The document discusses different types of phrases, fragments, and clauses in the English language. It defines phrases as incomplete thoughts that modify other words, fragments as incomplete sentences lacking a subject or verb, and clauses as groups of words with a subject and verb. The document then provides examples and explanations of different types of phrases (noun, prepositional, appositive, verbal), fragments (phrase and clause), and how to identify and correct fragments.
The document discusses basic sentence patterns in English grammar. It identifies 5 common patterns: subject-linking verb-complement (S-LV-C), subject-transitive verb-direct object (S-TV-DO), subject-intransitive verb (S-IV) or subject-intransitive verb-adverb (S-IV-ADV), subject-transitive verb-indirect object-direct object (S-TV-IO-DO), and subject-transitive verb-direct object-object complement (S-TV-DO-OC). It provides examples for each pattern and asks the reader to write their own examples and identify patterns in given sentences.
The document discusses different types of sentences according to their structure: simple sentences contain one independent clause; compound sentences contain at least two independent clauses joined by coordinating conjunctions; complex sentences contain an independent clause and at least one dependent clause joined by a subordinating conjunction; and compound-complex sentences contain at least two independent clauses and one or more dependent clauses. Examples are provided for each sentence type.
Parallel structure means using the same grammatical pattern for elements that have equal importance. This can be done at the word, phrase, or clause level. Examples are provided of correcting sentences to maintain parallel structure between words or phrases using the same grammatical form. Maintaining parallel structure is important both before and after coordinating conjunctions. The document provides guidance on properly using parallel structure in sentences.
This document provides a student learning plan for a 7th grade English class that focuses on teaching students about past participles and how they can function as adjectives. The lesson includes reviewing past participles, providing example sentences using participles as adjectives, and having students engage in group activities to compose their own sentences with participles. Students will learn to identify participles acting as adjectives and the words they modify in sentences. To assess learning, students will complete an activity creating a song or poem using past participles.
The document provides an in-depth overview of infinitives in English grammar. It defines infinitives as verbals that act as other parts of speech. Infinitives can function as nouns, adjectives, and adverbs. As nouns, they can be subjects, direct objects, or predicate nominatives. As adjectives, they modify nouns and pronouns. As adverbs, they modify verbs, adjectives, or other adverbs. The document also discusses verbs that are followed by infinitives and adjectives followed by infinitives. It provides examples and explanations of different infinitive uses and forms.
Hello grammarians! This powerpoint presentation will present the most popular correlative conjunctions as well as the most common mistakes committed by the English speakers and writers.
The document discusses the past perfect tense and how it is used to describe actions that occurred before other past actions. Specifically, it notes that the past perfect expresses an action that took place before another action in the past. It provides examples of using time expressions like "before", "after", "by the time", and "as soon as" with the past perfect tense. It also explains that the structure of the past perfect tense involves using had plus the past participle of the main verb.
This document discusses appositives and their proper punctuation. An appositive is a word or phrase that identifies or provides details about a noun, and should be set off by commas. Commas are used both before and after an internal appositive, while an end appositive only requires a leading comma. The document provides examples of sentences containing appositives and instructs the reader to write 10 sentences of their own using appositives with correct comma usage.
The document discusses basic sentence patterns in English grammar. It identifies 5 common patterns: subject-linking verb-complement (S-LV-C), subject-transitive verb-direct object (S-TV-DO), subject-intransitive verb (S-IV) or subject-intransitive verb-adverb (S-IV-ADV), subject-transitive verb-indirect object-direct object (S-TV-IO-DO), and subject-transitive verb-direct object-object complement (S-TV-DO-OC). It provides examples for each pattern and asks the reader to write their own examples and identify patterns in given sentences.
The document discusses different types of sentences according to their structure: simple sentences contain one independent clause; compound sentences contain at least two independent clauses joined by coordinating conjunctions; complex sentences contain an independent clause and at least one dependent clause joined by a subordinating conjunction; and compound-complex sentences contain at least two independent clauses and one or more dependent clauses. Examples are provided for each sentence type.
Parallel structure means using the same grammatical pattern for elements that have equal importance. This can be done at the word, phrase, or clause level. Examples are provided of correcting sentences to maintain parallel structure between words or phrases using the same grammatical form. Maintaining parallel structure is important both before and after coordinating conjunctions. The document provides guidance on properly using parallel structure in sentences.
This document provides a student learning plan for a 7th grade English class that focuses on teaching students about past participles and how they can function as adjectives. The lesson includes reviewing past participles, providing example sentences using participles as adjectives, and having students engage in group activities to compose their own sentences with participles. Students will learn to identify participles acting as adjectives and the words they modify in sentences. To assess learning, students will complete an activity creating a song or poem using past participles.
The document provides an in-depth overview of infinitives in English grammar. It defines infinitives as verbals that act as other parts of speech. Infinitives can function as nouns, adjectives, and adverbs. As nouns, they can be subjects, direct objects, or predicate nominatives. As adjectives, they modify nouns and pronouns. As adverbs, they modify verbs, adjectives, or other adverbs. The document also discusses verbs that are followed by infinitives and adjectives followed by infinitives. It provides examples and explanations of different infinitive uses and forms.
Hello grammarians! This powerpoint presentation will present the most popular correlative conjunctions as well as the most common mistakes committed by the English speakers and writers.
The document discusses the past perfect tense and how it is used to describe actions that occurred before other past actions. Specifically, it notes that the past perfect expresses an action that took place before another action in the past. It provides examples of using time expressions like "before", "after", "by the time", and "as soon as" with the past perfect tense. It also explains that the structure of the past perfect tense involves using had plus the past participle of the main verb.
This document discusses appositives and their proper punctuation. An appositive is a word or phrase that identifies or provides details about a noun, and should be set off by commas. Commas are used both before and after an internal appositive, while an end appositive only requires a leading comma. The document provides examples of sentences containing appositives and instructs the reader to write 10 sentences of their own using appositives with correct comma usage.
This document provides instruction on different types of modifiers including adjectives, adverb clauses, infinitive phrases, and prepositional phrases. It explains the key characteristics of each modifier type and provides examples. Students are directed to complete practice exercises in their packet covering each modifier type, with links provided to additional explanatory materials. The goal is for students to learn to identify and properly use 8 different modifier types.
The document discusses the differences between active and passive voice in verbs. It defines voice as being linked to verbs and including features like tense, person, aspect, and mood. The two main voices are active and passive. Active voice has the subject performing the verb action on the object, while passive voice has the object as the subject receiving the verb action, sometimes including the original subject as an agent complement. The document provides examples of transforming sentences between active and passive voice and the general steps for forming a passive sentence.
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 two types of adjectives: descriptive adjectives and limiting adjectives. Descriptive adjectives describe characteristics like color, size, or quality and include proper adjectives formed from proper nouns, common adjectives expressing ordinary qualities, and participles. Limiting adjectives point out or denote number and include articles, numerical adjectives denoting exact number or position, and pronominal adjectives that can also function as pronouns such as demonstrative, possessive, distributive, indefinite, and interrogative adjectives.
