Search results for 'tag:Verbs tag:Vocabulary' matching tags 'Verbs' and 'Vocabulary'

Re: Please help me correct it (2)

Clive — Mon, 06 Oct 2008 15:27:45 GMT

Hi,
Can I write:

(a) Pupils need to know learn on how to express and organize their ideas in writing. Proper usage of the grammar and vocabulary are essentials for them to get ideas perfectly.

(b) Pupils need to be drill to write some interesting, attractive expression in the correct sequence of event. It must be relevant to the topic and verbs given as a guide.

(c) Apparently, those can get the high marks are well-trained and comprehend what are the questions that require the candidates to do. They master the language the language well.

(a) Pupils need to know/learn how to express and organize their ideas in writing. Proper usage of grammar and vocabulary is essential.

(b) Pupils need to be drilled on how to write some interesting, attractive expressions in the correct sequence of events. It must be relevant to the topic, and use the verbs given as a guide.

(c) Apparently, those who can get the high marks are well-trained and comprehend the questions that the candidates are required to answer. They master the language the language well.

Please ask about any edits you don't understand.

Clive

Please help me correct it (2)

Vincent Teo — Mon, 06 Oct 2008 14:46:24 GMT

Can I write:

(a) Pupils need to know learn on how to express and organize their ideas in writing. Proper usage of the grammar and vocabulary are essentials for them to get ideas perfectly.

(b) Pupils need to be drill to write some interesting, attractive expression in the correct sequence of event. It must be relevant to the topic and verbs given as a guide.

(c) Apparently, those can get the high marks are well-trained and comprehend what are the questions that require the candidates to do. They master the language the language well.

Re: PLEASE HELP ME CLARIFY THIS OBSTACLE

Clive — Sun, 05 Oct 2008 22:44:31 GMT

Hi,

I still have a confusing word and not quite sure which word to use in this sentence.

My MINI-THESIS aims to assess the potential of the cooperatives who want to sell their processed-garlic products to the supermarket. Somewhere, you need to explain what kind of potentiality you are assessing. eg Is it related to product quality? Product quantity? Reliability of supply? Future growth?

Overall operation along their supply chain is ~~are~~ involved. Is this your explanation of what kind of potential you are concerned with? You can't really speak of somebody's 'potential for overall operation' without giving more details,as I have suggested.

So, I wonder which appropriate preposition and vocabulary should be used to fulfill the sentence.

Please give me an advise. The sentence is as below (RED BOLD).

with regard
Golf

Thailand
Potentiality on Garlic Supply Chain Management to Supermarket of The Fang District Garlic Producers Cooperative, Chiang Mai Province
We usually use the noun form 'potential' instead of 'potentiality'. We speak of somebody's 'potential for . . . '

You have too many nouns, no verb, and not enough clarity in the title above. How about this?

The potential of The Fang District Garlic Producers' Cooperative to supply garlic to the supermarket, with particular emphasis on their supply chain.

Have you considered phrasing it as a question? eg
Is the supply chain operated by the Fang District Garlic Producers' Cooperative adequate to supply garlic to the supermarket?

Best wishes, Clive

Re: My pen is out of ink, may I "use" yours?

Clive — Wed, 17 Sep 2008 00:51:51 GMT

Hi,

No, 'use' is not wrong here. In fact, it's commonly said in a context like this.

Your grammar book seems to be concerning itself with vocabulary and meaning rather than grammar.

In strictly grammatical terms, you just need a transitive verb.

In other words, a sentence like My pen is out of ink, may I eat yours? has a foolish meaning, but it is correct grammar.

Best wishes, Clive

Re: Parts of speech of "for"

Clive — Wed, 10 Sep 2008 00:35:34 GMT

Hi,
Ok, I have this snooty math teacher that is constantly correcting people's grammar skills. It's funny at times in an annoying way. Anyways, I had vocabulary words up in my class and I had the word "target", with the definition "something you aim for". Now he brought up the point that I ended the phrase with a preposition, which is entirely true. After explaining that it was informal English, "shorthand", in other words, I explained to him that in the sentence, "for" could not be considered a preposition because it did not have an object following it. Therefore, it had to be considered an adverb. I then looked up the word in the dictionary and was surprised to see that it was listed as a preposition and a conjunction, but not an adverb. So who's right, the dictionary or myself?

The dictionary. In your example, i'for' is a preposition.

You would do better to challenge your math teacher's idea that you should never end a sentence with a preposition.
Many knowledgeable people do not accept this so-called rule.
Winston Churchill is supposed to have made fun of this rule by saying
"This is the sort of English up with which I will not put"
in order, jokingly, to avoid saying the obviously more reasonable
"This is the sort of English which I will not put up with."

Ask your math teacher which of these two sentences he prefers.

Good luck, Clive

Parts of speech of "for"

Anonymous — Wed, 10 Sep 2008 00:15:29 GMT

Ok, I have this snooty math teacher that is constantly correcting people's grammar skills. It's funny at times in an annoying way. Anyways, I had vocabulary words up in my class and I had the word "target", with the definition "something you aim for". Now he brought up the point that I ended the phrase with a preposition, which is entirely true. After explaining that it was informal English, "shorthand", in other words, I explained to him that in the sentence, "for" could not be considered a preposition because it did not have an object following it. Therefore, it had to be considered an adverb. I then looked up the word in the dictionary and was surprised to see that it was listed as a preposition and a conjunction, but not an adverb. So who's right, the dictionary or myself?

