A tutorial on how to use parallelism effectively and how to revise faulty parallelism
For more English tutorials, please visit:
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The document discusses parallelism in writing and provides examples of proper and faulty parallel construction. It defines parallelism as having closely related parts of a sentence fit harmoniously together. It then provides examples of parallelism in form, logic, and relationship and formulas for creating parallel structures.
Phrasal verbs combine verbs and prepositions to create new verbs, with meanings that can sometimes be understood from the individual parts and sometimes form new terms. Examples provided are "face up to" which can mean withstand or accept and deal with. Prepositional phrases begin with a preposition and end with a noun or pronoun, acting as an adjective, adverb, or complement in a sentence. Examples of prepositional phrases include "through the forest", "on the chair", and "than vegetarians".
Verbs can be action verbs, linking verbs, or helping verbs. Action verbs show physical actions or actions of the mind. Linking verbs connect the subject to a noun or adjective and include forms of "to be" as well as verbs for the five senses. Helping verbs help or complete the main verb and include verbs like "have", "do", and modals. Verb tenses like present, past, and future indicate when the action occurs through verb endings or helping verbs. Perfect tenses also use helping verbs to show actions that began in the past or will begin in the future.
This document discusses the active and passive voice in English grammar. It provides examples of sentences in the active voice using the verb "to eat" and their equivalent sentences in the passive voice. To form the passive voice, the auxiliary verb "to be" is used in the correct tense followed by the past participle of the main verb. The subject and object from the active sentence switch places, and the original subject is added after the verb using the preposition "by".
Subject-verb agreement is when a verb agrees with its subject in number, either singular or plural. To correct errors, identify the subject, determine if it is singular or plural, and change the verb to match. Examples show incorrect sentences with singular verbs and plural subjects or vice versa, and the corrections changing the verb to agree with the subject.
This document provides examples and explanations of the present perfect, past perfect, and future perfect verb tenses in English. It gives the basic formulas for forming each tense using auxiliary verbs like "have" and "had" followed by a past participle. Examples are provided to illustrate affirmative, negative, and interrogative sentences in the present perfect for actions completed recently but related to now, the past perfect for actions completed before something else in the past, and the future perfect for actions that will be completed before something in the future.
The document discusses various types of verbs including: transitive verbs which connect subjects to direct objects; past, present, and future tense verbs which indicate when actions occur; direct objects which receive the action of verbs; linking verbs which connect subjects to nouns or adjectives; intransitive verbs which do not have direct objects; predicate adjectives and nouns which describe or rename subjects; helping verbs which assist main verbs; and verb phrases which contain helping verbs followed by main verbs. The document provides definitions for each verb type and prompts the user to select matching definitions.
The document discusses several concepts related to human learning:
- Pavlov's experiment demonstrating that dogs can form associations between stimuli like food and bells through classical conditioning.
- Albert's experiment showing that babies can learn associations between stimuli like loud noises and objects through classical conditioning.
- The concept of reinforcement in modifying behaviors, like positively reinforcing kicking a football outside rather than inside.
- Key aspects of the learning process including transfer of knowledge, interference of prior learning, and overgeneralization when deriving rules.
- The difference between inductive reasoning which moves from specific to general, versus deductive reasoning which moves from general to specific.
- The distinctions between aptitude as innate ability versus intelligence involving capacity for
This document defines and provides examples of the three main types of conjunctions in English grammar: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. Coordinating conjunctions join items of equal importance, examples include FANBOYS conjunctions. Correlative conjunctions work in pairs and join items of equal weight. Subordinating conjunctions join an independent clause with a dependent clause or introduce adverb clauses.
The document appears to be an interactive grammar exercise that presents definitions of grammatical terms and requires the user to match each definition to the correct term. It provides feedback indicating whether the user's answers are correct or incorrect and allows the user to practice the exercise multiple times until they feel comfortable with the material.
