Causative verbs are an essential part of the English language, allowing speakers to describe the act of causing something to happen. This paper provides an overview of causative verbs in English, their various forms and uses, and some common misconceptions about their usage. The paper also explores how causative verbs can be used in different tenses and how they interact with modal verbs. Finally, the paper examines the use of causative verbs in passive voice constructions.
GRAMMAR GRAMMAR GRAMMAR GRAMMAR.صفوت محمد رضا شعيبali omar
This document provides an overview of English grammar concepts, including:
1. It defines grammar as the analysis of how words function in a language based on the usage of native speakers.
2. It discusses how words can be classified based on their functions, such as nouns naming things and verbs expressing actions.
3. It covers verb forms and tenses, including how the form changes based on subject and time (e.g. present vs. past).
قواعد اللغة الانجليزية.GRAMMAR.ENGLISH GRAAMMAR.SAFWAT REDA SHOAIB.صفوت محمد ...ali omar
This document provides an overview of English grammar concepts, including:
1. It defines grammar as the analysis of how words function in a language based on the usage of native speakers.
2. It discusses how words can be classified based on their functions, such as nouns naming things and verbs expressing actions.
3. It covers verb forms and tenses, including how the form changes based on subject and time (e.g. present vs. past).
- Grammar is the system of rules and conventions that govern language use. While languages evolve over time without formal rules being created, understanding a language's grammar can help one learn it more quickly and efficiently.
- The five most common grammatical errors are run-on sentences, pronoun errors, mistakes in apostrophe usage, lack of subject-verb agreement, and misplaced modifiers. Knowing how to identify and fix these errors improves clarity.
- Structural grammar analyzes how elements of a sentence like phrases and parts of speech relate to each other. This provides meaning and is an important tool for improving communication.
This document provides a step-by-step guide to mastering English grammar in 30 days. It begins with an introduction to English grammar, including the basic components of a sentence. The guide then covers parts of speech in detail over several days, starting with nouns. It explains the different types of nouns and rules for forming singular and plural nouns. Finally, the document outlines its table of contents and 30-day schedule to systematically learn grammar through lessons, examples, and exercises.
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
Linguistics is the scientific study of human language. It involves analyzing language form, meaning, and context. Key areas of linguistics include phonetics, phonology, morphology, semantics, syntax, pragmatics, and discourse analysis. Phonetics examines speech sounds, while phonology studies sound patterns. Morphology analyzes the formation and combination of morphemes like prefixes and suffixes. Semantics deals with meaning at the word and sentence level. Syntax examines rules of sentence structure. Pragmatics considers language use based on context. Discourse analysis studies language use beyond the sentence level.
GRAMMAR GRAMMAR GRAMMAR GRAMMAR.صفوت محمد رضا شعيبali omar
This document provides an overview of English grammar concepts, including:
1. It defines grammar as the analysis of how words function in a language based on the usage of native speakers.
2. It discusses how words can be classified based on their functions, such as nouns naming things and verbs expressing actions.
3. It covers verb forms and tenses, including how the form changes based on subject and time (e.g. present vs. past).
قواعد اللغة الانجليزية.GRAMMAR.ENGLISH GRAAMMAR.SAFWAT REDA SHOAIB.صفوت محمد ...ali omar
This document provides an overview of English grammar concepts, including:
1. It defines grammar as the analysis of how words function in a language based on the usage of native speakers.
2. It discusses how words can be classified based on their functions, such as nouns naming things and verbs expressing actions.
3. It covers verb forms and tenses, including how the form changes based on subject and time (e.g. present vs. past).
- Grammar is the system of rules and conventions that govern language use. While languages evolve over time without formal rules being created, understanding a language's grammar can help one learn it more quickly and efficiently.
- The five most common grammatical errors are run-on sentences, pronoun errors, mistakes in apostrophe usage, lack of subject-verb agreement, and misplaced modifiers. Knowing how to identify and fix these errors improves clarity.
- Structural grammar analyzes how elements of a sentence like phrases and parts of speech relate to each other. This provides meaning and is an important tool for improving communication.
This document provides a step-by-step guide to mastering English grammar in 30 days. It begins with an introduction to English grammar, including the basic components of a sentence. The guide then covers parts of speech in detail over several days, starting with nouns. It explains the different types of nouns and rules for forming singular and plural nouns. Finally, the document outlines its table of contents and 30-day schedule to systematically learn grammar through lessons, examples, and exercises.
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
Linguistics is the scientific study of human language. It involves analyzing language form, meaning, and context. Key areas of linguistics include phonetics, phonology, morphology, semantics, syntax, pragmatics, and discourse analysis. Phonetics examines speech sounds, while phonology studies sound patterns. Morphology analyzes the formation and combination of morphemes like prefixes and suffixes. Semantics deals with meaning at the word and sentence level. Syntax examines rules of sentence structure. Pragmatics considers language use based on context. Discourse analysis studies language use beyond the sentence level.
This document discusses the interaction between morphology and syntax. It begins by defining morphology as concerning word formation, and syntax as concerning rules for combining words into phrases and sentences. While morphology and syntax generally deal with different levels, they interact in several ways. Inflectional morphology carries grammatical meaning and is relevant to syntax. Argument structure, passive and anti-passive constructions, causatives, applicatives, and noun incorporation involve interactions between a verb's arguments and morphology. Clitics, phrasal verbs, and phrasal compounds exist at the morphology-syntax interface.
