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1 Descriptive Versus Prescriptive Grammar Eli Hinkel Seattle Pacific University [email protected] Word Count 2,453 Abstract A
Page 1 of 5 TESOL Encyclopedia of English Language Teaching Descriptive versus Prescriptive Grammar Eli Hinkel Seattle Pacific University [email protected] Word Count 2,453 Abstract A descriptive grammar is a study of a language, its structure, and its rules as they are used in daily life by its speakers from all walks of life, including standard and nonstandard varieties. A prescriptive grammar, on the other hand, specifies how a language and its grammar rules should be used. A prescriptivist view of language implies a distinction between "good grammar" and "bad grammar," and its primary focus is on standard forms of grammar and syntactic constructions. Main Text Section 1: Framing the Issue A definition of a descriptive grammar: A descriptive grammar is a study of a language, its structure, and its rules as they are used in daily life by its speakers from all walks of life, including standard and nonstandard varieties. That is, descriptive grammar describes the language, its structure, and the syntactic rules that govern sentence and phrase constructions (Greenbaum & Quirk, 1990). A descriptive study of grammar is non-judgmental, and it does not have the goal of determining what represents good or bad language, correct or incorrect structures, or grammatical or ungrammatical forms (Leech, Deuchar, & Hoogenraad, 2006). A descriptive grammar is typically studied by linguists, anthropologists, ethnographers, psychologists, or other researchers who seek to identify how the grammar of a language is actually used in various contexts and for various purposes. (Books that describe and present the grammar of any language are called reference grammars, or sometimes "a grammar" by non-specialists.) In this light, sentences such as Him and me, we are neighbors or I don't know nothing simply reflect how the language is used by its speakers. -
P. Diddy with Usher I Need a Girl Pablo Cruise Love Will
P Diddy Bad Boys For Life P Diddy feat Ginuwine I Need A Girl (Part 2) P. Diddy with Usher I Need A Girl Pablo Cruise Love Will Find A Way Paladins Going Down To Big Mary's Palmer Rissi No Air Paloma Faith Only Love Can Hurt Like This Pam Tillis After A Kiss Pam Tillis All The Good Ones Are Gone Pam Tillis Betty's Got A Bass Boat Pam Tillis Blue Rose Is Pam Tillis Cleopatra, Queen Of Denial Pam Tillis Don't Tell Me What To Do Pam Tillis Every Time Pam Tillis I Said A Prayer For You Pam Tillis I Was Blown Away Pam Tillis In Between Dances Pam Tillis Land Of The Living, The Pam Tillis Let That Pony Run Pam Tillis Maybe It Was Memphis Pam Tillis Mi Vida Loca Pam Tillis One Of Those Things Pam Tillis Please Pam Tillis River And The Highway, The Pam Tillis Shake The Sugar Tree Panic at the Disco High Hopes Panic at the Disco Say Amen Panic at the Disco Victorious Panic At The Disco Into The Unknown Panic! At The Disco Lying Is The Most Fun A Girl Can Have Panic! At The Disco Ready To Go Pantera Cemetery Gates Pantera Cowboys From Hell Pantera I'm Broken Pantera This Love Pantera Walk Paolo Nutini Jenny Don't Be Hasty Paolo Nutini Last Request Paolo Nutini New Shoes Paolo Nutini These Streets Papa Roach Broken Home Papa Roach Last Resort Papa Roach Scars Papa Roach She Loves Me Not Paper Kites Bloom Paper Lace Night Chicago Died, The Paramore Ain't It Fun Paramore Crush Crush Crush Paramore Misery Business Paramore Still Into You Paramore The Only Exception Paris Hilton Stars Are Bliind Paris Sisters I Love How You Love Me Parody (Doo Wop) That -
Chapter 1 Basic Categorial Syntax
