Double Modals Or Multiple Modals

Double Modals Or Multiple Modals
The structure falls into the more general category of double modals or multiple modals, that is, the
use of two or more modal auxiliaries within the same verb phrase. However, in order to study
pragmatic context and linguistic structure of double modals, other researchers compile naturally
occurring double modals heard or overheard in conversations. Montgomery does find some
difference in usage according to social class: although double modals are used by upper–, middle–,
and lower–class speakers, the percentage of usage in LAGS increases as class decreases. Di Paolo
believes that all Southerners have used a double modal at least once; Montgomery claims that there
are some whose dialect does not include double modals. Double modals are of theoretical syntactic
interest because they appear to violate the phrase structure rule that allows only one modal in the
verb phrase.
There are gaps in Standard English, and Southern English has creative ways of filling them. Of
course, not every Southerner speaks the same variety of Southern English.
Double modals like might could are what Wolfram and Fasold refer to as socially diagnostic
features, in that their use identifies social characteristics of the speaker. They are not associated with
one particular variety of Southern English, the way, for example, habitual be characterizes African–
American Vernacular English. Although Southern English remains stigmatized as the one variety of
English that is definitely not standard, some
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Celta Assignment
Assignment One
Focus on the Learner
Submission date: July 16, 2013
Word count: 875 words
Learner profile
In order to complete this assignment I decided to observe one of the students from the elementary
group. Her name is Diana. She is 21 years old. Her background is as follows: * Diana's first
language is Kazakh, but you can say that Russian is her first language as well, since at home she
uses the first one, and for education – the second. She is fluent in both languages. * Diana still has
one more year of university to go, she studies history and plans to continue her education with MA
program. * Diana comes from a big family; she has 1 older brother and lots of male cousins. She is
an active member of student ... Show more content on Helpwriting.net ...
Learner's strengths and weaknesses.
The student's main strength is that she is not afraid of speaking and making mistakes. Being an
elementary level student, she makes regular mistakes corresponding both to the level and to being a
Russian language speaker (Learner English, Swan, M and Smith, M CUP).
Language
Firstly, Diana does not use the verb be in the sentences, where it is appropriate ("My specialty at
university history").
Secondly, she attempts to use the past simple tense, but cannot form it properly ("I was study").
Thirdly, Diana has problems with plurals, she forgets to use the –s ending – "I was study in two
school and it was..."
Fourthly, she struggles with some vocabulary, namely she does not make difference between the
verb live and the noun life ("... we dicided who is who and what to do in live).
Skills
Diana tries to use new words immediately, but sometimes is unable to produce them correctly.
During the observed lessons she could not say couple of words correctly, namely, she pronounced
fear as /fju/, and lawyer as /'lɒuvə/.
She tends to use contraction "wanna" every time she says want, even when there is no to after it, e.g.
"I wanna sister" instead of saying "I want a sister".
She confuses introductory words, for instance when she explained to me what she likes about
university better than about school, she used question word "What about" instead of simply
"About".
And the last, since none of her first languages

One Day In The Life Of Ivan Denisovich: Summary Essay
One Day In The Life of Ivan Denisovich: Summary
In the book One Day in the Life of Ivan Denisovich, the main character Ivan and the other prisoners
in the camp are treated very badly. Ivan tries to make himself warm and to get enough food to keep
himself alive. He does only what is necessary to please the guards and the commanders of the camp.
Ivan uses his intelligence to make his life easier so he can save up more energy to face the work
load. He and the members of the 104th group manage to survive because of
Ivan's personal attention to himself and his care about the others. More importantly, Ivan survives
because his intelligence, his spirit, his deception and careful teamwork.
Ivan has to be smarter than the guards in the camp, so, ... Show more content on Helpwriting.net ...
so he wants to save his own life and go home in order to have freedom. Also, in his mind, work is
not for money, but for satisfaction. So, he does not think that work is boring and hard to do, he
thinks that they are chagelles.
Ivan is careful about what he does in the camp, therefore he does what is appropriate to do in the
camp. He does not take other person's left overs to eat even when he is extremely hungry. This
reduce the chances of getting disease so he may live longer. When Ivan is sick, he goes to the sick
bay and he does not hang around very often there, unless he is feeling really ill. The man in charge
of there will not think that he is just pretending. Also, Shukhov has made his own spoon to use, so
he does not have to use hands to eat. This again can reduce the chances of Ivan getting diseases.
Therefore, Ivan can survive because of what he does in the camp.
Ivan has to be deceptive in order not to be discovered by the guards and the prisoners. When he sees
a bit of a hacksaw blade on the ground, he thinks that he has no immediate use for it, but he still
keeps it and hides it in a cobbling knife and perhaps trade it for bread. Furthermore, a good towel
can make a man's work better, Ivan therefore have fools the person in charge of the tool–store and
get the best trowel. He hides it so that he can work a lot easier with that good trowel. This was in the
book as, "Shukhov had fooled the man in the tool– store and pocketed the

Parts Of Speech : Parts
Caleb Morrow
English Grammar
Research Paper
7 April 2015
Parts of Speech
Parts of speech are the basic words that English has. They are what we use every day in our life.
There are a total of eight parts of speech but recently there has been another one added. The nine
parts of speech are: noun, verb, adjective, adverb, pronoun, conjunction, preposition, and
interjection. It is important to be able to recognize and identify the different types of words in
English, so that you can understand grammar explanations and use the right word form in the right
place in any situation. A noun is a person, place, or thing. It is also called a naming word. There are
different types of nouns as well. There are count nouns, mass nouns, collective nouns, abstract
nouns, and collective nouns. Count nouns are anything that can be counted like: five baseballs, a
few glass bowls, or a dozen eggs. A mass noun is something that can't be counted such as water, air,
and blood. A collective noun is a noun that can take a singular form but are composed of more than
one individual person or items like a jury, team, class, or a herd. An abstract noun is a noun with the
kind of word that is not tangible like warmth, justice, grief, or peace. A collective noun is a noun
that help with words that can be singular or plural. A verb is a word that describes an action or a
state of being something. There are four verb forms. There is a base form, past form, present
participle, and a past participle.

English Verb Forms Of English Grammar
According to ELT and Greebaum's The Oxford English Grammar (1996) English verb forms can be
systematized under two huge categories, each of them includes sub–categories of forms.
1.Inflected forms:
1.1. Base Form of verbs: In English grammar a regular English verb has only on principal part, from
which all following verb forms can be derived. This form is available in dictionary and is called
base form. For example, base form is paint, the inflected forms are: paint, paints, painted, painting.
Hence we can notice, that the base may be called the bare infinitive and the another common way to
referring to verbs is combination with –to + infinitive, for example, to paint (Greenbaum, S., 1996,
Pp.118–121)
1.2. Irregular verbs have three principal parts (because the simple past and past participle are
unpredictable). For instance, the verb write with the base form write, past form – wrote, and past
participle – written, the remaining forms (writes and writing) are derived regularly (Greenbaum, S.,
1996, Pp.126–128)
1.3. Also there are such verbs as do, say and have that additionally have irregular third person
singular present tense forms.
1.4. That is, the copular verb be is irregular (forms: be, am, is, are, was, were, been and being),
1.5. On the opposition modal verbs (can and must) are defective verbs and are being used only in
limited number of forms (Greenbaum, S., 1996, Pp.125–129).
Another important part of verb form analysis is grammatical base form or plain form