Reflexive and intensive pronouns are kind of like twins. They look the same, but they are actually different. So, what's the difference between these two pronouns?
There are five kinds of adverbs: adverbs of manner, time, place, frequency, and degree. Adverbs of manner describe how something is done, time describe when, place describe where, frequency describe how often, and degree describe how much or how something is done. Examples of each type were provided.
The document discusses different types of pronouns in English. It defines a pronoun as a word used instead of a noun. There are subject pronouns, object pronouns, possessive adjectives, possessive pronouns, and reflexive pronouns. Subject pronouns are used when the pronoun is the subject of the sentence. Object pronouns are used to substitute nouns and always follow verbs. Possessive adjectives indicate ownership and precede nouns. Possessive pronouns are used in place of nouns. Reflexive pronouns refer back to the subject of the sentence or clause and end in "self" or "selves".
The article "the" is used before nouns in several contexts:
- Before nouns that are specific or unique, such as names of places, organizations, rivers, mountain ranges, oceans, etc.
- For nouns referring to parts of the day (morning, evening), seasons, historical periods, and proper nouns with "of".
- When the noun is definite or specific within the context, such as "What is on the desk?".
The articles "a" and "an" are indefinite articles used before singular nouns when first mentioned. The definite article "the" is used for nouns after the first mention to make them specific. The zero article is used without an article
Besides the last presentation, I'm going to talk about the grammar subject "compound nouns" a compound noun is a noun that is made with two or more words.
So, in this presentation, you'll learn the type of compound nouns and the way we used when we speak English.
thanks..
What are noun clauses and how can you use them to improve your English? This is actual a simple part of the English language and this PPT can teach you how and why we use noun clauses in a sentence. See http://www.ted-ielts.com for more free grammar lessons.
Collocations are combinations of words that are commonly used together and "just sound right." There are 7 main types of collocations: adverb + adjective, adjective + noun, noun + noun, noun + verb, verb + adverb, verb + noun, and verb + expression with preposition. The document provides examples for each type of collocation such as "fully aware," "richly decorated," "regular exercise," "dog barking," "bars of soap," "gave a presentation," "whispered softly," and "burst into tears."
A verb phrase consists of two parts: a helping verb and a main verb. The helping verb comes before the main verb and begins the verb phrase. Examples of helping verbs include be, have, can, will, is, am, are, and were. There can be more than one helping verb or an adverb between the helping verb and main verb. However, words like "not" and "also" are not verbs and cannot be part of the verb phrase.
This document defines and provides examples of adverbs of degree. Adverbs of degree indicate the intensity or strength of what they modify, answering questions like "how much" or "how little." They can make adjectives or other adverbs stronger by using adverbs like "very" or "really" or weaker by using adverbs like "quite," "fairly," or "a bit." The document provides a list of common single-word adverbs of degree and examples of how they are used in sentences.
Action,helping, and linking verbs; complementsktrefz
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Verbs can be categorized into different types based on their function and tense. The main types are action verbs, linking verbs, and helping verbs. Action verbs express a physical or mental action, while linking verbs connect the subject to an adjective or noun that describes it. Helping verbs are used with other verbs to express aspects like time or possibility.
An adverbial is a word or phrase that provides information about manner, place, time, or other circumstances relating to an action or event expressed by a verb. Adverbials of manner, place, and time are usually placed after the main verb. The typical order is manner, then place, then time. Adverbials of frequency, probability, and duration are usually placed before the main verb. Adverbials can be moved to different positions in a clause for emphasis.
Subordinating conjunctions join a subordinate clause and a main clause. There are several types of subordinating conjunctions including those indicating time (e.g. before, after), those indicating purpose (e.g. that, in order that), those indicating cause or reason (e.g. because, since), those indicating result (e.g. so...that), those indicating condition (e.g. if, unless), those indicating contrast (e.g. though, although), and those indicating comparison (e.g. than).
Adjectives are words that describe nouns and pronouns. They provide information about qualities like size, color, number, and kind. There are different types of adjectives including demonstrative adjectives like "this" and "that," possessive adjectives showing ownership, and proper adjectives formed from proper nouns. Most adjectives can be compared using comparative and superlative forms with suffixes like "-er" and "-est." Adverbs are words that describe verbs, adjectives, and other adverbs by providing information about qualities like time, manner, place, and frequency. Many adverbs are formed by adding "-ly" to adjectives. Adjectives describe nouns while
This document discusses formal and informal language and provides examples of situations that call for each. It explains that informal language is more casual and is appropriate for situations like talking with friends, family members, or peers, while formal language follows etiquette rules and is appropriate for situations like talking with people in positions of authority or people you don't know well. It provides scenarios asking the reader to consider what kind of language would be suitable.
The document provides information about noun clauses, including their definition, types, and functions. It discusses noun clauses derived from statements, questions, requests, and exclamations. It provides examples of each type of noun clause and explains how they are introduced and what grammatical functions they can serve in a sentence. The document also covers indirect speech, defining it and explaining how verb tenses are changed when converting direct speech to indirect speech based on the context.
This document discusses interpreting the meanings of words through denotation and connotation.
Denotation refers to the literal or exact meaning of a word, while connotation refers to the implied or hidden meaning that gives a word more emotional impact. Connotations can be positive, negative, or neutral.
Tone refers to the author's attitude conveyed in their writing, while mood refers to the general atmosphere created. Both tone and mood are established through an author's word choices.
The document provides examples to distinguish between objective and subjective writing. Objective writing presents many points of view without bias, while subjective writing has been influenced by the perspective of the speaker or writer.
This document provides information about modifiers, specifically adjectives and adverbs, including adjective and adverb phrases. It defines modifiers and gives examples of adjective and adverb modifiers. It then discusses opening adjectives and adverbs, which modify sentences when placed at the beginning, and provides examples with practices for identifying opening adjectives and adverbs. The document aims to help develop a mature writing style through understanding and using different types of modifiers.
This document defines and provides examples of different types of phrases in the English language, including prepositional phrases, appositive phrases, participial phrases, gerund phrases, and infinitive phrases. It explains that phrases are groups of words that function as a single part of speech and discusses the key characteristics and uses of each phrase type. Examples are provided to illustrate how each phrase functions within sentences.
This document provides instruction on different types of modifiers including adjectives, adverb clauses, infinitive phrases, and prepositional phrases. It explains the key characteristics of each modifier type and provides examples. Students are directed to complete practice exercises in their packet covering each modifier type, with links provided to additional explanatory materials. The goal is for students to learn to identify and properly use 8 different modifier types.
The document discusses the differences between active and passive voice in verbs. It defines voice as being linked to verbs and including features like tense, person, aspect, and mood. The two main voices are active and passive. Active voice has the subject performing the verb action on the object, while passive voice has the object as the subject receiving the verb action, sometimes including the original subject as an agent complement. The document provides examples of transforming sentences between active and passive voice and the general steps for forming a passive sentence.