Hardegree, Compositional Semantics, Chapter 1 : Basic Categorial Syntax 1 of 27 Chapter 1 Basic Categorial Syntax 1. The Task of Grammar ............................................................................................................ 2 2. Artificial versus Natural Languages ....................................................................................... 2 3. Recursion ............................................................................................................................... 3 4. Category-Governed Grammars .............................................................................................. 3 5. Example Grammar – A Tiny Fragment of English ................................................................. 4 6. Type-Governed (Categorial) Grammars ................................................................................. 5 7. Recursive Definition of Types ............................................................................................... 7 8. Examples of Types................................................................................................................. 7 9. First Rule of Composition ...................................................................................................... 8 10. Examples of Type-Categorial Analysis .................................................................................. 8 11. Quantifiers and Quantifier-Phrases ...................................................................................... 10 12. Compound Nouns -
TRADITIONAL GRAMMAR REVIEW I. Parts of Speech Traditional
Traditional Grammar Review Page 1 of 15 TRADITIONAL GRAMMAR REVIEW I. Parts of Speech Traditional grammar recognizes eight parts of speech: Part of Definition Example Speech noun A noun is the name of a person, place, or thing. John bought the book. verb A verb is a word which expresses action or state of being. Ralph hit the ball hard. Janice is pretty. adjective An adjective describes or modifies a noun. The big, red barn burned down yesterday. adverb An adverb describes or modifies a verb, adjective, or He quickly left the another adverb. room. She fell down hard. pronoun A pronoun takes the place of a noun. She picked someone up today conjunction A conjunction connects words or groups of words. Bob and Jerry are going. Either Sam or I will win. preposition A preposition is a word that introduces a phrase showing a The dog with the relation between the noun or pronoun in the phrase and shaggy coat some other word in the sentence. He went past the gate. He gave the book to her. interjection An interjection is a word that expresses strong feeling. Wow! Gee! Whew! (and other four letter words.) Traditional Grammar Review Page 2 of 15 II. Phrases A phrase is a group of related words that does not contain a subject and a verb in combination. Generally, a phrase is used in the sentence as a single part of speech. In this section we will be concerned with prepositional phrases, gerund phrases, participial phrases, and infinitive phrases. Prepositional Phrases The preposition is a single (usually small) word or a cluster of words that show relationship between the object of the preposition and some other word in the sentence. -
Philosophy of Pop Culture Instructor: Claire Pickard
Philosophy of Pop Culture Instructor: Claire Pickard 1. Course Description This course examines the role of popular culture in our lives and its inherent connections to philosophy. By analytically engaging with topics such as social media, selfies, and reality TV, we have the opportunity to think carefully and critically about phenomena that saturate our world and are, perhaps, some of our most enjoyable escapes. This also has the potential to demonstrate the inextricability of philosophy from daily life. The course is structured to address one cultural phenomenon per week; we will start from our own experiences on the subjects and proceed from there. Since one of the major goals of this class is to foster dialogue about our own daily experiences, much of this class will consist of large-group and small-group discussions. Since there often will not be much time spent recapping the readings in lecture form, I expect everyone to come to class having read or watched the material assigned for the day. 2. Class Meetings Class will meet Monday-Thursday from 9:00 – 9:50 a.m. in 303 GER. 3. Office Hours and Contact Information My office hours are Tuesday, 10am – 11:50am in Susan Campbell Hall 232. If you are unavailable during that time, please email me at [email protected] and we can make other arrangements. 4. Course Requirements Final grades will be determined as follows: Participation/ Attendance 20 % Short Reflection Papers (3) 30% First Paper 25 % Second Paper 25 % Participation and Attendance: You are expected to participate actively in this class, which includes attending class, reading all assigned material prior to class, and participating productively and professionally in the discussion. -