Lack of emphasis on NPs in ESL

Anonymous — Tue, 09 Sep 2008 20:00:52 GMT

Michael Lewis has said, after Chomsky, that "sentences" consist of NP (noun phrase) + VP (verb phrase). Lewis goes on to claim that ESL has "emphasised VP (structures) and N (vocabulary) but ignored NP.

He always claims that NPs "have hardly penetrated into language teaching at all". Lewis thinks this is an unfortunate situation.

What do you think?

Re: The most common slang words

flamen000 — Sun, 31 Aug 2008 13:24:36 GMT

slang, vernacular vocabulary not generally acceptable in formal usage. It is notable for its liveliness, humor, emphasis, brevity, novelty, and exaggeration. Most slang is faddish and ephemeral, but some words are retained for long periods and eventually become part of the standard language (e.g., phony, blizzard, movie). On the scale used to indicate a word's status in the language, slang ranks third behind standard and colloquial (or informal) and before cant. Slang often conveys an acerbic, even offensive, no-nonsense attitude and lends itself to poking fun at pretentiousness. Frequently grotesque and fantastic, it is usually spoken with intent to produce a startling or original effect. It is especially well developed in the speaking vocabularies of cultured, sophisticated, linguistically rich languages. Characteristically individual, slang often incorporates elements of the jargons of special-interest groups (e.g., professional, sport, regional, criminal, and drug subcultures). Slang words often come from foreign languages or are of a regional nature. Slang is very old, and the reasons for its development have been much investigated. The following is a small sample of American slang descriptive of a broad range of subjects: of madnessâloony, nuts, psycho; of crimeâheist, gat, hit, heat, grifter; of womenâbabe, chick, squeeze, skirt; of menâdude, hombre, hunk; of drunkennessâsloshed, plastered, stewed, looped, trashed, smashed; of drugsâhorse, high, stoned, tripping; of caressingâneck, fool around, make out; of states of mindâuptight, wired, mellow, laid back; the verb to goâscram, split, scoot, tip; miscellaneous phrasesâyou push his buttons, get it together, chill, she does her number, he does his thing, what's her story, I'm not into that.

_got it from Answers.com_

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

Anonymous — Sat, 30 Aug 2008 18:59:02 GMT

I disagree with Marvin A. , Dutch is an extremely difficult language.
Both the grammar and pronounciation of words is completely different from English.
Dutch is my mother tongue, and I know Dutch is very difficult due to its very irregular
verbs and also because of the large vocabulary.
Even other Dutch native speakers tend to not speak Dutch flawlessly.

'Ik ben het niet eens met Marvin A. , Nederlands is een ontzettend moeilijke taal.
Zowel de grammatica als de uitspraak van de woorden is totaal anders dan Engels.
Nederlands is mijn moedertaal, en ik weet dat Nederlands ontzettend moeilijk is vanwege haar
onregelmatige werkwoorden en ook vanwege het grote vocabulair.
Ook andere mensen met Nederlands als moedertaal hebben de neiging om Nederlands
met enkele fouten te spreken'

Re: More questions

Clive — Wed, 23 Jul 2008 04:30:35 GMT

Hi,

1) partial tuition scholarships of 2 or 3 years duration are available to students within New Zealand and internationally.
Is internationally correct? Yes. Or internaltional? Why? Because you need an adverb. You can't say 'Scholarships are available to students international'.
(2)
Philosophy, however, enlightened, however profound, gives no command over the passions, no influential motives, no vivifying principles.
Question: Which selection best describes the word" vivifying" as used above?
A) Cohesive
b) life giving I would skip the whole lengthy discussion below and say simply that the word 'vivifying' means 'giving life'.
c) universal

Here is the explanation: This is a rather difficult vocabulary to figure out based on context clues although some are given in the logical sequencing of the passage. Note that the author is listing virutes that are not accompanied by knowledge or philosophy so we know that the adjective describing princpiples must be one that attends virtue. Of the choices, universal and life giving are the only two that rise to that level. Recognizing the detail with which the author is presenting the differences between knowledge and virtue, the term universal would seem more out of sing than life giving so choice B would be the better choice.
But, I wonder, what about cohesive.? It is also an adj that attends virtue, too?
3)
It is well to be a gentleman, it is well to have a cultivated intellect, a delicate taste, a candid, dispassionate mind, no noble bearing in the conduct of life- these are the connatural qualities of a large knowledge.
Which selection best describe the word" connatural" as used above?
a) presumed
b) expected
c) warranted
d) cognate
e) herarled
Explanation: While all choices effectively make sense given the author is talking about the natural extension of a large knowledge, only choice D, cognate, follows the style of writing used by the author. By presenting the benefits of a large knowledge as such a given, it can best be understood that a word meaning inborn or innate as it relates to the acquision thereof would be used.
I wonder, does innate really mean cognate? Are they synonyms? I know they are all synonyms of connatural, but in different meanings, so they could not be each other's synonym?
I must confess that I didn't know the word 'connatural'. I had to look it up. In addition, I rarely use the word 'cognate'. I'd probably say 'innate' or 'natural'.

Best wishes, Clive