Grammar Girl's™ 101 Troublesome Words You'll Master in No Time
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Desperate Housewives a Lot Goes on in the Strange Neighborhood of Wisteria Lane
Desperate Housewives A lot goes on in the strange neighborhood of Wisteria Lane. Sneak into the lives of five women: Susan, a single mother; Lynette, a woman desperately trying to b alance family and career; Gabrielle, an exmodel who has everything but a good m arriage; Bree, a perfect housewife with an imperfect relationship and Edie Britt , a real estate agent with a rocking love life. These are the famous five of Des perate Housewives, a primetime TV show. Get an insight into these popular charac ters with these Desperate Housewives quotes. Susan Yeah, well, my heart wants to hurt you, but I'm able to control myself! How would you feel if I used your child support payments for plastic surgery? Every time we went out for pizza you could have said, "Hey, I once killed a man. " Okay, yes I am closer to your father than I have been in the past, the bitter ha tred has now settled to a respectful disgust. Lynette Please hear me out this is important. Today I have a chance to join the human rac e for a few hours there are actual adults waiting for me with margaritas. Loo k, I'm in a dress, I have makeup on. We didn't exactly forget. It's just usually when the hostess dies, the party is off. And I love you because you find ways to compliment me when you could just say, " I told you so." Gabrielle I want a sexy little convertible! And I want to buy one, right now! Why are all rich men such jerks? The way I see it is that good friends support each other after something bad has happened, great friends act as if nothing has happened. -
Intermediate Skills Practice Worksheet
4A SKILLS PRACTICE Lesson 2 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 adjectives, adverbs, prepositions, conjunctions, and interjections. Here’s what these parts of speech do. An adjective is a word that describes a noun or a pronoun. An adjective can • come before a noun or pronoun: an enormous elephant, a hybrid car; Silly me - I forgot my keys! • come after a noun or pronoun: our trip was long and tiring, this bread is warm and fresh, that kitten is adorable • indicate quantity: some researchers, twelve months, one-quarter cup sugar • impose limits: every city, each time, no smoking • show possession: his homework, her guitar, your goals, our parents An adverb is a word that describes a verb, an adjective, or another adverb. Adverbs often (but not always) end in -ly. • He drives slowly. (the adverb slowly describes the verb drives) • I have an exceptionally obedient dog. (the adverb exceptionally describes the adjective obedient) • She waited very patiently for her turn. (the adverb very describes the adverb patiently) • Adverbs tell » how something happens: He carefully cleaned the glass. » when something happens: They will arrive tomorrow. » where something happens: We will meet you there. A preposition is a word that shows a relationship between words or parts of a sentence. Some of the most common prepositions are: about before by from of since above behind down in off through across below during inside on to after between except like out up at beyond for near over with www.readingplus.com Copyright © 2019 Taylor Associates Communications, Inc. -
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. -
Real Men Can Dance, but Not in That Costume: Latter-Day Saints' Perception of Gender Roles Portrayed on Dancing with the Stars
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2011-03-17 Real Men Can Dance, But Not in That Costume: Latter-day Saints' Perception of Gender Roles Portrayed on Dancing with the Stars Karson B. Denney Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Communication Commons BYU ScholarsArchive Citation Denney, Karson B., "Real Men Can Dance, But Not in That Costume: Latter-day Saints' Perception of Gender Roles Portrayed on Dancing with the Stars" (2011). Theses and Dissertations. 2615. https://scholarsarchive.byu.edu/etd/2615 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. REAL MEN CAN DANCE, BUT NOT IN THAT COSTUME: LATTER-DAY SAINTS‟ PERCEPTION OF GENDER ROLES PORTRAYED ON “DANCING WITH THE STARS” By Karson B. Denney A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Master of Arts in Communications Department of Communications Brigham Young University April 2011 Copyright © 2011 Karson B. Denney All Rights Reserved ABSTRACT REAL MEN CAN DANCE, BUT NOT IN THAT COSTUME: LATTER-DAY SAINTS‟ PERCEPTION OF GENDER ROLES PORTRAYED ON “DANCING WITH THE STARS” Karson B. Denney Department of Communications Master of Arts This thesis attempts to better understand gender roles portrayed in the media. By using Stuart Hall‟s theory of audience reception (Hall, 1980) the researcher looks into dance and gender in the media to indicate whether or not LDS participants believe stereotypical gender roles are portrayed on “Dancing with the Stars.” Through four focus groups containing a total of 30 participants, the researcher analyzed costuming, choreography, and judges‟ comments through the viewer‟s eyes. -
Spring Cleaning Part II Tenielle Fordyce-Ruff Concordia University School of Law, [email protected]
Concordia University - Portland CU Commons Faculty Scholarship School of Law 6-2015 Spring Cleaning Part II Tenielle Fordyce-Ruff Concordia University School of Law, [email protected] Follow this and additional works at: http://commons.cu-portland.edu/lawfaculty Part of the Legal Writing and Research Commons CU Commons Citation Tenielle Fordyce-Ruff, Spring Cleaning Part II, Advocate, June 2015, at 56. This Article is brought to you for free and open access by the School of Law at CU Commons. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of CU Commons. For more information, please contact [email protected]. Spring Cleaning Part II Tenielle Fordyce-Ruff his spring I’ve been busy cleaning out my closets and organizing my garage. I’ve also turned my atten- T tion to catching up on my reading — perusing writing blogs I haven’t visited in ages and diving into wonderful articles on legal writ- ing. Aside from learning, and reading some truly wonderful writing, one of the joys of all this reading is that I’m reminded of “rules” that great writ- ers have thrown away. So once again, in the spirit of spring-cleaning, let’s look at some writing “rules” you can jettison to the trash heap. Quick! Writer better She has written more than 40 writing We are all good articles. Last summer, the legal writing How may times have you paused professor listserve was atwitter dis- She can walk over 20 miles in a day, when someone asks how you are to cussing Weird Al’s new song and even if she runs poorly! figure out if you should respond with video “Word Crimes.” The video Most grammar guides long ago “I am good” or “I am well”? The shows the singer adding an “ly” to got over this distinction. -
Desperate Housewives
Desperate Housewives Titre original Desperate Housewives Autres titres francophones Beautés désespérées Genre Comédie dramatique Créateur(s) Marc Cherry Musique Steve Jablonsky, Danny Elfman (2 épisodes) Pays d’origine États-Unis Chaîne d’origine ABC Nombre de saisons 5 Nombre d’épisodes 108 Durée 42 minutes Diffusion d’origine 3 octobre 2004 – en production (arrêt prévu en 2013)1 Desperate Housewives ou Beautés désespérées2 (Desperate Housewives en version originale) est un feuilleton télévisé américain créé par Charles Pratt Jr. et Marc Cherry et diffusé depuis le 3 octobre 2004 sur le réseau ABC. En Europe, le feuilleton est diffusé depuis le 8 septembre 2005 sur Canal+ (France), le 19 mai sur TSR1 (Suisse) et le 23 mai 2006 sur M6. En Belgique, la première saison a été diffusée à partir de novembre 2005 sur RTL-TVI puis BeTV a repris la série en proposant les épisodes inédits en avant-première (et avec quelques mois d'avance sur RTL-TVI saison 2, premier épisode le 12 novembre 2006). Depuis, les diffusions se suivent sur chaque chaîne francophone, (cf chaque saison pour voir les différentes diffusions : Liste des épisodes de Desperate Housewives). 