The Magic Lens III Fifth Edition
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PRONOUNS Are Words That Take the Place of Or Refer to Nouns Or Other Pronouns
WHAT ARE PRONOUNS ... and what do they do? PRONOUNS are words that take the place of or refer to nouns or other pronouns. Pronouns function in a sentence the same way that nouns do. Using pronouns effectively allows the maintenance of a smooth flow of ideas without the unnecessary repetition of nouns. The word a pronoun refers to is known as its antecedent. • A pronoun must agree in number and person with the word it replaces - its antecedent. Ifthe word a pronoun refers to is singular, the pronoun must be singular; if that word is plural, the pronoun must be plural. Example: Marie showed me the new English china she had just purchased. Students enrolled in the art class must provide their own supplies. When Tom couldn't find his shirt, he asked his wife where it was. The three sisters wanted to change the name of their restaurant to The Sisters Three. • A pronoun must refer clearly to the word it replaces. A sentence may be confusing and unclear ifa pronoun appears to refer to more than one word, or if the pronoun does not refer to any specific word. Avoid vague and confusing pronoun reference. Be especially careful when using the pronouns they and it. If they or it do not reflect a specific antecedent, change the pronoun to the exact word that you have in mind. Incorrect: Susan's mother wondered ifshe was tall enough to be a model. Correct: Susan's mother wondered if Susan was tall enough.. to be a model. Incorrect: Joe dropped out of high school because he felt they stressed discipline too much. -
Subject and Object Pronouns
Subject and Object Pronouns We use a pronoun when we don’t want to repeat a noun or a noun phrase. Subject Pronouns The English subject pronouns are: I, you, he, she, it, we they. (Of course, we use ‘you’ when we’re talking to one person and when we’re talking to more than one person.) 1: We use these pronouns when they are the subject of a verb. • I like London. • You have eaten the chocolate. • He plays football. • She hates mushrooms. • It was cold. • We are French. • They are going home. Object Pronouns In English, we also have object pronouns. These are: me, you, him, her, it, us, them. Notice that ‘it’ and ‘you’ are the same when they’re subject pronouns or object pronouns. We use the object pronouns in most situations when the pronoun is not the subject of a verb. 1: We use them for the object of a verb. • John knows me. • Amanda kissed you. • The dog licked him. • David hugged her. • The teacher dropped it. • The children love us. • Luke helped them. © www.perfect-english-grammar.com May be freely copied for personal or classroom use 2: We use them after a preposition (including after phrasal verbs) • It’s important to me. • Can the children come with you? • Look at her! • The chocolate is for him. • David is looking forward to it. • Keep up with us! • Lucy works for them. 3: We use them after ‘be’ (In very formal English, the subject pronoun is sometimes used here, but this is very old-fashioned and unusual.) • Who’s there? It’s me! • It’s you. -
Split Infinitives in English: a Corpus-Based Investigation
Linguistic Research 31(1), 53-68 Split infinitives in English: A corpus-based investigation Youngjun Jang* · Sunjoo Choi** (Chung-Ang University) Jang, Youngjun and Sunjoo Choi. 2014. Split infinitives in English: A corpus-based investigation. Linguistic Research 31(1), 53-68. The focus of this paper is to investigate the corpora of split infinitives. In English, some adverbs occur between the infinitive marker to and the verb, which has been called split infinitives. To split or not to split infinitive has been an issue in English grammar. Modern English, however, witnesses a burst-out of the usage of split infinitives, as has been investigated by numerous works in the literature. In this paper, we have investigated the phenomenon using corpus data such as the Corpus of Contemporary American English (COCA), the Corpus of Historical American English (COHA) and Time Magazine Corpus and we reached a conclusion that split infinitives are being used more often than before. We also tried to analyse various types of split infinitives. It appears that only a limited number of adverbs can split the infinitives and only a number of verbs can be split by these adverbs. There is a big difference between the distribution of adverbs in a finite clause and that of an infinitival clause. (Chung-Ang University) Keywords: split infinitives, infinitival marker, adverb, COCA, COHA, corpus, intensifiers, clausal structure 1. Introduction1 To split or to ‘not’ split? That has been one of the controversial issues in the grammar of English (Crystal, 2003; Mikulova, -
Digitale Wissenschaftskommunikation – Formate Und Ihre Nutzung
