How can you master English grammar? The good news is that you can do it. The bad news is that it takes some work on your part. Even more importantly, however, it takes curiosity.
Not many people really enjoy studying grammar rules, but you are going to have to if you want to master English. You are also going to have to study grammar in context - not just in a grammar book. This is why you need to be curious, and why you need to start noticing English when you hear people speaking it or when you read it. That is, you have to pay attention to how English speakers actually use English.
Let's try an exercise. Let's say you're studying the present perfect in your English class, and you've learned that English speakers use the present perfect ("has known" or "have known") to express three different ideas about time:
1) To connect the past and the present (using "for" or "since" - "I have known him for 2 years")
2) To talk about repeated past actions (using frequency adverbs like "usually," "always," and "often" - "We have always been friends")
3) To talk about past actions when the exact time is not important ("already" and "yet" - "We have already met").
This information is good to have, but it's not really enough to help you USE the present perfect correctly. To do that, you need to pay attention to people when they speak and when they write. Can you HEAR the present perfect when someone is talking to you? Can you SEE the present perfect when you read it? Do you know WHY the speaker or writer used the present perfect - and not the present or the past or the future?
Read the following excerpt from a job interview. Can you SEE the present perfect? Can you SEE the past tense? Both of these tenses are commonly used during job interviews, but they are used to communicate very different ideas.
To test yourself, find all of the present perfect verbs and underline them.
Then find all of the simple past verbs and circle them.
Can you see the difference in meaning? Why did the writer use the present perfect sometimes, and the simple present other times?
Interviewer: Tell us about your work experience.
Interviewee:
I've worked in the fast food industry all of my life. I started out as a cook in the back, and I slowly worked my way up. During my career, I've been a cook, a cashier, a utility worker, and an assistant manager. I think I'm a very effective manager now because I've done all of the jobs in the restaurant, so my crew members respect me. Right now I'm the assistant manager at a Burger King, and I've been in that position since 2008. All of my performance evaluations have been excellent. On my last evaluation, my manager told me that my people skills were excellent and that my organizational skills were improving rapidly. I've always had a strong work ethic, which both my managers and my crew appreciate.
Follow the link below to find the answers to this exercise! Good luck!
Joan Pougiales, Ph.D. has taught English as a Second Language for over 30 years to college-bound students in the U.S., as well as to adult immigrants and refugees. Her web site is devoted to helping refugees and immigrants learn English and succeed in their new lives in the U.S. Visit her at http://www.growenglish.com/ to read more articles and to learn more about the natural English approach.
For answers to this exercise, go to: Noticing English Grammar and click on "Find the answers"
Sunday, July 25, 2010
Good English Grammar - The Expression "Between You and I" by Jose M. Blanco
The Problem
Many speakers and writers of English use the expression "between you and I." People use this expression because it makes them sound more educated -- or so they think. In their effort to appear sophisticated, people blithely say, "Just between you and I, company xyz will go public next week." As difficult as it may be to believe, this expression is wrong.
We have had it pounded into us over and over that we say and write "you and I" that we use "you and I" for everything. We have to think about what we say and write or we will appear illiterate and uneducated.
Between is a Preposition
The word between is a preposition. Prepositions are words that show relationships between nouns or pronouns. Examples of prepositions include: about, above, below, beneath, in, over, and, of course, between. The noun or pronoun after a preposition is called the object of the preposition. The problem does not manifest itself when we use actual nouns. For example, no one would have any trouble with "between a rock (noun) and a hard place (noun" or "between Mary (noun) and Jill (noun)." In English, nouns in the objective case (used as objects) are not different from their subject form. But such is not the case with pronouns.
Use Objective Case Pronouns After a Preposition
After a preposition, like between, speakers and writers must use objective, not subjective, case pronouns. The following is a short list of pronouns in the subjective case and the objective case:
Subjective Case: I, We, He, She, They
Objective Case: Me, Us, Him, Her, Them
The expression "It is all about me" would not make sense if it were written "It is all about I." Similarly, the sentence, "There is no one behind we" is non-standard and would not be accepted by any native speaker of English. Some people get confused when there are two pronouns as the object of a preposition.
Check for Correctness After Prepositions
A safe way of making sure that you are using the correct pronoun case after a proposition is to convert the two singular pronouns into one plural pronoun. What this means is that if you are not sure of whether to use "between you and I" (which is always wrong) or "between you and me" (which is the correct form), change "you and me," which are both singular pronouns, to "we" or "us," which are their plural equivalents.
