Finding the Proper Pronoun
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Old English: 450 - 1150 18 August 2013
Chapter 4 Old English: 450 - 1150 18 August 2013 As discussed in Chapter 1, the English language had its start around 449, when Germanic tribes came to England and settled there. Initially, the native Celtic inhabitants and newcomers presumably lived side-by-side and the Germanic speakers adopted some linguistic features from the original inhabitants. During this period, there is Latin influence as well, mainly through missionaries from Rome and Ireland. The existing evidence about the nature of Old English comes from a collection of texts from a variety of regions: some are preserved on stone and wood monuments, others in manuscript form. The current chapter focusses on the characteristics of Old English. In section 1, we examine some of the written sources in Old English, look at some special spelling symbols, and try to read the runic alphabet that was sometimes used. In section 2, we consider (and listen to) the sounds of Old English. In sections 3, 4, and 5, we discuss some Old English grammar. Its most salient feature is the system of endings on nouns and verbs, i.e. its synthetic nature. Old English vocabulary is very interesting and creative, as section 6 shows. Dialects are discussed briefly in section 7 and the chapter will conclude with several well-known Old English texts to be read and analyzed. 1 Sources and spelling We can learn a great deal about Old English culture by reading Old English recipes, charms, riddles, descriptions of saints’ lives, and epics such as Beowulf. Most remaining texts in Old English are religious, legal, medical, or literary in nature. -
When to Start Receiving Retirement Benefits
2021 When to Start Receiving Retirement Benefits At Social Security, we’re often asked, “What’s the The following chart shows an example of how your best age to start receiving retirement benefits?” The monthly benefit increases if you delay when you start answer is that there’s not a single “best age” for receiving benefits. everyone and, ultimately, it’s your choice. The most important thing is to make an informed decision. Base Monthly Benefit Amounts Differ Based on the your decision about when to apply for benefits on Age You Decide to Start Receiving Benefits your individual and family circumstances. We hope This example assumes a benefit of $1,000 the following information will help you understand at a full retirement age of 66 and 10 months 1300 $1,253 how Social Security fits into your retirement decision. $1,173 $1,093 nt 1100 $1,013 ou $1,000 $944 $877 Am 900 Your decision is a personal one $811 $758 fit $708 Would it be better for you to start getting benefits ne 700 early with a smaller monthly amount for more years, y Be 500 or wait for a larger monthly payment over a shorter hl timeframe? The answer is personal and depends on nt several factors, such as your current cash needs, Mo your current health, and family longevity. Also, 0 consider if you plan to work in retirement and if you 62 63 64 65 66 66 and 67 68 69 70 have other sources of retirement income. You must 10 months also study your future financial needs and obligations, Age You Choose to Start Receiving Benefits and calculate your future Social Security benefit. -
The Concept of Identity in the East Midlands of England NATALIE
The Concept of Identity in the East Midlands of England NATALIE BRABER Investigating feelings of identity in East Midlands adolescents Introduction When considering dialectal variation in the UK, linguists have frequently considered the North/South divide and the linguistic markers separating the two regions (see for example Trudgill, 1999; Wells, 1986). But it has been noted that this is not a straightforward division (e.g. Beal, 2008; Goodey, Gold, Duffett & Spencer, 1971; Montgomery, 2007; Wales, 2002). There are clear stereotypes for the North and South – but how do areas like the East Midlands fit into the picture? The boundaries between North and South are defined in different ways. Beal’s linguistic North does not include the East Midlands (Beal, 2008: 124- 5), neither does Wales’ (2002: 48). Trudgill states that in traditional dialectology the East Midlands area falls under ‘Central’ dialects, which come under the ‘Southern’ branch, but in modern dialectology it falls in the ‘North’. Hughes, Trudgill and Watt (2005: 70) contains a map which has the East Midlands in the North. Linguistically, the question has been raised whether there is a clear North/South boundary (see for example Upton (2012) where it is proposed that it is a transition zone). This paper revisits this question from the point of view of young people living in the East Midlands, to examine their sense of identity and whether this cultural divide is salient to them. The East Midlands is a problematic area in its definition geographically, and people may have difficulty in relating this to their own sense of identity. -
