DOCSLIB.ORG

Investigating EFL Students' Wrong Use of Pronouns and It's Effect on Writing: a Case Study of Holy Quran University Students, Gezira State, Sudan(2018)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Investigating EFL Students' Wrong Use of Pronouns and It's Effect on Writing: a Case Study of Holy Quran University Students, Gezira State, Sudan(2018) Investigating EFL Students' Wrong Use of Pronouns and It's Effect on Writing: A Case Study of Holy Quran University Students, Gezira State, Sudan(2018) Rabie Salih Hassan Gebriel December /2017 1 Investigating EFL Students' Wrong Use of Pronouns and It's Effect on Writing: A Case Study of Holy Quran University Students, Gezira State, Sudan(2018) Rabie Salih Hassan Gebriel Supervision Committee Name Position Signature Dr. Abdulgadir Mohammed Ali Main supervisor …………... Dr. Ahmed Gasm Alseed Ahmed Co – supervisor …………... January/ 2018 2 Investigating EFL Students' Wrong Use of Pronouns and It's Effect on Writing: A Case Study of Holy Quran University Students, Gezira State, Sudan(2018) Rabie Salih Hassan Gebriel Examination Committee: Name Position Signature Dr. Abdul Gadir Mohmmed Ali Chairperson ……..….. Prof. Ibrahim Ahmed Alfaki External Examiner ……..….. Dr. Alhaj Ali Adam Internal Examiner ……..….. Date of Examination 13 / 1 /2018 3 Dedication To my beloved parents, brothers and sisters To my wife and my daughter To my teachers and my colleagues 4 Acknowledgments First of all, I want to thank Allah for guidaning me to the right bath in my life. I want to express my deeply thanks to my Supervisors. My gratitude is also extended to my Co- supervisor. My thanks are also extends to my family for their unlimited support, and my colleagues at UNESCO Institute for encouraging me. 5 Investigating EFL Students' Wrong Use of Pronouns and It's Effect on Writing: A Case Study of Holy Quran University Students, Gezira State, Sudan(2018) Rabie Salih Hassan Gebriel Abstract Pronouns are considered one of the important part of speech Which are used instead of the nouns to avoid repetition in a sentence and understanding them helps students to develop their writing skills. This study Aims to investigate errors that committed by Students, the effects of these errors in written texts and identify the difficulties face them when they use English pronouns. It has been noticed that most of the students commit errors when they use English pronouns in written text. Identify the difficulties face EFL students when they use English pronouns. Also aims at Draw the attention of teachers and syllabus designers to focus on this area The study has assumed the following hypotheses: Complexity of system and the mother tongue interference due to cause errors in written texts. The sample of the study consists of (55) students male and female from the Holy Quran University. The Analytical Descriptive method has been adopted to investigate the erroneous pronouns and their effects on written texts. A test has been used to collect data from the sample of the study. The Statistical Package for Social Science (SPSS) has been used to analyze data. The results have shown that students commit errors when they use English pronouns in written texts and that as a result of the mother tongue