The document provides rules for the proper use of apostrophes in possessives and contractions. It discusses using apostrophes with singular and plural nouns, as well as proper nouns ending in s. It also covers the differences between it's, its, they're, their, and there. The key points are: use 's to make a singular noun possessive; use s' for a plural noun possessive; use ' after a proper noun ending in s. Contractions like it's mean "it is" while its is possessive.
Se4 lesson 15-asking for the owner of somethingTran Lap
This document provides a lesson on using possessive pronouns to indicate ownership. It explains that possessive pronouns like "my, your, his, her, our, their" are used to show who owns something. It also discusses using the apostrophe to make a noun possessive, such as adding "'s" to a singular noun or just an apostrophe for a plural noun. Examples are given for asking "Whose..." questions to find out who owns something, like "Whose car is it?" The document concludes with modeling questions students can ask and answer about a picture using possessive pronouns.
This document discusses different types of sentences and commas used in prose style. It defines simple, impact, fragment, complex, and compound sentences. It also explains the joining comma, listing comma, adverb-starter comma, and bracketing comma. Examples are provided for each type of comma.
This document provides examples of words containing common vowel digraphs (two vowels that make one sound) such as "au", "aw", and "ow". Each word is presented with its definition or example sentence. Key vowel digraphs and example words include: au (haul, Paul), aw (saw, claw, dawn), and aw (draw, flaw, straw). The document is intended to help readers learn and practice words containing common vowel digraphs in the English language.
This document provides examples of words containing common vowel digraphs (two vowels that make one sound) ai and ay, along with sample sentences using each word. It lists over 60 words containing the digraphs ai and ay, such as pain, rain, chair, fair for ai and say, day, play, spray for ay. Each word is shown individually with a definition or example sentence to demonstrate its meaning.
The document discusses the rules for using "a" and "an" with nouns in English. It explains that "a" is used with singular nouns beginning with consonant sounds, while "an" is used with singular nouns beginning with vowel sounds. It provides examples of their correct usage. It also discusses some exceptions, such as using "a" before words beginning with eu and u when they sound like "you".
Beginner: Basic Spanish grammar nº1 : The nouns Poncela
In Spanish, nouns are either masculine or feminine. Most nouns ending in -o are masculine and those ending in -a are feminine. For some masculine nouns referring to people or animals that end in a consonant or -e, making them feminine involves adding an -a. Nouns ending in -ista can be either gender depending on if they refer to a male or female. Some nouns are spelled the same for both genders but their articles change. A few nouns have completely different masculine and feminine forms.
The presentation lists various pairs of prepositions which are often confused such as in and into, on and onto etc.
sufficient examples are provided to make your concepts clear.
Our Youtube Channel Link :
https://www.youtube.com/channel/UCSgJ1fJjFdhpOxtoNUsuVgQ
The document provides rules for the proper use of apostrophes in possessives and contractions. It discusses using apostrophes with singular and plural nouns, as well as proper nouns ending in s. It also covers the differences between it's, its, they're, their, and there. The key points are: use 's to make a singular noun possessive; use s' for a plural noun possessive; use ' after a proper noun ending in s. Contractions like it's mean "it is" while its is possessive.
Se4 lesson 15-asking for the owner of somethingTran Lap
This document provides a lesson on using possessive pronouns to indicate ownership. It explains that possessive pronouns like "my, your, his, her, our, their" are used to show who owns something. It also discusses using the apostrophe to make a noun possessive, such as adding "'s" to a singular noun or just an apostrophe for a plural noun. Examples are given for asking "Whose..." questions to find out who owns something, like "Whose car is it?" The document concludes with modeling questions students can ask and answer about a picture using possessive pronouns.
This document discusses different types of sentences and commas used in prose style. It defines simple, impact, fragment, complex, and compound sentences. It also explains the joining comma, listing comma, adverb-starter comma, and bracketing comma. Examples are provided for each type of comma.
This document provides examples of words containing common vowel digraphs (two vowels that make one sound) such as "au", "aw", and "ow". Each word is presented with its definition or example sentence. Key vowel digraphs and example words include: au (haul, Paul), aw (saw, claw, dawn), and aw (draw, flaw, straw). The document is intended to help readers learn and practice words containing common vowel digraphs in the English language.
This document provides examples of words containing common vowel digraphs (two vowels that make one sound) ai and ay, along with sample sentences using each word. It lists over 60 words containing the digraphs ai and ay, such as pain, rain, chair, fair for ai and say, day, play, spray for ay. Each word is shown individually with a definition or example sentence to demonstrate its meaning.
The document discusses the rules for using "a" and "an" with nouns in English. It explains that "a" is used with singular nouns beginning with consonant sounds, while "an" is used with singular nouns beginning with vowel sounds. It provides examples of their correct usage. It also discusses some exceptions, such as using "a" before words beginning with eu and u when they sound like "you".
