This document provides information on using the past simple tense of the verb "to be" in English. It covers the affirmative, negative, and interrogative forms. Key points include:
1. The affirmative form uses "was" or "were" followed by the subject.
2. The negative form can be contracted (e.g. wasn't, weren't) or full (was not, were not).
3. Questions are formed by placing "was" or "were" before the subject.
4. Short answers do not repeat the verb phrase and use "yes" or "no" with the contracted or full forms of "was" or "were".
Nouns can sometimes function as adjectives to describe other nouns. Some examples include toothbrush, where "tooth" describes what kind of brush, car door, where "car" describes what type of door, and bike shop, where "bike" describes what type of shop. When a noun is used as an adjective to describe another noun, it takes on the role of an adjective by providing descriptive information about the other noun.
This document provides examples of using "both...and", "either...or", and "neither...nor" to combine subjects and verbs in sentences. It explains that with "both...and", the verb is always plural. With "either...or" and "neither...nor", the verb agrees with the subject closer to the verb. Several examples are given to illustrate the correct use of verbs with each structure.
The document discusses relative clauses, which are parts of sentences that begin with relative pronouns like who, which, that, where, when, and why. It explains the difference between defining and non-defining relative clauses. Defining clauses provide essential information to identify a noun, while non-defining clauses provide extra, non-essential information. The document provides examples of forming relative clauses and choosing the correct relative pronouns, and emphasizes the importance of punctuation in non-defining clauses. It concludes by noting that practice is needed to fully understand relative clauses.
This document discusses the differences between the homophones "to", "two", and "too". It explains that "to" is used to identify location or direction, "two" is used as the number 2, and "too" is used to show emphasis, degree, or can replace "also". The document provides examples for the different uses of each homophone.
The document discusses indefinite pronouns such as anybody, everyone, nobody, someone, anything, everything, and nothing. It explains that indefinite pronouns are used to refer to people or things without specifying who or what exactly, and that they take singular verbs. The document provides rules for using indefinite pronouns in statements, questions, and with other words like else.
This document provides information on using the past simple tense of the verb "to be" in English. It covers the affirmative, negative, and interrogative forms. Key points include:
1. The affirmative form uses "was" or "were" followed by the subject.
2. The negative form can be contracted (e.g. wasn't, weren't) or full (was not, were not).
3. Questions are formed by placing "was" or "were" before the subject.
4. Short answers do not repeat the verb phrase and use "yes" or "no" with the contracted or full forms of "was" or "were".
Nouns can sometimes function as adjectives to describe other nouns. Some examples include toothbrush, where "tooth" describes what kind of brush, car door, where "car" describes what type of door, and bike shop, where "bike" describes what type of shop. When a noun is used as an adjective to describe another noun, it takes on the role of an adjective by providing descriptive information about the other noun.
This document provides examples of using "both...and", "either...or", and "neither...nor" to combine subjects and verbs in sentences. It explains that with "both...and", the verb is always plural. With "either...or" and "neither...nor", the verb agrees with the subject closer to the verb. Several examples are given to illustrate the correct use of verbs with each structure.
The document discusses relative clauses, which are parts of sentences that begin with relative pronouns like who, which, that, where, when, and why. It explains the difference between defining and non-defining relative clauses. Defining clauses provide essential information to identify a noun, while non-defining clauses provide extra, non-essential information. The document provides examples of forming relative clauses and choosing the correct relative pronouns, and emphasizes the importance of punctuation in non-defining clauses. It concludes by noting that practice is needed to fully understand relative clauses.
This document discusses the differences between the homophones "to", "two", and "too". It explains that "to" is used to identify location or direction, "two" is used as the number 2, and "too" is used to show emphasis, degree, or can replace "also". The document provides examples for the different uses of each homophone.
The document discusses indefinite pronouns such as anybody, everyone, nobody, someone, anything, everything, and nothing. It explains that indefinite pronouns are used to refer to people or things without specifying who or what exactly, and that they take singular verbs. The document provides rules for using indefinite pronouns in statements, questions, and with other words like else.
