Nouns are commonly thought of as "naming" words, and specifically as the names of "people, places, or things". Nouns also denote abstract and intangible concepts such as birth, happiness, evolution, technology, management, imagination, revenge, politics, hope, cookery, sport... Determiners are followed by the noun. Determiners are the, a or an. The determiner the is known as the definite article and a is indefinite article. Verbs have traditionally been defined as „action“ words or „doing“ words. Travels, sings, walked, cooked... Adjectives typically describe an attribute of a noun. Cold, large, violent, beautiful... Adverbs are used to modify a verb, and adjective, or another adverb. Slowly, quickly, softly, suddenly, gradually... Prepositions typically come before a noun. Across, after, at, before, by, during, from, into, in... Conjunctions are used to express a connection between words. And, but, or... Formulaic expressions are ...
By eleven o'clock, Brody was back in his office. Can we get this finished by tomorrow? `from...to/till/until' and `between...and' for the beginning and end of a period of time The building is closed from April to May. She worked from four o'clock till ten o'clock. Can you take the test between now and June? `before' and `after' I saw him before the match. She left the house after ten o'clock. `Since', `till', `until', `after', and `before' can also be conjunctions with time clauses. I've been wearing glasses since I was three. You use the adverb `ago' with the past simple to say how long before the time of speaking something happened. You always put `ago' after the period of time. We saw him about a month ago. John's wife died five years ago. We do not use `ago' with the present perfect tense. We cannot say `We have gone to Spain two years ago'. `before' and `after' I saw him before the match. She left the house after ten o'clock.
4. ASYNDETON of word or phrase at the end - subordinate intensity. Function show significance of sudden emotion - deliberate omission of of a sentence. clause before things. ("She was so conjunctions. Function to render main clause). (Quantitative based on words whose choice is happy!"). energetic activity, show the logical. Qualitative reflects individual way succession. 5. TAUTOLOGY the author views an event happening.)
postposition tagasõna, postpositsioon adposition kaassõna, suhtesõna, adpositsioon conjunction, connector sidesõna, Refers to items used to mark logical relationships Mary felt ill and could not go to konjunktsioon between words, phrases, clauses and sentences. There school. are two types of conjunctions: coordinating and He failed the exam (main) although subordinating. Coordinating conjunctions he worked hard. (subordinate) (coordinators; and, but, or) join linguistic units with equal grammatical status. Subordinating conjunctions
Extended Rules for Using Commas Comma Use 1. Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet. The game was over, but the crowd refused to leave. The student explained her question, yet the instructor still didn't seem to understand. Yesterday was her brother's birthday, so she took him out to dinner. 2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause. a. Common starter words for introductory clauses that should be followed by a comma include after, although, as, because, if, since, when, while.
Syllable-timed languages every syllable is perceived as taking up roughly the same amount of time. Syllables are given approximately equal stress. When words are combined into sentences (or phrases), only one of the syllables receives a primary stress in that sentence (or phrase) and all the other syllables have a secondary stress. There are words in English that may be pronounced in two different ways in weak forms, in strong forms. Function words (auxiliary verbs, prepositions, conjunctions and certain pronouns) have weak forms. Strong forms replace the weak forms at the end of the sentence, being contrasted with another word, there is a co-ordinated use of prepositions, emphasis. Problems in phonemic analysis. Essay. There are two main areas of difficulty. The first can be called the problem of analysis: we may accept the principle of the phoneme as a fundamental unit in language, but we find difficulty in deciding what are the phonemes of English
sentence was first divided into subject and verb by Plato, the famed philosopher from ancient Greece? That was about 2,400 years ago! Ever since then, students all over the world have found it worthwhile to study the structure of words and sentences. Why? Because skill in speaking and writing is the hallmark of all educated people. Lesson by lesson, this book provides basic instruction in the eight parts of speech--nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections--as well as the standard patterns of English sentences. All students of English, be they native speakers or those who are studying English as a second language, will profit from the fundamental introduction and review of grammar provided by SADDLEBACK'S BASIC ENGLISH GRAMMAR 1 and 2. Helpful marginal notes throughout the books have been provided to reinforce existing skills and call attention to common problem areas. We wish you every success in your pursuit of English