Grammar for Academic Writing
GRAMMAR FOR ACADEMIC WRITING Tony Lynch and Kenneth Anderson (revised & updated by Anthony Elloway) © 2013 English Language Teaching Centre University of Edinburgh GRAMMAR FOR ACADEMIC WRITING Contents Unit 1 PACKAGING INFORMATION 1 Punctuation 1 Grammatical construction of the sentence 2 Types of clause 3 Grammar: rules and resources 4 Ways of packaging information in sentences 5 Linking markers 6 Relative clauses 8 Paragraphing 9 Extended Writing Task (Task 1.13 or 1.14) 11 Study Notes on Unit 12 Unit 2 INFORMATION SEQUENCE: Describing 16 Ordering the information 16 Describing a system 20 Describing procedures 21 A general procedure 22 Describing causal relationships 22 Extended Writing Task (Task 2.7 or 2.8 or 2.9 or 2.11) 24 Study Notes on Unit 25 Unit 3 INDIRECTNESS: Making requests 27 Written requests 28 Would 30 The language of requests 33 Expressing a problem 34 Extended Writing Task (Task 3.11 or 3.12) 35 Study Notes on Unit 36 Unit 4 THE FUTURE: Predicting and proposing 40 Verb forms 40 Will and Going to in speech and writing 43 Verbs of intention 44 Non-verb forms 45 Extended Writing Task (Task 4.10 or 4.11) 46 Study Notes on Unit 47 ii GRAMMAR FOR ACADEMIC WRITING Unit 5 THE PAST: Reporting 49 Past versus Present 50 Past versus Present Perfect 51 Past versus Past Perfect 54 Reported speech 56 Extended Writing Task (Task 5.11 or 5.12) 59 Study Notes on Unit 60 Unit 6 BEING CONCISE: Using nouns and adverbs 64 Packaging ideas: clauses and noun phrases 65 Compressing noun phrases 68 ‘Summarising’ nouns 71 Extended Writing Task (Task 6.13) 73 Study Notes on Unit 74 Unit 7 SPECULATING: Conditionals and modals 77 Drawing conclusions 77 Modal verbs 78 Would 79 Alternative conditionals 80 Speculating about the past 81 Would have 83 Making recommendations 84 Extended Writing Task (Task 7.13) 86 Study Notes on Unit 87 iii GRAMMAR FOR ACADEMIC WRITING Introduction Grammar for Academic Writing provides a selective overview of the key areas of English grammar that you need to master, in order to express yourself correctly and appropriately in academic writing. -
2 Conceptions of Language and Grammar
2 Conceptions of Language and Grammar KEY CONCEPTS The study of language The roles of the English teacher What is a language? Competence and performance Approaches to the study of language THE STUDY OF LANGUAGE The study of spoken and writtenlanguage occupies a significant part of contemporary primary and secondary school and university curricula. The grammars, handbooks of style, and composition texts used in these cur- ricula are based on various assumptions about language and about why it should be studied. It is important that teachers have a critical understanding of these assumptions, which in many instances are either indirectly stated or omitted entirely. These books are designed to help you to: • develop the critical resources you need as a teacher to respond to many language-related issues; • understand the many concepts needed to talk appropriately and accurately about language; • develop skills that you will use in everyday teaching of language, literature, reading, and writing. In the pages to follow you will encounter ideas about language that may be new to you and which may contradict ideas you’ve been taught. We cannot guarantee that these new concepts will be easy to master, but we do believe that they are worth your best efforts. We will, as we said earlier, try to begin with what you know about language. For example, you have probably been taught to avoid non-standard expressions such as seen or seed instead of saw, to avoid multiple nouns as modifiers, to make sure that your subjects and verbs agree, to use parallel structures where possible, and the like. -
Summer Guide 2019