The document provides information about the simple present tense in 3 sentences:
It introduces the simple present tense and states that it is used to describe habits, unchanging situations, general truths, and fixed arrangements. It then explains that the simple present tense is simple to form by using the base form of the verb except for the third person singular which takes an -s ending. Examples are then given of how the simple present tense is used to describe habits, things that are always true, and repeated actions or events.
The document discusses the differences between using "will" and "going to" to talk about the future. "Will" is used to express uncertainty or things believed to be true in the far future, as well as decisions made currently and general predictions. "Going to" is used when making predictions based on evidence, expressing definite plans, and talking about imminent actions in the near future.
This document provides a grammar lesson on subjects and predicates for fourth grade students. It defines the subject as the person, place, or thing a sentence is about, and the predicate as what the subject is or does. It explains that every sentence has a complete subject and predicate, which can include multiple words, and a simple subject and predicate, which is the main noun or verb. The document also covers compound subjects and predicates, and the use of commas with lists.
Subject Pronouns vs Object Pronouns: English LanguageA. Simoes
This document discusses personal pronouns and how they are used. It explains that personal pronouns can be used as subjects or objects of verbs, and after prepositions. It provides examples of singular and plural personal pronouns used as subjects and objects in the first, second and third person. It also notes some exceptions and additional uses of pronouns like "it" as an empty pronoun or for weather, time and distance.
This document discusses the comparative and superlative forms of adverbs. It explains that the comparative form compares two things and uses "-er" and the superlative compares three or more things and uses "-est". For regular adverbs ending in "-ly", the comparative uses "more" and the superlative uses "most". It provides examples of adverbs and their comparative and superlative forms. It also notes that some adverbs are irregular and lists those with their forms.
The document discusses the differences between using "have" and "have got" in affirmative, negative, and interrogative sentences in English. It states that "have" is used as a normal verb while "have got" uses "have" as an auxiliary verb. For negatives and questions, "have got" should be used over "have" alone. Examples are provided for the correct usage of "have" and "have got" in different types of sentences. Common mistakes involving "have" are identified and corrected.
There are two main types of nouns: count nouns and non-count nouns. Count nouns refer to things that can be counted individually, like planets or sandwiches, while non-count nouns refer to things that cannot be counted individually, like rice or advice. Non-count nouns often have no plural form and are used with words like "some" rather than "a" or "an". However, some non-count nouns can become countable by adding a phrase that gives them a form or container, such as "a piece of furniture" or "a cup of water".
This document provides an overview of relative clauses and how to use pronouns like who, which, that, where, whose, when and why in relative clauses. It discusses when these pronouns are used as the subject or object of a relative clause and how prepositions are used before whom and which. It also covers extra information clauses, -ing and -ed clauses, and the use of which versus what.
Relative clauses are used to provide additional information about a person or thing without starting a new sentence. They combine two sentences using relative pronouns like who, which, that, whom, whose. Relative clauses can be defining, which provide essential information about a term, or non-defining, which provide extra but non-essential information.
Past Participle and Present Progressive Participle adjectives.
There is a speaking activity, as well as a fill in the blanks activity.
There is also a list of examples for both forms of adjectives.
The document discusses the difference between the words "like" and "as". It explains that "like" is a preposition followed by nouns, pronouns, or verbs ending in "ing", and is used to indicate similarity. In contrast, "as" is used before a subject and verb to show something is done in a certain way. It can also be used as a preposition followed by nouns to indicate something is being used for a specific purpose.
Stative verbs describe states of being, thoughts, emotions, senses, or possession that are generally timeless and not actions. Some common stative verbs are think, know, understand, believe, have, belong, hate, love, seem, mean, look, sound, smell, feel, and taste. Stative verbs are often used without continuous tenses and describe things that simply are true and generally do not change.
The document discusses prefixes and how they change the meaning of words. It provides examples of how adding the prefixes "re-" meaning again, "pre-" meaning before, and "un-" meaning not alter the definitions of words like "heat", "write", and "able". Readers are then asked to apply their understanding of these prefixes by choosing the correctly prefixed word that matches sentences where the intended meaning is provided.
