Search results for 'tag:Synonyms tag:Numbers' matching tags 'Synonyms' and 'Numbers'

Re: Teaching Workplace English - PPP (present-practice-production) & TBL (Task-Based Learning)

samwalker — Thu, 21 Aug 2008 10:17:29 GMT

Time Allotment Week 1

Â	A	B	C	D	F	G
1	Day 1			In Minutes	Â	Â
2	House Rules			15	Â	Â
3	Language is a Lifestyle			15	Â	Â
4	Background of the Approach			30	Â	Â
5	Grading Scheme			5	Â	Â
6	HR Orientation	Â	Â	90	Â	Â
7	Ventus Video			15	Â	Â
8	Introductions			45	Â	IMPORTANT NOTES:
9	Making Phone Calls			Â	Â	RECAP/REVIEW ROLE PLAYS are not graded. This is the best venue for either peer or trainer feedback
10	Â	Present		Â	Â	For group activities, ensure that all members are contributing or participating to maximize the learning.
11	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Have you ever made a phone call before? How did you start the call? How did it end? Would you say the communication was successful? What was the purpose of the call? Did you get what you expected out of it? Share your experiences with a partner.	10	Â	Always pay close attention to pronunciation with every activity.
12	Â	Â	Systematization (present module on Sound Production)	45	Â	Â
13	Â	Practice		Â	Â	Â
14	Â	Â	Making Contact (Activity A)	25	Â	Â
15	Â	Â	Making Contact (Activity B)	25	Â	Â
16	Â	Â	Calling Back	25	Â	Â
17	Â	Production		Â	Â	Â
18	Â	Â	Roleplay (scenarios)	60	Â	Â
19	Telephone English Roleplays			Â	Â	Â
20	Â	Present		Â	Â	Â
21	Â	Â	Running Dictation	15	Â	Â
22	Â	Â	Systematization (Modality:Â going to and will)	30	Â	Â
23	Â	Practice		Â	Â	Â
24	Â	Â	ABC Tech Scenario 1	20	Â	Â
25	Â	Â	ABC Tech Scenario 2	20	Â	Â
26	Â	Â	ABC Tech Scenario 3	20	Â	Â
27	Â	Production		Â	Â	Â
28	Â	Â	Roleplay (trainees pair up and come up with their own scenarios)	30	Â	Â
29	Lunch			60	Â	Â
30	Breaks			30	Â	Â
31	Total Time			630	Â	Â
32	Day 2			In Minutes	Â	Â
33	RECAP/REVIEW ACTIVITY (Roleplay) - Making Phone Calls/ Sound Production			60	Â	Â
34	Complaints on the Telephone			Â	Â	Â
35	Â	Present		Â	Â	Â
36	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Activity: Do you consider yourself a consumer? Share experiences with a group and then share with the rest of the class. Write down words associated with dissatisfaction.	15	Â	Â
37	Â	Â	Systematization (Different Types of Difficult Customers and How to Deal with Them)	45	Â	Â
38	Â	Practice		Â	Â	Â
39	Â	Â	Create your own Taboo	30	Â	Â
40	Â	Â	Complaints on the Telephone Activity C:Â Focus	30	Â	Â
41	Â	Production		Â	Â	Â
42	Â	Â	Roleplay	60	Â	Â
43	Complaints on the Telephone			Â	Â	Â
44	Â	Pre-Task (list all the complaints you've made in a resto and categorize according to intention/function)		10	Â	Â
45	Â	Task		Â	Â	Â
46	Â	Â	Plan	10	Â	Â
47	Â	Â	Report	15	Â	Â
48	Â	Â	Analysis (Functions of Modal Verbs: Complaining, Softening the Message )	60	Â	Â
49	Â	Practice		Â	Â	Â
50	Â	Â	RoleplayÂ (Activity D)	60	Â	Â
51	Â	Quiz (Function of Modal Verbs and Aspects of Modality) PPT presentation for the questions		55	Â	Â
52	Lunch			60	Â	Â
53	Breaks			30	Â	Â
54	Total Time			540	Â	Â
55	Day 3			In Minutes	Â	Â
56	RECAP/REVIEW ACTIVITY			Â	Â	Â
57	Â	Modality (Task 2, page 3) Check-Up Activity		20	Â	Â
58	Â	Roleplay (Difficult Customers)		40	Â	Â
59	CALL 1 (Anna Pagtakhan) - Modality			Â	Â	Â
60	Â	Present		Â	Â	Â
61	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Activity: Play by Play (ask the trainees to listen to the call. They will need to pick out confusing statements or utterances they feel are out of place, uncalled for, etc.	15	Â	Â
62	Â	Â	Systematization (Modality: Requesting for Information, Asking for Permission)	30	Â	Â
63	Â	Practice		Â	Â	Â
64	Â	Â	Identifying and Correcting Modals Used in the Call	30	Â	Â
65	Â	Â	Role Play with Corrections	45	Â	Â
66	Â	Production		Â	Â	Â
67	Â	Â	Role Plays ( How Would You Do It Better? - Only change CSRs responses - roles will be played by trainees, switch it up after)	45	Â	Â
68	CALL 1 (Anna Pagtakhan) - Soft Skills			Â	Â	Â
69	Â	Present		Â	Â	Â
70	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Activity: Play by Play (ask the trainees to listen to the call. Go through their original list and if they feel that they need to add more statements that are possible causes for communication breakdown, then let them do so.)	30	Â	Â
71	Â	Â	Systematization (Soft Skills: Overtones, Tone and Undertones )	30	Â	Â
72	Â	Â	Systematization (Phonology: Connected Speech and Elision )	15	Â	Â
73	Â	Practice		Â	Â	Â
74	Â	Â	Identifying undertones in the call and correcting tone	30	Â	Â
75	Â	Â	Role Play with Corrections	60	Â	Â
76	Â	Production		Â	Â	Â
77	Â	Â	Role Plays ( How Would You Do It Better? - Only change CSRs responses - roles will be played by trainees, switch it up after)	60	Â	Â
78	Lunch	Â	Â	60	Â	Â
79	Breaks	Â	Â	30	Â	Â
80	Total Time	Â	Â	540	Â	Â
81	Day 4			In Minutes	Â	Â
82	RECAP/REVIEW ACTIVITY	Â	Â	Â	Â	Â
83	Â	Roleplay (Not Graded, Just give feedback) - Modality and Soft Skills	Â	40	Â	Â
84	CALL 2 (Christopher Gavero)			Â	Â	Â
85	Â	Present		Â	Â	Â
86	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Activity: Play by Play (ask the trainees to listen to the call. They will need to pick out confusing statements or utterances they feel are out of place, uncalled for, etc.	30	Â	Â
87	Â	Â	Systematization (Modality: Giving advice/suggestions; Offering )	40	Â	Â
88	Â	Practice		Â	Â	Â
89	Â	Â	Identifying and Correcting Modals Used in the Call	30	Â	Â
90	Â	Â	Role Play with Corrections	45	Â	Â
91	Â	Production		Â	Â	Â
92	Â	Â	Role Plays ( How Would You Do It Better? - Same scenario)	60	Â	Â
93	CALL 1 and CALL 3 (Anna Pagtakhan and Lorelie Sanchez)	Â	Â	Â	Â	Â
94	Â	Present		Â	Â	Â
95	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Activity: Tag Team - An Exercise on Synonyms: Vocabulary Building - Word Mapping and Association	10	Â	Â
96	Â	Â	Systematization (Paraphrasing)	45	Â	Â
97	Â	Practice		Â	Â	Â
98	Â	Â	Identifying and Correcting Repetitive, Redundant and confusing statements. - Compare and Contrast	30	Â	Â
99	Â	Â	Role Play with Corrections	30	Â	Â
100	Â	Production		Â	Â	Â
101	Â	Â	Role Plays (Change the CSRs responses for CALL 3)	60	Â	Â
102	Â	Â	QUIZ on Modality (Written)	30	Â	Â
103	Lunch			60	Â	Â
104	Breaks			30	Â	Â
105	Total Time			540	Â	Â
106	Day 5			In Minutes	Â	Â
107	RECAP/REVIEW ACTIVITY	Â	Â	Â	Â	Â
108	Â	Roleplay (Modality and Paraphrasing)	Â	40	Â	Â
109	REVIEW for Written Exam	Â	Â	40	Â	Â
110	Â	WRITTEN EXAM: Application and Analysis		90	Â	Â
111	REVIEW for Final Role Play			40	Â	Â
112	Â	ORAL EXAM: One on One Role Play with Trainer	Â	240	Â	Â
113	Lunch	Â	Â	60	Â	Â
114	Breaks	Â	Â	30	Â	Â
115	Total Time	Â	Â	540	Â	Â