1 Desperate Housewives jusqu'en 2013 ! 2La traduction littérale aurait pu être Ménagères désespérées ou littéralement Épouses au foyer désespérées. Synopsis Ce feuilleton met en scène le quotidien mouvementé de plusieurs femmes (parfois gagnées par le bovarysme). Susan Mayer, Lynette Scavo, Bree Van De Kamp, Gabrielle Solis, Edie Britt et depuis la Saison 4, Katherine Mayfair vivent dans la même ville Fairview, dans la rue Wisteria Lane. À travers le nom de cette ville se dégage le stéréotype parfaitement reconnaissable des banlieues proprettes des grandes villes américaines (celles des quartiers résidentiels des wasp ou de la middle class). -
Ironie in US-Amerikanischen Quality TV-Serien Am Beispiel Von Ally Mcbeal, Sex and the City Und Desperate Housewives Dissertatio
Ironie in US-amerikanischen Quality TV-Serien am Beispiel von Ally McBeal, Sex and the City und Desperate Housewives Dissertation zur Erlangung des Grades der Doktorin der Philosophie bei der Fakultät für Geisteswissenschaften Fachbereich Sprache, Literatur, Medien I und II der Universität Hamburg vorgelegt von Verena Homeyer aus Beirut Hamburg, im November 2014 1 Hauptgutachter: Prof Dr. Rodenberg Zweitgutachter: Prof. Dr. Bleicher Angenommen von der Fakultät für Geisteswissenschaften der Universität Hamburg am 15.07.2015 Veröffentlicht mit der Genehmigung der Fakultät für Geisteswissenschaften der Universität Hamburg am 08.12.2016 2 Abbildungsverzeichnis 1) http://www.geocities.com/cesare_no/Ally_McBeal/Ally_McBeal.html (abgerufen am 21.11.08) 2) http://en.wikipedia.org/wiki/Dancing_baby (abgerufen am 25.11.08) 3) http://www.heise.de/tp/r4/artikel/14/14561/1.html (abgerufen am 25.11.08) 4) http://www.heise.de/tp/r4/artikel/14/14565/14565_3.jpg (abgerufen am 08.12.08) 5) http://www.members.lycos.fr/nfsallymcbeal/images/Perso-RichardFish.jpg (abgerufen am 08.12.08) 6) http://www.teatopia.net/archives/000267.html (abgerufen am 15.12.08) 7) http://www.panoramio.com/photos/6624865 (abgerufen am 13.07.09) 8) http://www.wisteria-lane.com/PLP/PrettyLittlePicture547.jpg (abgerufen am 14.07.09) 9) http://www.wisteria-lane.com/SundayInThePark/SundayInTheParkWithGeorge1002.jpg (abgerufen am 27.07.09) 10) http://www.wisteria-lane.com/FifthSeason/ YoureGonnaLove/ YoureGonnaLoveTomorrow110.jpg (abgerufen am 30.07.09) 11) http://www.desperatehousewivessite.info/galleries/displayimage.php?album=4&pos=43 (abgerufen am 03.08.09) 12) http://www.desperatehousewivessite.info/galleries/displayimage.php?album=4&pos=48 (abgerufen am 03.08.09) 13) http://desperatehousewives.wikia.com/wiki/Putting_It_Together?file=809_01.png (abgerufen am 8.11.14) 14) http://www.toomanymornings.com/?p=1544 (abgerufen am 02.09.09) 3 Inhaltsverzeichnis Abbildungsverzeichnis ........................................................................................................................... -
PERCHÉ SI DISPERA BREE VAN DE KAMP? Amnesia Vivace N.20 – Dicembre 2006 - © FABIO MASSIMO FRANCESCHELLI
PERCHÉ SI DISPERA BREE VAN DE KAMP? Amnesia Vivace n.20 – dicembre 2006 - © FABIO MASSIMO FRANCESCHELLI Perché si Dispera Bree Van De Kamp? Desperate Housewives Di Marc Cherry Produzione Touchstone Television Marcia Cross = Bree Van De Kamp; Teri Hatcher = Susan Mayer; Felicity Huffman = Lynette Scavo; Eva Longoria = Gabrielle Solis; Nicollette Sheridan = Edie Britt; Brenda Strong = Mary Alice Young; Steven Culp = Rex Van De Kamp; James Denton = Mike Delfino; Ricardo Antonio Chavira = Carlos Solis; Mark Moses = Paul Young; Doug Savant = Tom Scavo; Andrea Bowen = Julie Mayer; Cody Kasch = Zach Young; Jesse Metcalfe = John Rowland; Joy Lauren = Danielle Van De Kamp; Shawn Pyfrom = Andrew Van De Kamp "da sinistra: Gabrielle, Susan, Bree, Lynette" Che Desperate Housewives sia uno dei principali successi televisivi delle ultime stagioni è cosa ben nota; è sufficiente una ricerca su google per rendersi conto dell'incredibile numero di siti o di forum dedicati alla serie americana. Più arduo