Sentence fragment - http://www.youtube.com/watch?v=p-SAc3QgIsU
Tuesday, January 29, 2013
Thursday, January 17, 2013
Writing - A Thesis Statement
1. What is a thesis statement:
Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis,” a basic or main idea.
Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. It's called brainstorming.
3. Is my thesis statement strong or weak?
Thesis statements that are too vague often do not have a strong argument.
4. Examples
A weak thesis statement
The North and South fought the Civil War for many reasons, some of which were the same and some different.
A strong thesis statement
While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.
A weak thesis statement
Mark Twain’s Huckleberry Finn is a great American novel.
A strong thesis statement
In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.
Activity - write a thesis statement on the following topics
1. Pollution
2. Law enforcement
3. Education
4. Transportation
5. Holidays
6. Fishing
7. Sports
8. Armed Forces
9. Food
10. Celebrations
Source: University of North Carolina
- tells the reader how you will interpret the subject matter under discussion.
- it tells the reader what to expect from the rest of the paper.
- a thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the subject.
- makes a claim even though others might dispute it.
- is usually a single sentence somewhere in your first paragraph (usually the last sentence of the introduction) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.
Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis,” a basic or main idea.
Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. It's called brainstorming.
3. Is my thesis statement strong or weak?
Thesis statements that are too vague often do not have a strong argument.
4. Examples
A weak thesis statement
The North and South fought the Civil War for many reasons, some of which were the same and some different.
A strong thesis statement
While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.
A weak thesis statement
Mark Twain’s Huckleberry Finn is a great American novel.
A strong thesis statement
In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.
Activity - write a thesis statement on the following topics
1. Pollution
2. Law enforcement
3. Education
4. Transportation
5. Holidays
6. Fishing
7. Sports
8. Armed Forces
9. Food
10. Celebrations
Source: University of North Carolina
Writing - Introductions
1. Start by thinking about the question (or questions) you are trying to answer.
Your entire essay will be a response to this question, and your introduction is the first step toward that end. Your direct answer to the assigned question will be your thesis, and your thesis will be included in your introduction, so it is a good idea to use the question as a jumping off point.
2. Decide how general or broad your opening should be.
Keep in mind that even a “big picture” opening needs to be clearly related to your topic; an opening sentence that said “Human beings, more than any other creatures on earth, are capable of learning” would be too broad for an assignment about slavery and education.
3. Don’t be afraid to write a tentative introduction first and then change it later.
Some people find that they need to write some kind of introduction in order to get the writing process started. That’s fine, but if you are one of those people, be sure to return to your initial introduction later and rewrite if necessary.
4. Open with an attention grabber. Sometimes, especially if the topic of your paper is somewhat dry or technical, opening with something catchy can help. Consider these options:
Start off on the right foot with your readers by making sure that the first sentence actually says something useful and that it does so in an interesting and error-free way.
6. Be straightforward and confident.
Avoid statements like “In this paper, I will argue that Frederick Douglass valued education.” It is much more convincing to tell us that “Frederick Douglass valued education” than to tell us that you are going to say that he did. Assert your main argument confidently.
Source: University of North Carolina
Your entire essay will be a response to this question, and your introduction is the first step toward that end. Your direct answer to the assigned question will be your thesis, and your thesis will be included in your introduction, so it is a good idea to use the question as a jumping off point.
2. Decide how general or broad your opening should be.
Keep in mind that even a “big picture” opening needs to be clearly related to your topic; an opening sentence that said “Human beings, more than any other creatures on earth, are capable of learning” would be too broad for an assignment about slavery and education.
3. Don’t be afraid to write a tentative introduction first and then change it later.
Some people find that they need to write some kind of introduction in order to get the writing process started. That’s fine, but if you are one of those people, be sure to return to your initial introduction later and rewrite if necessary.
4. Open with an attention grabber. Sometimes, especially if the topic of your paper is somewhat dry or technical, opening with something catchy can help. Consider these options:
- an intriguing example (for example, the mistress who initially teaches Douglass but then ceases her instruction as she learns more about slavery)
- a provocative quotation (Douglass writes that “education and slavery were incompatible with each other”)
- a puzzling scenario (Frederick Douglass says of slaves that “[N]othing has been left undone to cripple their intellects, darken their minds, debase their moral nature, obliterate all traces of their relationship to mankind; and yet how wonderfully they have sustained the mighty load of a most frightful bondage, under which they have been groaning for centuries!” Douglass clearly asserts that slave owners went to great lengths to destroy the mental capacities of slaves, yet his own life story proves that these efforts could be unsuccessful.)
