This document provides information about modifiers and specifically discusses delayed adjectives and adverbs. It defines adjectives and adverbs, and explains that a delayed adjective or adverb is placed after the noun or verb it modifies, with commas used to set it off. Examples of sentences containing delayed adjectives and adverbs are provided. The document concludes with practice exercises for identifying delayed adjectives and adverbs in sample sentences.
This document provides information about modifiers, specifically adjectives and adverbs, including adjective and adverb phrases. It defines modifiers and gives examples of adjective and adverb modifiers. It then discusses opening adjectives and adverbs, which modify sentences when placed at the beginning, and provides examples with practices for identifying opening adjectives and adverbs. The document aims to help develop a mature writing style through understanding and using different types of modifiers.
This document discusses different types of modifiers in sentences, including adjectives, adverbs, adjective phrases, and adverb phrases. It provides examples of each type of modifier and exercises for students to practice identifying and using modifiers. Key points covered include: adjectives and adverbs modify nouns and verbs; adjective and adverb phrases act like single adjectives and adverbs; and opening adjectives and adverbs appear at the beginning of sentences and require a comma. Practice questions ask students to underline different modifier types in example sentences.
A participial phrase is an adjective phrase that begins with a present or past participle verb form. It functions to modify a noun or pronoun in the sentence. A participial phrase can appear at the beginning of a sentence, separated by a comma from the main clause, or directly after the word it modifies. Care must be taken to avoid misplaced or dangling participial phrases where the modified word is unclear.
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A prepositional phrase is the part of a sentence that starts with a preposition and ends with a noun or pronoun. Prepositions are words that show the relationship of a noun or pronoun to another word. Practice with prepositional phrases in this video will include prepositions that tell about time, location and direction.
The document discusses three main ways to form negative sentences in English: 1) Using a single negative word like "no" or "not"; 2) Using the word "but" in a negative sense without another negative word; 3) Using words like "barely", "hardly", and "scarcely" with another negative word. It provides examples of correct and incorrect negative constructions. Key points are to avoid double negatives by using one negative term per clause and to understand words like "but", "barely", "hardly", and "scarcely" can implicitly make a sentence negative without another negative word.
The document discusses the key elements of a persuasive essay, including picking a position, analyzing the audience, using facts and evidence to support the position, refuting opposing views, and wrapping up with a concluding paragraph. It provides examples of topics that could be argued such as food choices in a campus union, and the debate between Conan O'Brien and Jay Leno over NBC's late night time slot. Tips are given on writing persuasively and practicing critical thinking skills.
This document provides information about adverbs and prepositions. It discusses how adverbs describe verbs by indicating how, when or where an action occurs. It also explains how to compare actions using comparative and superlative adverbs. Prepositions relate nouns or pronouns to other words in a sentence and must be followed by an object. Prepositional phrases add description and can be used in different parts of a sentence. Care must be taken to distinguish adverbs from prepositions and use object pronouns correctly in prepositional phrases.
The document discusses gradable and ungradable adjectives. Gradable adjectives describe qualities that can vary in intensity, such as "hot" or "expensive", while ungradable adjectives describe absolute qualities that cannot intensify, like "dead" or "unique". Most adjectives are gradable and can be used with grading adverbs to indicate strength, but ungradable adjectives are limits and do not typically combine with adverbs like "very". Some adjectives have both gradable and ungradable senses depending on usage. Understanding the distinction is more important than memorizing lists.
This document provides information about modifiers, specifically adjectives and adverbs, including adjective and adverb phrases. It defines modifiers and gives examples of adjective and adverb modifiers. It then discusses opening adjectives and adverbs, which modify sentences when placed at the beginning, and provides examples with practices for identifying opening adjectives and adverbs. The document aims to help develop a mature writing style through understanding and using different types of modifiers.
This document discusses different types of modifiers in sentences, including adjectives, adverbs, adjective phrases, and adverb phrases. It provides examples of each type of modifier and exercises for students to practice identifying and using modifiers. Key points covered include: adjectives and adverbs modify nouns and verbs; adjective and adverb phrases act like single adjectives and adverbs; and opening adjectives and adverbs appear at the beginning of sentences and require a comma. Practice questions ask students to underline different modifier types in example sentences.
A participial phrase is an adjective phrase that begins with a present or past participle verb form. It functions to modify a noun or pronoun in the sentence. A participial phrase can appear at the beginning of a sentence, separated by a comma from the main clause, or directly after the word it modifies. Care must be taken to avoid misplaced or dangling participial phrases where the modified word is unclear.
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A prepositional phrase is the part of a sentence that starts with a preposition and ends with a noun or pronoun. Prepositions are words that show the relationship of a noun or pronoun to another word. Practice with prepositional phrases in this video will include prepositions that tell about time, location and direction.
The document discusses three main ways to form negative sentences in English: 1) Using a single negative word like "no" or "not"; 2) Using the word "but" in a negative sense without another negative word; 3) Using words like "barely", "hardly", and "scarcely" with another negative word. It provides examples of correct and incorrect negative constructions. Key points are to avoid double negatives by using one negative term per clause and to understand words like "but", "barely", "hardly", and "scarcely" can implicitly make a sentence negative without another negative word.
The document discusses the key elements of a persuasive essay, including picking a position, analyzing the audience, using facts and evidence to support the position, refuting opposing views, and wrapping up with a concluding paragraph. It provides examples of topics that could be argued such as food choices in a campus union, and the debate between Conan O'Brien and Jay Leno over NBC's late night time slot. Tips are given on writing persuasively and practicing critical thinking skills.
This document provides information about adverbs and prepositions. It discusses how adverbs describe verbs by indicating how, when or where an action occurs. It also explains how to compare actions using comparative and superlative adverbs. Prepositions relate nouns or pronouns to other words in a sentence and must be followed by an object. Prepositional phrases add description and can be used in different parts of a sentence. Care must be taken to distinguish adverbs from prepositions and use object pronouns correctly in prepositional phrases.