Advantage and Disadvantage of Vertical Integration
WRITING INSTRUCTIONAL OBJECTIVES Kathy V. Waller, PhD, CLS(NCA) NAACLS Board
of Directors Educators have used instructional, or behavioral, objectives for at least four decades.
Robert Mager's little text, Preparing Instructional Objectives, first printed in 1962, assisted many
instructors in formulating and writing objectives. Since then, the use of objectives has become
commonplace in education. The National Accrediting Agency for Clinical Laboratory Sciences
(NAACLS) also affirms the value of objectives. Specifically, Essentials 12 and 13 address the
importance of incorporating objectives within the curriculum and specific units of study. The
purpose of this unit is to assist the educator in writing objectives using a standard ... Show more
content on Helpwriting.net ...
depending on the situation, "calculate" may fit under application or analysis. 3 Writing Objectives:
Key Verbs Attitudinal or Affective (Valuing) Domain CHARACTERIZATION BY A VALUE OR
VALUE COMPLEX ORGANIZATION Anticipate Collaborate Confer Consider Consult Coordinate
Design Direct Establish Facilitate Follow through Investigate Judge Lead Manage Modify Organize
Oversee Plan Qualify Recommend Revise Simplify Specify Submit Synthesize Test Vary Weigh Act
Administer Advance Advocate Aid Challenge Change Commit (to) Counsel Criticize Debate Defend
Disagree Dispute Empathize Endeavor Enhance Excuse Forgive Influence Motivate Negotiate
Object

Value of Time
The value of Time
The value of time is limitless, it cannot be measured. The value of time arises from the fact that
human life is short but he has to do a lot of works within the short span of time. Each work requires
some time. If the work is not finished in time, it may not be finished at all. That explains why time is
so valuable and it should not be lost for nothing.
Tome goes on like the tide of a river and it never waits for anybody. Lost time can never be found
again. Misuse of time is a great crime and it makes life barren like a desert. He is really great who
makes the most of every moment in useful works. Success is bound to come to his doorstep.
Man should utilize time properly. He should be prepared to spend some ... Show more content on
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It moves. What was yesterday is not today. What is today will not be tomorrow. Yesterday is gone.
Today is and tomorrow is yet to come. Yet time is said to have no holiday. It exists always.
The entire creation moves on according to a time pattern. There is birth, growth and death. There is
time for everything. Plants flower and give fruits. Seasons come according to time. A child is born,
grows into boyhood, adolescence, youth, middle age and old age according to age and time. Every
movement of creation is linked with time. One cannot grow paddy in a month nor can a child
become an adult in a year. Everything is fixed to a time–frame.
Time is a free force. It does not wait for any one. It is commonly said that time and tide waits for no
man. Time is money. A minute not usefully spent is an eternal loss. You can never get back the lost
minute. One has to strike the iron when it is hot. The time flies and never returns. If you waste time
it wastes you.
'Time is the best medicine', says Ovid. It is said that time heals all wounds and it even heals what
reason cannot. All human beings are emotional. When negative emotions like fear, anger, envy and
jealousy overtake them, they lose reason and act in haste leading to serious consequences. They may
repent later, as emotions cool down. But the damage done is done and remains forever. Even that
damage can heal with the passage of time. People involved may forget and forgive. That is the
importance of

Chapter 20 Prepositions
Chapter 20: Prepositions (Prepozioni) Prepositions connect words and clauses and are invariable.
They express directions, conditions, and specifications. Italian prepositions may be classified into
two categories: simple prepositions and articulated prepositions. Articulated prepositions are simple
prepositions, which are used with a definite article. Simple Prepositions (Preposizioni Semplici) a at,
to, in con with da from, by, since per for, per, via in in, within tra between, from among fra between,
in di of, from, at su on, up,, upward verso about, approximately secondo according to dopochè after
inverso against contro against, in exchange for avanti before dietro behind indietro behind sotto
below, under oltre beyond, further durante during, ... Show more content on Helpwriting.net ...
She lives in France. La sua casa si trova tra due edifici alti. His house is between two tall buildings.
Questo dono è per Irma. This gift is for Irma. Il bambino sta giocando con i suoi giocattoli. The boy
is playing with his toys. E ' da Roma. He is from Rome. Articulated Prepositions (Preposizioni
Articolate A preposition may at times precede a definite article. In such instances, the prepositions a,
da, su, in, col, and di will contract with the definite article to form one word known as articulated
preposition. Other prepositions may also precede a definite article but will remain separate. Here is a
table showing articulated prepositions: il lo/L' la/l' i gli le di del dello/ dell' della/ dell' dei degli delle
a al allo/all' alla/all' ai agli alle da dal dallo/ dall' dalla/ dall' dai dagli dale in nel nello/ nell' nella/
nell' nei negli nelle su sul sullo/s ull' sulla/ sull' sui sugli sulle con col collo/ coll' colla/ coll' coi cogli
colle per pel pei a+il Io vado al museo. I'm going to the museum. di+la Chiuse la porta della
macchina. She closed the door of the car. di+il Il mio vicino di casa nostra è il conducente del bus.
My neighbor is the driver of the bus. Chapter 21: Vocabulary The Family (La

Song Of Solomon Analysis
The purpose of this analysis is to examine an extract from the song of Solomon in terms of its
linguistic features, and how these compare to PDE (Present Day English). The text contains 51 lines
in which to portray these findings. The song of Solomon is written in the King James Bible, of
which is also called the authorized version. This version of the King James Bible was written in the
year 1611AD (early 17th century), as a translation from the Christian bible dating back many years
prior. William Tyndale was the fast person to translate the bible directly in to English from its
original languages of Greek and Hebrew.
Vocabulary: Loanwords
Within the extract, there are several examples of vocabulary which has undergone semantic change,
or has become obsolete or archaic. The word flagons which is a noun (L06), taken from the Middle
English word flacons (OED). The meaning 'A large bottle for holding wine or other liquors; in early
use sometimes spec. a metal bottle with a screw top, such as was carried by pilgrims.' (OED). The
first recorded use of this lexeme was in 1470–1485 (OED).
Vocabulary: Obsolete and Archaic words
This extract also contains some obsolete and archaic words, for example the word lo (L16), which
was used in the Middle English period. The meaning for lo which is an 'Used to direct attention to
the presence or approach of something, or to what is about to be said; = Look! See! Behold!
Frequently in phr. lo and behold (usually jocular).' (OED). The first

Science Fun : Up And Away
PROCEDURE – Science Fun – Up and Away
This particular text, Up and Away, in Science Fun is an example of a procedure. Considering the
characteristics of the text, such as the text structure and the language features, it is evident that the
purpose of the text is to instruct how to make a science project, a "soaring straw."
Beginning with a fun, outstanding title followed by a line of intriguing sentences, the text directly
provides the instruction steps in sequence for making a soaring straw. Numbers are used as
connectives (linking words) to show the sequence of the steps, and in each step, an imperative
sentence starting with an action verb is used to explain what/how to do (e.g., Tape a paper clip to
one end of a straw).
Based on the structure of the text, the language features, and the connectives used in the text, it is
manifest that the purpose of this text is to teach how to make a soaring straw. The instructions for
the additional science activity at the bottom left corner of the book also corroborates the genre of
this text: a procedure.
NARRATIVE / STORY – The Naming
The Naming is an example of a narrative. It is written to entertain and teach. The story is interesting
and entertaining because it introduces a variety of creatures and tells the readers how those creatures
were named and what kind of power they were bestowed. The part of the story where fleas were
introduced teaches the readers that the creatures on the earth were made for their own sake,

