Marjorie is turning fifty this weekend and says she feels like she is twenty-one. Jimmy and Kevin spend most of their time playing hockey and are excellent players. The sentence connectors could be used to combine these ideas, with the correct punctuation. This document provides guidelines for punctuating four types of connecting words - coordinating conjunctions, transitions, subordinators, and prepositional phrases - and includes examples and exercises to practice using these guidelines.
This document provides instruction and examples for writing comparison and contrast paragraphs. It discusses two common patterns for organizing comparison/contrast paragraphs: point-by-point and block. The point-by-point pattern discusses each subject point-by-point, while the block pattern discusses all aspects of one subject before moving to the other subject. The document also provides examples of topic sentences, transition words to use, and sample outlines for organizing comparison/contrast paragraphs in both patterns.
This document discusses the present perfect tense and its uses. It explains that the present perfect is used with adverbs like already, never, ever, just and yet to express completed actions in the present, uncompleted lifetime actions, questions about experiences, very recent actions and unfinished obligations. It also discusses the present perfect continuous tense and compares it to the present perfect. Finally, it provides examples of sentence transformations using various perfect tenses.
This document discusses how to read and summarize graphs and charts. It explains that graphs typically have an introduction stating the topic and timeframe being depicted. Graphs can show trends such as upward, downward, or no movement. They can also vary in degree such as slightly, moderately, or significantly. The document provides examples of describing graphs and their trends over time.
The document provides vocabulary and prompts for speaking practice on various topics including travel, shopping, food, and hobbies. It includes photographs and instructions for discussing preferences and making comparisons related to activities like going on holiday, shopping in different stores, choosing adventure holidays, and deciding on hobbies. Candidates are prompted to discuss advantages and choices as it relates to the given topics and visual aids provided.
The document outlines eight listening skills:
1. Listening for specific information such as details about who, what, when, where, why, how much or how many.
2. Listening for main ideas which are usually explicitly stated and supported by details.
3. Recognizing main ideas which may be implicitly stated and can be identified through verbal cues like repetition and pacing.
4. Taking notes in an outline form using keywords, abbreviations and qualifying words to help pay attention and notice important information.
The document provides an overview of the differences between the paper-based TOEFL test and the Internet-based TOEFL (iBT). The iBT includes listening, reading, speaking, and writing sections that take 4 hours total, allows note-taking and breaks, and incorporates a variety of question types including summaries and paraphrasing. It describes the tasks for each section, including independent and integrated speaking and writing prompts. Overall, the iBT aims to comprehensively test English proficiency through diverse content and skills.
7 new interchange intro student book (1)Fred Mendez
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
Students learn how to take good notes while reading both fiction and non fiction. Using proven techniques like the Frayer Model, Reciprocal Teaching, and thinking out loud, students learn how to organize, listen, increase vocabulary, stratgize and see cause and effect.
This document provides instruction and examples for writing comparison and contrast paragraphs. It discusses two common patterns for organizing comparison/contrast paragraphs: point-by-point and block. The point-by-point pattern discusses each subject point-by-point, while the block pattern discusses all aspects of one subject before moving to the other subject. The document also provides examples of topic sentences, transition words to use, and sample outlines for organizing comparison/contrast paragraphs in both patterns.
This document discusses the present perfect tense and its uses. It explains that the present perfect is used with adverbs like already, never, ever, just and yet to express completed actions in the present, uncompleted lifetime actions, questions about experiences, very recent actions and unfinished obligations. It also discusses the present perfect continuous tense and compares it to the present perfect. Finally, it provides examples of sentence transformations using various perfect tenses.
This document discusses how to read and summarize graphs and charts. It explains that graphs typically have an introduction stating the topic and timeframe being depicted. Graphs can show trends such as upward, downward, or no movement. They can also vary in degree such as slightly, moderately, or significantly. The document provides examples of describing graphs and their trends over time.
The document provides vocabulary and prompts for speaking practice on various topics including travel, shopping, food, and hobbies. It includes photographs and instructions for discussing preferences and making comparisons related to activities like going on holiday, shopping in different stores, choosing adventure holidays, and deciding on hobbies. Candidates are prompted to discuss advantages and choices as it relates to the given topics and visual aids provided.
The document outlines eight listening skills:
1. Listening for specific information such as details about who, what, when, where, why, how much or how many.
2. Listening for main ideas which are usually explicitly stated and supported by details.
3. Recognizing main ideas which may be implicitly stated and can be identified through verbal cues like repetition and pacing.
4. Taking notes in an outline form using keywords, abbreviations and qualifying words to help pay attention and notice important information.
The document provides an overview of the differences between the paper-based TOEFL test and the Internet-based TOEFL (iBT). The iBT includes listening, reading, speaking, and writing sections that take 4 hours total, allows note-taking and breaks, and incorporates a variety of question types including summaries and paraphrasing. It describes the tasks for each section, including independent and integrated speaking and writing prompts. Overall, the iBT aims to comprehensively test English proficiency through diverse content and skills.
7 new interchange intro student book (1)Fred Mendez
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
Students learn how to take good notes while reading both fiction and non fiction. Using proven techniques like the Frayer Model, Reciprocal Teaching, and thinking out loud, students learn how to organize, listen, increase vocabulary, stratgize and see cause and effect.
Service dogs can assist people with disabilities beyond just vision or hearing impairments. Through specialized training, these dogs aid those who use wheelchairs, have autism, need seizure or medical alerts, or have psychiatric disabilities by performing individually tailored tasks.
This document discusses the use of "so that" in purpose clauses. "So that" is normally followed by modal auxiliary verbs like "can" or "will" to talk about purpose. It can also be used to say that something is done for a particular purpose. Additionally, "so" is used in front of an adjective when something happens to an unusually large extent because of a quality, followed by a "that" clause. Examples are provided to illustrate these uses of "so that" and "so".
