This document discusses different types of conditional clauses in English, known as "if clauses". It describes 6 main types:
Type 0 and Type I deal with real possibilities in the present or future. Type 0 shows a consistent result, while Type I shows a possible result. Type II, III, and mixed types deal with unreal or contrary-to-fact conditions in the present or past. Type II expresses an unreal present condition, Type III an unreal past condition, and mixed types combine aspects of both. Examples are provided for each type along with their typical structures. Other conditional expressions like "unless", "as long as", "so long as", "wish", and "even if"
yardımcı
14. Let's
a. suggestion
Let's go to the beach this weekend. The weather is supposed to be nice.
Let's meet at the cafe at 5pm.
15. Shall
a. suggestion
Shall we go to the cinema tonight?
Shall I help you with your homework?
16. Why don't
a. suggestion
Why don't we invite some friends over for dinner this weekend?
Why don't you take a break and get some fresh air? You've been working hard.
17. Would you mind
a. polite request
Would you mind if I joined you for lunch?
Would you mind helping me with this project? I could really
The document discusses various logical fallacies and their definitions. It begins by explaining the origins of the word "fallacy" and provides some background. It then proceeds to define and give examples of several common fallacies, including ad hominem, post hoc ergo propter hoc, slippery slope, hasty generalization, and argumentum ad populum. It concludes with reviewing the definitions of some fallacies and introducing new ones such as begging the question and red herring.
Fallacies are errors in logical reasoning that make arguments invalid. There are two main types: fallacies of relevance, where the premises are irrelevant to the conclusion, and fallacies of insufficient evidence, where the premises do not provide enough support for the conclusion. Some specific fallacies of relevance discussed include personal attacks, attacking the motive, the "tu quoque" fallacy, two wrongs making a right, scare tactics, appeals to pity, bandwagon arguments, straw man arguments, red herrings, and begging the question.
The document provides information about different types of logical fallacies, including fallacies of relevance and fallacies of insufficient evidence. It defines what a fallacy is, and categorizes them into two types - fallacies of relevance and fallacies of insufficient evidence. For fallacies of relevance, it gives examples and explanations of different types like personal attack, attacking the motive, look who's talking, two wrongs make a right, scare tactics, appeal to emotion, bandwagon argument, straw man, red herring, equivocation, and begging the question. For fallacies of insufficient evidence, it discusses false authority, appeal to ignorance, false dilemma, loaded question, false cause, hasty generalization, slippery slope, weak analogy
This document appears to be notes from an English class. It includes questions about considering an author's perspective, distinguishing between facts and opinions, examples of foreshadowing, definitions of Latin roots and prefixes, examples of different parts of speech like nouns and antecedents, definitions of vocabulary words, and results from a class survey. The document covers a wide range of topics relating to an English language arts course.
The document discusses various types of informal fallacies, including fallacies of relevance such as ignoratio elenchi (missing the point), ad hominem (against the person), and fallacies that manipulate the audience such as ad populum (appeal to popularity), ad misericordiam (appeal to pity), and ad baculum (appeal to force). Sample arguments are provided for each fallacy to illustrate where the logical error occurs. Key details are emphasized on distinguishing different types of fallacies and avoiding fallacious reasoning.
This document defines and provides examples of common logical fallacies. It discusses fallacies such as slippery slope, hasty generalization, post hoc ergo propter hoc, begging the claim, ad hominem, straw man, and others. For each fallacy, it provides a definition and example to illustrate how the fallacious reasoning works. The overall document serves to help readers identify and avoid using logical fallacies in arguments and debates.
yardımcı
14. Let's
a. suggestion
Let's go to the beach this weekend. The weather is supposed to be nice.
Let's meet at the cafe at 5pm.
15. Shall
a. suggestion
Shall we go to the cinema tonight?
Shall I help you with your homework?
16. Why don't
a. suggestion
Why don't we invite some friends over for dinner this weekend?
Why don't you take a break and get some fresh air? You've been working hard.
17. Would you mind
a. polite request
Would you mind if I joined you for lunch?
Would you mind helping me with this project? I could really
The document discusses various logical fallacies and their definitions. It begins by explaining the origins of the word "fallacy" and provides some background. It then proceeds to define and give examples of several common fallacies, including ad hominem, post hoc ergo propter hoc, slippery slope, hasty generalization, and argumentum ad populum. It concludes with reviewing the definitions of some fallacies and introducing new ones such as begging the question and red herring.
Fallacies are errors in logical reasoning that make arguments invalid. There are two main types: fallacies of relevance, where the premises are irrelevant to the conclusion, and fallacies of insufficient evidence, where the premises do not provide enough support for the conclusion. Some specific fallacies of relevance discussed include personal attacks, attacking the motive, the "tu quoque" fallacy, two wrongs making a right, scare tactics, appeals to pity, bandwagon arguments, straw man arguments, red herrings, and begging the question.