The Lore Of La Llorona
1. Lore; noun; a body of traditions and knowledge on a subject, or held by a particular group,
typically passed from person to person by word of mouth; traditions and knowledge passed on;
Many cultures have some type of lore that the people of that culture tell. For example, in Mexico,
there is the lore of La Llorona. There are plenty of stories of how she could not stop crying for her
kids at the river. Moreover, there is also lore about witches in Salem. People tell stories and write
books about lore that is passed on.
2. Lucrative; adjective; producing a great deal of profit; something can make a lot of money; Karen
had a lucrative idea. She did not want to share it with others because she knew she would produce so
much profit that everyone else would go out of business. Her business would even be more lucrative
than Andrea's cupcake shop. It would make more money than Facebook. She did not want to have
such power and responsibility, and decided to keep the money–making idea to herself.
3. Lurch; verb; to walk or move unsteadily and without stability; not being able to balance while
walking or moving all over the place; Sarah was completely intoxicated at the party last night. She
was lurching all over the place. Every five seconds she would bump into someone. While walking
she even spilled her drink on someone. Sarah proved to everyone that they should not drink too
much or else they would start lurching too.
4. Malleable; adjective; capable of being changed; influenced

Active Age Of Pre K
During my program observation, I observed the local elementary. This elementary educates level
Pre–Kindergarten to Second Grade. For my project, I chose the aware and active age of Pre–K. This
specific classroom held a variety of ages preparing for kindergarten, starting at five to six years old,
with 14 children. While I was observing, the main teacher taught many of the centers, and lessons,
although there was another supervisor that would stop in and take one student who had trouble
staying focused and remaining calm. This advisor would stop in once every few hours to give this
child a quick break, and reminded him of appropriate behavior. After my interview with the
professional, the qualifications required for this location include Bachelors Degree in Elementary
Education, required by law. The teacher who lead this classroom of pre–kindergarteners attended the
University of Northern Iowa. Most of the children in this classroom were around the age of six, one
student who was the youngest turned six the day school started, and most celebrate their half
birthdays during winter time. The events taking place during my observation covered a wide variety
of subjects. Starting from rest time at 1 o'clock, readers workshop and read aloud, independent
reading, recess, movement and handwriting, writing, read aloud, to dismissal time around 3:30 p.m.
Near the door, located the daily schedule, along with the lunch menu, and any information needed
for

The Modern Controversy Of Old Persian Language
fārsi is the predominant modern descendant of Old Persian, a southwestern Iranian language within
the Indo–Iranian branch of the Indo–European languages. It is primarily spoken in Iran, Afghanistan
(officially known as Dari Persian since 1958 for political reasons),[7] and Tajikistan (officially
known as Tajiki Persian since the Soviet era for political reasons. Phonology , Iranian Persian has
six vowels and twenty–two consonants. Historically, Persian has distinguished length: Early New
Persian possessed a series of five long vowels (/iː/, /uː/, /ɒː/, /oː/ and /eː/) along with three short
vowels /æ/, /i/ and /u/. At some point prior to the sixteenth century within the general area that is
today encompassed by modern Iran, /eː/ and /iː/ merged

celta language analysis written assignment Essay
LANGUAGE RELATED TASKS
Grammar item 1: ...but sooner or later we have to sleep.
Meaning
 In this sentence have to sleep is used to express the idea that we are obliged to sleep even if we
don't wish to do so.
 CCQs: Is it something we must do? Yes. Can we avoid it? No.
Use of examples: We have to use the safety belt. Children have to attend school by law.
Form





Have to is a non–modal alternative to the modal verb must to talk about obligation.
It is interchangeable with have got to, this last form being more common in spoken and informal
British
English.
The structure of the have to form is Subject+ Have+ Infinitive (with to).
The negative form expresses an absence of obligation.
It can be used in questions to ... Show more content on Helpwriting.net ...
 CCQs: Will death happen? Yes. Will it happen immediately? No. Will it be an easy death? No.
Synonyms: finally, at the end.
Form


1
Time adverb that provides information about the time of an action or event in relation to some other
point of time (often now).
The position of this adverb is flexible: at the end of a clause, preceding a main verb and between
two auxiliary verbs. Also, at the beginning of a clause, particularly in written or more formal styles
of English.

http://www.macmillandictionary.com/dictionary/british/eventually
2
Pronunciation
/ɪˈventʃuəli/
.......we suffer hallucinations, and eventually die.
Anticipated problems and solutions
 Problem: Eventually is a false friend with the Spanish word "eventualmente" (de forma incierta)
which in
English should be translated as by chance, occasionally.
Solution: Use CCQs to explain difference. Request examples using both expressions from students
and ask them to think and explain difference in meaning.
 Problem: Incorrect word order, students place eventually after a verb and before a direct object
i.e. She found eventually the lost dog. This word order would be correct in Spanish: Encontró
finalmente el perro que habia perdido.
Solution: Ask the students for sentences with eventually and, on the board, write different
combinations of the same sentence, given by the students, by changing the position of the adverb.
Mark the

English Lesson Plan
Teaching Adjectives to Grade VI pupils (through poem) A DETAILED LESSON PLAN IN
ENGLISH FOR GRADE VI PUPILS (FOR 4th GRADING PERIOD) By: ESMAELA DIANN B.
MASCARDO I. OBJECTIVES: At the end of the discussion, pupils will be able to:  Build
vocabulary through pictures presented.  Practice proper way of reciting a poem.  Interpret
meaning of a poem through pictures.  Identify adjectives used in the poem.  Use adjectives in
describing their hometown. II. SUBJECT MATTER: Pointing out adjectives in the poem, "The
Town Where I Lived" by A. J. Gil A. REFERENCES:  PELC (Philippine Elementary Learning
Competency)  English For You and Me, Language Textbook for Grade Four, pages 147 – 158 B.
INSTRUCTIONAL MATERIALS:  Pictures of ... Show more content on Helpwriting.net ...
Now my heart aches all day for my town far away Where life is sweet and tidy and neat. (After the
teacher reads the poem, the whole class reads it, then reading by pair, then individual.) 6.
Comprehension Questions for Discussion What is the poem about? The poem is about a town. What
are the things you can see in the town where the speaker lives? Trees, ducks, geese, and stars are
seen in the speaker's hometown. To what does the speaker refer to when he/she says, "blazes, hot
and around, 'till the haze shimmers above the ground"? The speaker refers to the summer sun when
he/she says, "blazes, hot and around, 'till the haze shimmers above the ground. What are the words
that the speaker describe about life he/she has in the town where he/she lives? The speaker said that
his/her life in the town where she lives is sweet, tidy, and neat. How does the speaker describe
his/her hometown? There could be rainy and sunny days. What do you think is the kind of place
where the speaker lives? The speaker lives in a clean, peaceful place. How does the speaker feel or
thinks in the poem? The speaker misses his/her place. Where do you think is the speaker now? The
speaker is away from his/her place. What made you think that way? The speaker said that he's away
from his/her hometown in the line, "My heart aches all day,

