AP English Summer Assignment File
... Use of a word to mean something other than its ordinary meaning ...
... Use of a word to mean something other than its ordinary meaning ...
Parts of Speech - Humber College
... triggers were at the right moment, they were sure to get any plane that entered the field of fire. Seeing as how you’ve messed this up, I’m sure you’ll get a raise. That’s how business works. Lying on the grass, she felt happier than she’d felt in a long time. ...
... triggers were at the right moment, they were sure to get any plane that entered the field of fire. Seeing as how you’ve messed this up, I’m sure you’ll get a raise. That’s how business works. Lying on the grass, she felt happier than she’d felt in a long time. ...
Apuntes 9-2: el presente progresivo
... Progressives are used in other tenses, not just the present tense, but they are much less frequent. These tenses indicate that an action was/will be in progress at a particular moment in time. ...
... Progressives are used in other tenses, not just the present tense, but they are much less frequent. These tenses indicate that an action was/will be in progress at a particular moment in time. ...
phrase index
... esp. combinations of common terms (!) find out from query log For other phrases a positional index Williams e.a.: next word index added ...
... esp. combinations of common terms (!) find out from query log For other phrases a positional index Williams e.a.: next word index added ...
THE DIRTY DOZEN
... Lack of parallel structure example: I like apples, oranges, and pears are tasty too. (Apples and oranges are nouns. Are tasty too is a phrase, so the items are not parallel. To maintain parallel structure, the third item should be pears.) ...
... Lack of parallel structure example: I like apples, oranges, and pears are tasty too. (Apples and oranges are nouns. Are tasty too is a phrase, so the items are not parallel. To maintain parallel structure, the third item should be pears.) ...
THE DIRTY DOZEN
... Lack of parallel structure example: I like apples, oranges, and pears are tasty too. (Apples and oranges are nouns. Are tasty too is a phrase, so the items are not parallel. To maintain parallel structure, the third item should be pears.) 10. (shift) inappropriate shift in person or tense: A shift o ...
... Lack of parallel structure example: I like apples, oranges, and pears are tasty too. (Apples and oranges are nouns. Are tasty too is a phrase, so the items are not parallel. To maintain parallel structure, the third item should be pears.) 10. (shift) inappropriate shift in person or tense: A shift o ...
A morphological comparative study between Albanian and English
... A particular set of nouns, describing things having two parts, comprises the major group of pluralia tantum in both Albanian and English language. Albanian ...
... A particular set of nouns, describing things having two parts, comprises the major group of pluralia tantum in both Albanian and English language. Albanian ...
The Progressive Aspect in English and how to avoid errors in German
... Among the various verb structures in English, there exists a form called the ‘progressive aspect’. The term ‘progressive’ means ‘in progress, currently underway, going on at the moment’. This verb construction is also referred to as ‘continuous’. The progressive aspect is a compound verb structure, ...
... Among the various verb structures in English, there exists a form called the ‘progressive aspect’. The term ‘progressive’ means ‘in progress, currently underway, going on at the moment’. This verb construction is also referred to as ‘continuous’. The progressive aspect is a compound verb structure, ...
WH Chapter 5 Phrases Teacher Version
... Past Participle: usually ends in –d or –ed. Some are irregular Ex: Well trained, the soldier successfully carried out her mission. (The past participle trained modifies the noun soldier.) ...
... Past Participle: usually ends in –d or –ed. Some are irregular Ex: Well trained, the soldier successfully carried out her mission. (The past participle trained modifies the noun soldier.) ...
The Verb - mrs.foster`s english corner
... Recognize a verb when you see one. Verbs are a necessary component of all sentences. Verbs have two important functions: Some verbs put static objects into motion while other verbs help to clarify static objects in meaningful ways. Look at the examples below: My grumpy old English teacher smiled at ...
... Recognize a verb when you see one. Verbs are a necessary component of all sentences. Verbs have two important functions: Some verbs put static objects into motion while other verbs help to clarify static objects in meaningful ways. Look at the examples below: My grumpy old English teacher smiled at ...
packet for today and tomorrow - Hatboro
... 2. Either my mother or my father (is, are) coming to the meeting. 3. The dog or the cats (is, are) outside. 4. Either my shoes or your coat (is, are) always on the floor. 5. George and Tamara (doesn't, don't) want to see that movie. 6. Benito (doesn't, don't) know the answer. 7. One of my sisters (i ...
... 2. Either my mother or my father (is, are) coming to the meeting. 3. The dog or the cats (is, are) outside. 4. Either my shoes or your coat (is, are) always on the floor. 5. George and Tamara (doesn't, don't) want to see that movie. 6. Benito (doesn't, don't) know the answer. 7. One of my sisters (i ...
The Grammar Aquarium Guide to Grammatical Terms
... nouns or noun phrases. Personal pronouns are the most common type. I - first person singular you - second person singular he/she - third person singular we - first person plural you - second person plural they - third person plural ...
... nouns or noun phrases. Personal pronouns are the most common type. I - first person singular you - second person singular he/she - third person singular we - first person plural you - second person plural they - third person plural ...
Correct Word Choice
... Can, may. Use can to indicate ability to do something and may to indicate permission to do it. Don’t use can for may. Cannot. Use cannot rather than can not. Compose, comprise. Comprise expresses the relation of the larger to the smaller, not the other way around (think of comprise as meaning to emb ...