The document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used for both plural and non-countable nouns. Additionally, "few" indicates a negative or insufficient amount while "a few" indicates a positive but limited amount. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
The document discusses different types of phrasal verbs in English. It explains that phrasal verbs are verbs combined with a particle, such as a preposition or adverb, which creates a meaning different from the original verb. There are four types: (1) Intransitive inseparable phrasal verbs that do not take a direct object, (2) Transitive phrasal verbs with prepositions that are inseparable, (3) Transitive separable phrasal verbs with adverbs where the object can be placed between the verb and adverb, and (4) Two-particle phrasal verbs that are generally inseparable and can be transitive or intransitive. The document provides examples for
This document discusses adjectival clauses. It begins by defining an adjectival clause as a dependent clause that is used as an adjective within a sentence. It notes that adjectival clauses describe nouns and answer questions like "which one" or "what kind". The document then discusses the different types of relative pronouns that can introduce adjectival clauses and provides examples. It distinguishes between restrictive/essential adjectival clauses, which provide necessary information, and nonrestrictive/nonessential clauses, which provide extra information. The document concludes with exercises asking the reader to identify adjectival clauses in sentences and complete sentences with appropriate adjectival clauses.
This document discusses comparisons in English using comparatives and superlatives. It provides examples of how to form comparatives and superlatives from adjectives and adverbs with different numbers of syllables. It also discusses the different types of comparisons that can be made using comparative structures like "as...as", "less...than", and "the...of/in". Key rules and formations for comparatives and superlatives are defined to concisely explain how to compare people, objects, and qualities in English.
This document discusses how nouns can be used with prepositions to provide additional information. Prepositions like "of", "with", "in", and "to" are used after nouns to indicate qualities, features, measurements, ages, or to show a relationship between the noun and another person, place or thing. Specific examples are provided like "a wall of stone", "a feeling of panic", and "a girl with red hair". The document also notes some nouns that are commonly followed by particular prepositions like "introduction to" and "need for".
The document defines contractions as two words joined together with one or more letters dropped and replaced by an apostrophe. It provides examples of common contractions such as "don't" and "I'll". The text then examines contractions formed from specific words like "have", "had", "will", "are", "is", "not", listing both the full and contracted forms. It concludes by asking the reader to match words to their contractions in a brief quiz.
The document discusses how to use connectives to make more interesting and effective sentences. It provides examples of connectives like however, although, and, because, but, furthermore, meanwhile, and so. It shows how to connect two simple sentences using connectives and emphasizes using commas. Finally, it provides examples of sentences using different connectives and encourages the reader to practice using connectives to tell stories and play games.
This document discusses personal pronouns. It defines personal pronouns as pronouns like I, you, he, she, it, we and they. It explains that personal pronouns come in singular and plural forms and indicate first, second and third person. Personal pronouns also have different cases including subject, object and possessive. The document provides examples of how to choose the correct personal pronoun form depending on its use in a sentence.
This document provides definitions and examples of the main parts of speech in English: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. For each part of speech, there is a definition, highlighted examples from text, and an associated activity for the learner.
The document provides information about the simple present tense in 3 sentences:
It introduces the simple present tense and states that it is used to describe habits, unchanging situations, general truths, and fixed arrangements. It then explains that the simple present tense is simple to form by using the base form of the verb except for the third person singular which takes an -s ending. Examples are then given of how the simple present tense is used to describe habits, things that are always true, and repeated actions or events.
The document discusses the differences between using "will" and "going to" to talk about the future. "Will" is used to express uncertainty or things believed to be true in the far future, as well as decisions made currently and general predictions. "Going to" is used when making predictions based on evidence, expressing definite plans, and talking about imminent actions in the near future.
This document provides a grammar lesson on subjects and predicates for fourth grade students. It defines the subject as the person, place, or thing a sentence is about, and the predicate as what the subject is or does. It explains that every sentence has a complete subject and predicate, which can include multiple words, and a simple subject and predicate, which is the main noun or verb. The document also covers compound subjects and predicates, and the use of commas with lists.