This document discusses verb tense consistency in writing. It begins by defining verbs, verb tenses, and verb forms. It then provides an example of verb tense inconsistency and discusses problems it can cause. The document outlines how to correct inconsistency by establishing when actions occurred. It emphasizes maintaining consistency within sentences, paragraphs, and full essays. It concludes with a general rule that verb tense should not change unless the time of an action changes.
The document defines a paragraph and discusses its key components and characteristics. It notes that a paragraph is a group of related sentences that develops a single topic or part of a larger topic. It also explains that paragraphs are necessary to break up monotony, divide compositions into units, and promote coherent treatment of subjects. The document also outlines the typical components of an introduction, body, and conclusion for paragraphs.
The document provides information about the IELTS Listening test, including its duration, format, task types, and strategies for each task type. It discusses the four sections of the listening test and explains multiple choice, short answer, sentence completion, note/table/diagram completion, labeling diagrams, and classification questions. It provides examples and strategies for each question type. Finally, it gives general test tips and provides a sample practice test with exercises.
TOEFL Speaking Topics: What You'll Talk About on the TOEFLMagoosh
In order to do well on the TOEFL Speaking section, you'll need to be prepared. You should know exactly what you will have to talk about. Check out this presentation, which tells you what you'll speak about in Tasks 1 and 2. We've also included tips to do well, and 20 practice questions. Happy studying!
IELTS Writing Task 2 Writing the Body Paragraphs - Useful LanguagePhạm Bảo Huyền
Lesson 4 for "Succeed in IELTS Writing" course. Access the course with 75% off ($15), 30-Day Money-Back Guarantee with this coupon by clicking on this link:
https://www.udemy.com/succeed-in-ielts-writing-task-2/?couponCode=YTSS_500.1
The course includes:
3 hours on-demand video
Full lifetime access
Access on mobile and TV
Certificate of Completion
The document discusses the history of chocolate, from its origins in Mesoamerica to its popularity in Europe. It details how the Maya and Aztecs cultivated the cocoa bean and used it in drinks. The Spanish conquest brought cocoa and chocolate drinks to Europe, where they became a trend among the elite before becoming more widely consumed as chocolate bars. The document provides background on the origins and spread of chocolate.
TOEFL_SPEAKING_overview_and_question1-Johnathan_JonesJohnathan Jones
This document provides an overview of the TOEFL speaking section. It discusses the different question types, what examiners look for in responses, and tips for answering questions well. There are two main question types: independent questions that assess opinion and experience, and integrated questions that require combining reading, listening, and speaking skills. Examiners evaluate fluency, vocabulary, grammar, progression of ideas, detail, and automaticity. The document provides sample questions and advises spending 15 seconds preparing and 45 seconds speaking for independent questions. It emphasizes giving reasons, examples, and well-paced responses within the time limit.
1) Collocation describes the relationship between words that often appear together in certain patterns or combinations.
2) There are strong, weak, and medium strength collocations, and learners may have problems with collocations due to their native language or learning words in isolation.
3) Teachers can help students learn collocations by making them aware of collocations in texts, teaching individual collocations, and providing activities that involve practicing collocations.
The document discusses vocabulary strategies for language learners. It notes that learners need a working vocabulary of 2000 words to communicate effectively. Vocabulary is especially important for beginners and intermediate learners. The document then provides strategies for learning new vocabulary, including keeping a vocabulary notebook, grouping words by category, practicing pronunciation, using semantic mapping, labeling items, building models, thinking of word associations, practicing with friends, and using new words in sentences. The strategies are intended to help both teachers and students with vocabulary development.
This document provides information and examples for describing trends and patterns using graphs, charts, and descriptive language. It includes:
1. An example table and line graph showing average starting salaries from 1998-2002 for different departments, with salaries in R&D rising the most.
2. Descriptions and examples of different types of graphic aids like bar graphs, pie charts, and flowcharts that can be used to depict trends visually.
3. Suggestions for verbs and nouns to use in describing whether values are rising, falling, fluctuating, or staying constant, as well as adjectives and adverbs for modifying these terms to indicate the degree, speed, or level of change depicted in data.
This document provides instructions for an activity to review the three future forms - present continuous, going to, and will. The activity involves setting up three chairs labeled with the future forms. Students take turns sitting in a chair and making a sentence using the appropriate future form. The teacher asks questions to confirm the student is using the correct future form and has them change chairs or sentences if needed. The activity allows students to practice using the different future forms through an interactive game.
This document provides guidance and vocabulary for describing pictures in English, including topics to discuss, comparing images, describing people and locations, and giving opinions. It outlines how to structure a description and offers example phrases for different contexts like meeting people, daily life, family, school, travel, sports, jobs and celebrations.
A paragraph discusses the key characteristics of a creative person. It notes that a creative person is not limited by conventional thinking and can see things differently than others. For example, while trees are commonly thought to be green, a creative person can see that their color can vary depending on the light. The paragraph concludes by stating that a truly creative individual understands their own feelings better than most since they take the time to deeply examine their own emotions rather than just feeling what is expected.
The document discusses the history and development of a new technology called blockchain. Blockchain was originally developed for the digital currency Bitcoin in 2008 as a way to record transactions in a secure, decentralized manner without the need for a central authority. Since then, blockchain has expanded beyond cryptocurrencies and is now being applied to other areas like supply chain management, digital identity, and smart contracts due to its ability to securely and immutably store data and track the exchange of assets across a distributed network.
The document introduces the PEE (Point, Evidence, Explanation) structure for writing about and discussing texts. PEE is useful for covering the key assessment criteria of understanding information and use of evidence, interpreting evidence, text structure and organization, language use, and purpose and effect. It provides a structured way to include a point, evidence from the text to support the point, and an explanation. Examples are given of identifying the PEE elements in passages from texts. The summary concludes that PEE is an effective framework for proving comprehension and analysis of what has been read.
The document provides guidance on writing an opinion paragraph, including organizing it with a topic sentence stating an opinion, supporting sentences with facts/explanations/experiences, and a concluding sentence that restates the opinion. It also offers language tips on using "there is/there are" and "because/because of" correctly. The document aims to help students learn how to structure and write an effective opinion paragraph.