Beginner: Basic Spanish grammar nº1 : The nouns Poncela
In Spanish, nouns are either masculine or feminine. Most nouns ending in -o are masculine and those ending in -a are feminine. For some masculine nouns referring to people or animals that end in a consonant or -e, making them feminine involves adding an -a. Nouns ending in -ista can be either gender depending on if they refer to a male or female. Some nouns are spelled the same for both genders but their articles change. A few nouns have completely different masculine and feminine forms.
The presentation lists various pairs of prepositions which are often confused such as in and into, on and onto etc.
sufficient examples are provided to make your concepts clear.
Our Youtube Channel Link :
https://www.youtube.com/channel/UCSgJ1fJjFdhpOxtoNUsuVgQ
This document discusses demonstrative adjectives and possessives in English. It explains that demonstrative adjectives like "this" and "that" indicate specific nouns in relation to the speaker. It also discusses forming possessives in English by adding apostrophes and "s" to nouns and discusses the uses of "have" and "has" to show possession. It provides examples and links to exercises to practice these grammar points.
This document provides a summary of demonstrative adjectives and pronouns in Spanish. It explains that demonstrative adjectives are used to point out people or things that are nearby or farther away, and always come before the noun and agree with it in gender and number. Demonstrative adjectives can also be used as pronouns by adding a written accent mark. It provides examples of demonstrative adjectives and pronouns, as well as how to refer to unidentified ideas using demonstrative pronouns without an accent mark. The document concludes with a short quiz to test the reader's understanding.
The document discusses the present perfect tense in English. It is used to talk about a period of time that continues from the past until now, or an action that is unfinished or its result is still present. It provides examples of regular and irregular verbs used in the present perfect tense, how to form affirmative and negative sentences, and the difference between using "for" and "since" with the present perfect tense.
This document defines and provides examples of misplaced and dangling modifiers. Misplaced modifiers are words or phrases that are placed far from the word they are intended to modify, making the meaning unclear. Dangling modifiers do not clearly modify any noun or pronoun in the sentence. The document gives examples of sentences with misplaced and dangling modifiers and restructures the sentences to correct the issues.
This document provides examples of when to use I versus me in sentences. It explains that you should remove other people from the sentence and check if it still makes sense. For example, "Look at where I live" is correct, while "Look at where me live" is incorrect. The document also gives the example "Look at where Alfie and I live" to show using I when referring to yourself with another person.
This is by no means an extremely accurate rendering of Passive Voice in English, but I did manage to put together information, examples and tips from various sources which I hope may be useful for anyone trying to understand this grammar point.
Nouns are naming words that represent people, places, objects, substances, qualities, actions and measures. There are different types of nouns including common nouns, proper nouns, collective nouns, countable nouns, and uncountable nouns. Common nouns refer to classes while proper nouns are specific names that begin with capital letters. Collective nouns refer to groups and pronouns are used to replace nouns. Countable nouns can be counted while uncountable nouns cannot be counted individually.
Articles are words like "a", "an", and "the" that are used before nouns in English. There are two types of articles: definite articles like "the" that specify a particular noun, and indefinite articles like "a" or "an" that refer to nonspecific nouns. Articles are important in Spanish because nouns have gender, so different articles are used for masculine and feminine nouns to identify their gender.
The document discusses active and passive voice in English grammar. It provides examples of how to change sentences from active to passive voice by changing the subject and verb. It also contains exercises asking the reader to change sample sentences between the two voices and create new sentences based on pictures using both active and passive voice.
This document provides information on modal auxiliary verbs in English. It discusses the features of modal verbs, including that they are invariable and defective since they lack certain verb tenses. It then defines and provides examples of usage for various modal verbs, including can, can't, could, be able to, may, might, must, mustn't, have to, need to, don't have to, mustn't, would, should, and ought to. It compares the uses of must and have to as well as should and ought to.
The document defines homophones as words that sound the same but have different meanings. Homophones can be spelled the same or differently. Examples given are rose/rose and heel/heal. The document then provides sentences containing homophone errors, with the correct homophones circled and written afterwards. It concludes by asking the reader to find examples of homophone errors online and make corrections.
This document appears to tell the story of Hachiko, a loyal dog. It describes the key events in Hachiko's life:
1. Parker Wilson finds Hachiko at the train station and takes him home, where Parker feeds and cares for him.
2. Parker and Hachiko develop a great friendship. Every day, Hachiko waits for Parker at the train station.
3. Parker suddenly dies at work. For 9 years after Parker's death, Hachiko continues waiting at the train station for Parker every day.
