Search results for 'tag:Regards tag:Spelling' matching tags 'Regards' and 'Spelling'

Re: Which language is most difficult language for people to learn?

Cool Breeze — Mon, 07 Jul 2008 13:18:45 GMT

Hi Forbes

I agree with you completely. Of course grammar includes syntax. I wrote about the very first experiences of a person who is beginning his language studies. All such experiences are very subjective!

I don't think there is an objective way or method to measure and compare the difficulty of languages. I honestly believe that just like people prefer different tastes and colours and whatever, they also vary in their ability to learn languages (and other things as well). If somebody thinks and says that a certain language is easy or difficult for him, it is his subjective view but he is certainly right. At least he feels that way. He may have a very superficial knowledge of the languages he is studying but if he finds one language easier or more difficult than other languages he is certainly right.

I know from experience that even if someone has a flair for languages, not all languages are equally easy for him. A language that is easy for some may be difficult for others. That's a fact. There are teachers who have been teaching languages for 35 years to thousands of students in Finland. They have noticed the differences.

Learning a foreign language is extremely subjective. Every student studies at least two foreign languages in comprehensive school in Finland. After that, in secondary school many students study a third foreign language. Some take up a fourth language. Students and teachers have a lot of experience in foreign language acquisition here.

With regard to English, most students never get far enough in their studies to really comprehend the intricacies of the language. They don't have to: graduating from comprehensive school calls for nothing special and it is possible to pass the nationwide Matriculation Examination, which is required if you want to graduate from secondary school, with very low language skills. Perhaps that is just as well. There are other things than languages that are also important. For many it's enough to be able to use basic English on their travels abroad and to exchange a few words with foreigners.

It's no wonder many students consider English easy. They never get far enough to encounter the difficulties, apart from the spelling, pronunciation and idioms!

Cheers, CB

The description of my job

oliver815 — Tue, 17 Jun 2008 07:36:05 GMT

I am a chinese engineer:

Nowadays, most big and advanced factories need more equipments, less workers. So a new vocation brought out for the managers to control so many machines with few labours, we called the new line-Automatic project control.

We use automatic control system mostly in iron works where there are lots of huge machines which are hardly operated by manpower, and sometimes itâs not convenient for workers to control the big machines just beside them, as the long distance between control center and the spot where the machines locate will take jockey so much time. For solve this problem, we begin to try to use a new system, which include industrial computer, low-tension apparatus, relay, switch, transformer, and the main part-we called it PLC(Programmable Logic Controller). By the industrial drawing software we can add all the machines need to be operated on the screen of a computer, and their location on screen is accord to the actual location outside. After completeing the drawing, we distribute a memory address of database to each unit displayed on screen, and then we will go on and edit the programme on the computer and download it into the CPU of PLC. Finally, we will connect all the computers and PLCs by Industrial Ethernet or Profibus. Thus, we have set up the whole control system, and the programme which control all the machines could absolute run automatically. The worker can operate one of the machines individually by just double-click on the screen, and most of the time, he can leave computers take their course by themselves. If we can disregard the failure of control-apparatus, it will be enough for only one person sit in the center control room, and the only thing what to do for him is just cleaning. With the nicer condition of machines outside, we can finish a control system as complicated as the one which used in a medium-sized iron works(about 450 steres) within fifteen days by three engineers. We are trying to serve the clients(the managers of factories mostly) with the most beautiful pictures and unimpeachable program.

Whatâs happened in iron works?

1. Plenty of coke and iron ore was send to the mouth of the furnace, there, the material passed first jaws-we called upper cover and got into the medium part of the furnace, and then, they went on passed the second jaws-we called nether cover and got into the abdomen of furnace. The action of the two jawses is separate the harmful gas from the air by alternate opening.

2. Hold by the strong press of the flaming air from dozen of meatus placed into the furnace, the material began to melt together in the air, and at the first time to see that I even could not believe the material can step to melting in a floating state!!!

3. The coke was burned out inside the furnace and turned into carbon monoxide. The gas passed through a pipeline and went into a gravitational dust catcher, where the bigger granules were filtrated off.

4. Then, the gas come to other dust catch system, we called hop-pocket dust cacther, where almost all impurity were filtrated off.

5. In the end, the gas entered heat air stove(maybe itâs called blast stove in USA), and was heated up to a high temperature about 1500 Celsius. With the big air pressure made by several huge fans outside, the gas was sent to the twelve meatus we mentioned above. And hereto, we have toured through an orbicular circulation fully.

The melting material become to melton iron gradually and flowed out from a confined exit. Generally, if there are copulate steel-making workshops, the melton iron will be sent to those workshops directly and be made into steel there. If there no workshops like that, the melton iron will be moulded into rion blocks at normal temperature, and carried to other places to remade into steel.