Subject Pronouns vs Object Pronouns: English LanguageA. Simoes
This document discusses personal pronouns and how they are used. It explains that personal pronouns can be used as subjects or objects of verbs, and after prepositions. It provides examples of singular and plural personal pronouns used as subjects and objects in the first, second and third person. It also notes some exceptions and additional uses of pronouns like "it" as an empty pronoun or for weather, time and distance.
This document discusses the comparative and superlative forms of adverbs. It explains that the comparative form compares two things and uses "-er" and the superlative compares three or more things and uses "-est". For regular adverbs ending in "-ly", the comparative uses "more" and the superlative uses "most". It provides examples of adverbs and their comparative and superlative forms. It also notes that some adverbs are irregular and lists those with their forms.
The document discusses the differences between using "have" and "have got" in affirmative, negative, and interrogative sentences in English. It states that "have" is used as a normal verb while "have got" uses "have" as an auxiliary verb. For negatives and questions, "have got" should be used over "have" alone. Examples are provided for the correct usage of "have" and "have got" in different types of sentences. Common mistakes involving "have" are identified and corrected.
There are two main types of nouns: count nouns and non-count nouns. Count nouns refer to things that can be counted individually, like planets or sandwiches, while non-count nouns refer to things that cannot be counted individually, like rice or advice. Non-count nouns often have no plural form and are used with words like "some" rather than "a" or "an". However, some non-count nouns can become countable by adding a phrase that gives them a form or container, such as "a piece of furniture" or "a cup of water".
This document provides an overview of relative clauses and how to use pronouns like who, which, that, where, whose, when and why in relative clauses. It discusses when these pronouns are used as the subject or object of a relative clause and how prepositions are used before whom and which. It also covers extra information clauses, -ing and -ed clauses, and the use of which versus what.
Relative clauses are used to provide additional information about a person or thing without starting a new sentence. They combine two sentences using relative pronouns like who, which, that, whom, whose. Relative clauses can be defining, which provide essential information about a term, or non-defining, which provide extra but non-essential information.
Past Participle and Present Progressive Participle adjectives.
There is a speaking activity, as well as a fill in the blanks activity.
There is also a list of examples for both forms of adjectives.
The document discusses the difference between the words "like" and "as". It explains that "like" is a preposition followed by nouns, pronouns, or verbs ending in "ing", and is used to indicate similarity. In contrast, "as" is used before a subject and verb to show something is done in a certain way. It can also be used as a preposition followed by nouns to indicate something is being used for a specific purpose.
Stative verbs describe states of being, thoughts, emotions, senses, or possession that are generally timeless and not actions. Some common stative verbs are think, know, understand, believe, have, belong, hate, love, seem, mean, look, sound, smell, feel, and taste. Stative verbs are often used without continuous tenses and describe things that simply are true and generally do not change.
The document discusses prefixes and how they change the meaning of words. It provides examples of how adding the prefixes "re-" meaning again, "pre-" meaning before, and "un-" meaning not alter the definitions of words like "heat", "write", and "able". Readers are then asked to apply their understanding of these prefixes by choosing the correctly prefixed word that matches sentences where the intended meaning is provided.
The document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used for both plural and non-countable nouns. Additionally, "few" indicates a negative or insufficient amount while "a few" indicates a positive but limited amount. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
The document discusses different types of phrasal verbs in English. It explains that phrasal verbs are verbs combined with a particle, such as a preposition or adverb, which creates a meaning different from the original verb. There are four types: (1) Intransitive inseparable phrasal verbs that do not take a direct object, (2) Transitive phrasal verbs with prepositions that are inseparable, (3) Transitive separable phrasal verbs with adverbs where the object can be placed between the verb and adverb, and (4) Two-particle phrasal verbs that are generally inseparable and can be transitive or intransitive. The document provides examples for
This document discusses adjectival clauses. It begins by defining an adjectival clause as a dependent clause that is used as an adjective within a sentence. It notes that adjectival clauses describe nouns and answer questions like "which one" or "what kind". The document then discusses the different types of relative pronouns that can introduce adjectival clauses and provides examples. It distinguishes between restrictive/essential adjectival clauses, which provide necessary information, and nonrestrictive/nonessential clauses, which provide extra information. The document concludes with exercises asking the reader to identify adjectival clauses in sentences and complete sentences with appropriate adjectival clauses.