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 two types of adjectives: descriptive adjectives and limiting adjectives. Descriptive adjectives describe characteristics like color, size, or quality and include proper adjectives formed from proper nouns, common adjectives expressing ordinary qualities, and participles. Limiting adjectives point out or denote number and include articles, numerical adjectives denoting exact number or position, and pronominal adjectives that can also function as pronouns such as demonstrative, possessive, distributive, indefinite, and interrogative adjectives.
Reflexive and intensive pronouns are kind of like twins. They look the same, but they are actually different. So, what's the difference between these two pronouns?
There are five kinds of adverbs: adverbs of manner, time, place, frequency, and degree. Adverbs of manner describe how something is done, time describe when, place describe where, frequency describe how often, and degree describe how much or how something is done. Examples of each type were provided.
The document discusses different types of pronouns in English. It defines a pronoun as a word used instead of a noun. There are subject pronouns, object pronouns, possessive adjectives, possessive pronouns, and reflexive pronouns. Subject pronouns are used when the pronoun is the subject of the sentence. Object pronouns are used to substitute nouns and always follow verbs. Possessive adjectives indicate ownership and precede nouns. Possessive pronouns are used in place of nouns. Reflexive pronouns refer back to the subject of the sentence or clause and end in "self" or "selves".
The article "the" is used before nouns in several contexts:
- Before nouns that are specific or unique, such as names of places, organizations, rivers, mountain ranges, oceans, etc.
- For nouns referring to parts of the day (morning, evening), seasons, historical periods, and proper nouns with "of".
- When the noun is definite or specific within the context, such as "What is on the desk?".
The articles "a" and "an" are indefinite articles used before singular nouns when first mentioned. The definite article "the" is used for nouns after the first mention to make them specific. The zero article is used without an article
Besides the last presentation, I'm going to talk about the grammar subject "compound nouns" a compound noun is a noun that is made with two or more words.
So, in this presentation, you'll learn the type of compound nouns and the way we used when we speak English.
thanks..
What are noun clauses and how can you use them to improve your English? This is actual a simple part of the English language and this PPT can teach you how and why we use noun clauses in a sentence. See http://www.ted-ielts.com for more free grammar lessons.
Collocations are combinations of words that are commonly used together and "just sound right." There are 7 main types of collocations: adverb + adjective, adjective + noun, noun + noun, noun + verb, verb + adverb, verb + noun, and verb + expression with preposition. The document provides examples for each type of collocation such as "fully aware," "richly decorated," "regular exercise," "dog barking," "bars of soap," "gave a presentation," "whispered softly," and "burst into tears."
A verb phrase consists of two parts: a helping verb and a main verb. The helping verb comes before the main verb and begins the verb phrase. Examples of helping verbs include be, have, can, will, is, am, are, and were. There can be more than one helping verb or an adverb between the helping verb and main verb. However, words like "not" and "also" are not verbs and cannot be part of the verb phrase.
This document defines and provides examples of adverbs of degree. Adverbs of degree indicate the intensity or strength of what they modify, answering questions like "how much" or "how little." They can make adjectives or other adverbs stronger by using adverbs like "very" or "really" or weaker by using adverbs like "quite," "fairly," or "a bit." The document provides a list of common single-word adverbs of degree and examples of how they are used in sentences.
Action,helping, and linking verbs; complementsktrefz
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Verbs can be categorized into different types based on their function and tense. The main types are action verbs, linking verbs, and helping verbs. Action verbs express a physical or mental action, while linking verbs connect the subject to an adjective or noun that describes it. Helping verbs are used with other verbs to express aspects like time or possibility.
An adverbial is a word or phrase that provides information about manner, place, time, or other circumstances relating to an action or event expressed by a verb. Adverbials of manner, place, and time are usually placed after the main verb. The typical order is manner, then place, then time. Adverbials of frequency, probability, and duration are usually placed before the main verb. Adverbials can be moved to different positions in a clause for emphasis.
Subordinating conjunctions join a subordinate clause and a main clause. There are several types of subordinating conjunctions including those indicating time (e.g. before, after), those indicating purpose (e.g. that, in order that), those indicating cause or reason (e.g. because, since), those indicating result (e.g. so...that), those indicating condition (e.g. if, unless), those indicating contrast (e.g. though, although), and those indicating comparison (e.g. than).
Adjectives are words that describe nouns and pronouns. They provide information about qualities like size, color, number, and kind. There are different types of adjectives including demonstrative adjectives like "this" and "that," possessive adjectives showing ownership, and proper adjectives formed from proper nouns. Most adjectives can be compared using comparative and superlative forms with suffixes like "-er" and "-est." Adverbs are words that describe verbs, adjectives, and other adverbs by providing information about qualities like time, manner, place, and frequency. Many adverbs are formed by adding "-ly" to adjectives. Adjectives describe nouns while
This document discusses formal and informal language and provides examples of situations that call for each. It explains that informal language is more casual and is appropriate for situations like talking with friends, family members, or peers, while formal language follows etiquette rules and is appropriate for situations like talking with people in positions of authority or people you don't know well. It provides scenarios asking the reader to consider what kind of language would be suitable.
The document provides information about noun clauses, including their definition, types, and functions. It discusses noun clauses derived from statements, questions, requests, and exclamations. It provides examples of each type of noun clause and explains how they are introduced and what grammatical functions they can serve in a sentence. The document also covers indirect speech, defining it and explaining how verb tenses are changed when converting direct speech to indirect speech based on the context.
This document discusses interpreting the meanings of words through denotation and connotation.
Denotation refers to the literal or exact meaning of a word, while connotation refers to the implied or hidden meaning that gives a word more emotional impact. Connotations can be positive, negative, or neutral.
Tone refers to the author's attitude conveyed in their writing, while mood refers to the general atmosphere created. Both tone and mood are established through an author's word choices.
The document provides examples to distinguish between objective and subjective writing. Objective writing presents many points of view without bias, while subjective writing has been influenced by the perspective of the speaker or writer.
This document provides information about modifiers, specifically adjectives and adverbs, including adjective and adverb phrases. It defines modifiers and gives examples of adjective and adverb modifiers. It then discusses opening adjectives and adverbs, which modify sentences when placed at the beginning, and provides examples with practices for identifying opening adjectives and adverbs. The document aims to help develop a mature writing style through understanding and using different types of modifiers.
This document defines and provides examples of different types of phrases in the English language, including prepositional phrases, appositive phrases, participial phrases, gerund phrases, and infinitive phrases. It explains that phrases are groups of words that function as a single part of speech and discusses the key characteristics and uses of each phrase type. Examples are provided to illustrate how each phrase functions within sentences.