We mainly use the products and softwares from SIEMENS and GE corporation. We look forward to use our native products.

Plus, if there are any mistakes about spelling and phrasing and syntax, please point them out directly, thank you!!

Help with essay via e-mail, english is my 2nd language

anabel_swe — Sun, 01 Jun 2008 09:22:29 GMT

Hi, I really need help with two essays that I have written. The subject is english literature. English is not my first language so they are written in quite simple english. I'm concerned about the fact having my essays being out on the internet, therefore I don't want to post them here, but I am in desperate need of help. If someone feels like they want to help me by correct grammar and spelling errors and eventually improve my formulations, please send me an e-mail at "[Removed by a mod. No contact info please. Add it to your profile only.] I would be eternally grateful to you! And who knows, if you feel like learning swedish someday (um probably not gonna happen but anyway^^) then I will be able to help you! =) Best regards Anabel

Re: Best regards, Kind regards, or Yours sincerely, - which is correct

Anonymous — Sat, 16 Feb 2008 07:52:06 GMT

What about APA style?

Best regards, [Spelling: use "regard" ("regards" are feelings of affection)]

Re: Who would like to check my letter for spelling/grammar Mistakes ?

GS3301 — Tue, 30 Oct 2007 15:38:43 GMT

hey nona the brit, thank you so much! You really made my day a lot easier. kind regards from Canada

Formal Writing

Devil_god2101 — Wed, 12 Sep 2007 07:21:45 GMT

Hi all,

I am a student from New Zealand studying Measure for Measure by Shakesphere and we have to write a formal essay going beyond the text.

Here is the question

Context/setting:

This activity may be used as an extension to the study of a text. Students will develop an essay exploring an issue both within and beyond the text. The ideas in the essay can be developed in a variety of ways. The issue could be explored predominantly outside the text using the text as a springboard, or with a greater focus on the issue as seen within the text.

You will produce an essay of at least 500 words which explores an issue.

You will be assessed on:

Â· how well you develop your ideas about the issue within and beyond the text

Â· your ability to use a writing style that is appropriate for an essay

Â· how well you structure your writing with a introduction, body and conclusion

Â· your accuracy in spelling, punctuation and grammar.

Introduction

Texts sometimes challenge us to think more widely about the impact issues have on us or the world we live in. Students examining a range of texts linked by a âwar storiesâ theme might be challenged to go beyond the texts studied in class and explore what forces define who New Zealanders are today, given that world wars have helped define our national identity in the past.

You will take an issue raised in one or more texts you have studied in class and explore the issue beyond the text in an essay. As you develop your writing about an issue, you will guided through the process by a sample based on a âwar storiesâ theme. Your essay will be at least 500 words long. Your readers are your teacher and other students.

Task 1 Focusing on the issues in the text

a) As a class, list on the board several possible issues raised in one or more texts studied. Express the issues as questions. Which of these issues hold some relevance for you and can be explored in a modern day setting? To help you with this stage, a sample based on the âwar storiesâ theme is included.

Task 2 Taking an issue beyond the text

Choose an issue from task 1 which has relevance for you. Plan three main points you could make about the issue where you discuss the issue beyond the text and make links to the world we live in.

Task 3                       Taking a position - writing an introduction

Task 4                       Developing a structure â taking the issue beyond the text

a)          After your introduction, develop three main points where you write about the issue beyond the text. You can also refer back to the text as you develop your ideas. Each paragraph should have an S/E+C structure:

b)       Other paragraphs follow the same S/E+C structure. Identify the statement then examples and comments in each of these two paragraphs.

c)    Draft paragraphs for the three main points you will make in the body of your essay using the S/E+C structure.

d)   Draft a conclusion which re-emphasises your central opinion of the issue.

e)    Your finished essay will be at least 500 words long. It will:

Â·         develop ideas about your issue both within and beyond the text. The ideas in the essay can be developed in a variety of ways. The issue could be explored predominantly outside the text using the text as a springboard, or with a greater focus on the issue as seen within the text.

Â·         use language appropriate for a readership of students and your teacher

Â·         have an introduction, body and conclusion. Each main point will use an S/E + C structure as shown in Task 4 (a).

Â·         use writing conventions accurately (spelling, punctuation, grammar, syntax, paragraphing).

Exemplar A: Excellence (A+)

What should teenagers learn from the sacrifices of earlier generations?

What matters to some teenagers today? This stereo, those clothes, that car, whereâs the party? What about, âShould I go and fight for my country?â To many teenagers in 1914 going to war was an exciting prospect. It mattered, just like the clothes and the car matter in 2002. Would todayâs young New Zealanders react in the same way if they were suddenly faced the prospect of sacrificing their lives for their country? Not likely. We should learn from the sacrifices of earlier generations. Anzac Day is not a feeble excuse for a public holiday. It is a time for teenagers to acknowledge some important lessons about what really matters.

