period and a capital letter or (2) a comma (if needed) and the joining word and‚ but‚ for‚ or so. Do not use the same method of correction for every sentence. Some of the run-ons are fused sentences (there is no punctuation between the two complete thoughts)‚ and some are comma splices (there is only a comma between the two complete thoughts). One sentence is correct. 1. Slovakia‚ a country in eastern Europe‚ was once ruled by the Austro-Hungarian Empire‚ it is now an independent country. 2
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every statement.= time consuming in the exam hall. 1. AEIO (analytical Method) Have to mugup some rules‚ and spend some hours @home to master the “AEIO” conversion in your head. But once done‚ it is easy as a walk in the park. 1. Distribution of terms (Tick method) Usually taught in CAT coaching classes and
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Effective Sentences Effective sentences are unity‚ coherence‚ and emphasis. A. Unity * Unity is the first quality of an effective sentence. A unified sentence expresses a single complete thought. It does not contain ideas that are not related‚ nor does it express a "[T]he essential quality of a paragraph should be unity. A paragraph is supposed to have a central idea‚ and everything in the paragraph relates to and develops that idea. The reader finds no surprises‚ and every sentence fits
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ENN103F/101/3/2013 Tutorial letter 101/3/2013 English for Academic Purposes ENN103F Semesters 1 & 2 Department of English Studies IMPORTANT INFORMATION: This tutorial letter contains important information about your module. CONTENTS Page 1 2 2.1 2.2 3 3.1 3.2 3.3 4 4.1 4.2 4.3 5 6 7 8 8.1 8.2 INTRODUCTION ................................................................................................................. 3 PURPOSE OF AND OUTCOMES FOR THE MODULE ........................
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13 Sentence Patterns Pattern A A single modifier out of place for emphasis Modifier S.V To place additional emphasis on any modifier put it somewhere other than its normal place in the sentence. You must have a comma to keep reader from misinterpreting the sentence. Single words before‚ inside‚ or below may look like prepositions instead of singular adverb if comma is not used. Unclear: inside the child was noisy. Clear: inside‚ the child was noisy. Incorrect: Francesca
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Marks: 50 I. Answer the Following questions in a word‚ a phrase or a sentence each: - 1X9=09 1. What do you think the phrase‚ face of heaven‚ signifies? 2. What is the meaning of “Ethiope” ? 3. Name the commodities taxed in Monaco. 4. What was cost to hire a guillotine and an executioner from France ? 5. The death sentence was converted into life imprisonment because. a. Monaco had abolished death penalty. b. Carrying out death sentence was expensive. c. Monaco wanted to
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Sentence Outlines A sentence outline is developed in the same way as a topic outline‚ but the ideas are more fully stated. Each heading is expressed as a complete sentence‚ usually‚ but not always‚ consisting of just one main clause: Thesis: Though many students from middle-income families must struggle to meet college costs‚ low-income students suffer even
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Instructional D esign Thought Processes of Expert Nurse Educators Monty D. Gross Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction Katherine Cennamo‚ Chair Peter Doolittle Barbara Lockee Susan Magliaro Novem ber 10‚ 2006 Blacksburg‚ VA Key words: instructional design‚ models‚ nursing education‚ developmental research
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Annex A4 (Revised 28 Oct 2013) DECLARATION FORM FOR INSTRUCTOR Please answer the following questions by deleting “YES” or “NO” as appropriate. For any “YES” answers‚ please provide documentary evidence. 1. Have you ever suffered‚ or are suffering from any medical condition‚ illness‚ disease‚ mental illness or physical impairment that will render you unfit to provide the services required by the contract? *Yes/No 2. Have your services as a coach/instructor with any Government School‚ Government-Aided
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formulation of questions can offer some support or be helpful‚ they do not excuse you from reassessing their validity and effectiveness for each question. So when you are developing your questionnaire questions you should pay attention to the following “ten rules for formulating questions”. You should also note that they are not fixed‚ irrevocable rules which can be followed blindly. The majority of the rules leave room for interpretation indeed – as you will see – they often contradict each other
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