The document provides information about different types of logical fallacies, including fallacies of relevance and fallacies of insufficient evidence. It defines what a fallacy is, and categorizes them into two types - fallacies of relevance and fallacies of insufficient evidence. For fallacies of relevance, it gives examples and explanations of different types like personal attack, attacking the motive, look who's talking, two wrongs make a right, scare tactics, appeal to emotion, bandwagon argument, straw man, red herring, equivocation, and begging the question. For fallacies of insufficient evidence, it discusses false authority, appeal to ignorance, false dilemma, loaded question, false cause, hasty generalization, slippery slope, weak analogy
This document appears to be notes from an English class. It includes questions about considering an author's perspective, distinguishing between facts and opinions, examples of foreshadowing, definitions of Latin roots and prefixes, examples of different parts of speech like nouns and antecedents, definitions of vocabulary words, and results from a class survey. The document covers a wide range of topics relating to an English language arts course.
The document discusses various types of informal fallacies, including fallacies of relevance such as ignoratio elenchi (missing the point), ad hominem (against the person), and fallacies that manipulate the audience such as ad populum (appeal to popularity), ad misericordiam (appeal to pity), and ad baculum (appeal to force). Sample arguments are provided for each fallacy to illustrate where the logical error occurs. Key details are emphasized on distinguishing different types of fallacies and avoiding fallacious reasoning.
This document defines and provides examples of common logical fallacies. It discusses fallacies such as slippery slope, hasty generalization, post hoc ergo propter hoc, begging the claim, ad hominem, straw man, and others. For each fallacy, it provides a definition and example to illustrate how the fallacious reasoning works. The overall document serves to help readers identify and avoid using logical fallacies in arguments and debates.
This document provides information about an upcoming class connect session on creative writing elements of plot. It begins with a disclaimer that the session will be recorded for learning purposes. Next, it provides a code of conduct for the session, including arriving on time, respectful behavior, and consequences for disruptions. It then shares the school's mission and vision of preparing confident leaders through rigorous academics and individualized learning. Finally, it previews that the session will review literary terms and elements of plot through a quiz.
This document discusses logical fallacies and provides examples of common fallacies. It defines 14 different types of fallacies including hasty generalization, begging the question, slippery slope, appeal to authority, and straw man. For each fallacy it provides a definition and example to illustrate how the fallacy works. It also includes examples of arguments and asks the reader to identify which fallacy is being committed.
The document discusses various types of logical fallacies:
1) Slippery slope fallacy assumes one action will lead to negative consequences without evidence. Affirming the consequent fallacy wrongly assumes evidence for one part of an "if-then" statement supports the other part.
2) Appeal to emotion uses feelings instead of facts. Argument from analogy assumes without justification. Equivocation changes the meaning of words to deceive.
3) Begging the question assumes the conclusion is true without evidence. Common belief or bandwagon fallacy assumes an argument is true because many believe it. Past belief assumes something is right just because it was practiced in the past.
The document discusses emphasis and variety in writing. It defines emphasis as putting focus on important ideas, and variety as sustaining reader interest. It recommends using different sentence structures, lengths, and types to create variety and emphasis. These include starting or ending sentences with important words, inverting word order, repeating words, using balanced sentences, and ending sentences with prepositions. The document also provides examples of revising sentences to improve emphasis through these techniques.
This document summarizes the evolution of the English language from its origins to modern day. It traces the development of English from early Indo-European tribes in 3000 BC through Old English, Middle English influenced by French, Danish, and other languages, to Modern English with its current grammar structures and punctuation conventions. Key events mentioned include the various tribes that influenced English, the Norman conquest in the 11th century bringing French words and grammar, and the migration of English speakers to America in the 17th century.
This document defines and provides examples of logical fallacies, which are flawed arguments that contain mistakes in reasoning. It divides fallacies into two types - fallacies of relevance, where the premises are irrelevant to the conclusion, and fallacies of insufficient evidence, where the premises do not provide enough support for the conclusion. Specific fallacies of relevance discussed include personal attacks, appealing to motives, and straw man arguments. Fallacies of insufficient evidence covered include appeals to authority, hasty generalizations, slippery slopes, and weak analogies.
CW CC poetic sound technique review_111116MMcCardle
The document discusses starting a session in 5 minutes, asking about weekend plans, and includes a disclaimer that the session will be recorded for learning purposes such as lessons for absent students or students reviewing for a test. It also provides the vision and mission statements for Georgia Cyber Academy focusing on developing confident leaders through rigorous academics and individualized learning.
The document discusses logical fallacies and different types of faulty reasoning. It begins by explaining deductive and inductive reasoning, and how faulty syllogisms and incorrect premises or conclusions can lead to logical fallacies. It then defines a logical fallacy as an error in reasoning, and explains that fallacious arguments may sound convincing but are flawed. The document proceeds to discuss 9 common logical fallacies - red herring, post hoc, circular reasoning, hasty generalization, appeal to tradition, false dilemma, appeal to fear, false analogy, and non sequitur. It emphasizes the importance of being able to identify logical fallacies in one's own and other's writing.