This document discusses comparisons in English using comparatives and superlatives. It provides examples of how to form comparatives and superlatives from adjectives and adverbs with different numbers of syllables. It also discusses the different types of comparisons that can be made using comparative structures like "as...as", "less...than", and "the...of/in". Key rules and formations for comparatives and superlatives are defined to concisely explain how to compare people, objects, and qualities in English.
This document discusses how nouns can be used with prepositions to provide additional information. Prepositions like "of", "with", "in", and "to" are used after nouns to indicate qualities, features, measurements, ages, or to show a relationship between the noun and another person, place or thing. Specific examples are provided like "a wall of stone", "a feeling of panic", and "a girl with red hair". The document also notes some nouns that are commonly followed by particular prepositions like "introduction to" and "need for".
The document defines contractions as two words joined together with one or more letters dropped and replaced by an apostrophe. It provides examples of common contractions such as "don't" and "I'll". The text then examines contractions formed from specific words like "have", "had", "will", "are", "is", "not", listing both the full and contracted forms. It concludes by asking the reader to match words to their contractions in a brief quiz.
The document discusses how to use connectives to make more interesting and effective sentences. It provides examples of connectives like however, although, and, because, but, furthermore, meanwhile, and so. It shows how to connect two simple sentences using connectives and emphasizes using commas. Finally, it provides examples of sentences using different connectives and encourages the reader to practice using connectives to tell stories and play games.
This document discusses personal pronouns. It defines personal pronouns as pronouns like I, you, he, she, it, we and they. It explains that personal pronouns come in singular and plural forms and indicate first, second and third person. Personal pronouns also have different cases including subject, object and possessive. The document provides examples of how to choose the correct personal pronoun form depending on its use in a sentence.
This document provides definitions and examples of the main parts of speech in English: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. For each part of speech, there is a definition, highlighted examples from text, and an associated activity for the learner.
This document discusses various types of pronouns in English including personal pronouns, possessive pronouns, reflexive pronouns, indefinite pronouns, and demonstrative pronouns. It explains the subject and object forms of personal pronouns and provides examples. Possessive pronouns are discussed in terms of their determiner and pronominal functions. The uses of the 's possessive form and the of possessive form are outlined. Reflexive pronouns, indefinite pronouns, and demonstrative pronouns are also defined.
Avoid First Person Point Of View and Use Third PersonMary Petty
This document discusses avoiding first person point of view in academic writing and instead using third person. It provides examples of first, second, and third person pronouns and point of view. While first person is appropriate for personal narratives, academic writing aims to be objective by citing sources to support arguments rather than personal opinions. The document offers tips for rewriting first person statements in academic writing into third person to strengthen credibility and focus on findings rather than the author. It also advises being specific when using third person pronouns like "they" by replacing them with nouns. Reflection papers are an exception where first person is encouraged to convey personal reactions to assigned readings or experiences.
1. The document discusses the three main points of view in writing: first person, second person, and third person. It provides examples of how each point of view is used and identifies pronouns typical of each. Key differences between the points of view are explained.
The document provides information about pronouns. It begins by defining a pronoun as a word that replaces a noun. It then outlines the main goals of learning about different types of pronouns and how to identify and use them properly. The document goes on to define key pronoun terms like antecedent, personal pronoun, and reflexive pronoun. It provides examples and exercises for identifying different pronouns and ensuring pronouns agree with their antecedents in number and gender.
The document provides an overview of different types of pronouns in English. It discusses personal pronouns, demonstrative pronouns, possessive pronouns, interrogative pronouns, reflexive/intensive pronouns, reciprocal pronouns, and provides examples of each. The document was presented by Dr. Nicholas Correa on teaching pronouns.