Essay about Celta Assignment 1
CELTA WRITTEN ASSIGNMENT 1
LANGUAGE RELATED TASKS
1) The plane leaves at 10.00 tomorrow.
a) Present simple; present form of the verb.
b) Talking about a future event. 'The present simple is used for 'timetabled' future events' .
c) Students may use the infinitive of the verb instead of the present. (F)
Students may use 'ing' (present participle) form of verb. (F)
Students may have difficulty understanding the use of the present simple to talk about the future.
(M)
Students may have difficulty understanding that it is a scheduled event. (M)
Students may have pronunciation difficulties with leaves, as it is said differently from how it is
spelt. (Ph)
Students may have pronunciation difficulties with the linking of 'leaves at' ... Show more content on
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(Ph)
Students may have pronunciation difficulties with linking of 'should go' / / as the vowel sound turns
from strong to weak when linked to other words. (Ph)
d) One person advising the other on health (you should exercise, you should eat healthy food).
e) Do you have to go to the doctor? (No).
Could you avoid going to the doctor? (Yes).
Have you already been to the doctor? (No).
4) She's a stranger / She's a foreigner.
a) Nouns; noun phrase.
b) A stranger is someone you have never met; a foreigner is someone who is not native to a country.
c) Students may have difficulty understanding that foreigners can be strangers and visa–versa. (M)
Students may have pronunciation difficulties with stranger / /. (Ph)
Students may have pronunciation difficulties with the word foreigner / /. (Ph)
d) Show students a photo of tourists next to the Pyramids in Egypt. Explain that they are my friends,
I know them, but they are foreigners in another country that they do not come from. Then tell
students a story of my first day at work when I did not know anyone and they were all strangers.
e) Do you know her? (No, she's a stranger).
Was she born here? (No, she's a foreigner).
5) I've just had lunch.

a) Present perfect; subject + have + just + past participle.
b) Talking about something that has recently happened; 'a finished

How Does Firework Influence The Portrayal Of Women In...
Katy Perry "Firework" song is a power anthem which plays a huge role when it comes to popular
culture in today's society. It creates an empowering message to women by portraying them as strong
willed, independent human beings rather than the stereotypical portrayal of women who depend on
men. Although in the movie, the song Firework is used as a encouraging anthem to children because
it is a children's movie. In the Hollywood reporter review article it states that the 3d scene helps
influence the song choice because it is a very loud and fun song. The song portrays women to be as
strong as men, although the film i chose doesn't express the song in that way. The song has been
known to be influential to different groups of people but I

Summary Of Out Out By Robert Frost
The poem "Out Out" portrays a story of describes a farm accident that unexpectedly and irrationally
costs a young boy his life. The narrator of the poem sets the scene, seemingly from an outsider's
perspective, reporting the incident with objectivity and restraint. Yet, as the narrative advances,
underlying emotions and tensions surface as the persona builds to the poem's conclusion: the
seemingly senseless, abrupt ending of the boy's life, followed by his family's subsequent return to
their daily routines. The poem is told directly to the audience through a third–person narrative,
presumably told by the author or some bystander. The speaker is trustworthy as there is so much
detail and imagery employed, it is hard to believe that the account was false. In addition, there
would be no plausible reason for the speaker to diverge from the truth when speaking about the
morbid story of a young boy. Frost possesses a very indifferent tone throughout the poem. The poet
does not empathize or mourn for the boy when he cuts his hand. He presents the action as
commonplace. It is described with a tone of indifference as a "meeting" rather than a maiming and
the boy is said to be "old enough" though a "child at heart" [lines 18, 23–24]. At a glance, the poem
looks quite long possessing 34 lines, but it is not since it is primarily composed of relatively short
lines consisting of 7–10 words in each line. This free form, short line structure allows the reader to
somewhat isolate and

My Behavior Traits Paper
An Overall Outlook at My Behavior Traits Timithy Crumrine
Indiana Wesleyan University
An Overall Outlook at My Behavior Traits Starting at the time I answered the questions in the DISC
profile, I could watch and predict the pattern that was playing out before my eyes. During the
introduction to each behavior profile, I could already tell which behavior best described me. Almost
every word that is listed under that heading is a word that I have, or would use to describe myself.
However, I did not know what the perception of others would be. In this paper, I will attempt to
show the similarities and differences between the behaviors that I have described and those of my
friends, family, and coworkers. Although many people claim to be the same person in all settings, in
this instance, I have the research to back up my claim. As always, the change in all settings of my
life are minute.
In my own assessment, I have found that even though you may answer sections differently with
differing moods, I always come back as a D behavior style. I am that classic, controlled person when
I am in control. However, I can be the exact opposite if we get off track and things start to unwind.
After completing the task of transferring numbers into the graph, the DISC Classic workbook, my
behavior is summed up in the Interpretation Stage I description ... Show more content on
Helpwriting.net ...
Direct is the first word I can relate to. As I have always told everyone that they do not have to
wonder what I am thinking. Domineering, is the next word. As I stated above, we do not discuss
much, we just do it. The third word is demanding. I think that, at 46, anyone younger should be able
to keep up. Therefore, don't talk with words, show me. In all, this is what makes employers continue
to both hire me and allow me to put my own spin on the job. I am a

Reflective Reflection In English
Throughout this course, I have grown as a writer and learned many things I was previously unaware
of. What I pictured English 101 to entail is nothing compared to what I experienced. Going into this
class, I was thinking in the most negative tone: "There is no way I am going to be able to write four
full pages," "There is not enough time to write papers," "The work load is overwhelming," "There is
only four summarize grades." However, these thoughts quickly became reversed as the year
progressed as I was pushed to limits I did not even know I had. As I began writing, I became more
aware of my strengths and weakness, enjoyments and frustrations, and future plans and goals. After
exploring all papers, there are strengths and weaknesses prevalent throughout. It is important to
know these qualities and capacities in order to leverage certain strengths and improve specific
weaknesses. Using this knowledge, I came up with one overall weaknesses throughout my writing
that show up in multiple instances. One of them would be subject–verb agreement. Subjects and
verbs must agree with one another in number (singular or plural). Thus, if a subject is singular, its
verb must also be singular; if a subject is plural, its verb must also be plural. In the present tense,
nouns and verbs form plurals in opposite ways: nouns add an s to the singular form; verbs remove
the s from the singular form. For example, talking about "A Good Man is Hard to Find" in paper
one, I wrote "Children tend to

The Latin Grammar Guide Essay
The Latin Grammar Guide
Liz Bonaccorsi
Period 2 Table of Contents
Things to Remember
Participles
Ablatives Absolute
Deponent Verbs
Gerunds
Gerundives of Purpose
Main Clause Subjunctives
Hortatory
Jussive
Subordinate Clause Subjunctives
Purpose Clauses
Indirect Commands
Result Clauses
Cum Clauses
Circumstantial
Causal
Concessive
Infinitives Indirect Statements Comparison of Adjectives Comparison of Adverbs Things to
Remember
Masculine Feminine Neuter Translation nom. sg. quî quae quod who,which, what, that gen. sg. cuius
cuius cuius of whom, of which dat. sg. cui cui cui to whom;to which acc. sg. quem quam quod
whom, which, that abl. sg. quô quâ quô by whom; by which nom. pl. quî quae quae who, ... Show
more content on Helpwriting.net ...
English WILL NOT begin with a Participle or a Noun!!!!
SWWAB
Since
When
While
After
Because
Examples