This document outlines and defines various types of logical fallacies. It discusses language fallacies including lexical ambiguity, structural ambiguity, and the misuse of emotive words. It also examines fallacies of irrelevance such as hasty generalization, accident, division, composition, and oversimplification. Several informal fallacies are defined like argumentum ad populum, argumentum ad hominum, argumentum ad misericordiam, argumentum ad baculum, argumentum ad verecundiam, and argumentum ad ignoratiam.
With a view to employing logic appropriately we should be aware of logical fallacies we might commit. Some are common and unintentional , others are deliberate .Some are tricks to win an argument, others are simply immoral and should be avoided.
The document provides guidance for writing an essay for the "This I Believe" project. It instructs writers to tell a specific, personal story from their own life that connects to and illustrates their core belief. Essays should be between 350-500 words, focus on one main belief, speak in a positive tone, and use personal language. Key points of effective essays are an authentic voice, narrative coherence, and communicating a belief's broader relevance. Writers should edit ruthlessly to stay concise and emphasize the most important elements.
This document defines and provides examples of relative (adjective) clauses in English. It discusses the key types of adjective clauses, including defining and non-defining clauses. Defining clauses provide essential identifying information about a noun, while non-defining clauses provide additional, non-essential information. The document also covers the formation and usage of adjective clauses for people, objects, places and times. Examples are provided to illustrate the different types and functions of relative clauses.
1. The document discusses various English modal verbs and their meanings and uses.
2. It provides information on modals related to ability, possibility, necessity, permission, preference, expectation, prohibition, and repeated or habitual actions in the past.
3. Tables are used to illustrate the different forms of each modal in the present, past, and forms expressing unreal past situations.
The document discusses passive voice and how to change sentences from active to passive voice. It provides examples of changing tenses such as present simple, present continuous, past simple, and future simple from active to passive. The key points are:
- Passive voice is used when the subject performing the action is not important or not specified.
- The verb in the sentence must be transitive (take an object).
- To change a sentence from active to passive, the object in the active sentence becomes the subject in the passive sentence and the verb is modified with "be" and the past participle form.
- Many examples are given showing how to change tense and modals (can, must, have to)
Pronouns are words used in sentences to replace nouns and provide economy of writing. There are different types of pronouns including personal pronouns that indicate gender and number, possessive pronouns that show ownership, demonstrative pronouns that point to nouns, and indefinite pronouns that refer to unspecified people or things. Pronouns play an important role in English grammar by maintaining consistency between subjects and verbs when the subject is singular or plural.
This document lists and defines various conjunctions and transitions used in English. It categorizes them based on their function, such as time conjunctions, conditional conjunctions, cause-effect conjunctions, contrast conjunctions, continuative conjunctions, and parallel structures. Examples are provided to illustrate the meaning and usage of each conjunction or transition.
The Community Language Learning method is based on the idea that language learning involves the whole person and is both cognitive and affective. It aims to create a secure classroom environment where students feel comfortable taking risks with the new language. Grammar is not explicitly taught; instead, students learn through interaction and reflection on their conversations. The target culture is integrated with the language to facilitate effective communication.
This document provides information about an upcoming class connect session on creative writing elements of plot. It begins with a disclaimer that the session will be recorded for learning purposes. Next, it provides a code of conduct for the session, including arriving on time, respectful behavior, and consequences for disruptions. It then shares the school's mission and vision of preparing confident leaders through rigorous academics and individualized learning. Finally, it previews that the session will review literary terms and elements of plot through a quiz.
This document discusses logical fallacies and provides examples of common fallacies. It defines 14 different types of fallacies including hasty generalization, begging the question, slippery slope, appeal to authority, and straw man. For each fallacy it provides a definition and example to illustrate how the fallacy works. It also includes examples of arguments and asks the reader to identify which fallacy is being committed.
The document discusses various types of logical fallacies:
1) Slippery slope fallacy assumes one action will lead to negative consequences without evidence. Affirming the consequent fallacy wrongly assumes evidence for one part of an "if-then" statement supports the other part.
2) Appeal to emotion uses feelings instead of facts. Argument from analogy assumes without justification. Equivocation changes the meaning of words to deceive.
3) Begging the question assumes the conclusion is true without evidence. Common belief or bandwagon fallacy assumes an argument is true because many believe it. Past belief assumes something is right just because it was practiced in the past.
The document discusses emphasis and variety in writing. It defines emphasis as putting focus on important ideas, and variety as sustaining reader interest. It recommends using different sentence structures, lengths, and types to create variety and emphasis. These include starting or ending sentences with important words, inverting word order, repeating words, using balanced sentences, and ending sentences with prepositions. The document also provides examples of revising sentences to improve emphasis through these techniques.
This document summarizes the evolution of the English language from its origins to modern day. It traces the development of English from early Indo-European tribes in 3000 BC through Old English, Middle English influenced by French, Danish, and other languages, to Modern English with its current grammar structures and punctuation conventions. Key events mentioned include the various tribes that influenced English, the Norman conquest in the 11th century bringing French words and grammar, and the migration of English speakers to America in the 17th century.