NOMINATIVE SENTENCES NOMINATIVE SENTENCES are just a noun-sentence, containing a noun or a nominal-noun-phrase sentence. NOMINATIVE SENTENCES strengthen the dynamic nature of the narrative. NT: London. Parks. Horse rides. Noisy streets. Noisy traffic. Policeman. Such sentences evoke a more or less isolated idea of an object without any connection with other objects. These sentences appeal to reader's imagination, and thus makes the reader active. ASYNDETON ASYNDETON means intentional omission of conjunctions between parts of a sentence or between sentences, disregarding norms of the literary language. ASYNDETON is used mostly to describe an energetic (objectic?) activities us to show exession (succession) of minute immediately following each of the actions. Opening the story of chapter, A helps to give a laconic ... and at the same time detailed information into the action proper. NT: The motion of the camp at night was everywhere. People sang. People cried. People fought. People loved. People hated
31.8 % comes from Old English, 45% comes from French, 16,7% comes from Latin, 4,2% other germanic languages and 2,3 other languages. The very core is mono-syllabic (93 of the first 100 words and the other seven are two-syllabic). The core vocabulary is predominantly germanic. Native and foreign element. Native words belong to very important semantic group (modal verbs-shall, will, can, may; pronouns- I, you, he, my, his; preps- in, out, under; numerals and conjunctions::but, till, as. Native words are head, arms, back; mother, brother, son, wife; snow, rain, wind, sun; cat, sheep, cow; old, young, cold, hot, dark; do, make, go, come, see. Many native words have developed many meanings (nt, hand, man, head). Most native words have become parts of set expressions, borrowed words haven't. (nt, heart- to break a heart, to take to heart, to have heart in one's mouth). Most native
alternative grammatical forms of words. Inflectional affixes are always suffixes in English. consider, considers, considered Open vs. Closed class words: In linguistics, a closed class (or closed word class) is a word class to which no new items can normally be added, and that usually contains a relatively small number of items. Typical closed classes found in many languages are adpositions (prepositions and postpositions), determiners, conjunctions, and pronouns.[1] Contrastingly, an open class offers possibilities for expansion. Typical open classes such as nouns and verbs can and do get new words often, through the usual means such as compounding,derivation, coining, borrowing, etc. [2] Syntax: studies how words group together to make phrases and sentences. Sentences are not simply random strings of words; they conform to specific patterns determined by the syntactic rules of the language.
I don’t know where the other one is. function/grammar words In English grammar, a function word is a word that expresses a grammatical or structural relationship with other words in a sentence. In contrast to a content word, a function word has little or no meaningful content. Function words are also known as grammatical words, grammatical functors, grammatical morphemes, function morphemes, form words, and empty words. Function words include determiners (for example, the, that), conjunctions (and, but), prepositions (in, of), pronouns (she, they), auxiliary verbs (be, have), modals (may, could), and quantifiers (some, both). generic reference We can refer to something in a generic way by using any of the three articles. We can do the same thing by omitting the article altogether. •A beagle makes a great hunting dog and family companion. •An airedale is sometimes a rather skittish animal. •The golden retriever is a marvelous pet for children.
1.Lexicology as a science L. studies the voc of lg as a system. Word-learning, lexis-logos. The task of L is to establish the general features of modern Engl voc. Theoretical L. gives a complete picture of voc. Practical value lies in using and appretiating the lg more conciously. There is diachronic (historical) L that studies origin and development; syncronic studies voc at a given historical period. There are general L (studies words disregarding particular features of any particular lg); special L (studies specific features of a separate lg, there is Engl that bases on general L); contrastive (compares vocabularys in different languages). 2. Connection of L with other linguistic disciplines a) the word performes a certain grammatical function (nt, he always misses the class, how many misses are there; the girl powders her nose, soliders face powder)In speech words are combined according to grammatical rules. The plural of nouns m...
