Prescriptive English Essay

Prescriptive English Essay
Linguists and other scholars who study language do not take prescriptive grammar rules seriously. To them, understanding the meaning and
function of words is more important than correction. They belief that language is not an empirical fact and that it is not universal, there are
hundreds of dialects in a language which means that there are hundreds of grammars as well. There is also no scientific validation that can be
done on prescriptive grammar. The majority of what native speakers know about their language wasn't taught to them explicitly but in an implicit
way through the communicative teaching approach which is a more natural way of speaking and has more to do with whether the message the
speaker tries to convey is understood. One example of this is a very common one; a person says "Can I use the bathroom?" which is grammatically
wrong because of course he/she can, but the question should be "May I use the bathroom?" which is asking for permission. If both of the questions
are meant to be understood in the same way by the person who is asking it and the person who is listening, why should it be wrong? Some examples
of popular, enduring prescriptive rules in English are that a person shouldn't split infinitives, for example: "He decided to quickly leave the room" you
should say "he decided quickly to leave the room." You shouldn't end a sentence with a preposition, for example: "which student did you talk to?" you
should say: "To which student did you talk?" Knowing
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Disadvantages Of Infinitive Clauses
Section Three
3.1 Non–finite clauses
(Quirk, Greenbaum, Geoffrey, & Svartik, 1985), say that non–finite clauses are regularly dependent. They are more compact and less explicit than
finite clauses. They are not marked for tense and modality, and they frequently lack an explicit subject and subordinator. (17): I don't know what to
write about.
3.1.1 Types of non–finite clauses
1– Bare infinitive
Bare infinitive is the base form of the verb without to, this form of nonfinite clause has no tense. The bare infinitive in general is very limited because
it mostly occurs after verbs of causation, perception and modal auxiliary. (18): I saw Jim leave. (See is a verb of perception) (19): I can tell the truth.
(Telling the truth is what occurs after modal auxiliary.
Bare infinitive in this case, functions as the complement of a verb, that is , it adds more information to make the main verb understandable. (Biber,
Johansson, Leech, Conrad, & Finegan, 1999).
2– Infinitive clauses
Uninflected infinitive forms which comprise simply the base or stem of the verb with no added inflection (such forms are frequently used after the
so–called infinitive particle to) Infinitive clauses can have a range of syntactic roles a– subject (20): The best thing would be for you to tell everybody.
b– without subject (21): The best thing would be to tell everybody. c– Direct object (22): He upset you very much, and I hate to see that. (Quirk,
Greenbaum, Geoffrey, & Svartik, 1985)
3–

Sufka Chapter Summary
In the introduction, it is apparent by Dr. Kenneth Sufka comments that how you studied in high school will probably not work in college. However,
much of what he observed in college students is easily fixed. Also, what he saw and made into guidelines is applicable to all students across the globe
and not to just one in particular. All of these rules can most certainly bring your grades up and make you into a better student. Specifically, they will
turn you into a better studier and test–taker. In all, it is beneficial to learn the rules he has set. In Chapter One, his first rule is to "go to class–always"
(11). Dr. Sufka is trying to emphasize even if your friend did take notes, they are not what you would have done. As individuals, we all make notes
differently, because our brains function diversely. One person may like to just have one full page of notes, which may be fine for them. Meanwhile,
their friend likes to add bullets for better symmetry. Overall, Dr. Sufka emphasizes the importance of going to class, and he also notes there are not
many excuses that can be made as to why you would not. In Chapter Two, his second rule is to "never sit in cheap seats" (15). The seats he is
referring to would be the ones in the back of the class. They cause you to not pay attention in class,... Show more content on Helpwriting.net ...
First, Dr. Sufka begins by mentioning how important it is to read textbook chapters before coming to class. When you do that, it helps prepare you
for the lecture topic, and it may enlighten you on words or phrases you may not already know. Second, you need to go to class feeling terrific, or
you could get distracted and miss key ideas during the lecture. Dr. Sufka emphasizes recording lectures, so if you cannot copy down notes fast
enough you can look at them later. In summary, you will make better test grades if you get ahead of your professor by knowing the material fairly
well before going to your next

Reflection Paper In English
In my initial submission for Lesson 1, I recall being amused by the statement in the introduction of Navigating English Grammar that humans have
always been fascinated by language. Then, and now, this still seems like an understatement to me. Language is an incredible facet to me and humans of
all ages. To consider that an infant can communicate with few words and more gestures and then continue to develop the use of language as the number
of words increase proves to be such an interesting phenomenon which has an influence on a human's existence. This influence permeates throughout
language in formal or informal use. In that same lesson, I recall the childhood influences upon my language development. Being a young Southern
woman, a distinct dialect permeated my childhood environments; from home, school, and small community, the slow, slang–filled conversations
enlightened me in the ways of people around me. This information partnered with the Grammar Quest proved that my own method of verb usage
perplexed me. The instruction received in my local elementary and middle school demonstrated an error in my grandfather's way of speaking;
therefore, my way of speaking did not follow prescriptive rules, and additional instruction was deemed necessary. With this review and research of
prior writings, the use of verbs and verb forms used in a prescriptive nature proves to be an area of concern for my own proper use of Standard English.
The following are samples of my own writing; The

Auxiliary Verbs: Particular Uses
11 Auxiliary verbs: particular uses Exercise 11A p.120 Replace the words in italics with a construction using one of the auxiliary verbs dealt with
above, except where the use of be able is required (see Explanation h, j). For impersonal constructions, use one or you. It's possible that Robert will be
–> Robert may be kicked out of his kicked out of his football team.football team. Is it possible to be kicked out for–>Can you be kicked out for
putting putting on a bit of weight ?on a bit of weight ? I was able to speak Mercian quite –> I could speak Mercian quite well as well as a child.a
child. Now I've forgotten a lot, but I was(No change) able to ask my way to Peter's house this... Show more content on Helpwriting.net ...
When you've been able to form (unchanged)... we can think again.'| 17| Later, with her mother's help, Helen was able to convince her father that it
would be possible for them to ask Denis to supper without precipitating a marriage.| 17Later ... Helen was able to convince (unchanged)... they could
ask ...| 18| 'All right,' he said, 'I'll allow you to ask him to supper just so that I'll be able to confirm my low opinion of him.'| 18'All right... you can ask
... I can confirm ...| 19| It would be impossible to criticise Denis's behaviour on that first evening with Helen's father. Denis turned on the charm – and
he's certainly able to turn it on when he wants to – and by the end of the evening he was able to say to himself: 'I've made a hit!'| 19You/One couldn't
criticise ... Denis ... and he certainly can turn it on ... he could say ...| 20| It's possible to fool all the people some of the time and some of the
people all the time, but it's impossible to fool all the people all of the time. (Abraham Lincoln in this, his famous saying, used you, not one.)| 20You
can fool ... but you can't fool...| 11B Past activity, habit, refusal, etc. Exercise 11B p. 124 Replace the words in italics with a construction using one
of the auxiliary verbs dealt with above. Where it appears that either used or would could be used, base your choice on note c in the Explanation and
the following two examples: Napoleon in

Why Good English Is Good For You
English is a complex language because it is the mixture of Latin and some other languages. Standard English is what grammarians adopted a series
of rules to make English correctly used. In Bill Bryson's essay "Good English and Bad", he used historical evidence to show readers how English
rules are defined and changed by grammarians. While in the article "Why Good English is Good for You", John Simon stresses how English users
should use this language in a more proper way. Both of Bill Bryson and John Simon suggest people should follow the English rules, but they ignore
English are used differently depends on who uses it, how people use it in distinct ways and when it is suitable for people to follow these English
rules. Standard English rules should be variable depends on who use it, such as the different usage between babies and adults. In the article "Why
Good English is Good for You", John Simon shows that " 'Figure out' is precisely what a listener or reader should not have to do" (Simon 532). In
Simon's perspective, he believes that if people use correct grammars to write sentences, then audiences would understand what message the writers are
trying to convey. On the other hand, Simon intends to emphasize how important the standard English rules for people, especially when English users
illustrate their point of view or arguments. However, standard English rules should not apply to babies or little kids. When we are born, we don't know
any words in English.