Phrases - what are phrases and types of phrasesMaria Sofea
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This document defines and provides examples of different types of phrases. A phrase is a group of words that does not contain both a subject and predicate. There are seven main types of phrases: verb phrases, prepositional phrases, participial phrases, infinitive phrases, gerund phrases, appositive phrases, and adverbial phrases. Each type is defined and an example is given to illustrate how it functions within a sentence.
This document discusses sentence fragments and how to identify and correct them. It defines what constitutes a complete sentence and different types of sentence structures. Fragments are defined as incomplete sentences that are missing a subject, verb, or complete thought. The document provides examples of various fragment types and gives three methods for correcting fragments: attaching them to the previous or following sentence, or adding a subject or verb to make the fragment a complete thought. Readers are asked to identify fragments in sample sentences and rewrite a paragraph written in fragments using complete sentences.
The document defines and provides examples of different types of phrases that make up clauses and sentences, including noun phrases, adjective phrases, verb phrases, adverb phrases, and prepositional phrases. It explains that a noun phrase contains a noun preceded by a determiner or adjective, and can include pronouns. Verb phrases contain main verbs or auxiliary verbs. Adjective phrases modify nouns with adjectives and possible adverb of degrees. Adverb phrases contain adverbs, sometimes with adverb of degrees. Prepositional phrases are formed by a preposition followed by a noun phrase.
Tutorial at OAI5 (cern.ch/oai5). Abstract: This tutorial will provide a practical overview of current practices in modelling complex or compound digital objects. It will examine some of the key scenarios around creating complex objects and will explore a number of approaches to packaging and transport. Taking research papers, or scholarly works, as an example, the tutorial will explore the different ways in which these, and their descriptive metadata, can be treated as complex objects. Relevant application profiles and metadata formats will be introduced and compared, such as Dublin Core, in particular the DCMI Abstract Model, and MODS, alongside content packaging standards, such as METS MPEG 21 DIDL and IMS CP. Finally, we will consider some future issues and activities that are seeking to address these. The tutorial will be of interest to librarians and technical staff with an interest in metadata or complex objects, their creation, management and re-use.
Adverb phrase in english and arabic languagemoudi123
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This document presents a comparison between English adverb phrases and Arabic adverb phrases. In 3 sentences:
An adverb phrase in both English and Arabic consists of one or more words with the adverb as the head, and can be used to modify verbs, adjectives, other adverbs, or appear in equational sentences. English adverb phrases more commonly modify verbs and be verbs, while Arabic adverb phrases are usually adverbs of place or time and strongly bound to the main verb. Both function as a single unit within a clause or sentence.
The world is running short of time and option at social and economic front in view of high risks related with global warming and climate change, which is a result of the โenhanced greenhouse effectโ mainly due to human induced release of greenhouse gases (GHGs) into the atmosphere (IPCC, 2007). The GHGs inventories are going on all over the world and every possible method to control them are being recognized and evaluated. Carbon footprint is a measure of the exclusive total amount of carbon dioxide emissions that is directly and indirectly caused by an activity or is accumulated over the life stages of a product (Pandey et al., 2011). The crop production contributes significantly to global carbon emissions at different stage of crop through the production and use of farm machinery, crop protection chemicals such as herbicides, insecticides and fungicides, and fertilizer (Hillier et al., 2012). Pathak et al.(2010) calculated the carbon footprint of 24 Indian food items and reported that in the production of these food item 87% emission came from food production followed by preparation (10%), processing (2%) and transportation (1%). Maheswarappa et al. (2011) reported that the C-sustainability index (increase in C output as % of C-based input) of Indian agriculture has decreased with time (from 7 in 1960-61 to 3 in 2008-9). Agricultural uses, including both food production and consumption, contribute the most reactive nitrogen (Nr) to the global environment. Once lost to the environment, the nitrogen moves through the Earthโs atmosphere, forests, grasslands and waters causing a cascade of environmental changes that negatively impact both people and ecosystems. Leach et al. (2012) developed a tool called N-Calculator, a nitrogen footprint model that provides information on how to reduce Nr to the environment. Therefore, Quantification of GHGs from each stage of lifecycle of a product gives complete picture of its impact on global warming and provides necessary information to develop low C technology and mitigation option not only for industrial product but also for agricultural produce. The C and N footprint for a given field will allow growers, advisors and policy makers to make informed decisions about management to optimize crop production, biodiversity and carbon footprint.
Economics of nitrogen sources and rates in a long term cropping systemLPE Learning Center
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The full proceedings paper is at: www.extension.org/72759
The main goal of the study is to determine the singular or combined effects of crop rotation, tillage system, N fertility levels and sources on crop grain and biomass production, crop diseases, and soil attributes (nitrogen, phosphorus, organic matter and pH). Secondly, our goal is to assess the economics of some of the crops grown in the experimental area during the period of time from 2008-2014. The results presented in this summary show that composted manure can replace commercial fertilizer applications in a crop rotation system, maintaining the same level of yields and increasing profits during a 7-year period.
The document discusses different types of phrases including verb phrases, prepositional phrases, adjective phrases, adverb phrases, and appositive phrases. It provides examples and explanations of each type of phrase and exercises to identify phrases in sample sentences. Key details include the components and functions of verb phrases, prepositional phrases, adjective phrases used as adjectives, adverb phrases used as adverbs, and appositive phrases which rename nouns.
This document defines and provides examples of adverb phrases and adverb clauses. It explains that adverb phrases modify verbs, adjectives, or other adverbs by telling when, where, why, how or to what degree something occurs. Adverb clauses are dependent clauses that function as adverbs by telling when, where, why or how the action of the main clause occurs. The document provides examples of each and asks the reader to highlight adverbial words, phrases or clauses in several sentences.
La urea es el principal metabolito de las proteรญnas y se cuantifica mediante una prueba espectrofotomรฉtrica cinรฉtica. Sus niveles en sangre pueden aumentar debido a un mayor aporte o catabolismo de proteรญnas, disminuciรณn de la perfusiรณn o funciรณn renal, o insuficiencia hepรกtica. Aunque la urea sanguรญnea es un parรกmetro comรบn para evaluar la funciรณn renal, solo se eleva cuando se ha perdido mรกs de la mitad de la funciรณn y no es muy especรญfica.
This document discusses different types of phrases in the English language. It defines what a phrase is and explains that phrases can function as nouns, verbs, adjectives, adverbs, or prepositions. The main types of phrases discussed include noun phrases, prepositional phrases, adjective phrases, adverb phrases, verb phrases, infinitive phrases, gerund phrases, participle phrases, and absolute phrases. For each type of phrase, examples are provided and their function in a sentence is explained.
This document discusses different types of modifiers in sentences, including adjectives, adverbs, adjective phrases, and adverb phrases. It provides examples of each type of modifier and exercises for students to practice identifying and using modifiers. Key points covered include: adjectives and adverbs modify nouns and verbs; adjective and adverb phrases act like single adjectives and adverbs; and opening adjectives and adverbs appear at the beginning of sentences and require a comma. Practice questions ask students to underline different modifier types in example sentences.
