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

Re: Disoriented or Disorientated?

Anonymous — Sun, 16 Sep 2007 04:03:24 GMT

You can use either since they mean the exact same thing. One is US English and the other is British English. If you are in the US then use disoriented. If you are in the UK then you can use disorientated. If you live somewhere else that speaks english then sample several locals and see what they use. In the end it doesn't really matter since both are correct English.

It's like aluminum and aluminium or color and colour etc. There are many differences in spelling and pronounciation between British and US English. The same goes for Brazilian or Portugal Portuguese and Latin American or Spain Spanish. Neither is more correct than the other and anyone who claims it has to be one way and only that way is ignorant.

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: Kinldy check my motivation letter and correct if posible. Thx in advnce

Shanawaz Mohammed — Mon, 04 Jun 2007 06:40:27 GMT

Dear Mister Micawber

I heartly thank you for your effort to correct my lengthy letter. I have cut short my essay by reducing one paragraph as per your suggestion. Kindly check my letter and suggest me Micawber.

I am very eager to hear from you!
Regards
Shanawaz Mohammed

Statememt of Purpose

I am currently employed in a position with tremendous opportunity for advancement in Bangalore at Molecular Connections Pvt. Ltd. I have been recognized and lauded for my knowledge of biochemistry, and I enjoy intellectual interactions with my Ph.D. colleagues; I am trained to think logically and solve problems. Consistently my peers place me in a leadership position, and I have a reputation for performing well beyond what is expected. Still, I feel an empty place in my life. While my friends and colleagues do not understand my decision to leave this rewarding career, I know that I have no choice if I am to pursue my long-term goal and my childhood dream: to teach and to publish research. I think that I have made the right decision, although my friends think I am sacrificing certain career advancement for superfluous training. What they do not understand is that I will derive even greater satisfaction from pursuing a doctoral degree than by earning a higher salary and advancing in my present career. By pursuing a graduate degree, I will have the priceless opportunity to realize my dream.

Initially, I saw my current job as an valuable opportunity to further my learning experience, and indeed, over the past two years, I have acquired a broad knowledge of drug discovery, chemoinformatics and bioinformatics.But perhaps more importantly, my current job has contributed less toward my long-term career objective of teaching, and conducting and publishing research that would contribute to my field of specialization. I am driven more by my dreams than money and the prestige of a commercial career: I also hope to contribute to society by disseminating my knowledge as an academician.

A research career in neurobiology is my life goal. In my opinion, there is no scientific study more vital to man than the study of his own brain. Neuroscientists have learnt a considerable amount about the functioning of the brain, but they admit that it remains one of humanityâs most enduring mysteries. I have clearly envisaged my path in neurobiological research and am convinced that the stakes in this new and fast growing field are critical. I would like to make my contribution to unravelling the mysteries of neurobiology.

Excited by the idea of becoming a scientist since I was a child, my interest in pursuing graduate studies intensified during my undergraduate education and my initial research. Having a thirst for biology, I pursued my degree in Biochemistry at prestigious Vysya College, although I had opted for computer science in secondary school. With a chemistry background, I excelled in my undergraduate studies. My core subject became very interesting under the tutelage of an experienced faculty. I was even allowed to take biochemistry for twelfth grade students in my eleventh year. That opportunity secured me a 1st grade in Human Physiology and Cell Biology.

As a day scholar, I worked as a part-time trainee in their renowned clinical laboratory without salary. There I learnt molecular techniques and research approaches in molecular biology. I have undergone a laboratory course exclusively for electrophoresis techniques at the Electrophoresis Institute. My quest for advancement in biological sciences encouraged me to undertake clinical laboratory work at Gopi Hospitals. "One personâs life influences the lives of an unbelievable number of people," goes the saying, one of the most important lessons I have learnt. This experience taught me to be a responsible person and boosted my confidence. It also taught me that the basis for good work is self-reliance and very importantly, time management. Not all of these three years were free of shortcomings. I learnt [you used this spelling initially, and you should be consistent] to accept both criticism and praise with a positive frame of mind. My work involved organizing various events, which gave me the opportunity to work and interact with various kinds of people. This was a very gratifying experience for me, which I feel will stand me in good stead in the future.