Would you ever say, "There is nothing between we"? I did not think so. This sentence sounds totally wrong to a native speaker of English.
Would you say, "There is nothing between us"? Of course you would. This sounds natural and proper.
The pronoun us is in the objective case. So if we separate the "us" into its component parts ("you and me" or "you and me") we know that we must use the objective case form of the singular pronouns. Therefore, we pick "between you and me."
If nothing else, just remember: "Between you and I" is always wrong. Use "Between you and me."
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
Many speakers and writers of English use the expression "between you and I." People use this expression because it makes them sound more educated -- or so they think. In their effort to appear sophisticated, people blithely say, "Just between you and I, company xyz will go public next week." As difficult as it may be to believe, this expression is wrong.
We have had it pounded into us over and over that we say and write "you and I" that we use "you and I" for everything. We have to think about what we say and write or we will appear illiterate and uneducated.
Between is a Preposition
The word between is a preposition. Prepositions are words that show relationships between nouns or pronouns. Examples of prepositions include: about, above, below, beneath, in, over, and, of course, between. The noun or pronoun after a preposition is called the object of the preposition. The problem does not manifest itself when we use actual nouns. For example, no one would have any trouble with "between a rock (noun) and a hard place (noun" or "between Mary (noun) and Jill (noun)." In English, nouns in the objective case (used as objects) are not different from their subject form. But such is not the case with pronouns.
Use Objective Case Pronouns After a Preposition
After a preposition, like between, speakers and writers must use objective, not subjective, case pronouns. The following is a short list of pronouns in the subjective case and the objective case:
Subjective Case: I, We, He, She, They
Objective Case: Me, Us, Him, Her, Them
The expression "It is all about me" would not make sense if it were written "It is all about I." Similarly, the sentence, "There is no one behind we" is non-standard and would not be accepted by any native speaker of English. Some people get confused when there are two pronouns as the object of a preposition.
Check for Correctness After Prepositions
A safe way of making sure that you are using the correct pronoun case after a proposition is to convert the two singular pronouns into one plural pronoun. What this means is that if you are not sure of whether to use "between you and I" (which is always wrong) or "between you and me" (which is the correct form), change "you and me," which are both singular pronouns, to "we" or "us," which are their plural equivalents.
Would you ever say, "There is nothing between we"? I did not think so. This sentence sounds totally wrong to a native speaker of English.
Would you say, "There is nothing between us"? Of course you would. This sounds natural and proper.
The pronoun us is in the objective case. So if we separate the "us" into its component parts ("you and me" or "you and me") we know that we must use the objective case form of the singular pronouns. Therefore, we pick "between you and me."
If nothing else, just remember: "Between you and I" is always wrong. Use "Between you and me."
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
High School Teachers Use Blogging To Get Students Writing More
It's the middle of summer, but high school Language Arts teachers across the US are planning fall curriculum now. On the first day of class, they will most likely confront three months worth of time their students spent addicted to "constricted writing environments" such as Facebook, Twitter,and mobile texting - mediums that confine the expression of ideas to a limited character count. By nature, this can lead to students throwing out proper grammar, sentence structure, and other traditional language skills needed for English class and the college application process. To address this trend, teachers are looking for innovative ideas to encourage their students to write more (not less) during the coming school year.
To help in this mission, StageofLife.com, a blogging and resource website for high school students, released its first installment of lesson plans for Language Arts teachers. The lesson plans provide writing prompts and describe methods for incorporating blogging into the curriculum for a real-world application to get students writing more outside the classroom.
Writing Contests for High School Students: One of the first strategies outlined in the blogging lesson plans talks about the use of the student writing contests to strengthen traditional language skills.
Laura Li, a student at Mt. Carmel High School in San Diego, was a finalist in a StageofLife.com teen writing contest themed around the environment – a timely topic stemming from the BP Oil Spill. She heard about the contest from her AP English Teacher,
"My teacher was talking to our class about small actions making big changes in the world. The next day she offered us an extra credit assignment, which was to submit an essay to the StageofLife.com student writing contest. And since I was also taking AP Environmental Science, I had a lot of knowledge of the environment and thought I would give it a try."
What makes this student writing contest unique, however, is that the entry process sets up each submission as a blog so other contestants and visitors may view, read and comment on the essay.