The document discusses prepositional phrases and their functions. It defines a prepositional phrase as beginning with a preposition and ending with a noun or pronoun. It provides examples of prepositional phrases functioning as adjectives, adverbs, and opening, closing, or splitting a sentence. It also notes that prepositional phrases can modify other prepositional phrases or nouns. Sentences are underlined to identify their prepositional phrases.
This document defines and provides examples of different types of phrases, clauses, and sentence structures:
1) It describes prepositional phrases, appositive phrases, verbal phrases, and other types of phrases.
2) It explains independent clauses, subordinate clauses like adjective and adverb clauses, and the different types of sentences that can be formed from clauses.
3) It provides examples of common grammatical errors like unintentionally capitalizing phrases and fragments.
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
Approaches in teaching and learning k to 12 Charlyn David
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This document outlines how literature should be taught in language arts classes. It recommends using literature to teach reading and language arts skills, as literature emphasizes their connections and engages students. It presents themes to explore like appreciating oneself and linking with the world. Literature should be taught based on Philippine works from different periods rather than by genre. Informative texts can complement literary works by expanding themes and teaching media literacy. A communicative grammar approach is advocated using elicitation, generalization, practice, and expansion. Culminating student performances should integrate study strategies and balance individual and group work.
The document provides guidelines for students to follow in selecting and using teaching strategies during their field study, including focusing on applying principles like ensuring learning is active, involving multiple senses, creating a non-threatening environment, incorporating emotion, going beyond recall, relating lessons to real life, and using an integrated approach. The student's performance will be rated in areas like observation, analysis, reflection, portfolio, and submission. Scores will be transmuted into a final grade or rating.
This document provides information about modifiers and specifically discusses delayed adjectives and adverbs. It defines adjectives and adverbs, and explains that a delayed adjective or adverb is placed after the noun or verb it modifies, with commas used to set it off. Examples of sentences containing delayed adjectives and adverbs are provided. The document concludes with practice exercises for identifying delayed adjectives and adverbs in sample sentences.
The document discusses different types of phrases and clauses that make up sentences. It defines phrases as groups of words that function as a single part of speech but cannot stand alone as a complete thought. There are several types of phrases discussed, including prepositional phrases, participial phrases, gerund phrases, and noun phrases. It also defines clauses as groups of words with both a subject and verb, and distinguishes between independent clauses that express a complete thought and dependent clauses that do not. Finally, it discusses the four main structures of sentences: simple, compound, complex, and compound-complex.
This document defines and provides examples of different types of sentences:
- Simple sentences contain one subject and one verb.
- Compound sentences contain two or more independent clauses joined by coordinating conjunctions.
- Complex sentences contain one independent clause and one or more dependent clauses joined by subordinating conjunctions.
- Compound-complex sentences contain two or more independent clauses and one or more dependent clauses.
The document also identifies subjects, predicates, complements and their types to analyze sentence structure.
The document discusses different types of phrases and clauses. It defines phrases as groups of related words that do not contain a verb and subject. There are five types of phrases: prepositional, adjective, adverb, verbal, and appositive. It also defines clauses as groups of words containing a subject and verb. Clauses are either independent or dependent, with three types of dependent clauses: adjective, adverb, and noun clauses. Examples are provided to illustrate each type of phrase and clause.
A gerund phrase begins with a gerund (an "-ing" word) and functions as a noun within a sentence as the subject, subject complement, or object. Gerund phrases are sometimes confused with present participle phrases, but gerund phrases always function as nouns while present participle phrases describe other words. Examples are given to illustrate the difference between gerund and present participle phrases.
This document provides information about adjectives, including defining adjectives, explaining their purpose and types, categorizing adjectives, and locating them in sentences. It discusses the different types of adjectives such as coordinate, demonstrative, descriptive, distributive, indefinite, interrogative, possessive, and quantitative adjectives. It also covers rules for forming comparative and superlative degrees of adjectives and lists irregular forms. Examples are provided to illustrate each concept. The purpose is to teach students about the parts of speech and proper use of adjectives.
The document defines and provides examples of different types of verbal phrases: gerund phrases, participial phrases, and infinitive phrases. It explains that a verbal is a noun or adjective formed from a verb. A verbal phrase consists of a verbal and other components that function as a unit. Gerund phrases use a verb form ending in "-ing" as a noun. Participial phrases use a verb form ending in "-ing" or a past participle as an adjective. Infinitive phrases use the base form of the verb preceded by "to" and can function as a noun, adjective, or adverb. Examples are provided and explained for each type of verbal phrase.
The document defines and provides examples of different types of verbal phrases: gerund phrases, participial phrases, and infinitive phrases. It explains that a verbal is a noun or adjective formed from a verb. A verbal phrase consists of a verbal and other components that function as a unit. Gerund phrases use a verb form ending in "-ing" as a noun. Participial phrases use a verb form ending in "-ing" or a past participle as an adjective. Infinitive phrases use the base form of the verb preceded by "to" and can function as a noun, adjective, or adverb. Examples are provided and explained for each type of verbal phrase.
This document provides information about sentence structure in English. It defines the main types of sentences as simple, compound, complex, and compound-complex. It also defines and provides examples of clauses, including independent and dependent clauses. Additional details are given around parts of sentences like subjects, predicates, objects and modifiers. Sentence expansion and combining sentences are also discussed.
The document discusses the key differences between phrases and clauses. It defines a phrase as a small group of words that form a conceptual unit and part of a clause, but does not contain both a subject and a verb. A clause, on the other hand, contains both a subject and a verb and can stand alone as a complete thought. The document provides examples of different types of phrases, such as noun phrases and prepositional phrases. It also distinguishes between main clauses and subordinate clauses.
Different words have different grammatical functions in sentences. These functions are called word classes or parts of speech, which include nouns, verbs, adjectives, adverbs, prepositions, determiners, pronouns, conjunctions, and complementizers. Words that denote objects and ideas are called content words, while function words that do not denote objects aid the structure of sentences. Verbs inflect based on tense, person, number and voice to indicate grammatical relationships between subjects and objects.
Here are the phrases identified in each sentence:
1. Drinking cold lemonade - gerund phrase
2. to be repaired - infinitive phrase
3. on the board - prepositional phrase
4. Having blocked a punt - absolute phrase
5. Mrs. Phelps, our neighbor - appositive phrase
The document provides information about workplace vocabulary, grammar lessons on comparative and superlative adjectives, and activities describing locations and comparing objects. It includes examples of using prepositions of place like between, in, next to, in front of, near, on, and under to describe where objects are located. Comparative and superlative forms are demonstrated for short, long, and irregular adjectives. Pictures are included for learners to practice describing locations and comparing attributes.
This document defines and provides examples of the main parts of speech in English including nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions, and interjections. It also explains the key parts of a sentence including the subject, predicate, object, complement, and modifiers. Various types of subjects, predicates, and modifiers are defined.