- a vivid and perhaps unexpected anecdote (for example, “Learning about slavery in the American history course at Frederick Douglass High School, students studied the work slaves did, the impact of slavery on their families, and the rules that governed their lives. We didn’t discuss education, however, until one student, Mary, raised her hand and asked, ‘But when did they go to school?’ That modern high school students could not conceive of an American childhood devoid of formal education speaks volumes about the centrality of education to American youth today and also suggests the significance of the deprivation of education in past generations.”)
- a thought-provoking question (given all of the freedoms that were denied enslaved individuals in the American South, why does Frederick Douglass focus his attentions so squarely on education and literacy?)
Start off on the right foot with your readers by making sure that the first sentence actually says something useful and that it does so in an interesting and error-free way.
6. Be straightforward and confident.
Avoid statements like “In this paper, I will argue that Frederick Douglass valued education.” It is much more convincing to tell us that “Frederick Douglass valued education” than to tell us that you are going to say that he did. Assert your main argument confidently.
Source: University of North Carolina
Monday, January 14, 2013
Writing - Transition Words
Addition / Similarity
1. in the first place
2. not only...but also
3. as a matter of fact
4. in addition
5. first, second, third, etc
6. in the light of
7. again
8. and
9. also
10. equally
11. uniquely
12. identically
13. like
14. as
15. to
16. moreover
17. as well as
18. together with
19. of course
20. likewise
21. comparatively
22. correspondingly
23. similarly
24. same as
25. furthermore
26. additionally
Contradiction / Opposition
1. although
2. in contrast
3. different from
4. on the other hand
5. on the contrary
6. at the same time
7. in spite of
8. even so / though
9. then again
10. above all
11. in reality
12. but
13. unlike
14. or
15. yet
16. while
17. albeit
18. besides
19. instead
20. whereas
21. despite
22. conversely
23. otherwise
24. however
25. rather
26. nevertheless
27. regardless
28. notwithstanding
Cause / Condition
1. in the event that
2. as / so long as
3. on (the) condition (that)
4. for the purpose of
5. with this intention
6. with this in mind
7. to the end that
8. for fear that
9. in order to
10. in view of
11. if
12. unless
13. when
14. whenever
15. since
16. while
17. because of
18. as
19. lest
20. in case
21. provided that
22. given that
23. so that
24. even if
25. so as to
26. owing to
27. due to
Effect / Result
1. as a result
2. under those circumstances
3. in that case
4. for this reason
5. thus
6. because the
7. consequently
8. hence
9. therefore
10. thereupon
11. forthwith
12. accordingly
13. henceforth
Example
1. for example
2. for instance
3. in particular
4. in this case
5. namely
6. to illustrate
7. specifically
Emphasis
1. most important
2. least important
3. most of all
4. least of all
5. best of all
6. worst of all
7. chiefly
8. especially
9. mainly
10. ultimately
11. significantly
12. primarily
Chronology / Time
1. at the present time
2. from (time) to (time)
3. sooner or later
4. at the same time
5. to begin with
6. in due time
7. until now
8. as soon as
9. in the meantime
10. all of a sudden
11. in the first place
12. at this instant
13. immediately
14. quickly
15. finally
16. after
17. later
18. last
19. until
20. since
21. then
22. before
23. hence
24. when
25. once
26. about
27. next
28. now
29. formerly
30. suddenly
31. shortly
32. henceforth
33. eventually
34. meanwhile
35. further
36. first, second, ...