4. Eventually, Hachiko dies at the train station. A statue is later erected outside the station to honor Hachiko's extreme loyalty
The document defines essential and nonessential clauses. An essential clause is a group of words that have a subject and verb and can stand alone, making sense on its own. Essential clauses are also called independent clauses. Nonessential clauses cannot stand alone but have a subject and verb. They are joined to essential clauses in order to make sense. Nonessential clauses are also called dependent clauses. The document provides examples to illustrate the difference between essential and nonessential clauses.
Estar is used to describe where someone or something is located. It conjugates as estoy, estás, está, estamos, estáis, están. Ir is an irregular verb meaning 'to go' and conjugates as voy, vas, va, vamos, vais, van. When using estar, place 'de' after prepositions like dentro or cerca, and combine 'de' and 'el' as 'del'. The word 'a' after ir is equivalent to 'to' in English, and 'adónde' asks where someone is going rather than 'dónde'.
The document discusses various linguistic concepts related to cohesion in texts, including reference, substitution, ellipsis, conjunction, lexical cohesion and collocation. It provides examples for each concept to illustrate how they create connections between different parts of a text.
This document defines and provides examples of different parts of speech including nouns, adjectives, adverbs, and pronouns. It explains that nouns name people, places, things, and ideas. Adjectives describe nouns, and adverbs provide information about verbs by describing manner, time, place, or degree. It also discusses singular and plural nouns, countable vs. uncountable nouns, possessive nouns, and indefinite pronouns.
This document provides an overview of simple present tense usage in English. It discusses when the simple present is used, including for facts, habits, schedules, and permanent situations. It also covers forming verbs in the simple present, including using -s or -es for third person singular subjects and irregular verbs. Frequency adverbs that can be used with the simple present are presented, such as usually, sometimes, never. Examples are provided to illustrate simple present tense rules and practice questions allow reinforcement of the concepts.
The document discusses Spanish superlatives and how they compare to English superlatives. While Spanish does not have comparative suffixes like "-er" and superlative suffixes like "-est", it uses "más" to mean both "more" and "most". The superlative form in Spanish follows the same word order as in English and uses "de" instead of "in" in some cases. It highlights three key differences between Spanish and English superlatives.
Criminal Justice 2: A Closer Look at Report WritingJean Reynolds
This document discusses principles of police report writing. Reports can be written by hand, typed, or filled into a form and will be read by supervisors, prosecutors, attorneys, reporters and officials. Reports provide information for further investigation, record details of incidents, demonstrate professionalism, build legal cases, and supply statistics. When writing, officers must reconstruct past events, consider different witness accounts, remain objective, and document evidence collection attempts factually without guesses. Good report writing requires skills like orienting oneself, pacing distances, and accurately describing appearances, interviews, and details.
Common mistakes police officers make in reports include using unnecessary jargon, writing in passive voice which omits essential information, misusing capitalization, and making assumptions rather than reporting objective facts. The document provides 10 specific examples of common errors like placing punctuation outside quotation marks, misspelling words, and omitting the results of investigations. It recommends using active voice, precise language, and resources on report writing skills.
This document discusses demonstrative adjectives and possessives in English. It explains that demonstrative adjectives like "this" and "that" indicate specific nouns in relation to the speaker. It also discusses forming possessives in English by adding apostrophes and "s" to nouns and discusses the uses of "have" and "has" to show possession. It provides examples and links to exercises to practice these grammar points.
This document provides a summary of demonstrative adjectives and pronouns in Spanish. It explains that demonstrative adjectives are used to point out people or things that are nearby or farther away, and always come before the noun and agree with it in gender and number. Demonstrative adjectives can also be used as pronouns by adding a written accent mark. It provides examples of demonstrative adjectives and pronouns, as well as how to refer to unidentified ideas using demonstrative pronouns without an accent mark. The document concludes with a short quiz to test the reader's understanding.
The document discusses the present perfect tense in English. It is used to talk about a period of time that continues from the past until now, or an action that is unfinished or its result is still present. It provides examples of regular and irregular verbs used in the present perfect tense, how to form affirmative and negative sentences, and the difference between using "for" and "since" with the present perfect tense.
This document defines and provides examples of misplaced and dangling modifiers. Misplaced modifiers are words or phrases that are placed far from the word they are intended to modify, making the meaning unclear. Dangling modifiers do not clearly modify any noun or pronoun in the sentence. The document gives examples of sentences with misplaced and dangling modifiers and restructures the sentences to correct the issues.
This document provides examples of when to use I versus me in sentences. It explains that you should remove other people from the sentence and check if it still makes sense. For example, "Look at where I live" is correct, while "Look at where me live" is incorrect. The document also gives the example "Look at where Alfie and I live" to show using I when referring to yourself with another person.
This is by no means an extremely accurate rendering of Passive Voice in English, but I did manage to put together information, examples and tips from various sources which I hope may be useful for anyone trying to understand this grammar point.