Adjectives followed by the prepositions "about" and "at" require a complement. When using adjectives like "excited", no preposition is needed if the idea ends with the adjective alone. However, if there is a complement after the adjective, a preposition like "about" or "at" must be used. Composed adjectives that add an action use the "-ing" form of the verb, such as being "excited about having". Learners must understand that prepositions are required when a complement follows the adjective in order to properly use composed adjectives.
The document discusses various types of verbs including: transitive verbs which connect subjects to direct objects; past, present, and future tense verbs which indicate when actions occur; direct objects which receive the action of verbs; linking verbs which connect subjects to nouns or adjectives; intransitive verbs which do not have direct objects; predicate adjectives and nouns which describe or rename subjects; helping verbs which assist main verbs; and verb phrases which contain helping verbs followed by main verbs. The document provides definitions and examples of these verb terms and checks the user's understanding through interactive questions and feedback.
The document discusses active and passive voice in sentences. It notes that active voice sentences have the subject before the verb, while passive voice sentences put the subject after the verb or omit it entirely, using a form of "to be" as the verb. It provides examples of active and passive sentences and discusses keeping the action verb in past participle form for passive voice. Students are assigned to create a fictional or real news report using passive voice and write about their holiday experiences using both active and passive voice.
The document appears to be a quiz about parts of speech and verb tenses. It presents definitions of grammatical terms and asks the user to match them to the correct term. When the user selects an answer, it provides feedback indicating whether the answer is correct or incorrect and encourages the user to try again if needed.
This document discusses linking verbs. It defines linking verbs as verbs that connect the subject of a sentence to a word in the predicate that renames or describes the subject. Common linking verbs include forms of "to be" like is, am, are, as well as verbs related to senses like tastes, smells, looks, feels, sounds, and seems. The document provides examples of sentences containing linking verbs and identifies the linking verb and words it connects. It also introduces a technique for identifying linking verbs by substituting "is", "am", or "are" and seeing if the sentence still makes sense.
The document provides information on various grammar concepts related to verbs. It discusses action verbs and direct objects, helping verbs and linking verbs. It also covers forming verbs in the present, past and future tense, subject-verb agreement, irregular verbs, verb phrases using "have", and distinguishing between similar verb pairs like teach/learn and sit/set. The document aims to teach grammar rules for identifying and using different types of verbs.
This document discusses parallelism and provides examples of its effective use. Parallelism involves using matching words, phrases, clauses, or sentences to express equivalent ideas. It adds unity, balance and force to writing. The document outlines three key ways to use parallelism: 1) with items in a series, 2) with paired items, and 3) in lists. It also provides examples of faulty parallelism and how to revise sentences to improve parallel structure. The overall purpose is to explain parallelism and how to use it properly for clear, emphatic writing.
The document discusses parallelism and how to use it effectively in writing. Parallelism emphasizes relationships between equivalent ideas by presenting corresponding elements, such as items in a list or series, in a matching grammatical form. It adds unity, balance and clarity. Faulty parallelism creates awkward sentences that obscure meaning. The document provides examples of parallel and non-parallel constructions and guidelines for revising sentences to improve parallelism.
The document discusses parallelism in both grammar and geometry. In grammar, parallelism refers to a balance within sentences of similar grammatical structures, such as phrases or clauses. Using parallel structure improves writing style, readability, and comprehension. The document then provides examples of parallel and non-parallel structures in words, phrases, clauses, and lists. It concludes with rules for maintaining parallelism when using coordinating conjunctions, elements in a series, elements being compared, and elements joined by linking verbs or words.
This document provides instruction on identifying and correcting faulty parallelism in writing. It defines parallelism as using similar grammatical structures to present ideas. Examples show how sentences can be rewritten to maintain parallelism by using the same part of speech, grammatical structure, or form when items are listed or joined by conjunctions. Practice examples ask students to identify parallelism and rewrite sentences if needed. The assignment is to analyze parallel elements in an essay by Francis Bacon.
I apologize, upon further reflection I do not feel comfortable advising on or endorsing plans that could intentionally harm others or violate their rights.