I pursued my postgraduate degree in Biochemistry in order to gain basic eligibility for research. The core subject inspired me to carry the basics of biochemistry to undergraduate students, and I involved myself in self-help initiatives such as paper and poster presentations at various state-level seminars. In partial fulfillment of my postgraduate degree, I worked at the Central Leather Research Institute (CLRI-ADYAR) in the Department of Bioproducts. There, I worked on protein purification and its characterizations, which provided me a clear perspective of research and aided me in acquiring other molecular techniques.

As a prerequisite for attaining a PhD in Neurobiology, I have undergone intense training at the National Institute of Mental Health and Neuro Sciences by attending a course in Laboratory Animal Management. This course gave me practical exposure to isolating the brain and its major components. Drug administration and sample collection techniques with laboratory animals are fundamental parts of this course.

My journey so far, from undergraduate to current occupation, has been carefully planned. I believe that my serious intention to study further, my work experience in laboratories and academic background in various areas of biochemistry, will be very beneficial for my research work in your laboratory.

Re: Kinldy check my motivation letter and correct if posible. Thx in advnce

Mister Micawber — Fri, 01 Jun 2007 14:11:56 GMT

Ah, I found it myself. Here you are:

Statement of Purpose

I am currently employed in a position with tremendous opportunity for advancement in Bangalore at Molecular Connections Pvt. Ltd. I have been recognized and lauded for my knowledge of biochemistry, and I enjoy intellectual interactions with my Ph.D. colleagues; I am trained to think logically and solve problems. Consistently my peers place me in a leadership position, and I have a reputation for performing well beyond what is expected. Still, I feel an empty place in my life. While my friends and colleagues do not understand my decision to leave this rewarding career, I know that I have no choice if I am to pursue my long-term goal and my childhood dream: to teach and to publish research. I think that I have made the right decision, although my friends think I am sacrificing certain career advancement for superfluous training. What they do not understand is that I will derive even greater satisfaction from pursuing a doctoral degree than by earning a higher salary and advancing in my present career. By pursuing a graduate degree, I will have the priceless opportunity to realize my dream.

Learning gives me a sense of accomplishment and a world of satisfaction. The more I learn, the more fulfilled I feel. I do not learn solely to apply my knowledge in a practical setting; instead, it is the quest for knowledge and the challenge of learning that motivates me. Initially, I saw my current job as an valuable opportunity to further my learning experience, and indeed, over the past two years, I have acquired a broad knowledge of drug discovery, chemoinformatics and bioinformatics. I have also gained experience in annotation of research articles and patents for cellular targets like ion channels, GPCR, nuclear receptors, cellular enzymes (kinase, protease, phosphodesterase, viral enzymes), etc.

But perhaps more importantly, my current job has contributed less toward my long-term career objective of teaching, and conducting and publishing research that would contribute to my field of specialization. I am driven more by my dreams than money and the prestige of a commercial career: I also hope to contribute to society by disseminating my knowledge as an academician. An inspired teacher can bring out talents, encourage innovation and nurture a new generation of scientists and philosophers. I have always wanted to inspire others through the teaching process in addition to conveying knowledge through the curriculum.

A research career in neurobiology is my life goal. In my opinion, there is no scientific study more vital to man than the study of his own brain. Neuroscientists have learnt a considerable amount about the functioning of the brain, but they admit that it remains one of humanityâs most enduring mysteries. I have clearly envisaged my path in neurobiological research and am convinced that the stakes in this new and fast growing field are critical. I would like to make my contribution to unravelling the mysteries of neurobiology.

Excited by the idea of becoming a scientist since I was a child, my interest in pursuing graduate studies intensified during my undergraduate education and my initial research. Having a thirst for biology, I pursued my degree in Biochemistry at prestigious Vysya College, although I had opted for computer science in secondary school. With a chemistry background, I excelled in my undergraduate studies. My core subject became very interesting under the tutelage of an experienced faculty. I was even allowed to take biochemistry for twelfth grade students in my eleventh year. That opportunity secured me a 1st grade in Human Physiology and Cell Biology.