This document discusses the syntactic functions and positions of adjectives in English. It covers 4 main functions of adjectives: attributive, predicative, head of noun phrase, and verbless adjective clause. It also discusses 2 positions of adjectives: after link verbs, after objects, before nouns, and after nouns in certain cases. Finally, it classifies adjectives based on their functions into central adjectives that can be both attributive and predicative, attributive-only adjectives, and predicative-only adjectives referring to conditions. Examples are provided to illustrate each point.
This document provides information about different types of phrases in the English language, including verb phrases, prepositional phrases, adjective phrases, adverb phrases, appositive phrases, participial phrases, gerund phrases, and infinitive phrases. It defines each type of phrase, provides examples, and discusses how to identify the different elements that make up each phrase, such as identifying the object of a preposition in a prepositional phrase.
The document provides a basic introduction to parts of speech in the English language. It outlines the nine main parts of speech - nouns, verbs, pronouns, adjectives, adverbs, conjunctions, articles, prepositions, and interjections. For each part of speech, it gives a brief definition and examples. It then identifies the parts of speech for a sample sentence and provides an assignment for students to identify parts of speech in additional sentences.
The document provides a basic introduction to parts of speech in the English language. It outlines the nine main parts of speech - nouns, verbs, pronouns, adjectives, adverbs, conjunctions, articles, prepositions, and interjections. For each part of speech, it gives a brief definition and examples. It then identifies the parts of speech for a sample sentence and provides an assignment for students to identify parts of speech in additional sentences.
The document provides a basic introduction to parts of speech in the English language. It outlines the nine main parts of speech - nouns, verbs, pronouns, adjectives, adverbs, conjunctions, articles, prepositions, and interjections. For each part of speech, it gives a brief definition and examples. It then identifies the parts of speech for a sample sentence and provides an assignment for students to identify parts of speech in additional sentences.
The document provides a basic introduction to parts of speech in the English language. It outlines the nine main parts of speech - nouns, verbs, pronouns, adjectives, adverbs, conjunctions, articles, prepositions, and interjections. For each part of speech, it gives a brief definition and examples. It then identifies the parts of speech for a sample sentence and provides an assignment for students to identify parts of speech in additional sentences.
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
The God Stealer (Unfinished Collection of Short Stories)Andrea May Malonzo
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This summary provides the key details from the document in 3 sentences:
Philip Latak, a young Ifugao man working in Manila, returns to his village in the mountains of Ifugao with his American coworker Sam Christie to visit his ailing grandfather. Upon arriving, Philip is made to feel like an outsider by his family who see him as Americanized after living in the city for years. Philip and Sam then go to visit Philip's grandfather, hoping the elder will recognize Philip unlike the rest of his family.
Humanities 100, Visual Arts: Sculpture and Architecture, The Pyramids of Giza, The Sphinx, Taj Mahal, Ancient Rome, Ancient Egypt, Japanese and Chinese Architecture
Literature is any form of writing that deals with significant human experiences and is artistically conceived to have an effect. It uses language and imagination to create a fictional world that reflects reality. There are two main types of literature - oral and written. Literature can be classified into genres such as prose, poetry, fiction, and non-fiction. Prose can be further divided into fiction and non-fiction. Fiction uses imagination to describe nonexistent people and situations to produce real emotions. Elements of fiction include plot, setting, theme, characters, point of view, and conflict. Poetry relies more on figures of speech, symbolism, imagery, rhythm, and sound patterns. Major forms of drama include tragedy, comedy, melodrama
Beauty standards vary widely across cultures. In Western cultures like the US and France, thinness and youthful appearance are often idealized. Asian cultures emphasize smooth, youthful skin through elaborate skin care routines. Some cultures like South Korea are seeing trends of more feminine looks for men as well. Other cultures have had ideals like being heavier like in Mauritania where it signifies wealth, or neck elongation in Thailand. Body modification practices from makeup to plastic surgery are used around the world to achieve each culture's standards of beauty.
The document defines humanities as non-scientific scholarly disciplines including language, literature, rhetoric, philosophy, and art history that come from studying what it means to be human. The fundamental principles of humanities are to develop human virtue to its fullest extent through understanding what is inherently human rather than remaking humanity. Studying humanities is important as it examines what it means to be human, helps recognize values like beauty and justice, and fosters cultural understanding while developing critical thinking skills.
The document provides guidance for analyzing the theme of a story. It discusses analyzing each element of the story, including the title, plot, setting, characters, point of view, conflict, and theme. The goal is to look at how each part contributes to the overall theme. It also provides examples from an unnamed story, discussing specific characters and their dialogue to illustrate analyzing how elements reflect the theme. The document will be used to guide literature analysis and for a group term paper assignment.
HUMAN100: Introduction to Humanities --- The Visual Arts: Painting. This Includes the ff:
1. History of Painting
2. Styles/ Art Movements in Painting
3. Famous Painters (Renaissance to Modern Art)
HUMAN100: Introduction to Humanities --- What is Arts?
This includes the ff:
1. History of Arts
2. Characteristics of Arts
3. Purpose of Arts
4. Classification of Arts
HUMAN100: Introduction to Humanities --- Visual Arts: Photography. This includes the ff:
1. History of Photography
2. Art Movements in Photography
3. Basic Parts of the Camera
4. Different Camera Angles
5. Elements of a good Photograph
6. Photography Rules
Philippine Literature (Short Story) - 'The Bread of Salt'Andrea May Malonzo
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This summary provides the key details from the short story "The Bread of Salt" by NVM Gonzalez:
The narrator is a 14-year-old boy living with his grandmother in 1958. Each morning he would walk to the bakery with 15 centavos to buy rolls for breakfast, watching the bakers work. He dreamed of the Spanish man's large house near the sea and had feelings for his classmate Aida. He practiced the violin diligently, hoping to earn money to buy a gift for Aida before she left town for Christmas. The story depicts the narrator's youthful longing for love and his dedication to improving himself through music.
Early Philippine literature was passed down orally and written using indigenous scripts like baybayin. Common forms included songs, riddles, proverbs and epics. Songs varied by region and occasion, from lullabies to love songs. Riddles often used metaphor and rhyme. Major ethnic groups had their own epics that were orally transmitted and featured supernatural elements. Early literature provided insights into pre-colonial Philippine societies before Spanish influence.
Analysis of The House of the Spirits by Isabel AllendeAndrea May Malonzo
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This is a summarized presentation on Isabel Allende's The House of the Spirits wherein I uses a historical-biographical approach to analyze the novel. It would be better interpreted using a feminist approach, but then what i tried to cover is the relationship of the setting and the characters to Chile's history.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. Fragment
- Is a phrase or group of words that needs a subject and or a verb to make it a
complete and independent idea.
- It may also be a dependent clause that must be attached to an independent
clause to give it meaning.
3. Fragment
There are two major types of fragments:
A. Phrase Fragments โ consists of modified verbs without subject,
prepositional, appositive, or verbal phrase.
