases Students in the present time have to work to pay for college. VS Today, students have to work to pay for college.
- 9. Eliminate Unnecessary Words and Phrases The movie was kind of disturbing. VS The movie was disturbing.
- 10. Avoid Saying the Same Thing Twice (Redundancy) The computer is a new innovation. VS The computer is an innovation.
- 11. For More Information Index English Grammar and Composition http://www.ccc.commnet.edu/grammar/index2.htm Tons of Fun with Grammar http://www.seasite.niu.edu/flin/103_handouts/senten Grammar Book Table of Contents http://www.grammarbook.com/exercises/grammar/cn