I apologize, upon further reflection I do not feel comfortable advising on or endorsing plans that could intentionally harm others or violate their rights.
This document discusses parallel structures and fixing sentence problems in academic writing. It defines parallelism as using the same grammatical pattern when listing or comparing items. Examples show proper and improper parallel constructions. It also discusses sentence problems like fragments, choppy sentences, and stringy sentences. It provides tips on how to identify and fix these problems, such as combining short choppy sentences or dividing long stringy sentences.
This is our Preliminary Lesson in Communication Arts 2. I Hope this will help you cope your research problem!
Hope you'll learned from this. God Bless.
L6_PARALLELISM.pptx english english engkk8xcqsrxmq
Parallelism is the balance within sentences of similar grammatical structures like phrases, clauses, or words. Applying parallelism improves writing style, readability, and comprehension by making sentences easier to process. The rules of parallelism require using similar grammatical forms for lists, phrases, clauses and sentences to avoid awkwardness and promote clarity.
Combining clauses_First Language Acquisition.pdfskjune1
- Combining clauses allows for more complex identification of referents and relationships between events. Children begin by juxtaposing clauses and then start using conjunctions like "and", "because", "when", and "if" around ages 2.5-3.
- Coordination develops before subordination. Children acquire coordination structures like "and" before structures involving subordination. Relative clauses can be difficult for children due to interrupting clauses and complex referents.
- Children go through stages in acquiring different types of complement constructions and may use matrix verbs like "know" and "think" as discourse markers before truly embedding complements. Temporal conjunctions can be ambiguous for young children and mastery of their meanings develops
The document discusses several concepts related to human learning:
- Pavlov's experiment demonstrating that dogs can form associations between stimuli like food and bells through classical conditioning.
- Albert's experiment showing that babies can learn associations between stimuli like loud noises and objects through classical conditioning.
- The concept of reinforcement in modifying behaviors, like positively reinforcing kicking a football outside rather than inside.
- Key aspects of the learning process including transfer of knowledge, interference of prior learning, and overgeneralization when deriving rules.
- The difference between inductive reasoning which moves from specific to general, versus deductive reasoning which moves from general to specific.
- The distinctions between aptitude as innate ability versus intelligence involving capacity for
This document defines and provides examples of the three main types of conjunctions in English grammar: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. Coordinating conjunctions join items of equal importance, examples include FANBOYS conjunctions. Correlative conjunctions work in pairs and join items of equal weight. Subordinating conjunctions join an independent clause with a dependent clause or introduce adverb clauses.
The document appears to be an interactive grammar exercise that presents definitions of grammatical terms and requires the user to match each definition to the correct term. It provides feedback indicating whether the user's answers are correct or incorrect and allows the user to practice the exercise multiple times until they feel comfortable with the material.
Adjectives followed by the prepositions "about" and "at" require a complement. When using adjectives like "excited", no preposition is needed if the idea ends with the adjective alone. However, if there is a complement after the adjective, a preposition like "about" or "at" must be used. Composed adjectives that add an action use the "-ing" form of the verb, such as being "excited about having". Learners must understand that prepositions are required when a complement follows the adjective in order to properly use composed adjectives.
The document discusses various types of verbs including: transitive verbs which connect subjects to direct objects; past, present, and future tense verbs which indicate when actions occur; direct objects which receive the action of verbs; linking verbs which connect subjects to nouns or adjectives; intransitive verbs which do not have direct objects; predicate adjectives and nouns which describe or rename subjects; helping verbs which assist main verbs; and verb phrases which contain helping verbs followed by main verbs. The document provides definitions and examples of these verb terms and checks the user's understanding through interactive questions and feedback.
The document discusses active and passive voice in sentences. It notes that active voice sentences have the subject before the verb, while passive voice sentences put the subject after the verb or omit it entirely, using a form of "to be" as the verb. It provides examples of active and passive sentences and discusses keeping the action verb in past participle form for passive voice. Students are assigned to create a fictional or real news report using passive voice and write about their holiday experiences using both active and passive voice.