Present article examines the psycholinguistic factors that affect ease of learning foreign language vocabulary acquisition. Demonstrate the orthographic and phonological patterns of vocabulary acquisition. by Egamberdieva Shakhzoda Damirovna, Egamberdieva Farida Oktamovna, Egamberdiev Khumoyun and Ergasheva Yulduz 2020. Psycholinguistic conditions in vocabulary acquisition. International Journal on Integrated Education. 2, 3 (Mar. 2020), 23-25. DOI:https://doi.org/10.31149/ijie.v2i3.251. https://journals.researchparks.org/index.php/IJIE/article/view/251/244 https://journals.researchparks.org/index.php/IJIE/article/view/251
Adjectives and their Difficulties in English and Arabic A Comparative Study -...Al Baha University
This document provides an overview of a study that examines the similarities and differences between adjectives in English and Arabic. It is comprised of four sections. The first section introduces the topic and importance of the study. The second and third sections independently define and provide examples of adjectives in English and Arabic, respectively. The fourth section provides a comparative analysis of adjectives between the two languages and highlights some of the difficulties. The overall goal of the study is to enrich the field by addressing the lack of research in this area and to help both English and Arabic language students.
This document provides an overview of key concepts in English grammar including parts of speech (nouns, verbs, adjectives), word classes (countable vs. uncountable nouns), morphology (morphemes), syntax, spoken vs. written grammar, problems with grammar rules, vocabulary, meaning, and the sounds of language. It discusses topics such as stress, intonation, individual sounds, and paralinguistic features of language including gestures, facial expressions, and proximity. The document is from Uludag University's English Language Teaching Department and focuses on explaining foundational elements of grammar.
Verbal ‘intraference’ in educated nigerian english (ene)Alexander Decker
This document summarizes a research study on verbal "intraference" in Educated Nigerian English (ENE). The study found that educated Nigerians creatively form new verbs through affixation and conversion processes not found in standard dictionaries. Examples are provided and analyzed to understand how verbal intraference distinguishes Nigerian English morphology from standard British English. The research methodology, theoretical framework, and concept of Nigerian English are also briefly discussed.
This document provides an overview of English grammar. It begins by defining grammar as the structural foundation of expressing oneself in language. It then discusses different types of grammar, including descriptive grammar which refers to how language is actually used, and prescriptive grammar which refers to how some think the language should be used. The document also covers parts of speech, negation, clause and sentence structure, the history of English grammar, and defines English grammar as the body of rules describing the structure of expressions in the English language.
This document discusses parts of speech and word formation. It begins with definitions of parts of speech and lists the main parts of speech in English: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. It then discusses affixation as the process of adding prefixes and suffixes to words to change meaning or part of speech. Examples of prefixes, suffixes, and rules of formation are provided. The document concludes that parts of speech are word classes that have different meanings and functions in a sentence.
Saying more with less: 4 ways grammatical metaphor improvesacademic writingSteve Sorensen
Young children often write as they speak. But the way we speak and the way we write isn’t quitethe same. When we speak, we often use many clauses (which include groups of words) in asentence. But when we write – particularly in academic settings — we should use fewer clausesand make the meaning clear with fewer words and clauses than if we were speaking.
Writing Elements A Quick Guide to Grammar and Usag.docxericbrooks84875
Writing Elements
A Quick Guide to Grammar and Usage
Timothy P. Goss and Sabrina M. Goss
1
Using this Guide
Before we get started, you should note that this guide is, in no way, a comprehensive exploration
of grammar and usage. Many guides are available that will provide a much richer and fuller
understanding of the components of language usage. Instead, this guide has been designed to
help you, in a quick and efficient way, avoid some of the more common errors people make in
their writing.
It is a good idea to review this entire guide several times until the information becomes second-
nature. Having a good grasp on the basic rules of grammar and usage will make a big difference
in how your writing will be received in your academic and professional careers. It may even help
your love life, but probably not really help you teach your dog how to say, “Fiddlesticks” (every
piece of writing has its limitations).
Enjoy this journey.
2
Table of Contents
Clarity and Style:
1. Parts of Speech 3
2. Verbs and Verbals 4
3. Commonly Misused Words 5
4. Point of View: First, Second, and Third Person 6
5. Past and Present Tenses 6
6. Clichés 7
7. Sexist Language 7
8. Slang/Jargon 8
Grammar:
1. Subject/Verb Agreement 8
2. Pronoun-Antecedent Agreement 9
3. Sentence Fragments 9
4. Run-On Sentences 10
Punctuation:
1. Commas 11
2. Semicolons 12
Mechanics:
1. Abbreviations 12
2. Numbers 12
General Advice 13
3
Parts of Speech
All words in the English language have a particular duty to perform in a sentence or clause.
These parts work in concert with one another to create meaning. We can look at the way words
work in a sentence by either their function or by their form or definition.
By Function:
1. Verbs: These words determine the action that is being related (all sentences/clauses must
do something).
2. Nouns and Pronouns: These words serve as the thing doing the action (subject), or the
thing having the action done to it (object).
3. Modifiers (Adjectives and Adverbs): These words describe another word to help
distinguish or clarify the meaning being related.
4. Prepositions: These words shows how one word or phrase relates to another
5. Articles: These words are connected to nouns and determine the vagueness of specificity
of the noun.
6. Conjunctions: These words join clauses together.
7. Interjections: These words serve to express strong emotion.
By Form or Definition:
1. Verb: An action word. For example: Speak, run, fight, asked, claimed, and rocked.
2. Noun: A part of speech that stands for a person, place, thing, or idea. For example:
Truck, house, loss, ring, air, and sandwich.
3. Pronoun: Takes the place of a noun. For example: I, he, she, we, i.
This document outlines the six main stages in the development of ideas about language that have influenced English for Specific Purposes (ESP). It discusses: 1) Classical/traditional grammar, 2) Structural linguistics, 3) Transformational Generative (TG) grammar, 4) Language variation and register analysis, 5) Functional/Notional grammar, and 6) Discourse analysis. For each stage, it provides background information on the theories and how they related to and influenced the development of ESP.