Measuring The Distributional Characteristics Of L2 Input...
Given the two necessary conditions for measuring the distributional characteristics of L2 input stated above, it becomes obvious that input variability
differs fundamentally from the variability in a TL construction (cf. section 2.3.2). The same conclusion can be drawn from the fact that non–robust
input and the TL variable structure are proposed as two different, though closely related and interacting, forces of interlanguage fossilization (Han,
2013) (see section 2.3.1). For simplicity, variability in a TL construction will be referred to as "construction variability" in the remainder of this
dissertation proposal. To recapitulate, Han's (2014) conceptualization of the variability dimension of L2 input robustness consists of the following
levels: (a) one–to–one, or one TL form encoding one meaning; (b) one–to–many, namely one TL form encoding multiple meanings across multiple
contexts, or (c) within the same context; and (d) many–to–one, or multiple TL forms encoding the same or a similar meaning (see section 1.3). Though
identical in terminology and entailment on the surface, construction variability signifies (in)consistency in the form–meaning–function relations of the
TL in the prescriptive, categorical sense, and is generally stable in distribution. Input variability denotes a TL construction's (in)consistency in the
form–meaning–function mappings in discourse episodes that make up the primary linguistic data immediately accessible to L2 learners. Whereas
naturalistic

Good English And Bad By Bill Bryson
Standard English In his article "Good English and Bad", Bill Bryson focus on how English rules were changed throughout history. He stresses that
people should not worry about how to use English correctly too much because English comes from Latin and it is not necessary to follow Latin
rules in English. While in the article "Why Good English is Good for You", John Simon stresses how English must be used in a proper way by
following its rules. Simon believes that good English can express one's idea clearly and people should spread it. Although Bryson and Simon have
different perspectives on the way how people use English, the requirement of standard English rules should vary depending on different situations.
The use of standard English rules should be variable depending on who use it, such as immigrants in the United States. As we know, most
immigrants' native languages are not English. When they communicate with other people in English, immigrants convey their opinions with their
merely familiar words. Perhaps they need to say several times so that they could express their idea clearly. However, most of the time, native English
speaker can easily comprehend immigrants' ideas by catching the main words and predict what immigrants want to say. In the article "Why Good
English is Good for You", John Simon shows that " 'Figure out' is precisely what a listener or reader should not have to do" (532). In Simon's
perspective, when people use correct grammar to write,

Three Principles Of Distributive Justice
People see distributive justice through different views. The distribution of goods (or attention, praise, etc.) is analyzed in different ways by different
people. There are three principles of distributive justice, these principles are equity, equality and need. Equity pertains to people getting goods or
rewards in direct relation to the work they put in or what is perceived to be of greater importance. For example, a star player in the pro–league may
deserve higher pay then his/her teammate who warms the bench. Though the two earn different amounts of salary, there is distributive justice (equity)
in that they are being fairly paid in correspondence to their contributions to the team. Equality on the other hand, means equal rewards for everyone...
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It can be said that altruism is the opposite of selfishness. One who is altruistic is concerned with the welfare of others without expectations of anything
in return. ABS–CBN's slogan: In the Service of the Filipino Worldwide comes off as very altruistic. I mean, they are for the service of all Filipinos
with no intention of getting anything in return right? Maybe. Maybe not. This is not to say that ABS CBN does not actually care for the Filipino
people. As with many psychological theories and concepts, the psychology of helping is complex and multi–faceted. For one, there are different
motivations to why people help. Let us discuss these in relation to ABS CBN's slogan. Apart from altruism, there are three other kinds of
motivations. Collectivism in regard to helping is serving the community to benefit a certain group or collective of people. The group can range from
2 people to 2 billion. When one is part of a group, there is a tendency to not only want to help and better your group, there is a tendency to feel
indebted to help simply because you are part of the group. Either way it is the motivation to help because of being part of particular collection of
people. ABS CBN can easily have collectivism as its motive, wanting to enhance and empower the Filipino people and society of which they belong
to as a corporation. Their slogan can be seen as valuing the welfare of the Filipino people, a collective ABS CBN most

How To Avoid Grammar
All Students Must Learn How to Use Grammar From the seventh grade, and all through high school, I avoided grammar. Though I remember clearly
the infamous AWK's and RO's glaring at me from the margins of my returned essays and reports, I wouldn't go so far as to say that that meant I was
learning "grammar" or even correct writing for that matter. There in green, blue, and sometimes black ink was the evidence that someone––more
powerful, more knowing, more in control of the English language than I––had read through my work and found something that wasn't quite right. So
I'd rewrite, revise, reword, and rethink everything, hoping that the next draft would miraculously make more sense than the... Show more content on
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I had gone to good schools. I was considered reasonably bright. So why weren't any of these things mentioned? I have come to find out that not
teaching grammar, explicitly and formally, is a fairly well–excepted pedagogical approach in composition classrooms today. Writers like Constance
Weaver (1996), Rei Noguchi (1991), and T. Hudson (1987) put forth that "the research" has shown grammar to be defunct, useless, un–learnable, and
possibly detrimental to the writing process and students self–esteems. Though they hedge a bit, suggesting that a minimal set of grammatical terms and
concepts could be taught, these writers are read by, quoted by, and believed in by many current teachers (at all levels) and teachers–in–training. One
need only pick up publications like The English Journal to get an idea of the current unfortunate status of grammar in the composition classroom. I
don't fully blame teachers who believe in the anti–grammarian rhetoric, though some of them take it too far (to be sure), proclaiming that they won't
teach their students grammar and that no one else should either. For example, in a recent graduate student on–line discussion group, graduate teaching
assistants mentioned that they were instructed not to teach grammar, and some graduates admitted that even if they wanted to and were allowed to,
they wouldn't be

How to Teach Reported Speech
1.6.–How to Teach Reported Speech – Review – Practice & Lesson plan
Teaching students reported or indirect speech can be complicated by the all the changes that are required when moving from direct speech into reported
speech. First off, students should understand that reported speech is quite useful in conversational English as relating what someone has said using
"quote" and "unquote" is awkward at best. A further aspect of reported speech is encouraging students to use other reporting verbs beyond "say" and
"tell".
Introducing Reported Speech
Start with Tenses
I find it best to start off with simple examples in which changes are only made in tense. For example:
Write on the Board:
Direct Speech
Tom said, "I enjoy watching action ... Show more content on Helpwriting.net ...
Both Jack and I commented that Peter was a lucky person indeed.
Exercise 2: Ask you partner the following questions making sure to take good notes. After you have finished the questions, find a new partner and
report what you have learnt about your first partner using reported speech.
What is your favorite sport and how long have you been playing/doing it?
What are your plans for your next vacation?
How long have you known your best friend? Can you give me a description of him/her?
What kind of music do you like? Have you always listened to that kind of music?
What did you use to do when you were younger that you don 't do anymore?
Do you have any predictions about the future?
Can you tell me what you do on a typical Saturday afternoon?
What were you doing yesterday at this time?
Which two promises will you make concerning learning English?
As students become familiar with the reported speech, introduce a wider range of reporting verbs to help students move past "say" and "tell".
There are a number of other reporting verbs which can more accurately describe what someone has said. These verbs take a variety of structures. The
following list gives you reporting verbs in various categories based on sentence structure. Notice that a number of verbs can take more than one form.
verb object infinitive verb infinitive verb (that)