Pronouns: a Resource Supporting Transgender and Gender Nonconforming (Gnc) Educators and Students
PRONOUNS: A RESOURCE SUPPORTING TRANSGENDER AND GENDER NONCONFORMING (GNC) EDUCATORS AND STUDENTS Why focus on pronouns? You may have noticed that people are sharing their pronouns in introductions, on nametags, and when GSA meetings begin. This is happening to make spaces more inclusive of transgender, gender nonconforming, and gender non-binary people. Including pronouns is a first step toward respecting people’s gender identity, working against cisnormativity, and creating a more welcoming space for people of all genders. How is this more inclusive? People’s pronouns relate to their gender identity. For example, someone who identifies as a woman may use the pronouns “she/her.” We do not want to assume people’s gender identity based on gender expression (typically shown through clothing, hairstyle, mannerisms, etc.) By providing an opportunity for people to share their pronouns, you're showing that you're not assuming what their gender identity is based on their appearance. If this is the first time you're thinking about your pronoun, you may want to reflect on the privilege of having a gender identity that is the same as the sex assigned to you at birth. Where do I start? Include pronouns on nametags and during introductions. Be cognizant of your audience, and be prepared to use this resource and other resources (listed below) to answer questions about why you are making pronouns visible. If your group of students or educators has never thought about gender-neutral language or pronouns, you can use this resource as an entry point. What if I don’t want to share my pronouns? That’s ok! Providing space and opportunity for people to share their pronouns does not mean that everyone feels comfortable or needs to share their pronouns. -
Personal Pronouns, Pronoun-Antecedent Agreement, and Vague Or Unclear Pronoun References
Personal Pronouns, Pronoun-Antecedent Agreement, and Vague or Unclear Pronoun References PERSONAL PRONOUNS Personal pronouns are pronouns that are used to refer to specific individuals or things. Personal pronouns can be singular or plural, and can refer to someone in the first, second, or third person. First person is used when the speaker or narrator is identifying himself or herself. Second person is used when the speaker or narrator is directly addressing another person who is present. Third person is used when the speaker or narrator is referring to a person who is not present or to anything other than a person, e.g., a boat, a university, a theory. First-, second-, and third-person personal pronouns can all be singular or plural. Also, all of them can be nominative (the subject of a verb), objective (the object of a verb or preposition), or possessive. Personal pronouns tend to change form as they change number and function. Singular Plural 1st person I, me, my, mine We, us, our, ours 2nd person you, you, your, yours you, you, your, yours she, her, her, hers 3rd person he, him, his, his they, them, their, theirs it, it, its Most academic writing uses third-person personal pronouns exclusively and avoids first- and second-person personal pronouns. MORE . PRONOUN-ANTECEDENT AGREEMENT A personal pronoun takes the place of a noun. An antecedent is the word, phrase, or clause to which a pronoun refers. In all of the following examples, the antecedent is in bold and the pronoun is italicized: The teacher forgot her book. -
Thou and You in Shakespeare
Thou and You in Shakespeare Modern English has only one second person pronoun: you. But Old English had two: thou for second person singular and you for second person plural. By the 13th century, however, people began employing you as a singular pronoun to convey politeness or formality. At this stage, thou and you in English mirrored the French pronouns tu and vous or the Spanish tú and usted: one familiar, the other formal. In the early-modern English of Shakespeare’s time, thou and you could indicate fine distinctions of social status and interpersonal relationships: thou you to social inferiors to social superiors to social equals (lower class) to social equals (upper class) in private in public to express familiarity or intimacy to express formality or neutrality to show scorn or contempt to show respect or admiration Thou A speaker could use the familiar thou to address their social inferiors or to indicate friendship and intimacy. When some one of high rank addressed someone of lower rank (King to subject, parent to child, husband to wife, teacher to student), they would use thou. The subjects, children, wives, and students — on the other hand — would address their betters as you. The hierarchical use of thou made it an excellent way to put someone in their place, condescending to or insulting them. Calling someone thou, implied — all by itself — that they were inferior. But thou could express intimacy as well as superiority. Close friends, romantic partners, husbands and wives (in private) would all use thou to address each other. Speakers also addressed God as thou, signaling a deep spiritual intimacy between the believer and the deity. -