This document defines and provides examples of different types of nouns, including common and proper nouns, countable and uncountable nouns, collective nouns, compound nouns, and concrete vs. abstract nouns. It also discusses the gender, case, and number of nouns. Pronouns are introduced as words that replace nouns, and different types of pronouns like personal, interrogative, demonstrative, indefinite, and relative pronouns are defined. Finally, prepositions are defined as words that indicate relationships between other words, and different types like simple, compound, phrase, and participle prepositions are described.
The document discusses various literary devices including idioms, tone vs mood, hyperbole, allusion, irony, and theme. It provides examples and explanations of each device. Idioms are phrases originating from a specific area, and the document gives examples and a quiz. Tone is the author's attitude while mood is the emotions felt by the reader. Hyperbole involves extreme exaggeration for effect. Allusions indirectly reference other works. Irony includes situational, dramatic, and verbal irony where what is said differs from what is meant or understood. Theme is the overall point or message of a work.
The document discusses various literary devices including idioms, tone vs mood, hyperbole, allusion, irony, and theme. It provides examples and explanations of each device. Idioms are phrases originating from a specific area, and the document gives examples and a quiz. Tone is the author's attitude while mood is the emotions in the reader. Hyperbole involves extreme exaggeration for effect. Allusions indirectly reference other works. Irony has different types including situational, dramatic, and verbal irony. Theme is the overall point or message of a work.
This document outlines a unit plan for studying the novel True Diary of a Part-Time Indian by Sherman Alexie. It includes comprehension quizzes, discussions, vocabulary exercises, assignments on character analysis and identifying literary devices, and establishing a reading journal. Students are responsible for notes on the main character Junior plus another character. The unit plan analyzes Junior's character and point of view, key events in the story, and examples of literary techniques used by the author like similes, metaphors, and verbal irony. Homework includes continuing to read, vocabulary, and journal responses.
Literary terms are used to describe elements that appear in literature. Some key terms include imagery, which creates mental pictures for the reader; point of view, which indicates who is telling the story; metaphor, a direct comparison between two unlike things; simile, a comparison using "like" or "as"; foreshadowing, which hints at future events; and conflict, problems that drive the plot. Conflicts can be internal, such as a human struggling with themselves, or external, including struggles with other humans or nature. Figurative language like metaphor and simile are used to convey meaning beyond literal definitions.
This document discusses Spanish subject pronouns and their equivalents in English. It provides the singular and plural forms of the first, second, and third person pronouns in both Spanish and English. Some key points covered include: the differences between the informal tú and formal usted in Spanish; the distinction between the masculine nosotros and feminine nosotras for "we"; and the various forms for "you all" or "y'all" in Spanish, including vosotros, vosotras, and ustedes. The document also highlights correct pronunciation of some Spanish pronouns and provides examples of usage.
The document provides 5 rules for capitalization, punctuation, articles, text-speak, and commonly confused words when writing. It explains that names, days, months, and the pronoun "I" should be capitalized. Sentences require ending punctuation and contractions use apostrophes. Definite articles like "the" refer to specific things, while indefinite "a" or "an" do not. Text-speak like "k" for "okay" should be avoided, and words like "than" and "then" can be confused if not used properly.
This document defines and provides examples of different types of pronouns in English:
- Personal pronouns refer to people or things and indicate person, number, and case. Examples include I, you, he, she, it, we, they.
- Demonstrative pronouns point out which person or thing is being referred to. Examples include this, that, these, those.
- Interrogative pronouns introduce questions. Examples include what, which, who, whom, whose.
- Indefinite pronouns refer to people, places, or things in general without specifying which one. Examples include some, many, several, none.
This document defines and provides examples of different types of pronouns in English:
- Personal pronouns refer to people or things and indicate person, number, and case. Examples include I, you, he, she, it, we, they.
- Demonstrative pronouns point out which person or thing is being referred to. Examples include this, that, these, those.
- Interrogative pronouns introduce questions. Examples include what, which, who, whom, whose.