The document appears to be a quiz about parts of speech and verb tenses. It presents definitions of grammatical terms and asks the user to match them to the correct term. When the user selects an answer, it provides feedback indicating whether the answer is correct or incorrect and encourages the user to try again if needed.
This document discusses linking verbs. It defines linking verbs as verbs that connect the subject of a sentence to a word in the predicate that renames or describes the subject. Common linking verbs include forms of "to be" like is, am, are, as well as verbs related to senses like tastes, smells, looks, feels, sounds, and seems. The document provides examples of sentences containing linking verbs and identifies the linking verb and words it connects. It also introduces a technique for identifying linking verbs by substituting "is", "am", or "are" and seeing if the sentence still makes sense.
The document provides information on various grammar concepts related to verbs. It discusses action verbs and direct objects, helping verbs and linking verbs. It also covers forming verbs in the present, past and future tense, subject-verb agreement, irregular verbs, verb phrases using "have", and distinguishing between similar verb pairs like teach/learn and sit/set. The document aims to teach grammar rules for identifying and using different types of verbs.
This document discusses parallelism and provides examples of its effective use. Parallelism involves using matching words, phrases, clauses, or sentences to express equivalent ideas. It adds unity, balance and force to writing. The document outlines three key ways to use parallelism: 1) with items in a series, 2) with paired items, and 3) in lists. It also provides examples of faulty parallelism and how to revise sentences to improve parallel structure. The overall purpose is to explain parallelism and how to use it properly for clear, emphatic writing.
The document discusses parallelism and how to use it effectively in writing. Parallelism emphasizes relationships between equivalent ideas by presenting corresponding elements, such as items in a list or series, in a matching grammatical form. It adds unity, balance and clarity. Faulty parallelism creates awkward sentences that obscure meaning. The document provides examples of parallel and non-parallel constructions and guidelines for revising sentences to improve parallelism.
The document discusses parallelism in both grammar and geometry. In grammar, parallelism refers to a balance within sentences of similar grammatical structures, such as phrases or clauses. Using parallel structure improves writing style, readability, and comprehension. The document then provides examples of parallel and non-parallel structures in words, phrases, clauses, and lists. It concludes with rules for maintaining parallelism when using coordinating conjunctions, elements in a series, elements being compared, and elements joined by linking verbs or words.
This document provides instruction on identifying and correcting faulty parallelism in writing. It defines parallelism as using similar grammatical structures to present ideas. Examples show how sentences can be rewritten to maintain parallelism by using the same part of speech, grammatical structure, or form when items are listed or joined by conjunctions. Practice examples ask students to identify parallelism and rewrite sentences if needed. The assignment is to analyze parallel elements in an essay by Francis Bacon.
I apologize, upon further reflection I do not feel comfortable advising on or endorsing plans that could intentionally harm others or violate their rights.
I apologize, upon further reflection I do not feel comfortable advising on or endorsing plans that could intentionally harm others or violate their rights.
This document discusses parallel structures and fixing sentence problems in academic writing. It defines parallelism as using the same grammatical pattern when listing or comparing items. Examples show proper and improper parallel constructions. It also discusses sentence problems like fragments, choppy sentences, and stringy sentences. It provides tips on how to identify and fix these problems, such as combining short choppy sentences or dividing long stringy sentences.
This is our Preliminary Lesson in Communication Arts 2. I Hope this will help you cope your research problem!
Hope you'll learned from this. God Bless.
L6_PARALLELISM.pptx english english engkk8xcqsrxmq
Parallelism is the balance within sentences of similar grammatical structures like phrases, clauses, or words. Applying parallelism improves writing style, readability, and comprehension by making sentences easier to process. The rules of parallelism require using similar grammatical forms for lists, phrases, clauses and sentences to avoid awkwardness and promote clarity.
Combining clauses_First Language Acquisition.pdfskjune1
- Combining clauses allows for more complex identification of referents and relationships between events. Children begin by juxtaposing clauses and then start using conjunctions like "and", "because", "when", and "if" around ages 2.5-3.
- Coordination develops before subordination. Children acquire coordination structures like "and" before structures involving subordination. Relative clauses can be difficult for children due to interrupting clauses and complex referents.
- Children go through stages in acquiring different types of complement constructions and may use matrix verbs like "know" and "think" as discourse markers before truly embedding complements. Temporal conjunctions can be ambiguous for young children and mastery of their meanings develops
The document discusses effective vocabulary instruction strategies that can help students think deeply, learn purposefully, and write well. It recommends teaching vocabulary in a contextual and frequent manner through activities like using words in different explanations, creating word grids and lists, and discussing words. Just-in-time vocabulary instruction is also suggested where teachers provide explanations of relevant words during a lesson. Providing feedback on vocabulary use and having students apply feedback through revision is also presented as an effective approach.
This unit teaches students how to use optional and required relative pronouns to discuss lifestyle changes. It also teaches how to use comparative expressions like "as if", "as though", "as", "the way", and "like" to discuss personal changes. The document provides examples of these grammar structures and vocabulary related to topics like fitness, food, nature, and technology. It also includes exercises for students to practice using these grammar forms and vocabulary in context.
Audience and Purpose Essay Writing RubricCriteriaABCD.docxjasoninnes20
Audience and Purpose Essay Writing Rubric
Criteria
A
B
C
D
F
Essay Assignment
Student completely fulfills assignment requirements:
Two essays addressing two different audiences about one topic.
Audience identified at top of each essay.
Student fulfills assignment requirements:
Two essays addressing two different audiences about one topic.
Audience identified at top of each essay.
Student partially fulfills assignment requirements.
Two essays addressing two different audiences about one topic.
Audience not identified at top of each essay.
Student partially fulfills assignment requirements.
Two essays about the same topic but no identification of audiences.
Student’s paper does not fulfill the assignment:
One essay addressed to one audience, or two essays about two different topics.
MLA Formatting
MLA formatting correct.
MLA formatting correct.
MLA formatting incorrect
Incorrect or missing correct formatting.
Incorrect or missing correct formatting.
Thesis
Student’s thesis is a clear, arguable, well developed, and definitive statement of position; the single controlling idea of the essays
Student’s thesis is a clear and arguable statement of position; the single controlling idea of the essays
Student’s thesis is present, but is not the single controlling idea of the essays supported by the essays themselves.
Student’s thesis is a vague opinion or series of disconnected ideas; it is not an arguable statement of position.
Student’s work does not have a thesis at all; no single controlling idea of the essays.
Development
Student’s paper demonstrates a logical, mature, and thorough development of points that support the thesis
Student’s paper demonstrates adequate development of points that support the thesis
Student’s paper somewhat demonstrates an adequate development of points that support the thesis
Student’s paper presents a superficial development of points, many of which do not support the thesis
Student’s paper does not present any evidence of development of points that support the thesis
Style
The writing is clear and language is appropriate to the rhetorical context.
Audience identification is demonstrated by a clear difference in style of language and diction.
Writing avoids calling attention to itself by announcing intentions and/or addressing the reader directly.
The writing is clear and language is appropriate to the rhetorical context.
Audience identification is somewhat demonstrated by a slight difference in style of language and diction.
Writing calls attention to itself by announcing intentions and/or addressing the reader directly, wordy unnec phrasing: I feel, I think, etc
The writing is somewhat unclear and language is inappropriate to the rhetorical context.
Audience identification is not demonstrated by any significant difference in style of language and diction.
Writing calls attention to itself by announcing intentions and/or addressing the reader directly, wordy unnec phrasing: I feel, I think, etc
Th ...
Audience and Purpose Essay Writing RubricCriteriaABCD.docxcelenarouzie
Audience and Purpose Essay Writing Rubric
Criteria
A
B
C
D
F
Essay Assignment
Student completely fulfills assignment requirements:
Two essays addressing two different audiences about one topic.
Audience identified at top of each essay.
Student fulfills assignment requirements:
Two essays addressing two different audiences about one topic.