è spiegare tale successo, o meglio, spiegarlo senza ricorrere alle ovvietà. Le ovvietà stanno nel constatare, ad esempio, che è ben scritto: sembrerebbe a prima vista non proporre proprio nulla di nuovo ma in realtà presenta una compiutezza ed una omogeneità raggiunta attraverso la difformitù di generi di cui si avvale, attraverso il trarre elementi dal dramma, dalla commedia, dalla soap opera, dalla satira, dal giallo. È girato con un montaggio serrato ma sostenibile; occhieggia alla sit-com per la prevalenza di scene da interni, di comici equivochi, di intrecci che si risolvono nell'arco della singola puntata, ma se ne distanzia per la presenza costante di un chiaro progetto di vita che dà forma ai personaggi, e che continuamente evolve con il susseguirsi di accadimenti che lasciano tracce almeno sino alla successiva puntata. -
Teaching Unit 18: Good Or Bad Grammar?
Teaching unit 18: Good or bad grammar? Background This unit explores how and why elements of grammar come to be judged as good or bad. The discussion explores factors such as awareness, exposure to other dialects, and personal beliefs and ideologies about language. The unit provides a hands-on usage judgement exercise in which students can be asked to identify grammatical problems in a job application letter. The unit provides the results of a survey using this sample text, and illustrates differential awareness of grammatical points, reflecting changing awareness and therefore changing norms over time with respect to how grammar is judged. The exercise can be used to remind students that language norms are particular to a specific point in time. In this perpetual cycle of prescriptivism, one person’s ‘bad grammar’ can be another (often younger) person’s new norm. All data and examples are from Ebner (2017). Activities and discussion points are suggested at the end. Data and a link to a relevant Linguistics Research Digest article are available at: http://www.teachrealenglish.org/TU18 Discussion points Attitudes to grammar Whether you are aware of it or not, you are most likely judging people when they speak. You will listen for cues which may help you identify a speaker’s regional, social or educational background. These linguistic cues can be subtle or salient. If you are from Southern England, you may find the pronunciation of (r) after a vowel (called “postvocalic r”) by Scottish speakers striking as most Southern English varieties lack this particular feature.1 Similarly, an older speaker may perceive the use of literally as an intensifier, as in I literally dropped dead, by younger speakers as wrong because the usage does not conform to their own. -
Textual Variants Part2
2 Nephi 11 ᔢ 2 Nephi 11:3 and my brother Jacob [also hath 1A|also has BCDEFGHIKLMNOPQRST|has also J] seen him as I have seen him Here the 1888 LDS large-print edition shifted the placement of the word also, from immediately after the subject “my brother Jacob” to after the perfect auxiliary verb that immediately follows. The variation here also involves an 1837 change of hath to has, but that is irrelevant to the word order issue. (For further discussion of hath versus has, see inflectional endings in volume 3.) Elsewhere the text has 11 examples of also between the subject and the perfect auxiliary verb have: 1 Nephi 1:16 and he also hath written many things 1 Nephi 4:11 and he also had taken away our property 1 Nephi 5:2 and she also had complained against my father 1 Nephi 14:5 and thou also hast heard that . 1 Nephi 17:44 yea and ye also have sought to take away his life 1 Nephi 20:19 thy seed also had been as the sand 2 Nephi 6:9 and he also hath shewn unto me that . Jacob 5:55 the natural trees which also had become wild Jacob 7:12 and it also hath been made manifest unto me Alma 20:29 and they also had su›ered hunger Ether 4:5 and he also hath commanded that . None of these other examples of also were shifted in the 1888 LDS edition, which implies that the shift here in 2 Nephi 11:3 was accidental. -
Teaching Unit 18: Good Or Bad Grammar?