Morphological processes involve the internal structure of words. There are two main types of morphological processes: [1] affixation, which involves adding prefixes or suffixes to free or bound morphemes, and [2] other word formations like compounding, reduplication, and clipping. Affixation can be inflectional, which changes word form without altering word class or meaning, or derivational, which alters word class or meaning. Some examples of morphological processes in English include adding -s for plural nouns, -ed for past tense verbs, and prefixes like un- or re- to change a word's meaning. Morphology is the study of these word formation rules and patterns.
- Traditional grammar is a prescriptive framework that describes language based on Latin rules of grammar rather than descriptive analysis of modern English usage.
- It focuses on elements like parts of speech, subjects, predicates, objects, clauses, adverbs, adjectives, verbs, nouns and conjunctions based on traditional definitions and categories.
- While traditional grammar has flaws and limitations, it remains an important part of teaching English language skills in schools, and does not need wholesale replacement but rather amendments to reflect contemporary linguistic understanding.
The work of speech organs necessary for making speech sounds is called articulation. According to
The specific character of articulation, especially according to the presence or absence of the obstruction speech sounds are divided into vowels and consonants. The most substantial difference between vowels and consonants is that in the articulation of vowels the air passes freely through the mouth cavity, while in making consonants an obstruction is formed in the mouth cavity or in the pharynx and the flow of the air meets a narrowing or complete obstruction. Vowels have no fixed place of articulation, the whole of the speaking apparatus takes part in their formation, while the articulation of consonants can be localized, and an obstruction or a narrowing for each consonant is formed at a definite place of the speaking apparatus. In producing vowels all the organs of speech are tense, while in making consonants, the organs of speech are tense only in the place of obstruction. Voice prevails in vowels while in most consonants noise prevails over voice. Vowels are syllable forming sounds while consonants are not, as a rule.
Grammar is the science that has as its object of study the components of a language and its combinations. The concept finds its origin in the Latin grammatical term and refers, on the other hand, to the art of mastering a language correctly, both from speech and with writing.
Vocabulary refers to the words used in a language. It can refer to all words in a language, words used in a particular context, or words an individual knows. When learning a foreign language, developing one's individual vocabulary is very important. There is an active vocabulary of words one uses and a passive vocabulary of words one understands but does not use. Effective vocabulary instruction teaches word origins and meanings, connotations, appropriate usage, relationships between words through synonyms and collocations, and how affixes change word meanings. Techniques for teaching vocabulary include matching exercises, working with synonyms and antonyms, asking questions using target words, exploring word relationships, and playing vocabulary games.
This document discusses different types of morphological systems and morphological operations. There are three main types of morphological systems: isolating/analytic, inflectional (agglutinating and fusional), and polysynthetic. Agglutinating languages clearly segment affixes while fusional languages fuse affixes. Polysynthetic languages incorporate many morphemes into a single word. The two main types of morphological operations are concatenative (compounding and incorporation) and non-concatenative (modifying internal structure). Compounding combines words while incorporation combines a verb and its object/modifier. Affixation adds prefixes and suffixes.
This document discusses different types of morphological systems and morphological operations. It begins by defining morphology as the study of meaningful parts of words (morphemes) and how they combine to form new words. There are three main types of morphological systems: isolating/analytic languages with single-morpheme words, inflectional/synthetic languages which allow combining of multiple morphemes, and polysynthetic languages which combine large numbers of morphemes. The main morphological operations discussed are concatenative processes like compounding, affixation, and incorporation as well as non-concatenative processes like reduplication and modification of internal word structure. Various examples are provided to illustrate different morphological phenomena across languages.
A critical study of the word meanings in dictionariesAlexander Decker
This summary provides the key details from the document in 3 sentences:
The document discusses a study that critically examines how the Oxford Advanced Learner's Dictionary, 7th edition defines word meanings. It looks at both the strengths and weaknesses of how this dictionary provides definitions. Some strengths identified include clearly explaining words with multiple meanings, using examples, pictures, and defining words by their grammatical categories. However, it also notes there may be some weaknesses in how certain words are defined.
A critical study of the word meanings in dictionariesAlexander Decker
This document provides a critical analysis of word meanings in the Oxford Advanced Learner's Dictionary (7th edition). It discusses both the strengths and weaknesses found in the dictionary's definitions. The strengths include clearly explaining words with multiple concepts, using examples for context, including pictures, and defining words by grammatical category. However, weaknesses include some circular definitions, difficult words in definitions, and definitions that seem to be based on environments from developed countries. The document concludes that while weaknesses exist, the dictionary overall has more strengths due to factors like defining all words used in definitions.
Some problems of ambiguity in translation with reference to english and arabicfalah_hasan77
1. Ambiguity in translation refers to words, terms or concepts that have more than one possible meaning. This can cause unclear or misleading interpretations when translating between languages.
2. Some common causes of ambiguity include pronouns without clear referents, words with multiple meanings, and syntactic structures that can have more than one interpretation.
3. There are two main types of ambiguity - lexical, which occurs with individual words, and structural, which occurs with phrases or sentences that can have multiple syntactic structures. Identifying and addressing ambiguity is an important part of accurate translation.