... Can, may. Use can to indicate ability to do something and may to indicate permission to do it. Don’t use can for may. Cannot. Use cannot rather than can not. Compose, comprise. Comprise expresses the relation of the larger to the smaller, not the other way around (think of comprise as meaning to emb ...
Sentence Fragments
... Fragments are incomplete sentences. Usually, they are pieces of sentences that have become disconnected from the main clause. You may notice fragments in the things that you read – novels, newspaper articles, online articles, magazines, etc. Sometimes fragments are used stylistically in writing. In ...
... Fragments are incomplete sentences. Usually, they are pieces of sentences that have become disconnected from the main clause. You may notice fragments in the things that you read – novels, newspaper articles, online articles, magazines, etc. Sometimes fragments are used stylistically in writing. In ...
Subject-agreeing Complementizers and Their Functions in Chokwe
... in person and number with the class 1 subject of the main clause. While the origin of the complementizer root in all the four languages is clearly traceable to the personal possessive pronoun, the source of the complementizer prefix ngu- in Chokwe, Luchazi, and Luvale and n- in Lunda cannot be easil ...
... in person and number with the class 1 subject of the main clause. While the origin of the complementizer root in all the four languages is clearly traceable to the personal possessive pronoun, the source of the complementizer prefix ngu- in Chokwe, Luchazi, and Luvale and n- in Lunda cannot be easil ...
OBJECTS, DIRECT AND INDIRECT
... clitic added to a verb root. Both direct object and indirect object pronouns are expressed by clitics added to the ventive stem. In completive, future, and habitual, ventive + IO and ventive + DO are identical. In subjunctive and imperative, ventive stem + DO adds the clitic -yi, triggering the NON- ...
... clitic added to a verb root. Both direct object and indirect object pronouns are expressed by clitics added to the ventive stem. In completive, future, and habitual, ventive + IO and ventive + DO are identical. In subjunctive and imperative, ventive stem + DO adds the clitic -yi, triggering the NON- ...
Indirect Object Pronouns
... -To whom? or For whom? the action of the verb is performed The indirect object also tells us where the direct object is going. ...
... -To whom? or For whom? the action of the verb is performed The indirect object also tells us where the direct object is going. ...
year 6 latin syllabus
... Entrance Level 1 and prepares pupils for Common Entrance Level 2. The work in Latin is highly differentiated and pupils who have not covered the syllabus for Level 1 (see Year 6 Latin Syllabus) continue to do so before moving on to Level 2. More able pupils are moved onto the Level 3 and Scholarship ...
... Entrance Level 1 and prepares pupils for Common Entrance Level 2. The work in Latin is highly differentiated and pupils who have not covered the syllabus for Level 1 (see Year 6 Latin Syllabus) continue to do so before moving on to Level 2. More able pupils are moved onto the Level 3 and Scholarship ...
SUBJECT + VERB
... NEXT… find the VERB! To f i n d t h e p r e d i ca te : A s k w h a t i s t h e s u b j e c t d o i n g ? ( a c t i o n v e r b , l i n k i n g v e r b , o r v e r b phrase) A s e n te n c e m ay h a v e a D I R E C T O B J E C T, I N D I RE C T O B J E C T, o r B OT H ! To f i n d t h e d i r e ...
... NEXT… find the VERB! To f i n d t h e p r e d i ca te : A s k w h a t i s t h e s u b j e c t d o i n g ? ( a c t i o n v e r b , l i n k i n g v e r b , o r v e r b phrase) A s e n te n c e m ay h a v e a D I R E C T O B J E C T, I N D I RE C T O B J E C T, o r B OT H ! To f i n d t h e d i r e ...
Complement clauses in Canela
... analogous to the object of the main clause (word-order OV). The kind of nominalization found in the examples above can be described on the basis of the proposal by Comrie and Thompson (1985) regarding clausal nominalization (a nominalization without a lexically derived noun). The characteristic feat ...
... analogous to the object of the main clause (word-order OV). The kind of nominalization found in the examples above can be described on the basis of the proposal by Comrie and Thompson (1985) regarding clausal nominalization (a nominalization without a lexically derived noun). The characteristic feat ...
local word grouping and its relevance to indian languages
... sequence of verbs, V1 to Vn, the label is formed by taking the tam of V1 and concatenating with the roots and tams of the verbs V2 to Vn. Using the label, the specification is obtained. Vg-gnp is now used to obtain the gnp of the verb group. If an exception condition occurs (e.g., feminine plural in ...
... sequence of verbs, V1 to Vn, the label is formed by taking the tam of V1 and concatenating with the roots and tams of the verbs V2 to Vn. Using the label, the specification is obtained. Vg-gnp is now used to obtain the gnp of the verb group. If an exception condition occurs (e.g., feminine plural in ...
Mutalov R.
... dialects, the merger of vowels that occurs after the class marker w has been dropped, results in a long vowel: a + w=at-is – āt-is “to put on top” (Urakhi dialect). The marker w is also lost when a prefixal element is attached to a verb with a stem vowel e: in this case the vowel of the prefix is dr ...
... dialects, the merger of vowels that occurs after the class marker w has been dropped, results in a long vowel: a + w=at-is – āt-is “to put on top” (Urakhi dialect). The marker w is also lost when a prefixal element is attached to a verb with a stem vowel e: in this case the vowel of the prefix is dr ...
Grouping Words into Phrases
... This small grammar describes a small subset of English. It has several characteristics, which it shares with grammars of real languages: ...
... This small grammar describes a small subset of English. It has several characteristics, which it shares with grammars of real languages: ...