This document defines and provides examples of logical fallacies, which are flawed arguments that contain mistakes in reasoning. It divides fallacies into two types - fallacies of relevance, where the premises are irrelevant to the conclusion, and fallacies of insufficient evidence, where the premises do not provide enough support for the conclusion. Specific fallacies of relevance discussed include personal attacks, appealing to motives, and straw man arguments. Fallacies of insufficient evidence covered include appeals to authority, hasty generalizations, slippery slopes, and weak analogies.
CW CC poetic sound technique review_111116MMcCardle
The document discusses starting a session in 5 minutes, asking about weekend plans, and includes a disclaimer that the session will be recorded for learning purposes such as lessons for absent students or students reviewing for a test. It also provides the vision and mission statements for Georgia Cyber Academy focusing on developing confident leaders through rigorous academics and individualized learning.
The document discusses logical fallacies and different types of faulty reasoning. It begins by explaining deductive and inductive reasoning, and how faulty syllogisms and incorrect premises or conclusions can lead to logical fallacies. It then defines a logical fallacy as an error in reasoning, and explains that fallacious arguments may sound convincing but are flawed. The document proceeds to discuss 9 common logical fallacies - red herring, post hoc, circular reasoning, hasty generalization, appeal to tradition, false dilemma, appeal to fear, false analogy, and non sequitur. It emphasizes the importance of being able to identify logical fallacies in one's own and other's writing.
This document outlines and defines various types of logical fallacies. It discusses language fallacies including lexical ambiguity, structural ambiguity, and the misuse of emotive words. It also examines fallacies of irrelevance such as hasty generalization, accident, division, composition, and oversimplification. Several informal fallacies are defined like argumentum ad populum, argumentum ad hominum, argumentum ad misericordiam, argumentum ad baculum, argumentum ad verecundiam, and argumentum ad ignoratiam.
With a view to employing logic appropriately we should be aware of logical fallacies we might commit. Some are common and unintentional , others are deliberate .Some are tricks to win an argument, others are simply immoral and should be avoided.
The document provides guidance for writing an essay for the "This I Believe" project. It instructs writers to tell a specific, personal story from their own life that connects to and illustrates their core belief. Essays should be between 350-500 words, focus on one main belief, speak in a positive tone, and use personal language. Key points of effective essays are an authentic voice, narrative coherence, and communicating a belief's broader relevance. Writers should edit ruthlessly to stay concise and emphasize the most important elements.
This document defines and provides examples of relative (adjective) clauses in English. It discusses the key types of adjective clauses, including defining and non-defining clauses. Defining clauses provide essential identifying information about a noun, while non-defining clauses provide additional, non-essential information. The document also covers the formation and usage of adjective clauses for people, objects, places and times. Examples are provided to illustrate the different types and functions of relative clauses.
1. The document discusses various English modal verbs and their meanings and uses.
2. It provides information on modals related to ability, possibility, necessity, permission, preference, expectation, prohibition, and repeated or habitual actions in the past.
3. Tables are used to illustrate the different forms of each modal in the present, past, and forms expressing unreal past situations.
The document discusses passive voice and how to change sentences from active to passive voice. It provides examples of changing tenses such as present simple, present continuous, past simple, and future simple from active to passive. The key points are:
- Passive voice is used when the subject performing the action is not important or not specified.
- The verb in the sentence must be transitive (take an object).
- To change a sentence from active to passive, the object in the active sentence becomes the subject in the passive sentence and the verb is modified with "be" and the past participle form.
- Many examples are given showing how to change tense and modals (can, must, have to)
Pronouns are words used in sentences to replace nouns and provide economy of writing. There are different types of pronouns including personal pronouns that indicate gender and number, possessive pronouns that show ownership, demonstrative pronouns that point to nouns, and indefinite pronouns that refer to unspecified people or things. Pronouns play an important role in English grammar by maintaining consistency between subjects and verbs when the subject is singular or plural.
This document lists and defines various conjunctions and transitions used in English. It categorizes them based on their function, such as time conjunctions, conditional conjunctions, cause-effect conjunctions, contrast conjunctions, continuative conjunctions, and parallel structures. Examples are provided to illustrate the meaning and usage of each conjunction or transition.
The Community Language Learning method is based on the idea that language learning involves the whole person and is both cognitive and affective. It aims to create a secure classroom environment where students feel comfortable taking risks with the new language. Grammar is not explicitly taught; instead, students learn through interaction and reflection on their conversations. The target culture is integrated with the language to facilitate effective communication.
This document provides instructions for creating an account and submitting an assignment request on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work. The purpose is to outline the simple process for students to receive writing help and have their assignments completed through the website.