We lose a sense of who we as a nation if we let popular modern day events obscure Anzac Dayâs significance. Wins in major sports like rugby against other countries are often presented by the media as our defining moments. Many young New Zealanders seem to regard sporting success as all that matters to us as a nation. We need to see past the superficial glamorised way the media presents these victories as great national moments and their sports stars as heroes. Anzac Day is one public occasion in the year when New Zealand recognises its ordinary heroes, those who put their lives on the line for their country. We should also acknowledge those who honour their whakapapa and remember their ancestorsâ deeds in individual ways too. In the documentary The Last of the Anzacs Joe Pere placed soil he collected from Gallipoli where his grandfather fought and died at his motherâs grave to bring his spirit or wairua home. This kind of personal tribute is just as important as public Anzac Day ceremonies in recognising what our ancestors have done for us. It should hold greater significance for us than some media hyped sports result.

The disaster at Gallipoli also should also teach teenagers that knowledge and understanding are more powerful weapons than fighting. At the end of The Last of the Anzacs: 102 year old Anzac veteran Doug Dibley revealed a simple yet powerful insight: âIâve learned something Iâll never forget the rest of my life â how fruitless war is.â We should take notice of a man who had seen the horrors of war nearly 90 years ago. War is no game. The Anzacs had no idea of the brutal horror which lay ahead of them, the nightmare, the great misadventure. As teenagers they had hardly lived a quarter of their lives. Someoneâs child who had finished school and just started work was now charging uphill to certain death into machine gun fire at Chunik Bair. Perhaps if they had received some kind of insight into what war was about then they would have had second thoughts about going. Today we expect instant access to information in a way which was unimaginable in 1914. Imagine a teenager about to go to fight for king and country logging on to www.gallipoli.com, seeing how awful it was and saying no thanks!

There is little difference between teenage attitudes in 1914 and 2002. Young people often seek adventure and excitement. Listening to the stories of Les Leach and Doug Dibley in The Last of the Anzacs I found myself relating to their attitudes. In 1914 many young people saw war as an opportunity to take part in âthe great adventure.â It was revealed that Les Leach lied about his age in order to enlist. He was not alone. Many of those teenagers were scared when they joined up not of the risk to life and limb, but unbelievably that âit would be all over before we got there!â I appreciated how a generation of young men were scarred for life by what they thought would be a âlarkâ. Their values, their perspectives on life were changed for ever. I realised how lucky I am in that it is highly unlikely I will face anything resembling their awful wartime experiences. Some of my generationâs obsessions with superficial material things like cars, clothes and stereos seems trivial when compared to the emotional trauma the Anzacs had to deal with.

The fact that many people of all ages turn out at dawn on April 25 shows that New Zealanders still value Anzac Day and those who fought for their country. It is vital that teenagers appreciate their sacrifices in order to learn what is best for our country in the future. Lest we forget the saying âthose who ignore history are doomed to repeat it.â

Exemplar B: Merit (A/B+)

Is there any truth in fiction?

Is there any truth in fiction? We known Peter Weirâs film the The Truman Show is purely fictional and the people just characters, but there are alarmingly similar parallels between Trumanâs naivety and that of a nation being watched and monitored without knowledge and consent.

The Truman Show challenges us to consider the authenticity of our own lives, and take a look into our world today. It shows us a vision of a TV-made man, the unwitting star of a life manufactured for perpetual broadcast. Truman lives a life with actors as friends, sets for each âsceneâ of his life, and cameras watching his every move. Contemplating The Truman Show I was left wondering, is this concept really that paranoid or that far from reality? How far is it from our reality here in New Zealand?

Surveillance is everywhere in New Zealand. For example, Christchurch is said to have more surveillance than anywhere else in the Southern Hemisphere. But where are the cameras and what is their purpose? Perhaps as a nation we should be considering whether or not this is really necessary. Should we be so accepting of such an invasion of our privacy? A large department store recently installed cameras in a womenâs lingerie department. The reason for this was that many items of clothing were going missing. While the purpose of surveillance is easy to understand, we must challenge it from another perspective. It is wrong to invade oneâs privacy without their prior knowledge. How can we justify this?

Another point to consider is do the cameras that surround us really provide security and protection? In the Truman Show, Christoph is like an over-protective father figure who can also be likened to God. He created a world for his âsonâ and had total control over that world. In a rather warped sense he âprotectedâ Truman. Truman would be kept away from all danger in his world and no harm could come to him. We trust the surveillance in our country to give us protection much like Truman trusted his world to be reality. We allow ourselves to be watched and monitored in the fake belief that this will keep us safe. But at what expense do we allow this to happen? Do we really want such intrusion into our privacy? There have recently been a number of shows on television that peer into peopleâs lives twenty-four hours a day like Big Brother. The difference between these shows and real life, though, is that these people choose to put themselves in these situations. Perhaps such people are just so desperate for fame, fortune, or simply just a little attention. However, we do have a choice.