Time Allotment Week 2

Â	A	B	C	D	E	F
1	Day 6			In Minutes	Â	Â
2	RECAP/REVIEW ACTIVITY (Roleplay) -Sound Production/Modality/ Handling Difficult Customers/ Paraphrasing			60	Â	Â
3	Â	Present (CALL 4: Matthew Ignacio)		Â	Â	For group activities, ensure that all members are contributing or participating to maximize the learning.
4	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Activity:Â I CAN HANDLE THE TRUTH. Divide the class into groups of five. Ask each group to come up with as many statements of fact that they can recall about the conversation they've listened to (i.e. The CSRs name is Matthew, etc.)	30	Â	Always pay close attention to pronunciation with every activity.
5	Â	Â	Systematization (Present the module on theÂ Present Simple TenseÂ )	45	Â	Â
6	Â	Practice (CALL 4: Matthew Ignacio)		Â	Â	Â
7	Â	Â	Filtering: Let the class listen to the call again, this time, give them the transcript as well. In groups, ask them to determine which statements are clearer if kept in the simple present tense.	60	Â	Â
8	Â	Production		Â	Â	Â
9	Â	Â	RoleplayÂ (scenarios) - Ask the class to input their corrections into the call and then ask each pair to go through the motions of the call. Give immediate feedback.	80	Â	Â
10	CALL 5: Maria Josue			Â	Â	Â
11	Â	Present		Â	Â	Â
12	Â	Â	Running Dictation:Â (1)Make the trainees listen to the call in its entirety. (2)Ask them to take down important notes and details. (3) Divide them into groups. (4) Give them 3 strips of paper per group. (5) Ask them to write statements that are relevant to the call, one statement per strip. (6) Ask them to pick out one representative. (7) The facilitator will collect all the strips and give statements from one group to another group's representative. (8) The representative will only be able to look at the statements for 30 seconds. (9) Then he/she will have to pass all three messages to the person next to him in line until it's been relayed to rest of the group. (10) The last person in the group will have to repeat all three statements.	30	Â	Â
13	Â	Â	Systematization (Present module on theÂ Present Progressive Tense)	35	Â	Â
14	Â	Practice		Â	Â	Â
15	Â	Â	Pick Your Brains:Â The class will have to pick out the statements following the form of the progressive simple tense.	45	Â	Â
16	Â	Â	Editing and Processing:Â Determine which statements should have been more comprehensible if the statements were in the progressive tense.	45	Â	Â
17	Â	Production		Â	Â	Â
18	Â	Â	RoleplayÂ (trainees pair up and come up with their own conversation using the same concern as that in Call 5)	80	Â	Â
19	Lunch			60	Â	Â
20	Breaks			30	Â	Â
21	Total Time			540	Â	Â
22	Day 7			In Minutes	Â	Â
23	RECAP/REVIEW ACTIVITY (Roleplay) - Use of the Present Simple and Present Progressive Tenses			60	Â	Â
24	Â	Present		Â	Â	Â
25	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Complete the Sentence Activity (If I wereâ¦If you ask meâ¦)	20	Â	Â
26	Â	Â	Systematization (Present module on theÂ 1st Conditional: Present Simple and Future Simple Format)	30	Â	Â
27	CALL 6: Marilou Salcedo (Let the class listen to the call at least twice)			10	Â	Â
28	Â	Practice		Â	Â	Â
29	Â	Â	Determine if there are conditionals used and misused in the call	20	Â	Â
30	Â	Â	Applying the Format:Â Change statements into the first conditional.	40	Â	Â
31	Â	Production		Â	Â	Â
32	Â	Â	Roleplay:Â Ask the trainees to come up with their own conversation based on the scenario in the call. They should be able to use the first conditional where it is needed.	60	Â	Â
33	CALL 7: Margaret Gonsoden			15	Â	Â
34	Â	Present		Â	Â	Â
35	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Ask the trainees to pick out 1st conditionals in the call.	15	Â	Â
36	Â	Â	Systematization (Present module on theÂ 2nd and 3rd conditionals)	30	Â	Â
37	Â	Practice		Â	Â	Â
38	Â	Â	Applying the Format: Change the 1st conditionals into either 2nd or 3rd conditionals	30	Â	Â
39	Â	Â	Revision Mission:Â Ask the trainees to improve the conversation by injecting conditionals into strategic places in the call.	30	Â	Â
40	Â	Production		Â	Â	Â