Ronald Reagan's Legacy: Former President, By Margaret...
After his heartbreaking death, Ronald Reagan leaves behind a legacy that goes unnoticed by Margaret Thatcher. Thatcher commemorates the life of
Ronald Reagan as she speaks to the close people of the former president in order to highlight his honor and leadership and reaches out to her audience
to bring respect and mourning at the loss of Reagan.
Thatcher utilizes powerful diction to portray Reagan, such as "cheerful and invigorating presence", and "freshness and optimism". These descriptions
of his leadership in office and character contribute to the legacy Thatcher latches to Reagan's memory. She uses juxtaposition of powerful diction by
describing how Reagan's jokes after an assassination attempt, "were evidence that in the aftermath of terror and in the midst of hysteria one ... Show
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In her opening lines, Thatcher states, "We have lost a great president, a great American, and a great man, and I have lost a dear "friend." This
inclusion of anaphora, the repetition of "great" emphasizes Reagan's character and, in a way, sets the image she wants the readers to view whenever
she mentions this president. As she progresses to the end of the eulogy, however, there is a noticeable shift in the tone of her writing as she become
more familiar with her relationship with Reagan and considers him a "dear friend". By calling him "Ronnie" and "dear" rather than "great" when
referring to her own relationship with the former President, Thatcher isolates herself from the rest of the audience. This authority, which yields to ethos,
is found again later when Thatcher declares, "As Prime Minister, I worked closely with Ronald Reagan . . ." Thatcher does this to validate her claims
made earlier as she shows that she had gotten to know his personality and can justify his "humor", "optimism", and "lightness of spirit", through her

AP English Language and Composition Classes
Ms. Czapski's 1st, 2nd, 5th, and 6th Hour Advanced Placement English Language and Composition Classes Name:
__________________________________________ Hour: ________ Date: _____________________ Introduction to Writing the Precis
DIRECTIONS: Please thoughtfully answer each of the following questions about Geoffrey Nunberg's The –Ism Schism; How Much Wallop Can a
Simple Word Pack, Ellen Goodman's In Praise of a Snail's Pace, and Ronald J. Glasser's We are not Immune: Influenza, SARS, and the Collapse of
Public Health. You may write directly on this worksheet. For Geoffrey Nunberg's The Ism Schism; How Much Wallop Can a Simple Word Pack: 1.)
What is the complete name of the author of this article? _____________________... Show more content on Helpwriting.net ...
Ask yourself how the language of the work excludes certain audiences (non–specialists would not understand the terminology; children would not
understand the irony) in order to see that the author did make certain assumptions about the pre–existing knowledge of the audience. You may also
report the author 's tone. ____________________________________________________________ ________________
____________________________________________________________ _________________________ For Ellen Goodman's In Praise of a
Snail's Pace: 1.) What is the complete name of the author of this article? __________________________________________ 2.) Who is this
author? What are his/her expertise in relation to this topic? What is his/her experience with this topic? How did he/she gain his/her knowledge to
compose this article? Use a short phrase to answer this question: ____________________________________________________________
______________________ 3.) What is the genre of this work (what type of writing is it)? _________________________________________ 4.)
What is the complete title of the work? _______________________________________________________ 5.) What is the publication date of this
piece of writing? _____________________________________________ 6.) Is any other interesting or

The War on Conflict Diamonds Essay
"Diamonds are forever" it is often said. "But lives are not", says Martin Chungong Ayafor, Chairman of the Sierra Leone Panel of Experts, "We must
spare people the ordeal of war, mutilations and death for the sake of conflict diamonds." (United Nations 2). This is a very powerful quote from
someone who has and is experiencing (Gerund) firsthand the gruesome terror of the conflict over diamonds in Africa. This war has started because of
the greed for money and power in the abundant diamond industry in the different parts of Africa by the R.U.F. In Sierra Leone alone, about 20,000
innocent people have suffered bodily mutilation, 75,000 people have been killed, and around 2,000,000 people have fled Sierra Leone because of the
genocide, or ... Show more content on Helpwriting.net ...
(United Nations 1). Early in 1992, the R.U.F seized Kono, the diamond mining capital of Sierra Leone, because of the amount of profit in the diamond
mining industry in Africa, and initiated a diamond conflict between some diamond mining nations in Africa, thus starting (Gerund) the "War over
Conflict Diamonds". In an attempt to put (Infinitive) a halt to this uprising, the National Provisional Ruling Council (N.P.R.C) waged war with the
R.U.F., creating "Operation Genesis" to force out the R.U.F. (Brown 1). However, this did not succeed, causing an attack by the R.U.F. on Sierra
Leoneans. To intimidate voters and keep control on the diamond mines, the R.U.F "chopped off the hands and feet of adults, teens, and infants."
(Brown 1). Despite this vicious onslaught, the R.U.F. was still allowed to participate (Infinitive) in the elections. (Brown 1). This remains the biggest
reason that we must put an end to these rebel groups and the pain they cause to African families.
The impact on Africa that the war over conflict diamonds has caused has affected Africa both positively and negatively. By July of 1999, the violence
had greatly risen, which had caused the government of Sierra Leone to sign a peace agreement with the R.U.F. that "legitimized the R.U.F. and brought
it into the government with several cabinet positions." (Brown 2). Sadly, the R.U.F was only interested in keeping control over the diamond mines in
Kono and Tongo. As a

1 Timothy 2: 8-15
Although 1 Timothy 2:8–15 is the central text which all scholars consults when it comes to the debate on a woman in office, Philip Payne also
suggests that we need to shift our eyes and examine 1 Timothy 3:15. Historically, church fathers received the content of the letter as an universal
manual for the Church order. Thus, many church fathers and scholars affirmed prohibition of women in office. However, Phillip Payne suggests that
the content of 1 Timothy is focused far wider than simple regulative principles. Rather, Payne goes back to his central understanding on 1 Timothy and
suggests that it was a series of temporal instructions for the individual, Timothy, to counter false teachings. Payne provides two major reasons behind
his claim.... Show more content on Helpwriting.net ...
For example, when the believers in Rome received Paul's letter, they immediately knew that instructions, rules, and the content of the letter was
written for the church of Rome as well as to all believers in Rome. Therefore, since the letter was written for the church as a whole, the contents and
the instructions of the letter were received as universally applicable to all the churches around the world. However, in other hand, the letter to
Timothy never address the church of Ephesus or the believers of the church. Instead, it only identifies Timothy as its recipient. If Paul did not write the
letter for all believers of the church of Ephesus, then, I believe it can draw two safe