Nouns are naming words that represent people, places, objects, substances, qualities, actions and measures. There are different types of nouns including common nouns, proper nouns, collective nouns, countable nouns, and uncountable nouns. Common nouns refer to classes while proper nouns are specific names that begin with capital letters. Collective nouns refer to groups and pronouns are used to replace nouns. Countable nouns can be counted while uncountable nouns cannot be counted individually.
Articles are words like "a", "an", and "the" that are used before nouns in English. There are two types of articles: definite articles like "the" that specify a particular noun, and indefinite articles like "a" or "an" that refer to nonspecific nouns. Articles are important in Spanish because nouns have gender, so different articles are used for masculine and feminine nouns to identify their gender.
The document discusses active and passive voice in English grammar. It provides examples of how to change sentences from active to passive voice by changing the subject and verb. It also contains exercises asking the reader to change sample sentences between the two voices and create new sentences based on pictures using both active and passive voice.
This document provides information on modal auxiliary verbs in English. It discusses the features of modal verbs, including that they are invariable and defective since they lack certain verb tenses. It then defines and provides examples of usage for various modal verbs, including can, can't, could, be able to, may, might, must, mustn't, have to, need to, don't have to, mustn't, would, should, and ought to. It compares the uses of must and have to as well as should and ought to.
The document defines homophones as words that sound the same but have different meanings. Homophones can be spelled the same or differently. Examples given are rose/rose and heel/heal. The document then provides sentences containing homophone errors, with the correct homophones circled and written afterwards. It concludes by asking the reader to find examples of homophone errors online and make corrections.
This document appears to tell the story of Hachiko, a loyal dog. It describes the key events in Hachiko's life:
1. Parker Wilson finds Hachiko at the train station and takes him home, where Parker feeds and cares for him.
2. Parker and Hachiko develop a great friendship. Every day, Hachiko waits for Parker at the train station.
3. Parker suddenly dies at work. For 9 years after Parker's death, Hachiko continues waiting at the train station for Parker every day.
4. Eventually, Hachiko dies at the train station. A statue is later erected outside the station to honor Hachiko's extreme loyalty
The document defines essential and nonessential clauses. An essential clause is a group of words that have a subject and verb and can stand alone, making sense on its own. Essential clauses are also called independent clauses. Nonessential clauses cannot stand alone but have a subject and verb. They are joined to essential clauses in order to make sense. Nonessential clauses are also called dependent clauses. The document provides examples to illustrate the difference between essential and nonessential clauses.
Estar is used to describe where someone or something is located. It conjugates as estoy, estás, está, estamos, estáis, están. Ir is an irregular verb meaning 'to go' and conjugates as voy, vas, va, vamos, vais, van. When using estar, place 'de' after prepositions like dentro or cerca, and combine 'de' and 'el' as 'del'. The word 'a' after ir is equivalent to 'to' in English, and 'adónde' asks where someone is going rather than 'dónde'.
The document discusses various linguistic concepts related to cohesion in texts, including reference, substitution, ellipsis, conjunction, lexical cohesion and collocation. It provides examples for each concept to illustrate how they create connections between different parts of a text.
This document defines and provides examples of different parts of speech including nouns, adjectives, adverbs, and pronouns. It explains that nouns name people, places, things, and ideas. Adjectives describe nouns, and adverbs provide information about verbs by describing manner, time, place, or degree. It also discusses singular and plural nouns, countable vs. uncountable nouns, possessive nouns, and indefinite pronouns.
This document provides an overview of simple present tense usage in English. It discusses when the simple present is used, including for facts, habits, schedules, and permanent situations. It also covers forming verbs in the simple present, including using -s or -es for third person singular subjects and irregular verbs. Frequency adverbs that can be used with the simple present are presented, such as usually, sometimes, never. Examples are provided to illustrate simple present tense rules and practice questions allow reinforcement of the concepts.
The document discusses Spanish superlatives and how they compare to English superlatives. While Spanish does not have comparative suffixes like "-er" and superlative suffixes like "-est", it uses "más" to mean both "more" and "most". The superlative form in Spanish follows the same word order as in English and uses "de" instead of "in" in some cases. It highlights three key differences between Spanish and English superlatives.
Criminal Justice 2: A Closer Look at Report WritingJean Reynolds
This document discusses principles of police report writing. Reports can be written by hand, typed, or filled into a form and will be read by supervisors, prosecutors, attorneys, reporters and officials. Reports provide information for further investigation, record details of incidents, demonstrate professionalism, build legal cases, and supply statistics. When writing, officers must reconstruct past events, consider different witness accounts, remain objective, and document evidence collection attempts factually without guesses. Good report writing requires skills like orienting oneself, pacing distances, and accurately describing appearances, interviews, and details.