Cornelia sub arbore sedente, ancilla in villam currit. With Cornelia sitting under the tree, the slave
woman runs into the house. Pompeius duce, Romani in Galliam festinabant. With Pompey leading
as general, the Romans were hurrying into Gaul.
Vidente Corneliā Sextum ex villam curnt. When Cornelia sees Sextus she runs out of the house.
Deponents ablative with deponent verbs: the ablative (of means) is used as the object of the
following verbs utor, uti, usus sum: to use (to employ myself by means of) fruor, frui, fructus sum:
to enjoy (to

Questions On Writing And Writing
When writing, it is important to submit a paper that is both grammatically correct and punctually
error free. This is important for two reasons. First, the inattention to detail in your writing may
signal to the reader that you are inattentive in matters that are more important. Secondly, "you risk
not only distracting readers from your message but also undermining your authority to deliver the
message in the first place."
The Comma Splice The comma splice, or run on sentence, may be the most common punctuation
error students make. This occurs when the writer joins two independent clauses without the use of
proper punctuation. This is important for several reasons. Since it is the most common error,
learning how to correct it will ... Show more content on Helpwriting.net ...
When correcting or avoiding a run on sentence, some people forget the comma between the two
independent clauses when joining them with a coordinating conjunction. Similarly, others forget the
comma after an introductory dependant clause. Because I did so much research for this paper, my
grade should be much better than my last one. Commas are also required to set off nonrestrictive
clauses. The book I ordered from Barnes and Noble, Write Right, should help my work greatly.
Omitting commas from lists, or a series of items, is also a common problem. People have the right
to life liberty and the pursuit of happiness.
Apostrophe Errors Apostrophes have two functions, you may use them to show possession, and you
may use them to form contractions (don't). Although A Manual for Writers does not strictly prohibit
the use of contractions, you are advised against it. To show possession, add an apostrophe and an s
to singular nouns and plural nouns that do not end with the s (the carpenter's hammer). To show
possession of a plural noun or words ending in the s, simply add the apostrophe (carpenters' union).
An errant apostrophe can significantly change the meaning of sentence. It is important for the reader
to understand if you are speaking about something that belongs to the doctor (the doctor's car), more
than one doctor (doctors), or something belonging to a group of doctors (the doctors' practice).
Spelling Errors Few things distract from a paper more

How Do Children Learn For Restrict Overgeneralization...
How do children learn to restrict overgeneralization errors of syntactic structure?
As part of language acquisition children make overgeneralisations. Conventionally, the importance
in describing the process has been on how children go further than their original utterance and draw
out the consistencies that will allow them to produce and comprehend an unlimited number of new
sentences. However, in some instances it can be seen that children can overgeneralise, causing them
to produce grammars and sentences that contain both correct and incorrect constructions
(Bowerman, 1988).
According to Chomsky (1980) children have an innate language acquisition device (LAD). One of
the most well known overgeneralisations is the overuse of the '–ed' ... Show more content on
Helpwriting.net ...
All of the rules are shown below: Children can sometimes overgeneralise verbs when they appear in
prepositional–object dative (PO) into double–object dative (DO) (e.g adapted from Baker 1979):
PO dative DO dative
[NP1] [Verb] [NP3] to [NP3] [NP1] [Verb] [NP3] [NP2]
Tim gave a book to Matthew Tim gave Matthew a book
I said hello to Matthew *I said Matthew hello
Contents locative and container locative can also be overgeneralised and cause errors because of the
rule that would have been created:
Contents locative Container locative
[NP1] [Verb] [NP2] into/onto [NP3] [NP1] [Verb] [NP3] with [NP2]
Matthew sprayed water onto the roses Matthew sprayed the roses with water
Matthew spilled water onto the carpet *Matthew spilled the carpet with water
In overcoming overgeneralisation errors Braine (1971) made the assumption that negative evidence
is essential to revise the predictions that children have originally made. A number of longitudinal
studies of naturalistic data (Chouinard and Clark, 2003) show that caregivers reconstruct some
ungrammatical structures produced by children, which often causes the child to repeat the
reconstructed structure in the future. However, this cannot be the only mechanism that is restricting
these overgeneralisation errors.
One of the major generativist proposals was the semantic verb class hypothesis (Pinker 1989);
founded on the observation that

Essay On Agrammatic Aphasia
As some of the adjectives overlap with verbs and some of them with nouns, and also due to
psycholinguistic and linguistic attributes of adjectives, in agrammatism for testing theories of word
class production deficits, analysis of the production of adjectives is important.
But the problem is that the use of adjectives in agrammatic aphasia, In contrast to nouns and verbs is
not systematically studied. In agrammatic aphasia this issue that how production and processing of
different grammatical categories are affected is examined through many research. The most
important results is that where main verbs are often omitted, difficulty with verb as compared to
noun retrieval, both in the production of sentence and in confrontation naming is exist in many
people with agrammatism (Miceli, Silveri, Nocentini, & Caramazza, 1988; Miceli, Silveri, Villa, &
Caramazza, 1984; Myerson & ... Show more content on Helpwriting.net ...
in aphasia contrary to the potential for informing word class production deficits of adjectives,
quantifying of the production of adjective abilities in aphasic people is done just in a few
investigation.
The proportion of adjectives used by cognitively healthy controls and adjectives used by
agrammatic patients to can be we compared. as these two properties are shared by verbs and
adjectives, this meaning that agrammatic people do not have an inherent difficulty with less–
imageable categories, nor with predication can be resulted, If adjectives are spared in patients'
speech. In this situation at verb production, the deficit could attributed to action semantics of the
verbs, or to their complex morpho–syntax.
In contrary to this idea, in agrammatism the problem with verbs is attributed to to low imageability,
or predication, if adjectives are impaired, as these traits characterize adjectives as

Nancy Mairs On Being A Cripple Summary
Nancy Mairs is the author of "On Being A Cripple". The author and I have a lot of traits in common
one of which I will focus in on is STRONG. Mairs writes her essay about her crippled ways and
accepts who she is. In the essay the author states how the word cripple once had a positive meaning
to it and now has changed over the years to a insult people wince when they hear it. But for her, she
embraces it ""Cripple" seems to me a clean word, straightforward and precise. It has an honorable
history, having made its first appearance in the Lindisfarne Gospel in the tenth century. As a lover of
words, I like the accuracy with which it describes my condition: I have lost the full use of my limbs.
"Disabled," by contrast, suggests any incapacity, ... Show more content on Helpwriting.net ...
One of my first experiences that I can remember is when my Grandmother was having a book
signing. I had to introduce her to the audience. Telling all of these people that I did not know, who
she was, what she wrote, and why she was having a book signing. At 13, this was an unusual
experience but because of my Grandmother's inspiration, hard work and exceptional gift in poetry, I
knew that I needed to do this for her, as well as for myself. Having spoken in front of a crowd like
this has boosted my self confidence remarkably, it made me come out of my shy shell and become
more outspoken. I felt that if I could overcome that fear, I could overcome anything making myself
prepared for everything that came my