The document discusses gradable and ungradable adjectives. Gradable adjectives describe qualities that can vary in intensity, such as "hot" or "expensive", while ungradable adjectives describe absolute qualities that cannot intensify, like "dead" or "unique". Most adjectives are gradable and can be used with grading adverbs to indicate strength, but ungradable adjectives are limits and do not typically combine with adverbs like "very". Some adjectives have both gradable and ungradable senses depending on usage. Understanding the distinction is more important than memorizing lists.
An idiom is a commonly used expression that has a special meaning different from the literal meaning of the words. Some examples of English idioms included in the document are "a bird in the hand is worth two in the bush" meaning having something certain is better than taking a risk, "a blessing in disguise" meaning something good that isn't recognized at first, and "actions speak louder than words" meaning it is better to do something than just talk about it. The document provides explanations of over 30 common English idioms and their meanings.
This document provides information about different types of clauses: noun clauses, adjective clauses, and adverb clauses. It defines each type of clause and provides examples to illustrate their functions within sentences. Noun clauses act as nouns, adjective clauses modify nouns or pronouns, and adverb clauses modify verbs, adjectives, adverbs, or verbals by describing when, where, how, etc. Relative pronouns are used to connect clauses to the words they modify.
This document defines and provides examples of adjective clauses and adverb clauses. Adjective clauses modify nouns and usually contain a relative pronoun like who, which, that. Adverb clauses are used like adverbs to describe when, where, why, or how something occurred. Examples of adjective clauses include "Emma Willard was the one who founded the first women's college in the United States" and "The team's mascot, which is a horse, is called Renegade." Examples of adverb clauses include "After I finish painting my bookcases, I will call you" and "I paint where there is plenty of fresh air."
The document provides information about noun clauses, including their definition, types, and functions. It discusses noun clauses derived from statements, questions, requests, and exclamations. It provides examples of each type of noun clause and explains how they are introduced and what grammatical functions they can serve in a sentence. The document also covers indirect speech, defining it and explaining how verb tenses are changed when converting direct speech to indirect speech based on the context.
This document provides an overview of the key rules for changing sentences from active voice to passive voice. It defines active and passive voice, noting that active voice has the subject performing the action while passive voice focuses on the action without specifying the actor. The three main rules for changing to passive voice are: subject becomes object, use of the third form of the verb, and inclusion of "by" plus the original subject. Numerous examples are given for changing tenses between active and passive voice, including present, past, future, perfect, continuous, and perfect continuous.
This document provides instruction on identifying and using participles and participial phrases in sentences. It includes examples and activities for students to practice identifying present and past participles, distinguishing verbs from participles, recognizing participial phrases, and using participial phrases to combine sentences. The goal is to emphasize feelings, actions, thoughts and observations through proper use of participles and participial phrases in writing.
Relative clauses with comics and jokes: who, which, that, when and where. Alina Dashkewitz
This document discusses relative clauses and how they are used to combine two sentences into one sentence by describing people, objects, places, or times. It notes that when using a relative clause, the definite article "the" should be used rather than "a" or "an". The document was created by Alina Dashkewitz to help teach English as a second language.
The document discusses different types of sentences: simple, compound, and complex. A simple sentence contains one subject and one predicate. A compound sentence contains two or more independent clauses joined by a conjunction. A complex sentence contains one main clause and one or more subordinate clauses. The document provides examples and explanations of each sentence type to illustrate their structures and formation.
The document provides guidance on writing informative/explanatory texts. It outlines six key elements that should be addressed: (1) introducing the topic, (2) developing the topic thoroughly with facts and details, (3) using transitions to clarify relationships, (4) using precise language, (5) maintaining a formal style, and (6) providing a concluding statement that follows from the information presented. Teachers should front-load definitions of formats, organizational strategies, and conventions to help students address these elements in their writing.
This document discusses sentence fragments and run-on sentences. It defines a sentence fragment as a group of words that does not express a complete thought, often missing a subject or verb. A run-on sentence improperly combines two or more independent clauses without correct punctuation or capitalization. Examples of fragments and run-on sentences are provided along with explanations of how to identify and correct them.
1) Subject-verb agreement refers to matching the number (singular or plural) of the subject with the verb.
2) Singular subjects take singular verbs that typically end in "s", while plural subjects take plural verbs that do not end in "s".
3) There are three irregular verbs - be, have, do - that have unique plural forms.
This document provides instructions for writing a comparison and contrast essay. It explains that a comparison and contrast essay analyzes the similarities and differences between two topics. It recommends including an introduction with background on the topics, a thesis statement describing the purpose of the comparison, supporting details and examples, and a conclusion summarizing the main ideas. The document also describes two methods for organizing the essay: point-by-point organization, where each paragraph addresses one point of comparison; and block organization, where similarities are discussed together in one section and differences in another.
A participial phrase consists of a participle plus other elements that function as an adjective to modify a noun or pronoun. There are two types of participles: present participles ending in "-ing" and past participles ending in "-ed", "-en", "-d", "-t", or "-n". Participial phrases should be placed next to the words they modify and include those words. They are punctuated with commas when they begin a sentence or contain non-essential information.
This document discusses the positioning of different types of adverbs in sentences. It explains that adverbs of frequency can go before or after verbs, adverbs of manner usually follow verbs they modify, adverbs of time often go at the end of sentences, adverbs of degree precede or follow adjectives or verbs depending on if they are words like "extremely" or "much", and comment adverbs frequently start sentences. The document provides examples to illustrate the typical placement of each adverb type.
This document discusses different types of sentences including simple, compound, complex, and compound-complex sentences. It provides examples of each type and explains the key elements - independent and dependent clauses. Readers are asked to identify sentence types, write their own examples, and test their understanding in a quiz.