Common mistakes police officers make in reports include using unnecessary jargon, writing in passive voice which omits essential information, misusing capitalization, and making assumptions rather than reporting objective facts. The document provides 10 specific examples of common errors like placing punctuation outside quotation marks, misspelling words, and omitting the results of investigations. It recommends using active voice, precise language, and resources on report writing skills.
Criminal Justice 1: What is a Professional Report?Jean Reynolds
This document discusses the importance of police report writing and the qualities of an effective report. A well-written report documents actions, provides statistical data, aids investigations, and demonstrates professionalism. An efficient report only includes necessary facts and logically sequences information. A thorough report has all details needed for follow-up like dates, locations, evidence. A professional report uses standard English and follows agency guidelines. An objective report states only observed facts without opinions or judgments.
Police writing is different in some important ways from the writing you may have done in high school and college. You still need many of the usage and writing skills you learned in school, but you also need to master the special requirements of police reports.
Police reports often include direct quotations from witnesses, suspects, and victims. It is important for police officers to record quotes accurately, as exact wording can influence legal cases. The document provides tips for officers on how to take accurate notes of quotes, including listening carefully, taking notes with a small notebook, using quotation marks only for exact quotes, and placing punctuation inside quotation marks. Officers are advised to avoid repetitive questioning when getting statements to include in their reports.
This document outlines 5 basic rules for using apostrophes:
1) Apostrophes are used to mark omitted letters in contractions and show possessive case.
2) For singular possession, an apostrophe is placed before the s. For names ending in s, add an additional s after the apostrophe.
3) For plural possession, make the noun plural before adding the apostrophe.
4) Do not use an apostrophe for plural of a name.
5) Do not use apostrophes with possessive pronouns, only with contractions. Examples are provided to illustrate each rule.
Sometimes English teachers spend more time commenting on and correcting student work than our students did when they worked on the assignment themselves. In this presentation I offer practical and positive strategies to encourage students to take more responsibility for their success as writers.
This document provides guidance on writing a research paper, focusing specifically on developing a thesis statement. It emphasizes that a good thesis must be a complete sentence that states the main point or idea to be explored in the paper. The thesis should then be supported with three convincing supporting points. An example thesis and supporting points are provided about a teenager asking for help buying a used car. Finally, the document stresses that a thesis must present an idea that can be unpacked with evidence rather than being a question or fact.
Part III Organizing Your Research PaperJean Reynolds
This document discusses how to organize a research paper. It recommends using a thesis statement and supporting ideas structure. The thesis states the main argument, such as "Ragtime changed American musical history." Supporting ideas then provide evidence for the thesis in separate paragraphs. For example, supporting ideas for how ragtime changed music could be that it introduced a unique American music, led to collaboration between black and white musicians, and gained attention from European artists. Organizing the paper this way provides a framework that readers can follow to understand the argument.
This document introduces a family including a father, mother, sister, and brother. It then introduces Lisa, who plays with her brother. Pictures and numbers are included to demonstrate formatting.
The document discusses Comma Rule 1, which states that a comma should be used when a sentence begins with an extra idea, not a subject. An extra idea is something that is incomplete and does not start with a person, place or thing. The rule is explained through examples of sentences with and without leading extra ideas. Readers are prompted to identify which sentences in examples need commas based on this rule.
Este documento presenta los propósitos de la enseñanza del Español en la Educación Básica. Los propósitos son que los alumnos utilicen el lenguaje de manera eficiente, se desempeñen con eficacia en diversas prácticas sociales del lenguaje, y sean capaces de leer, comprender y emplear diversos tipos de texto para ampliar sus conocimientos.
The document provides rules for using possessive apostrophes when identifying owners of nouns. The rules are to find the owner, add an apostrophe, and add an s if the word does not already end in s, as shown in the examples of Josh's guitar, my parents' car, and the men's cars.
Creating Effective PowerPoints for Criminal JusticeJean Reynolds
This document provides tips for creating effective PowerPoint presentations for criminal justice professionals. It recommends focusing PowerPoint slides on a few words in large typeface and eye-catching images rather than blocks of text. Proper planning is important, including defining the purpose, knowing the audience, and creating an outline. Presentations should emphasize visuals over lengthy notes, and provide a printed handout for participants. Copyright laws must also be respected when selecting images.
This document provides instructions for drafting a research paper. It discusses including an attention-grabbing introduction with background information and a thesis statement. The body should have multiple paragraphs supporting each main idea from the outline. It concludes with wrapping up the key points. An example paper about ragtime music's impact is used to illustrate the parts of a research paper.
In this PowerPoint you'll learn which information in a research paper requires documentation; you'll also learn about citations and Works Cited entries.
But I'm Not an English Teacher Part ThreeJean Reynolds
You don't have to be an English whiz to write effective police reports - or to be an effective instructor. This is the third of three PowerPoints offering practical tips for solving common writing problems.