- Indefinite pronouns refer to people, places, or things in general without specifying which one. Examples include some, many, both, few, several, all, any.
The document discusses various style concerns related to using a personal voice in writing. It states that a personal voice does not require using first person pronouns or being informal, but rather means using natural language. The document provides examples of passages with and without a personal voice. It also discusses using quotations, paraphrasing, and summarizing and the differences between those techniques.
This document provides an overview of different types of pronouns according to traditional grammar. It defines pronouns as words that take the place of nouns. It then discusses various pronoun types including indefinite pronouns, personal pronouns, reflexive pronouns, emphatic pronouns, demonstrative pronouns, distributive pronouns, and relative pronouns. For each type, it provides the definition and examples to illustrate their meaning and usage.
Personal pronouns are short words used in place of proper nouns to refer to people or animals. They indicate grammatical person, gender, number, and case. Common personal pronouns are I, you, he, she, it, we, they, me, him, her, us, and them. Using personal pronouns avoids repetitively stating proper nouns. Personal pronouns can be first, second, or third person and singular or plural. They can function as subjects or objects. Demonstrative pronouns point to specific things or concepts in a sentence and can be singular or plural. Examples include this, that, these, those.
The document summarizes and discusses the short story "The Possibility of Evil" by Shirley Jackson. It provides literature class notes on discussing the story, including reviewing story elements like point of view, setting, characters, conflict, themes, and symbols. It also includes discussion questions about the story and assigns writing a vocabulary paragraph on words from the story as homework.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. First, Second and Third Person
You probably know what it means to write in the first person, but you may not be as confident
about using the second- or third-person point of view. Today we’re going to focus on each of these
three points of view.
In grammatical terms, first person, second person, and third person refer to personal pronouns.
Each “person” has a different perspective, a “point of view,” and the three points of view have
singular and plural forms as well as three case forms.
First Person
In the subjective case, the singular form of the first person is “I,” and the plural form is “we.” “I”
and “we” are in the subjective case because either one can be used as the subject of a sentence.
You constantly use these two pronouns when you refer to yourself and when you refer to yourself
with others. Here’s a sentence containing both:
I (first-person singular) look forward to my monthly book club meeting. We (first-person plural)
are currently reading Never Have Your Dog Stuffed by Alan Aldan.
The first-person point of view is used primarily for autobiographical writing, such as a personal
essay or a memoir. Academics and journalists usually avoid first person in their writing because
doing so is believed to make the writing sound more objective; however, using an occasional “I”
or “we” can be appropriate in formal papers and articles if a publication’s style allows it. Joseph
M. Williams, author of Style: Ten Lessons in Clarity and Grace, agrees: “…deleting an I or we
does not make the science objective; it makes reports of it only seem so. We know that behind
those impersonal sentences are flesh-and-blood researchers doing, thinking, and writing”.
Besides “I” and “we,” other singular first person pronouns include “me” (objective case) and “my”
and “mine” (possessive case). Plural first person pronouns are “us” (objective case) and “our” and
“ours” (possessive case). Those are a lot of forms and cases, so the following example of a sentence
that uses the first person--with both singular and plural forms and all three cases--will, I hope, help
identify the different uses:
I asked Sam to help me with my Happy New Year mailing, and we somehow got the project done
early during the last week of December in spite of our packed schedules. I’m quite proud of us and
ended up calling the project ours instead of mine.
2. For further clarification regarding the eight first-person pronouns just used, here’s a table:
First Person (singular, plural)
Subjective Case I, we
Objective Case me, us
Possessive Case my/mine, our/ours
Second Person
You use the second-person point of view to address the reader, as I just did. The second person
uses the pronouns “you,” “your,” and “yours.” We use these three pronouns when addressing one,
or more than one, person. Second person is often appropriate for e-mail messages, presentations,
and business and technical writing.
Here are two examples with the second-person point of view.