41	Â	Â	Role PlaysÂ ( How Would You Do It Better? - Only change CSRs responses - roles will be played by trainees, switch it up after)	60	Â	Â
42	Â			Â	Â	Â
43	Â	Quiz (Present Tenses:Â CTWE The Tenses Handout, page 1 items 1-8)		30	Â	Â
44	Lunch			60	Â	Â
45	Breaks			30	Â	Â
46	Total Time			540	Â	Â
47	Day 8			In Minutes	Â	Â
48	RECAP/REVIEW ACTIVITY: Using Conditionals in a Role Play			60	Â	Â
49	CALL 8: Rosa Batangan			Â	Â	Â
50	Â	Present		Â	Â	Â
51	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Modals and Conditionals: Are there any uses of modals or conditionals? How do these help keep the communication lines clear?	Â	Â	Â
52	Â	Â	Systematization (Making Modals and Conditionals Work for Us)	Â	Â	Â
53	Â	Practice		Â	Â	Â
54	Â	Â	Identifying and Correcting Repetitive, Redundant and confusing statements. -Â Compare and Contrast	Â	Â	Â
55	Â	Â	Role Play with Corrections	Â	Â	Â
56	Â	Production		Â	Â	Â
57	Â	Â	Role Plays ( How Would You Do It Better? - Only change CSRs responses - roles will be played by trainees, switch it up after)	Â	Â	Â
58	CALL 9: Winston Mendiola			Â	Â	Â
59	Â	Present		Â	Â	Â
60	Â	Â	Lead In (creating interest, eliciting answers, concept questions) Modals and Conditionals: Are there any uses of modals or conditionals? How do these help keep the communication lines clear?	Â	Â	Â
61	Â	Â	Systematization (Making Modals and Conditionals Work for Us)	Â	Â	Â
62	Â	Practice		Â	Â	Â
63	Â	Â	Identifying and Correcting Repetitive, Redundant and confusing statements. -Â Compare and Contrast	Â	Â	Â
64	Â	Â	Role Play with Corrections	Â	Â	Â
65	Â	Production		Â	Â	Â
66	Â	Â	Role Plays ( How Would You Do It Better? - Only change CSRs responses - roles will be played by trainees, switch it up after)	Â	Â	Â
67	Lunch			Â	Â	Â
68	Breaks			Â	Â	Â
69	Total Time			0	Â	Â
70	Day 9			In Minutes	Â	Â
71	RECAP/REVIEW ACTIVITY			Â	Â	Â
72	Â	Roleplay (Not Graded, Just give feedback) -Conditionals		Â	Â	Â
73	American Culture			Â	Â	Â
74	Â	Present		Â	Â	Â
75	Â	Â	Lead In (creating interest, eliciting answers, concept questions)Â Â Elicitation Questions: Do you watch American sitcoms and movies? What have you observed about their lifestyle? What makes them tick? What values are important to them?	Â	Â	Â
76	Â	Â	SystematizationÂ (Show clips from sitcoms and/or movies that focus on: value of time; idea of customer service; being frank and direct to the point)	Â	Â	Â
77	Â	Practice (Plethora of Calls)		Â	Â	Â
78	Â	Â	Culture ClassÂ - Divide the class into groups: give each group a call that's been discussed in the course of the training program (Calls 1 -9). Ask them to pick out scenarios or dialogue that reflects a value that is concretely American.	Â	Â	Â
79	Â	Production		Â	Â	Â
80	Â	Â	Role Play:Â Ask the trainees to come up with their own conversation scenarios based on the aspect of culture they picked out from the calls given to them.	Â	Â	Â
81	Present: Lead In (creating interest, eliciting answers, concept questions)Â Background on DISH Network Services			Â	Â	Â
82	Â	Presentation of Modules in Connection to the services offered: Customer Service		Â	Â	Â
83	Â	Â	Geography and Time Zones	Â	Â	Â
84	Â	Â	Sports	Â	Â	Â
85	Â	Â	Money	Â	Â	Â
86	Â	Â	Seasons and Holidays	Â	Â	Â
87	Â	Practice (Plethora of Calls)		Â	Â	Â
88	Â	Â	It's All in the Details- Divide the class into groups: give each group a call that's been discussed in the course of the training program (Calls 1 -9). Ask them to pick out scenarios or dialogue that reflects any of the modules tackled in the Present stage.	Â	Â	Â
89	Â	Production		Â	Â	Â
90	Â	Â	Role Play:Â Ask the trainees to come up with their own conversation scenarios based on the aspect of culture they picked out from the calls given to them.	Â	Â	Â
91	Lunch			Â	Â	Â
92	Breaks			Â	Â	Â
93	Total Time			0	Â	Â
94	Day 10			In Minutes	Â	Â
95	RECAP/REVIEW ACTIVITY			Â	Â	Â
96	Â	Roleplay (Tenses, Conditionals, Active and Passive Verbs )		40	Â	Â
97	REVIEW for Written Exam	Â	Â	40	Â	Â
98	Â	WRITTEN EXAM: Application and Analysis	Â	90	Â	Â
99	REVIEW for Final Role Play	Â	Â	40	Â	Â
100	Â	ORAL EXAM: One on One Role Play with Trainer	Â	240	Â	Â
101	Lunch			60	Â	Â
102	Breaks			30	Â	Â
103	Total Time	Â	Â	540	Â	Â