The document discusses adjective clauses, which modify nouns and pronouns. Adjective clauses are introduced by relative pronouns like who, whom, whose, that, which or relative adverbs like when or where. Commas are used with nonessential adjective clauses but not with essential clauses. The document provides examples of correctly and incorrectly used adjective clauses.
This document presents examples and explanations of different types of sentences: simple sentences, compound sentences, complex sentences, and compound-complex sentences. It provides the basic patterns and structures for each type, including subject-verb combinations, use of conjunctions, and proper punctuation. Examples are given for each sentence type to illustrate their distinguishing characteristics. The purpose is to teach students about sentence structure.
The document defines and provides examples of noun phrases. It can be summarized as:
1) A noun phrase consists of a noun as the head, and may include pre-modifiers like adjectives, determiners, or relative clauses, as well as post-modifiers like prepositional phrases or clauses.
2) Basic noun phrases contain only pre-modifiers and a head noun, while complex noun phrases also include post-modifiers.
3) Pre-modifiers occur in a generally fixed order and can include determiners, adjectives, nouns, and others. Post-modifiers further describe the head noun and include adjectives, prepositional phrases, and clauses.
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
This document discusses two types of conjunctions: coordinating conjunctions and subordinating conjunctions. Coordinating conjunctions join two independent clauses and include for, and, nor, but, or, yet, and so. Subordinating conjunctions connect an independent and dependent clause and include time/location conjunctions like after and when as well as reason/cause conjunctions like because and result/effect conjunctions like that. Examples of each type of conjunction are provided.
This document provides tips and examples for using a variety of sentence starters to make writing more interesting and varied. It encourages beginning sentences with verbs, gerunds, prepositions, adverbs, and other parts of speech rather than using the same words like subjects at the start of sentences. Examples are given like "Running was the only way to escape the savage dog" and "On Suhkveer's wall was a poster advertising the next school dance." Readers are invited to try rewriting sentences themselves using these techniques.
The document discusses different types of phrases, fragments, and clauses in the English language. It defines phrases as incomplete thoughts that modify other words, fragments as incomplete sentences lacking a subject or verb, and clauses as groups of words with a subject and verb. The document then provides examples and explanations of different types of phrases (noun, prepositional, appositive, verbal), fragments (phrase and clause), and how to identify and correct fragments.
An idiom is a commonly used expression that has a special meaning different from the literal meaning of the words. Some examples of English idioms included in the document are "a bird in the hand is worth two in the bush" meaning having something certain is better than taking a risk, "a blessing in disguise" meaning something good that isn't recognized at first, and "actions speak louder than words" meaning it is better to do something than just talk about it. The document provides explanations of over 30 common English idioms and their meanings.
This document provides information about different types of clauses: noun clauses, adjective clauses, and adverb clauses. It defines each type of clause and provides examples to illustrate their functions within sentences. Noun clauses act as nouns, adjective clauses modify nouns or pronouns, and adverb clauses modify verbs, adjectives, adverbs, or verbals by describing when, where, how, etc. Relative pronouns are used to connect clauses to the words they modify.
This document defines and provides examples of adjective clauses and adverb clauses. Adjective clauses modify nouns and usually contain a relative pronoun like who, which, that. Adverb clauses are used like adverbs to describe when, where, why, or how something occurred. Examples of adjective clauses include "Emma Willard was the one who founded the first women's college in the United States" and "The team's mascot, which is a horse, is called Renegade." Examples of adverb clauses include "After I finish painting my bookcases, I will call you" and "I paint where there is plenty of fresh air."
The document provides information about noun clauses, including their definition, types, and functions. It discusses noun clauses derived from statements, questions, requests, and exclamations. It provides examples of each type of noun clause and explains how they are introduced and what grammatical functions they can serve in a sentence. The document also covers indirect speech, defining it and explaining how verb tenses are changed when converting direct speech to indirect speech based on the context.
This document provides an overview of the key rules for changing sentences from active voice to passive voice. It defines active and passive voice, noting that active voice has the subject performing the action while passive voice focuses on the action without specifying the actor. The three main rules for changing to passive voice are: subject becomes object, use of the third form of the verb, and inclusion of "by" plus the original subject. Numerous examples are given for changing tenses between active and passive voice, including present, past, future, perfect, continuous, and perfect continuous.
This document provides instruction on identifying and using participles and participial phrases in sentences. It includes examples and activities for students to practice identifying present and past participles, distinguishing verbs from participles, recognizing participial phrases, and using participial phrases to combine sentences. The goal is to emphasize feelings, actions, thoughts and observations through proper use of participles and participial phrases in writing.
Relative clauses with comics and jokes: who, which, that, when and where. Alina Dashkewitz
This document discusses relative clauses and how they are used to combine two sentences into one sentence by describing people, objects, places, or times. It notes that when using a relative clause, the definite article "the" should be used rather than "a" or "an". The document was created by Alina Dashkewitz to help teach English as a second language.
The document discusses different types of sentences: simple, compound, and complex. A simple sentence contains one subject and one predicate. A compound sentence contains two or more independent clauses joined by a conjunction. A complex sentence contains one main clause and one or more subordinate clauses. The document provides examples and explanations of each sentence type to illustrate their structures and formation.
The document provides guidance on writing informative/explanatory texts. It outlines six key elements that should be addressed: (1) introducing the topic, (2) developing the topic thoroughly with facts and details, (3) using transitions to clarify relationships, (4) using precise language, (5) maintaining a formal style, and (6) providing a concluding statement that follows from the information presented. Teachers should front-load definitions of formats, organizational strategies, and conventions to help students address these elements in their writing.
This document discusses sentence fragments and run-on sentences. It defines a sentence fragment as a group of words that does not express a complete thought, often missing a subject or verb. A run-on sentence improperly combines two or more independent clauses without correct punctuation or capitalization. Examples of fragments and run-on sentences are provided along with explanations of how to identify and correct them.