This document provides guidance on the proper use of apostrophes in English grammar. It explains that apostrophes are used to indicate possession or an omitted letter or digit, not to form plurals. Key rules covered include using an apostrophe before the "s" when making something possessive if it is singular and after the "s" if it is plural. Possessive pronouns like "his", "hers" and "its" do not use apostrophes. Examples are provided to demonstrate these rules for words, names and pronouns. Readers are directed to the author's website for additional apostrophe exercises and practice.
2 direct objects, the personal a, and direct object pronounsLaura Riddle
1. Direct objects are things or people that receive the direct action of the verb. Direct objects that refer to people or pets are preceded by the personal "a".
2. Direct object pronouns replace direct object nouns to avoid repetition, such as "it", "them", etc. In Spanish, direct object pronouns include "me", "te", "lo", "la", "los", "las".
3. Direct object pronouns are usually placed before the conjugated verb or attached to the end of an infinitive or gerund. In negative sentences, the pronoun goes between "no" and the verb.
2 direct objects, the personal a, and direct object pronounsLaura Riddle
1. Direct objects are things or people that receive the direct action of the verb. Direct objects that refer to people or pets are preceded by the personal "a".
2. Direct object pronouns replace direct object nouns so the object does not have to be repeatedly stated. In Spanish, direct object pronouns include me, te, lo, la, nos, os, los, las.
3. Direct object pronouns are placed before conjugated verbs or attached to infinitives and gerunds. In negative sentences, the pronoun goes between the negation "no" and the verb.
Direct objects the personal a and direct object pronounsspanishtutor
Direct objects can be things or people that receive the action of the verb. In Spanish, direct objects that are people or animals are preceded by the personal "a". Direct object pronouns like "me", "te", "lo", "la", "nos", and "los" replace direct objects so they are not repeated. These pronouns agree in gender and number with the nouns they replace and can be placed before conjugated verbs or attached to infinitives and gerunds. Direct object pronouns are commonly used in conversation to avoid unnecessary repetition.
This PowerPoint presentation discusses rules for pronoun agreement. It explains that pronouns must agree with their antecedents in number and gender. Some key points include: pronouns like it/its and they/them differ in singular and plural forms; indefinite pronouns like everyone are always singular; and when fixing agreement errors, avoid sexist language.
Solving Verb Problems in Police ReportsJean Reynolds
Here are four rules for avoiding verb mistakes in your police reports. Clear, jargon-free explanations help you understand the rules - and examples are included for you.
This document provides an overview of the eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. It focuses specifically on nouns and pronouns, defining their types and usage. For nouns, it covers common and proper nouns, singular and plural forms, possessive nouns, concrete and abstract nouns, and collective nouns. For pronouns, it defines personal, possessive, reflexive, intensive, demonstrative, interrogative, relative, and indefinite pronouns. The document aims to improve the reader's understanding of grammar by explaining the different parts of speech.
This document provides examples and explanations for subject-verb agreement exercises. It analyzes sentences and identifies the subject in order to determine whether the verb should be singular or plural. Key rules discussed include ignoring prepositional phrases and intervening words, and treating collective nouns and sums of money as singular subjects. The document aims to help readers correctly identify the subject and apply subject-verb agreement.
This document provides guidance on various elements of writing style, including editing and revision, titles, point of view, professions of faith, quotation marks, semicolons and colons, contractions, spelling, possessives, pronouns, and active voice. Key recommendations include always proofreading work, using clear and descriptive titles, maintaining an appropriate point of view, avoiding subjective language, properly formatting quoted material, and preferring the active voice.
This document provides a summary of chapter 10 from a PowerPoint presentation. It covers the preterite tense of the verb "ir" meaning "to go" and its conjugations. It then discusses demonstrative adjectives in Spanish, noting there are 8 forms to account for gender. Examples are provided of using these words. Finally, it discusses indirect object pronouns and how they are used with the preterite form of the verb "dar" meaning "to give".
This document provides lessons and activities about parts of speech for students. It includes:
1) A diagnostic test to identify parts of speech in sentences with underlined words.
2) Explanations and examples of different parts of speech including nouns, pronouns, adjectives, and their types.
3) Additional exercises for students to identify and write parts of speech in sentences.
The document is intended to teach students the basic parts of speech through tests and activities.
The document provides a comprehensive overview of grammar concepts related to nouns, pronouns, and other parts of speech. It defines different types of nouns such as concrete and abstract nouns. It also discusses the formation of plural nouns, irregular plural nouns, possessive nouns, and compound nouns. The document then covers personal pronouns including subject, object, and possessive cases. It defines other pronouns such as reflexive, intensive, interrogative, demonstrative, relative and indefinite pronouns.