I transcribed the call and below is my lesson plan which I patterned from their format above.

AGENTÂ : Thank fuh calling Circuit City, muh name is Zach. Meh please have phone number beginning with the area code?

CUSTOMERÂ : Hi Zach, this is Sheik Sylvan and I just need to ask a few questions.

AGENTÂ Â : Go ahead.

CUSTOMERÂ : Okay, I am having your catalog in front of me and the last page is computer. Itâs HP Turion laptop with a Core 2 Duo Centrino. It comes with a window vista and it plays one the fent charges with the Window XP. Can you do that or it has to be Window vista?

AGENTÂ : Aahmm well if waahh that is only aahh the inclusion of aahh the order we cannot do anything about it.

CUSTOMERÂ : Oh, you cannot do anything. Shall I call some of the number if there are anything?

AGENTÂ Â : Aahh you chood try contacting the manufacturer of the laptop.

CUSTOMERÂ : Do you have the number?

AGENTÂ Â : Aahh what is the ahh ahh item?

CUSTOMERÂ : Okay, the web ID is DV6833us.

AGENTÂ Â : What is the brand of the laptop?

CUSTOMERÂ : Okay, thatâs aahh HP Turion laptop.

AGENTÂ Â : Itâs HP pavilion.

CUSTOMERÂ : Yes, the pavilion laptop with the Intel Centrino Core 2 Duo.

AGENTÂ Â : Okay, contact Hewlett Packard 800â¦

CUSTOMERÂ : Okay 800â¦

AGENTÂ Â : 752â¦

CUSTOMERÂ : 752â¦

AGENTÂ Â : 0900â¦

CUSTOMERÂ : Say it again, 29?

AGENTÂ Â : 7920900â¦

CUSTOMERÂ : Iâm sorry, can you repeat it again?

AGENTÂ Â : 09-00, the last four number.

CUSTOMERÂ : 0900. Okay, so itâs 8007520900, all right?

AGENTÂ Â : That is correct.

CUSTOMERÂ : Thank you, Sir.

AGENTÂ Â : Thank you for calling Cir City. Have a great day.Â

Let me know if you want me to email you the selected call in .wmv format.

Title: Name That ToneÂ Â Â Â By: Francis Paolo Meria

Activity: Reading sentences using different emotionsÂ Audio file: John Paul Cruz (bad call CCCS)Â

Concept to be taught: Tone, Overtones and UndertonesÂ

Learning Outcomes / Instructional Goal

To realize the importance of tone
To be able to identify and correct undertones
To build rapport by using the using the right tone of voice

Purpose: This activity helps the trainees to become more confident in their ability to recognize tones different forms. It also helps motivate everyone in the room to participate in the learning.Â Â

Assessment - At the end of the lesson, assess whether the objective was achieved or not with an activity. Show sentences and statements and ask the agents individually to say the sentence using the correct tone of voice or the trainer could say a sentence with different emotions and ask each trainee to identify the mood of the speaker. In this way, the concept will be clear.Â

Present

Lead In Â : creating interests, eliciting answers, concept questions (How does tone of voice affect communication? How do you thank someone? How do you say âIâm sorryâ?) â 5 minutesÂ

Methodology/ProcedureÂ : ask the trainees to listen to the call and pick out confusing statements, utterances they feel are out of place, uncalled for, etc. Go through their original list and if they feel that they need to add more statements that are possible causes for communication breakdown, then let them do so. âÂ 10 minutesÂ

Systematization â Soft skills (overtones, tone and undertones) â 10 minutesÂ

Practice

Identify the undertones in the call â 5 minutesÂ

Filtering â let the class listen to the call again, this time, give them the transcript as well â 15 minutesÂ

Revision Mission â ask the trainees to improve the conversation by applying the appropriate tone of voice in each statement â 30 minutesÂ

Production

Role-plays â how would you do it better? (roles will be played by trainees, switch it up after) â 45 minutesÂ

Re: Is this sentence correct and why?