1) Subject-verb agreement refers to matching the number (singular or plural) of the subject with the verb.
2) Singular subjects take singular verbs that typically end in "s", while plural subjects take plural verbs that do not end in "s".
3) There are three irregular verbs - be, have, do - that have unique plural forms.
This document provides instructions for writing a comparison and contrast essay. It explains that a comparison and contrast essay analyzes the similarities and differences between two topics. It recommends including an introduction with background on the topics, a thesis statement describing the purpose of the comparison, supporting details and examples, and a conclusion summarizing the main ideas. The document also describes two methods for organizing the essay: point-by-point organization, where each paragraph addresses one point of comparison; and block organization, where similarities are discussed together in one section and differences in another.
A participial phrase consists of a participle plus other elements that function as an adjective to modify a noun or pronoun. There are two types of participles: present participles ending in "-ing" and past participles ending in "-ed", "-en", "-d", "-t", or "-n". Participial phrases should be placed next to the words they modify and include those words. They are punctuated with commas when they begin a sentence or contain non-essential information.
This document discusses the positioning of different types of adverbs in sentences. It explains that adverbs of frequency can go before or after verbs, adverbs of manner usually follow verbs they modify, adverbs of time often go at the end of sentences, adverbs of degree precede or follow adjectives or verbs depending on if they are words like "extremely" or "much", and comment adverbs frequently start sentences. The document provides examples to illustrate the typical placement of each adverb type.
This document discusses different types of sentences including simple, compound, complex, and compound-complex sentences. It provides examples of each type and explains the key elements - independent and dependent clauses. Readers are asked to identify sentence types, write their own examples, and test their understanding in a quiz.
The document discusses adjective clauses, which modify nouns and pronouns. Adjective clauses are introduced by relative pronouns like who, whom, whose, that, which or relative adverbs like when or where. Commas are used with nonessential adjective clauses but not with essential clauses. The document provides examples of correctly and incorrectly used adjective clauses.
This document presents examples and explanations of different types of sentences: simple sentences, compound sentences, complex sentences, and compound-complex sentences. It provides the basic patterns and structures for each type, including subject-verb combinations, use of conjunctions, and proper punctuation. Examples are given for each sentence type to illustrate their distinguishing characteristics. The purpose is to teach students about sentence structure.
The document defines and provides examples of noun phrases. It can be summarized as:
1) A noun phrase consists of a noun as the head, and may include pre-modifiers like adjectives, determiners, or relative clauses, as well as post-modifiers like prepositional phrases or clauses.
2) Basic noun phrases contain only pre-modifiers and a head noun, while complex noun phrases also include post-modifiers.
3) Pre-modifiers occur in a generally fixed order and can include determiners, adjectives, nouns, and others. Post-modifiers further describe the head noun and include adjectives, prepositional phrases, and clauses.
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
This document discusses two types of conjunctions: coordinating conjunctions and subordinating conjunctions. Coordinating conjunctions join two independent clauses and include for, and, nor, but, or, yet, and so. Subordinating conjunctions connect an independent and dependent clause and include time/location conjunctions like after and when as well as reason/cause conjunctions like because and result/effect conjunctions like that. Examples of each type of conjunction are provided.
This document provides tips and examples for using a variety of sentence starters to make writing more interesting and varied. It encourages beginning sentences with verbs, gerunds, prepositions, adverbs, and other parts of speech rather than using the same words like subjects at the start of sentences. Examples are given like "Running was the only way to escape the savage dog" and "On Suhkveer's wall was a poster advertising the next school dance." Readers are invited to try rewriting sentences themselves using these techniques.
The document discusses different types of phrases, fragments, and clauses in the English language. It defines phrases as incomplete thoughts that modify other words, fragments as incomplete sentences lacking a subject or verb, and clauses as groups of words with a subject and verb. The document then provides examples and explanations of different types of phrases (noun, prepositional, appositive, verbal), fragments (phrase and clause), and how to identify and correct fragments.
The document discusses four main types of paragraphs: enumerative, expository, argumentative, and opening/closing. Enumerative paragraphs list reasons related to a main idea, which can be at the beginning or end. Expository paragraphs explain an issue to inform readers. Argumentative paragraphs attempt to persuade by presenting arguments for a thesis. Opening paragraphs introduce a subject and closing paragraphs conclude by summarizing main ideas.
This document discusses describing feelings using adjectives. It asks the reader to look at pictures and identify the adjectives that describe the feelings expressed in each photo, such as angry, frustrated, worried, and tired. It then provides three situations and asks the reader to write short texts describing the people, surroundings, and feelings expressed in each situation.
This document discusses the importance of varying sentence types and starters in writing. There are four basic sentence types: simple, compound, complex, and compound-complex. Using a variety of these sentence types allows writers to vary their tone and voice and better represent relationships between ideas. The document provides tips for incorporating more sentence variety, such as alternating between short and long sentences, using different connector words, and color-coding sentences by type in one's writing. It also suggests reading writing aloud and varying sentence starters to avoid monotony.
The document provides sentence starters and structural elements for analyzing a poem or text. It includes prompts for discussing the opening, language used, themes presented, and how the piece concludes to convey its overall meaning. Suggestions are made for pointing to evidence from the text and explaining the techniques and impressions crafted by the writer through their word choices.
The document discusses adverb phrases and their functions. It begins by defining an adverb phrase as consisting of one or more words with the adverb as the head. Adverbs can modify verbs, be-verbs, adjectives, other adverbs, noun phrases, prepositional phrases, and determiners. Example adverb phrases are provided for each function to illustrate how adverbs modify or qualify different parts of speech.