meaning. 3. Nominative sentence it is the sentence containing a noun or a noun phrase. Such sentences evoke an isolated idea of an object without any relations with other objects. Such sentences appeal to the reader's imagination, it is a kind of kaleidoscope (e.g. "London. Parks. Streets. Noisy traffic."). Such sentences strengthen the dynamic nature of the narrative. 4. Asyndeton is deliberate omission of conjunctions, which disregard norms of literary language. Asyndeton is used mostly to render energetic organized activity; or to show the succession of minute immediately following each other actions (e.g. "People sang. People cried. People fought. People laughed. People hated. Others were sad. Others gay."). The sentences become more rhythmical. 5. Apokoinu constructions is a blend of 2 clauses into 1 at the expense of omitting the connecting word (normally "who" or "that")
2018 Boolean Functions and their Cryptographic Criteria * Univeristy of Tartu, Estonia Lomonosov Moscow State University, Russia Contents 1. Introduction ..................................................................................................................................... 3 2. Boolean functions and their representations ................................................................................. 4 2.1 Truth table ............................................................................................................................... 4 2.1.1 Disjunctive normal form .................................................................................................. 4 2.1.2 Conjunctive normal form ......................................................................................
proceed. It implies strong emotion. Nominative sentence is nouns or noun phrases appearing as a separate sentence naming someting. They evoke more or less isolated idea of an object without any relation with other objects. They appeal to the reader's imagination. Hence, they ate frequent use in the exposition. Nominative sentences make the narrative dynamic. (Paris. Broad avenues. Lighthouses. People. Cafes.) Asyndeton is a deliberate omission of conjunctions between sentences disregarding the norms of literary language. It is used to describe energetic actions or to show a suggestion of minutes/actions immediately following each other. It makes the activities dynamic (verbs) and descriptions abrupt (nouns) Apokoinu construction is a blend of 2 clauses into one, plus omitting a connecting word (who, that). This is ungrammatical, characteristics of an oral speech, dialogue. (I'm the first one saw her)
quizás, tal vez and acaso (maybe) to reinforce the idea of doubt. 5. After most impersonal expressions, such as es posible que / puede que (it's possible), es importante que (it's important), es necesario que / hace falta (it's necessary) if there is a subject 46 for the subordinate verb. 6. In adjective clauses is the antecedent is indefinite 7. After certain conjunctions, such as para que (in order that), sin que (without), and antes que (before) 8. After time conjunctions, such as cuando (when), en cuanto (as soon as), hasta que (until), when future is implied. 9. After que in expressions of wishes or desires: Que aproveche! Have a good meal! 10. To translate the future tense in subordinating clause: Cuando sea mayor iré a España. When I'm older, I will go to Spain.
objects. Such sentences appeal to the reader's imagination, it is a kind of kaleidoscope (e.g. "London. Parks. Horse riders. Streets. Noisy traffic. A policeman."). Such sentences strengthen the dynamic nature of the narrative (e.g. "But what if they should guess? The horror! The flight! The exposure! The police!"). 4. Asyndeton deliberate omission of conjunctions, which disregard norms of literary language. Asyndeton is used mostly to render energetic organized activity; or to show the succession of minute immediately following each other actions (e.g. "People sang. People cried. People fought. People laughed. People hated. Others were sad. Others gay. Others with friends. Others lonely."; "He yawned, went out to look at the thermometer,
considers. Open class words (content words) → These are the word classes that take in new words, for example by adding affixes to them or borrowing words from other languages. In English these words are most commonly nouns, verbs (not auxiliaries), adjectives and adverbs. Closed class words (function words) → These are words that do not take in any new words. In English the word classes are prepositions, pronouns, determiners and conjunctions. Syntax is the study of how sentences are formed in a language. For example what is the word order ( in English it’s usually subject, verb object) or how words relate to each other in sentences etc. Germanic languages → Belong to the Indo-European language family. Germanic languages divide into West Germanic and North Germanic languages
