Parallel structure with coordinate conjunctions
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This document discusses parallel structures when using coordinate conjunctions like "and", "but", and "or". It explains that expressions joined by these conjunctions must be of the same type, such as two nouns, two adjectives, two verbs in the same tense, two phrases, or two clauses. Examples are provided to illustrate parallel structures joining different parts of speech and phrases. The importance of ensuring parallelism is emphasized to avoid errors when using coordinate conjunctions.
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This document discusses possessive adjectives and possessive pronouns, which are important to understand for the TOEFL exam. It notes that possessive adjectives, such as "my", "your", and "their", always come before the noun they describe. Possessive pronouns, such as "mine", "yours", and "theirs", do not accompany nouns and are used alone. The key difference is that possessive adjectives go before nouns while possessive pronouns do not require a noun.
Pronouns subject - object
This document provides an overview of subject and object pronouns in English. It explains that pronouns are used to replace nouns, and lists the subject and object pronouns. The key difference is that subject pronouns can only be subjects of verbs, usually appearing before the verb, while object pronouns can only be objects of verbs or prepositions. Examples are given to illustrate errors using the wrong pronoun type as the subject or object.
Nouns don't confuse persons with things
This document provides examples of errors that can occur on TOEFL exams related to confusing nouns that refer to persons versus things. Specifically, it notes that in some examples the noun used should refer to a thing or career instead of a person. The examples shown are meant to illustrate this type of error, where the noun "authoritarian" should be "authority" referring to Ralph Nader as a person, "accountant" should be "accounting" referring to a career or field, and "nurse" should be "nursing" again referring to a career rather than an individual person. The document emphasizes to always check that the correct noun form, whether referring to a person or thing, is used.
Nouns irregular plurals
This document provides examples of irregular noun plurals in English. It notes that while most nouns form their plural by adding "s" or "es", some have irregular plurals that do not follow this pattern. These include nouns that change vowels like "man" to "men" or add suffixes like "child" to "children". The document includes a chart listing common irregular plural nouns and their forms. It also gives an example sentence using the irregular plural "criteria" to demonstrate subject-verb agreement.
Nouns countable -uncountable
This document provides a review of countable and uncountable nouns, which is an important concept tested in the Find the Error section of the TOEFL test. It explains that countable nouns can be counted using words like "a, an, many, few" while uncountable nouns use words like "much, little, less, amount." Examples are given demonstrating errors using the wrong quantity words with countable and uncountable nouns. The document stresses the importance of familiarizing yourself with these words to distinguish between countable and uncountable nouns.
Nouns singular-plural
This document provides guidance on identifying errors related to singular and plural nouns on the TOEFL test. It lists words that indicate either a singular or plural noun is needed, such as "each" signaling a singular noun. Examples are given of sentences with errors where the number of the noun is incorrect, such as "each people" which should be "each person". The document aims to help students recognize singular and plural noun errors on the TOEFL exam.
Understanding passive active meanings
This document discusses the difference between active and passive voice in sentences. It notes that in active sentences, the subject performs the action of the verb, while in passive sentences, the subject receives the action of the verb. The verb in a passive sentence consists of a form of "to be" plus the past participle of the main verb. Examples are provided to illustrate active versus passive voice, including one incorrect sentence that should have used the passive voice. Readers are advised to check if the subject is performing or receiving the action of the verb to determine whether active or passive voice should be used.
The passive introduction -
The document discusses the difference between active and passive voice in English sentences. In the active voice, the subject of the sentence performs the action stated by the verb. In the passive voice, the subject receives the action instead of performing it. The passive voice uses a form of the verb "to be" along with the past participle of the main verb. It also typically includes the phrase "by somebody/something" to indicate who or what is performing the action on the subject. Examples are provided to illustrate these characteristics of active and passive voice constructions.
Parallel comparatives
This document discusses parallel comparatives and provides examples. It explains that when using comparative adjectives in the same sentence, each phrase must begin with "the + comparative" and be separated by a comma. This structure is used to show proportionate increase or decrease between the two things being compared. Four examples are given that follow this pattern of "the + comparative" separated by a comma, such as "The older we grow, the wiser we become."
Parallel comparatives
This document discusses parallel comparatives, which show proportionate increase or decrease between two things. Parallel comparatives follow the structure "the + comparative expression + subject + verb". They describe a cause-and-effect relationship where one action or quantity changes proportionally with another. Several examples are provided to illustrate this grammatical structure.