This document provides a lesson on nouns for 1st and 2nd grade students. It defines a noun as a person, place or thing and has students identify nouns in sample sentences by clicking on them. The lesson emphasizes that nouns are everywhere and can be found all around us in people, places and things. It was created by Lindsay Forsman and uses clipart images from Free Clipart Pictures.
Pronouns take the place of nouns and can refer to people, places, or things. There are different types of pronouns including personal pronouns like I, you, he, she, it; reflexive pronouns like myself, yourself; indefinite pronouns like anyone, everyone; demonstrative pronouns like this, that; interrogative pronouns like who, which; and possessive pronouns like mine, hers. The document provides examples of pronouns and their antecedents to illustrate their usage.
This document provides definitions and examples of the 8 parts of speech:
1. Nouns name people, places, things, qualities, states, actions, ideas. Examples are provided.
2. Pronouns are used in place of nouns and pronouns. Types of pronouns and examples are listed.
3. Adjectives modify nouns and pronouns and are divided into types.
4. Verbs show actions or states of being and examples of each are given.
5. Prepositions show relationships and common examples are listed.
6. Conjunctions join words, phrases, and clauses, and common conjunctions are provided.
7. Interjections express
This document provides information about parts of speech including nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. It includes diagnostic tests to identify parts of speech in sentences as well as lessons and activities about specific parts of speech. For nouns, it defines common and proper nouns and lists types of nouns. For pronouns, it defines personal, reflexive, relative, interrogative, demonstrative, and indefinite pronouns. For adjectives, it explains how adjectives modify nouns and lists types of adjectives.
This document provides instruction on several topics for learning Spanish, including:
1) How to tell time in Spanish and examples of class schedules using time phrases.
2) Conjugating verbs and how to change verbs endings to match subjects.
3) Describing rooms in a house and things found in each room using vocabulary taught in Unidad 3.
4) Asking the student to thoroughly answer discussion questions with details and examples rather than brief or generic responses.
This document provides instruction on several topics for learning Spanish, including:
1. How to tell time in Spanish using terms like "de la mañana," "de la tarde," and "de la noche" instead of a.m. and p.m., and how to say quarter past and half hour.
2. How to conjugate verbs by identifying if they end in "-ar," "-er," or "-ir" and changing the ending to match the subject pronoun.
3. The uses of different verbs like "ser" and "estar" and irregular verbs like "tener" and "dormir."
This document discusses relative clauses and relative pronouns in English. It explains that relative clauses add information about a noun and begin with a relative pronoun like who, which, that. Defining relative clauses identify the noun, while non-defining clauses add extra information. Who refers to people, which and that refer to things, and whose is used to talk about possession. The document provides examples and guidelines for using relative pronouns correctly in different contexts.
The document discusses the use of relative clauses with who, which, and that. It provides examples of defining relative clauses that identify a specific person or thing. It explains that who is used to refer to people, that or which can refer to things, and that which is more formal. Non-defining relative clauses add extra information and are set off by commas. Who, whom, or which are used in non-defining clauses, depending on if they refer to a person or thing and their function in the clause.
Village Wooing: A Play about Reading and WritingJean Reynolds
Village Wooing, a 1933 play by Bernard Shaw, is an unusual love story. Embedded in the play are some important ideas about language, reading, and writing.
This document provides guidelines for formatting manuscripts for publishing using a computer. It advises writers that computers are typesetters, not typewriters, and can think independently if given confusing commands. The key guidelines are to use styles consistently, use the space bar only once after periods and words, never use the tab key or enter key wildly, and respect the computer's ability to format text. Understanding and following these rules will help writers maintain control over their manuscript's formatting.
This document provides an analysis of George Bernard Shaw's play "A Ship A Shop". It summarizes that the play tells a story of a man and woman meeting on a ship with opposing views, as the man wants a wealthy woman and the woman wants adventure, but they both learn to value domestic life over lavish experiences. The analysis also notes that Shaw avoids commentary and leaves interpretation open, exploring themes of language, uncertainty, and how meaning is negotiated in a theatrical performance.
Bernard Shaw's play about poverty, wealth, and warfare, is also unusually preoccupied with theater. This presentation looks at Major Barbara in the context of metatheater - "the theater examining itself."
This low-cost, practical book covers everything you need to know about writing effective police reports. Exercises, practice tests, and an answer key are included.
What Your English Teacher Didn't Tell YouJean Reynolds
The document discusses three main ideas:
1) Writing should showcase the writer's experiences and ideas rather than just filling space. Stories are an effective way to engage readers.
2) Many English usage rules were invented by Lindley Murray in the 18th century without linguistic expertise, and some may not withstand scrutiny.
3) Critical thinking is needed when evaluating English usage rather than relying on rules from teachers. Usage changes over time, and rules from different fields like science may not apply to everyday writing.
But I'm Not an English Teacher Part TwoJean Reynolds
You don't have to be an English whiz to write effective police reports - or to be an effective instructor. This is the second of three videos offering practical tips for solving common writing problems.