CYBER SECURITY ENHANCEMENT IN NIGERIA. A CASE STUDY OF SIX STATES IN THE NORT...AJHSSR Journal
ABSTRACT: Security plays an important role in human life and endeavors. Securing information and
disseminating are critical challenges in the present day. This study aimed at identifying innovative technologies
that aid cybercrimes and can constitute threats to cybersecurity in North Central (Middle Belt) Nigeria covering
its six States and the FCT Abuja. A survey research design was adopted. The researchers employed the use of
Google form in administering the structured questionnaire. The instruments were faced validated by one expert
each from ICT and security. Cronbach Alpha reliability Coefficient was employed and achieved 0.83 level of
coefficient. The population of the study was 200, comprising 100 undergraduate students from computer science
and Computer/Robotics Education, 80 ICT instructors, technologists and lecturers in the University and
Technical Colleges in the Middle Belt Nigeria using innovative technologies for their daily jobs and 20 officers
of the crime agency such as: Independent Corrupt Practices Commission (ICPC) andEconomic and Financial
Crimes Commission (EFCC). Three research purposes and questions as well as the hypothesis guided the study
on Five (5) point Likert scale. Data collected were analyzed using mean and standard deviation for the three
research questions while three hypotheses were tested using t-test at 0.05 level of significance. Major findings
revealed that serious steps are needed to better secure the cybers against cybercrimes. Motivation, types, threats
and strategies for the prevention of cybercrimes were identified. The study recommends that government,
organizations and individuals should place emphasis on moral development, regular training of its employees,
regular update of software, use strong password, back up data and information, produce strong cybersecurity
policy, install antivirus soft and security surveillance (CCTV) in offices in order to safeguard its employees and
properties from being hacked and vandalized.
KEYWORDS: Cybersecurity, cybercrime, cyberattack, cybercriminal, computer virus, Virtual Private Networks
(VPN).
This document discusses the interaction between morphology and syntax. It begins by defining morphology as concerning word formation, and syntax as concerning rules for combining words into phrases and sentences. While morphology and syntax generally deal with different levels, they interact in several ways. Inflectional morphology carries grammatical meaning and is relevant to syntax. Argument structure, passive and anti-passive constructions, causatives, applicatives, and noun incorporation involve interactions between a verb's arguments and morphology. Clitics, phrasal verbs, and phrasal compounds exist at the morphology-syntax interface.
Present article examines the psycholinguistic factors that affect ease of learning foreign language vocabulary acquisition. Demonstrate the orthographic and phonological patterns of vocabulary acquisition. by Egamberdieva Shakhzoda Damirovna, Egamberdieva Farida Oktamovna, Egamberdiev Khumoyun and Ergasheva Yulduz 2020. Psycholinguistic conditions in vocabulary acquisition. International Journal on Integrated Education. 2, 3 (Mar. 2020), 23-25. DOI:https://doi.org/10.31149/ijie.v2i3.251. https://journals.researchparks.org/index.php/IJIE/article/view/251/244 https://journals.researchparks.org/index.php/IJIE/article/view/251
Adjectives and their Difficulties in English and Arabic A Comparative Study -...Al Baha University
This document provides an overview of a study that examines the similarities and differences between adjectives in English and Arabic. It is comprised of four sections. The first section introduces the topic and importance of the study. The second and third sections independently define and provide examples of adjectives in English and Arabic, respectively. The fourth section provides a comparative analysis of adjectives between the two languages and highlights some of the difficulties. The overall goal of the study is to enrich the field by addressing the lack of research in this area and to help both English and Arabic language students.
This document provides an overview of key concepts in English grammar including parts of speech (nouns, verbs, adjectives), word classes (countable vs. uncountable nouns), morphology (morphemes), syntax, spoken vs. written grammar, problems with grammar rules, vocabulary, meaning, and the sounds of language. It discusses topics such as stress, intonation, individual sounds, and paralinguistic features of language including gestures, facial expressions, and proximity. The document is from Uludag University's English Language Teaching Department and focuses on explaining foundational elements of grammar.
Verbal ‘intraference’ in educated nigerian english (ene)Alexander Decker
This document summarizes a research study on verbal "intraference" in Educated Nigerian English (ENE). The study found that educated Nigerians creatively form new verbs through affixation and conversion processes not found in standard dictionaries. Examples are provided and analyzed to understand how verbal intraference distinguishes Nigerian English morphology from standard British English. The research methodology, theoretical framework, and concept of Nigerian English are also briefly discussed.
This document provides an overview of English grammar. It begins by defining grammar as the structural foundation of expressing oneself in language. It then discusses different types of grammar, including descriptive grammar which refers to how language is actually used, and prescriptive grammar which refers to how some think the language should be used. The document also covers parts of speech, negation, clause and sentence structure, the history of English grammar, and defines English grammar as the body of rules describing the structure of expressions in the English language.
This document discusses parts of speech and word formation. It begins with definitions of parts of speech and lists the main parts of speech in English: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. It then discusses affixation as the process of adding prefixes and suffixes to words to change meaning or part of speech. Examples of prefixes, suffixes, and rules of formation are provided. The document concludes that parts of speech are word classes that have different meanings and functions in a sentence.
Saying more with less: 4 ways grammatical metaphor improvesacademic writingSteve Sorensen
Young children often write as they speak. But the way we speak and the way we write isn’t quitethe same. When we speak, we often use many clauses (which include groups of words) in asentence. But when we write – particularly in academic settings — we should use fewer clausesand make the meaning clear with fewer words and clauses than if we were speaking.
Writing Elements A Quick Guide to Grammar and Usag.docxericbrooks84875
Writing Elements
A Quick Guide to Grammar and Usage
Timothy P. Goss and Sabrina M. Goss
1
Using this Guide
Before we get started, you should note that this guide is, in no way, a comprehensive exploration
of grammar and usage. Many guides are available that will provide a much richer and fuller
understanding of the components of language usage. Instead, this guide has been designed to
help you, in a quick and efficient way, avoid some of the more common errors people make in
their writing.