Avangi — Thu, 14 Aug 2008 06:42:57 GMT

wholegrain
1.

a. Greatest in number: won the most votes.

b. Greatest in amount, extent, or degree: has the most compassion.

This is good, wholegrain. You were correct in objecting to my implication that most must be the superlative of many. Huevos nailed me the other day on a similar screwup. We must be careful not to confuse "quantity" with "countable/uncountable."

As your reference shows, "most" can refer to the number or to the amount   -   that is, to the quantity.   But it can't refer to the thing which has that quantity. There we must use "greatest."

He has the most passion. He has the most girlfriends. But he is the greatest lover.   (You can't say "he is the most lover.")

Edit. But you can say, "He has the greatest passion." So to this extent my statement was in error that "most" and "greatest" cannot be synonyms. At least in this sense they can. But please remember that "greatest" cannot mean "most" in the sense of "He has the most girlfriends," and "most" cannot mean "greatest" in the sense of "He is the greatest lover," (except in the jive sense, "Man, you're the greatest!")

Sorry it took me so many words to straighten this out.    - A.

Re: Is this sentence correct and why?

Avangi — Thu, 14 Aug 2008 05:04:31 GMT

Duly noted. But you can't do that. "Most" as an adjective is the superlative of "many." "He has the most violations of any driver I know." (It tells how many - the number of violations.)

You would need "the greatest violator of human rights. . "

I've only heard "most" used as a synonym for "greatest" in 50's jive: Man, you're the greatest! Man, you're the most! Maybe that's a compound noun?

Best wishes, - A.

Re: the meaning of outstrip

Marius Hancu — Sat, 19 Jul 2008 10:54:53 GMT

OP,

Get a better dictionary, such as this one:

-----------

outstrip

Function: transitive verb

Etymology: out- + strip

1 : to go faster than <a speed far outstripping the fastest rocket plane -- R.M.Sutton>

2 a : to leave behind : go ahead of : EXCEL, SURPASS <in certain countries knowledge had far outstripped wisdom -- A.L.GuÃ©rard> <the central nervous system ... has outstripped all else -- Waldemar Kaempffert> b : to exceed in quantity or number <fall into ever greater destitution as their numbers outstrip their resources -- Barbara Ward> <the demand for mortgage money outstripped savings -- L.H.Olsen>

synonym see EXCEED

http://unabridged.merriam-webster.com

-----------

You need it. Pay the $30/year, as I do.

Re: increase/expand the number of

Avangi — Thu, 19 Jun 2008 01:12:25 GMT

Philip
This reminds me of the relatively new usage of 'grow', which bothers me no end. But it's in the mainstream now, so I have to accept it. "If you want to grow your business, you'll do such-and-such."

Hi Philip,

How is this so different from "I can't seem to grow tomatoes."? They're both transitive, as opposed to "I can't seem to make my tomatoes (to) grow," (intransitive) or, "My tomatoes are growing like weeds," or, "my business is growing by leaps and bounds."

Actually, I know what you mean. It seems to be a synonym for "expand," but I can't get a handle on it. How is it different?

Best wishes, - A.

Edit. Maybe I'm beginning to see. It's really a different meaning of "to grow." "This year I want to grow some tomatoes." It really means "to plant and cultivate," rather than "to enlarge them."

Re: Offensive National Nicknames

Old Man Gordon — Wed, 28 May 2008 21:17:00 GMT

Ah. Of course, that's quite different. You were quite clear that it was your feeling. Derogatory and offensive are synonyms, yet I did misquote you, although I didn't intend to examine your opinion in detail. I wondered if that same opinion was shared by others who abide in the UK, et al. If indeed that term is seen as a pejorative by a good number of Brits, then I and others should be sensitive to that. If, however, most Englanders, Scotsman, Scotswomen, Scotspeople, et al find the term endearing and fine, then I and others should feel free to speak and write as we always have without worry of causing offense/implying derision, etc.

stroke

New2grammar — Mon, 07 Apr 2008 10:07:37 GMT

Her boyfriend reached across the counter and stroked her hair.