But I'm Not an English Teacher! Part OneJean Reynolds
Many academy instructors feel uncomfortable teaching report writing. Isn't that a job for English teachers? This PowerPoint has a reassuring answer: There aren't many usage issues, and they're easily dealt with.
Although police reports seem different from one another, most of them fall into just four types. That's the good news. Even better: Each types builds on the previous one. Learn how to recognize - and write - the four types of police reports in this short video. You can download a free chart to go with this PowerPoint at www.YourPoliceWrite.com.
Effective Public Speaking for Police OfficersJean Reynolds
There are many good reasons for you to develop your public speaking skills. A law enforcement career provides many opportunities to talk with the media and the public. You'll build confidence - and be well prepared for career advancement.
Jean Reynolds is a longtime English instructor, editor, consultant, and professional writer. She offers a new approach to building your writing skills and confidence quickly and efficiently. She is the author of "What Your English Teacher Didn't Tell You," a guide to excellent writing for tasks in school, college, the workplace, the community, and personal enrichment.
Writing a Police Report That's CompleteJean Reynolds
Police reports must be complete to stand up in court. Incomplete reports can result from passive voice, stating opinions rather than facts, and omitting search results. Passive voice leaves out who performed an action. Opinions are unlikely to be accepted in court; facts such as a car crossing the center line three times are needed. Search results, such as finding no fingerprints, must be included to provide a full account of the investigation. Complete reports use active voice and specific details rather than labels or opinions.
The document provides guidance on writing compelling memoirs and personal essays. It suggests shedding inhibitions to access inner truths and embracing vulnerability. Various anecdotes are provided about the author's writing struggles and lessons learned through teaching, graduate school, and publishing. Writing tips include starting with interesting parts of the story, adding details, finding one's voice, using a discovery draft approach followed by structure, and focusing on effective sentences. The overall message is that memoir writing involves exposing oneself and one's experiences while mastering certain concepts and tools.
Using However, Therefore, and Nevertheless Correctly in Criminal Justice WritingJean Reynolds
However, nevertheless, and therefore are extremely useful words for criminal justice writing. A few simple rules will help you write sophisticated sentences correctly.
Professional Sentence Patterns for Police Officers: Part IIJean Reynolds
Professional sentence patterns enhance your credibility. This PowerPoint will teach you two easy-to-use advanced sentences, along with their punctuation.
Professional Sentence Patterns for Police Reports Part IJean Reynolds
Effective sentences are the building blocks for successful police reports - and they're essential tools as you climb the career ladder in law enforcement. This PowerPoint shows you how to write (and punctuate) two essential sentence patterns.
You can write reports more confidently and efficiently when you recognize that there are four basic types of reports. Learning their special characteristics and requirements of each type makes the writing process much easier.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
10. Try these
yourself!
(Remember:
Look for the
correct spelling
of the word or
name.)
the childrens
safety
Dennis award
Mrs. Harris car
both boys parents
the Johnsons
house
an officers duties
11. Let’s start by
spelling each
word and name
correctly.
children
Dennis
Mrs. Harris
both boys
the Johnsons
an officer
16. Or you can forget
about that extra
“s.”
Both ways are
correct!
Dennis’ award
Mrs. Harris’ car
Dennis’s award
Mrs. Harris’s car
17. Let’s try a few
more!
(Remember:
Look for the
correct spelling
of the word or
name.)
the puppys shots
the puppies shots
the Smiths window
Mr. Carneys
accident
the peoples rights
19. Now it’s easy!
(Remember:
Look for the
correct spelling
of the word or
name.)
the puppy’s shots
the puppies’ shots
the Smiths’
window
Mr. Carney’s
accident
the people’s rights
20. Now let’s take a look at plurals.
Here are the Petersons. (Nice family,
aren’t they?)
21. Should we insert an apostrophe into
Petersons?
Here’s the answer: It depends.
24. The Petersons’ dining
room overlooks a lovely
garden.
“dining room of the
Petersons” – yes, you
need an apostrophe.
That “of” gives it away.
25. Try these yourself. (Be sure to look for
an “of” idea!)
The Smiths are in Honolulu.
The Holders alarm system isn’t working.
The Chans asked me to check on their
house.
The Farrells car was stolen.
26. The Smiths are in Honolulu.
The Holders’ alarm system isn’t
working.
The Chans asked me to check on their
house.
The Farrells’ car was stolen.
Here are the answers:
27. How did you do?
The Smiths are in Honolulu. (no “of”)
The Holders’ alarm system isn’t
working. (alarm system of the Holders)
The Chans asked me to check on their
house. (no “of”)
The Farrells’ car was stolen. (car of the
Farrells)
28. Now let’s look at one more issue
related to apostrophes: Possessive
pronouns.