Reflection About God
God has taught me a lot through every single year here at ZCS. I have my ups and downs, but he's always the one that follows through on his
promise, to always be with us. Zeeland Christian has been a blessing and can't wait for what's ahead of me to come. I have made many connections
through Christ through everything that I do at school. Through all my years at Zeeland Christian, I have been through many experiences that have
grown me closer to God, spiritually, academically, and through relationships. In the many bible classes that I have been through at Zeeland
Christian 8th grade seemed to impact me the most. Every Monday we have a devotional book that we can read more of the bible and verses, and
reflect on who God is and what attribute of him we appreciate a lot. Then I had the opportunity to reflect on that attribute and learn more about God.
I was nurtured by the spirit through this time because I could feel his presence having the opportunity to start out the week reflecting more on who
He is. This time taught me more about myself as well, knowing more about God and how he's always present in my life gives me comfort. It gave
me the chance to learn more characteristics about Christ that many of them I haven't learned much about or weren't familiar with. I really enjoyed
Monday mornings because of this, it makes the week start of better. Another way I was nurtured by the Spirit in bible class was writing my faith story
this last week of school. It gave me the

A Report On The Group
The group met on five consecutive days during the school holidays from Monday 18th– Friday 22nd April 2016, with a shared lunch/ BBQ on the
Friday. The young participants and counsellors arrived at 460 Corbett Rd, Ngakuru from Rotorua. Groups starting around 10:00am with ice breakers,
whakawhanaungatanga and introductions. The group was run by two Equine Assisted Growth and Learning Association (EAGALA) trained
facilitators. Claire Cornwell, a mental health professional (occupational therapist) and Emma Baker, the equine specialist. Healthy snacks and water
were available during the sessions. There were 5 female participants. The age group ranged from 13 years of age to14 years of age. In this group 4
participants attended all... Show more content on Helpwriting.net ...
The day's activity was then explained to the group. Each day the activity required them to interact with the horses and make use of a wide range of
resources available to them in the paddock. The participants were given opportunities to discuss their understanding of the life skills being taught and
share their thoughts, ideas and problem solving strategies in order to complete the activity. Discussions about their experiential learning, both during
and after the activity, allowed each participant to share their thoughts and feelings and how this related to the life skill they were focusing on. In order
to encourage the participants to generalize the life skills they were learning in the paddock, they were encouraged to reflect on how they had used these
skills in their interaction with others in their lives. Participant Feedback:During the initial session the participants were asked to form relationships with
the horses. It became evident in discussions following this initial task that the participants were not able to describe what positive relationship skills
might be. The participants explained that the horses were "not used to us", "they seemed like they are frightened", "they 're scary", "maybe we are not
doing something right" and "they don't trust us yet". The participants did identify that "the horses do what we do, echo our behaviour" and this enabled
the metaphorical learning to begin. The conversation continued regarding

Verb and Gerund
Introduction My course paper is called the gerund. I have chosen this subject, because I want to know more about the gerund. There are several
reasons for it: 1)1 want know more about the gerund, because it will help me in my future studying, will help me not to produce errors ; 2) Since most
languages ( e.g.: Spanish, Russian, French) have infinitives, but no gerunds; 3) This will help me to increase my outlook.
I think the use of the gerunds in English is problem, because use infinitive is easier, and How I wrote above the gerund is no in the Russian language.
This is one of the reasons why students do mistakes.
The gerund is rendered in Russian in different ways: a)The gerund executes the functions of a subject in the sentences, ... Show more content on
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The English verbs include four forms distinctly differing one another within the general verb system: the infinitive, the present participle, the past
participle and the gerund. As natural results of its origin and development the gerund has nominal and verbal properties. The nominal characteristic of
the gerund are followed: The gerund can be perform the functions of subject, predicative, object, adverbial modifier, and attribute. I will describe all of
them. The Gerund is the non–finite form of the verb which combines the properties of the verb with those of the noun. The gerund serves as the verbal
name of a process, but its substantive quality is more strongly pronounced than that of the infinitive. Namely, as different from the infinitive, and
similar to the noun, the gerund can be modified by a noun in the possessive case or its pronominal equivalents (expressing the subject of the verbal
process), and it can be used with prepositions. Since the gerund is an abstract name of the process denoted by the verbal lexeme, a question might
arise, why the infinitive, and not the gerund is taken as the head–form of the verbal lexeme as a

Essay about Celta Assignment 1
CELTA WRITTEN ASSIGNMENT 1
LANGUAGE RELATED TASKS
1)The plane leaves at 10.00 tomorrow.
a)Present simple; present form of the verb.
b)Talking about a future event. 'The present simple is used for 'timetabled' future events' .
c)Students may use the infinitive of the verb instead of the present. (F)
Students may use 'ing' (present participle) form of verb. (F)
Students may have difficulty understanding the use of the present simple to talk about the future. (M)
Students may have difficulty understanding that it is a scheduled event. (M)
Students may have pronunciation difficulties with leaves, as it is said differently from how it is spelt. (Ph)
Students may have pronunciation difficulties with the linking of 'leaves at' ... Show more content on Helpwriting.net ...
(Ph)
Students may have pronunciation difficulties with linking of 'should go' / / as the vowel sound turns from strong to weak when linked to other words.
(Ph)
d)One person advising the other on health (you should exercise, you should eat healthy food).
e)Do you have to go to the doctor? (No).
Could you avoid going to the doctor? (Yes).
Have you already been to the doctor? (No).
4)She's a stranger / She's a foreigner.
a)Nouns; noun phrase.
b)A stranger is someone you have never met; a foreigner is someone who is not native to a country.
c)Students may have difficulty understanding that foreigners can be strangers and visa–versa. (M)
Students may have pronunciation difficulties with stranger / /. (Ph)
Students may have pronunciation difficulties with the word foreigner / /. (Ph)
d)Show students a photo of tourists next to the Pyramids in Egypt. Explain that they are my friends, I know them, but they are foreigners in another
country that they do not come from. Then tell students a story of my first day at work when I did not know anyone and they were all strangers.

e)Do you know her? (No, she's a stranger).
Was she born here? (No, she's a foreigner).
5)I've just had lunch.
a)Present perfect; subject + have + just + past participle.
b)Talking about something that has recently happened; 'a finished

John Updike's Poem Ex-Basketball Player
Ex–Basketball Player Most everyone has had an extraordinary dream; for some, it is to be a movie star or to be on a professional sports team.
Nevertheless, while great goals they are, they are not likely. For example, about 1 in 70,000 people become a major movie star (study.com). Entering
the NBA from high school (Gerund) has a likelihood of 3 in 100,000 (ehow.com). Therefore, the great majority are obligated to find something else
to pursue. As a result of people's dreams being so out of reach, it is difficult for them to succeed with their goals (infinitive). Because this scenario is
so common, it is often the central conflict in movies or literature. For example, this problem occurs for the persona Flick Webb in John Updike's poem
"Ex–Basketball Player". Consequently, Flick, the main character in the poem (Appositive), is one from the great majority that did not make it in
pursuing basketball. In high school, Flick was an extraordinary basketball player. In fact, he was so good that he set high school records for points
scored. Now after he is out of high school (Preposition), Flick has nothing. Relying on basketball in high school, (Participle) he never learned a trade
in the real world to use.. He sits in the same town, but now he is ignored, as a gas station employee. As John Updike characterizes Flick, in the story
of his high school fame (Preposition)to modern day gloom, he realistically develops the characterization of Flick. John Updike uses personification