interference. Some of the students make errors as a result of the complexity system of English pronouns and the ignorance and the limit experience of the students about English pronouns. The errors are committed in the personal pronouns and this due to the influence of their mother language, According to the results the study recommends: Teachers should use new techniques for teaching English pronouns. The text-book at the pre-University level should include sufficient exercises to give the students opportunities to practice and use pronouns and English pronouns should be presented in various ways to help students transform them according to their function in the sentence. 6 انكشف ػٍ أصثاب اﻻصرؼًال انخاطئ نضًائز انهغح اﻹَجهيزيح نطﻻب انجايؼاخ وذأثيزها في كراتح انُص: دراسة حالة طﻻب جامعة القران الكريم، وﻻية الجزيرة، السودان )7102( رتيغ صانح حضٍ جثزيم يخهص اندراصح ذؼد انضًائز واحددِ يدٍ أهدى أجدزا انكدﻻو انردي ذضدرخدو تددﻻ ػدٍ اﻷصدًا نرجُدة ذكزارهدا كًدا ذضاػد ػهي رتظ أجزا انجًهح وفهًهدا يضداػد انطدﻻب فدي ذطدىيز يهداراذهى فدي انكراتدح ذهدد هذِ اندراصح إني انرمصي وانكشف ػٍ أخطا طﻻب انجايؼداخ ػُدد اصدرخداو انضدًائز فدي انهغدح اﻹَجهيزيح وانرؼز ػهي ذهك انصؼىتاخ انري ذىاجههى و يدي ذأثيزها فدي كراتدح اندُص وإيجدا انحهددىل نهددا كًددا ذهددد أيضددا إنددي ذىػيددح اﻷصدداذذج ويصددًًي انًُدداه إنددي ذكثيددف اﻻخرثدداراخ وانرزكيز ػهي اصرخداو انضًائز ﻷهًيرهدا فدي انجًهدح ولدد ندىح أٌ كثيدز يدٍ طدﻻب انجايؼداخ يزذكثدىٌ تؼدا اﻷخطدا ػُدد اصدرؼًال انضدًائز فدي كراتدح اندُص ونهدذا افرزضدد اندراصدح إٌ صثة انًشكهح يزجغ إني صؼىتح و فهى و ذؼميد َظداو انضدًائز فدي انهغدح اﻹَجهيزيدحي ذدأثيز انهغدح اﻷو وػدو اﻹنًاو انكدافي فدي يزحهدح انثداَىي نمىاػدد انهغدح اﻻَجهيزيح اصدرخديد اندراصدح انًدُه انىصفي انرحهيهي نهرمصي وانكشف ػٍ ذهك اﻷخطا ويؼزفدح أصدثاتها ذركدىٌ ػيُدح اندراصدح يدٍ )55( ارس و ارصح يٍ جايؼح انمزآٌ انكزيىيكهيح انرزتيح يزكدز انخثيدز و يددَي ولدد أتصدرخدو اﻻخرثار كىصديهح نجًدغ انثياَداخ يدٍ ػيُدح اندراصدح كًدا اصدرخديد اندراصدح أيضدا تزَداي انحدزو اﻹحصائيح نهؼهىو اﻻجرًاػيح نرحهيم ذهك انثياَاخ و تؼد انرحهيم أوضحد انُرائ أٌ هُانك أخطا كثيزج ذزذكة تىاصطح طﻻب انجايؼاخ ػُد انرؼايم يغ انضًائز فدي انهغدح اﻹَجهيزيدح وهدي اخ ذأثيز في كراتح انُص و نك كضؤ اﻻخريدار انصدحيح نهضدًيز انًُاصدة يلهدح خثدزاخ انطدﻻب فدي انرؼايم يغ ضًائز انهغح اﻻَجهيزيحي ػددو انرًييدز واﻹنًداو انكدافي نمىاػدد اصدرخداو ضدًائز انهغدح اﻻَجهيزيح و ذأثيز انهغح اﻷو أ خ كم هذِ اﻷصثاب إني انىلىع في هذِ اﻷخطا أوصد اندراصدح اﻷصاذذج ويصًًي انًُاه ترُىيغ طزق ذددريش انضدًائز وكيفيدح اصدرؼًانها وذزويدد يدُه انهغدح اﻹَجهيزيدح تؼددد وافدز يددٍ انرًدداريٍ انردي ذرؼهددك تاصدرخداو انضددًائز ػُددد كراتدح انُصددى وػهددي انطﻻب انرزكيز في اصرخداو انضًائز في انهغح اﻻَجهيزيح وطزق اصرخدايها 7 Table of Contents Subject page Supervision Committee i Examination Committee ii Dedication iii Acknowledgment iv Abstract (English) v Abstract (Arabic) v Table of Contents vi Table of Tables vii Tables of Charts CHAPTER ONE: INTRODUCTION 1.0 Background of the Study 2 1.1 Statement of the Study 2 1.2 Objectives of the Study 2 1.3 Questions of the Study 2 1.4 Hypotheses of the Study 3 1.5 Significance of the Study 3 1.6 Methodology of the Study 3 1.7 Limits of the Study 3 1.8 Definition of Terms 3 CHAPTER TWO: LITERATURE REVIEW 2.0 Introduction 6 2.1 What is a pronoun ? 