It is a good idea to review this entire guide several times until the information becomes second-
nature. Having a good grasp on the basic rules of grammar and usage will make a big difference
in how your writing will be received in your academic and professional careers. It may even help
your love life, but probably not really help you teach your dog how to say, “Fiddlesticks” (every
piece of writing has its limitations).
Enjoy this journey.
2
Table of Contents
Clarity and Style:
1. Parts of Speech 3
2. Verbs and Verbals 4
3. Commonly Misused Words 5
4. Point of View: First, Second, and Third Person 6
5. Past and Present Tenses 6
6. Clichés 7
7. Sexist Language 7
8. Slang/Jargon 8
Grammar:
1. Subject/Verb Agreement 8
2. Pronoun-Antecedent Agreement 9
3. Sentence Fragments 9
4. Run-On Sentences 10
Punctuation:
1. Commas 11
2. Semicolons 12
Mechanics:
1. Abbreviations 12
2. Numbers 12
General Advice 13
3
Parts of Speech
All words in the English language have a particular duty to perform in a sentence or clause.
These parts work in concert with one another to create meaning. We can look at the way words
work in a sentence by either their function or by their form or definition.
By Function:
1. Verbs: These words determine the action that is being related (all sentences/clauses must
do something).
2. Nouns and Pronouns: These words serve as the thing doing the action (subject), or the
thing having the action done to it (object).
3. Modifiers (Adjectives and Adverbs): These words describe another word to help
distinguish or clarify the meaning being related.
4. Prepositions: These words shows how one word or phrase relates to another
5. Articles: These words are connected to nouns and determine the vagueness of specificity
of the noun.
6. Conjunctions: These words join clauses together.
7. Interjections: These words serve to express strong emotion.
By Form or Definition:
1. Verb: An action word. For example: Speak, run, fight, asked, claimed, and rocked.
2. Noun: A part of speech that stands for a person, place, thing, or idea. For example:
Truck, house, loss, ring, air, and sandwich.
3. Pronoun: Takes the place of a noun. For example: I, he, she, we, i.
This document outlines the six main stages in the development of ideas about language that have influenced English for Specific Purposes (ESP). It discusses: 1) Classical/traditional grammar, 2) Structural linguistics, 3) Transformational Generative (TG) grammar, 4) Language variation and register analysis, 5) Functional/Notional grammar, and 6) Discourse analysis. For each stage, it provides background information on the theories and how they related to and influenced the development of ESP.
Morphological processes involve the internal structure of words. There are two main types of morphological processes: [1] affixation, which involves adding prefixes or suffixes to free or bound morphemes, and [2] other word formations like compounding, reduplication, and clipping. Affixation can be inflectional, which changes word form without altering word class or meaning, or derivational, which alters word class or meaning. Some examples of morphological processes in English include adding -s for plural nouns, -ed for past tense verbs, and prefixes like un- or re- to change a word's meaning. Morphology is the study of these word formation rules and patterns.
- Traditional grammar is a prescriptive framework that describes language based on Latin rules of grammar rather than descriptive analysis of modern English usage.
- It focuses on elements like parts of speech, subjects, predicates, objects, clauses, adverbs, adjectives, verbs, nouns and conjunctions based on traditional definitions and categories.
- While traditional grammar has flaws and limitations, it remains an important part of teaching English language skills in schools, and does not need wholesale replacement but rather amendments to reflect contemporary linguistic understanding.
The work of speech organs necessary for making speech sounds is called articulation. According to
The specific character of articulation, especially according to the presence or absence of the obstruction speech sounds are divided into vowels and consonants. The most substantial difference between vowels and consonants is that in the articulation of vowels the air passes freely through the mouth cavity, while in making consonants an obstruction is formed in the mouth cavity or in the pharynx and the flow of the air meets a narrowing or complete obstruction. Vowels have no fixed place of articulation, the whole of the speaking apparatus takes part in their formation, while the articulation of consonants can be localized, and an obstruction or a narrowing for each consonant is formed at a definite place of the speaking apparatus. In producing vowels all the organs of speech are tense, while in making consonants, the organs of speech are tense only in the place of obstruction. Voice prevails in vowels while in most consonants noise prevails over voice. Vowels are syllable forming sounds while consonants are not, as a rule.
Grammar is the science that has as its object of study the components of a language and its combinations. The concept finds its origin in the Latin grammatical term and refers, on the other hand, to the art of mastering a language correctly, both from speech and with writing.
Vocabulary refers to the words used in a language. It can refer to all words in a language, words used in a particular context, or words an individual knows. When learning a foreign language, developing one's individual vocabulary is very important. There is an active vocabulary of words one uses and a passive vocabulary of words one understands but does not use. Effective vocabulary instruction teaches word origins and meanings, connotations, appropriate usage, relationships between words through synonyms and collocations, and how affixes change word meanings. Techniques for teaching vocabulary include matching exercises, working with synonyms and antonyms, asking questions using target words, exploring word relationships, and playing vocabulary games.
This document discusses different types of morphological systems and morphological operations. There are three main types of morphological systems: isolating/analytic, inflectional (agglutinating and fusional), and polysynthetic. Agglutinating languages clearly segment affixes while fusional languages fuse affixes. Polysynthetic languages incorporate many morphemes into a single word. The two main types of morphological operations are concatenative (compounding and incorporation) and non-concatenative (modifying internal structure). Compounding combines words while incorporation combines a verb and its object/modifier. Affixation adds prefixes and suffixes.