The Latin Of Latin Language
The written Latin language changed minimally from the time it was used in Antiquity to the time it was used in the Medieval Era due to it not being
spoken frequently in everyday situations. Instead of learning Latin by hearing others speak it, just as one learned Old English or French during this
time, one needed to have a connection with the Church in order to be taught the language, or they needed to hear others speak it. The Latin taught by the
Church was undeviating throughout Europe, and as a result all students learned the same Latin for centuries. However, common people who were
uneducated still spoke the language as a second language during the early medieval era, and because of their lack of education in the language, the
grammar became less steadfast and the spelling saw some changes. Although the written Latin language did not evolve as drastically as it had the
potential to, it underwent certain grammatical changes that were set off by Jerome's use of altered grammar in the Latin Vulgate. Jerome borrowed
constructions from the other languages the Bible had been written in and other authors used these alterations later. As a result, these altered
constructions, which had gone unchanged for hundreds of years, were made permanent in time because the Vulgate was a broadly used resource for
Latin. If it had not been for Jerome's initial changes in the grammar of the Latin in the Vulgate, then Latin would not have evolved and would have
stayed even more similar to the

Memori Hero's Journey
This year in ELA I have learned a lot about Grammar,Textual evidence, how to cite a source,ect. ect. Some of the stuff that I would like to talk to
you about is about 4 different units that i learned, Memori, Grammar, Hero's journey, and MLA format. I am going write to you about these topics
and to start it off we are going to talk about this in the order that I said it ( Memori 1st Grammar 2nd Hero's journey 3rd MLA format 4th ) Memori
is when the author refers to something that happened previously in their life, if it's a book it is normally a first person perspective and the author is
the main character. An example of this is that their is a book called Cage the animals at night. Their are some authors whom won't bace their stories off

The Day of His Life Essay
The Day of his Life
It is two–thirty in the morning, and Alex is still awake in his hotel room. The excitement of the events today are too thrilling and stressful to get sleep.
Today Alex is playing in the Professional Disc Golf Associations Amateur World Championship in St. Paul, Minnesota. His friends and family know
that Alex is an amazing player and a connoisseur when disc golf is mentioned. Alex gets into arguments a lot because he takes umbrage to anyone who
tells him it takes no skill or that disc golf is not a sport. Now it is four in the morning, and it is time for him to get up and get ready for the biggest
tournament of his life. Brushing his teeth (Gerund) is always the first thing he does every morning. Feeling nervous ... Show more content on
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Alex takes some time to muster all of the discs he received to see (Infinitive) what he will use today. With 15 minutes left before the player meeting,
Alex decided to quickly chow down on all the free food but first he must join the queue of people waiting to get the food. As he sits down in the
seating provided, the tournament director welcomes everyone to this year's tournament and then begins to harangue the crowd. Usually Alex never
listens to the tournament director at all his other tournaments because he is normally talking with his coterie; but today was different because he was
alone and he wanted to win. After the Director was done speaking, the ambiance was exciting and fun but nervousness was also in the air. Going to his
hole, Alex remembered all the training he did to win this, he remembers all his work with his ballistics trainer and his irascible disc golf coach. As
he gets to his hole Alex laconically says to his group, "Let's do this!" It was Hole One and Alex was first. He quietly looked at the hole and
instantly his nervousness went away; the world slowed and the harrowing monster (Participial) inside of him let loose as he threw the disc as
propulsive as he could through the air. The disc flew through the air like it was nothing. it was beautiful; almost perfect as it flew past a myriad of
trees and it firmly hit the chains and landed in the basket! The crowd of people watching

Spanish Prepositions: Preposiciones
Chapter 14: Prepositions (Preposiciones) Prepositions are words that establish relationships between words in a sentence or phrase. Except for the
prepositions "a" and "de" that are contracted when used with the article "el", prepositions are invariable. Spanish sentences never end in a
preposition. It is placed before an object which can be a noun, a verb used as a noun, or a pronoun. Spanish prepositions are used in the same way
that English prepositions are used but it can be tricky to translate prepositions literally as each preposition can mean differently on either language
depending on the context of the sentence. Here is a list of the most common Spanish prepositions: a to, at, for, by The preposition "a" is used to
express time and motion,... Show more content on Helpwriting.net ...
Chapter 16: Moods of Verbs A verb's mood is a property, which expresses how a condition or action is intended or conceived. There are three moods
in Spanish: the indicative mood, subjunctive mood and the imperative mood. Indicative MoodThe indicative mood is the regular verb form used in
everday statements and questions. Tengo dos perros y un gato.I have two dogs and one cat. Subjunctive Mood A verb in the subjunctive mood
expresses a condition, which is contrary to fact, doubtful or wished for. In many cases, a subjunctive verb is part of a clause that begins with "que", a
relative pronoun which means "that", "which", or "who". To justify the use of the subjunctive mood, the sentence should express uncertainty, opinion,
or doubt. There are several signal phrases that will prompt you to use the subjunctive mood: It is not likely that ___Es difГcil que ___It is good that
___Es bueno que ___It is not certain that___No es cierto que ___ It is bad that __Es malo que ___ It's better that __MГЎs vale que ___ Espero que
los niГ±os estudien. I hope that the boys are studying. EstГЎ mal que estГ© enfermo. It's bad that he is

Essay on If We Must Die by Claude McKay
If We Must Die by Claude McKay Clearly provocative and even chilling, "If We Must Die" by Claude McKay stirs deep and powerful emotions in
any who reads it. A poem inspired by violent race riots, it serves as a motivating anthem representative of an entire culture. Graphic and full of
vengeance this poem is demanding action, not telling a story. McKay utilizes imagery to its fullest extent creating an end result which any man or
woman, black or white, who has ever felt the hard and hateful hand of oppression can relate to. Written in the form of a Shakespearean sonnet, one
could hardly mistake it for anything so pleasant. Sonnets being traditionally used for beautiful, appealing topics, already there is contradiction between
... Show more content on Helpwriting.net ...
Dogs rarely die a shameful death, but instead fight to the finish. Using this dichotomy he further illustrates the severance of and between the hunter and
the hunted. McKay emphasizes within the first three lines that the conflict at hand is not merely a struggle then, but a fierce hunt in which there is no
mercy and only one survivor. Again in the fifth line he requests that "If we must die, O let us nobly die,/ So that our precious blood may not be shed
/ In vain" (5–7). He reasons that if there is to be bloodshed regardless, then the blood ought not to be shed without a fight. They should not lose their
"precious blood" without any significance or effect, and not in an irreverent manner. If they succeed in avoidance of such vain, then McKay claims that
"even the monsters we defy/ Shall be constrained to honor us through dead!" (7–8) McKay knows that upon a proud death, even those they fought will
be compelled to acknowledge their bravery and pride. By referring to the enemy as "monsters," McKay makes it increasingly difficult to not follow
him. There is no pity or compromising with monsters and every man, woman, and child has his or her own image of a monster. Given this open
description they are then free to envision the monster as they see and feel it. They can construct it based on their own fears. In line nine McKay
recognizes the root of their problem as lack of unity. He is aware of the constant struggles

Holy Sonnet 14 Analysis
Holy Sonnet 14 presents the struggle between following one's faith and the alluring baseness of the human experience. This work fixates on the ties the
speaker has to Satan, and the inability to break those ties without God's intervention. A vein of nearly mad desperation courses through the poem from
submissive start to subjugated end, culminating in a pained, almost violent plea for God to ravish him. One can see how the speaker's desolation
builds; he longs for God to break him down and repair him, raise him up and "make [him] new" in the first quatrain, but by the final couplet he
embraces imprisonment, razing and ravishing. He believes himself unworthy of deliverance in such a far fallen state, requiring trial and punishment
before he can again live in the lord's light. An initial hopefulness tempers the anguish of the opening quatrain, and the speaker obviously feels as if
God can still mend his corrupted heart. His restoration to a more holy image requires submission to the agony of liberation from sin. An erratic syntax
– littered with trochees, spondees, and anapests – indicates a mercurial, near frenzied quality to his plea. Donne does not employ a single straight
iambic line in the entire poem; "BAT–ter", a trochee, punctuates the opening line, blunt and rough. This imperative mood of the first verb establishes the
urgency of the first quatrain, and the subtle continuance of imperative verbs displays the prevailing tone of pleading, anxious desire for salvation.

