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F to an A
Have you ever received an essay back, got a big fat F on it, and the only reason you got an F was for subject-verb agreement. Do not worry because you are one of the many. If you eliminate these four mistakes that people normally make, then you are sure to get an A on that next essay. This confusion can be corrected with a few precautions.
First, you should eliminate any prepositional phases. Look at the sentence and find the prepositional phases. For example, "The keys on the dashboard are mine." Then the sentence without the prepositional phrase, "The keys are mine." When this is done, the subject and verb can be clear seen, and then you can decide if the verb needs to be plural or singular. Therefore, if you remember to cross out all the words between the subject and verb, the nasty confusion will be gone.
Another problem that can occur with subject and verb agreement is when the verb comes before the subject. What, who, which, and where are just few of the words that can come before the subject. These words may blur your judgement in what agreement to put, so there is a simple way to avoid this confusion. All you have to do is to ask the question, who or what of the verb. For example, "Where are the children’s shoes?" then you ask, "What are?" and the answer would be the shoes are.
Compound subjects have a reputation to screw up people on subject agreement, but we can fix it. Use a plural verb, generally, in a sentence connected by and. It should be second nature to use a plural verb in a compound sentence joined by and. We do this because in a compound sentence joined by and there are two subjects, therefore, that makes the verb plural. For example, "A wooden chair and an old rusty bicycle are in the garage." In this sentence, the subjects are chair and bicycle, which is going to make the verb plural. Also, use the closest subject to agree with the verb when using either…or, neither…nor, and not only…but also. Some examples can be found on page 352 of the College Writing Skills with Readings.
Last, the mistake to remember is that indefinite pronouns being used as the subject can be singular or plural. You need to learn the indefinite pronouns, which can found on page 353 of the College Writing Skills with Readings.
Students, who come from different cultures and backgrounds, are not prepared (especially on their own) to give up everything that they have spent the past eight-teen years believing in, in order to write the perfect college essay.
The first essay given in this course was about our whole composing process. This essay was hard to write about and I remember having several grammar mistakes. Sitting down and writing my process on paper,
Student's Book of College English: Rhetoric, Reader, Research Guide and Handbook. Boston: Pearson Learning Solutions, 2012. 402-405.
Neuleib, Janice, Kathleen Shine Cain, and Stephen Ruffus, eds. Mercury Reader for English 101. Boston: Pearson Learning Solutions, 2013 Print.
“The other mother has encased in glass marbles” the souls of the ghost children and are hidden throughout her world (Parsons, Sewers, and McInally 379). Coraline’s exploring game of hide-and-go-seek has some frightening encounters, especially one she has with her other father. According to Parsons, Sewers, and McInally, for Coraline “to complete her journey” she must face her other father (381). “The other mother knowingly gives Coraline the key [from her mouth] needed to open the flat in which her other father has been imprisoned in the basement” (Parsons, Sewers, and McInally 381). When Coraline encounters her other father in the basement he is unrecognizable. Coraline’s other father is just mere creation by the other mother and she makes him try and hurt Coraline “so that [Coraline] can never finish the game and [the other mother] will win” (Gaiman 110). She is able to escape this encounter and finds all of the marbles that the ghost children are encased in. Now all Coraline has to find are her real parents.
In order to help me with my grammar this time I decided to go to the Writing Center. The Writing Center was extremely helpful, they gave me tips and really helped revised my essay. I went to the writing center twice to get the most grammar check possible. However, I did do some changes in my essay after going so I believe that grammar errors might still be present. Next time I know that their services are great and I have to set up an appointment as soon as I can. When it comes to this essay I would give myself a C- cause I feel as if my essay might not had fulfilled full on the request on the prompt.The book was a bit difficult to explain even after I read and re-read the book at least twice. On my last essay I received a D, which I have to say threw me off. Throughout, much of my high school years as long as we had the point across the grammar was not very focused on which now I know it needs way more importance. In the feedback I was told that my essay as a matter a fact did accomplish the prompts request. Despite that, it had too many grammatical errors which caused my essay to get a bad
[The focus learner has a habit of submitting incomplete work assessments, less than 50% completed. He can quickly lose focus and resort to doodling. The baseline data indicated that the focus learner had no knowledge of the verb gustar. By the end of lesson 1 learning segment, the focus learner was able to match the proper pronouns used for specific identification with the appropriate indirect object pronoun, both in verbal and written format. The focus learner satisfied the lesson objectives from lesson 1, mastering the use of the singular gusta evident from the final written assessment. The focus learner when given written assessment was able to demonstrate learning with at above 80% accuracy using scaffold supports. In lesson 2 the learning objectives were similar, but applied to the plural form of the verb gustar. The focus learner was able to, measured by the daily assessment record, satisfy learning objectives with 90% accuracy achievement.]