Have you ever wondered why the subjunctive is used in Spanish or when the subjunctive is used? In this slideshow I review the distinction between the subjunctive and indicative moods and explain the syntactic constructions and several of the semantic contexts that require its use in Spanish.
The document discusses how job hunting has changed with the rise of the internet. It explains that people can now apply for jobs online by responding to postings on company websites or posting their resumes on job boards. While interviews still typically require an in-person meeting, the document suggests that in the future companies may be able to conduct skills tests and interviews virtually through video calls. This would allow people to interview for distant jobs without traveling. In short, the internet has significantly changed the job hunting process from what it used to be.
The document provides instructions for a practice activity asking the reader to write 5 sentences about their daily routines on Saturdays and 5 sentences about their daily routines on Sundays and to send the completed task to the teacher's email.
Elaboración de una tata con mi seño elenaFilo Muñoz
La Unión Europea ha anunciado nuevas sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen prohibiciones de viaje y congelamiento de activos para más funcionarios rusos, así como restricciones a las importaciones de productos rusos de acero y tecnología. Los líderes de la UE esperan que estas medidas adicionales aumenten la presión económica sobre Rusia y la disuadan de continuar su guerra contra Ucrania.
Service dogs can assist people with disabilities beyond just vision or hearing impairments. Through specialized training, these dogs aid those who use wheelchairs, have autism, need seizure or medical alerts, or have psychiatric disabilities by performing individually tailored tasks.
This document discusses the use of "so that" in purpose clauses. "So that" is normally followed by modal auxiliary verbs like "can" or "will" to talk about purpose. It can also be used to say that something is done for a particular purpose. Additionally, "so" is used in front of an adjective when something happens to an unusually large extent because of a quality, followed by a "that" clause. Examples are provided to illustrate these uses of "so that" and "so".
This document discusses verb tense consistency in writing. It begins by defining verbs, verb tenses, and verb forms. It then provides an example of verb tense inconsistency and discusses problems it can cause. The document outlines how to correct inconsistency by establishing when actions occurred. It emphasizes maintaining consistency within sentences, paragraphs, and full essays. It concludes with a general rule that verb tense should not change unless the time of an action changes.
The document defines a paragraph and discusses its key components and characteristics. It notes that a paragraph is a group of related sentences that develops a single topic or part of a larger topic. It also explains that paragraphs are necessary to break up monotony, divide compositions into units, and promote coherent treatment of subjects. The document also outlines the typical components of an introduction, body, and conclusion for paragraphs.
The document provides information about the IELTS Listening test, including its duration, format, task types, and strategies for each task type. It discusses the four sections of the listening test and explains multiple choice, short answer, sentence completion, note/table/diagram completion, labeling diagrams, and classification questions. It provides examples and strategies for each question type. Finally, it gives general test tips and provides a sample practice test with exercises.
TOEFL Speaking Topics: What You'll Talk About on the TOEFLMagoosh
In order to do well on the TOEFL Speaking section, you'll need to be prepared. You should know exactly what you will have to talk about. Check out this presentation, which tells you what you'll speak about in Tasks 1 and 2. We've also included tips to do well, and 20 practice questions. Happy studying!
IELTS Writing Task 2 Writing the Body Paragraphs - Useful LanguagePhạm Bảo Huyền
Lesson 4 for "Succeed in IELTS Writing" course. Access the course with 75% off ($15), 30-Day Money-Back Guarantee with this coupon by clicking on this link:
https://www.udemy.com/succeed-in-ielts-writing-task-2/?couponCode=YTSS_500.1
The course includes:
3 hours on-demand video
Full lifetime access
Access on mobile and TV
Certificate of Completion
The document discusses the history of chocolate, from its origins in Mesoamerica to its popularity in Europe. It details how the Maya and Aztecs cultivated the cocoa bean and used it in drinks. The Spanish conquest brought cocoa and chocolate drinks to Europe, where they became a trend among the elite before becoming more widely consumed as chocolate bars. The document provides background on the origins and spread of chocolate.
TOEFL_SPEAKING_overview_and_question1-Johnathan_JonesJohnathan Jones
This document provides an overview of the TOEFL speaking section. It discusses the different question types, what examiners look for in responses, and tips for answering questions well. There are two main question types: independent questions that assess opinion and experience, and integrated questions that require combining reading, listening, and speaking skills. Examiners evaluate fluency, vocabulary, grammar, progression of ideas, detail, and automaticity. The document provides sample questions and advises spending 15 seconds preparing and 45 seconds speaking for independent questions. It emphasizes giving reasons, examples, and well-paced responses within the time limit.
1) Collocation describes the relationship between words that often appear together in certain patterns or combinations.
2) There are strong, weak, and medium strength collocations, and learners may have problems with collocations due to their native language or learning words in isolation.
3) Teachers can help students learn collocations by making them aware of collocations in texts, teaching individual collocations, and providing activities that involve practicing collocations.
The document discusses vocabulary strategies for language learners. It notes that learners need a working vocabulary of 2000 words to communicate effectively. Vocabulary is especially important for beginners and intermediate learners. The document then provides strategies for learning new vocabulary, including keeping a vocabulary notebook, grouping words by category, practicing pronunciation, using semantic mapping, labeling items, building models, thinking of word associations, practicing with friends, and using new words in sentences. The strategies are intended to help both teachers and students with vocabulary development.
This document provides information and examples for describing trends and patterns using graphs, charts, and descriptive language. It includes:
1. An example table and line graph showing average starting salaries from 1998-2002 for different departments, with salaries in R&D rising the most.
2. Descriptions and examples of different types of graphic aids like bar graphs, pie charts, and flowcharts that can be used to depict trends visually.
3. Suggestions for verbs and nouns to use in describing whether values are rising, falling, fluctuating, or staying constant, as well as adjectives and adverbs for modifying these terms to indicate the degree, speed, or level of change depicted in data.