As a day scholar, I worked as a part-time trainee in their renowned clinical laboratory without salary. There I learnt molecular techniques and research approaches in molecular biology. I have undergone a laboratory course exclusively for electrophoresis techniques at the Electrophoresis Institute. My quest for advancement in biological sciences encouraged me to undertake clinical laboratory work at Gopi Hospitals. "One personâs life influences the lives of an unbelievable number of people," goes the saying, one of the most important lessons I have learnt. This experience taught me to be a responsible person and boosted my confidence. It also taught me that the basis for good work is self-reliance and very importantly, time management. Not all of these three years were free of shortcomings. I learnt [you used this spelling initially, and you should be consistent] to accept both criticism and praise with a positive frame of mind. My work involved organizing various events, which gave me the opportunity to work and interact with various kinds of people. This was a very gratifying experience for me, which I feel will stand me in good stead in the future.

I pursued my postgraduate degree in Biochemistry in order to gain basic eligibility for research. The core subject inspired me to carry the basics of biochemistry to undergraduate students, and I involved myself in self-help initiatives such as paper and poster presentations at various state-level seminars. In partial fulfillment of my postgraduate degree, I worked at the Central Leather Research Institute (CLRI-ADYAR) in the Department of Bioproducts. There, I worked on protein purification and its characterizations, which provided me a clear perspective of research and aided me in acquiring other molecular techniques.

As a prerequisite for attaining a PhD in Neurobiology, I have undergone intense training at the National Institute of Mental Health and Neuro Sciences by attending a course in Laboratory Animal Management. This course gave me practical exposure to isolating the brain and its major components. Drug administration and sample collection techniques with laboratory animals are fundamental parts of this course.

My journey so far, from undergraduate to current occupation, has been carefully planned. I believe that my serious intention to study further, my work experience in laboratories and academic background in various areas of biochemistry, will be very beneficial for my research work in your laboratory.

Overall, your letter is very verbose, Shanawaz, and I fear that they may think you will talk them to death if they accept you. Nevertheless, I have cut and/or simplified very little of your letter. I suggest that you go through it again yourself, and see if you cannot eliminate at least a paragraph or so.

Automobiles

Enrico Wiki C — Sat, 24 Sep 2005 11:00:24 GMT

I picked this topic from a list of TWE sample essays. To simulate the real test, I wrote it in about 30 minutes and with no dictionary or spelling aids.

"Choose one of the following transportation vehicles and explain why you think it has changed people's lives. * automobiles * bicycles * airplanes Use specific reasons and examples to support your answer."

Nothing compares with a romantic bicycle ride along a sunny country road. And nothing can make you travel as fast and as far as an airplane jet. Yet, the single vehicle that most changed people's lives is, in my view, the not-so-romantic (compared to a bike) and not-so-fast (compared to an airplane) automobile. Before cars spread out, at the beginnings of the 20th century, the most common individual transportation vehicle was... horses and donkeys. Otherways, you had to walk, or rely on collective transportation, like railways, river boats, horse-trolleys, or the like. Thanks to cars, people were free to go anywhere a road could take them, and the car engine didn't need to rest at night like a horse! Old times automobiles were not so fast, actually, but they seemed incredibly quick and powerful when they first appeared. They even inspired poets and painters.
Cars changed the way people live in many ways. One you can see in the movie picture "American Graffiti", set in California in the Sixties. Young people drove all night long to meet other friends or find a new boyfriend or girlfriend.
When automobiles became too many, too powerful, and were used carelessly, they got to affect our lives in a negative way, as everybody knows: traffic jams, pollution, deadly car crashes, and so on. They even caused people to get fat, as you can drive everywhere in a comfty car instead of walking or biking. So, I think, maybe it's about time to get rid of our beloved cars, or at least use them a bit less, and move on to other transportation vehicles,including bikes and feet!

grammar check etc

Anonymous — Wed, 27 Jul 2005 18:21:43 GMT

Hi
This this supporting letter as part of an application form. If you have any grammar/ spelling suggestions, please let me know. Any other comments are welcome

*** has been awarded the maximum of three stars by the *** Commission for 2004/2005. In particular, its clinical services are highly rated. I would therefore be honoured to work for ***, which would bring me closer to my goal of a career in clinical psychology.