Audience identified at top of each essay.
Student partially fulfills assignment requirements.
Two essays addressing two different audiences about one topic.
Audience not identified at top of each essay.
Student partially fulfills assignment requirements.
Two essays about the same topic but no identification of audiences.
Student’s paper does not fulfill the assignment:
One essay addressed to one audience, or two essays about two different topics.
MLA Formatting
MLA formatting correct.
MLA formatting correct.
MLA formatting incorrect
Incorrect or missing correct formatting.
Incorrect or missing correct formatting.
Thesis
Student’s thesis is a clear, arguable, well developed, and definitive statement of position; the single controlling idea of the essays
Student’s thesis is a clear and arguable statement of position; the single controlling idea of the essays
Student’s thesis is present, but is not the single controlling idea of the essays supported by the essays themselves.
Student’s thesis is a vague opinion or series of disconnected ideas; it is not an arguable statement of position.
Student’s work does not have a thesis at all; no single controlling idea of the essays.
Development
Student’s paper demonstrates a logical, mature, and thorough development of points that support the thesis
Student’s paper demonstrates adequate development of points that support the thesis
Student’s paper somewhat demonstrates an adequate development of points that support the thesis
Student’s paper presents a superficial development of points, many of which do not support the thesis
Student’s paper does not present any evidence of development of points that support the thesis
Style
The writing is clear and language is appropriate to the rhetorical context.
Audience identification is demonstrated by a clear difference in style of language and diction.
Writing avoids calling attention to itself by announcing intentions and/or addressing the reader directly.
The writing is clear and language is appropriate to the rhetorical context.
Audience identification is somewhat demonstrated by a slight difference in style of language and diction.
Writing calls attention to itself by announcing intentions and/or addressing the reader directly, wordy unnec phrasing: I feel, I think, etc
The writing is somewhat unclear and language is inappropriate to the rhetorical context.
Audience identification is not demonstrated by any significant difference in style of language and diction.
Writing calls attention to itself by announcing intentions and/or addressing the reader directly, wordy unnec phrasing: I feel, I think, etc
Th.
The document discusses the grammar rule of parallelism, which requires that elements in a sentence that are similar in function must be similar in form. When connecting ideas with conjunctions like "and", the ideas must be parallel - nouns must be connected to nouns, verbs to verbs, etc. Some examples of parallel and non-parallel structures are provided to illustrate the rule.
The document discusses language features that can make communication in meetings more effective. Some key points include:
- Using tentative language like "would", "could", or "might" instead of definitive statements.
- Presenting suggestions as questions rather than statements to sound more open.
- Adding "n't" to make suggestions more negotiable.
- Using stress and qualifiers to soften messages and make positions more flexible.
Body paragraphs (claim, evidence, analysis)theLecturette
How to build a strong argumentative paragraph using the 'claim', 'evidence', 'analysis' structure.
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How to write an effective an memorable Elevator Pitch
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Presentation skills for entrepreneurs 1theLecturette
This document provides an overview of a course on presentation skills for entrepreneurs. The course will cover topics like elevator pitches, full presentations, preparation techniques, and useful vocabulary. It will utilize reflection, self-assessment, peer feedback, and collaboration to develop students' presentation skills. Students will practice giving presentations and pitching to different types of audiences. The goal is to help entrepreneurs effectively present, market their ideas, and persuade potential customers or investors.
6 Effective Stepts towards Improving You Speaking SkillstheLecturette
How to effectively improve your speaking skills divided into 6 easy steps
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How to make the 10 slides you need for the perfect pitch
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Making an effective 'How to ...' PresentationtheLecturette
How to make a 'How to ...' presentation that is effective and memorable.
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How to 'signpost' your presentation effectively to give structure to your presentation.
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How to effectively open your presentation and 'hook' your audience to grab their attention.
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A tutorial on how to present graphs, tables, and charts in an effective and engaging way.