SummerSummer GuideGuide 20192019 MOBILE PARKS AND RECREATION SUMMER WWW.CITYOFMOBILE.ORG/PARKS FACEBOOK.COM/MOBILEPARKS 2019 1 TABLE OF CONTENTS 4 SWIMMING AND WADING POOLS 8 AZALEA CITY GOLF COURSE — 1000 Gailard Drive 8 ART INSTRUCTIONAL CENTER — 200 West Parkway 10 JOSEPH C. DOTCH COMMUNITY CENTER — 3100 Bank Avenue 11 MICHAEL A. FIGURES COMMUNITY CENTER — 658 Donald Street 11 HARMON-THOMAS COMMUNITY CENTER — 1161 Belfast Street 12 HILLSDALE COMMUNITY CENTER — 556 East Felhorn 12 ROBERT HOPE COMMUNITY CENTER — 850 Edwards Street 13 LAUN PARK & NEIGHBORHOOD CENTER — 5401 Windmill 15 MITTERNIGHT PARK & NEIGHBORHOOD CENTER — 5310 Colonial Oaks Drive 16 NEWHOUSE PARK & NEIGHBORHOOD CENTER — 2960 Alston Drive 17 RICKARBY PARK & NEIGHBORHOOD CENTER — 550 Rickarby Street 18 JAMES SEALS COMMUNITY CENTER — 540 Texas Street 19 SPRINGHILL RECREATION CENTER — 1151 Springhill Avenue 20 STOTTS PARK & NEIGHBORHOOD CENTER — 2150 N. Demetropolis Road 21 THOMAS SULLIVAN COMMUNITY CENTER — 351 N. Catherine Street 22 COTTAGE HILL GYMNASTICS CENTER — 1711 Hillcrest Road 23 TENNIS CENTERS — 851 Gaillard Drive 25 THERAPEUTIC & SENIOR ACTIVITIES CENTER (T-SAC) — 261 Rickarby Street 26 MOBILE ADULT CENTER — 1301 Azalea Road 27 CONNIE HUDSON REGONAL SENIOR CENTER — 3201 Hillcrest Road 29 S.A.I.L PROGRAMS 30 YOUTH & ADULT LEAGUE SPORTS / ATHLETIC PROGRAM 31 CALENDAR OF CITY-WIDE EVENTS 32 HOW TO REGISTER 2 MOBILE PARKS AND RECREATION Mayor, City of Mobile William S. Stimpson Senior Director Parks and Recreation Shonnda R. Smith Assistant Director of Operations Parks & Recreation Gerard W. McCants Superintendent of Parks Dan Otto Superintendent of Recreation Shadrach Collins, Jr. Rentals and Permits Facilities are available to be rented for Special Events. -
• an Adjective Is a Word That Describes a Noun. an Adjective Usually Comes Before the Noun It Describes
Grammar: Adjectives Name • An adjective is a word that describes a noun. An adjective usually comes before the noun it describes. • Some adjectives are descriptive. They tell what kind of person, place, or thing the noun is. • Some adjectives tell how many. • Some adjectives are limiting, such as this, that, these, and those. Draw one line under each adjective. Circle the noun that the adjective describes. 1. Gramps has a brown horse. 2. Rex is the name of this big animal. 3. I am a good helper when I visit Gramps. 4. I take Rex out for long rides. 5. I feed Rex juicy apples. Copyright © The McGraw-Hill Companies, Inc. 6. Gramps lets me polish the heavy saddle. 7. In June I will help him paint the old barn. 8. Gramps let me pick out the new color. 9. I chose a bright red. 10. I think Rex will like that color. 126 Grammar • Grade 3 • Unit 6 • Week 1 Grammar: Articles Name • The articles a, an, and the are special adjectives. • Use an before an adjective or a nonspecifi c singular noun that begins with a vowel. • Use the before singular and plural nouns when referring to something specifi c. • Some adjectives are limiting, such as this, that, these, and those. Write a, an, or the to fi nish each sentence. 1. I went to see first game of the World Series. 2. I wrote essay about my exciting day. 3. I took baseball with me in hopes of getting it signed. 4. After game, I looked around for my favorite pitcher. -
Open Steinle Cory Kanyecriticism.Pdf
THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF COMMUNICATION ARTS & SCIENCES “I THOUGHT ABOUT KILLING YOU”: CONSIDERING THE UTILITY OF RHETORICAL AND BIOGRAPHICAL CRITICAL APPROACHES TO KANYE WEST’S YE CORY N. STEINLE SPRING 2020 A thesis submitted in partial fulfillment of the requirements for baccalaureate degrees in Communication Arts and Sciences and Labor and Employment Relations with honors in Communication Arts and Sciences Reviewed and approved* by the following: Bradford Vivian Professor of Communication Arts & Sciences Thesis Supervisor Lori Bedell Associate Teaching Professor in Communication Arts & Sciences Honors Adviser * Signatures are on file in the Schreyer Honors College. i ABSTRACT This paper examines the merits of intrinsic and extrinsic critical approaches to hip-hop artifacts. To do so, I provide both a neo-Aristotelian and biographical criticism of three songs from ye (2018) by Kanye West. Chapters 1 & 2 consider Roland Barthes’ The Death of the Author and other landmark papers in rhetorical and literary theory