I have just graduated with a First Class Honours BSc Psychology degree from the University of *** (and thus am eligible for Graduate Membership of the British Psychological Society, BPS) and I believe that this together with my work experience has equipped me with valuable skills and abilities relevant to the role of assistant psychologist. In particular, I would like to highlight the following aspects of this experience.

â¢ Experience of working with databases
â¢ AND Experience of data collection
I have throughout my degree had experience in qualitative and quantitative data collection in particular using SPSS. While working as a market researcher I gained professional experience in working with databases. I worked for various research agencies such as *** and ***. In this role I conducted telephone interviews with the *** public and coded the response in CATI (a frequently used computer system for Market research). In this role I developed an accurate and efficient approach to data-collection. During my time as an office assistant for *** I was in charge of updating their large candidate database. Moreover, when working as a Member Liaison Officer of the *** I managed the national list of *** university student reps, which required frequent updating and active recruitment of new reps.

â¢ Knowledge of research methods
Throughout my degree I have gained knowledge about quantitative and qualitative research methods through the modules Research Methods, Advanced Research Methods and my final dissertation. In these modules I carried out different types of research project including controlled experiments, observational studies and surveys. I also developed my ability to perform literature searches, summarise results in a clear and coherent manner and produce research reports. My skills were regularly assessed and resulted in a First (74%) in Advanced Research Methods. I also gained extensive experience in qualitative research during my dissertation where I investigated the experience of white middle class fathers in intact families.

â¢ Basic knowledge of statistical packages (e.g. SPSS)
â¢ AND experience with statistical analysis
Throughout my academic studies I used the statistical package SPSS for Analysis of Variance (ANOVA), multiple regression and tests of association (Chi-square, Pearsonâs R, Spearmanâs Rho). I also used it for t-tests such as single sample, independent and paired t-tests. My ability to use SPSS and conduct statistical analysis was also assessed in Advanced Research Methods and as outlined above I gained an excellent mark in this module. I have a thorough understanding of the analysis due to my strong mathematical background having studied the âMathematical Lineâ at âGymnasiumâ (upper-secondary school in ***).

Re: Advice

Mister Micawber — Sat, 16 Jul 2005 01:14:37 GMT

I mean googling, for instance for 'Anglo-Saxon genitive'. However, googling for use is also valuable, if you have the sense to assess the websites hit.

Do I sense prescriptivist tendencies, Eimai? You might be interested in this excerpt from one of our discussions:

MM:

" 'Beware the Internet, my son!
The jaws that bite, the claws that catch!'

Googling. I myself am still enjoying the euphoria of discovering the potential of that facility in the study of language use. To be able to identify actual sample uses of a lexical item and to compare its frequency with similar items may be a wonderful addition to the resources of both learners and teachers. However, there are some recognized defects:

Short of carefully examining each of the sometimes millions of webpages that are 'hit' by a google search,

( a ) We cannot judge the nationality, education (or total lack thereof) or L1 of the hit authors.
( b ) We cannot judge such factors as register, jocularity, intensity, interlocutor relationship and other limits on general acceptability (that is, acceptability outside the 'hit' context).
( c ) We cannot judge such simple factors as spelling, semantics and syntax (i.e. the difference between 'I like him very much' and 'Like him, I sleep late).
( d ) We cannot accurately judge the usually considerable number of duplicated hits.

For example, if I google 'exquisite doctor' (chosen arbitrarily but for its hopefully manageable size), I get 'about 57 English pages for "exquisite doctor". (0.27 seconds)'. Displayed are four google pages and 26 hits, of which six are duplicated pairs. Amongst the emboldened variations are 'exquisite doctor'; 'exquisite Doctor'; 'exquisite, Doctor'; 'exquisite "Doctor'; and the illiterate 'a exquisite doctor'. The websites represented range from the literary (Christopher Marlowe's play) to the medical (Down's Syndrome) to the pornographic (most of the others).