This document provides instructions for an activity to review the three future forms - present continuous, going to, and will. The activity involves setting up three chairs labeled with the future forms. Students take turns sitting in a chair and making a sentence using the appropriate future form. The teacher asks questions to confirm the student is using the correct future form and has them change chairs or sentences if needed. The activity allows students to practice using the different future forms through an interactive game.
This document provides guidance and vocabulary for describing pictures in English, including topics to discuss, comparing images, describing people and locations, and giving opinions. It outlines how to structure a description and offers example phrases for different contexts like meeting people, daily life, family, school, travel, sports, jobs and celebrations.
A paragraph discusses the key characteristics of a creative person. It notes that a creative person is not limited by conventional thinking and can see things differently than others. For example, while trees are commonly thought to be green, a creative person can see that their color can vary depending on the light. The paragraph concludes by stating that a truly creative individual understands their own feelings better than most since they take the time to deeply examine their own emotions rather than just feeling what is expected.
The document discusses the history and development of a new technology called blockchain. Blockchain was originally developed for the digital currency Bitcoin in 2008 as a way to record transactions in a secure, decentralized manner without the need for a central authority. Since then, blockchain has expanded beyond cryptocurrencies and is now being applied to other areas like supply chain management, digital identity, and smart contracts due to its ability to securely and immutably store data and track the exchange of assets across a distributed network.
The document introduces the PEE (Point, Evidence, Explanation) structure for writing about and discussing texts. PEE is useful for covering the key assessment criteria of understanding information and use of evidence, interpreting evidence, text structure and organization, language use, and purpose and effect. It provides a structured way to include a point, evidence from the text to support the point, and an explanation. Examples are given of identifying the PEE elements in passages from texts. The summary concludes that PEE is an effective framework for proving comprehension and analysis of what has been read.
The document provides guidance on writing an opinion paragraph, including organizing it with a topic sentence stating an opinion, supporting sentences with facts/explanations/experiences, and a concluding sentence that restates the opinion. It also offers language tips on using "there is/there are" and "because/because of" correctly. The document aims to help students learn how to structure and write an effective opinion paragraph.
Have you ever wondered why the subjunctive is used in Spanish or when the subjunctive is used? In this slideshow I review the distinction between the subjunctive and indicative moods and explain the syntactic constructions and several of the semantic contexts that require its use in Spanish.
The document discusses how job hunting has changed with the rise of the internet. It explains that people can now apply for jobs online by responding to postings on company websites or posting their resumes on job boards. While interviews still typically require an in-person meeting, the document suggests that in the future companies may be able to conduct skills tests and interviews virtually through video calls. This would allow people to interview for distant jobs without traveling. In short, the internet has significantly changed the job hunting process from what it used to be.
The document provides instructions for a practice activity asking the reader to write 5 sentences about their daily routines on Saturdays and 5 sentences about their daily routines on Sundays and to send the completed task to the teacher's email.
Elaboración de una tata con mi seño elenaFilo Muñoz
La Unión Europea ha anunciado nuevas sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen prohibiciones de viaje y congelamiento de activos para más funcionarios rusos, así como restricciones a las importaciones de productos rusos de acero y tecnología. Los líderes de la UE esperan que estas medidas adicionales aumenten la presión económica sobre Rusia y la disuadan de continuar su guerra contra Ucrania.
Analysis of Oil Additives Following ASTM D4951 with the Avio 200 ICP-OESPerkinElmer, Inc.
When blending base oils and additives for use as lubricants, it is important to know and control the concentrations of certain
elements for optimal performance and longer engine life. Because this process is so crucial, ASTM developed a method
for monitoring this procedure: ASTM method D4951, which covers barium (Ba), boron (B), calcium (Ca), copper (Cu), magnesium (Mg), molybdenum (Mo), phosphorus (P), sulfur (S), and zinc (Zn). However, not all these elements need to be measured all the time – the blends and additives are specified
to meet certain performance specifications which can vary among oil types, depending on their final use.
Resume_William - Global Media and Digital Marketing MgrWilliam Soong
William Soong has over 20 years of experience in digital marketing and data management. He is currently a Manager of Global Digital Marketing and Media at Hewlett Packard Enterprise, where he leads digital transformation strategies across 13 countries in Asia Pacific. Previously, he held digital marketing roles at EMC, SAP, and Dun & Bradstreet, developing data-driven marketing programs and building marketing technology infrastructures. He is seeking a new role as a digital demand expert to further leverage data and digital tools to drive brand awareness, lead generation, and sales.
Los bebés de entre 0 y 1 año están experimentando un rápido desarrollo físico y cognitivo. Aprenden a gatear, caminar y hablar sus primeras palabras durante este período. Los padres deben proporcionarles un entorno seguro, amoroso y estimulante para apoyar su aprendizaje y crecimiento.
Mr. Ashley Reburn is a final year Mechanical Engineering student at the University of Plymouth. He has work experience in marine engineering, building services design, and HVAC design. Currently he works as a Mechanical Engineering Consultant delivering projects involving BIM modeling, plant selection, and mechanical design calculations. Previously he has worked as a CAD Designer for Princess Yachts designing yacht HVAC systems and as a technician assisting with marine equipment maintenance. He is a member of the Institution of Mechanical Engineers and enjoys various sports in his free time.
La Unión Europea ha anunciado nuevas sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen prohibiciones de viaje y congelamiento de activos para más funcionarios rusos, así como restricciones a las importaciones de productos rusos de acero y tecnología. Los líderes de la UE esperan que estas medidas adicionales aumenten la presión económica sobre Rusia y la disuadan de continuar su guerra contra Ucrania.
Los bebés de entre 0 y 1 año están en una etapa crucial de desarrollo. Exploran su entorno usando los sentidos, empiezan a comunicarse con sonidos y gestos, y desarrollan habilidades motoras como gatear y caminar.