This document provides examples and guidelines for using the prepositions "at", "in", and "on" to indicate specific times, dates, periods, or recurring events. It explains that "at" is used for specific times, "in" is used for months, years, centuries and long periods, and "on" is used for days and dates. The document then provides several examples of using these prepositions correctly in different contexts like times, dates, periods, recurring events, and expressions of time. It concludes with an exercise asking the reader to fill in the correct prepositions in additional time and date contexts.
The document provides information about prepositional phrases including:
- A prepositional phrase consists of a preposition, its object, and any modifiers of the object.
- The object of the preposition is a noun or pronoun that completes the prepositional phrase.
- Prepositional phrases can modify nouns, verbs, and complete clauses.
This document provides examples of strong sentence starters for responding to other people's comments or points in a respectful discussion. It also provides a brief biography of Catlin Tucker, an English teacher who has nine years of teaching experience at the high school level and has a master's degree focused on creating a safe classroom environment to support student learning. She now works with Collaborize designing educational resources.
This document summarizes the structure and function of adjective phrases in English. It defines an adjective phrase as consisting of an optional adverb phrase followed by an adjective. Adjective phrases can modify nouns attributively as part of a noun phrase, or predicatively after a linking verb. They allow adjectives and adverbs to combine flexibly to provide descriptive information about nouns.
This document provides examples of different types of story starters that can be used when beginning a narrative. It outlines six categories of starters: dialogue, action, flashback, foreshadowing, question, and statement. For each category, it provides a hypothetical example of how to use that type of starter to tell a story about breaking one's wrist after falling off a bike. The categories of story starters are intended to help writers get past the challenging first step of starting a story.
This document discusses the morphology, syntax, and semantics of adjective phrases. It covers:
1) The inflectional forms of comparative ("-er") and superlative ("-est") adjectives based on syllable count.
2) The positions adjectives can occur in syntactically, such as attribute, predicative, postposed modifier, and noun phrase head.
3) Ways adjectives are derived, such as "-ed" and "-ing" participial adjectives, and compounding with other parts of speech.
4) The semantic types of adjectives, including descriptors, classifiers based on attributes like color, and emphasizers.
Adjective phrases modify nouns and consist of an adjective and other optional elements like determiners or modifiers. They can function as attributive modifiers before nouns or after linking verbs. Adjective phrases can also be modified by adverbs or other determiners. Common examples include "a very slow voice", "heavy rain", and "a cup of hot chocolate". The adjective is the head of the phrase and additional words provide context about the adjective.
This document discusses adverb clauses. It defines an adverb clause as a subordinate clause that modifies a verb, adjective, or other adverb by providing information about when, where, how, why, to what extent, or under what condition. Adverb clauses can be found anywhere in a sentence and are introduced by subordinating conjunctions like after, as, before, since, until. Examples of adverb clauses and their functions are provided.
This document discusses adverbs and adverbial phrases. It covers the functions of adverbs, which include modifying verbs, adjectives, nouns, other adverbs, phrases and sentences. It also discusses the different types of adverbs and their positions in sentences. Specifically, it explains that adverbs of manner, place and time usually go after intransitive verbs or transitive verbs plus objects. It provides examples of comparing adverbs and lists some homework assignments analyzing adverbs.
The document defines an adverb phrase as a prepositional phrase that modifies a verb, adjective, or adverb by describing how, when, where, or to what degree. It provides examples of sentences with adverb phrases highlighted and the word they modify circled. The document also provides an exercise for the reader to identify adverb phrases in sentences and highlight the phrase while circling the modified word.
The document discusses adverb clauses of time. It defines adverbs, clauses, and adverb clauses. Adverb clauses of time use subordinating conjunctions like when, whenever, while, as, before, after, till, until, since and as soon as to describe when something happens in relation to another action. Examples are provided such as "When he comes, he will tell us the story" and "After she had got the money, she bought the car." Adverb clauses of time can appear at the beginning, middle or end of a sentence and include a subordinate clause and main clause.
An adjective phrase modifies a noun and consists of an optional adverb phrase followed by an adjective. Adjective phrases function as subject complements following a linking verb, object complements modifying a direct object, or as pre-modifiers within a noun phrase. They define attributes and characteristics of nouns. Examples are provided such as "the fat brown dog" where "fat brown" is the adjective phrase modifying the noun "dog", and "John made Kate angry" where "angry" is the object complement adjective phrase modifying the direct object "Kate".
This document defines adverbs and adverbial clauses. It discusses how adverbs modify verbs, adjectives, and other adverbs. Common adverbs often end in "-ly" but this is not always the case. The document also describes different types of adverbs including manner, place, frequency, time, purpose, comment, degree. It discusses the flexible positions of adverbs in sentences and provides examples. Finally, it includes exercises testing the understanding of adverb positions and ordering.
adverbs, prepositions, conjunctions, interjections, and post-testkanisha26
This document provides an overview of different parts of speech including adverbs, prepositions, conjunctions, and interjections. It defines each part of speech, provides examples, and exercises for identifying parts of speech in sentences and forming comparative and superlative adverbs. Practice questions are included at the end to test the reader's understanding.
This document discusses adverbs and adverbials. It defines adverbs as words that modify verbs, adjectives, other adverbs, and clauses. Adverbs do not always end in "ly" and words ending in "ly" are not always adverbs. An adverbial is a string of words that functions to modify. There are four common types of adverbials: prepositional phrases, noun phrases, subordinate clauses, and non-finite clauses. The document provides examples of adverbials, such as prepositional phrases adding description. It also discusses fronted adverbials and concerns about overemphasizing them in English teaching.
This document discusses adverbs and adverbials. It defines adverbs as words that modify verbs, adjectives, other adverbs, and clauses. Adverbs do not always end in "ly" and words ending in "ly" are not always adverbs. An adverbial is a string of words that functions to modify. There are four common types of adverbials: prepositional phrases, noun phrases, subordinate clauses, and non-finite clauses. The document provides examples of adverbials, such as prepositional phrases adding description. It also discusses fronted adverbials and concerns about overemphasizing them in English teaching.