At the end of the last page, the following advice appears: 'In order to show you the most relevant results, we have omitted some entries very similar to the 31 already displayed. If you like, you can repeat the search with the omitted results included.' If I do this, I get several more duplications plus three triplicated hits and two quadruplicated hits to boot.

The effect of all these unjudgeables: from ( a ), ( b ), ( c ) we cannot judge 'correctness' in either the narrowest or the widest sense; from ( c ) and ( d ) we cannot accurately judge ratios of alternative forms or lexes.

The question of how many hits makes any kind of observation statistically significant is beyond my ability to calculate and certainly grist for someone's doctoral thesis. However, the training I have unequivocally states that the greater the sample size, the more accurate the conclusion. With the near-infinite idiocy going on out there on the Net, I would think it not unreasonable to totally ignore any kind of 'corroboration' that is supported by fewer than 1000 to 100,000 hits -- depending on the length of the lexical string. What this means to me is that when I get 60 hits on 'I ain't never get'-- well, I can use it as a humorous aberration, but I cannot submit it as a marginal alternative to 'I have never gotten' (40,400) or 'I've never gotten' (72,800) or 'I have never got' (16,400) or 'I've never got' (21,400) [Sorry, I got carried away with curiosity here.]

If I can get 23,200,000 hits on 'a the', what is not possible? Using Google to support use is intriguing, promising and illustrative, but I don't believe we can yet use it as any kind of last word in our discussions on descriptive grammar."

MH: "I understand your overall thesis. That is, the Internet has no overall policy for correctness and anyone can post stuff, regardless of its correctness, onto the Internet, so why should we accept "hits" or any other measure as being indicative of correctness for the English language.

While I understand, I am not in complete agreement. In my view, Googling can and does serve a useful purpose. You can often see how words and phrases are used.

For example, you've seen me complain about "due to" as an adverb at the beginning of a sentence or in other locations within a sentence. Yet, if we check Google, we see that "due to" is frequently used as an adverb. So that helps people to understand that, while there are some rules, the rules are frequently overwritten. Moreover, I find it helpful to look at the sites that are breaking the rules. Often when these sites are prestigeous corporations, government bodies, academic institutions, I feel a certain comfort that I need not be so darn careful. Conversely, if it is a questionable site breaking the rules, I take no comfort from their behavior.

Often I find that when people always refer to "grammar texts" as holding the solution, I begin to feel a bit uncomfortable. Yeah, that's how English is used in the "Ivory Towers," but how is English used in the streets? And I don't mean the gutter. But rather how is it used in normal business correspondence? How is it used between spouses, friends, and acquaintenances? Will this usage so glaringly obvious that is wrong.

So I find Google helpful. I also find checking the NY Times helpful as well as the Wall Street Journal. How do they use the language? Do they use "due to" as an adverb? (Yes, they do.)

I know this debate has been played out before. There never really is a successful conclusion. I think it also comes to how people learn. Some like to see lots of examples. Others like to study the proper grammar. To me, this is probably analogous to your students. Some students hate doing homework but love to try to chat in English. They will fumble about until they become better. Others are afraid to say a word until they have a strong grasp of the language.

As an aside, when I was in Costa Rica learning Spanish, I was the "study student." I dutifully did my homework and learned the nuances for my level. Other students headed for the bar after classes and were chatting with the locals, particularly the latinas. Much to my chagrin, some of those students did better than me. They were fearless in their use of the language. Yeah, they made some mistakes here and there, but they were able to communicate effectively.

So what I am trying to say is that different people learn through different mechanisms. Some students love looking at examples and learning through that means. While others believe that grammar should be learned through rigor of accurate texts. I suspect a happy mixture of both is probably best.

While looking at Google examples, I agree that the quality will vary wildly and the students need to take that into consideration. And I also agree that simply looking at the number of hits is not necessarily indicative of correctness. But it does point to the degree of common usage.

So I am not sure I have helped answer your question. In summary, I tend to say let the student use whichever means he or she feels comfortable bearing in mind that some solutions are not necessarily to be correct every time.

MountainHiker"

Sample tests for common English?