El documento describe el aparato digestivo. El aparato digestivo está formado por el tubo digestivo y glándulas anexas. El tubo digestivo comienza en la boca y se extiende hasta el ano, con una longitud de 10 a 12 metros en humanos. Realiza funciones de transporte, secreción, absorción y excreción de los alimentos.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo. El embargo prohibiría la importación de petróleo ruso a la UE y también prohibiría a los buques europeos transportar petróleo ruso a otros lugares. Sin embargo, Hungría se opone firmemente al embargo al petróleo, argumentando que dependen en gran medida de las importaciones rusas y que les llevaría demasiado tiempo encontrar nuevos proveedores.
Coral bleaching is caused by stressors that cause corals to expel algae living in their tissues, leaving the coral pale or white. A document discusses coral bleaching in the Andaman and Nicobar Islands. It describes how corals get their color from algae and the structure of coral reefs. Mass bleaching events in this region occurred in 1998, 2002, 2005, and 2010 due to increased sea surface temperatures, with some islands seeing over 50% of corals affected. prolonged bleaching can kill corals and reduce biodiversity in coral reef ecosystems.
This document discusses grammatical signals and their uses in developing ideas in writing. It defines grammatical signals as writing devices that maintain text coherence and signal relationships between sentences. There are two types: sentence connectors and clause connectors. Examples are given of different types of grammatical signals and their uses, including general to particular, claim and counterclaim, problem-solution, compare and contrast, continuation signals, and cause and effect. Appropriate word signals are provided for each type.
This document provides a crash course on grammar for journalists. It begins with an introduction explaining the focus on common grammar issues. It then discusses three writing tips: varying sentence length, using pronouns, and writing in active voice. The bulk of the document identifies the 20 most common grammatical mistakes journalists make and provides examples and explanations for each.
This document provides guidance on identifying and fixing common sentence structure problems in writing, including sentence fragments, run-on sentences, comma splices, stringy sentences, and choppy sentences. It defines each problem, provides examples, and explains rules and techniques for fixing the issues. The document also includes practice exercises for the reader to apply the concepts in correcting sentences with various structural issues.
Xii transformation of sentences part 2 129-revisedavtardhillon
Here are the responses with added independent clauses:
1. I finished my homework, and __I went outside to play__.
2. The dog barked loudly, but __the owner did not hear it__.
3. We went to the beach, or __we could have gone to the park__.
4. I ate an apple, so __I was not hungry for lunch__.
5. She studied all night, nor __did she get enough sleep__.
ANCHOR
Very good students.
You have done it correctly.
Now let us do one more exercise.
VO WITH TEXT ON SCREEN
EXERCISE 2
Identify the type of each sentence - simple,
Nick has always struggled with oversleeping and being late. No matter how early his parents would wake him up, he would sleep through alarms and continue sleeping. One day, Nick's mom found advice online about potential health issues that could be causing Nick's oversleeping. She decided to find a sleep specialist to help solve Nick's problem. Now the family is hoping the specialist can help Nick with his chronic lateness issues.
This chapter discusses linking and sound changes that occur in spoken English. When words are connected in speech, sounds may shift or be dropped, such as "them all" sounding like "the mall". The chapter provides rules for how final sounds link to initial sounds between words. It also explains common sound changes such as the flap 't' sound. Exercises practice identifying linked sounds and telling jokes that rely on features of connected speech.
This document provides information about run-on sentences and how to identify and correct them. It defines a run-on sentence as two or more complete sentences written as one sentence without proper punctuation or conjunction. To fix run-on sentences, they can be separated into two sentences with end punctuation and capitalization, or joined properly with a comma and conjunction to form a compound sentence if the ideas are closely related. The document gives examples and exercises for the reader to practice identifying and revising run-on sentences.
Commas aren't as scary as they seem! This show demystifies the comma. Learn to use them correctly and increase clarity in your writing, get more jobs, and influence people.
This document provides an agenda and instructions for editing strategies including compound sentences, dangling modifiers, and homonyms. It discusses identifying and correcting run-on sentences, dangling modifiers, and misused homonyms like than/then and there/their/they're. Surface revision strategies like reading aloud and isolating specific problems are recommended. Students are assigned to post their edited Essay #2 and study vocabulary terms for homework.
This document provides guidance on effective grammar, punctuation, and writing. It begins by outlining rules for commas, semicolons, and periods. It then gives examples and exercises practicing these punctuation marks. Next, it discusses subjects and verbs, including rules for agreement and examples. The document continues with sections on verb tenses, fragments, and other writing issues. It concludes with more examples and guidance from the College Board on effective academic writing.
Here are revised versions of the sentences using "only" in a more precise location:
1. The clerk reviewed the statement for the purpose of checking only for errors.
2. All the students must know only the absolutely basic fundamentals of grammar.
3. The politician tried to only make his influence felt among the citizens.
4. The bank teller asked the customer to only endorse the check on the back.
5. The governor’s assistant gave only a speech on the subject of the resources of Texas.
6. The patient was to only take his medicine at regular intervals of time.
This document provides an overview of writing sentences. It discusses identifying sentences and sentence fragments, as well as identifying the subject and predicate of sentences. It also describes four types of sentences - declarative, interrogative, imperative, and exclamatory - and provides examples. The goal is to teach basic rules for writing clear sentences with subjects, predicates, and proper punctuation.
This document discusses different types of sentences including complete sentences, fragments, run-on sentences, and compound sentences. It defines independent and dependent clauses and provides examples. It also discusses ways to identify and fix fragments and run-on sentences such as attaching fragments to complete sentences, adding missing elements, or rewriting. The document emphasizes the importance of sentence structure and variety.
This document contains a daily lesson log for an English class in Grade 5. It outlines the objectives, content, learning resources, procedures, and evaluation for lessons on composing clear sentences using conjunctions and adverbs. The objectives are to identify and use coordinating/subordinating conjunctions and adverbs of intensity/frequency correctly in sentences. Lesson procedures include drills, exercises, and activities to practice these grammar structures. Student mastery and areas needing remediation are evaluated.