37. prior to
38. straightaway
39. instantly
40. occasionally
41. presently
Location / Place
1. in the middle
2. to the left/right
3. in front of
4. on the side of
5. in the distance
6. in the foreground
7. in the center of
8. adjacent to
9. opposite to
10. here
11. there
12. next
13. where
14. from
15. over
16. near
17. above
18. below
19. down
20. up
21. under
22. further
23. nearby
24. beyond
25. wherever
26. around
27. between
28. before
29. alongside
30. amid
31. among
32. beneath
33. beside
34. behind
35. across
Summary
1. as can be seen
2. as shown above
3. given these points
4. for the most part
5. after all
6. in fact
7. in summary
8. in conclusion (passe)
9. in short
10. in brief
11. to summarize
12. overall
13. ordinarilly
14. on the whole
15. to sum up
16. all in all
17. altogether
18. clearly
19. in other words
20. to simplify
21. ultimately
1. in the first place
2. not only...but also
3. as a matter of fact
4. in addition
5. first, second, third, etc
6. in the light of
7. again
8. and
9. also
10. equally
11. uniquely
12. identically
13. like
14. as
15. to
16. moreover
17. as well as
18. together with
19. of course
20. likewise
21. comparatively
22. correspondingly
23. similarly
24. same as
25. furthermore
26. additionally
Contradiction / Opposition
1. although
2. in contrast
3. different from
4. on the other hand
5. on the contrary
6. at the same time
7. in spite of
8. even so / though
9. then again
10. above all
11. in reality
12. but
13. unlike
14. or
15. yet
16. while
17. albeit
18. besides
19. instead
20. whereas
21. despite
22. conversely
23. otherwise
24. however
25. rather
26. nevertheless
27. regardless
28. notwithstanding
Cause / Condition
1. in the event that
2. as / so long as
3. on (the) condition (that)
4. for the purpose of
5. with this intention
6. with this in mind
7. to the end that
8. for fear that
9. in order to
10. in view of
11. if
12. unless
13. when
14. whenever
15. since
16. while
17. because of
18. as
19. lest
20. in case
21. provided that
22. given that
23. so that
24. even if
25. so as to
26. owing to
27. due to
Effect / Result
1. as a result
2. under those circumstances
3. in that case
4. for this reason
5. thus
6. because the
7. consequently
8. hence
9. therefore
10. thereupon
11. forthwith
12. accordingly
13. henceforth
Example
1. for example
2. for instance
3. in particular
4. in this case
5. namely
6. to illustrate
7. specifically
Emphasis
1. most important
2. least important
3. most of all
4. least of all
5. best of all
6. worst of all
7. chiefly
8. especially
9. mainly
10. ultimately
11. significantly
12. primarily
Chronology / Time
1. at the present time
2. from (time) to (time)
3. sooner or later
4. at the same time
5. to begin with
6. in due time
7. until now
8. as soon as
9. in the meantime
10. all of a sudden
11. in the first place
12. at this instant
13. immediately
14. quickly
15. finally
16. after
17. later
18. last
19. until
20. since
21. then
22. before
23. hence
24. when
25. once
26. about
27. next
28. now
29. formerly
30. suddenly
31. shortly
32. henceforth
33. eventually
34. meanwhile
35. further
36. first, second, ...
37. prior to
38. straightaway
39. instantly
40. occasionally
41. presently
Location / Place
1. in the middle
2. to the left/right
3. in front of
4. on the side of
5. in the distance
6. in the foreground
7. in the center of
8. adjacent to
9. opposite to
10. here
11. there
12. next
13. where
14. from
15. over
16. near
17. above
18. below
19. down
20. up
21. under
22. further
23. nearby
24. beyond
25. wherever
26. around
27. between
28. before
29. alongside
30. amid
31. among
32. beneath
33. beside
34. behind
35. across
Summary
1. as can be seen
2. as shown above
3. given these points
4. for the most part
5. after all
6. in fact
7. in summary
8. in conclusion (passe)
9. in short
10. in brief
11. to summarize
12. overall
13. ordinarilly
14. on the whole
15. to sum up
16. all in all
17. altogether
18. clearly
19. in other words
20. to simplify
21. ultimately
Articles - a / an, the & no article
1. We use a / an with singular nouns - He was reading a book.
> We use an before vowel sounds (a,e,i,o,u) - an apple, an interesting film, an hour.
2. We use a / an when it isn't necessary to make clear which particular thing we are talking about.
> When I arrived John was reading a book.
3. We use a / an to talk about people's jobs - Jim is an engineer.
4. We use a / an to describe people or things.
> They have a beautiful house.
> John is an old friend of mine.
5. We use the with singular or plural nouns.
> The book.
> The books.
6. You can use the with uncountable nouns (uncountable nouns do not have plural forms).
> The water is in the fridge.