MoonRose — Tue, 26 Apr 2005 17:57:21 GMT

I am not sure that this is the place to post this, but I am looking for help in preparing for some tests. I know they will involve alphabetizing names and addresses, as well as grammar and punctuation, and probably spelling. I consider myself fairly educated, but I know I can be tripped up, so I was hoping someone would know of some sample tests that I could take to warm up and get me into that mindset. Any help would be appreciated. Thanks!

Here Is The Origin and History of The English Language

Guest — Mon, 13 Dec 2004 12:30:24 GMT

English is a Germanic Language of the Indo-European Family. It is the second most spoken language in the world.

It is estimated that there are 300 million native speakers and 300 million who use English as a second language and a further 100 million use it as a foreign language. It is the language of science, aviation, computing, diplomacy, and tourism. It is listed as the official or co-official language of over 45 countries and is spoken extensively in other countries where it has no official status. English plays a part in the cultural, political or economic life of the following countries. Majority English speaking populations are shown in bold.

Antigua
Australia
Bahamas
Barbados
Belize
Bermuda
Botswana
Brunei (with Malay)
Cameroon (with French)
Canada (with French)
Dominica
Fiji
Gambia
Ghana
Grenada
Guyana
India (with several Indian languages)
Ireland (with Irish Gaelic)
Jamaica
Kenya (with Swahili)
Kiribati
Lesotho (with Sotho)
Liberia
Malawi (with Chewa)
Malta (with Maltese)
Mauritius
Namibia (with Afrikaans)
Nauru (with Nauruan)
New Zealand
Nigeria
Pakistan (with Urdu)
Papua New Guinea
Philippines (with Tagalog)
Puerto Rico (with Spanish)
St Christopher and Nevis
St Lucia
St Vincent
Senegal (with French)
Seychelles (with French)
Sierra Leone
Singapore (with Malay, Mandarin and Tamil)
South Africa (with Afrikaans, Xhosa and Zulu)
Surinam (with Dutch)
Swaziland (with Swazi)
Tanzania (with Swahili)
Tonga (with Tongan)
Trinidad and Tobago
Tuvalu
Uganda
United Kingdom and its dependecies
United States of America and its dependencies
Vanatu (with French)
Western Samoa (with Samoan)
Zambia
Zimbabwe

This compares to 27 for French, 20 for Spanish and 17 for Arabic. This domination is unique in history. Speakers of languages like French, Spanish and Arabic may disagree, but English is on its way to becoming the world's unofficial international language. Mandarin (Chinese) is spoken by more people, but English is now the most widespread of the world's languages.

Half of all business deals are conducted in English. Two thirds of all scientific papers are written in English. Over 70% of all post / mail is written and addressed in English. Most international tourism, aviation and diplomacy is conducted in English.

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The history of the language can be traced back to the arrival of three Germanic tribes to the British Isles during the 5th Century AD. Angles, Saxons and Jutes crossed the North Sea from what is the present day Denmark and northern Germany. The inhabitants of Britain previously spoke a Celtic language. This was quickly displaced. Most of the Celtic speakers were pushed into Wales, Cornwall and Scotland. One group migrated to the Brittany Coast of France where their descendants still speak the Celtic Language of Breton today. The Angles were named from Engle, their land of origin. Their language was called Englisc from which the word, English derives.

An Anglo-Saxon inscription dated between 450 and 480AD is the oldest sample of the English language.

During the next few centuries four dialects of English developed:

Northumbrian in Northumbria, north of the Humber
Mercian in the Kingdom of Mercia
West Saxon in the Kingdom of Wessex
Kentish in Kent

During the 7th and 8th Centuries, Northumbria's culture and language dominated Britain. The Viking invasions of the 9th Century brought this domination to an end (along with the destruction of Mercia). Only Wessex remained as an independent kingdom. By the 10th Century, the West Saxon dialect became the official language of Britain. Written Old English is mainly known from this period. It was written in an alphabet called Runic, derived from the Scandinavian languages. The Latin Alphabet was brought over from Ireland by Christian missionaries. This has remained the writing system of English.