A Glossary of Usage Common Usage Problems
NL_EOL_SE07_P1_C12_286-305.qxd 4/18/07 2:57 PM Page 286 CHAPTER A Glossary of Usage Common Usage Problems Diagnostic Preview Correcting Errors in Usage Each of the following sentences contains an error in the use of for- mal, standard English. Revise each sentence to correct the error. EXAMPLE 1. They did they’re best to help. 1. They did their best to help. 1. We are already for our trip to Washington, D.C. 2. They divided the crackers equally between the four toddlers. 3. Please take those packages here to me. 4. Elena had a cold, but she is feeling good now. 5. Mr. Chang he is my tai chi instructor. 6. Will you learn me how to play chess? 7. May I borrow that there collection of Cheyenne folk tales? 8. Tara might of come with us, but she had to baby-sit. 9. We use to live in Karachi, Pakistan. 10. She is the woman which owns the Great Dane. 11. I dropped the pictures, but I think they’re alright. 12. I read where Mayor Alvarez will visit our school. 13. Their the best players on the team this season. 14. The pipes busted last winter during a hard freeze. 15. We cannot go sailing without we wear life jackets. 16. Her new apartment is bigger then her last one. 286 Chapter 12 A Glossary of Usage NL_EOL_SE07_P1_C12_286-305.qxd 4/18/07 2:57 PM Page 287 17. The group went everywheres together. 18. Lydia acted like she was bored. 19. Antonyms are when words are opposite in meaning. -
Names a Person, Place, Thing, Or an Idea. A. Common Noun – Names Any One of a Group of Persons, Places, Things, Or Ideas
Name: __________________________________________ Block: ______ English II: Price 1. Noun – names a person, place, thing, or an idea. a. Common noun – names any one of a group of persons, places, things, or ideas. b. Proper noun – names a particular person, place, thing, or idea. c. Compound noun – consists of two or more words that together name a person, place, thing, or idea. d. Concrete noun – names a person, place, thing that can be perceived by one or more of the senses. e. Abstract noun – names an idea, a feeling, a quality, or a characteristic. f. Collective noun – names a group of people, animals, or things. 2. Pronoun – takes the place of one or more nouns or pronouns. a. Antecedent – the word or word group that a pronoun stands for. b. Personal pronouns – refers to the one(s) speaking (first person), the one(s) spoken to (second person), or the one(s) spoken about (third person). Singular Plural First person I, me, my, mine We, us, our, ours Second person You, your, yours You, your, yours Third person He, him, his, she, her, hers, it, its They, them, their, theirs c. Case Forms of Personal Pronouns – form that a pronoun takes to show its relationship to other words in a sentence. Case Forms of Personal Pronouns Nominative Case Objective Case Possessive Case Singular Plural Singular Plural Singular Plural First Person I We Me Us My, mine Our, ours Second Person You You You You Your, yours Your, yours Third Person He, she, it they Him her it them His, her, hers, its Their, theirs d. -
Poem Please Remember, Say Towards Here Is Some Pronunciation
I take it you already know Of tough and bough and cough and dough Others may stumble, but not you On hiccough, thorough, laugh, and through. And cork and work and card and ward And font and front and word and sword Well done! And now if you wish, perhaps To learn of less familiar traps, Beware of heard, a dreadful word That looks like beard and sounds like bird. And dead: it’s said like bed, not bead– For goodness sakes don’t call it deed. Watch out for meat and great and threat, They rhyme with suite and straight and debt. A moth is not a moth in mother, Nor both in bother, broth in brother. And here is not a match for there, And dear and fear for bear and pear. And then there’s dose and rose and lose– Just look them up–and goose and choose, And do and go, then thwart and cart. Come, come, I’ve hardly made a start! A dreadful language? Man alive! I’d mastered it when I was five. https://reallifeglobal.com/fun-english-advanced-pronunciation-exercise-test-your-skills/ slough /slaʊ/ (of despond) swamp; situation of little progress of activity slough /slʌf/ (something off) shed or remove (a layer of dead skin), and metaphorically get rid of; slough away/down collapse or slide into a hole or depression also as mass noun: the dropping off of dead tissue from living flesh The Pronunciation Poem Please remember, say towards Here is some pronunciation. Just as if it rhymed with boards. -