LU L INGUISTISCHE U NTERSUCHUNGEN Thomas Gloning/Gerd Fritz (Hg.) Digitale Wissenschaftskommunikati on – Formate und ihre Nutzung Gießener Elektronische Bibliothek 2011 Linguistische Untersuchungen 3 Herausgegeben von Iris Bons, Gerd Fritz und Thomas Gloning ______________________________________________________ Schlagwörter Wissenschaftskommunikation; digitale Medienformate; Web 2.0; Interaktivität; Open Peer Review; Wissenschaftsblogs; wissenschaftliche Mailinglists; Texttypen; Kontroversen _________________________________________________________________ Gloning, Thomas/Fritz, Gerd (Hg.): Digitale Wissenschaftskommunikation – Formate und ihre Nutzung. Gießen: Gießener Elektronische Bibliothek 2011 – URL: http://geb.uni-giessen.de/geb/volltexte/2011/8227/ (Linguistische Untersuchungen, Band 3. Hg. von Iris Bons, Gerd Fritz und Thomas Gloning) Inhalt Interne Wissenschaftskommunikation im Zeichen der Digitalisierung. Formate, Nutzungsweisen, Dynamik Thomas Gloning ............................................................................... 3 Das Web 2.0 in der wissenschaftlichen Praxis Michael Nentwich .......................................................................... 35 Zur Entwicklung von Formaten und Kommunikationsformen in der digitalen Wissenschaftskommunikation – eine evolutionäre Betrachtungsweise Anita Bader/Gerd Fritz .................................................................. 55 Vom Überleben einer bedrohten Spezies. Untersuchungen zur Entwicklung der Nutzung wissenschaftlicher Mailinglists Anita Bader/Jurgita -
Split Infinitives (PDF)
Split Infinitives WRITING SERVICES - UNCW - DEPAOLO HALL, 1ST FLOOR - 962-7857 So, what is a split infinitive? A split infinitive is an English-Language grammatical construction in which the two parts of a full infinitive are disconnected by a word or phrase (usually an adverb or adverbial phrase). So, what does that mean? To put it more clearly a full infinitive is a verb construction consisting of the word to and a verb. For instance: “to go,” “to dance,” “to jump,” etc. A split infinitive occurs when the to and the verb are separated. E.g.: “to boldly go,” “to wildly dance,” “to casually jump,” etc. Is there a rule against split infinitives? Unfortunately, it depends. Certain grammarians insist splitting an infinitive is grammatically incorrect, others believe it is perfectly acceptable, and some believe the validity of a split infinitive depends on the circumstance. Most arguments against split infinitives are based on Latin grammar rules, while most arguments for it are based on common usage of split infinitives (the most famous example being Star Trek’s “to boldly go where no man has gone before”) and the fact that English is not Latin. Either way, split infinitives are considered to be incorrect by many who do the grading and often foster a tendency for repetitive and generic sentence structures. It is best to avoid them. How do I avoid split infinitives? This is the problem. Even if one considers split infinitives to be grammatically incorrect, often splitting the infinitive produces sentences that make sense. Take the following sentence, for example (the parts of the infinitive are underlined and the adverb that splits them is bolded): -The gorilla decided to secretly get out of the zoo in a disguise made from clothing it had collected This sentence makes perfect sense even though it splits the infinitive. -
Read Each Sentence and Circle the Pronoun. Write S on the Line If It Is a Subject Pronoun
Grammar: Subject and Object Pronouns Name • A subject pronoun takes the place of a noun in the subject of a sentence. Subject pronouns include I, you, he, she, it, we, and they. • An object pronoun takes the place of a noun that follows an action verb or a preposition. Object pronouns include me, you, him, her, it, us, and them. Read each sentence and circle the pronoun. Write S on the line if it is a subject pronoun. Write O if it is an object pronoun. 1. My mom does not like him. 2. I read a chapter every night. 3. Sometimes they go to the zoo together. 4. Will the captain say hello to us? 5. You can ride in the car with Jessie. 6. The girl did not invite them to the party. 7. Laurie gave the book to me. 8. It can run on batteries. 9. That ball almost hit you! 10. She is the best soccer player on the team. Copyright © The McGraw-Hill Companies, Inc. Grammar • Grade 4 • Unit 4 • Week 2 81 Grammar: Refl exive Pronouns Name • A subject pronoun takes the place of a noun in the subject of a sentence. An object pronoun takes the place of a noun that follows an action verb or a preposition. • A refl exive pronoun is an object pronoun that renames the subject and ends in -self or -selves. Examples include myself, herself, yourselves, and themselves. • A refl exive pronoun is used when the subject and object of a sentence refer to the same person or thing. -
Comprehension Skill Teaching Resources 4A Use of Language – Interpreting Word Meaning INTERMEDIATE