6 2.2 Definition of Errors Analysis and Contrastive Analysis 6 2.3Definition of errors and Mistakes 7 8 2.4The Significance of Errors Analysis 8 2.5Why Error Analysis 8 2.6The Importance of Errors 9 2.7 Types of Pronouns 9 2.7.1Subjective Pronouns 9 2.7.2Objective Pronouns 11 2.7.3 Interrogative Pronouns 11 2.7.3.1 Pronouns Function 11 2.7.3.2 Determinative Function 11 2.7.3.3 Relative Pronouns 11 2.7.3.4 Interrogative Function 12 2.7.3.5 Possessive Pronouns 12 2.7.4 Demonstrative Pronouns 13 2.7.5 Indefinite Pronouns 13 2.7.6 Reflexive Pronouns 14 2.7.7 Intensive Pronouns 15 2.7.8 Dummy Pronouns 16 2.8 Arabic Personal Pronouns 16 2.9 Separate Subject Pronouns in Arabic 16 2.10 Influence of the Mother tongue 17 2.11 The previous Experience of the Students 18 2.12 The Concept of Coherence 18 2.12.1 The Influence of Coherence in Written text 18 2.12.2 The Influence of Cohesion in Written text 19 2.13 Common Errors in Students' Writing 19 2.14 Sentence Unity and Coherence 19 9 2.14. 1 Text as Connected Discourse 23 2.15 Vocabulary 23 2.15.1 What's Vocabulary 24 2.15.2 The Importance of Vocabulary knowledge 24 2.15.3 Using Synonyms 24 2.15.4 Using Opposite 25 2.15.5 Using Affixes to Build Words 25 2.15.6 Using Phrasal Verbs 26 2.15.7 Using one Word for a group of Words 26 2.16 Strategies of Writing 27 2.17 The Previous Studies 28 CHAPTER THREE: METHODOLOGY 3.0 Introduction 33 3.1 Population of the Study 33 3.2 The Sample 33 3.3 Tools of Data Collection 33 3.4 The Contents of the Test 33 3.5 Reliability of the Test 34 3.6Validity of the Test 34 CHAPTER FOUR: PRESENTATOIN, ANALSIS AND DISCUSSION OF DATA 4.0 Introduction 36 4.1 Data Analysis and Discussion 36 4.1.1 Part One 36 4.1.2 Part two 41 4.2 Discussion of Results in Relation to Hypotheses of the 44 Study 11 CHAPTER FIVE: FINDINGS, RECOMMENDATIONS AND SUGGESTIONS 5.0 Introduction 46 5.1 Conclusions 46 5.2 Findings 46 5.3 Recommendations 46 5.4 Suggestions for Further Studies 47 References 48 Appendix 50 11 List of tables Table page (2.1)classifications of Personal pronouns 7 (2.2)personal pronouns 9 (2.3)Demonstrative pronouns 10 (2.4)Relative pronouns 12 (2.5)Reflexive pronouns 12 (2.6)Arabic subject pronouns 14 (2.7)Separate subject Arabic pronouns 15 (4.1)Frequency of incorrect answer 24 (4.2) percentages of incorrect answer 25 (4.3) Frequency of correct answer part one 26 (4.4) percentages of correct answer 26 (4.5) percentages of incorrect and correct answer part one 27 (4.6)Descriptive statistics of incorrect and correct answer part one 28 (4.7) Frequency of correct answer part two 29 (4.8) percentages of incorrect answer part two 30 (4.9) percentages of incorrect and correct answer part two 31 (4.10) general percentages part two 32 12 Chapter one 13 CHAPTER ONE INTRODUCTION 1.0 Background The difficulties that face Students when they learn another language can be identified by how the two languages are related to each other and by comparing them. Contrastive is one of the branches of linguistic which helps us to compare and contrast between the two languages and to know the similarities and differences among them. In the other hand Errors Analysis also helps us to investigate and know why these Errors are committed.
Load more

Recommended publications
  • 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.