Self Reflection : Self-Reflection
Self–Reflection This spring semester I have evolved as a writer and reader. This course has
refreshed my memory with basic essential writing techniques and it has made me more proficient
when it comes to writing. When it came to writing essays, I use to be so scared to turn them in. I was
never a good writer and composing an essay was usually extremely tough. I would have multiple
people proofread my essays, but I still doubted my work. Now when it comes to writing essays I feel
more confident in my work, I have less grammatical errors, and I don't feel the need to have multiple
people proofread it. It's nice not having to rely on people to check my work and going back several
times to fix the errors that were made. Now I have ... Show more content on Helpwriting.net ...
I began to incorporate these characteristics into my life and soon made them my own. Now when it
comes to school and life I look forward to challenging work because I will learn the most from those
situations. When it comes to school assignments that I don't do as well on, I reflect on my work and
begin to think what I could improve so I can receive a better grade on the next assignment. In
personal life situations where I had made a mistake, I look back at the problem and analyze what I
could have done differently. I learn from those mistakes so history doesn't repeat itself and I'm
prepared for the next obstacle that arrives. When I'm faced with a challenge I keep a positive attitude
and know, if I work hard I will be rewarded, maybe not physically but mentally, because I had
learned something that has helped me grow as a person. Dweck's theory has had an impact on my
lifestyle and the way I view things because having a growth mindset has made me a better person
academically and mentally.
Throughout this semester I have learned a lot when it came to writing like being more specific, verb
tense, types of sentences, grammar, and comma usage. I struggled with these types of english
problems the most. Comma usage was my biggest problem. I had a hard time placing commas in the
right places and refraining from making my sentences and paragraphs sound like huge run on
sentences. In this example "Since there is only one girl in Perrault's story that

Reflection Paper On Teaching English
Reflective Narrative English has never been my preferred subject. Actually, it has been my least
preferred subject. Every day in school, I often speculated why it is essential to do so many English
affiliated tasks, and in speculating, I discovered to hate the subject without apprehending its future
benefits. Why do I find English so distasteful? I think my despise for the subject has elevated
through these last few years that I have been learning the distinct elements of English language. It
wasn't actually learning how to convey a message through speaking English that unnerved me,
rather it was getting English education in a formal learning environment like reading, writing, and
grammar. These were the stuff that once I learned them, I will be using them every day. It does felt
good to know how to read and write and even better to have a little bit knowledge of grammar. Not
only did I maneuver the knowledge to read a narrative in reading class or to perform a writing
assignment, but also to read the newspaper and write an epistle to friend or family. I have learned
numerous things throughout the entire course of the semester, including, how to find and composite
better research through the use of many resources found at the campus library and the internet, and
how to cite my research work correctly using MLA format. The last thing I learned from the class is
revising my paper until I feel everything is on track and sounds good. As an international student, I
struggled

Katherine Boemer Hidden Gems
I have used the "D" variation of looking at individuals Student Writing from Katherine Bomer's
Hidden Gems to analyze and evaluate Melody's writing. My first reactions to Melody's writing are
that her structure and conventions are strong and detailed and organized. Bomer and the list of
"qualitative features of writing checklist" located in Hidden Gems, helped me analyze Melody's
work in a positive aspect located things such as the student "communicates thoughts and ideas, the
story has a logical organizational structure of sequence, the story has an effective strategies for
organizing information and the story has a sentence – to – sentence and word – to – word
relationship" (Bomer, 2010, p. 83). All of these ideas that Bomer has listed ... Show more content on
Helpwriting.net ...
There were three sentences in her sample to retell the story related to the text and all were structured
in the same way, the sentence beginning then in the text it says and then evidence given from the
text. The student does not get a chance to voice her opinion or provide stronger descriptive words.
During reading partners the student is working on retelling mainly the gist of the stories along with
learning to sequence and this is then portrayed within her writing. During the retell of many stories,
she is able to summarize in words everything she read, when asked to write this sequence down the
student is unable to fully and complete write the words without the sentence stems and evidence
from the text. Katherine Bomer says, "words are the food and the water; the sun, soil, and rain; the
fuel and the fortune; the only thing that makes writing, writing" (Bomer, 2010, p.67). By adding
detailed voice, and descriptive words will strengthen Melody's writing a lot. Melody is a strong
writer and she could go very far within the writing I wish I could hear more to what she has to say.
Integrating detail and the students voice within writing is to give more freedom to the structure and
ask more open–ended question to help the student think deeply and connect it from the heart more.
Another way to help the student more would to be to fill out the writing more and add layers and
structure

Alecia To Eat Summary
Nancy began by reiterating her concerns from the previous night in that Alecia is always starving
when she gets home. She seemed less annoyed but also noted that fees include food, so was
concerned why Alecia is so hungry. She then asks for feedback regarding the investigations as to
what is happening that could lead to this. This allowed for me to report my findings that Alecia is
being offered food, but is refusing it as it is often fruit which she does not seem to enjoy. I make a
verbal note that the educators are aware that Nancy has indicated to force Alecia to eat, however this
is not able to be done as it would be against policy. Politely and respectfully, I would advise that we
encourage as much as we can all children to eat. Every child is offered the fruit and educators will
sit ... Show more content on Helpwriting.net ...
At this point, I ask Nancy how eating take places at home, especially with foods that Alecia doesn't
enjoy in order to learn any new strategies that the family use and possible behaviour patterns.
(Valuing her input and maintaining consistency between home and the service.) Nancy shares that
Alecia eats well for the most part and does so independently, however fruits are often a battle and
much negotiation and encouragement is required. At home, Nancy states that Alecia is not to leave
the eating area until she has had a few bites of what has been served. I indicated that we mostly eat
at the table with the other children, or go out for a picnic so this is similar to home. I ask Nancy, if
she is able to make suggestions that we could use to encourage Alecia to eat the fruits without
forcing her, such as making a smoothie with the fruits instead and getting Alecia involved in the
making of the smoothie. Nancy agrees that may be a good solution, and encourages that if we have
tried all we can, she understands our position in not forcing, but asks if we could then offer
something

How Does Lee Use Injustice In To Kill A Mockingbird
False Justice She ran up to me, arms flailing at her sides. Her face was streaked with tears. She
tripped and tumbled as her six–years–old feet raced towards me. The little girl collapsed into my
arms, her tears slowing down. She doesn't need to be asked, for she tells me immediately: "They
think Donald Trump will hurt me!" I glare at the sneering boys, then look down at her dark, pretty
face. Discrimination is a terrible flaw in American society. Although those who are discriminated
against are victims of bias, a small portion of people learn to see through the lies and acknowledge
the wrong, as presented in Harper Lee's To Kill a Mockingbird and Maya Angelou's "Still I Rise."
Ms. Angelou tackles the issues explicitly, while Scout ... Show more content on Helpwriting.net ...
Harper Lee is careful with her word choice to create a heavy tone in the verdict scene: "...Mr.Jem, I
ain't ever seen any jury decide in favor of a colored man over a white man" (238). The purpose of
this dialogue between Reverend Sykes and Jem is to foreshadow the wrongful outcome. While
Scout is waiting for the verdict, she thinks to herself "I had never seen a packed courtroom so still"
(238). This line builds suspense within the scene. The reader can visualize a room full of people
holding their breath. "A jury never looks at a defendant it has convicted...none of them looked at
Tom Robinson" (240). With this line, the reader knows that the jury has gone against rightful
morals, convicting an innocent man. This line further insinuates the focal point of the scene: color
can dictate your fate, even when you've done nothing unlawful. In "Still I Rise," Ms.Angelou uses
action verbs to set an upfront tone in the poem. "...shoot me with you words" (21). The strong
connotation of the word "shoot" contrasts with "words" as words are not meant to be tangible
weapons. Lines in the poem that reflect such a contrast as well are "...cut me with your eyes" (22)
and "...kill me with your hatefulness" (23). These lines are essential to the overall poem, as they help
the reader understand the extent of which Maya Angelou fights the status quo. Both authors have a
different approach to set up the tone of a scene or poem:

Isbell's Argument Analysis
Another way Isbell weakens his argument is through verb usage. Much of his article is written in the
subjunctive mood and uses verbs in the present perfect tense, which makes the article more
informative than persuasive. For example, he writes "It is possible to place the learning examples
discussed above on a continuum of sorts..." His use of subjectivity weakens his statements,
undermining the overall claim. Although in a professional field like education there are areas where
it is appropriate to acknowledge controversy or uncertainty, Isbell's frequent avoidance of stating
information as known, even when acceptable, creates a weakness throughout his article. Though he
attempts to be impartial, it undermines his efforts to prove his claim. ... Show more content on
Helpwriting.net ...
The concluding paragraph of the article indicatively restates and explains the claim, saying, "it will
require music teachers who are smart, savvy, sensitive, and skilled." This is a strong persuasive
statement, and the rest of the conclusion is clear and powerful as well. If the rest of the paper had
supported Isbell's arguments, the conclusion of the article would serve as a final repetition of an
effectively proven claim. However, the rest of the article causes the conclusion to work adversely,
highlighting the flaws in Isbell's argument. In seeing the facts so clearly explained, readers question
what proof was given to support the ideas, and in retrospect, the lack of support is evident to the
readers. The writing becomes persuasive at the end of the article, but it can not undo any of the
consequences of the earlier

Newspaper Headlines
Contents
Introduction 2
The Language of Newspapers 2
Analysis of Newspaper Headlines 2
Headline Evolution 2
Headline Functions 2
Headline Styles 2
Headline Forms 2
Headline Variants 2
Headline Language 2
Conclusion 2
Bibliography 2
Introduction In today's hectic world one of the most important factors is information. The means of
information provision are quite different which can be summarized in one word: mass media. The
media is the whole body of communications that reach large numbers of the public via radio,
television, movies, magazines, newspapers and the World Wide Web. All of them, alongside their
informative essence, are aimed at influencing huge audiences. That audience has been viewed by
some commentators as ... Show more content on Helpwriting.net ...
Tabloids: In very general terms, a tabloid paper is printed on A2–size paper at 380 mm by 300 mm
(15 by 11¾ inches), which is folded to A3, half the size of broadsheets. Tabloids are known as the
"popular" or "gutter" press, often perceived as sensationalist in contrast to broadsheets. All the
mass–circulation papers are tabloid. Examples: The Sun, The National Enquirer, The National
Ledger, The Star Magazine, New York Post, The Globe.
Berliner or Midi: 470 mm by 315 mm (18½ by 12¼ inches) used by European papers such as Le
Monde in France, La Stampa in Italy, El Pais in Spain and, since 12 September 2005, The Guardian
in the United Kingdom.
Analysis of newspapers involves a consideration of both headlines and reporting styles.
Analysis of Newspaper Headlines
A headline is the text at the top of a newspaper article, indicating the nature of the article below it.
Headlines are usually written in bold and in a much larger size than the article text. Front page
headlines are often in upper case so that they can be easily read by the passing potential customer.
Headlines in other parts of the paper are more commonly in sentence case though title case is often
used in the USA.

Headlines are generally written by copy editors, but may also be written by the writer, the page
layout designer or a news

Subject Verb Agreement: Agreement with Conjoined Subjects...
Agreement with conjoined subjects Agreement is complicated with subjects consisting of conjoined
NPs. In VSO
word order, the verb agrees only with the first conjunct. Which means that, the NP in
VSO is given a check feature of the first conjunct. Then the coordination template
checks for this feature. If it is found the whole conjunction is given the same features
as the first conjunct (Attia.2010).
‫الرسالة‬ ‫والولد‬ ‫البنت‬ ‫كتبت‬
Katabat albintu w–alwaladu al–risalta
Wrote.fem.sg.3 the–girl.fem.sg and–the–boy.masc.sg the –letter
On the other hand in sentences with SVO word order, the verb agrees with the
whole conjoined ... Show more content on Helpwriting.net ...
In English , it has the agreement markers just in the present tense with the use of the third person
singular –s.
4– The use of the verb' be' is different in English but Arabic do not have the verb ' be' and do not use
it to be between the noun or pronoun subject . So some Arabic learners leave out the verb 'be' in the
progressive tense because it does not exist in Arabic.
5– In Arabic, there is a repetition of the object, that occurs when the object of the verb is moved to
the initial part of the sentence. Its original position after the verb gets occupied by an object pronoun
otherwise, the sentence will be inconvenient . In English , this doesn't occur so, the object is not
stated twice in the sentence, its original place is always after the verb but if it is moved to the initial–
position , its position will be empty.
Here are some of the areas where English and Arabic subject verb agreement differs. Agreement
with Person:
Present Tense:
English Arabic The boy plays football . ‫القدم‬ ‫كرة‬ ‫الولد‬ ‫يلعب‬. Sahar plays with her sister. ‫أختها‬ ‫مع‬ ‫سحر‬ ‫تلعب‬.
Boys play at the street. ‫الشارع‬ ‫في‬ ‫األوالد‬ ‫يلعب‬. Girls play with each other. ‫بعضهم‬ ‫مع‬ ‫البنات‬ ‫تلعب‬. I play with
her. ‫معها‬ ‫ألعب‬ ‫أنا‬.

You always play . ‫ًا‬‫دائم‬ ‫تلعب–تلعبين‬ ‫انت‬
We play at the garden. ‫الحديقة‬ ‫في‬ ‫نلعب‬ ‫نحن‬
From the above given examples ,we can see that in English a verb changes it's form only when

Com/155 Week 2 Assignment Essay
What is the Writing process?The writing process is what you will need to go by when writing for
essays and future classes.I have included a few tips throughout this template to help you get started.
You will need to identify the components of a basic sentence. You will need to be able to identify the
four most serious writing errors. Define subject–verb agreement. Identify common errors in subject–
verb agreement. Recognize regular and irregular verbs Use regular and irregular verbs correctly in
basic sentences. | | | Writing for new students. Course COM/155About UsWelcome students. I am
going to give you tips on the writing process to prepare you for this course. Good luck to you all. | | |
| | | | com/155 | ... Show more content on Helpwriting.net ...
| | | Paying attention to these important factors when writing will help you with your writing
success.The university of phoenix is your key to your writing success. Welcome to your future. | | |
This class offers everything you will need to know about writing for success. Welcome to class.
Your first day of class is the first day of your success. Welcome to the University of Phoenix class
COM/155. University Composition and communication I |
Identify common errors in subject–verb agreement.
Errors in subject–verb agreement may occur when a sentence contains a compound subject,
The subject of the sentence is separate from the verb, the subject of the sentence is an
Indefinite pronoun, the subject of the sentence is a collective noun, or the subject appears after the
verb.
Recognizing the source of common errors in subject–verb agreement will help you avoid these
errors in your writing.
Recognize regular and irregular verbs
Regular verbs follow a pattern that is predictable. Irregular verbs
Do not follow a pattern. Examples of irregular verbs are be, have, and do.
If you learn these verbs in the present tense you will be able to avoid
Errors in subject–verb agreement. .
Use regular and irregular verbs correctly in basic sentences.
Regular verbs follow regular patterns when shifting from the present to past tense.
You can avoid mistakes by following a basic pattern of adding ed or d