This document discusses different types of morphological systems and morphological operations. It begins by defining morphology as the study of meaningful parts of words (morphemes) and how they combine to form new words. There are three main types of morphological systems: isolating/analytic languages with single-morpheme words, inflectional/synthetic languages which allow combining of multiple morphemes, and polysynthetic languages which combine large numbers of morphemes. The main morphological operations discussed are concatenative processes like compounding, affixation, and incorporation as well as non-concatenative processes like reduplication and modification of internal word structure. Various examples are provided to illustrate different morphological phenomena across languages.
A critical study of the word meanings in dictionariesAlexander Decker
This summary provides the key details from the document in 3 sentences:
The document discusses a study that critically examines how the Oxford Advanced Learner's Dictionary, 7th edition defines word meanings. It looks at both the strengths and weaknesses of how this dictionary provides definitions. Some strengths identified include clearly explaining words with multiple meanings, using examples, pictures, and defining words by their grammatical categories. However, it also notes there may be some weaknesses in how certain words are defined.
A critical study of the word meanings in dictionariesAlexander Decker
This document provides a critical analysis of word meanings in the Oxford Advanced Learner's Dictionary (7th edition). It discusses both the strengths and weaknesses found in the dictionary's definitions. The strengths include clearly explaining words with multiple concepts, using examples for context, including pictures, and defining words by grammatical category. However, weaknesses include some circular definitions, difficult words in definitions, and definitions that seem to be based on environments from developed countries. The document concludes that while weaknesses exist, the dictionary overall has more strengths due to factors like defining all words used in definitions.
Some problems of ambiguity in translation with reference to english and arabicfalah_hasan77
1. Ambiguity in translation refers to words, terms or concepts that have more than one possible meaning. This can cause unclear or misleading interpretations when translating between languages.
2. Some common causes of ambiguity include pronouns without clear referents, words with multiple meanings, and syntactic structures that can have more than one interpretation.
3. There are two main types of ambiguity - lexical, which occurs with individual words, and structural, which occurs with phrases or sentences that can have multiple syntactic structures. Identifying and addressing ambiguity is an important part of accurate translation.
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Types of Causative Verbs in English, Their Forms and Usage in Different Contexts
1. International Journal of Advanced Information Technology (IJAIT) Vol. 13, No.1/2/3, June 2023
DOI : 10.5121/ijait.2023.13301 1
TYPES OF CAUSATIVE VERBS IN ENGLISH, THEIR
FORMS AND USAGE IN DIFFERENT CONTEXTS
Karimjonova Shahlo Ravshanjonovna
Department of Foreign languages, Fergana State University, Uzbekistan
ABSTRACT
Causative verbs are an essential part of the English language, allowing speakers to describe the act of
causing something to happen. This paper provides an overview of causative verbs in English, their various
forms and uses, and some common misconceptions about their usage. The paper also explores how
causative verbs can be used in different tenses and how they interact with modal verbs. Finally, the paper
examines the use of causative verbs in passive voice constructions.
KEYWORDS
make, let have, get, active, passive
1. INTRODUCTION
The comparative study of causative verbs in English involves examining the similarities and
differences between the forms and usage of these verbs in different contexts. This type of study is
important for understanding how causative verbs function in English and how they are used in
various contexts. Theoretical and methodological considerations are crucial for conducting a
comparative study of causative verbs in English.
The theoretical basis of a comparative study of causative verbs in English involves understanding
the linguistic and cognitive principles that underlie these verbs. For example, causative verbs are
related to the concepts of agency and causality, which are central to the study of linguistics and
cognitive science. By examining the theoretical principles that underlie causative verbs,
researchers can gain insights into how these verbs function in English and how they are used in
different contexts.
In addition to theoretical considerations, the methodological basis of a comparative study of
causative verbs in English involves selecting appropriate research methods and data sources. One
common method for conducting a comparative study of causative verbs is corpus linguistics,
which involves analyzing large collections of written or spoken language data. By using corpus
linguistics, researchers can identify patterns in the usage of causative verbs across different
contexts and identify similarities and differences between the forms and usage of these verbs in
different varieties of English.
Another method for conducting a comparative study of causative verbs in English is through
experimental research. This involves designing experiments that manipulate variables related to
causative verbs and examining how participants respond to these manipulations. By using
experimental research, researchers can gain insights into the cognitive processes that underlie the
use of causative verbs in English and how these verbs are processed and understood by speakers
of different varieties of English.
2. International Journal of Advanced Information Technology (IJAIT) Vol. 13, No.1/2/3, June 2023
2
Overall, the theoretical and methodological basis of a comparative study of causative verbs in
English involves understanding the linguistic and cognitive principles that underlie these verbs
and selecting appropriate research methods and data sources for examining their forms and usage
in different contexts. By conducting a comparative study of causative verbs in English,
researchers can gain insights into how these verbs function in the language and how they are used
by speakers in different varieties of English.
Causative verbs are an important aspect of the English language, as they allow speakers to
indicate that someone or something caused an action to happen. Understanding the forms and
usage of these verbs is crucial for effective communication in English.
The origins of causative verbs can be traced back to Middle English, where they were used to
indicate that someone or something was causing an action to happen. Over time, the usage of
causative verbs in English has evolved to include a variety of different forms and meanings.
One of the most common forms of causative verbs in English is the causative verb followed by
the base form of a verb, such as "make," "let," and "have." This form is used to indicate that
someone or something caused an action to happen. For example, "She made me clean the house."
Another form of causative verbs is the causative verb followed by the gerund, such as "get" and
"keep." This form is used to indicate that someone or something caused an ongoing or continuous
action to happen. For example, "He kept me laughing all night."
Causative verbs can also be followed by the infinitive form of a verb, such as "make," "get," and
"have." This form is used to indicate that someone or something caused an action to happen that
has yet to take place. For example, "They had the children study for the test."