The document discusses the appositive and provides three examples:
1. An appositive is a noun that renames a previous noun for more detail or emotion.
2. It provides the example sentence "The car, a new Porsche, ran out of gas" where Porsche is the appositive.
3. It instructs the reader to write a simple sentence and add an appositive phrase to rename the main noun.
This document provides definitions and examples of different parts of speech in English language including nouns, verbs, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections. It defines common, proper, collective, and abstract nouns. It also defines action verbs and linking verbs. It discusses personal, indefinite, interrogative, and demonstrative pronouns. It provides examples of adjectives, adverbs, prepositions, conjunctions, and interjections. The document was made by KUNAL, ANKITA, AMANDEEP & SIMRAN PREET.
This document provides an overview of the main parts of speech: nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and prepositions. For each part of speech, examples are given and sentences are provided for students to practice identifying the different parts of speech. The document also distinguishes between prepositions and conjunctions.
This document provides an overview of the main parts of speech: nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and prepositions. For each part of speech, examples are given and sentences are provided for students to practice identifying the different parts of speech. The document also distinguishes between prepositions and conjunctions.
This document provides an overview of the main parts of speech: nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and prepositions. For each part of speech, the document defines what it is, provides examples, and has practice identifying the part of speech in sample sentences. It also discusses pronouns and their antecedents, different types of verbs and adjectives, objects of prepositions, and the difference between prepositions and conjunctions.
This document provides an overview of the main parts of speech: nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and prepositions. For each part of speech, the document defines what it is, provides examples, and has practice identifying the part of speech in sample sentences. It also discusses pronouns and their antecedents, different types of verbs and adjectives, objects of prepositions, and the difference between prepositions and conjunctions.
This document provides an overview of the main parts of speech: nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and prepositions. For each part of speech, the document defines what it is, provides examples, and has practice identifying the part of speech in sample sentences. It also discusses pronouns and their antecedents, different types of verbs and adjectives, objects of prepositions, and the difference between prepositions and conjunctions.
The document discusses strategies for determining the meaning of words in English. It covers using context clues, definitions, comparisons/contrasts, explanations, synonyms, and illustrations. Specific examples are provided to demonstrate each strategy, such as using context to determine the meaning of "panorama" and "assassinated". The document also discusses analyzing word parts, like prefixes and suffixes, and using dictionaries to find spellings, pronunciations, parts of speech, definitions, origins, and related words.
The document discusses strategies for determining the meaning of words in English. It covers using context clues, definitions, comparisons/contrasts, explanations, synonyms, and illustrations. Specific examples are provided to demonstrate each strategy, such as using context to determine the meaning of "panorama" and "assassinated". The document also discusses analyzing word parts, like prefixes and suffixes, and using dictionaries to find spellings, pronunciations, parts of speech, definitions, origins, and related words.
The document discusses various strategies for determining the meaning of unknown words in English, including using context clues, definitions, comparisons/contrasts, explanations, synonyms, and illustrations. Specific examples are provided to demonstrate each strategy. The document also covers analyzing word parts, such as prefixes, suffixes, and compound words. Finally, it discusses what information can be found in dictionaries, such as spelling, pronunciation, part of speech, definitions, origins, and related words.
The document discusses strategies for determining the meaning of words in English. It covers using context clues, definitions, comparisons/contrasts, explanations, synonyms, and illustrations. Specific examples are provided to demonstrate each strategy, such as using context to determine the meaning of "panorama" and "assassinated". The document also discusses analyzing word parts, like prefixes and suffixes, and using dictionaries to find a word's spelling, pronunciation, part of speech, definition, and other information.
This document provides information about the eight parts of speech in English: noun, pronoun, verb, preposition, adjective, adverb, interjection, and conjunction. It defines each part of speech and provides examples. The learning outcomes are to recall and identify the eight parts of speech and give examples of each. The document concludes with a practice identifying parts of speech in given sentences.
This document defines and provides examples for the 8 parts of speech in English: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. Nouns name people, places, things, and ideas. Pronouns replace nouns. Adjectives describe nouns. Verbs show actions and states of being. Adverbs describe verbs, adjectives, and other adverbs. Prepositions show location and time. Conjunctions join words and phrases. Interjections express emotions. Mastering the parts of speech is fundamental to grammar and effective communication.
Adjectives are words that describe or modify nouns. There are different types of adjectives including descriptive, limiting, and predicate adjectives. Adjectives typically come before the nouns they modify and follow a general order based on their meaning or function. They also have comparative and superlative forms to indicate degree of comparison between people or things.
This document discusses the use of adjectives in sentences. It defines what an adjective is and provides examples of different types of adjectives, including descriptive adjectives, articles, proper adjectives, possessive nouns and pronouns used as adjectives, numbers used as adjectives, and indefinite pronouns used as adjectives. The document also contains lessons and exercises to help the reader identify and correctly use adjectives.
This document discusses the nature vs nurture debate regarding genetics and behavior. It provides information on behavioral genetics and twin studies which aim to determine the extent to which personality traits and behaviors are influenced by genetics versus environment. Twin studies compare identical twins, who share 100% of genes, to fraternal twins and non-twins to see how similar their traits are. Results show traits like extroversion have a strong genetic influence, while environment also impacts trait development within one's natural range. Overall, both nature and nurture interact to shape human behavior.
This document defines and describes several social forces and phenomena: conformity (normative and informational), obedience, diffusion of responsibility, deferral of responsibility to authority, power of the situation, social facilitation, social loafing, risky shift, and groupthink. Conformity refers to going along with a group to be liked or see them as a source of information. Obedience involves following authority figures to avoid punishment. Diffusion of responsibility means feeling less responsible as part of a group. The power of the situation impacts individual behavior. Social facilitation means performing better when observed, while social loafing means performing worse in groups. Risky shift and groupthink can lead groups to make riskier or poorer decisions than individuals
The document discusses Lawrence Kohlberg's theory of moral development, which proposes that morality progresses through three levels - from obedience to authority at level one, to conforming to social norms at level two, to reasoning based on universal ethical principles at level three. It provides examples of moral dilemmas used by Kohlberg to assess individuals' moral reasoning and places responses in one of the six stages that make up the three levels of moral development. The document also reviews some criticisms of Kohlberg's theory.