The dictionary gives a number of meanings for the word stroke and the closest I could match to is

The act or an instance of striking, as with the hand, a weapon, or a tool; a blow or impact.

'a blow or impact' makes the gesture sound like a hostile act. Could you please describe what a stroke looks like and also the strength involved especially in this context? And if possible, suggest a couple of synonyms.

Thanks!

Re: My use of the word "augment"

Marius Hancu — Sun, 30 Mar 2008 00:33:52 GMT

Use this dictionary in terms of synonym comparison, if you can, it has stuff such as this:

Increase

synonyms ENLARGE, AUGMENT, MULTIPLY:

INCREASE intransitively may carry the idea of progressive growth in numbers, size, amount, quantity or intensity <our population is increasing> <prices increased on all necessities -- Collier's Year Book> <the rice yield to the acre increased with improved methods -- American Guide Series: Texas>; transitively this notion is not so prominent <the trustees increased salaries>

AUGMENT intransitively may suggest further growth, development, or increase of something already grown or developed <the literature of cryptography, both in the form of secret government manuals and openly published books, had augmented enormously since 1880 -- Fletcher Pratt>; transitively it may suggest addition to sufficiency or ampleness <the city police, augmented by special deputies, were also called out -- American Guide Series: Tennessee> <by their weight, which was augmented by laying a number of old rails on the top, these slabs have the effect of preventing any tendency for the clay to work up --

http://unabridged.merriam-webster.com

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Re: TEst problem

Avangi — Mon, 04 Feb 2008 04:54:45 GMT

Hi guys,

I just looked at the link. Note that there are a number of meanings listed. #2 is Hoa Thai's, where "sequence" might be a synonym; #1 is Belly's, where "progress" is a synonym.

I think it's safe to say, "We watched the progress / progression of the disease," where "progression" could mean "in stages" or "in a sequence," but it could just as well refer to a gradual deterioration - "quality" in a negative sense.

Edit. My American Heritage also gives the #1 definition as "progress." Ironically, MW Unabridged gives "progression" 2c: the process of advancing especially to a better or higher condition: gradual development

Belly, I didn't elaborate on the first example because I couldn't get a handle on it, although I was sure that "progress" was the correct choice. Having now read Hoa Thai's offerings and looked at some references and re-read the test example, I believe Hoa Thai's analysis applies perfectly to this situation. "Every trend pointed toward" is already pregnant with "progression" in the time sense. What it pointed toward was an improved level of quality.

Re: notable, outstanding, remarkable and prominent

Marius Hancu — Mon, 07 Jan 2008 13:30:28 GMT

I'd suggest buying a subscription to this online dictionary. which is quite strong on synonyms:

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synonyms REMARKABLE, PROMINENT, OUTSTANDING, CONSPICUOUS, SALIENT, SIGNAL, STRIKING, ARRESTING: noticeable applies to whatever is worthy of notice or unlikely to escape notice <the influence of northern architecture and farming methods is still noticeable -- American Guide Series: Louisiana> REMARKABLE applies to that which commands attention or comment as extraordinary or exceptional <a sudden and remarkable transformation of feeling -- W.A.Swanberg> <the remarkable belief of some primitive peoples which associates twins with water and especially with rain -- J.G.Frazer> PROMINENT describes that which stands out from its setting or environment and demands notice as superior or more important <the 25-foot cylindrical marble shaft, surmounted with draped flags and an eagle, occupies a prominent position in a traffic island on the main street -- American Guide Series: Pennsylvania> <his inflammatory speeches against the Hitler regime won him a prominent place on the Nazi blacklist -- Americana Annual> OUTSTANDING, close to PROMINENT in meaning and connotation, heightens the notion of rising above or excelling others <fortunate, too, in the men of outstanding ability who planned our resources and our campaigns -- Clement Attlee> <trout appeared at several points along the main stream and have steadily increased in number, until the Au Sable is known as the outstanding trout stream in the state -- American Guide Series: Michigan>

Webster's Third New International Dictionary, Unabridged. Merriam-Webster, 2002. http://unabridged.merriam-webster.com
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