Teaching unit 18: Good or bad grammar? Background This unit explores how and why elements of grammar come to be judged as good or bad. The discussion explores factors such as awareness, exposure to other dialects, and personal beliefs and ideologies about language. The unit provides a hands-on usage judgement exercise in which students can be asked to identify grammatical problems in a job application letter. The unit provides the results of a survey using this sample text, and illustrates differential awareness of grammatical points, reflecting changing awareness and therefore changing norms over time with respect to how grammar is judged. The exercise can be used to remind students that language norms are particular to a specific point in time. In this perpetual cycle of prescriptivism, one person’s ‘bad grammar’ can be another (often younger) person’s new norm. All data and examples are from Ebner (2017). Activities and discussion points are suggested at the end. Data and a link to a relevant Linguistics Research Digest article are available at: http://www.englishlanguageresources.org/TU18 Discussion points Attitudes to grammar Whether you are aware of it or not, you are most likely judging people when they speak. You will listen for cues which may help you identify a speaker’s regional, social or educational background. These linguistic cues can be subtle or salient. If you are from Southern England, you may find the pronunciation of (r) after a vowel (called “postvocalic r”) by Scottish speakers striking as most Southern English varieties lack this particular feature.1 Similarly, an older speaker may perceive the use of literally as an intensifier, as in I literally dropped dead, by younger speakers as wrong because the usage does not conform to their own. -
Desperate Housewives, Miroir Tendu Au(X) Féminisme(S) Américain(S) ?
UNIVERSITÉ FRANÇOIS - RABELAIS DE TOURS ÉCOLE DOCTORALE SCIENCES DE L’HOMME ET DE LA SOCIÉTÉ GROUPE DE RECHERCHE ANGLO-AMÉRICAINE DE TOURS (GRAAT) THÈSE présentée par : Virginie MARCUCCI soutenue le : 27 novembre 2010 pour obtenir le grade de : Docteur de l’Université François - Rabelais Discipline/ Spécialité : Anglais/Civilisation américaine DESPERATE HOUSEWIVES, MIROIR TENDU AU(X) FÉMINISME(S) AMÉRICAIN(S) ? THÈSE dirigée par : M. GUILBERT, Georges-Claude Professeur des Universités, Université François – Rabelais - Tours RAPPORTEURS : Mme ANDREOLLE, Donna Professeur des Universités, Université Stendhal Grenoble III Mme FILLARD, Claudette Professeur des Universités, Université Lumière Lyon II JURY : Mme ANDREOLLE, Donna Professeur des Universités, Université Stendhal Grenoble III Mme FILLARD, Claudette Professeur des Universités, Université Lumière Lyon II Mme FRAU-MEIGS, Divina Professeur des Universités, Université Paris III (Présidente) M. GUILBERT, Georges-Claude Professeur des Universités, Université François-Rabelais Mme MICHLIN, Monica Maître de Conférences, Université Paris IV A Nicolas, qui rend tout possible 1 Remerciements Merci tout d’abord à Monsieur Georges-Claude Guilbert d’avoir accepté de diriger ce travail de recherche, de m’avoir guidée tout au long de ces trois années par ses conseils avisés, de m’avoir encouragée dans les moments de doute et fait découvrir un monde d’idées que je n’imaginais pas. Merci à Mesdames Donna Andréolle, Claudette Fillard, Divina Frau-Meigs et Monica Michlin d’avoir accepté de faire partie de mon jury et de lire ce travail de recherche. Merci aux doctorants du GRAAT pour leur écoute et leurs conseils et merci à mes collègues (parfois compagnons de thèse) Mathias, Romain et Valérie.