This document discusses common types of faulty sentences in English and provides examples and exercises for each. The main faulty sentences covered are:
1. Sentence fragments - sentences that are incomplete and lack subjects, verbs, or objects. These can be corrected by adding the missing words.
2. Subject-verb disagreement - when the subject and verb do not agree in number. The subject and verb must both be singular or plural.
3. Faulty parallelism - when items in a list or series are not in the same grammatical form. The forms should be made consistent.
Exercises are provided throughout for the reader to identify and correct examples of each type of faulty sentence.
The document provides strategies and skills for improving one's score on the ACT English section by 10 points. It outlines six key skills: 1) being concise in writing, 2) proper use of possessive pronouns and forms, 3) combining and coordinating ideas in sentences correctly, 4) identifying errors in structure and clarity, 5) knowing how additions or deletions can change an essay, and 6) determining an essay's purpose. Mastering these skills could increase a student's score by 8-10 scaled points, raising their composite score by up to 2.5 points. The document then discusses each skill in more detail and provides examples of questions testing these concepts.
The document discusses various punctuation marks and errors related to punctuation. It explains that commas are used to connect elements within a sentence while periods end sentences. Two common errors are comma splices, which incorrectly join two independent clauses with just a comma, and fused sentences, which join two independent clauses without any punctuation. The document provides examples of these errors and how to correct them by adding connecting words or separating the clauses into separate sentences. It also discusses sentence fragments, which are incomplete sentences, and provides examples and corrections.
The document defines and provides examples of simple, compound, and complex sentences. Simple sentences contain a subject and verb and express a complete thought. Compound sentences contain two independent clauses joined by a coordinator such as "and", "or", or "but". Complex sentences contain an independent clause joined by one or more dependent clauses introduced by a subordinating conjunction or relative pronoun. The document aims to help ESL/EFL learners identify different sentence structures and analyze more complex sentences.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
1
Learning Centre
PUNCTUATION for CONNECTING WORDS
(Explanations, Exercises, and Answers)
A connecting word helps you clarify to a reader how one idea logically links to the next
idea. However, using these words with the correct meanings is only half of the battle.
The other half is learning to punctuate them correctly.
While this handout does not provide a complete explanation of punctuation rules, it
provides basic guidelines that should help you avoid making most of these sentence-
level punctuation errors. It is important to know that punctuation rules can sometimes
be broken. However, to be safe, it is better for you to use these guidelines until you
become very familiar with punctuation possibilities. If you would like just a quick
reference for these rules, ask for the Learning Centre handout entitled Quick
Reference for Punctuating Connecting Words.
To improve your punctuation of connecting words, you need to know
-how to locate clauses in your writing
-how to punctuate four (4) different types of connecting words
What are Clauses?
A clause is like a simple sentence. It expresses a complete idea. A clause must have
both a subject and a complete verb. Here are some examples of clauses:
the student walked across the concourse
Jessica has been playing the piano for an hour
the table was set for dinner
the baby was crying all night
Discuss with your tutor how subjects and verbs can be located. For more practice identifying
subjects and verbs, work on the Learning Centre handout Subject/Verb Agreement.
2. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
2
Notice in the next set of examples that you can add connecting words to these ideas,
and they are still clauses because they have subjects and complete verbs; however,
they cannot stand on their own any longer as completed thoughts because they need
another clause to complete the thought.
when the student walked across the concourse
if Jessica has been playing the piano for an hour
because the table was set for dinner
even though the baby was crying all night
The following examples are not clauses. Can you see why not? Discuss with your tutor
how the following phrases are different from the clauses in the two sets of examples on
the previous page.
walking across the concourse
Jessica at the piano for an hour
a set table
the baby crying all night
Below you will find explanations, examples and exercises for four (4) different types of
connecting words
1) Co-ordinating Conjunctions
The most common co-ordinating conjunctions are “and, or, nor, but, yet, so.”
Clause Co-ordinator Clause
Chris decided to transfer to UBC , and John decided to apply at SFU.
You will notice in the examples on the next page that you do not always need to
include a comma before some co-ordinating conjunctions. With the connectors “and”
and “or”, if clauses are short and closely related (such as cause and effect), then
commas are not generally used. The best way to decide if a comma is needed with
“and” and “or” is to decide if there is a clear pause when you read the sentence out
loud. However, the other connectors “but, yet, and so” should almost always have
commas before them if they separate two clauses.
*
*
It is important to know that “and” and “or” are also frequently used to join words and phrases in
lists that are not complete clauses. The punctuation rules for making lists are different than for joining
clauses. If you would like to learn rules for punctuating lists, ask a tutor for the Commas handout.
3. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
3
Co-ordinators Examples
and She loved that movie. It was exciting, and her favorite actor
had the lead role.
Sometimes the demand goes up and the price does not fall.
or You could take the children to the park, or you could take
them to a movie.
We need to go now or we will be late for class.
but James decided go to a movie, but Kim stayed home to
study.
so He made a lot of mistakes, so he had to do the assignment
again.
yet Carl usually gets at least eight hours of sleep most nights,
yet he’s always tired.
Exercise 1:
Combine the following groups of sentences into longer sentences by using “and, or,
but, so, yet;” Use correct punctuation.
1) Carlos lives in Canada
He was born in Peru
2) The car ran out of gas
Bob had to walk two kilometers to find a gas station
3) Maria could go to art school in New York
She could stay in Vancouver to look for a job
4) Penelope likes to drive fast
She got too many speeding tickets
She lost her driver’s license
4. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
4
Add correct punctuation (periods and commas) to the following paragraph:
Exercise 2:
Mark loves to travel but Amy doesn’t so they often argue about where to spend
their vacation time one summer they decided to try something different Mark went to
Thailand but Amy stayed home Mark’s brother, Alex, and sister-in-law, Jennifer, went
with him they knew that they could only spend one week in Thailand so they had to
decide what to do they could all go scuba diving in Southern Thailand or Mark could
go by himself on an elephant trek in Northern Thailand and Alex and Jennifer could
meet him later in Bangkok Mark chose the elephant trek and he had an exciting time
Amy was also having a good time back home sometimes she went out with her
friends at night and sometimes her mother would visit her during the day she also
liked to spend time by herself practicing her piano Mark and Amy learned that they
could spent their vacations separately yet they both could have a good time
2) Transitions
Notice in the examples below that the transition word “therefore” can have either a
semi-colon or a period before it, but that it also has a comma after it. Transition
words almost always have punctuation both before and after them.
