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CAREER ENGLISH Main Idea *is important information that tells more about the overall idea of a paragraph or section of a text; sa mga paragraph, laging merong isang sentence kung saan parang naka-concentrate dun ung idea mismo nung writer. Hindi ung sentence, ung idea. IDEA. Main – IDEA! Oh diba? Topic Sentence *functions as a mini-thesis for the paragraph *states the main idea of the paragraph, with the rest of the paragraph developing this central point; andito sa sentence na ‘toh ang main idea (o ang nais ipaalam ng author concerning the paragraph), therefore ang tawag sa sentence na ito ay… Topic Sentence! Lahat ng topic sentence, merong main Idea. At lahat ng paragraph, merong topic sentence. Tada! *it signals the subject of the paragraph & often indicates your attitude towards the subject; ano ba ung pinaguusapan/paguusapan at ano ba ung nararamdaman mo tungkol dito? *are flexible elements that can be altered in many ways as long as each paragraph is unified & serves to develop the essay’s thesis; usually nasa- first sentence ng paragraph, pero pwede ring hindi, kaya mag-ingat. Thesis Statement *the central idea in an essay, usually expressed in one-or-two sentence thesis statement *it is the controlling idea that consists of a particular slant (stand/opinion), angle or point of view about the limited subject; argumentative, you really really want to prove something, nandito ung opinion mo tungkol sa topic Basic Requirements for a Thesis Statement: - states the topic of the research paper; the main idea - shows purpose of your essay/paper - shows direction of your argument - written in focused, specific language - interesting, showing clear voice and style Research Paper - Clear thesis - Strong understanding of the topic/sources used - Evidence that you have read widely for both the topic and the recognized authorities in the field - Shows opposition but shows why the point being argued is more valid; being humble in a way na alam mong may ibang pwedeng iconsider na point of view pero dapat pinapaalam mo na mastama ka - Points are organized in a clear and logical way - Each point supported by solid persuasive facts and examples - All outside source is carefully documented; lahat na hindi nanggaling sa’yo dapat i-credit sa tamang gumawa - Supporting material can be verified; by stating kung saan mo nakuha ung mga information mo, that means it exists talaga at pwede pang magamit ng iba Research Paper VS Term Paper RESEARCH PAPER: - Argues a point; meron kang opinion sa topic and you have necessary information para maipagtanggol ang point mo (research) - Formulates a thesis; it’s like a thesis (but not exactly) in a way na the whole thing consists of the subject or topic and then it also shows kung ano ba ung opinion mo tungkol dun. Remember na the word “thesis” refers to the central idea, hindi ung paper mismo. Tawag sa paper na ginagamitan ng thesis ay… Research Paper! Ba-jenk! - Argumentative/Persuasive; your information shows to prove something - Evaluates - Considers Why and How TERM PAPER: - Presents data; data lang siya. Period. - Reports what others said; wala kang opinion tungkol sa topic – you give credit to the due author/s - Expository/descriptive; meaning rich in info - Summarizes; rich pero summarized - only the necessary and related stuff are given - Considers what Outlining - From the general points slowly narrowing down into more specific points - the purpose of this kasi is para organized ka; para malaman mo kung anong kulang, anong pang kelangan and stuff. Self-explanatory naman diba? :D GRAMMAR REPORTED SPEECH Basic tense chart The tenses generally move backwards in this way (the tense on the left changes to the tense on the right): present simple I'm a teacher. present progressive I'm having lunch with my parents. present perfect simple I've been to France three times. present perfect progressive I've been working very hard. past simple I bought a new car. past progressive It was raining earlier. past perfect The play had started when I arrived. past perfect progressive I'd already been living in London for five years. past simple He said he was a teacher past progressive He said he was having lunch with his parents. past perfect simple He said he had been to France three times. past perfect progressive He said he had been working very hard. past perfect He said he had bought a new car. past perfect progressive He said it had been raining earlier. past perfect NO CHANGE POSSIBLE past perfect progressive NO CHANGE POSSIBLE Reminders: Present Progressive – subject + auxiliary verb + verb-ing - The rule sort of goes like this: “I am doing, I am doing tomorrow” Present Perfect – subject + auxiliary verb + past participle of the verb - “I have done” Present Perfect Progressive – subject + has/had/have + been + verb-ing - “I have been doing” Past Progressive – subject + was/were + verb-ing - “I was doing” Past Perfect – subject + had + past participle of the verb - “I had done” Past Perfect Progressive – subject + had been + verb-ing - “I had been doing” { Back to Reported Speech: } In reported speech, these words change: will would can could must had to shall should may might now then tonight that night today that day ago before here there yesterday the day before; the previous day this that tomorrow the next/following day; day after In reported imperatives or reported requests: positive imperative Shut up! tell + infinitive He told me to shut up. negative imperative Don't do that again! tell + not + infinitive He told me not to do it again. imperatives as requests Please give me some money. ask + infinitive He asked me to give him some money. Infinitives are: to + verb Gerunds are: verb + ing and is used as a NOUN Participles are: verb + ing/ed/en and is used as an ADJECTIVE COORDINATING CONJUNCTIONS - This is the FANBOYS thing. XD - It connects words, phrases and clauses of equal importance. - For, And, Nor (neither…nor), But, Or (either…or), Yet and So CONJUNCTIVE ADVERBS - Are transition words, not connecting words. - Transitional devices between two independent clauses; or one main though and another - Dahil nga transitional sila, you can tell from the adverbs kung ano ung susunod – that’s why the adverbs here are subdivided into ADDITION, CAUSE AND EFFECT, CONTRAST, CONDITION – CONSEQUENCE, CONCESSION – CONTRAEXPECTATION. Parang, it should give the reader the sense how the two main clauses and thoughts are related. If they mean almost the same, then the transitional adverb should be under Addition. If the two main thoughts go against each other, then you use a Contrasting adverb. If the two main thoughts are cause and effect, then, obviously, you use a cause and effect adverb. With Concession – Contraexpectation, it’s like a positive sentence tpos magkakaron ng negative sentence or negative and then positive, so you use an adverb under Concession – Contra-expectation. { Woot. Math skills level up! Haha. XD Amen? Amen. } Addition: also, besides, furthermore, indeed, in fact, likewise, moreover, in addition Cause and Effect: as a result, consequently, hence, therefore, thus Contrast: on the other hand, on the contrary Condition – Consequence: or else, otherwise Concession – Contra-expectation: however, nevertheless, nonetheless, notwithstanding PARALLELISM (this whole part is from the internet. Online Writing Lab. Haha. I found it complete already. XD) Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or." 1. Words and Phrases With the -ing form (gerund) of words: Parallel: Mary likes hiking, swimming, and bicycling. With infinitive phrases: Parallel: Mary likes to hike, to swim, and to ride a bicycle. OR Mary likes to hike, swim, and ride a bicycle. (Note: You can use "to" before all the verbs in a sentence or only before the first one.) Do not mix forms. Example 1 Not Parallel: Mary likes hiking, swimming, and to ride a bicycle. Parallel: Mary likes hiking, swimming, and riding a bicycle. Example 2 Not Parallel: The production manager was asked to write his report quickly, accurately, and in a detailed manner. Parallel: The production manager was asked to write his report quickly, accurately, and thoroughly. Example 3 Not Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and his motivation was low. Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation. 2. Clauses A parallel structure that begins with clauses must keep on with clauses. Changing to another pattern or changing the voice of the verb (from active to passive or vice versa) will break the parallelism. Example 1 Not Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game. Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game. -- or -Parallel: The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game. Example 2 Not Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that questions would be asked by prospective buyers. (passive) Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions. 3. Lists after a colon Be sure to keep all the elements in a list in the same form. Example 1 Not Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and looking up irregular verbs. Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs. Proofreading Strategies to try: Skim your paper, pausing at the words "and" and "or." Check on each side of these words to see whether the items joined are parallel. If not, make them parallel. If you have several items in a list, put them in a column to see if they are parallel. Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds? For example, is there a series of "-ing" words beginning each item? Or do your hear a rhythm being repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel.