Introductions Writing an introduction is not too different from introducing a friend. Let’s say that you are with a group of people and they are talking about Painting. Your friend Phil‚ who isn’t present‚ is a professional painter. How would you enter the conversation? You wouldn’t say‚ “Phil is a Painter.” Why? Because the people you are with don’t know Phil‚ and it would seem random to just state someone’s name who does something out of the blue. You might say‚ “My friend Phil is a professional
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02/12/12 Cohesiv e Dev ices Coherence When sentences‚ ideas‚ and details fit together clearly‚ readers can follow along easily‚ and the writing is coherent. The ideas tie together smoothly and clearly. To establish the links that readers need‚ you can use the methods listed here. Note that good writers use a combination of these methods. Do not rely on and overuse any single method – especially transitional words. Repetition of a Key Term or Phrase This helps to focus your ideas and to
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are fortuneless need to work tirelessly to increase their funds. To strengthen his opinion‚ Hazlitt only uses the word “money” once‚ in the beginning sentence‚ and then refers to money “it” later on. The essay is full of situations and possibilities of a person’s life without money and how unbecoming that life can be. Hazlitt writes in three sentences by using elongated syntax and parallelism in his essay to give the impression of a rant so that the audience has no way to argue back with his views
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colon‚ dash‚ hyphen‚ parentheses‚ brackets‚ braces‚ apostrophe‚ quotation marks‚ and ellipses. Sentence Endings Three of the fourteen punctuation marks are appropriate for use as sentence endings. They are the period‚ question mark‚ and exclamation point. The period (.) is placed at the end of declarative sentences‚ statements thought to be complete and after many abbreviations. For example: • As a sentence ender: Jane and Jack went to the market . • After an abbreviation: Her Mar . birthday came
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landslides and flooding. Also‚ more than one cause can lead to one or more effects‚ for example‚ eating too much pizza and drinking too much coke for lunch can cause you to get fat and be late for class! Vocabulary and Grammar Cause-effect | Example Sentences | ...because of...... caused by... cause of... reason for... attributed to... on account of... owing to | There was flooding because of the heavy rain. The flooding was caused by the heavy rain.The heavy rain was the cause of the flooding.The heavy
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society B. Using flash cards to remember specific facts. C. Weekly quizzes on dates and events. D. Student competitions for most books memorized. Answers: (1.) A (2.) C (3.) A Sentence Structure & Grammar (20 minutes‚ 30 questions): Sample Questions Part 1: In this section‚ each question contains 4 sentences. Choose the one that is best. Example: A. One of the musicians who is Eric has been looking for a practice room. B. Eric‚ one of the musicians‚ are looking for a practice room
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Chapter 4 Planning Business Messages UNDERSTANDING THE THREE-STEP WRITING PROCESS Business professionals undertake a wide variety of communication tasks everyday‚ many in the form of written messages. To compete for an audience’s attention‚ the writer must produce messages that are purposeful‚ audience-centered‚ and concise. An effective method for producing written messages is to view writing as a three-step process: planning‚ writing‚ and completing. Planning‚ the first step‚ entails first
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LANGUAGE RELATED TASKS Grammar item 1: …but sooner or later we have to sleep. Meaning In this sentence have to sleep is used to express the idea that we are obliged to sleep even if we don’t wish to do so. CCQs: Is it something we must do? Yes. Can we avoid it? No. Use of examples: We have to use the safety belt. Children have to attend school by law. Form Have to is a non-modal alternative to the modal verb must to talk about obligation. It is interchangeable with have
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Effective Sentences and Word Choice Fragments‚ Run-On‚ Parallel Structure‚ String/Wordy Sentences‚ Colorful Language‚ Denotation & Connotation‚ All types of Figurative Language (all) 2.3 Parallel vs. Non Parallel 2.5 Wordy Sentence Chart 2.6 Be Specific‚ choose vivid verbs‚ include strong‚ precise modifiers 2.7 Denotation/Connotation…be ready to identify 2.8 Similes‚ Metaphors‚ Personification Extra… Alliteration‚ Hyperbole‚ Oxymoron‚ Idioms‚ Overstatements/Understatements Sentence Variety
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thing‚ event‚ idea * Kinds * Proper nouns (e.g. Ms. Bumanglag‚ Miriam College Grade School) * Specific * Always capitalized * Common nouns (e.g. teacher‚ school) * General * Not capitalized; except if it’s the start of the sentence * Abstract nouns (e.g. love‚ freedom) * Cannot be experienced through the five senses (sight‚ hearing‚ smell‚ touch or taste) * Can be felt * Concrete nouns (e.g. chair‚ table) * Can be experienced through the five senses (sight
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