Clause Transition Clause
Governments need money to
operate
; therefore, they require us to pay taxes.
Governments need money to
operate
. Therefore, they require us to pay taxes.
Because so many transition words and phrases exist, only frequently used transition
words and phrases are listed on the next page:
5. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
5
Transitions Examples
for example
for instance
to illustrate
Dogs are very useful animals; for instance, they
can help the police find suspects.
also
in addition
besides
Students can learn to study more effectively by
following realistic study schedules. Also, they
can improve their textbook reading and note
taking skills.
that is
in other words
in fact
actually
Universities require transcripts; that is, they want
records of your grades from previous schools you
went to.
Caffeine does not always wake you up; in fact, it
can slow your responses down.
similarly
in the same way
My brother has a great sense of humour; in the
same way, my father loves a good joke.
in contrast
however
on the other hand
instead
otherwise
Vancouver winters are usually rainy and dark; in
contrast, Edmonton winters tend to be cold and
bright.
nevertheless
even so
admittedly
Mike knows he needs more sleep; nevertheless,
he stays up late every night playing computer
games.
as a result
therefore
consequently
thus
The drunk driver crashed into a police car; as a
result, he spent the night in jail and lost his
driver’s license.
previously
next
later
after that
first, second,
since then
finally
First, he phoned his lawyer; later, he reported the
accident to police.
6. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
6
Exercise 3:
Use transitions from the list above to combine the following groups of ideas. Use
correct punctuation.
1) Marjorie is turning fifty this weekend.
She says that she feels like a twenty-one year old.
2) Jimmy and Kevin spend most of their time playing hockey.
They are excellent players.
3) You could take a bus.
My father could drive you.
4) The garden tools should not be left outside.
They will rust.
Some, but not all, transitions can be moved to other places in a sentence; however,
the punctuation rules change when you move the transition. Compare the following
examples:
Vancouver winters are usually rainy and dark; however, Edmonton winters tend
to be cold and bright.
Vancouver winters are usually rainy and dark; Edmonton winters, however,
tend to be cold and bright.
The rule is simple. If you place the transition somewhere in the middle of a clause
rather than at the beginning of the clause, you still need to include punctuation on both
sides of it (a comma in front of it and after it).
7. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
7
Exercise 4:
Rewrite the following sentences by moving each transition several words later in the
second clause to a place where the transition still sounds good. Make sure you change
the punctuation as well. Check your changes with a tutor to make sure your revision
works.
1) The economy is strong. Therefore, interest rates tend to be high.
2) Everybody at the party saw the stranger. However, no one asked who he was.
3) You could finish your degree next year. On the other hand, you could choose
to work instead.
4) Agriculture contributes to greenhouse gases. For example, farm animals and
rice fields add a great deal of methane gas to the atmosphere.
3) Subordinators (Adverb Clauses)
There are two important differences between subordinators (below) and most other
connecting words (above):
1) when you put a subordinator between two clauses to connect them, you
should not use any punctuation.
2) when you put the subordinator at the beginning of a clause to introduce the
main clause, you need to put a comma between the two clauses.
Clause Subordinator Clause
He did his homework before he turned on the TV.
Before he turned on the TV, he did his homework.
8. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
8
Because there are many subordinators in English, only frequently used subordinating
words are listed below:
Subordinator Examples
while
whereas
While Douglas offers only the first two years of
university courses, Kwantlen offers complete
four year programs.
as
just as
Just as organisms compete for resources in an
ecosystem, businesses compete for consumers
in a market.
before
after
when
whenever
while
until
since
as
as soon as
She was listening to the radio when the phone
rang.
Whenever the fire alarm sounds, students must
leave their classes to stand outside of the
building.
because
since
as
She’s taking psychology courses because she’s
curious about human behaviour.
though
although
even though
Even though Cathy works hard in that course,
she still isn’t getting good grades.
so+adjective+that
such+noun+that
She was so tired that she went to bed at 8
o’clock.
He was such a good doctor that she told her
friends about him.
if
only if
even if
as long as
unless
when
whenever
If you need help with one of your courses, you
can make an appointment with a tutor in the
Learning Centre.
We’ll have a picnic at Queens Park unless it
rains.
9. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
9
Exercise 5:
Join the following ideas using the suggested subordinators. Write each sentence in two
ways, first using the subordinators between the two ideas and then rewriting each
sentence by placing the subordinator at the beginning of the two clauses.
1) because BC has a strong service industry
it is a favourite destination for tourists
a)
b)
2) even though my car is old and rusty
it takes me where I want to go
a)
b)
4) Prepositional Phrases that join ideas
Many times, a writer does not need a complete clause (subject + verb) to connect one
idea to another. Sometimes, small words called prepositions make it possible to
simplify the statement. Compare the following two sentences. Look at how the
preposition of works in the second sentence.
Because the test was scheduled for the next day, James stayed home to study.
Because of the test the next day, James stayed home to study.
Whenever a preposition is used to help join two parts of a sentence, the preposition is
never followed by a verb. Look at the following connecting prepositions to see more
examples of how verbs cannot be used after prepositions.
Prepositional
Connectors
Examples
due to
because of
We didn’t go camping because of the rain.
in spite of
despite
In spite of the rain, we went camping.
10. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
10
In the following examples, you can see that prepositional phrase connectors use the
same punctuation rules as subordinators.
a) Do not use any punctuation when a prepositional phrase connector is in the
middle of sentence.