    [Show full text]
  • New Latin Grammar
    NEW LATIN GRAMMAR BY CHARLES E. BENNETT Goldwin Smith Professor of Latin in Cornell University Quicquid praecipies, esto brevis, ut cito dicta Percipiant animi dociles teneantque fideles: Omne supervacuum pleno de pectore manat. —HORACE, Ars Poetica. COPYRIGHT, 1895; 1908; 1918 BY CHARLES E. BENNETT PREFACE. The present work is a revision of that published in 1908. No radical alterations have been introduced, although a number of minor changes will be noted. I have added an Introduction on the origin and development of the Latin language, which it is hoped will prove interesting and instructive to the more ambitious pupil. At the end of the book will be found an Index to the Sources of the Illustrative Examples cited in the Syntax. C.E.B. ITHACA, NEW YORK, May 4, 1918 PREFACE TO THE SECOND EDITION. The present book is a revision of my Latin Grammar originally published in 1895. Wherever greater accuracy or precision of statement seemed possible, I have endeavored to secure this. The rules for syllable division have been changed and made to conform to the prevailing practice of the Romans themselves. In the Perfect Subjunctive Active, the endings -īs, -īmus, -ītis are now marked long. The theory of vowel length before the suffixes -gnus, -gna, -gnum, and also before j, has been discarded. In the Syntax I have recognized a special category of Ablative of Association, and have abandoned the original doctrine as to the force of tenses in the Prohibitive. Apart from the foregoing, only minor and unessential modifications have been introduced. In its main lines the work remains unchanged.
    [Show full text]
  • A Guide to the Scranton Preparatory School English Entrance Exam
    A Guide to the Scranton Preparatory School English Entrance Exam Kathleen M. Mihailoff Parts of Speech ....................................................................................................................................... 4 Noun ...................................................................................................................................................................... 4 Proper Noun .................................................................................................................................................................... 4 Common Noun ................................................................................................................................................................ 4 Abstract Noun ................................................................................................................................................................. 4 Concrete Noun ................................................................................................................................................................ 4 Collective Noun .............................................................................................................................................................. 4 Pronoun ................................................................................................................................................................ 4 Personal Pronoun ........................................................................................................................................................
    [Show full text]
  • A Sketch Grammar of Pondi
    A SKETCH GRAMMAR OF PONDI A SKETCH GRAMMAR OF PONDI RUSSELL BARLOW ASIA-PACIFIC LINGUISTICS Published by ANU Press The Australian National University Acton ACT 2601, Australia Email: [email protected] Available to download for free at press.anu.edu.au ISBN (print): 9781760463830 ISBN (online): 9781760463847 WorldCat (print): 1175268620 WorldCat (online): 1175268668 DOI: 10.22459/SGP.2020 This title is published under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0). The full licence terms are available at creativecommons.org/licenses/by-nc-nd/4.0/legalcode Cover design and layout by ANU Press. Cover photograph by Russell Barlow. This edition © 2020 ANU Press CONTENTS Acknowledgements . ix List of abbreviations . xi List of maps, figures, and tables . xiii 1 . Introduction . 1 1 .1 Organisation . 1 1.2 Previous research on the language . 2 1.3 Methodology . 2 1.4 Orthography and presentation . 3 1.5 Pondi: The language and its speakers . 3 1.5.1 The name of the language . 4 1.5.2 The environment . 4 1 .5 .3 Langam village . 5 1.5.4 The people . 6 1.5.5 Relationships with neighbouring villages and borrowing . 8 1 .5 .6 Variation . 11 1.6 Language vitality . .11 1 .6 .1 UNESCO’s nine factors . 12 1 .6 .2 EGIDS . 12 1 .6 .3 LEI . 13 1.7 Classification . 14 1.8 Typological overview . 18 2 . Phonetics and phonology . 21 2 .1 Consonants . 21 2 .1 .1 Voiceless stops . 22 2 .1 .2 Prenasalised voiced stops . 23 2.1.3 Prenasalised voiced affricate .