Freud believed human behavior is driven by the id, ego, and superego. The id operates on the pleasure principle seeking immediate gratification of desires. The ego uses reason and reality to satisfy the id within social norms. The superego incorporates moral values and causes guilt when one fails to act properly. Freud saw the id as the source of motivation, while the superego represses urges motivating good behavior. Childhood experiences shape the development of ego and superego as children learn acceptable behavior.
The document discusses the elements and principles of design. The elements are the basic materials used in design, such as line, shape, color, value, texture, size, and space. The principles are rules for organizing the elements, including contrast, repetition, alignment, and proximity. Contrast uses difference to make elements stand out, repetition creates unity and patterns, alignment connects elements visually, and proximity groups related items together.
The document summarizes several theories of motivation:
- Instinct theory proposes that behaviors are genetically inherited and motivated by survival needs, but cannot explain variability in human behaviors.
- Drive-reduction theory states humans act to reduce feelings of tension, but this does not explain behaviors that increase tension.
- Arousal theory suggests humans seek an optimal level of arousal and will act to increase or decrease it, though it does not neatly explain all behaviors.
- Intrinsic/extrinsic motivation separates behaviors driven by internal rewards from external rewards, but survival needs do not clearly fit this binary model. In conclusion, theories simplify human motivation but cannot fully capture its complexity.
This document discusses how humans learn and remember information. It explains that there are three types of memory: sensory, short-term, and long-term. Short-term memories last 1-25 seconds unless the information is rehearsed, which allows it to be transferred to long-term memory. The type of rehearsal, like repetition or organization, impacts this transfer. Long-term memory stores information more permanently through semantic networks of interconnected ideas. Memory is consolidated as connections are made in the brain and information is recalled. Understanding information requires going beyond just knowing facts to applying, analyzing, and critiquing ideas by making connections between topics.
This document provides information about using colors in digital design. It discusses the two main color profiles - RGB for screens and CMYK for print. CMYK colors are created using cyan, magenta, yellow and black inks, with values from 0-100 representing the amount of each color. The document demonstrates how to create custom colors in CMYK or RGB, save them as swatches, and find color codes. Tips are provided on darkening or lightening colors and creating new hues by mixing color values.
The shutter is a door inside the camera that opens when the shutter button is pressed, allowing light to enter and expose the image sensor. At slow shutter speeds moving objects appear blurry, while at fast shutter speeds they appear clearer. Shutter speed is measured in fractions of a second, with higher numbers indicating faster speeds. Faster shutter speeds require more light and can freeze motion, while slower speeds allow blurring effects. The document provides guidance on selecting shutter speeds for different types of shots and adjusting aperture, ISO, exposure compensation if images appear too dark at a desired shutter speed.
Composition in photography involves framing the subject and elements within an image. There are 8 common rules of composition: 1) Fill the frame by removing empty space, 2) Eliminate distractions, 3) Follow the rule of thirds by placing subjects off-center, 4) Center subjects to create symmetry, 5) Incorporate leading lines, 6) Leave space around the subject, 7) Create depth with foreground and background elements, and 8) Consider different camera angles beyond straight-on. Following these rules can improve visual interest, balance, and focus on the main subject.
This document provides guidance on interviewing subjects and selecting quotes for a yearbook. It discusses developing open-ended interview questions, conducting interviews in a respectful manner, accurately recording quotes, and selecting impactful quotes to include in the yearbook. Tips are provided such as asking follow-up questions to elicit more details, demonstrating good listening skills during interviews, and requesting permission before quoting subjects or recording them. The document emphasizes practicing diligent note-taking and quoting subjects verbatim without altering their words.
The document provides information about different types of cameras and their functions:
- DSLR cameras provide high quality photos with manual options due to a large sensor and interchangeable lenses, while point and shoot cameras provide some manual options but lower quality than DSLRs.
- Cell phone cameras have the lowest photo quality and fewest manual controls due to their small built-in lenses.
- The document reviews parts of a DSLR camera like the lens, memory card slot, battery compartment, and buttons/dials for settings.
- Shooting modes for DSLRs include automatic, scene, and manual options for controlling different functions like aperture, shutter speed, and focus.
Schizophrenia is a brain disease that causes individuals to experience delusions, hallucinations, paranoia, and disordered thinking. It develops during adolescence and young adulthood due to errors in brain development. While there is no cure, treatments like medication and support groups can help reduce symptoms.
This document discusses key concepts in sensation and perception including absolute threshold, difference threshold, signal detection theory, and sensory adaptation. Absolute threshold refers to the weakest stimulus that can be detected, such as seeing a candle flame from 30 miles away. Difference threshold is the smallest detectable change in a stimulus, like noticing a change in music volume. Signal detection theory explains how the brain focuses on important stimuli while filtering out less important information. Sensory adaptation is the tendency to become less aware of constant, unchanging stimuli over time as the brain learns to filter them out.
Sensation is the impact of external stimuli on our sensory organs which creates neural signals. Perception is the mental process in our brain that interprets these neural signals and creates meaning. Together, sensation and perception form our interpretation of reality. Transduction is the process where environmental information is converted into neural impulses through our sensory organs like eyes, ears, and skin. These impulses are then sent to the brain through the peripheral nervous system to be interpreted.