Second And 3rd Conditional Essay
First, Second, & Third Conditional CONDITIONALS Top of Form Bottom of Form Conditional Clause and Main Clause If I have enough money,
conditional clause I will go to Japan. main clause I will go to Japan, main clause if I have enough money conditional clause First, Second, and
Third Conditional 1. First conditional: If I have enough money, I will go to Japan. 2. Second conditional: If I had enough money, I would go to
Japan. 3. Third conditional: If I had had enough money, I would have gone to Japan. Conditional clause Main clause 1. If + Present Tense will + inf
/ present tense / imperative a. If you help me with the dishes (if + pres), I will help you with your homework. (will + inf)... Show more content on
Helpwriting.net ...
If you had warned me, I would not have told your father about that party.(But you didn 't, and I have). Remember! 1. The conditional construction does
not normally use will or would in if–clauses. EXCEPTION: If will or would express willingness, as in requests, they can be used in if–clauses. e.g. If
you will come this way, the manager will see you now. I would be grateful if you would give me a little help. (= В± please, come this way; please, give
me...) 2. For the second conditional, were replaces was: If I were a rich man... 3. After if, we can either use "some(–one, –where...)" or "any(–one,
–where...). If I have some spare time next weekend....or : If I have any spare time... 4. Instead of if not, we can use unless. e.g. I 'll be back tomorrow
unless there is a plane strike. He 'll accept the job unless the salary is too low. 5.There is a "mixed type" as well, for the present results of an unreal
condition in the past: If + Past Perfect – would + inf. If you had warned me [then], I would not be in prison [now]. Conditionals What are conditionals
in English grammar? Sometimes we call them 'if clauses '. They describe the result of something that might happen (in the present or future) or might
have happened but didn 't (in the past) . They are made using different English verb tenses. There are four kinds: The Zero Conditional: (if + present
simple, ... present simple) If you heat water to 100

Rene Descartes God Analysis
In Descartes' Discourse on Method and Meditations on First Philosophy, he explains the various steps that should be taken in achieving genuine
knowledge. Descartes rejects all beliefs in things that are doubtable, and he then tries to unbiasedly reestablish what can be known for sure. One of his
most interesting argument is proving the existence of God. He hoped to provide a way for atheists, who demand a logical explanation in God's
existence, to believe in God. His rules of thought meant to ensure that our knowledge rests upon a firm foundation. Descartes believed in God and
also offered arguments for his existence. He claims that there are two types of ideas; innate and fictitious (Descartes, 45), and the idea that God is
invented is false. In defending his stand, he starts off by stating that something cannot come from nothing. He explains that the idea of God in him has
an infinitive objective reality. However, the cause of an idea should have at least as much formal reality as it has an objective reality. Therefore, God
being an infinitive ... Show more content on Helpwriting.net ...
He explains that mathematical ideas such as triangles are certain and independent of his mind. He realizes that he is just as certain about God as he is
about the mathematical ideas. He asserts that this is natural as the ideas of God are the only ideas that imply God's existence. God is defined as an
infinitely perfect being and since perfection includes existence, God exists. Descartes presents a very convincing argument for the existence of God. I
consider his work is remarkable in the sense that he tries to provide a logical explanation for the existence of God, something that even religious
scholars don't attempt. I believe God exists and I support Descartes' arguments. Although, it is difficult to tell if Descartes was unbiased in his
argument. I wonder if he would have reached the same conclusion if he did not believe in God

Tamil Grammar in Easy English
Thamil Paadanool (Draft Version)
by Elango Cheran
Pronouns / Simple Sentences
Pronouns
Singluar 1st Person 2nd Person Plural
I
ehd; eP ePq;fs; mtd; mts; mtu; mJ
ehk; ehq;fs; ePq;fs;
we (listener included) we (listener not included)
you you (with respect) he she he/she (respect) it
you
3rd Person
mtu;fs; mit
they
they ("those things")

Singular / Plural
Singular means that a word refers to only 1 thing. Plural means that a word refers to more than 1 thing.
1st, 2nd, & 3rd Person
First person speech means the person speaking is talking about him/herself as an individual ("I...") or in a group ("we..."). In Thamil, ehk; is used
when the person who is being spoken to is included in the group. ("Are we there yet?") ehq;fs; is used ... Show more content on Helpwriting.net ...
(Verb suffixes are also known as PGN or PNG suffixes.) The table below shows pronouns and the corresponding verb suffixes:
Singluar Pronoun 1st Person 2nd Person VerbSuffix
Plural Pronoun Verb Suffix
ehd; eP ePq;fs; mtd; mts;
–Vd; –Ma; –<u;fs; –Md; –Ms; –Mu; –mJ
(past/present tense)
ehk; ehq;fs; ePq;fs;
–Xk; –Xk; –<u;fs;
mtu;fs;
–Mu;fs;
N/A* (past/present tense)
3rd Person
mtu; mJ
–ck; (future tense) mit
–ck; (future tense) *Present tense verbs used with mit are made differently. Since
mJ and mit present quite a few excpetions, verbs with mJ, mit http://www.unc.edu/~echeran/paadanool 4 January 2, 2004

by Elango Cheran
will be taught later. If the subject of the sentence isn't a pronoun, then the subject will have a related pronoun. Then the verb suffix corresponding to
the related prnoun is added to the verb. Ex: verb suffix for fkyh = Ms; verb suffix for mts; = Ms; verb suffix for kzp = Md; verb suffix for mtd; = Md;
Some Weak Verbs
tpisahL J}q;F cl;fhu; thq;F XL
Some Strong Verbs
play sleep sit buy, receive run
gb nfhL ghu; epid
read give see think
http://www.unc.edu/~echeran/paadanool
5
January 2, 2004
by Elango Cheran
Verbs– Present Tense
Present Tense
The present tense refers to a sentence where the action is currently taking place. Examples of present tense sentences are "He runs", "She reads", and
"They play". Turning a verb root into