Margaret couldn’t call her husband on her cell phone because of a dead
battery.
b) Use a comma after the end of the prepositional phrase if the sentence begins
with the phrase:
Because of a dead battery, Margaret couldn’t call her husband on her cell
phone.
Exercise 6:
Join the following ideas using the suggested preposition phrases. Write each sentence
in two ways, first using the connectors between the two ideas and then rewriting each
sentence by placing the connectors at the beginning.
1) because of many people have jobs
BC’s strong service industry
a)
b)
2) In spite of my car takes me where I want to go
its age and rust
a)
b)
11. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
11
Practice what you have learned about punctuating connecting words by adding correct
punctuation to the following paragraph:
Exercise 7:
Although new technology creates new kinds of jobs new technology also usually
makes many existing jobs disappear for example when trains started to be used as a
primary form of transportation many jobs that depended on horses and oxen started
to disappear later automobiles became the major form of transportation as a result
railroad companies could no longer keep as many people employed another new kind
of technology that is leading to job loss is the digital camera companies that make
film are laying off workers because so many consumers are switching from cameras
that use film to cameras that take digital photographs in the same way cell phones
make public pay phones less profitable so telephone companies no longer need to
employ as many technicians to install and maintain pay phones while it is true that
technological change can produce new wealth and new jobs new inventions also tend
to lead to the loss of jobs
For more practice with punctuating connecting words, see:
Azar, B. (1999). Understanding and Using English grammar (3d Edition). Toronto:
Prentice Hall Regents. Chapters 16, 17, 19.
Benson, B. and Byrd, P. (1989). Improving the grammar of written English: The editing
process. Boston: Heinle and Heinle. pp. 49-74.
12. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
12
Douglas College Learning Centre
PUNCTUATION FOR CONNECTING WORDS – ANSWER KEY
1) Co-ordinating Conjuctions
Exercise 1:
1) Carlos lives in Canada, but he was born in Peru.
2) The car ran out of gas, so Bob had to walk two kilometers to find a gas station.
3) Maria could go to art school in New York, or she could stay in Vancouver to
look for a job.
4) Penelope likes to drive fast, but she got too many speeding tickets, so she lost
her driver’s license.
Exercise 2:
Mark loves to travel, but Amy doesn’t, so they often argue about where to spend
their vacation time. One summer, they decided to try something different. Mark went
to Thailand, but Amy stayed home. Mark’s brother, Alex, and sister-in-law, Jennifer,
went with him. They knew that they could only spend one week in Thailand, so they
had to decide what to do. They could all go scuba diving in Southern Thailand, or
Mark could go by himself on an elephant trek in Northern Thailand, and Alex and
Jennifer could meet him later in Bangkok. Mark chose the elephant trek, and he had
an exciting time. Amy was also having a good time back home. Sometimes she went
out with her friends at night, and sometimes her mother would visit her during the day.
She also liked to spend time by herself practicing her piano. Mark and Amy learned
that they could spent their vacations separately, yet they both could have a good time
13. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
13
2) Transitions
Exercise 3:
1) Marjorie is turning fifty this weekend. However, she says that she feels like a
twenty-one year old.
2) Jimmy and Kevin spend most of their time playing hockey. As a result, they
are excellent players.
3) You could take a bus. On the other hand, my father could drive you.
4) The garden tools should not be left outside. Otherwise, they will rust
Exercise 4:
1) The economy is strong. Interest rates, therefore, tend to be high.
2) Everybody at the party saw the stranger. No one, however, asked who he
was.
3) You could finish your degree next year. You could, on the other hand, choose
to work instead.
4) Agriculture contributes to greenhouse gases. Farm animals and rice fields, for
example, add a great deal of methane gas to the atmosphere.
4) Subordinators
Exercise 5:
1) because
a) Because BC has a strong service industry, it is a favorite destination for tourists.
b) BC is a favourite destination for tourists because it has a strong service industry.
2) Even though
a) Even though my car is old and rusty, it takes me where I want to go.
b) My car takes me where I want to go even though it is old and rusty.
14. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
14
4) Prepositional Phrases
Exercise 6:
1) because of
a) Many people have jobs because of BC’s strong service industry.
b) Because of BC’s strong service industry, many people have jobs.
2) In spite of
a) My car takes me where I want to go in spite of its age and rust.
b) In spite of its age and rust, my car takes me where I want to go.
Exercise 7:
Although new technology creates new kinds of jobs, new technology also usually
makes many existing jobs disappear. For example, when trains started to be used as a
primary form of transportation, many jobs that depended on horses and oxen started to
disappear. Later, automobiles became the major form of transportation; as a result,
railroad companies could no longer keep as many people employed. Another new kind
of technology that is leading to job loss is the digital camera. Companies that make film
are laying off workers because so many consumers are switching from cameras that
use film to cameras that take digital photographs. In the same way, cell phones make
public pay phones less profitable, so telephone companies no longer need to employ as
many technicians to install and maintain pay phones. While it is true that technological
change can produce new wealth and new jobs, new inventions also tend to lead to the
loss of jobs.
15. Punctuation for Connecting Words GR6.32
C. Klassen & J. Robinson/Revised Winter 2009
15
Exercise 7:
Although new technology creates new kinds of jobs, new technology also usually
makes many existing jobs disappear. For example, when trains started to be used as
a primary form of transportation, many jobs that depended on horses and oxen
started to disappear. Later, automobiles became the major form of transportation.
As a result, railroad companies could no longer keep as many people employed.
Another new kind of technology that is leading to job loss is the digital camera.
Companies that make film are laying off workers because so many consumers are
switching from cameras that use film to cameras that take digital photographs. In the
same way, cell phones make public pay phones less profitable, so telephone
companies no longer need to employ as many technicians to install and maintain pay
phones. While it is true that technological change can produce new wealth and new
jobs, new inventions also tend to lead to the loss of jobs.