The elicitation task used in this study successfully instigated the production of relative clauses in the two groups of children and adults. There was no significant difference between the two groups of children in the use of RCs, although there was between the adults and children. Therefore, the children may have been too old to show the effect of developmental acquisition in the age range 5 to 8. As previous researchers have found (Utzeri, 2007; Tomasello, 2000; Diessel 2004), SRCs were produced unproblematically by both groups of children and adults, although as hypothesised, the production of ORCs were consistently avoided by all groups, but surprisingly in a greater number by the adults. These results validate the aims in this study, that children and adults are more likely to produce subject relative clauses than object relative clauses, that children and adults will be less accurate in the production of ORCs, and furthermore that there would be a correlation between the older group and adult production and avoidance strategies.
verbs usually do not '' . In the past tense all different subjects agree with the same
This course took me into a beautiful journey. I enhance my knowledge on verb subject agreement. I was
A large part of an English teacher’s job deals with helping students find their own voices amidst the many teachings of their parents and peers. A student’s voice can be their values, their interests, and their perspectives of the world in which they live. Their voice can be their critical questioning of the many situations they face, whether in a text, the school cafeteria, or a park after school. It is the job of an English teacher to aid in finding this voice through their writing. It is by putting words and thoughts down on paper that a student can sometimes feel comfortable enough to take risks and find their true voices. Although traditional grammar instruction has long been thought to improve this skill, this is no longer the case. Instead, by providing a classroom environment in which students are immersed in classic literature from many genres including poetry, short stories, and novels, students will learn how to harness grammar for their own purposes of finding their voice in their writing.
When it comes to how teachers teach students, a heated debate is raised regarding whether we should use inductive approach or deductive approach. The former refers to the approach realized by providing some implicit focus on grammar during communicative language teaching (Fotos, 1998). On this stage, usually, learners are provided with opportunities to learn passive voice through specified communicative activities, and they are required to explore these grammatical structures in context. As a result, students are sure of the pu...
Although great emphasis has been attached to grammar teaching, there still exist many problems in school context. Nunan (1998) points out learners are provided with various drills to master a certain grammatical item, which makes grammar in textbooks isolated from real life. According to what Miss Wong has mentioned, students are not sure of the purposes of using passive voice at discourse level. That is to say, students do not fully understand in what occasion passive voice should be used, which is a common problem in contemporary grammar teaching.
This study aimed to investigate how the speaker employs personal pronouns (we, you, I) in scholastic discourse with special attention to the utilization of "you" through the analysis of the Michigan Corpus of Scholastic Communicated in English (MICASE). The result of the study was that there was only one common pronoun used which is “you”. One is a hypothetical form “if you were/are” in college students’ speeches, which demonstrates that the speaker intends to engage the audience in the talk, rather than using impersonal forms or third person. The use of third person point of view will not make it ambiguous. “You” requires a specific person for addressing to a certain person making it personal and less formal. Because of this, “you” should be avoided in academic writing. In addition, the reason why “you” is frequently used because the pronoun “you” collocates with verb such as “you get”, “You think” “you have” and etc. This stud y about personal pronoun has bearing on the present study since both deals with pronouns. The study supports the present study since both are about academic. In addition, the findings of the study will justify that using the pronoun ‘you’ will not achieve the sense of objectivity in academic writing.
.../ to form the past tense of the verb. Another common error is saying that the plural of sheep is ‘sheeps’. This also indicates the overgeneralization of the plural-making rules. Second language learners also overextend the meanings of different words if they have a limited vocabulary. For example, they may use the word ‘car’ to refer to different means of transport such as trucks and buses. This means that both first language and second language users creatively construct their language by forming their own hypotheses about language use.