Rebecca Thiegs, M. Ed, a Language Arts teacher at Red Lion Area High School in Red Lion, PA and curriculum consultant for StageofLife.com says,
"The blogging aspect of the writing contest provides an incredibly positive experience for students. Teens today get instant feedback from their peers, family, friends and others in their social networks. Teachers should have a resource to provide this same level of interaction as they roll out pieces of their writing curriculum."
The current writing contest dovetails off of the popularity of TV shows like NBC's Biggest Loser and best selling books such as Michael Pollan's Food Rules as it pushes students to examine America's relationship with food. The contest question asks, "Do we have an obligation to take better care of ourselves by making changes in the way we eat and/or buy and consume food?"
The winning student of the food essay contest receives a cash prize, website swag, and "Featured Blogger" status. Entry details and submission guidelines for the high school writing contest can be found on StageofLife.com. A new contest topic is posted at the beginning of each month.
To help in this mission, StageofLife.com, a blogging and resource website for high school students, released its first installment of lesson plans for Language Arts teachers. The lesson plans provide writing prompts and describe methods for incorporating blogging into the curriculum for a real-world application to get students writing more outside the classroom.
Writing Contests for High School Students: One of the first strategies outlined in the blogging lesson plans talks about the use of the student writing contests to strengthen traditional language skills.
Laura Li, a student at Mt. Carmel High School in San Diego, was a finalist in a StageofLife.com teen writing contest themed around the environment – a timely topic stemming from the BP Oil Spill. She heard about the contest from her AP English Teacher,
"My teacher was talking to our class about small actions making big changes in the world. The next day she offered us an extra credit assignment, which was to submit an essay to the StageofLife.com student writing contest. And since I was also taking AP Environmental Science, I had a lot of knowledge of the environment and thought I would give it a try."
What makes this student writing contest unique, however, is that the entry process sets up each submission as a blog so other contestants and visitors may view, read and comment on the essay.
Rebecca Thiegs, M. Ed, a Language Arts teacher at Red Lion Area High School in Red Lion, PA and curriculum consultant for StageofLife.com says,
"The blogging aspect of the writing contest provides an incredibly positive experience for students. Teens today get instant feedback from their peers, family, friends and others in their social networks. Teachers should have a resource to provide this same level of interaction as they roll out pieces of their writing curriculum."
The current writing contest dovetails off of the popularity of TV shows like NBC's Biggest Loser and best selling books such as Michael Pollan's Food Rules as it pushes students to examine America's relationship with food. The contest question asks, "Do we have an obligation to take better care of ourselves by making changes in the way we eat and/or buy and consume food?"
The winning student of the food essay contest receives a cash prize, website swag, and "Featured Blogger" status. Entry details and submission guidelines for the high school writing contest can be found on StageofLife.com. A new contest topic is posted at the beginning of each month.
College Graduate Helps Students Master Writing Skills
A blank page can be transformed into anything an imagination can dream of when a pen touches paper. It's why Marc Hummel is so passionate about writing.
This summer, the Rutgers-Camden 2010 graduate is lending his passion to Philadelphia school children to help them foster their creativity and express themselves through writing and reading.
Hummel, an English major who graduated from Rutgers-Camden in May, interns with Mighty Writers, a Philadelphia-based nonprofit organization whose goal is to "awaken city kids to the wonders of writing."
"Writing is the best way to express yourself," the 25-year-old Hummel says. "I like seeing what the kids can do. It's powerful. I know that the writing skills in our city aren't very good, so it lifts me up when I see the kids working on their projects and accomplishing something."
Hummel, whose volunteer work at the writing center since 2009 led to his internship there, tutors students ages seven to 17 and guides them through various writing exercises and workshops on everything from poetry to sports writing and movie reviews.
"Mighty Writers is about the students having fun when they write," Hummel says. "That's what I've always liked about it. They're writing papers, writing poetry, and reading. It's a skill and a passion and the kids are in immersed in the environment."
According to the Mighty Writers website, the students who enroll in the program "learn that writing well requires responsibility, accountability and patience--and when you write effectively and persuasively, confidence follows and moves you toward your goals."
The students are also encouraged to read both independently and in groups, and one summer workshop allows them to explore the Bone series of graphic novels by Jeff Smith.
A former Elk Township resident and Delsea High School graduate, Hummel now lives in Philadelphia. His parents, Fred and Susan Hummel, still live in Elk Township.