Introduction to Philosophy 101 HomeworkSection 3 Deductive Argum.pdffazilfootsteps
Introduction to Philosophy 101: Homework
Section 3: Deductive Arguments and Standard Form/Short Answer
Directions: Put the following deductive arguments into standard form and determine whether the
arguments are of the form modus ponens, modus tollens, disjunctive syllogism, or hypothetical
syllogism.
1. If it is true that everyone lies to serve their own interest, then no one can be trusted. But,
obviously I know many people who can be trusted. Therefore, it cannot be true that everyone lies
to serve their own interest.
1.
2.
___________________________________________________
3.
Form:
2. If large cattle farms are more harmful to the environment than driving automobiles, then
eating beef is morally wrong. Large cattle farms are more harmful than driving automobiles.
Thus, this must mean that eating beef is morally wrong.
1.
2.
_____________________________________________________
3.
Form:
3. If determinism is true then no human being can ever be responsible for any of their actions. If
human beings cannot be responsible for their actions, then there is no such thing as universal
ethics. Therefore, if determinism is true, then there is no such thing as universal ethics.
1.
2.
________________________________________________________
3.
Form:
4. Explain Sophistic rhetoric. What is its purpose?
5. Why does Socrates claim that he is the wisest in all of Athens?
6. Explain Socrates’ idea of truth. Does truth exist?
7. Explain Dqescartes’ method of doubt and the rational truth he discovers.
8. According to Berkeley, “if a tree falls in the woods, does it make a sound?” Explain this in
terms of his philosophy.
9. When referring to the theory of Dualism, what is the problem of interaction?
10. Briefly define Physicalism.
Solution
2. If large cattle farms are more harmful to the environment than driving automobiles, then
eating beef is morally wrong. Large cattle farms are more harmful than driving automobiles.
Thus, this must mean that eating beef is morally wrong.
Form: modus ponens
P: Large cattle farms are more harmful than driving automobiles
Q: that eating beef is morally wrong.
If P Q and P are true, then Q is true, by modus ponens.
3. If determinism is true then no human being can ever be responsible for any of their actions. If
human beings cannot be responsible for their actions, then there is no such thing as universal
ethics. Therefore, if determinism is true, then there is no such thing as universal ethics.
Form:disjunctive syllogism.
1. If it is true that everyone lies to serve their own interest, then no one can be trusted. But,
obviously I know many people who can be trusted. Therefore, it cannot be true that everyone lies
to serve their own interest.
Form: modus tollens
4. Explain Sophistic rhetoric. What is its purpose?
The Sophists were orators, public speakers, mouths for hire in an oral culture. They were gifted
with speech. They were skilled in what becomes known as Rhetoric. They were respected,
feared and hated. They had a gift.
The document discusses different types of logical fallacies including fallacies of relevance, ambiguity, and presumption. It provides examples for each type of fallacy such as appeal to authority, ad hominem, red herring, begging the question, slippery slope, and circular reasoning. The examples are used to illustrate incorrect or irrelevant reasoning patterns that undermine the validity of an argument.
Business Paper: Pro choice argument essay. Pro-Choice Argument.pdf | DocDroid. 015 Pro Choice Argument Essay Argumentative Abortion On Index3 .... pro life vs pro choice argumentative essay - Izetta Pringle. Write my essay for me with Professional Academic Writers - abortion .... Best College Level Argumentative Essay most complete - scholarship. The debate between pro-choice and pro-life Essay. Pro-Choice Essay | Essay on Pro-Choice for Students and Children in .... Pro choice essay thesis proposal. Scholarship essay: Argumentative essay on abortion pro choice. Persuasive Essay: Pro choice persuasive speech outline. Persuasive Essay: Pro Choice - Sofia's Blog!! - Paperblog. Pro choice arguments thesis - essaylounge.x.fc2.com. Argumentative Essay on Pros and Cons of Abortion | Abortion Rights .... ️ Abortion pro life arguments essay. Pro Choice Argumentative Essay .... Free Pro-Choice Essays and Papers - 123helpme. Argumentative Abortion Essay. Essay on Abortion: Pro-Life or Pro-Choice? | Ultius. Best pro-choice argument:. Pro choice arguments for abortion essays - autravanastenerifees.x.fc2.com. pro life vs pro choice argumentative essay. Pro choice argument essay - Selfguidedlife. ≫ Pro-Choice Letter Free Essay Sample on Samploon.com. Argumentative Essay On Abortion ~ Addictionary Pro Choice Argument Essay
110 Word Example Of Newspaper Rep. Online assignment writing service.Tracy Drey
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
How To Write A Perfect Essay A Guide For StudentTonya Carter
The document provides a 5-step guide for students to get writing help from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and sample work.
3. Review bids from writers and choose one based on qualifications, history, and feedback. Place a deposit to start.
4. Review the paper and authorize full payment if pleased, or request free revisions.
5. Request multiple revisions to ensure satisfaction, with a refund guarantee for plagiarized work. The site aims to fully meet student needs.
