[pic] |Course Syllabus Axia College/College of Humanities COM/155 Version 3 University Composition and Communication I | |Copyright © 2011‚ 2010‚ 2009 by University of Phoenix. All rights reserved. Course Description This course addresses the key elements necessary for effective academic writing in college. The course begins with focus on prewriting strategies and builds to drafting and revising essays. In addition‚ the course includes skill development at the sentence and paragraph level
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Language features and their effects Use this checklist: • to understand the ways in which writers gain impact in their writing • to use various features in your own writing (creative and transactional‚ as well as for your oral presentations) in order to craft your writing and gain impact • to help you achieve unit standards which require you to explore language and think critically about poetic / transactional / oral texts Language feature Definition or explanation Example General effect
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could‚ will‚ would Requests Requests in English are usually made in the form of general questions with the help of the modal verbs MAY‚ CAN‚ COULD‚ WILL‚ WOULD. Requests are pronounced with rising intonation. Adding "please" to a request makes it more polite. As a rule‚ polite requests are not asked in the form of negative questions. The modal verbs MAY‚ COULD‚ WILL‚ WOULD are used in making polite requests in speech and writing‚ in communication with strangers and with people you
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Definition: Nouns make up the basic elements of the English language. Together with verbs‚ nouns form the basic components of nearly all sentences. Nouns are commonly defined as words that refer to persons‚ places‚ things‚ or ideas. The following examples show some types of nouns and how they are typically used in sentences. Persons: John f. Kennedy was president during the Cuban missile crisis. Places: Argentina is a country of wondrous beauty. Things: Football is a great sport. Plural
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about the past? (No) FORM Have + infinitive I have to sleep Have to is often grouped with modal auxiliary verbs for convenience‚ but in fact it is not a modal verb. It is not even an auxiliary verb. In the have to structure‚ "have" is a main verb. The structure is:3 subject + have + infinitive (with to) Examples in the simple tense: subject auxiliary verb main verb have infinitive (with to) + She has to work. - I do not have to see the doctor. ? Did you have
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fast the cars were going when they smashed into each other?” and the rest were not interrogated about the speed of the vehicle. After a week had passed‚ subjects were asked‚ “Did you see and broken glass?” and the correlation was made between which verb was used‚ the speed estimated and the subject knowing if there was any broken glass. (Loftus & Palmer‚ 1974). In Experiment 1 it was hypothesized that when the subject hears the word “hit” instead of the word “smashed” they will think that the collision
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THE GLAMOUR OF GRAMMAR NOTES Part One ~Words~ • The Oxford English Dictionary (OED) tells you how and when the words came to be used in the English Language • (OED) The earliest examples of a word’s use are included along with the definition • The American Heritage Dictionary (AHD) tells you where English is "headed" • (AED) includes a usage panel‚ marginal photos and other pictorial images‚ obscene/profane words (omitted in OED)‚ names of noteworthy people/places‚ describes interesting
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atmosphere and the mood of the text. What lexico-semantic groups of words (i.e. words having a common semantic component) help in creating the mood of the text. The general mood of this text is gloomy and dismal. We can see it owning to adjectives and verbs such as cold and grey‚ Shady‚ dark‚ dreadfully genteel‚ blackened‚ frown and the others. What epithets contribute to creating the gloomy atmosphere of the outside of the house? How do the colour adjectives add to it? what connotations do the attributes
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• note details scan for specific information distinguish fact from fiction‚ opinion‚ and propaganda give the synonyms of words use expressions that signal opinion use S-LV-C and S-TV-DO patterns of sentences state facts and opinions use two-word verbs with “put” write a reflective journal based on learning experiences Instructions 1. Do not write anything on this module as several students will be using it. Do all your work in your notebook. Be sure to label your work by the module number and title
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(sensing) Verbs • Teacher write the following sentence on the board “Kim ……………………… very well” • Ask students if the sentence make sence. Ask them what word they might include in the sentence so that it makes sence e.g is‚ feels‚ plays the piano • Explain that these words tell us what is going on in the sentence and are called verbs. A sentence have to have a verb. • Teacher explain that there are different kinds of verbs. For example Kim is very well (rational or being/ Having verb) Kim plays
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