The document discusses concepts related to how people behave differently in groups. It describes a jigsaw activity where students will teach each other in groups about various concepts. The concepts discussed include social facilitation, where people perform better when being watched; evaluation apprehension, the worry of being judged by others; social loafing, where people work worse in groups; risky shift, taking more risks in a group; and groupthink, suppressing good ideas to reach a unanimous decision.
The Stanford Prison Experiment was conducted in 1971 by Philip Zimbardo to study the psychological effects of perceived power and roles. 24 male college students were randomly assigned to be either prison guards or prisoners. The guards quickly began treating the prisoners cruelly by enforcing harsh punishments for disobedience. Within days, the prisoners began to show signs of stress and mental breakdown. The experiment revealed how easily people can be corrupted by perceived power and authority, and how strongly our behavior is influenced by social and situational factors rather than internal character traits alone.
Here are two examples from my own experiences:
1. Normative influence: In high school, I started listening to a certain type of music just because it was popular among my friends, even though it wasn't necessarily my personal taste. I wanted to fit in with the group.
2. Informational influence: When I visited a new city, I followed the crowds to figure out which subway line to take to get to the downtown area. Since I didn't know the system well, I relied on others seeming to know where they were going.
I do not have a strong opinion on the ethics of the experiment. It raised important questions about human behavior, but also involved deceiving and potentially harming participants. Reasonable people can disagree on this issue.
The document discusses Sigmund Freud's theories of the conscious and unconscious mind. Freud believed the conscious mind is like the tip of an iceberg, with most of the mind being the unconscious - containing desires, memories, and experiences we are unaware of. Three techniques discussed for accessing the unconscious are psychoanalysis, where talking to a therapist can reveal hidden desires; word association, where a subject rapidly says the first word that comes to mind in response to a word; and the Rorschach inkblot test, where a subject interprets inkblots and their responses are analyzed. While criticized as subjective, these techniques aimed to better understand a patient's mind and problems.
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2. Adjective Adverb
A word that describes/
gives more information
about a noun.
Adjective Phrase Adverb Phrase
A word that describes/
gives more information
about a verb.
A group of words that
describes/gives more
information about a
noun.
A group of words that
describes/gives more
information about a
Verb.
3. Opening Adjective
An adjective or adjective
phrase at the beginning
of a sentence, giving
information about a noun.
Example:
“Speechless, Bryson
scanned the
small living room.”
Opening Adverb
Example:
An adverb or adverb
phrase at the beginning
of a sentence, giving
information about a verb.
“In silence, my mother
sat and waited for me
to respond.”
4. Delayed Adjective
An adjective or adjective phrase placed
after the noun described.
You must ALWAYS offset a delayed adjective with commas.
Example:
“People under the helicopter ducked
down, afraid, as if they were being visited
by a plague or a god.”
5. Delayed Adjective
( An adjective or adjective phrase placed after the noun described. )
Examples (end of sentence):
1. It's a routine day in October, sunny and
crisp.
2. Each snowflake was different, Sister Zoe
said, like a person, irreplaceable and
beautiful.
3. He ceased, but at once Boromir stood up,
tall and proud.
6. Delayed Adjective
( An adjective or adjective phrase placed after the noun described. )
Examples (middle of sentence):
1. A woman of fifty or so, plump with frizzy
gray hair, came toward them.
2. Its lawn, green and lush, is the length of
several football fields.
3. The April sun, weak but determined,
shone through a castle window and from
there squeezed itself through a small hole
in the wall.
7. Practice 1
Directions:
Underline all delayed adjectives.
On your note sheet, complete PRACTICE 2.
1. Milk, sticky and sour on her dress, attracted every
small flying thing from gnats to grasshoppers.
2. The shadow was still there, dark and dreadful.
3. A dog came bounding among us with a loud volley
of barks, and leapt round us, wild with glee at
finding so many human beings together.
4. The water in this pool has a dark clarity like smoked
glass, transparent but obscure.
8. Hint:
A delayed adjective phrase always starts with
an adjective. To check whether or not it is an
adjective phrase, take the first word of the
phrase and put it in front of the noun you think it
describes.
A dog came bounding among us with a loud volley
of barks, and leapt round us, wild with glee at finding
so many human beings together.
A wild dog came bounding among us with a loud
volley of barks, and leapt round us.
9. Hint:
A delayed adjective phrase always starts with
an adjective. To check whether or not it is an
adjective phrase, take the first word of the
phrase and put it in front of the noun you think it
describes.
Milk, sticky and sour on her dress, attracted every
small flying thing from gnats to grasshoppers.
Sticky milk attracted every small flying thing from
gnats to grasshoppers.
10. Delayed Adverb
An adverb or adverb phrase placed
after the verb described.
You must ALWAYS offset a delayed adverb with commas.
Example:
“The friends stared out at the world,
wildly, like lunatics.”
11. Delayed Adverbs
( An adverb or adverb phrase placed after the verb described. )
Examples (middle of sentence):
1. By now the sharks were all around us,
above and below, and to all sides.
2. They smiled, delicately, like weary
children remembering a party.
3. He stretched out his hands, blindly,
frantically, waving them in the air to ward
off the attack from the dinosaur he knew
was coming.
12. Delayed Adverbs
( An adverb or adverb phrase placed after the verb described. )
Examples (end of sentence):
1. We all had a drink together, amicably.
2. Still winded, Smith sat up, slowly.
3. She watched the children run into the
school, noisily making sounds with hand-
made instruments.
13. Practice 2
Directions:
Underline all delayed adverbs.
On your note sheet, complete PRACTICE 2.
1. They sang like angels, purely and sweetly.
2. In hunting season, all kinds of small game turn up
in dumpsters, some of it, sadly, still alive.
3. His body glided across the room, noiselessly and
smoothly.
4. She was running, between the road and railroad
tracks, after a car that was driving away.
14. Practice 3
Directions:
Write one sentence that includes
an delayed adjective, and a
second that includes a delayed
adverb.
On your note sheet, complete PRACTICE 3.
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