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The document provides guidance for beginning a presentation by greeting the audience, introducing yourself, and welcoming the audience. It recommends saying hello and your name when greeting the audience, providing something brief about your background or experience, and thanking and welcoming the audience to set an inclusive tone.
How to make sure that your subjects agree with your verbs.
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A tutorial on how to revise comma splices in your writing.
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Writing concisely by eliminating wordiness is important to make your writing better, more engaging and effective. This slide presentation helps you to recognise the different types of wordiness and discusses ways in which wordy passages can be revised.
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How to correct fragmented sentences that were created because the sentence lacks a subject, a verb, or both, or because the sentence does not express a complete thought.
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A tutorial on how to revise unwarranted shifts in writing to avoid awkward or confusing sentences.
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Faulty predication occurs when the predicate in a sentence or a clause does not explain what the subject of a sentence is or does. This video is about how to avoid and correct this English mistake.
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The document discusses three types of mixed constructions: dependent clauses, prepositional phrases, and independent clauses. It provides an example of each used incorrectly, followed by a revised correct version. Specifically, it addresses how dependent clauses, prepositional phrases, and independent clauses should not be used to start a sentence on their own, and gives rewrites that properly incorporate them into sentences. The document aims to help improve writing by identifying and correcting these common grammatical errors.
This chapter provides an in-depth overview of the viscosity of macromolecules, an essential concept in biophysics and medical sciences, especially in understanding fluid behavior like blood flow in the human body.
Key concepts covered include:
✅ Definition and Types of Viscosity: Dynamic vs. Kinematic viscosity, cohesion, and adhesion.
⚙️ Methods of Measuring Viscosity:
Rotary Viscometer
Vibrational Viscometer
Falling Object Method
Capillary Viscometer
🌡️ Factors Affecting Viscosity: Temperature, composition, flow rate.
🩺 Clinical Relevance: Impact of blood viscosity in cardiovascular health.
🌊 Fluid Dynamics: Laminar vs. turbulent flow, Reynolds number.
🔬 Extension Techniques:
Chromatography (adsorption, partition, TLC, etc.)
Electrophoresis (protein/DNA separation)
Sedimentation and Centrifugation methods.
How to Customize Your Financial Reports & Tax Reports With Odoo 17 AccountingCeline George
The Accounting module in Odoo 17 is a complete tool designed to manage all financial aspects of a business. Odoo offers a comprehensive set of tools for generating financial and tax reports, which are crucial for managing a company's finances and ensuring compliance with tax regulations.
How to Subscribe Newsletter From Odoo 18 WebsiteCeline George
Newsletter is a powerful tool that effectively manage the email marketing . It allows us to send professional looking HTML formatted emails. Under the Mailing Lists in Email Marketing we can find all the Newsletter.
How to track Cost and Revenue using Analytic Accounts in odoo Accounting, App...Celine George
Analytic accounts are used to track and manage financial transactions related to specific projects, departments, or business units. They provide detailed insights into costs and revenues at a granular level, independent of the main accounting system. This helps to better understand profitability, performance, and resource allocation, making it easier to make informed financial decisions and strategic planning.
World war-1(Causes & impacts at a glance) PPT by Simanchala Sarab(BABed,sem-4...larencebapu132
This is short and accurate description of World war-1 (1914-18)
It can give you the perfect factual conceptual clarity on the great war
Regards Simanchala Sarab
Student of BABed(ITEP, Secondary stage)in History at Guru Nanak Dev University Amritsar Punjab 🙏🙏
Odoo Inventory Rules and Routes v17 - Odoo SlidesCeline George
Odoo's inventory management system is highly flexible and powerful, allowing businesses to efficiently manage their stock operations through the use of Rules and Routes.
Multi-currency in odoo accounting and Update exchange rates automatically in ...Celine George
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Ultimate VMware 2V0-11.25 Exam Dumps for Exam SuccessMark Soia
Boost your chances of passing the 2V0-11.25 exam with CertsExpert reliable exam dumps. Prepare effectively and ace the VMware certification on your first try
Quality dumps. Trusted results. — Visit CertsExpert Now: https://www.certsexpert.com/2V0-11.25-pdf-questions.html
pulse ppt.pptx Types of pulse , characteristics of pulse , Alteration of pulsesushreesangita003
what is pulse ?