7. Do not use a / an with uncountable nouns.
8. We use the when it is clear which person we are talking about.
> Jean was reading a book. She closed the book.
> Anna likes music, but she doesn't like the music that John plays.
> Mike has gone to the shops. (the local shops)
> She's in the kitchen. (the kitchen in the house)
> I must go to the bank. (the bank where I keep my money)
9. We do not use the before plural nouns when we are talking about something in general or uncountable.
> Do you like vegetables? ( any vegetables)
> You must have a good education. (any education)
10. We do not use a or the before names of languages, meal periods, the names of cities, most countries and streets, and the names of airports, stations, single mountains or lakes.
> She speaks Spanish.
> She lives in Amsterdam in Holland. (However, we do say the USA, the United Kingdom)
> What time will lunch be?
> We leave from Heathrow Airport.
> The house we are looking for is on Oxford Street.
Articles - part 1 - http://www.youtube.com/watch?v=YeSmPmI6FuE
Articles - part 2 - http://www.youtube.com/watch?v=_puu1H62rVE
If you still need help, ask you teacher.
> We use an before vowel sounds (a,e,i,o,u) - an apple, an interesting film, an hour.
2. We use a / an when it isn't necessary to make clear which particular thing we are talking about.
> When I arrived John was reading a book.
3. We use a / an to talk about people's jobs - Jim is an engineer.
4. We use a / an to describe people or things.
> They have a beautiful house.
> John is an old friend of mine.
5. We use the with singular or plural nouns.
> The book.
> The books.
6. You can use the with uncountable nouns (uncountable nouns do not have plural forms).
> The water is in the fridge.
7. Do not use a / an with uncountable nouns.
8. We use the when it is clear which person we are talking about.
> Jean was reading a book. She closed the book.
> Anna likes music, but she doesn't like the music that John plays.
> Mike has gone to the shops. (the local shops)
> She's in the kitchen. (the kitchen in the house)
> I must go to the bank. (the bank where I keep my money)
9. We do not use the before plural nouns when we are talking about something in general or uncountable.
> Do you like vegetables? ( any vegetables)
> You must have a good education. (any education)
10. We do not use a or the before names of languages, meal periods, the names of cities, most countries and streets, and the names of airports, stations, single mountains or lakes.
> She speaks Spanish.
> She lives in Amsterdam in Holland. (However, we do say the USA, the United Kingdom)
> What time will lunch be?
> We leave from Heathrow Airport.
> The house we are looking for is on Oxford Street.
Articles - part 1 - http://www.youtube.com/watch?v=YeSmPmI6FuE
Articles - part 2 - http://www.youtube.com/watch?v=_puu1H62rVE
If you still need help, ask you teacher.
Thursday, January 10, 2013
Dialogues in English
1.
A: I lost my new pen.
B: Where did you lose it?
A: I don’t know.
B: When did you lose it?
A: I think I lost it today. I used it yesterday.
B: Did you check all your pockets?
A: I checked all my pockets.
B: Did you look in your desk?
A: Yes. It isn’t there, either.
B: It’s probably around somewhere.
A: Oh, well, it only cost me a dollar.
B: Only a dollar? Don’t even look for it.
2.
A: What do you need for school?
B: I need pencils.
A: Anything else?
B: I need a notebook.
A: Do you need a pen?
B: No. I already have a pen.
A: Do you need a calculator?
B: No. The teacher doesn’t permit calculators.
A: How about a dictionary?
B: No, we have a big dictionary in the classroom.
A: Well, I guess that’s it.
B: Yes, that’s all I need for now.
A: I lost my new pen.
B: Where did you lose it?
A: I don’t know.
B: When did you lose it?
A: I think I lost it today. I used it yesterday.
B: Did you check all your pockets?
A: I checked all my pockets.
B: Did you look in your desk?
A: Yes. It isn’t there, either.
B: It’s probably around somewhere.
A: Oh, well, it only cost me a dollar.
B: Only a dollar? Don’t even look for it.
2.
A: What do you need for school?
B: I need pencils.
A: Anything else?
B: I need a notebook.
A: Do you need a pen?
B: No. I already have a pen.
A: Do you need a calculator?
B: No. The teacher doesn’t permit calculators.
A: How about a dictionary?
B: No, we have a big dictionary in the classroom.
A: Well, I guess that’s it.
B: Yes, that’s all I need for now.
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