This is a singular second-person sentence:
Grandma,
Before you go to London, remember to leave your keys under the doormat. I’ll miss you. Sincerely
yours, Anna
This is a plural second-person sentence:
Class, you need to be in your seats when the principal arrives. Tom and Jerry, I’m speaking to you
as well. By the way, are these comic books yours? (Regionally speaking, in the American South
you might hear a teacher say, “Class, y’all need to be in your seats….” “Y’all” is a contraction
of “you all.”)
For additional clarification, here’s another table:
Second Person (singular & plural)
Subjective Case you
Objective Case you
Possessive Case your/yours
3. Third Person
The third person is the most common point of view used in fiction writing and is the traditional
form for academic writing. Authors of novels and composers of papers use “he,” “she,” or “it”
when referring to a person, place, thing, or idea. The following quotations include the third-person
singular subjective cases and are from the opening lines of three novels:
“Someone must have slandered Josef K., for one morning, without having done anything truly
wrong, he was arrested”.” He” is in the singular third-person masculine subjective case.
“Once upon a time, there was a woman who discovered she had turned into the wrong person”.
“She” is in the singular third-person feminine subjective case.
“It was the best of times, it was the worst of times…”. “It” is in the singular third-person neuter
subjective case.
In addition to having a singular and a plural case, you may have already noticed that the third
person has genders and a neuter category.
Third Person (singular)
Subjective Case he (masculine), she (feminine), it (neuter).
Objective Case him (masculine), her (feminine), it (neuter).
Possessive Case his/his (masculine), her/hers (feminine), its/its (neuter).
This is going to be quite a mouthful of pronouns, but I’m going to try to include all twelve singular
third-person pronouns in only three sentences:
He met her at a conference where she was the keynote speaker, and it was odd to him that her
laptop had a fountain pen sticker on it, because that was his favorite kind of pen. He had his with
him and wondered about hers. “A laptop has its place on a desk or on a lap,” he thought, “but in
the pocket near the heart and in the hand a fountain pen has its.”
That was a bit awkward at the end, but there you have it—I mean them, all the pronouns.
And now, before the last chart with the third-person plural with the three cases, here’s a short
example with its four pronouns (Don’t write sentences like this; they’re impossible to understand!):
They gave them their gloves because theirs had holes in them.
Third Person (plural)
Subjective Case they
Objective Case them
Possessive Case their/theirs
4. A Reminder Regarding Usage: Agree in Person
When you write in the first person (I, we), don’t confuse your reader by switching to the “second
person” (you) or the “third person” (he, she, it, they, etc.). Similarly, when using second or
third person, don’t shift to a different point of view. For example here’s a sentence that switches
person in a confusing way:
I enrolled in a fiction-writing workshop for the winter quarter, and you have to complete three
stories, each from a different point of view.
The pronouns used in that sentence don’t agree with each other; the writer switched from first
person (I) to second person (you). Here’s the correct usage:
I enrolled in a fiction-writing workshop for the winter quarter, and I have to complete three stories,
each from a different point of view.
Summary
So remember, simply stated, first person is from the writers point of view and uses pronouns such
as “I”: I saw U2 at the Rose Bowl. Second person is directed at the reader and uses pronouns such
as “you”: You saw U2 at the Rose Bowl. Third person is told from an outside narrators point of
view and uses pronouns such as “he,” “she,” and “it”: She saw U2 at the Rose Bowl.
References
1. Williams, J. M. Style: Ten Lessons in Clarity and Grace. Addison-Wesley Educational
Publishers, Inc., 2003, p. 66.
2, 4, 8-9. Good, C.E. A Grammar Book for You and I…oops, Me! Herndan, VA: Capital Books,
Inc., 2002, p. 119.
3. Nordquist, R. “Second-person Point of View.” 2010. About.com Guide.
http://grammar.about.com/od/rs/g/secondpersonterm.htm (accessed December 23, 2010).
5-7. American Book Review. “100 Best First Lines from Novels.” No date.
http://americanbookreview.org/100BestLines.asp (accessed December 23, 2010).
10. Purdue Online Writing Lab. “Using Your Pronouns Clearly.” April 17, 2010.
http://owl.english.purdue.edu/owl/resource/595/1 (accessed December 23, 2010).