We need to weigh up the issues of safety versus our individual right to privacy. It is something we should consider very carefully. In contrast to the intrusion of privacy that took place in Trumanâs life, we, in New Zealand must be vigilant in our demand for privacy.

So far I have the main idea "Abuse of Power"

I don't no what my three points can be i think i can write about technology and corruption, but i don't know how to link technology to Measure for Measure. I want to write something like the A+. The topics are different it has to relate to NZ. I am not asking anyone to write it for me but can anyone guide me. I have 3 days to get this sorted before the actual assessment. I have a few more examples if you guys want to look at, if you want to please let me know.

So please help me prepare this formal essay.

Re: Another is/are

Philip — Thu, 26 Jul 2007 15:02:09 GMT

Anonymous wrote:
Hi again.

Unsure about the following:

"One of the main problems is/are with spelling (singular)"

"One of the main problems is/are the floods (plural)"

Not the greatest examples, I know!

Regards,

Rob

'one' = singular >> is

Another is/are

Anonymous — Thu, 26 Jul 2007 10:03:41 GMT

Hi again.

Unsure about the following:

"One of the main problems is/are with spelling (singular)"

"One of the main problems is/are the floods (plural)"

Not the greatest examples, I know!

Regards,

Rob

Re: would be gratefull if u help me to improve my essay.Plssssssssssss

Triquediqual — Fri, 06 Jul 2007 14:13:26 GMT

I can see many problems with this essay 1.

Initially before reading it, I looked at the format which was horrendous. A three hundred word essay should be split between 3 main distinct points and paragraphs, not two lines here and three lines there. You have the habit in the first few lines in using in excess of commas and I stopped and started a lot, which disrupted the flow of language and made it annoying to read.

You have also made errors in relation to spelling. I would substitute the following in if I were you:

1. You don't start a sentence with Because.
2. XI is eleven. X X I is the twenty first century. ( X=10 I = 1)
3. Lack of Education for Women not uneducation.
4. Far to many commas at this stage.
5. Compromises not Compomises.
6. " But though, two years have passed over this, it has still not been punished. ", this is an awkward way of saying it. Say " Two years have passed over this case and yet there has been no rightful justice. "..Or something along those lines.
7. Injustice not Unjustice.
8. I came to THE conclusion.
9. Mass Media should be written as mass media.

The content is good and I understand the point you are making so you are answering the question viably. If the problems above were fixed then it would have been a more enjoyable read nevertheless, quite good.

Essay Two

1. " The problem of women rights is still one of the painful issue to me. ", This is a difficult sentence to read, replace with " The problem of womens rights still remains a troubling issue for me. "
2. " That is why for now to work in this sphere and do something useful is an aim of paramount importance. " Another awkward sentence, don't overcomplicate your sentences, if it doesn't appear nice to read, you just make yourself look crap. Replace it with " For me to work in a sphere of injustice will hopefully result in paramount changes. "
3. Don't have a comma when saying " arranged long ago. "
4. Myself not my self.
5. Than in a group, not the way you phrased.
6. Open an organisation.
7. Needing more help than the centres.
8. I plan to arrange seminaries.
9. Of a high level.

As regards content, I think you could have directed more content to what you would actually do but maybe you already have enough. Again, like Essay 1, it would have been a more comfortable read had the changes been made and the layout is truly detrimental in both essays that need radicle changes. Although I'm speaking of a perfect essay here.

Hope that helps.

Triquediqual

Re: How much listening is important in learning English?

Goodman — Wed, 13 Jun 2007 17:59:36 GMT

Hi,

First a warm welcome. Learning English is not just about learning grammar which is the foundation we have to learn in order to build on. Of course grammar is the most important. Without it, nothing makes sense. Grammar includes all the essential building blocks like tenses, spelling, sentences structure, capitalization and the many other basic rules which differentiate proper English and the not so proper variety. Listening is your audio input and reading is the visual to your brain which get processed and stored. Your hand writing and your speech are the stored output from your brain. So in essence we have a complete human computer that we carry with us everyday. The audio portion (listening) allows you the exposure of how others use their vocabulary and speech pattern in which we may learn from or disregard.. Good listening ability can potentially enhance your comprehension in English and can help to accelerate your learning process. The visual portion allows you to compare what you see and hear which are combined into a thoughts and concept. A good example will be watching news cast. I have no doubts. Listening is essential to learning English.