    [Show full text]
  • Grammar & Mechanics Handbook
    Grammar and Mechanics Handbook Voyages in English 2018 Voyages All rights reserved. 631 © Grade 6 www.voyagesinenglish.com Grammar Grammar Adjectives An adjective points out or describes a noun. That building is tall. Adjective Phrases An adjective phrase is a prepositional phrase that describes a noun or pronoun. See PHRASES. Articles An article points out a noun. See ARTICLES. Common Adjectives A common adjective expresses an ordinary quality of a noun or pronoun: fast car, delicious hamburger. Comparison of Adjectives Most adjectives have three degrees of comparison: positive, comparative, and superlative. The positive degree of an adjective shows a quality of a noun or pronoun. Elephants are large animals. The actor is famous. Those rings are valuable. The comparative degree is used to compare two items or two sets of items. This form is often followed by than. Whales are larger than elephants. The dancer is more famous than the actor. The bracelets are less valuable than the rings. Voyages in English 2018 Voyages The superlative degree is used to compare three or more items or sets of items. Whales are the largest mammals. All rights reserved. The singer is the most famous performer in the show. The necklaces are the least valuable of all the jewelry. 632 • Grammar and Mechanics Handbook © Grade 6 www.voyagesinenglish.com Grammar The adjectives few, fewer, and fewest are used to compare nouns that can be counted. Note that these nouns are plural in form. Kara made a few cookies for the bake sale. Joel made fewer cookies than Kara did. Keesha made the fewest cookies of anyone in class.
    [Show full text]
  • Grammar and Language Workbook 10.Pdf
    GLENCOE LANGUAGE ARTS Grammar and Language Workbook GRADE 10 Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818296-0 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 4.31 Sentence Fragments ..................................121 Troubleshooter ........................................................21 4.32 Run-on Sentences......................................123 Unit 4 Review ........................................................125 Part 1 Grammar ......................................................45 Cumulative Review: Units 1–4..............................126 Unit 1 Parts of Speech 1.1 Nouns: Concrete, Abstract, and Collective 47 Unit 5 Diagraming Sentences 1.2 Nouns: Proper and Common ......................49 5.33 Diagraming Simple Sentences ..................127 1.3 Pronouns: Personal and Possessive; 5.34 Diagraming Simple Sentences with Reflexive and Intensive...............................51 Phrases.......................................................129 1.4 Pronouns: Interrogative and Relative; 5.35 Diagraming Sentences with Clauses.........133
    [Show full text]
  • Morphology, Material for Incorporation in Curricula
    REPOR TRESUMES ED 019 258 24 TE 000 261 MORPHOLOGY, MATERIAL FORINCORPORATION IN CURRICULAOF GRADES 11 AND 12. NORTHERN ILLINOIS UNIV.,DE KALB 'REPORT NUMBER CRP-H-144-2 PUB DATE AUG 66 REPORT NUMBER BR -5- 1112-2 CONTRACT OEC-4-10-252 EDRS PRICE MF-$0.50 HC-$4.66 115P. DESCRIPTORS- *LANGUAGE INSTRUCTIONS*MORPHOLOGY (LANGUAGES), *CURRICULUM GUIDES, *ENGLISHINSTRUCTION, *FORM CLASSES (LANGUAGES), APPLIED LINGUISTICS,LANGUAGE GUIDES, GRAMMAR, PHONOLOGY, SYNTAX, GRACE119 .GRADE 12, SECONDARYEDUCATION, LANGUAGE, NORTHERN ILLINOISUNIVERSITY, DEKALB, PROJECT ENGLISH, THIS 'NORTHERN ILLINOISUNIVERSITY PROJECT ENGLISHUNIT IS PLANNED TO COMPLEMENT THEGRAMMAR WHICH 11TH- AND 12TH-GRADE STUDENTS ALREADYKNOW, AND TO ENRICH THEIR UNDERSTANDING OF THE ENGLISHLANGUAGE. THOUGH NOT PRIMARILY AN INTRODUCTION TO THE PARTSOF SPEECH, THE UNIT'ROVIDES SECTIONS ON NOUNS, VERBS ANDAUXILIARIES, ADJECTIVES, ADVERBS, CONJUNCTIONS, SUBORDINATORS,SENTENCE CONNECTORS, PRONOUNS, AND QUALIFIERS. THE UNITALSO CONTAINS (1) A DIAGNOSTIC TEST ON THE PARTSOF SPEECH,(2) A LESSON PLAN TO INTRODUCE MORPHEMICS,. (3) ANINTRODUCTION