Week 10 conclusion grammar notes

CONCLUSION
Modal Auxiliary Verbs
Revising and Editing

MODALS
 Modal Auxiliary Verbs.
 Moduli auxiliaries or secondary auxiliaries
express the manner of the actions denoted by the
verb. They help us to express various moods like
ability, possibility, permission,
 request, probability, preference, obligation or
duty, necessity, condition, willingness,
prediction, suggestion, habitual activity, etc.

MODALS
 A modal auxiliary always goes with a full/main
verb. It cannot stand alone.
 We must walk on the pavement, must - modal;
walk - full verb 'We must on the pavement' is
wrong,

MODALS
 will and would
 shall and should
 may and might
 can and could
 must and have to
 ought to and had better

MODALS
 What are modal verbs? :
 What are modal verbs?
 They are: Can Could May Might Must Shall Should
Will Would Ought to Modal verbs are sometimes
referred to as Modal Auxiliary verbs because they
help other verbs.
 They are Auxiliary verbs that provide additional and
specific meaning to the main verb of the sentence .

Forms of Modals
 There is no “s” in singular.
 There is no “do / does” in the question.
 There is no “don’t / doesn’t” in the negative.
 Modal verbs do not have infinitives or –ing forms.
 Modal verbs are followed by an infinitive
without to.
 He skis He can ski.
 He cans ski.
 Cans he ski?
 He does can ski.
 He to can ski.

Modals Used in Offering
Recommendations.
 Strong or appropriate emphasis can be applied
when modal auxiliaries are used to make
recommendations.
Degree of
Emphasis
Modals and Examples
Suggestion : Mild May/Might/Could
Employees could/may go for a check-up at the panel
clinics if they have some money to pay first and to claim
for reimbursement later.
Suggestion : Strong Should/Ought to
Medical providers or panel clinics should allow some
flexibility for the payment scheme to the employees.
Necessity Must/Have (has) to
HR department must ensure that their employees are in
the know about the medical benefits provided by the
company.

 Revising
 Revising is finding &
correcting problems
with content; changing
the ideas in your
writing to make them
clearer, stronger, and
more convincing.
 Editing
 Editing is finding and
correcting problems
with grammar, style,
word choice & usage,
and punctuation.

 Revising
 Revising looks at the
“Big Picture”—the
Idea level.
 Editing
 Editing focuses on the
“Little Picture”—Word
level.

Revising
 This steps allows us to focus on the fluency of our
paper.
 It is important to revise any errors we see or
encounter while reading and take out any
unnecessary words.
 This is your chance to add or take out an
unnecessary parts, make sure it is easy to follow
and comprehend, ask yourself is it written at the
best level, and to make sure no words are
repetitive.

Revising
 Revising helps to improve your writing…
 Ask these questions –
 Have I used the best ideas or words?
 Am I showing others that I know what I am writing
about?
 Have I used the best examples or words to describe
my ideas or thoughts?

Revising
 Look for
Unity
Does everything refer back to main point?
Does each topic sentence refer to the thesis?
Does each sentence in each BP refer back to
the topic sentence?

Revising
 Look for
Detail and support
Does each BP contain at least two examples?
Is each example followed by at least one
supporting detail?

Revising
 Look for
Coherence
Are all points connect to form a whole?
Are transitions used to move from one idea
to the next?

REVISING – TO DO LIST
 Take a break from your draft before attempting
to revise.
 Read your draft out loud and listen to your
words.
 Read your draft out slowly.
 Imagine yourself as your reader.
 Look for consistent problem areas.
 Get feedback from peers.
 Get help from a tutor!

Editing
 Keep an Error Log to help you identify your
problem areas and improve your writing.
 When editing, review your paper for one type of
error at a time; don’t try to read through looking
for everything at once.
 Editing is much like revising in the sense that
you are making changes in structure,
punctuation, and word choice.

Editing
 Editing is to Correct your work…
 Ask these questions –
 Have I used complete sentences?
 Is there any run-ons?
 Are my language conventions correct?
 What about Spelling, Capitalization and Punctuation
and Grammar?
 Have I used editing marks to make corrections?

EDITING – TO DO LIST
 Work with a clean printed copy, double-spaced to
allow room to mark corrections.
 Read your essay backwards.
 Be cautious of spell-check and grammar-check.
 Read your essay out loud.
 Get feedback from peers.
 Work with a tutor!

Proof Read Own Work
 You should never move to peer review without
first completing a self-review (revising &
editing); you want your peer to look for mistakes
that you were unable to catch yourself!
 After you have reviewed your own work, make
the necessary corrections and print a clean,
revised copy before moving on to peer review.

PROOF READ PEER’S WORK
It is important to make the peer
review process useful.
Basics of useful feedback:
It is given in a positive way
It is specific
It offers suggestions
It is given both verbally and in
writing

NOW, LET US PROCEED TO
2. LOGICAL
FALLACIES
IN WRITING

LOGICAL FALLACIES
(ERRORS) IN WRITING
Strong, logical
ARGUMENTS are essential
but
the use of logic errors CAN
DISCREDIT your
arguments.

What do we mean by logical errors?
They are logic that are not
based on facts. They are
common in our everyday
communication. A famous
example would be:
All ladies are lousy drivers!

Some Common Logical Fallacies
1. Sweeping generalizations
2. Oversimplifications
3. False cause and effect
4. Appeal to popular opinions
5. Inappropriate authority figures
6. Non Sequitur

1. Sweeping generalizations
Example: All Americans eat fast food.
Problem: Maybe every American that you know
eats fast food, but the statement that ALL
Americans do cannot be proven
Solution: Words such as all, always, and never are
too broad and should be carefully used.

2. Oversimplification
Example: As Muslims, we should pay zakat.
Problem: The writer gives the impression that
every Muslim (including the needy) is obliged
to pay zakat.
Solution: Words, situations, positions or
concepts need to be carefully explored and
explained.

3. False cause and effects
Example: Sex education was introduced in
Malaysian secondary schools in 2005. Since
then, we have seen a tragic increase in the
number of teenage pregnancies.
Problem: The two events may have happened in
that order, but the first action may not
necessarily cause the second.
Solution: Such claims can only be made with
the supports of academic studies, reports or
researches.

4. Appeal to popular opinions
Example: Children should be sent to boarding
schools because they learn better there than
at home.
Problem: The writer claims that a position is
true because most people believe it is.
Solution: Such claims need to be carefully
thought or well supported.

5. Inappropriate authority figures
Example: The United Nations Conference on the
protection and preservation of the marine
environment, has considered the need for
common principles to protect marine life. We
should therefore eat more vegetables and less
meat.
Problem: A famous name is used but
inappropriately.
Solution: Be sure to use the name logically
and in the proper context.

6. Non Sequitur
Example: It is haram to tell lies and
advertisers sometimes fail to tell the truth
about their products. So, we can conclude
that advertising is haram.
Problem: Illogical connection of ideas.
Solution: The writer needs to carefully connect
their ideas or sentences and form the
conclusion.

 Practice makes perfect!
 Revise and Edit your work and get the feedback
from your friends and your Tutor.
 The End

Week 10 conclusion grammar notes

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Week 10 conclusion grammar notes