Parallel structure with comparisons
This document discusses parallel structures used when comparing two things. It notes that comparisons must use parallel structures like "-er than", "more than", "less than", "as...as", "the same...as", or "similar to". Examples are provided of sentences correctly using parallel structures to compare two things, such as comparing a school to another school or comparing the size of a car to a house. The document emphasizes that when finding things being compared in a sentence, their structures must be parallel.
Parallel structure with paired conjunctions
This document discusses parallel structures that must be used with paired conjunctions such as "both...and", "either...or", "neither...nor", and "not only...but also". When using these paired conjunctions, the structures immediately following each part of the pair must be equal grammatically. The document provides examples of sentences that do and do not maintain parallel structures after the paired conjunctions. It emphasizes that to determine whether parallel structure is used correctly, the structures after each word in the pair must be examined.
Verb tense time expressions
This document provides guidance on using time expressions to determine the correct verb tense in a sentence. It explains that certain words or phrases that indicate when an action occurred, like "last week" or "by the time", are linked to specific verb tenses. The document then lists common time expressions and the verb tenses they correspond to, such as using the present tense with expressions like "every day" and the past tense with expressions like "yesterday". It concludes with examples that demonstrate how to match different verb tenses with time expressions.
Verb tense use have and had correctly
The document discusses the proper use of the present perfect and past perfect verb tenses. The present perfect tense uses "have" or "has" with a past participle to refer to an action that began in the past and continues to the present without a specific time. The past perfect tense uses "had" with a past participle to refer to an action that occurred before another past action. It provides examples of each tense and notes they must be used correctly with other verb tenses, with the past perfect combining with a simple past tense and the present perfect with a simple present tense.
Verb tense past participles after have
This document provides information about verb tense when using the auxiliary verb "have" in English. It explains that "have" must always be followed by the past participle form of the main verb. It gives examples of regular and irregular past participles. It emphasizes that even if an adverb separates "have" from the main verb, the main verb still needs to be in the past participle form. The document aims to clarify the rule that after "have", the accompanying verb must be in the past participle tense.
Verb tense be + present or past particple
This document discusses verb tenses using the verb "to be" followed by a present or past participle. It explains that "be + present participle" is used when the subject is performing the action of the verb, while "be + past participle" is used when the subject is not performing the action. Examples are provided of regular and irregular past participles. The conclusion reiterates that the key is determining whether the subject is actively doing or has completed the action to choose the correct participle.
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skeleton System.pdf (skeleton system wow)
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
โู
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ุงูุชู ุตู
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ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
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ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
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ูุฌูุฏุฉ ุจุงูู
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ุฉ (ููู ููู
ุฉ !!!!)
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ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
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ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
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5- ุงูู
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6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
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ุฉ ุญูุงูู ุนูููู
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ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
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ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
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Parallel structure with coordinate conjunctions
- 1. Find the error TOEFL questions LEARNING SPACE TOPIC: Parallel structures with coordinate conjunctions Coordinate conjunctions (and, but, or, so, yet) are used to join equal expressions. This means that you may join two or more nouns, two or more adjectives, two or more verbs in the same tense, two or more phrases, or two or more clauses. So, whenever you read a sentence and you observe that there are two or more expressions joined by a coordinate conjunction, make sure that these expressions are of the same type, meaning that they are parallel. _________________________________________________________________________ NOTE THE FOLLOWING EXAMPLES JOINING NOUNS You can choose from activities such as hiking and kayaking. JOINING ADJECTIVES The exam that he gave was short but difficult. JOING VERBS You can stay home or go to the movies with us. JOINING PHRASES There are students in the classroom and in front of the building. JOINING CLAUSES I am here because I must be and because I want to be. Example of a sentence that is not parallel: My boss is sincerely and nice. In this example, there is a coordinate conjunction: and. But the sentence is not parallel because the two descriptive words (sincerely, nice) are not of the same type. โSincerelyโ is an adverb. โNiceโ is an adjective. So, they are different. To correct this, youโd have to change โsincerelyโ to an adjective: sincere. _________ ALWAYS: Pay attention to words like and, but, or, so, & yet. Observe that the expressions they are joining are equal in structure and type.