Pronouns: He, She, It, They Reteach
Name Date Pronouns: he, she, it, they Reteach Grammar Rules Subject Pronouns A pronoun can take the place of a noun. Use he for a man or boy. Use she for a woman or girl. Use it for a thing. Use they for more than one person. Clare = she Dad = he letter = it Dad and Max = they She writes a letter. Dad helps. They take it to the It is to a friend. He gets the stamp. post office. Circle the correct pronoun in the second sentence. The underlined noun is a hint 1. The post office is on Oak Street. It/They is easy to find. 2. Mr. Lewis works there. He/She sells stamps. 3. Workers sort the mail. It/They want the mail to go to the right place. 4. Mrs. Li puts the mail in a truck. He/She is a mail carrier. 5. The mail leaves the post office. It/They is delivered to people’s homes. © National Geographic Learning, a part of Cengage Learning, Inc. For use with TE page T266a RT4.4 Unit 4 | Growing and Changing RT4p3-4_96397_002 4 1/31/12 12:38 PM Name Date Determine Importance Reteach To determine importance, find the idea that matters the most. Circle the most important idea. Wait! Save that old can! You can use an old can to make a pencil holder. Draw a picture. Glue it to the can. Then put your pencils inside! 5 Hints for Spending Less If you want to spend less, I can tell you how. Use my 5 hints to spend less! Hint 1 Drink tap water. -
AN INTRODUCTORY GRAMMAR of OLD ENGLISH Medieval and Renaissance Texts and Studies
AN INTRODUCTORY GRAMMAR OF OLD ENGLISH MEDievaL AND Renaissance Texts anD STUDies VOLUME 463 MRTS TEXTS FOR TEACHING VOLUme 8 An Introductory Grammar of Old English with an Anthology of Readings by R. D. Fulk Tempe, Arizona 2014 © Copyright 2020 R. D. Fulk This book was originally published in 2014 by the Arizona Center for Medieval and Renaissance Studies at Arizona State University, Tempe Arizona. When the book went out of print, the press kindly allowed the copyright to revert to the author, so that this corrected reprint could be made freely available as an Open Access book. TABLE OF CONTENTS PREFACE viii ABBREVIATIONS ix WORKS CITED xi I. GRAMMAR INTRODUCTION (§§1–8) 3 CHAP. I (§§9–24) Phonology and Orthography 8 CHAP. II (§§25–31) Grammatical Gender • Case Functions • Masculine a-Stems • Anglo-Frisian Brightening and Restoration of a 16 CHAP. III (§§32–8) Neuter a-Stems • Uses of Demonstratives • Dual-Case Prepositions • Strong and Weak Verbs • First and Second Person Pronouns 21 CHAP. IV (§§39–45) ō-Stems • Third Person and Reflexive Pronouns • Verbal Rection • Subjunctive Mood 26 CHAP. V (§§46–53) Weak Nouns • Tense and Aspect • Forms of bēon 31 CHAP. VI (§§54–8) Strong and Weak Adjectives • Infinitives 35 CHAP. VII (§§59–66) Numerals • Demonstrative þēs • Breaking • Final Fricatives • Degemination • Impersonal Verbs 40 CHAP. VIII (§§67–72) West Germanic Consonant Gemination and Loss of j • wa-, wō-, ja-, and jō-Stem Nouns • Dipthongization by Initial Palatal Consonants 44 CHAP. IX (§§73–8) Proto-Germanic e before i and j • Front Mutation • hwā • Verb-Second Syntax 48 CHAP. -
Pronoun Primer
What are pronouns? Pronouns take the place of a noun (a person, place, or thing). Pronouns can be seen when referring to someone during a conversation or in written communication. Example of “she” series: “Hope has been doing very well in adjusting to her time at Tufts. I hope she continues to support staff and faculty in her efforts to create a respectful and affirming environment for all students!” How do pronouns affect me? Tufts University has announced that students on all campuses can change their names in various online Tufts systems such as the Student Information System (SIS). SIS updates class rosters which contains the names of students. When updated, class rosters include the students preferred name as well as the pronouns students are using at that particular time (yes, pronouns can change!). Rosters are points of contact for many student and professor interactions. Students are more likely to come to class and maintain retention if they feel affirmed and respected in classroom spaces. How are pronouns being used? In the chart below there are three examples of the most common pronouns used; she, he, and they. We are familiar with the most common pronouns (he and she) being used in the singular form; referring to only one person. The pronoun series “they”, in this instance, is used in a similar way (in the singular form, referring to one person). Typically, “they” is an example of gender neutral or non-binary pronouns. Example of “they” series as a singular: “I like Cool’s work ethic, they are such a hard-working employee.