BOOK-OPEN Comprehension Skill Teaching Resources 4A Use of Language – Interpreting Word Meaning INTERMEDIATE For students To support instruction, this set of resources will help your reading at a students develop the essential comprehension skill Interpreting 6th grade level or Word Meaning. A word can have more than one meaning, higher based on how it is used in a phrase or a sentence. When readers see an unknown word, they look for clues and hints in the texts to figure out what the word means. ► Table of Contents Skill Practice Worksheet (Lesson 1) ......................................................... 2 Skill Practice Worksheet (Lesson 2) ........................................................ 6 Skill Practice Worksheet (Lesson 3) ........................................................11 Skill Practice Worksheet (Lesson 4) .......................................................16 Skill-Based Writing Prompts ......................................................................21 Graphic Organizer ..........................................................................................23 www.readingplus.com Copyright © 2020 Reading Plus LLC. All Rights Reserved. 4A SKILLS PRACTICE Lesson 1 Use of Language NAME: INTERMEDIATE Interpreting Word Meaning CLASS: Parts of speech refers to the functions of words in a sentence. All words in the English language are parts of speech. There are eight recognized parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. This lesson covers nouns, pronouns, and verbs. Here’s what these parts of speech do. A noun is a word for a person, place, thing, or idea. • A noun can be » used with an article (a, an, the): a ladybug, an icicle, the door » used without an article: compassion, groceries, friendship, mountains » a gerund (a verb form ending in -ing that acts as a noun): Swimming is my favorite exercise; Planning everyone’s schedules is exhausting. • A common noun indicates people, places, things, and ideas that are general. -
Mon-Khmer Studies Volume 41
MMoonn--KKhhmmeerr SSttuuddiieess VOLUME 43 The journal of Austroasiatic languages and cultures 1964—2014 50 years of MKS Copyright vested with the authors Released under Creative Commons Attribution License Volume 43 Editors: Paul Sidwell Brian Migliazza ISSN: 0147-5207 Website: http://mksjournal.org Published by: Mahidol University (Thailand) SIL International (USA) Contents Issue 43.1 Editor’s Preface iii Michel FERLUS Arem, a Vietic Language. 1-15 Hiram RING Nominalization in Pnar. 16-23 Elizabeth HALL Impact of Tai Lue on Muak Sa-aak phonology. 24-30 Rujiwan LAOPHAIROJ Conceptual metaphors of Vietnamese taste terms. 31-46 Paul SIDWELL Khmuic classification and homeland. 47-56 Mathias JENNY Transitivity and affectedness in Mon. 57-71 J. MAYURI, Karumuri .V. SUBBARAO, Martin EVERAERT and G. Uma Maheshwar RAO Some syntactic aspects of lexical anaphors in select Munda Languages. 72-83 Stephen SELF Another look at serial verb constructions in Khmer. 84-102 V. R. RAJASINGH Interrogation in Muöt. 103-123 Issue 43.2 Suwilai PREMSRIRAT, Kenneth GREGERSON Fifty Years of Mon-Khmer Studies i-iv Anh-Thư T. NGUYỄN Acoustic correlates of rhythmic structure of Vietnamese narrative speech. 1-7 P. K. Choudhary Agreement in Ho 8-16 ii Editors’ Preface The 5th International Conference on Austroasiatic Linguistics (ICAAL5) was held at the Australian National University (ANU) over September 4-5, 2013. The meeting was run in conjunction with the 19th Annual Himalayan Languages Symposium (HLS19), organised locally by Paul Sidwell and Gwendolyn Hyslop. The meetings were made possible by support provided by the following at ANU: Department of Linguistics, College of Asia and the Pacific Research School of Asia Pacific School of Culture, History and Language Tibetan Cultural Area Network Some 21 papers were read over two days at the ICAAL meeting, nine of which have found their way into this special issue of MKS. -
Grammar Skills Focus/Alignment
Grammar Skills Focus/Alignment 3rd Grade Identify noun/action, linking verb/subject pronoun (I, we, he, she, you, it, they) Identify nouns as common, proper, singular, plural, possessive Identify 3 verb tenses (present, past, future), introduce linking/helping verbs Use academic language: subject/predicate Understand predicate refers to verb/verb phrase Understand subject refers to noun/pronoun Identify 4 kinds of sentences: statement, question, exclamation, command Introduce adjectives as words that describe nouns, words of comparison (er, est) Use contractions with “not” correctly, punctuation with apostrophe correctly Use punctuation correctly: end marks (period, question mark, exclamation mark), commas (three or more in a series, after introductory word, before conjunction in a compound sentence) Introduce subject/verb agreement Exposure to adverbs as words that describe verbs (-ly) Exposure to prepositions (in/out, under/over, at, of, to) Use capital letters correctly 4th Grade All the 3rd Grade skills should continue to be strengthened, especially identifying subject/verb in a sentence Identify linking verbs/helping verbs in a sentence Introduce object pronouns (me, us, her, him, you, them) Introduce academic language for 4 sentence types: declarative, interrogative, exclamatory, imperative) Identify sentences as simple/compound; introduce complex sentences Name articles (a, an, the) as adjectives Use there, their and they’re correctly Use your and you’re correctly Use here and hear correctly Identify Proper Nouns/Adjectives, capitalize -