Reflection Paper In English
In my initial submission for Lesson 1, I recall being amused by the statement in the introduction of
Navigating English Grammar that humans have always been fascinated by language. Then, and now,
this still seems like an understatement to me. Language is an incredible facet to me and humans of
all ages. To consider that an infant can communicate with few words and more gestures and then
continue to develop the use of language as the number of words increase proves to be such an
interesting phenomenon which has an influence on a human's existence. This influence permeates
throughout language in formal or informal use. In that same lesson, I recall the childhood influences
upon my language development. Being a young Southern woman, a distinct dialect permeated my
childhood environments; from home, school, and small community, the slow, slang–filled
conversations enlightened me in the ways of people around me. This information partnered with the
Grammar Quest proved that my own method of verb usage perplexed me. The instruction received
in my local elementary and middle school demonstrated an error in my grandfather's way of
speaking; therefore, my way of speaking did not follow prescriptive rules, and additional instruction
was deemed necessary. With this review and research of prior writings, the use of verbs and verb
forms used in a prescriptive nature proves to be an area of concern for my own proper use of
Standard English.
The following are samples of my own writing; The

An Essay About Swag
For the past years, there are a lot of words that are made by the youth. They generate new terms that
they can make use of when they interact with other people. There are also lists of new terms which
they use in a negative definition; however, the real meaning is in a positive manner. One of the
popular words that are being used incorrectly is swag. The usage of swag was brought back and was
popularized by different famous artists by the help of the music industry. The word was used in
various hip–hop songs by Jay–Z, Pharell Williams, Soulja Boy, and Lil B. Originally, Merriam–
Webster (n.d.) defined swag as a transitive verb which is sway or lurch and it can be also a noun
which means a stolen property. Though in this generation, swag is habitually used in a negative
meaning. For some, it is attributed in being cool in a manner of bullying or making fun of other
people. Although swag is negative, it actually boost self–confidence, knows right from wrong, and
receives respect from people. ... Show more content on Helpwriting.net ...
According to the Counselling Department of The University Queensland Australia (n.d.), self–
confidence is the belief in oneself and abilities, it describes an internal state made up of what people
think and feel about themselves. When a person acknowledges another that he or she has swag, it
uplifts the person's morale because he or she is being praised by other people in a positive point of
view. Though it does not only focus directly on oneself confidence but it also boosts the ego of
another person since they do their best to convince others to feel good or contended about
themselves as well. A person who has self–confidence is a person who also takes situations lightly. It
also characterizes a person who does not think negatively in any situations that a person may
experience whether it is about their family, friends, or love

What Is The Rule For Forming Questions Within The Simple...
Question 5 (10 points)
What is the rule for forming questions in the simple present and simple past in English?
Questions in the simple present can be formed in a couple of ways with questions lacking question
words such as "Do" and "Does" (examples: Do you read short stories? and Does Frank play the
violin?), and questions containing question words such as "What," "When," and "Where" (examples:
What do you type on your laptop?, When does your brother go to school, and Where do you visit
your relatives?). To form a question in the simple past, the auxiliary "did" and the infinitive form of
the verb are needed; some examples would include Did I play baseball?, Did you play baseball?, and
Did he play baseball?
Question 6 (10 points)
Give 3 situations in which it is appropriate to use the present perfect.
The present perfect tense pertains to talking about things in which a connection exists between the
past and the present. For example, She has written five songs. So she began writing songs at some
point in the past. Up to now, she has written five songs. She could write additional songs.
Accordingly, three situations in which it is appropriate to use the present perfect would include
unfinished actions, finished actions, and with "been" and "gone." The present perfect is appropriate
when referring to unfinished states, actions, or habits that began in the past and still apply to the
present. It typically is indicated for "how long" with the words "since" or "for" needed.

The Poem In The Right Word By Imtiaz Dharker
A poem usually contains some exact rules and instructions to get the reader's attention and interest.
Imtiaz Dharker wrote the poem "the right word" which I now will analyze. How does the title seem
and what does it mean? Who is the speaker in the poem? How is the poems tone and how is it
changing? What is the theme and which word and literary device are important?
When I first read the title, I did not quite understand what the right word meant and what the right
word in the text would be. Now, I understand that the title got more with struggling to do. People
struggle to find the right word to define people and if you mean someone is one thing, then someone
else might think the opposite. In addition, for some people, one person might be ... Show more
Personally, I associate the word terrorist with negative associations like, gloomy and dangerous. If
we here about a terrorist lurking in the dark, people get scared and begin to fear this person. I think
most people got associations with terrorists, and mainly in a negative way. When I hear the word
terrorist, I think of a person that did something dangerous and maybe killed a bunch of people.
The poem contains some literary devices. I think one important, in this poem is the door. The door
could be a metaphor on an invisible wall in real life were you do not let people close to you. Maybe
you are scared of letting people close, because of earlier experiences in life or because you are
prejudging the person.
I would say this poem is great, it shows a great example on the struggle to find the right word and
the problem with prejudging. One word can mean different things to different people. Media has a
big influence on finding the right word and also on how we use different words. Innocent people are
prejudged because they are "different" or come from another country. Metaphors are used and we
can connect them to our own

A Structural and Vocabulary Analysis of John Donne's The...
A Structural and Vocabulary Analysis of John Donne's "The Flea"
In his poem "The Flea", John Donne shows his mastery in creating a work in which the form and the
vocabulary have deliberately overlapping significance. The poem can be analyzed for the
prominence of "threes" that form layers of multiple meanings within its three stanzas. In each of the
three stanzas, key words can be examined to show (through the use of the OED) how Donne
brilliantly chose them because of the various connotations they had to his audience. Finally, each of
the three stanzas contains completely different moods that reflect the speaker's emotions as the
situation changes.
Upon knowing some of John Donne's personal history, especially of his eventual high ... Show more
According to the OED, anything that caused surprise or alarm was referred to as a "flea." Another
common usage for the word "flea" was as an adjective. Something was like a flea if it was "small
and contemptible." The third relevance was as a popular phrase saying that there was "a flea in one's
ear." The OED definition of this saying is, "stinging or mortifying reproof, rebuff, or repulse, which
sends one away discomfited." It is easy to see the evolution of the word "flea" to the verb, to flee.
The second stanza can be summed up by the word "jet." "Jet" also has several layers of meaning.
Donne writes, "Though parents grudge, and you, we are met,/
And cloistered in these living walls of jet." The speaker is trying to convince a lady to have an illicit
tryst with him, and this line shows that he is being sneaky and sly because they are somewhere dark
and secretive. "Jet" literally means black and shiny, just like a flea, but according to the OED, it also
represents an action. A "jet" is "a sudden, darting movement" and the speaker actually makes a "jet"
towards the lady. It is in this stanza that he makes his most ambitious argument to the lady, and
because this is obviously a sexual proposition, Donne's clever word selection reveals why the third
meaning of "jet" is especially relevant. "Jet" also has a phallic/male connotation as the root of the
word "jetty" (an outcropping of rocks

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