B. Clause Fragments โ composed of subordinate clause which should not be
capitalized and punctuated as a sentence. It should be connected with a
nearby independent clause or supply the missing sentence parts.
4. A. Phrase Fragments
1. Noun Fragment โ this type of fragment will need a verb and whatever other
parts of a sentence that is needed to complete it.
Ex. a. A single long-stemmed rose.
b. The man at the bar.
c. Pieces of jewelry.
Complete Sentence:
a. Andy selected a single long-stemmed rose.
b. The man in the bar left early.
c. We bought pieces of jewelry at the pawnshop.
5. A. Phrase Fragments
2. Verb Fragment โ this type of fragment will need a subject to complete the
sentence.
Ex. a. Soon will be ready.
b. Did not eat.
c. Was written.
Complete Sentence:
a. The marching band soon will be ready.
b. She did not eat the pie on the counter.
c. The book was written without difficulty.
6. A. Phrase Fragments
3. Prepositional Fragment โ this type of fragment will need both a subject and
a verb.
Ex. a. By the road side.
b. In every house.
c. Of all the animals.
Complete Sentence:
a. Wild blackberries grew by the roadside.
b. There are cars in every house.
c. I think the horse is the most graceful of all the animals.
7. A. Phrase Fragments
4. Participial Fragment โ this type of fragment will need a subject and a verb, or
a subject and one or more helping verb.
Ex. a. Washed clean by the rain.
b. Sleeping girl on the bench.
Complete Sentence:
a. The car was washed clean by the rain.
b. The sleeping girl on the bench is our neighbor.
8. A. Phrase Fragments
5. Gerund Fragment โ this type of fragment will need a verb, a subject and a
verb, or a subject and one or more helping verb.
Ex. a. Winding my watch.
b. Learning how to sing.
c. Dancing the waltz.
Complete Sentence:
a. I dislike winding my watch.
b. Marvin is learning how to sing.
c. Dancing the waltz makes her happy.
9. A. Phrase Fragments
6. Infinitive Fragment โ this type of fragment will need a verb or a subject and a
verb.
Ex. a. To dance the waltz.
b. To walk to school in a good weather.
c. To make new friends.
Complete Sentence:
a. He wants to dance the waltz with her.
b. Darbie likes to walk to school in a good weather.
c. She went to the playground to make new friends.
10. B. Clause Fragments
After
Although
As
As if
As long as
As soon as
As though
Because
Before
Even though
If
In order that
Since
So that
Than
Though
Till
Unless
Until
When
Where
Whenever
Wherever
While
- This type of fragment usually starts with relative
pronouns or subordinating conjunctions.
Subordinating conjunctions:
11. B. Clause Fragment
Fragments:
a. Which I enjoyed.
b. Where the ice is thin.
c. Whoever needs a ride.
Complete Sentence
a. I read a book, which I enjoyed.
b. Do not skate where the ice is thin.
c. Whoever needs a ride may come with us.
12. Identifying Fragments
Directions: Read each short passage that follows. Determine which part is the
fragment
Ex. Maria wasn't watching her plate of barbecue very carefully. So Santana,
the family beagle, snatched a chicken leg hanging over the edge. As baked
beans and potato salad slid onto Maria's new sandals.
Clause fragment: It may have a subject (beans and salad) and verb (slid) but
the subordinate conjunction as keeps it from making a complete thought.
13. Identifying Fragments
1. Ever since Andre peeked at Melissa's paper during the biology
exam. Guilt has consumed him. Even the blueberries floating in
his cereal bowl seem like the accusing eyes of Dr. Gregory, his
microbiology instructor.
Answer: Ever since Andre peeked at Melissa's paper during the
biology exam.
14. Identifying Fragments
2. James opened the door of his cluttered refrigerator. Which
caused a pint of blueberries to fall to the floor. The fruit
bounced and rolled everywhere in an explosion of indigo.
Answer: Which caused a pint of blueberries to fall to the floor.
15. Identifying Fragments
3. Richie loves to walk his friends' dogs at Lake Eola Park. For example, Kim's
Labrador retriever Murphy or Gary's bulldog Kembo. Beautiful women, Richie
has learned, gravitate toward guys with cute dogs.
Answer: For example, Kim's Labrador retriever Murphy or Gary's bulldog
Kembo.
16. Identifying Fragments
4. Head down, Lela stared at the textbook on her desk. She understood the
fragment practice that Mrs. Markham was going over in class. But was too
shy to raise her hand and volunteer an answer.
Answer: But was too shy to raise her hand and volunteer an answer.
17. Identifying Fragments
5. Joshua found the pressure from the gas in his stomach unbearable.
Although he didn't want to be rude in the middle of geology class. An
explosive belch erupted from his mouth.
Answer: Although he didn't want to be rude in the middle of geology class.
18. Phrases
- Is a group of words that is incomplete in thought and lacks a subject and/ or
a predicate.
- It gives further meaning by either naming, modifying, or explaining a word or a
group of words in a sentence.
19. Kinds of Phrases
A. Noun Phrases โ has at least one noun that is modified by a determiner
and/or another modifier/s. this may also be found before or after the
verb.
Ex. My diamond bracelets are in the vault.
They watched a romantic movie.
My diamond bracelets
determiner adjective noun
20. Kinds of Phrases
B. Prepositional Phrases
- is a group of words made up of a preposition and a noun of pronoun,
called the object of preposition.
- modify other words by functioning either as adjectives or as adverbs
within sentences.
Two kinds: Adjective and Adverb Phrases
21. Kinds of Phrases
a. Prepositional Adjective Phrase โ describes the noun or pronoun in a
sentence by telling its location or its association with the modified word.
Adjective Adjective Phrase
A beautiful painting in the hall.
Micah took a boxed lunch.
A painting of great beauty hung in
the hall.
Micah took lunch in a box.
22. Kinds of Phrases
A prepositional phrase that answers the adjective questions what kind? Or
which one? will be an adjective phrase. It usually modifies nouns functioning
as subjects, direct objects, indirect objects, or predicate nominatives.
Modifying a Subject:
The bag with red beads is mine.
The mansion across the road has been abandoned.
23. Kinds of Phrases
Modifying a Direct Object:
Krissi quickly erased the poem on the board.
I see the rays of sun beyond the horizon.
My mother bought the one near the blue house.
Modifying an Indirect Object:
A realtor sold the noisy neighbors above us a new house.
Modifying a Predicate Nominative:
A unicorn is a gentle white creature with a single horn.
24. Kinds of Phrases
b. Prepositional Adverb Phrase
- Is a prepositional phrase that modifies a verb, adjective, or adverb by pointing
out where, when, in what manner, or to what extent.
Adverb Adverb Phrase
She ran swiftly.
They were happy there.
She ran with speed.
They were happy at the picnic
25. Kinds of Phrases
An adverb phrase describes/ modifies either verbs, adjectives, or adverbs.