Examples Of Split Infinitives
Of the three verb classes, infinitives might be the easiest to understand, as "it is the basic form of the verb, without an infection binding it to a
particular subject or tense (Oxford Dictionaries). Speakers only need the basic understanding of a verb's meaning to simply use its infinitive form. As
the speaker's language develops, one begins to understand gerund and participle phrases later, eventually even learning how to modify those sentences
with modal verbs, adjectives, and adverbs. However, when one attempts to modify infinitive phrases, many professors to be incorrect, as a "mark of
informality". Typically, when one modifies an infinitive phrase adjuncts are added between "to" and the verb, like in the case of "to casually walk" or...
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Additionally, with Byron's use of the split infinitive, the line mimics the excitement of conversation rather than the seriousness of prose, allowing the
reader to feel a larger emotional response. Anne Curzan states that one of the largest myths about standard English is that it always makes sense.
She uses split infinitives as an example for this myth, as there is no clear explanation for where the rule came from. However, despite some
speakers proclamations against split infinitives, Curzan (and Pullum in his previously mentioned article) state that split infinitives clear more
ambiguity than they add to a sentence. Examine the sentence: "Tell her to please be careful". If a writer rewrites the sentences to unsplit the
infinitive, it changes what exactly "please" modifies. For example, "Please tell her to be careful", "please" now references the listener rather than
the "her" in question. If "please" is moved to follow "careful", like "Tell her to be careful please" it becomes ambiguous if the speaker is asking the
listener "please" or still referring to the other person. Keeping the infinitive split helps the listener understand that the speaker wishes the person being
referenced to be please be

Why Good English Is Good For You By John Simon
n the essay "Why Good English Is Good For You", John Simon tries to convey to his audience the importance of standard English than using improper
English. He does so by using rhetorical techniques such as using analogies, giving grammatical examples of what's right and wrong in different
scenarios, using parenthetical asides, and asking rhetorical questions.
John Simon mostly targets adult males that read Esquire. Because of this, his use of parenthetical asides adds to his credibility by making him seem
like he knows what he is talking about. His lengthy sentences are also to make sure his reader understands the point he is trying to prove. This also
adds to his "know it all" tone he has throughout his essay, which makes his readers feel like they should listen and believe what Simon is saying.
Another element of Simon's essay that adds onto this tone is his use of asking rhetorical questions. Usually after a parenthetical aside Simon tends to
ask a rhetorical question. Such as:
"Others among you, perhaps fewer in number, will say to yourselves: quite so, there is such a thing as Standard English, or purity of speech, or
correctness of expression– something worth safeguarding and fostering; but how the devil is one to accomplish that under the prevailing conditions: in
a democratic society full of minorities that have their own dialects or linguistic preferences, and in a world in which television, advertising, and other
mass media manage daily to corrupt the language

Southern Comfort Definition
Southern Comfort
"The old ball–and–chain" is a phrase that many Americans are familiar with. Oftentimes we imagine it spilling forth from the lips of some distressed,
fatigued, overworked man who is with his nagging wife. It is this image that the advertisers for Southern Comfort are trying to reproduce. They want
the person looking at the ad to sympathize with the man in the image, the man dragging his imaginary "ball–and–chain". We associate the ball and
chain with oppression, hard labor, and unfairness. These connotations are probably derived from the images that we have seen in old prison movies
where the convicts are forced to work the fields, shackled by a ball and chain. Let us back up for a ... Show more content on Helpwriting.net ...
On the man's right (the direction in which he is looking) is a woman wearing a short black dress with black heeled–shoes. The woman is holding onto
the right arm of the man, clutching a purse with her right hand. Her head is turned toward him and she appears to be smiling. Much of our reaction to
this ad comes solely from looking at these two individuals. More specifically, from the image of the man.
The brightness of the man's shirt and the bags he is carrying stands in contrast to the black of the woman's dress and thus attracts our eye toward him.
The fact that he is carrying so many bags, whereas the other individuals in the ad have at most one bag, also makes him the center of our attention. By
using metonymy, we substitute the bags that the man is carrying to mean that there has been a day of shopping, a "shopping spree" perhaps. The
paradigmatic relation between the man and woman, aided by our own codes of what the duties of both the male and female are in a relationship, leads
us to assume that the bags do not belong to the man but rather, he is carrying them for the woman next to him. It would be one thing if the man were
walking along carrying the bags by himself but once we see the woman next to him, holding onto his arm, our mind begins to draw its own
conclusions. Another paradigmatic relation begins to form after we have made the assumption that the man is carrying the bags for the woman. The
image of the ball and–chain

' English Falling Apart?: Is English Falling Apart?
THERE, THEIR, THEY'RE... What is correct language, and who decides? Who says "between you and me" is more correct than "between you
and I"? And who put 'ain't' in the dictionary? Is English falling apart? Well to start off, let's have a look at what grammar even is. Grammar can be
defined as the 'systematic study and description of a language' or as 'a set of rules and examples dealing with the syntax and word structure of a
language, usually intended as an aid to the learning of the language.' These definitions were taken from grammar.com. My friends and family have
always called me a grammar nazi. This, I suppose, is my own fault. I deserve it sometimes, like the other day in physics when my teacher said "the
amount of particles in the substance..." and I don't even know what she said after that because all I could think was "the number of particles. You can
count them!"... Show more content on Helpwriting.net ...
I decided to google whether or not we can end sentences with prepositions. And the answer is, quite simply, no– despite what your English teacher may
tell you. Even in your grandparents' day it wasn't a bad word to end a sentence with (no, I don't have to say with which to end a sentence.) This 'rule'
is a remnant of Latin grammar, where a preposition could not end a sentence. That's one rule we can all live

Celta Language Task
Language Related Assignment 1. The plane leaves at 10.00 tomorrow a) The form is present simple Subject third person + verb present tense + time
marker b) A future arrangement– a 'timetable future' as the plane has a daily schedule and it will depart accordingly. c) Students may be confused by
the form of present simple when a future time is referred to. They may confuse the meaning with present continuous 'is leaving' which means the event
is happening now rather than in the future. The pronunciation of 'v', may not be clear, as the stress is on the end with the 's' leaves d) Context –
Planning a journey Target models The bus goes to Dewsbury from Leeds at 10.57. It arrives in Dewsbury at 11.47 The... Show more content on
Helpwriting.net ...
4. You should go to the doctor a) Form– modal verb third person singular + should + bare infinitive b) Function – to provide positive advice to another
person. c) Students may not understand that it is positive advice. i.e it is the right thing to do. Students may not stress the should it may become
secondary to go.This intonation changes the meaning for a listener to a command. Students may decide to use other modal words, could used for a
request, or would for an offer and create different form and meaning. d) Context – Advice about going to a friends house You should not be late. You
should take some wine with you. You should be able to take the bus. You should ask for her phone number. e) Did you have to make arrangement?
Yes Did you talk to someone? Yes spoke to my friend Do you want advice? Yes 5a. I'll visit my grandmother tomorrow 5b I'm going to visit my
grandmother tommorrow a) 5a Form present simple First person + will/won't + bare infinitive + time marker 5b present continuous first person + am
+ verb– ing + to + bare infinitive + time marker b) 5a Function to express unplanned or promised future events 5b To express a planned or definite
event The difference is that for I'll you can change you plans and with going to you do not intend to change your plans. c) Students may not understand
the difference of possibility to change the plan if we use I will and definite plans