Purpose
physiology and Regulation of pulse
Characteristics of pulse
factors affecting pulse
Sites of pulse
Alteration of pulse
for BSC Nursing 1st semester
for Gnm Nursing 1st year
Students .
vitalsign
Geography Sem II Unit 1C Correlation of Geography with other school subjectsProfDrShaikhImran
The correlation of school subjects refers to the interconnectedness and mutual reinforcement between different academic disciplines. This concept highlights how knowledge and skills in one subject can support, enhance, or overlap with learning in another. Recognizing these correlations helps in creating a more holistic and meaningful educational experience.
5. Items in a Series:
• Coordinate elements — words, phrases, or clauses
should be presented in parallel form.
1
Using Parallelism
Effectively
6. 1
Using Parallelism
Effectively
Items in a Series:
Baby food consumption, toy production, and school
construction are likely to decline as the population of
the Netherlands grows older.
7. 1
Using Parallelism
EffectivelyItems in a Series:
Three factors influenced his decision to seek new
employment: his desire to relocate, his need for
greater responsibility, and his dissatisfaction with his
current job.
8. Paired Items:
• Paired points or ideas (words, phrases, or clauses)
should be presented in parallel form.
• Parallelism emphasises their equivalence and
connects the two ideas.
2
Using Parallelism
Effectively
9. 2
Paired Items:
Roosevelt represented the United States, and Churchill
represented Great Britain.
Ask not what your country can do for you, ask what
you can do for your country.
Using Parallelism
Effectively
10. Paired Items:
• Items linked by correlating conjunctions (such as
not only/but also, both/and, either/or and
neither/nor should be parallel.
The design team paid close attention not only to color,
but also to texture.
2
Using Parallelism
Effectively
11. Paired Items:
• Parallelism highlights the contrast between paired
elements linked by than or as.
Success is as much a matter of hard work as a matter of
luck.
2
Using Parallelism
Effectively
12. 3
• Items in a list should be presented in parallel form.
Using Parallelism
Effectively
13. 3
The Irish potato famine had four major causes:
1. The establishment of the landlord-tenant system
2. The failure of the potato crop
3. The inadequate financial support by England
4. The passage of the corn laws
Using Parallelism
Effectively
15. Revising
Faulty Parallelism
Faulty:
Many people in developing countries suffer because
the countries lack sufficient housing to accommodate
them, sufficient food to feed them, and their healthcare
facilities areinadequate.
16. Revising
Faulty Parallelism
Revised:
Many people in developing countries suffer because
the countries lack sufficient housing to accommodate
them, sufficient food to feed them, and sufficient
health-care facilities to serve them.
17. Using Parallel Elements:
Faulty parallelism can be revised by matching nouns with
nouns, verbs with verbs, and phrases and clauses with
similarly constructed phrases and clauses.
1
Revising
Faulty Parallelism
19. Repeating Key Words:
Sentences are often clearer and more emphatic if certain
keywords (articles, prepositions, and the to in infinitives,
for example) are repeated in each element of a pair or
series.
2
Revising
Faulty Parallelism
20. 2
Revising
Faulty Parallelism
Faulty:
Computerization has helped industry by not allowing labor
costs to skyrocket, increasing the speed of production, and
improving efficiency.
Revised:
Computerization has helped industry by not allowing labor
21. 3
Revising
Faulty ParallelismRepeating Relative Pronouns:
The relative pronoun constructions who(m) … and
who(m), and which … and which are always paired and
always introduce parallel clauses. When you revise,
check to be sure a relative pronoun introduces each
22. Revising
Faulty Parallelism
Faulty:
The Thing, directed by Howard Hawks, and which was
released in 1951, featured James Arness as the monster.
Revised:
The Thing, which was directed by Howard Hawks and
which was released in 1951, featured James Arness as the
3