Modifying a Verb:
The runner dashed past the spectators.
The prima ballerina danced with all grace.
Modifying an Adjective:
The forest was quiet before dawn.
She is the most intelligent among them.
26. Kinds of Phrases
Modifying an Adverb:
He arrived late for class.
We left early in the morning.
C. Appositive Phrases
- An appositive phrase is a noun or a pronoun with modifiers that renames,
identifies, or explains the noun or the pronoun placed before it.
- It adds more information or details to the said noun or pronoun.
- Appositives generally follow immediately after words they identify, rename, or
explain.
27. Kinds of Phrases
Example of Appositive Phrases:
Amethysts, a purple birthstone, is the gem for February.
Nikko explained numismatics, the hobby of coin collecting.
The sailor had scurvy, a disease cause by lack of vitamin C.
28. Kinds of Phrases
Positions of appositives within a sentence:
With a subject:
Ernest Hemingway, a famous author, wrote in terse style.
With a Direct Object:
Eve wore high boots, the latest fad.
With an indirect object:
I bought my brother, a boy of six, a pet turtle.
29. Kinds of Phrases
Positions of appositives within a sentence:
With an objective complement:
I choose the color purple, an unusual color for a house.
With a Predicate Nominative:
A porcupineโs best defense is its quills- sharp barbed spines.
With an object of preposition:
We store onions, potatoes, carrots, and apples in the cellar, a cool and dry room.
30. D. Verbal Phrases
- A Verbal is a form of verb that functions as either a noun, an adjective, or an
adverb. It may be a phrase if words are added to it.
3 categories of Verbal Phrases:
a. Participial Phrases - this phrase starts with a present participle or a past
participle which acts as an adjective.
Ex. The girl sleeping on the bench is our neighbor.
Edithโs talent, hidden all these years, was finally known.
31. Verbs or Participle?
๏ง It is easy to confuse a verb and a participle acting as an adjective since they
often share the same endings โing and โed.
๏ง A verb shows an action, a condition, or a fact that something exists. A
participle acting as an adjective modifies a noun or a pronoun.
Verbs Participles
The dog is snarling at the plumber.
The singers delighted their
audience.
The snarling dog attacked the
plumber.
Delighted, the audience applauded.
32. A participial phrase is a participle modified by an adverb or adverb
phrase or accompanied by a complement.
Example:
Jumping high, Brad hit his head on the ceiling.
The chemist, blinded by smoky fumes, stumbled.
Sacanning the book, Princess spotted the answer.
33. Verbal Phrases
b. Gerund Phrases- gerunds is a form of verb acting as a noun by adding โ
ing. Gerund phrase is a gerund with modifiers or complement, all acting
together as a noun.
Example: Eating on time will prevent ulcer.
The thing I taught Fely this year was driving automatic cars.
34. Verbal Phrases
c. Infinitive Phrases โ these functions in a sentence as nouns, adjectives, or
adverbs to adding to before the verb.
Example of infinitives:
- To understand requires maturity and acceptance.
- Working hard at her new job, Brenda hoped to succeed.
- The hunterโs only defense against the bear was to run.
- They struggle to resist.
35. An infinitive phrase is an infinitive with modifiers, complements, or a subject, all
acting together as single part of speech.
Example:
Ginaโs entire family likes to rise early.
To skate on the ice without falling was not easy for him.
He hated to discuss emotions.
They promised to show us their slides.
I would like her to determine her own goals.
36. Some infinitives omit โtoโ when the infinitives follows one of the verbs listed below:
Dare Hear Help
Let Make Please
See Watch
Example:
They heard the canary sing its song.
Letโs be on our way.
38. Clauses
A clause is a group of words containing a subject and a verb.
There are two main kinds of clauses:
1. Independent or Main Clause
- A clause is independent when it has a complete meaning on its own. In
other words, an independent or main clause is a simple sentence.
Ex. Siony eats her food slowly.
I could not see because he was in front of me.
39. Clauses
2. Dependent or Subordinate Clause
- A clause is independent when it is incomplete by itself and needs to be
attached to an independent or main clause to make sense.
- It starts with a subordinating conjunction.
Ex. I could not see because he was in front of me.
Although it was not obvious, Ronnie was truly nervous when he gave the
presentation.
40. Clauses
There are three different kinds of dependent or subordinate clause:
1. Noun Clause
2. Adjective Clause
3. Adverb Clause
41. Noun Clause
- A noun clause is a subordinate clause that acts as a noun. It may act
as a subject, direct objects, indirect object, predicate nominative, object of
preposition, or appositive.
- this clause begins with the relative pronoun: that, which,
whichever, whom, whomever, who, whoever, whose,
whosoever, the fore Ws, how, if, and whether.
42. Noun Clause
a. Subject
Whether he agrees or not does not matter.
Whoever is last must pay a penalty.
b. Direct Object
I donโt understand whatever it is on your mind.
Pease invite whomever you want.
c. Indirect Object
Rochelle gave whoever sent her flowers a note.
Hi manner gave whoever met him a shock.
43. Noun Clause
d. Predicate Nominative
The question is why you left early.
Our problem is whether we should stay here or leave.
e. Object of the Preposition
Give the promotion to whoever deserves it.
Use the money for whatever purpose you choose.
f. Appositive
He gave his demand, that he be left alone.
The occupied country rejected our plea, that orphans be cared for by the Red Cross.
44. Adjective Clause
- An adjective clause generally describes a noun and a pronoun.
- This may start with a relative pronoun: that, which, whom, who, or whose
and comes after the word it describes. Sometimes it may begin with relative
adverb such as before, since, when, where, or why.
- it describes the subject, direct object, object of preposition, predicate
nominative, gerund, and infinitive.
45. Adjective Clause
a. Subject
The movie which we watched is so funny.
Anyone who remains calm will probably be good in an emergency.
b. Direct Object
I found the book that my friend gave me.
I finished watching the film that you loaned me.
c. Object of the Preposition
She gave the letter to her friend who is leaving next week.
Our trip to Ilocos Sur ended with a visit to the town where my parents were born.
46. Adjective Clause
d. Predicate Nominative
That is my nephew whom I took to the movie house last Friday.
Spring is the time when peepers make their shrill evening sound.
e. Gerund
I found the book that my friend gave me.
I finished watching the film that you loaned me.
f. Infinitive
To work without taking a break is stressful.
47. Adverb Clause
- The adverb clause describes a verb, an adjective, or another adverb. This
clause starts with a subordinate conjunction.
- It may describe the verb, adjective, adverb, participle, and infinitive in a
sentence.
48. Adverb Clause
VERB
I turned on the lights when I heard a loud noise.
ADJECTIVE
Gabby is still sleepy although she slept for ten hours.
PARTICIPLE
Kiko, working since he was just 16, opened his own business.
INFINITIVE
Fixing the plumbing was so difficult to do that I called the plumber immediately.