water. Rostrum: a platform raised above the surrounding level to give prominence to the person on it. Recuperate: restore to good health or strength. 11. Qualm: uneasiness about the fitness of an action. 12. Gripe: it is both a noun and a verb‚ refers to a minor complaint. 13. Nonchalant: marked by blithe concern‚ if your friend is acting cool or in an indifferent matter. 14. Stance: a rationalized mental attitude‚ it is the way you stand. 15. Burlesque: a theatrical entertainment
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BARRIERS • Sender-oriented • Receiver-oriented Sender oriented barriers: It can be either voluntary or involuntary. At any cost‚ efforts should be made on the part of the sender to identify and remove them. Some of the barriers that are sender oriented are: ? Badly expressed message: concrete ideas and well structures message ? Loss in transmission: correct choice of medium or channel ? Semantic problem: simple words and accurate understanding of intension ? Over/under communication: quantum
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Homework task: Read the chapter on conversion from Word-formation in English by I. Plag and the chapter from English Lexicology by Stefanovski. Compare how the two authors have presented the same topic… Authors Ingo Plag and Ljupco Stefanovski both begin their chapters with a definition of conversion. Plag defines it as derivation of a new word without any overt marking and in the next sentence‚ where he gives examples of cases of conversion‚ he extends his definition (at least for those who read
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constructions is poorly understood due to the complexity of the data. In particular‚ the comparative frequently occurs with independent mechanisms of syntax such as coordination and forms of ellipsis (gapping‚ pseudogaping‚ null complement anaphora‚ stripping‚ verb phrase ellipsis). The interaction of the various mechanisms complicates the analysis. Most if not all languages have some means of forming the comparative‚ although these means can vary significantly from one language to the next.(http://en.wikipedia
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jobs. | | |4. |The money being collected will go to help a new orphanage | | Preliminary exercise Now make full relative clauses using who or which and the verb be |1. |Who is that man [pic] waving at us? | | |2. |Most of those [pic] trying to get tickets were unsuccessful.
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Taking Notes for Someone Else These are some practical suggestions for taking notes for someone else‚ as well as strategies to help you improve your own notetaking abilities. General Info: • Be sure of your purpose and the speaker’s purpose. • Attend all lectures. • Sit up front so you can see and hear better. Format: • Record the date‚ place‚ topic/title and presenter. • Number your pages. • Use
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don ’t like when she tells me that I have to study. I don ’t like it when she tells me that I have to study. (Correct) He studies here on this table. He studies here at this table. (Correct) Concrete Choose image building words. Use action verbs and good vocabulary. Example: Give me one bite of chapatti. I am so hungry. Give me one morsel of chapatti. I am so appetite. (Concrete sentence) If you are good for others‚ the others will also good for you. Do good‚ have good. (Concrete sentence)
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© 2013 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk‚ Pretoria ENG2601/1/2014–2017 70055491 InDesign HSY_Style ii content STUDY UNIT 1: English Language systems: persuasion and narration/rhetorical analysis 1 STUDY UNIT 2: Language and Meaning 22 STUDY UNIT 3: Register and Genre 34 STUDY UNIT 4: Text cohesion 43 STUDY UNIT 5: English language use and variation 58 STUDY UNIT
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Sleeping Freshman Never Lie Diction- style of speaking or writing as dependent upon choice of words Pg. # Diction Explain Pg. 3 “We plunged toward the future without a clue.” plunge- descend‚ jump‚ dive‚ fall‚ dunk Pg. 34 “Very swift of you. Next one?” swift- rapid‚ hasty‚ sudden‚ quick speedy Pg. 64 “Since you weren’t interested‚ I found someone else.” interested- involve‚ excited‚ keen Pg. 98 “I think it could be an interesting experience.” experience- skill‚ wisdom‚ action Pg
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The Crow-Girl Bodil Bredsdorff Cover art 2004 by Elizabeth Slayton Fritz J. Tirol MWF 7:30-8:30pm I. Reason for Choice: I choose to read this book because of the purity‚ kindness‚ and innocence of the story. It is one of my favorite books. It showed me how life can go on despite all the trials and circumstances that someone could ever experience. Its heart warming story lines have really encouraged me to trust on my self and never give up. It show how a young girl
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