He says he's often inspired by what the children write, and helping them craft stories is a rewarding experience.
"I try to get them to like what they're writing about so they don't feel forced to do it,” he says. "It's great to see what they can accomplish."
Hummel's volunteer work also led to a unique research opportunity. He applied his experience at Mighty Writers to a service learning project for his Introduction to Writing Studies course at Rutgers-Camden. He analyzed the mission, goals, and practices of Mighty Writers to identify what distinguishes the organization from other community literacy programs.
"Some community writing centers tend to be career-oriented or academic, but Mighty Writers stresses having fun with your writing," Hummel says. "I think that's an incentive. There's a real benefit there."
He also tied his observations at Mighty Writers into genre study, finding that the community writing center encourages the students' ability to recognize and practice various genre forms, making them better writers.
Hummel was awarded Rutgers-Camden's 2010 Margaret Marsh Undergraduate Research Award, which recognizes original research conducted by undergraduates.
As an intern, Hummel is able to create his own initiatives for the Mighty Writers students in addition to his tutoring work.
He is planning to apply for grant money that would be used to purchase materials -- like seeds and fertilizer --- for a nutrition and gardening project in which the Mighty Writers students would harvest crops and keep a record of their progress.
Although his internship ends at the end of July, Hummel says he plans to continue to volunteer as a tutor at Mighty Writers for the rest of the summer and beyond.
He is also pursuing a career as a writer.
"I'm interested in illustrated stories and visual essays, using text to power the narrative, as well as new ways of writing fiction online," Hummel says. "I particularly want to experiment with ways to make storytelling unique to each reader."
This summer, the Rutgers-Camden 2010 graduate is lending his passion to Philadelphia school children to help them foster their creativity and express themselves through writing and reading.
Hummel, an English major who graduated from Rutgers-Camden in May, interns with Mighty Writers, a Philadelphia-based nonprofit organization whose goal is to "awaken city kids to the wonders of writing."
"Writing is the best way to express yourself," the 25-year-old Hummel says. "I like seeing what the kids can do. It's powerful. I know that the writing skills in our city aren't very good, so it lifts me up when I see the kids working on their projects and accomplishing something."
Hummel, whose volunteer work at the writing center since 2009 led to his internship there, tutors students ages seven to 17 and guides them through various writing exercises and workshops on everything from poetry to sports writing and movie reviews.
"Mighty Writers is about the students having fun when they write," Hummel says. "That's what I've always liked about it. They're writing papers, writing poetry, and reading. It's a skill and a passion and the kids are in immersed in the environment."
According to the Mighty Writers website, the students who enroll in the program "learn that writing well requires responsibility, accountability and patience--and when you write effectively and persuasively, confidence follows and moves you toward your goals."
The students are also encouraged to read both independently and in groups, and one summer workshop allows them to explore the Bone series of graphic novels by Jeff Smith.
A former Elk Township resident and Delsea High School graduate, Hummel now lives in Philadelphia. His parents, Fred and Susan Hummel, still live in Elk Township.
He says he's often inspired by what the children write, and helping them craft stories is a rewarding experience.
"I try to get them to like what they're writing about so they don't feel forced to do it,” he says. "It's great to see what they can accomplish."
Hummel's volunteer work also led to a unique research opportunity. He applied his experience at Mighty Writers to a service learning project for his Introduction to Writing Studies course at Rutgers-Camden. He analyzed the mission, goals, and practices of Mighty Writers to identify what distinguishes the organization from other community literacy programs.
"Some community writing centers tend to be career-oriented or academic, but Mighty Writers stresses having fun with your writing," Hummel says. "I think that's an incentive. There's a real benefit there."
He also tied his observations at Mighty Writers into genre study, finding that the community writing center encourages the students' ability to recognize and practice various genre forms, making them better writers.
Hummel was awarded Rutgers-Camden's 2010 Margaret Marsh Undergraduate Research Award, which recognizes original research conducted by undergraduates.
As an intern, Hummel is able to create his own initiatives for the Mighty Writers students in addition to his tutoring work.
He is planning to apply for grant money that would be used to purchase materials -- like seeds and fertilizer --- for a nutrition and gardening project in which the Mighty Writers students would harvest crops and keep a record of their progress.
Although his internship ends at the end of July, Hummel says he plans to continue to volunteer as a tutor at Mighty Writers for the rest of the summer and beyond.
He is also pursuing a career as a writer.