(2) If you mow my lawn, I'll give you ten dollars. Taken literally, (2) is only a one-way conditional; without logical impropriety I could have added, "Come to think of it, if you don't mow my lawn I'll give you ten dollars anyway." But upon hearing (2) alone, you would immediately fill in that if you do not mow my lawn then I will not give you the ten dollars. You hear the mere "if" as an "if and only if." Another example would be the elevation of what are only conjunctions into causal claims. Thus: (3) Martha watched the Education School burning and smiled with pleasure. Anyone would hear (3) as implying that Martha was caused pleasure by see- ing the Education School burning; some people would hear (3) as actually saying that. But (3) does not say that. (3) says only that one thing happened and another did (compare "Martha watched the Education School burning and scratched her nose"). Likewise, "and" is often heard as carrying a tem-
R e a do u t th e ti tl e . E l i c i tfro m S s what the text might be about. Ask Ss to readthe text quicklyto get the gist. . Readthe example. Ask Ssto explainwhy theseis the correctanswer('these days'isa fixedphrase).Point out that Ss must pay attentionto the wordsbeforeand after each gap and remindthem that the missing wordscan be adverbs, articles, modal/auxiliary verbs, conjunctions, prepositions, pronounsor phrasalverbs. . Ssreadthe text againand completethe task.When Sshavecompletedthe tasktell them to readthe text throughto checkit makessense.CheckSs'answers. *rr;wer Key(Seeoverprinted answers) T fu dazzledby 2 os...os 3 subject ofthesentence 1 cloimto be sth 5 thesamegoesfor:fixedphrase a suchos 7 high/lowin sth t thirdpersonplurolpossessive determiner , consometimes meon:modal mokeup for sth:fixedphrase
R e a do u t th e ti tl e . E l i c i tfro m S s what the text might be about. Ask Ss to readthe text quicklyto get the gist. . Readthe example. Ask Ssto explainwhy theseis the correctanswer('these days'isa fixedphrase).Point out that Ss must pay attentionto the wordsbeforeand after each gap and remindthem that the missing wordscan be adverbs, articles, modal/auxiliary verbs, conjunctions, prepositions, pronounsor phrasalverbs. . Ssreadthe text againand completethe task.When Sshavecompletedthe tasktell them to readthe text throughto checkit makessense.CheckSs'answers. *rr;wer Key(Seeoverprinted answers) T fu dazzledby 2 os...os 3 subject ofthesentence 1 cloimto be sth 5 thesamegoesfor:fixedphrase a suchos 7 high/lowin sth t thirdpersonplurolpossessive determiner , consometimes meon:modal mokeup for sth:fixedphrase
R e a do u t th e ti tl e . E l i c i tfro m S s what the text might be about. Ask Ss to readthe text quicklyto get the gist. . Readthe example. Ask Ssto explainwhy theseis the correctanswer('these days'isa fixedphrase).Point out that Ss must pay attentionto the wordsbeforeand after each gap and remindthem that the missing wordscan be adverbs, articles, modal/auxiliary verbs, conjunctions, prepositions, pronounsor phrasalverbs. . Ssreadthe text againand completethe task.When Sshavecompletedthe tasktell them to readthe text throughto checkit makessense.CheckSs'answers. *rr;wer Key(Seeoverprinted answers) T fu dazzledby 2 os...os 3 subject ofthesentence 1 cloimto be sth 5 thesamegoesfor:fixedphrase a suchos 7 high/lowin sth t thirdpersonplurolpossessive determiner , consometimes meon:modal mokeup for sth:fixedphrase
R e a do u t th e ti tl e . E l i c i tfro m S s what the text might be about. Ask Ss to readthe text quicklyto get the gist. . Readthe example. Ask Ssto explainwhy theseis the correctanswer('these days'isa fixedphrase).Point out that Ss must pay attentionto the wordsbeforeand after each gap and remindthem that the missing wordscan be adverbs, articles, modal/auxiliary verbs, conjunctions, prepositions, pronounsor phrasalverbs. . Ssreadthe text againand completethe task.When Sshavecompletedthe tasktell them to readthe text throughto checkit makessense.CheckSs'answers. *rr;wer Key(Seeoverprinted answers) T fu dazzledby 2 os...os 3 subject ofthesentence 1 cloimto be sth 5 thesamegoesfor:fixedphrase a suchos 7 high/lowin sth t thirdpersonplurolpossessive determiner , consometimes meon:modal mokeup for sth:fixedphrase
their role in determining the frequency table. One derives from the relationships to which human beings refer so often and which language necessarily reflects. These are the relations of one person to another ("the son of John"), of one object to another ("the book on the table"), of an object to an action ("put it down"). English expresses many of these relationships by separate words, called "function words." Pronouns, prepositions, articles, conjunctions are all function words. Some stand for purely grammatical relationships that serve as a kind of linguistic shorthand—saying "I" instead of repeating one's name all the time. Function words mean nothing standing alone. Yet they are among the most common words in English because the relationships they express are so common. In English, only ten of these words constitute more than one quarter of any text: the, of, and, to, a, in, that, it, is, and / totalled
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