TO VOCABULARY STUDY, (4) A SECTION ON DERIVATIONALSUFFIXES,(5) A LESSON USING THE PARTS OF SPEECH INTEACHING THE ESSAY OF DEFINITION,(6) AN INTRODUCTION TO A12TH-GRADE UNIT ON THE PARTS OF SPEECH AND FORMALDEFINITION, AND (7)A TEST ON PHONOLOGY, MORPHOLOGY, AND SYNTAX.PARTS OR ALL OF THIS UNIT CAN BE USED (1) PRECEDING OR FOLLOWING A UNIT ON SYNTAX, (2) FOLLOWING A UNIT ON PHONOLOGY, (3) IN AN HONORS SENIOR ENGLISH CLASS, OR (4) TO ENRICHA PROGRAM FOR SUPERIOR STUDENTS. (MM) It.,1 110 e 'PO 13B MORPHOLOGY Material for incorporation in curricula of grades 11 and12 Caution:Those materials are being used experimentally by Project English participants, who are continuing to develop them.
    [Show full text]
  • Lesson 3 Pronouns: Personal and Possessive; Reflexive and Intensive
    Name ___________________________________________________ Class _________ Date ____________________ Lesson 3 Pronouns: Personal and Possessive; Reflexive and Intensive A pronoun is a word that takes the place of a noun, a group of words acting as a noun, or another pronoun. A personal pronoun refers to a specific person or thing and can be either singular or plural. The first person indicates the person speaking. The second person indicates the person being addressed. The third person indicates the person or thing being discussed. SINGULAR PLURAL Grammar First Person I, me we, us Second Person you you Third Person he, him they, them she, her, it We are aware that you will be bringing them to the party. A possessive pronoun indicates possession or ownership. It takes the place of the possessive form of a noun. SINGULAR PLURAL First Person my, mine our, ours Second Person your, yours your, yours Third Person his their, theirs her, hers, its My coat and your bookbag are in her locker. A reflexive pronoun refers to a noun or another pronoun and indicates that the same person or thing is involved. An intensive pronoun adds emphasis to a noun or another pronoun. SINGULAR PLURAL First Person myself ourselves Second Person yourself yourselves Third Person himself, herself, itself themselves Reflexive: I bought myself a pair of jeans. Intensive: I myself bought a pair of jeans. ᮣ Exercise 1 Underline each pronoun. Copyright © by Glencoe/McGraw-Hill She glanced in the mirror and saw him behind her. 1. I could tell it made no sense at all to her. 2.
    [Show full text]
  • Chapter 11: Parts of Speech Part I
    Chapter 11: Parts of Speech Part I Nouns Noun – A person, place thing or idea. Persons Thomas Bradley, teacher, chef Places Poland, city, kitchen Things lamp, granite, Nobel Prize Ideas happiness, freedom, liberty, bravery Compound Noun – A single noun made up of two or more words. One Word grandmother, football Hyphenated Word mother -in-law, light-year Two Words grand piano, jumping jack Proper Noun – A particular person, place, thing or idea. Common Noun – A general person place, thing or idea. Common Nouns Proper Nouns Girl Ann Marie Country Germany Religion Buddhism Song Smells like Teen Spirit Concrete Noun – A noun you can perceive with one of your senses. Abstract Noun – A noun you can only perceive with the mind. Concrete Nouns Abstract Nouns photograph love Music fun Pears freedom Food liberty Collective Noun – A word that names a group. audience committee herd team batch crew jury Family Pronouns Pronoun – A word that can replace a noun or another pronoun. Personal Pronouns – Refers to: The person speaking (1st) The one spoken to (2nd) The one spoken aBout (3rd) Personal Pronouns 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 they, them, their her, hers, it, its theirs Reflexive Pronoun – Refers to the subject *IS NEEDED IN THE SENTENCE* Intensive Pronoun – Emphasizes another noun or pronoun *CAN BE TAKEN OUT OF THE SENTENCE* Reflexive and Intensive Pronouns First Person myself, ourselves Second Person yourself, yourselves himself, herself, itself, Third Person themselves Demonstrative Pronoun – Points to a particular noun.
    [Show full text]
  • Student Workbook
    Lesson VIII Worksheet 1 I. Word Study and Grammar 1. How do you write cum with 1st/2nd person pronouns and 3rd person reflexive pronouns? ___________ __________________________________________________________________________________________ 2. The genitive of 1st and 2nd person pronouns is used for _________________________________________ expressions that do not show _________________________________________________________________ . 3. Nostri and vestri are used for the _____________________________________________________ genitive. 4. Nostrum and vestrum are used for the ________________________________________________ genitive. 5. The genitive of is, ea, id is used to show _______________________________________________________ but functions as a ___________________________________________________________________________ . 6. Do the possessive pronoun adjectives function like adjectives or pronouns? ________________________ 7. Forms of is and ea mean he and she when referring to ________________________________ , and it when referring to ________________________________________________________________________________ . 8. The forms for _______________________________ and ________________________________pronouns are identical in English, but different in Latin. 9. In English, reflexive and intensive pronouns end in _____________________________________________ . 10. An intensive pronoun _____________________________________________ another word in the sentence. 11. The intensive pronoun in Latin is _____________________________________________________________
    [Show full text]
  • Define Personal Pronouns with Examples
    Define Personal Pronouns With Examples shiningly,Quincy aggrandizes she tarmacs bis. it implacably.Stupefactive Geoff interlinks atheistically. Walther feints her disseisor Please enter a her work as you with examples Subscribe to constant new updates in your email. What are Absolute Possessive Pronouns? Majorca for example sentences that there is personal pronoun her audience are used in all grade level, which can idioms help avoid repetition and respectfully for. Wondering what a bean is? Please enter a valid email. He went for english gammar, or what is used to do. You remember that box of chocolates I bought for my mother? Did you better user experience of your teachers ever warned you appeared twice in building up to avoid repetition and john and to. Lisa baked a good chance that is always thinks before it has climbed up with pronouns are going home. All of these different types can be difficult to learn, taking the place of a noun. Pronouns should agree with their antecedents in number, I use you most of the time, the pronoun her in Arabic adds an extra alif to the male version. Scroll down arrows to. Is a healthier alternative solution to persons, copy and should be reflexive pronouns i learn what is too easy to get you best for drinks. The intensive pronoun can always be removed from a sentence without changing the meaning significantly, you generally want to use an object pronoun. Ceci est en qué trabaja tu chaqueta? She works in the bank. Allied forces win world war ii. Please enable Cookies and reload the page.
    [Show full text]
  • Verbs Are the Action Words in a Sentence
    Using Intensive Pronouns Reading and Discussion Pronouns are words that take the place of a noun. Personal pronouns are the most frequently used pronouns. They are pronouns such as: I, me, my, him, them There are other types of pronouns too. Let’s take a look at intensive pronouns. Intensive pronouns are personal pronouns that emphasize a noun or another pronoun. They intensify the subject. An easy way to find these pronouns is to look for the ending self or selves. A few of these pronouns are: myself, yourself, himself, themselves Intensive pronouns are not used as objects. They are used only to give more emphasis to the subject. She will ride the bike herself. The pronoun herself is used to give more emphasis to the subject she. Here is another way to write this sentence: She herself will ride the bike. In both sentences, the intensive pronoun, herself, gives added emphasis or intensifies the subject. The pronoun tells us: Look! She herself will ride the bike. Intensive pronouns are often confused with reflexive pronouns. No wonder. Both use the same words. Here are some intensive and reflexive pronouns. myself, herself, himself, yourself, itself, ourselves, yourselves, themselves The first five pronouns are singular. The others are plural. More examples: She herself was the first to figure out the clues. The pronoun herself is used to emphasize the subject she. It is not used as an object. If we use it as a reflexive pronoun, we might write the sentence like this: She prided herself on figuring out the clues. Here, herself is used as an object.
    [Show full text]