This document discusses the differences between facts, opinions, and evaluated opinions. It provides examples of each and notes that facts are proven truths, opinions are beliefs that can be right or wrong, and evaluated opinions are based on evidence and knowledge. The document then presents several statements and asks the reader to determine if each is a fact, opinion, or evaluated opinion, and if an evaluated opinion, what kinds of evidence could be used to argue it.
This document provides an introduction to the topics that will be covered in a course on linguistics. It discusses definitions of language and what it means to know a language. It describes the key components of grammar, including the sound system, word structures, sentence patterns, and relationships between sounds and meanings. It distinguishes between linguistic competence and performance. It also introduces the concept of universal grammar and lists several types of grammars, briefly describing descriptive, pedagogical, prescriptive, reference, theoretical, and traditional grammars. The first unit discusses theories about the origins of language and the second unit provides an overview of the development of writing systems.
The document provides an overview of English literature from Old English to the 20th century. It begins with Old English literature including Anglo-Saxon poetry such as Beowulf, characterized by alliteration and metaphors. Next it discusses Medieval literature including Geoffrey Chaucer and his masterpiece Canterbury Tales. It then covers the Renaissance period highlighting plays by Christopher Marlowe and William Shakespeare. Finally, it briefly mentions 17th century English literature including the influential King James Bible.
This document provides an overview of first language acquisition and approaches to studying it. It discusses:
- The stages of telegraphic speech and order of acquiring grammar morphemes in early language development.
- Language milestones from preschool to school-aged years, including developing question-asking, storytelling abilities, and understanding different language registers.
- Three approaches to studying native language acquisition: behaviorism, innatism, and interactionism. Behaviorism emphasizes environment/imitation, innatism innate linguistic knowledge, and interactionism the role of both nature and nurture.
This document discusses teaching English language skills and is divided into 5 units covering teaching language skills, reading, listening, writing and speaking. Each unit provides guidance on how to effectively teach the different language skills to English language learners.
The document summarizes different language teaching methods:
1. The Grammar Translation Method focuses on grammar rules and translation between languages. Students have little interaction and the teacher is the authority.
2. The Direct Method avoids the students' native language and focuses on oral communication through real-world examples.
3. The Audio-Lingual Method emphasizes imitation, repetition and habit formation to achieve communicative competence.
4. The Communicative Language Teaching approach aims for students to take responsibility for their own learning through communication and interaction between students and teacher.
Language Teaching Approaches and methodsTarık İnce
The textbook posters are large posters that contain dialogues, texts, vocabulary lists and grammar explanations. They are used to present the target language input to students in an attractive and memorable way.
Syllabus:
There is no fixed syllabus.
Materials are selected based on interest and difficulty level.
Role of L1:
L1 is used for instructions, explanations and translations.
Evaluation:
No formal tests.
Informal assessment through observation and interaction.
Goals and Objectives:
To learn large number of words in a short time.
To overcome psychological barriers to learning.
To learn in a relaxed and enjoyable atmosphere.
Error Correction:
Errors are not corrected strictly.
Sts'
English has become a global lingua franca used for international communication. It spread through colonialism, economics, travel, information exchange, and popular culture. Like other languages, English exists in many varieties defined by regions such as British English, American English, and Australian English. When teaching English, teachers must consider which variety to teach and expose students to different varieties at appropriate levels. Effective English language teaching requires understanding methodology, learner differences and styles, levels, motivation, the teacher's role, and learning contexts.
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
This document provides an overview of topics related to teaching English as a foreign language (EFL) methodology. It discusses the place of English, varieties of English, describing learners, teachers, learning contexts, and managing mixed-ability classrooms. On varieties of English, it notes the differences in pronunciation, vocabulary and grammar across varieties like British English and American English. When describing learners, it outlines factors like aptitude, learning styles and strategies, individual variations, and motivation. The document emphasizes the importance of considering learners' levels, goals, and individual differences when teaching.
This document outlines teaching language skills and covers units on teaching reading, listening, writing and speaking. It discusses ELT teacher training and provides information on how to teach the main language skills through different units that give guidance on effectively teaching each skill. The document concludes with an expression of gratitude.
UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!SOFTTECHHUB
As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
Discover how Standard Chartered Bank harnessed the power of Neo4j to transform complex data access challenges into a dynamic, scalable graph database solution. This keynote will cover their journey from initial adoption to deploying a fully automated, enterprise-grade causal cluster, highlighting key strategies for modelling organisational changes and ensuring robust disaster recovery. Learn how these innovations have not only enhanced Standard Chartered Bank’s data infrastructure but also positioned them as pioneers in the banking sector’s adoption of graph technology.
1. IF CLAUSE
Koşul-şart cümlecikleri olarak adlandırılan IF Clauses iki bölümden oluşur. If yapısının bulunduğu koşul
cümlesi ve kendisinden sonra gelen sonuç cümlesi. Koşul cümlecikleri kendi arasında ikiye ayrılır;
1. True in Present or Future Possibility: Type 0 ve Type I bu kategoriye girer.
Type 0; herhangi bir koşul sağlandığında sonucun hep aynı olduğunu gösterir;
If Present Simple, Present Simple
If you heat the water, it boils.