THE ELEMENTS of STYLE' (4Th Edition) First Published in 1935, Copyright © Oliver Strunk Last Revision: © William Strunk Jr
2 OLIVER STRUNK: 'THE ELEMENTS OF STYLE' (4th edition) First published in 1935, Copyright © Oliver Strunk Last Revision: © William Strunk Jr. and Edward A. Tenney, 2000 Earlier editions: © Macmillan Publishing Co., Inc., 1959, 1972 Copyright © 2000, 1979, ALLYN & BACON, 'A Pearson Education Company' Introduction - © E. B. White, 1979 & 'The New Yorker Magazine', 1957 Foreword by Roger Angell, Afterward by Charles Osgood, Glossary prepared by Robert DiYanni ISBN 0-205-30902-X (paperback), ISBN 0-205-31342-6 (casebound). ________ Machine-readable version and checking: O. Dag E-mail: [email protected] URL: http://orwell.ru/library/others/style/ Last modified on April, 2003. 3 The Elements of Style Oliver Strunk Contents FOREWORD ix INTRODUCTION xiii I. ELEMENTARY RULES OF USAGE 1 1. Form the possessive singular of nouns by adding 's. 1 2. In a series of three or more terms with a single conjunction, use a comma after each term except the last. 2 3. Enclose parenthetic expressions between commas. 2 4. Place a comma before a conjunction introducing an independent clause. 5 5. Do not join independent clauses with a comma. 5 6. Do not break sentences in two. 7 7. Use a colon after an independent clause to introduce a list of particulars, an appositive, an amplification, or an illustrative quotation. 7 8. Use a dash to set off an abrupt break or interruption and to announce a long appositive or summary. 9 9. The number of the subject determines the number of the verb. 9 10. Use the proper case of pronoun. 11 11. A participial phrase at the beginning of a sentence must refer to the grammatical subject. -
L3 Shurley Grammar Student Workbook
Chapter 04 L3s 1/14/10 1:11 PM Page 71 Chapter 4 START Lesson 1 Jingle 13: The Pronoun Jingle These little pronouns, With a smile and a nod Hangin' around, And a twinkle of the eye, Can take the place Give those pronouns Of any of the nouns. A big high five! Yeah! Jingle 14: The Subject Pronoun Jingle There are seven I and We, Subject pronouns He and She, That are easy as can be. It and They and Yo u . SUBJECT PRONOUNS! Those are the subject pronouns! Copy Sample DO NOT DUPLICATE Level 3 Grammar 71 © SHURLEY INSTRUCTIONAL MATERIALS, INC. Chapter 04 L3s 1/22/10 2:03 PM Page 72 Chapter 4 Lesson 1 Pronouns and Subject Pronouns 1. A pronoun takes the place of any noun in a sentence and represents a person, place, thing, or idea. Without pronouns, everyone would be forced to repeat the same nouns again and again. 2. A subject pronoun takes the place of a subject noun. 3. The most common subject pronouns are I, we, he, she, it, they, and you. 4. To find a subject pronoun, ask the subject question WHO or WHAT. 5. A subject pronoun is labeled with the abbreviation SP. ADDING THE SUBJECT PRONOUN TO THE QUESTION AND ANSWER FLOW Sample Sentence: We walked to school yesterday. 1. Who walked to school yesterday? we – Subject Pronoun (Say “we – subject pronoun” and write the label SP above we.) 2. What is being said about we? we walked – Verb . (Write V above walked.) 3. To – Preposition . -
Parts of Speech Explanation
Grammar Practice Name: _______________ Articles - The articles are a, an, the. Articles are marked with a checkmark on top, and they indicate a noun is coming. They are special adjectives, but are marked with a checkmark. Note that every noun will NOT have an article in front of it, though many do. Nouns – Name a person, place, thing or idea and can be common or proper. Proper nouns are always capitalized and name specific things. A common noun is lady, but a proper noun is Mrs. Johnson. A common noun is store, but a proper noun is Dick’s Sporting Goods. Nouns are marked with a single underline. Example: The tall man on television was dressed in a nice suit. Example: My family attends church at Olive Baptist Church every Sunday. * Practice. Checkmark the articles and underline the nouns. After the violent storm, many of the houses in the city were damaged. The entire class started watching the last game of the season. We met Aunt Jan for dinner at the new restaurant on Thursday. Pronouns - Take the place of a noun. “Jessica went to the store so SHE could buy some ice cream.” The pronoun “she” took the place of saying Jessica’s name again. Some pronouns can be used as the subject of a sentence, but others are used as object pronouns or possessive pronouns. They are marked by writing pron. on top of the word. Subject pronouns – I, you, he, she, it, we, they Object pronouns – me, him, her, us, them, it, you Possessive pronouns –our, ours, mine, my, his, her, hers, their, theirs, your, yours, its pron pron Examples: They traveled to California for their summer vacation.