Setting Analysis Of To Build A Fire By Jack London
Setting Analysis of "To Build A Fire" Today, children are always told to live for the moment. Not to worry about the little things and to live as if
there will be no tomorrow. Almost as if what is done today will not affect tomorrow. In reality, every little thing people do will impact them in some
type of way. For every choice or decision someone makes, there is a consequence that comes with it. This consequence can be major, minor, good, or
bad. In Jack London's short story "To Build A Fire", readers are taken along on a journey with a naive man and his dog as they battle the extreme
winter conditions of the Yukon. One of the driving forces to the story's plot is the harsh setting in which this journey takes place. The setting
enforces the ominous mood of the story as well as reveals information about the man. While doing so, the setting also conveys the idea that with
every decision or action there is a consequence that must be faced. The setting of "To Build A Fire" is not one that is warm and inviting. Instead, it
is one that is frigid and frightening. Many layers of snow on the surface make it seem as if there is "an intangible pall over the face of things"
(London 569). For miles all that can be seen is a sheet of white and the dreariness of the vacant land. The temperature is well in the negatives and the
winds are strong. The sun has not been out in days. With every step the man takes, nature throws another obstacle into his path. This is an environment
that is

Should Books Be Banned From Libraries Essay
How would you like it if you needed a book for research or if you really liked a certain type of books and they were banned? Books like "The
Outsiders" could be banned for censored information about drugs and alcohol. Libraries have been debating this problem for a long time to get a rule
on censorship or no censorship. Censoring in libraries is a big problem. People don't know if certain books should be banned from libraries, and
libraries don't know what would be censored and what wouldn't be censored. I don't think books should be banned from libraries because they can
show you what not to do and be used for research topics, how would libraries decide what is censored and what isn't, or they could be something that
some reader like that others don't like.
Censorship should not be put in place because some of the book that are censored my be historic and help people see what not to repeat in life.
Books like the one Hitler wrote should not be censored because they show society how to not act and how we can not repeat history. Some old
books can be used for research purposes for students and teachers. They can show people helpful things that some people don't understand. These are
types of books that could be censored, used in other ways than just for bad use. This Is why books should not be censored because many that would
be, contain valuable historic content. Books in libraries should not be censored because of the historic value of the books.
I think some drama and romance books that might be censored shouldn't be because some people like that stuff. Romance books like "Fifty
Shades of Gray" might be liked by some people and we shouldn't take away types of books that some people enjoy. Books that tell about very gory
and violent things people still like so we shouldn't take away those books. If we took away some drama, romance, or violent books, where would the
line be to have them be acceptable? Just because they shouldn't be read by young readers doesn't mean they should be taken away. Parents of the
young readers can just tell them not to read the book. They can tell their children not to go to that certain section. Just because you don't like the book
doesn't mean it should be taken away from someone

Argumentative Essay About Climate Change
Climate change limits the opportunities that future generations have, especially the most poorest and most vulnerable. It is our duty to change how
people treat/use the earth, educate, and get involved in our communities that can have a huge impact on improving the lives of the vulnerable
populations affected by climate change.
When people know how to treat and use the earth, it can be a useful solution. Many of us don't understand that the way we treat the earth now will
affect us in the future or other generations. Some of the things people can do is just the basic needs. Places in the United States people are blessed
with freshwater out of their kitchen sink, but others are suffering daily to even get a sip of water. It can be easy to just buy a bottle of water at the
grocery store, but what do we do when we are done with it? Just toss it in the trash can? Why not reuse it? There is research done by researchers that
bottled water is not as safe as tap water in many places. When plastic is left in the sun it can be a dangerous to drink right after it. As much as we try
to dispose of plastic it never goes away. The slightest bit of plastic ends up in the ocean. A solution to not waste water, and not having to buy bottled
water is easier than we think.
The changes start from the smallest gesture of care to the environment. In the article "about water: A conversation with Maude Barlow" by Helen
Caldicott "In Canada we've now had twenty–seven municipalities, most of them are cities, ban commercial sales of bottled water. This has been a real
campaign. We've had dozens of school boards across the country ban bottled water, and the Federation of Canadian Municipalities at their annual
meeting passed a motion for a full ban across the country. They will not buy or sell a single plastic bottle or container on their premises. And it makes
sense. If you are putting all this money into cleaning water and testing it, regulating it and protecting the source, why would you then compete with
that by providing bottled water sales?" pg By just going to the grocery store and buying a reusable water, can be a solution that can help everyone. As
a whole, we need to educate ourselves and understand what is happening to the

John Updike's Poem Ex-Basketball Player
Ex–Basketball Player Most everyone has had an extraordinary dream; for some, it is to be a movie star or to be on a professional sports team.
Nevertheless, while great goals they are, they are not likely. For example, about 1 and 70,000 people become a major movie star (study.com).
Additionally, the likelihood of entering the NBA from high school is 3 and 100,000 (ehow.com). Therefore, the great majority are obligated to find
something else to pursue. As a result of people's dreams being so out of reach, it is difficult for them to succeed with their goals (infinitive). Because
this scenario is so common, it is often the central conflict in movies or literature. For example, this problem occurs for the persona Flick Webb... Show
more content on Helpwriting.net ...
Their rubber elbows hanging loose and low" (Updike 7–9). The speaker gives the gas pumps human qualities to contrast Flick's current lifestyle
surroundings (Infinitive), with his desire to relive his past lively basketball games. At work, he pretends to be back on the court with his teammates.
In this scene, Flick's loneliness after high school creates a melancholy tone because Updike personifies inanimate objects. In addition, he tells
about Flick back in his glory days. For instance, the speaker highlights how excellent Flick was at basketball when he was in high school by
saying how "The ball loved Flick" (Updike 16). He explains the time back in highschool when everyone cared about him, then contrasted it to his
now boring life. Furthermore, Flick goes from being adored and loved by everyone to abandoned by everyone (Infinitive). A consistent use of
personification is noted in the poem. Updike, the author of the poem, (Appositive) tells the reader the sad days of Flick after high school, compared
to his extraordinary high school basketball days. When he is grown with the same skills, no one notices him; for example he when working and
Updike describes Flick's hands by saying, "His hands are fine and nervous on the lug wrench. It makes no difference to the lug wrench, though"
(Updike 23–24). The use of personification shows how he went from being loved with his skills, to unnoticed in life. Flick was surrounded by

The Latin Grammar Guide Essay
The Latin Grammar Guide
Liz Bonaccorsi
Period 2 Table of Contents
Things to Remember
Participles
Ablatives Absolute
Deponent Verbs
Gerunds
Gerundives of Purpose
Main Clause Subjunctives
Hortatory
Jussive
Subordinate Clause Subjunctives
Purpose Clauses
Indirect Commands
Result Clauses
Cum Clauses
Circumstantial
Causal
Concessive
Infinitives Indirect Statements Comparison of Adjectives Comparison of Adverbs Things to Remember
MasculineFeminineNeuterTranslation nom. sg.quГ®quaequodwho,which, what, that gen. sg.cuiuscuiuscuiusof whom, of which dat. sg.cuicuicuito
whom;to which acc. sg.quemquamquodwhom, which, that abl. sg.quГґquГўquГґby whom; by which nom. pl.quГ®quaequaewho, ... Show more content
on Helpwriting.net ...
English WILL NOT begin with a Participle or a Noun!!!!
SWWAB

Since
When
While
After
Because
Examples
Cornelia sub arbore sedente, ancilla in villam currit. With Cornelia sitting under the tree, the slave woman runs into the house. Pompeius duce, Romani
in Galliam festinabant. With Pompey leading as general, the Romans were hurrying into Gaul.
Vidente CorneliДЃ Sextum ex villam curnt. When Cornelia sees Sextus she runs out of the house.
Deponents ablative with deponent verbs: the ablative (of means) is used as the object of the following verbs utor, uti, usus sum: to use (to employ
myself by means of) fruor, frui, fructus sum: to enjoy (to

Prescriptive English Essay

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