Type I; herhangi bir koşul sağlandığında bu koşulun olası sonucunu gösterir;
If Present Simple,
will/can/may
If you study hard, you will pass the exam
2. Unreal or contrary-to-fact in present or past;
Type II, Type III ve Mix Type bu kategoriye girer.
Type II; Unreal Present: içinde bulunduğumuz anda gerçek dışı bir durumdan bahsederken kullanılır.
Unreal Present:
If Past Simple, Would / could / might
If I won the lottery, I would buy a Ferrari.
Type III; Unreal Past: geçmişte gerçek dışı bir durumdan bahsederken kullanılır.
Unreal Past:
If Past Perfect, Would / could / might have V3
If I had won the lottery, I would have bought a ferrari.
Mixed Type;
Geçmişte yapılmamış bir eylemin şu ana olası etkisi; Type III, Type II
If Past perfect, would /Could/ Might V1 now.
If he hadn’t wasted his money, he would be rich now.
Geçmişte yapılmamış bir eylemin şu ana olası etkisi; TypeII, Type III
If Past Simple, would / could / might have V3
If she knew English, she could have promoted last year.
Type
If Clause
Main Clause
True in Present
If Present Simple
Present Simple
Future Possibility
If Present Simple
(Present perfect)
will
can
may
Unreal Present
If Past Simple
Would / could / might
If Past perfect
Would have V3
Could have V3
Might have V3
If Past perfect
Would V1
Could V1
Might V1
If Past Simple
would have V3
could have V3
might have V3
Unreal Past
Mixed Type
Type 0
Water softeners are particularly useful, if you live in a hard-water area.
Tarık İnce
If you use a computer,
you must program it
1
2. yourself.
Herbicides cause no environmental damage if applied only in small amounts.
If a hypothesis successfully passes many tests, it becomes known as a theory.
If the stem cells around the cornea are destroyed, sight is lost.
Apply: uygulamak
Pass: geçmek
Stem cell: kök hücre
Destroy: hasar vermek
Aggressive: saldırgan
Constructive: yapıcı
Focus on: yoğunlaşmak
Attract: cezbetmek
Disappear: yok olmak
Extinct: yok olmak
Insist on: ısrar etmek
Dismiss: kovmak
Type I
Aggressive behaviors can be lessened if parents take a more constructive attitude.
If the film focuses on terrorism, it is not likely to attract large audiences.
if the forest disappears, the eagle will become extinct.
if you insist on being late, I’ll have to take disciplinary action against you.
People need to study very hard if they want to get a good score in exams.
Reduce: azaltmak
If you go on making such mistakes you will be dismissed.
Adopt: benimsemek
Some children can’t understand even a simple story if there are no pictures to help Selective: seçkin
Herbicide use could be reduced by 70 per cent if farmers used it to adopt more
selective spraying techniques.
Type II
If ozone disappeared, Earth would become unlivable for most forms of life.
If there was money in people’s pockets then more would be spent on goods.
Small institutions would break down if clear lines of authority did not exist.
Things would be better if people took an interest in local politics.
If trade unions were to close down, it would actually be a great pity.
If she really respected people, she would keep her promises.
It would suit me better if the meeting was held on Tuesday as usual.
Type III
If it hadn’t rained so heavily, we would have walked right round the lake.
We would have enjoyed the play much more if we had had better seats.
I would have helped you if you had asked me to.
If the wind hadn’t been so strong, it would have been easy to put out the fire.
If the others hadn’t voted the younger candidate, I wouldn’t have done so either.
I would most certainly have met you at the station if it had been at all possible.
I would have worn the right shoes if I had known we were going climbing.
They would have come to the concert if we had let them know about it in advance.
Mixed Type
If you had consulted the dentist, you would not need this treatment now.
If any such evidence existed, it would have been published in a scientific journal.
If she were more pessimistic, most probably she would have given up.
If microchips hadn’t been developed back in the late 1950s, computer technology
would not be as advanced as it is today.
If she had incorporated energy-spending activities into her daily routine when she
was younger, she would not have to attend a weight control programme today.
Good: mal, eşya
Break down: bozulmak
Exist: var olmak
Trade: ticari
Close down: kapatmak
Respect: saygı duymak
Suit: uymak
Held on: düzenlemek
Put out: söndürmek
Vote: seçmek
Candidate: aday
Right: doğru
In advance: önceden
Consult: danışmak
Treatment: tedavi
Evidence: delil
Publish: yayımlamak
Give up: bırakmak
Develop: geliştirmek
Advanced: ilerlemiş
Incorporate: katılmak
Attend: katılmak
Unless = if not
Softener: yumuşatıcı
Particularly: özellikle
Herbicide: otkıran ilaç
Tarık İnce
2
3. Depletion of fish stocks cannot be prevented unless overfishing is forbidden.
Unless something unexpected comes up, I will attend the conference.