to develop an intrinsic and extrinsic approach to criticizing ye (2018), evident in Tables 1 & 2. Chapter 3 provides the biographical antecedents of West’s life prior to the release of ye (2018). Chapters 4, 5, & 6 supply intrinsic (neo-Aristotelian) and extrinsic (biographical) critiques of the selected artifacts. Each of these chapters aims to address the concerns of one of three guiding questions: which critical approaches prove most useful to the hip-hop consumer listening to this song? How can and should the listener construct meaning? Are there any improper ways to critique and interpret this song? Chapter 7 discusses the variance in each mode of critical analysis from Chapters 4, 5, & 6. -
Linguistic Background: an Outline of English Syntax
Allen 1995: Chapter 2 - An Outline of English Syntax Allen 1995 : Natural Language Understanding Contents Preface Introduction previous Part I Part II Part III - Context / World next chapter chapter Knowledge Syntactic Processing Semantic Interpretation Appendices Bibliography Index Summaries Further Readings Exercises Chapter 2: Linguistic Background: An Outline of English Syntax 2.1 Words 2.2 The Elements of Simple Noun Phrases 2.3 Verb Phrases and Simple Sentences 2.4 Noun Phrases Revisited 2.5 Adjective Phrases 2.6 Adverbial Phrases Summary Related Work and Further Readings Exercises for Chapter 2 [Allen 1995: Linguistic Background: An Outline of English Syntax 23] http://www.uni-giessen.de/~g91062/Seminare/gk-cl/Allen95/al199502.htm (1 / 23) [2002-2-26 21:16:11] Allen 1995: Chapter 2 - An Outline of English Syntax This chapter provides background material on the basic structure of English syntax for those who have not taken any linguistics courses. It reviews the major phrase categories and identifies their most important subparts. Along the way all the basic word categories used in the book are introduced. While the only structures discussed are those for English, much of what is said applies to nearly all other European languages as well. The reader who has some background in linguistics can quickly skim this chapter, as it does not address any computational issues. You will probably want to use this chapter as a reference source as you work through the rest of the chapters in Part I. Section 2.1 describes issues related to words and word classes. Section 2.2 describes simple noun phrases, which are then used in Section 2.3 to describe simple verb phrases. -
Some Problems Related to the Development of a Grammar Checker
Some problems related to the development of a grammar checker Kristin Hagen, Janne Bondi Johannessen and Pia Lane University of Oslo {kristiha, jannebj, pial}@mail.hf.uio.no 1. Introduction Developing a grammar checker presents problems to the linguist and to linguistic software that are far from trivial. In this paper we will discuss various kinds of problems that we have encountered during our work with developing a grammar checker for Norwegian (Bokmål). The grammar checker in question, developed in cooperation with Lingsoft OY and to be used in Microsoft Word from the summer 2001, will be applied on text that has been grammatically tagged and disambiguated by the Constraint Grammar method (Karlsson et al 1995, Hagen and Johannessen 1998, and Hagen, Johannessen and Nøklestad 2000a, 2000b). The fact that the input text has been multi-tagged and disambiguated before grammar checking has certain advantages, but also presents certain problems, as we shall see. Below, we shall give a brief review of statistical measures and an outline of the structure of the grammar checker, and then give an overview of the error types that our grammar checker is meant to cover. Many people find it hard to believe that grammar errors occur to any large extent. We shall therefore show some authentic examples from manually proofread tests. The errors can be categorised in two main groups: 1) Errors caused by a sloppy use of the "cut and paste" options of modern text editors, and 2) errors due to people's mistaken beliefs about the written language norms. We shall then focus on problems that present a challenge in more ways than the obvious ones that deal with recognising mistakes and suggesting improvements.