There are also different forms of causative verbs in English, including the simple causative form,
the passive causative form, and the perfect causative form. Each of these forms is used to convey
a different meaning and can be used in various contexts.
Overall, understanding the background information about causative verbs in English is essential
for effective communication and language acquisition. Through understanding the forms and
usage of causative verbs, English learners can improve their language skills and communicate
more effectively in a variety of contexts.
Causative connecting verbs in the English language are a type of verb that are used to link the
subject of a sentence with a complement that indicates a state or an action that was caused by the
subject. Examples of causative connecting verbs include "become," "get," "grow," "make,"
"render," and "turn."
The lexicographical interpretation of the semantics of causative connecting verbs involves
examining how the meaning of these verbs is represented in dictionaries and other reference
materials. This involves understanding the various senses and nuances of meaning that are
associated with each causative connecting verb and how these verbs are used in different contexts.
For example, the verb "become" can be used to indicate a change in state or condition that was
caused by the subject. In this sense, the verb can be used to describe a gradual or natural process,
as in the sentence "She became a successful writer over time." The verb can also be used to
describe a more sudden or deliberate change, as in the sentence "He became angry when he heard
the news."
Similarly, the verb "make" can be used to indicate that the subject caused something to happen or
caused someone to do something. In this sense, the verb can be used to describe both physical
3. International Journal of Advanced Information Technology (IJAIT) Vol. 13, No.1/2/3, June 2023
3
and emotional actions, as in the sentences "She made dinner for us" and "He made me feel better
when I was upset."
The lexicographical interpretation of the semantics of causative connecting verbs also involves
examining the collocations and usage patterns associated with these verbs. This involves
understanding the words and phrases that are commonly used with each causative connecting
verb and how these words and phrases affect the meaning of the verb in different contexts.
For example, the verb "get" is often used in combination with adjectives to indicate a change in
state or condition that was caused by the subject. In this sense, the verb can be used to describe
both positive and negative changes, as in the sentences "He got better after the surgery" and "She
got angry when he forgot her birthday."
Overall, the lexicographical interpretation of the semantics of causative connecting verbs in the
English language involves understanding the different senses and nuances of meaning associated
with each verb and how these verbs are used in different contexts. By understanding these
semantic nuances and usage patterns, speakers of English can communicate more effectively and
accurately in a variety of situations.
Causative verbs are a type of verb that is commonly used in English to express that one person
causes another person to do something or causes something to happen. They are a complex and
interesting aspect of the English language and have been the subject of much study and research
over the years. In this article, we will discuss the various types of causative verbs in English, their
forms, and their usage in different contexts.
Causative verbs are a subset of English verbs that describe the act of causing something to
happen. They are used when one person or thing causes another person or thing to do something.
In English, causative verbs can be formed in several ways, including with the verbs "make,"
"have," and "get," and with auxiliary verbs such as "let" and "allow."
2. FORMS AND USES
The most common causative verbs in English are "make," "have," and "get." The verb "make" is
used when the subject forces or compels someone or something to do something. For example, "I
made my brother clean his room." The verb "have" is used when the subject arranges for or
orders someone to do something. For example, "I had my car serviced." Finally, the verb "get" is
used when the subject persuades or convinces someone to do something. For example, "I got my
sister to go to the party."
Causative verbs can also be formed with auxiliary verbs such as "let" and "allow." These verbs
are used to describe situations where the subject permits someone to do something. For example,
"I leThere are several types of causative verbs in English, including the causative "make," "let,"
"have," "get," and "help." Each type of causative verb has its own unique forms and usage.
Causative "Make"
The causative "make" is used to indicate that someone or something is causing someone or
something else to do something. In this case, the subject of the sentence is causing the object to
do something. The causative "make" can be used in different tenses and forms, including:
Present tense: "I make him clean his room every day."
Past tense: "She made him clean his room yesterday."
Present perfect tense: "They have made us work hard all day."
4. International Journal of Advanced Information Technology (IJAIT) Vol. 13, No.1/2/3, June 2023
4
Future tense: "I will make him clean his room tomorrow."
Causative "Let"
The causative "let" is used to indicate permission or allowance. In this case, the subject of the
sentence allows the object to do something. The causative "let" can also be used in different
tenses and forms, including:
Present tense: "I let him use my computer every day."
Past tense: "She let him use her computer yesterday."
Present perfect tense: "They have let us use their car all week."
Future tense: "I will let him use my computer tomorrow."
Causative "Have"
The causative "have" is used to indicate that the subject of the sentence is causing someone else
to do something. The causative "have" is often used in formal or academic writing. It can be used
in different tenses and forms, including:
Present tense: "I have him clean his room every day."
Past tense: "She had him clean his room yesterday."
Present perfect tense: "They have had us work hard all day."
Future tense: "I will have him clean his room tomorrow."
Causative "Get"
The causative "get" is used to indicate that the subject of the sentence is causing someone or
something else to do something. The causative "get" is often used in informal or spoken English.
It can be used in different tenses and forms, including:
Present tense: "I get him to clean his room every day."
Past tense: "She got him to clean his room yesterday."
Present perfect tense: "They have gotten us to work hard all day."
Future tense: "I will get him to clean his room tomorrow."
Causative "Help"
The causative "help" is used to indicate assistance or support. In this case, the subject of the
sentence is helping someone else do something. The causative "help" can also be used in different
tenses and formt my daughter stay up late" or "My boss allowed me to take the day off."
3. COMMON MISCONCEPTIONS
One common misconception about causative verbs is that they always have negative connotations.
However, this is not always the case. For example, "I had my hair cut" or "I got my car washed"
are neutral statements that do not imply any negative action or force.
Another misconception is that causative verbs are always followed by an infinitive verb.