Most coastal areas may be flooded unless they are protected by dikes.
Unless the native people learn how to use the land and their own resources, the
problem of famine in Africa can never be solved.
Unless further steps are taken to dismantle their extensive nuclear arms, the Arctic
may become a nuclear front again for Russia and the US.
As long as
Like many people I become very happy as long as the sun shines brightly.
Some living things remain as single cells for as long as they live.
Fossil fuels will exist as long as the world exists.
Clinton’s overall popularity remained high as long as the economy was good.
So long as
I’ll do anything so long as I can earn a little money.
Trust in internet cannot exist so long as there are so many suspicious people.
Theories are subject to revision or may lose their validity so long as they are not
supported through arguments.
So long as sleeping pills are taken at very high doses for several weeks or longer,
they can cause dependency in a number of people.
Unexpected: beklenmedik
Come up: çıka gelmek
Protect: korumak
Native: yerli
Famine: kıtlık
Solve: çözmek
Dismantle: dağıtmak
Front: cephe
Remain: geriye kalmak
Fossil fuel: fosil yakıt
Exist: var olmak
Overall: tüm
Earn: kazanmak
Trust: güven
Suspicious: şüpheli
Revision: revizyon
Validity: geçerlilik
Support: desteklemek
Cause: sebep olmak
Dependency: bağımlılık
Wish
Present
I wish you wouldn't work so hard. It's not good for you.
I wish I could help, but I don’t know how.
I wish I knew whether or not our teacher will approve of our cooperation.
Past
I wish they had included some music to make the play more enjoyable.
I wish I could have helped you but I was short of money myself.
Approve: onaylamak
Include: içermek
Short of: yoksun olmak
Discuss: tartışmak
Bore: yol açmak
Treat: davranmak
Critic: eleştirmen
Conversation: konuşma
Accidentally: kazara
Criminal: suçlu
As if
Questions of education are discussed as if they bore no relation to the social system
Many pet owners treat their animals as if they were human beings.
Critics tell us to read a book as if we were having a conversation with the author.
Mixture: karışım
When I accidentally broke his antique vase, I felt as if I had been a criminal.
As Though
Each gas in a mixture of gases acts as though it were the only gas in mixture.
EU acts as though they were essentially in control of environmental policies.
Only if
I’ll take the position only if I can find a good school for my children.
A drug becomes effective only if it is taken for a specific function.
Biodiversity can be preserved only if poor farming practices can be prevented.
Only if we are careful from now on, it is possible to extend the time that we have.
Act: davranmak
Essentially: aslında
Environmental: çevresel
Drug: ilaç
Effective: etkili
Take for: biçim almak
Biodiversity: bio çeşitlilik
Preserve: korumak
Extend: genişletmek
If only
Depletion: tükenmek
Prevent: önlemek
Forbid: yasaklamak
Tarık İnce
3
4. If only I had been wearing suitable shoes I would have enjoyed the climbing.
If only you had read his report you would have realized how prejudiced he was
against the minorities.
If only you'd told me you were planning to spend the summer in Alanya, I would
have joined you there.
Even if
The functions expected of a drug are various even if it is used for a specific disease
We would have walked right round the lake even if it had rained heavily.
They couldn’t have proved his guilt even if they’d had more evidence.
Even if you are immunized, you may still contract other gastro-intestinal disorders
Minority: azınlık
Join: katılmak
Expect: ummak
Various: çeşitli
Disease: hastalık
Prove: kanıtlamak
Guilt: suç
Immunize: bağışıklık
Contract: hastalığa tutulma
Compatible: uygun
Frustrated: sinirli
Annoy: sinirlendirmek
Otherwise
Expectations should be compatible with the child’s level of development otherwise
they will become frustrated and de-motivated.
There was something else annoying him; otherwise, he would never have treated
Ill-balanced: dengesiz
you like that.
Children need to laugh otherwise they will become ill-balanced adults.
Doubt: şüphelenmek
Trade: ticaret yapmak
Regard: değerlendirmek
Whether or not
Member: üye
Economists doubt whether trade can be regarded as an effective means of growth.
Aim. Amaç
I wonder whether all the committee members will attend the meeting today.
Assess: değerlendirmek
The aim of interview is to assess whether or not you are the right person for the job. Increase: artırmak
Controversial: karmaşık
Tests to see whether eating breakfast increases a child’s IQ remain controversial.
I wonder whether you’ll have to change your diet.
Without
Wound infections can result in gangrene if not treated successfully.
Without insects to pollinate flowers, the human race would soon run out of food.
Without advertising, commercial television companies would have to close down.
Without the sun’s energy, all water on planet Earth would be frozen.
Without the internet to help education in schools would be less efficient.
Without the water from the melting snow, agriculture would become impossible.
Wound: yara
Result in: sonuçlanmak
Insect: böcek
Run out of: tükenmek
Freeze: donmak
Education: eğitim
Efficient: etkili
Melt: erimek
Realize: farketmek
Prejudice: önyargı
Tarık İnce
4