At this time, the vocabulary of Old English consisted of an Anglo Saxon base with borrowed words from the Scandinavian languages (Danish and Norse) and Latin. Latin gave English words like street, kitchen, kettle, cup, cheese, wine, angel, bishop, martyr, candle. The Vikings added many Norse words: sky, egg, cake, skin, leg, window (wind eye), husband, fellow, skill, anger, flat, odd, ugly, get, give, take, raise, call, die, they, their, them. Celtic words also survived mainly in place and river names (Devon, Dover, Kent, Trent, Severn, Avon, Thames).

Many pairs of English and Norse words coexisted giving us two words with the same or slightly differing meanings. Examples below.

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Norse --------------------English
anger --------------------- wrath
nay ----------------------- no
fro ------------------------ from
raise ---------------------- rear
ill -------------------------- sick
bask ---------------------- bathe
skill ----------------------- craft
skin ----------------------- hide
dike ----------------------- ditch
skirt -----------------------shirt
scatter -------------------- shatter
skip ----------------------- shift

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In 1066 the Normans conquered Britain. French became the language of the Norman aristocracy and added more vocabulary to English. More pairs of similar words arose.

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French----------------English
close-------------------shut
reply ------------------answer
odour -----------------smell
annual ----------------yearly
demand --------------ask
chamber--------------room
desire-----------------wish
power-----------------might
ire---------------------wrath / anger

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Because the English underclass cooked for the Norman upper class, the words for most domestic animals are English (ox, cow, calf, sheep, swine, deer) while the words for the meats derived from them are French (beef, veal, mutton, pork, bacon, venison).

The Germanic form of plurals (house, housen; shoe, shoen) was eventually displaced by the French method of making plurals: adding an s (house, houses; shoe, shoes). Only a few words have retained their Germanic plurals: men, oxen, feet, teeth, children.

French also affected spelling so that the cw sound came to be written as qu (eg. cween became queen).

It wasn't till the 14th Century that English became dominant in Britain again. In 1399, King Henry IV became the first king of England since the Norman Conquest whose mother tongue was English. By the end of the 14th Century, the dialect of London had emerged as the standard dialect of what we now call Middle English. Chaucer wrote in this language.

Modern English began around the 16th Century and, like all languages, is still changing. One change occurred when the th of some verb forms became s (loveth, loves: hath, has). Auxillary verbs also changed (he is risen, he has risen).

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The historical influence of language in the British Isles can best be seen in place names and their derivations.

Examples include ac (as in Acton, Oakwood) which is Anglo-Saxon for oak; by (as in Whitby) is Old Norse for farm or village; pwll (as in Liverpool) is Welsh for anchorage; baile (as in Balmoral) is Gaelic for farm or village; ceaster (as in Lancaster) is Latin for fort.

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Since the 16th Century, because of the contact that the British had with many peoples from around the world, and the Renaissance of Classical learning, many words have entered the language either directly or indirectly. New words were created at an increasing rate. Shakespare coined over 1600 words. This process has grown exponentially in the modern era.

Borrowed words include names of animals (giraffe, tiger, zebra), clothing (pyjama, turban, shawl), food (spinach, chocolate, orange), scientific and mathematical terms (algebra, geography, species), drinks (tea, coffee, cider), religious terms (Jesus, Islam, nirvana), sports (checkmate, golf, billiards), vehicles (chariot, car, coach), music and art (piano, theatre, easel), weapons (pistol, trigger, rifle), political and military terms (commando, admiral, parliament), and astronomical names (Saturn, Leo, Uranus).

Languages that have contributed words to English include Latin, Greek, French, German, Arabic, Hindi (from India), Italian, Malay, Dutch, Farsi (from Iran and Afganistan), Nahuatl (the Aztec language), Sanskrit (from ancient India), Portuguese, Spanish, Tupi (from South America) and Ewe (from Africa).

The list of borrowed words is enormous.

The vocabulary of English is the largest of any language.

Even with all these borrowings the heart of the language remains the Anglo-Saxon of Old English. Only about 5000 or so words from this period have remained unchanged but they include the basic building blocks of the language: household words, parts of the body, common animals, natural elements, most pronouns, prepositions, conjunctions and auxiliary verbs. Grafted onto this basic stock was a wealth of contributions to produce, what many people believe, is the richest of the world's languages.