However, this is not true. In some cases, causative verbs can be followed by gerunds or noun
phrases. For example, "I had a hard time convincing my friend" or "I let my kids watch TV."
5. International Journal of Advanced Information Technology (IJAIT) Vol. 13, No.1/2/3, June 2023
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4. TENSES AND MODAL VERBS
Causative verbs can be used in different tenses, including present, past, and future. For example,
"I'm going to have my car washed" (future), "I had my house cleaned yesterday" (past), and "I'm
having my hair cut tomorrow" (present).
Causative verbs can also be used with modal verbs such as "can," "could," "may," and "might." In
these cases, the modal verb expresses the possibility or ability to cause something to happen. For
example, "I can get my daughter to eat vegetables" or "I could make my boss give me a raise."
5. PASSIVE VOICE
Finally, causative verbs can also be used in passive voice constructions. In passive voice, the
focus is on the action being done rather than the person or thing doing the action. For example,
"My car was serviced by the mechanic" or "My hair was cut by the stylist."
6. METHODS
To prepare this article, we conducted a comprehensive review of the literature on causative verbs
in English. We consulted a variety of sources, including academic journals, books, and online
resources. We also analyzed examples of causative verbs in context to better understand their
usage.
7. RESULTS
Causative verbs in English can be divided into two broad categories: active causative verbs and
passive causative verbs. Active causative verbs are used to express that one person causes another
person to do something. Passive causative verbs, on the other hand, are used to express that
something is caused to happen.
Active causative verbs:
Active causative verbs are formed by using the base form of the verb "to have" followed by the
object and the base form of the main verb. For example, "I had him fix the car" means that I
caused him to fix the car.
Active causative verbs can also be formed using the base form of the verb "to make" or "to get"
followed by the object and the base form of the main verb. For example, "I made him fix the car"
or "I got him to fix the car" mean that I caused him to fix the car.
8. PASSIVE CAUSATIVE VERBS
Passive causative verbs are formed by using the base form of the verb "to be" followed by the
past participle of the main verb and the preposition "by." For example, "The car was fixed by
him" means that he caused the car to be fixed.
Passive causative verbs can also be formed using the base form of the verb "to have" followed by
the object and the past participle of the main verb. For example, "I had the car fixed" means that I
caused the car to be fixed.
6. International Journal of Advanced Information Technology (IJAIT) Vol. 13, No.1/2/3, June 2023
6
9. USAGE OF CAUSATIVE VERBS
Causative verbs are commonly used in English in a variety of contexts. They can be used in both
formal and informal situations and can be used to express different degrees of urgency or
importance.
Active causative verbs are often used when the speaker wants to express that they are causing
something to happen. For example, "I had the meeting scheduled for next week" means that I
caused the meeting to be scheduled.
Passive causative verbs, on the other hand, are often used when the speaker wants to express that
something has been caused to happen without specifying who caused it. For example, "The book
was written in the 19th century" means that the book was caused to be written in the 19th century,
but the speaker is not specifying who caused it to be written.
Causative verbs can also be used to express politeness or to avoid directly asking someone to do
something. For example, "Could you have the report ready by tomorrow?" is a more polite way
of asking someone to have the report ready by tomorrow than simply saying "Have the report
ready by tomorrow."
There are three main types of causative verbs in English: causative verbs followed by the base
form of a verb, causative verbs followed by the gerund, and causative verbs followed by the
infinitive. Each of these types of causative verbs is used to convey a different meaning.
Causative Verbs Followed by the Base Form of a Verb
Causative verbs that are followed by the base form of a verb are used to indicate that someone or
something caused an action to happen. The most common causative verbs that are followed by
the base form of a verb include make, let, and have. For example:
He made me clean the house.
She let me borrow her car.
They had the mechanic fix the car.
In each of these examples, the causative verb is followed by the base form of the verb (clean,
borrow, fix) to indicate the action that was caused to happen.
Causative Verbs Followed by the Gerund
Causative verbs that are followed by the gerund are used to indicate that someone or something
caused an action to happen that is ongoing or continuous. The most common causative verbs that
are followed by the gerund include get and keep. For example:
He got me talking about my problems.
She kept me laughing all night.
In each of these examples, the causative verb is followed by the gerund form of the verb (talking,
laughing) to indicate that the action was ongoing or continuous.
Causative Verbs Followed by the Infinitive
7. International Journal of Advanced Information Technology (IJAIT) Vol. 13, No.1/2/3, June 2023
7
Causative verbs that are followed by the infinitive are used to indicate that someone or something
caused an action to happen that is yet to take place. The most common causative verbs that are
followed by the infinitive include make, get, and have. For example:
She made me promise to come back.
He got me to learn how to play the piano.
They had the children study for the test.
In each of these examples, the causative verb is followed by the infinitive form of the verb
(promise, learn, study) to indicate that the action has yet to take place.
Forms of Causative Verbs in English
The forms of causative verbs in English include the simple causative form, the passive causative
form, and the perfect causative form.
Simple Causative Form
The simple causative form is used when the subject of the sentence causes an action to happen. In
this form, the causative verb is followed by the base form of the verb. For example:
He made me clean the house.
In this example, the simple causative form is used to indicate that he caused me to clean the
house.
Passive Causative Form
The passive causative form is used when the action is done to the subject of the sentence by
someone or something else. In this form, the causative verb is followed by the past participle
form of the verb.
10. CONCLUSION
In conclusion, causative verbs are an important aspect of the English language and are used to
express that one person causes another person to do something or causes something to happen.
They can be divided into two broad categories: active causative verbs and passive causative verbs.
Active causative verbs are used to express that one person is causing something to happen, while
passive causative verbs are used to express that something has been caused to happen without
specifying who caused it.
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