"I'm interested in illustrated stories and visual essays, using text to power the narrative, as well as new ways of writing fiction online," Hummel says. "I particularly want to experiment with ways to make storytelling unique to each reader."
Sunday, July 18, 2010
The So Called English Errors by Ma. Sheila Escuro
There are something that are called as English error which is really not an error. Surely, sentence construction can defy the strict standard rules being used. It really does not make that wrong, just a bit informal. And with a proper setup, it can be appropriate. Below are some of the most acceptable type of errors, you'll be able to set the English grammar software, just ignore:
1. The split infinitive - insert a word or two in between the -to, and then place a verb is a big no-no in English grammar schools. It really is not wrong. But, in some situations, it can sound better for the sentence. Unless the two really makes your sentence strained and/or awkward, you really should accept the rules.
2. To end the sentence with a preposition - while there's a prescribed guide keeping you away from doing it, the standard usages are telling that you should ignore it. But, obviously, you are readying yourself for some assignments in formal article writing, you must rewrite it to become grammatically correct.
3. Start a sentence with a conjunction - this is another rule which is not used, but its mostly accepted by the readers in modern class. But, if you are trying in becoming safe, just go on with combining a sentence which starts with conjunctions.
To use between, for items which is 2+. It must be a shock for you but it is true. In the early usage of this word, the word between is used in referring to words with 2+ items, this is perfectly fine.
1. The split infinitive - insert a word or two in between the -to, and then place a verb is a big no-no in English grammar schools. It really is not wrong. But, in some situations, it can sound better for the sentence. Unless the two really makes your sentence strained and/or awkward, you really should accept the rules.
2. To end the sentence with a preposition - while there's a prescribed guide keeping you away from doing it, the standard usages are telling that you should ignore it. But, obviously, you are readying yourself for some assignments in formal article writing, you must rewrite it to become grammatically correct.
3. Start a sentence with a conjunction - this is another rule which is not used, but its mostly accepted by the readers in modern class. But, if you are trying in becoming safe, just go on with combining a sentence which starts with conjunctions.
To use between, for items which is 2+. It must be a shock for you but it is true. In the early usage of this word, the word between is used in referring to words with 2+ items, this is perfectly fine.
Problems in Learning English and How to Improve Them by Ryan Kent-Temple
Are you having difficulty learning English? Are you saying to yourself "If only I could learn English better, I could do so much more."? If you are answering yes to these questions, I'm sure you're wondering how you can do that. In this article, I would like to explain some problems many English learners face, and ways to improve your English that are simple and can be fun at the same time.
Problems in Learning English
- Poor English Vocabulary
Vocabulary is important when learning a language. Any language, of course including English, has thousands and thousands of words. In many cases, even those native speakers of the language do not know all the words of that language. there are just too many to learn. In fact, according to many sources I have come across, there are only 800 words that you must know to converse in English. That list is too long to display here, but a good start is to read through that list and see how many words you know. You may surprise yourself in the amount of words you are familiar with. I have posted the list on World English club, and you can go over it there. Another problem people face in learning English vocabulary is that they learn new words, but they tend to forget what they have learned quite soon after the just learned them. So what can you do?
- How to Improve your English Vocabulary
There are games to play and methods to learn to improve your English vocabulary. The best simple method I want to suggest is this; just make a list. Now there is more to it than just making a list, so keep reading. Once a week, make a list of twenty five words using the World English Club Vocab lists, or choose words from other popular websites. As you are compiling (or making) your list, make sure to write down the definitions if you are unsure of them at the time. Do your best to study and learn these new words. Now break the list down into five words a day. On your first day, study your first five words. On your second day, study your next five words. Now here's the trick; after your second day of your five vocab words, try to write down yesterday's words. On your third day, study day three's words, and then try to remember and write down day two's vocab words. Are you seeing a pattern yet? I hope so. Do this for five days, and on your sixth day of vocabulary learning, try to write all your vocab words for the last week. Take your time, and do your best. When you are done, review those words and see what you remember. If you use the method above, I guarantee you will improve your English vocabulary and not forget the words you have learned.
- Poor English Speaking Skills
One of the biggest complaints I hear about when one is learning a new language, is their inability to communicate successfully. Whether it is an issue with reducing their accent, or not knowing the vocabulary or grammar to create a decent conversation, many people struggle with poor speaking skills. People assume that learning grammar in a classroom or studying vocabulary words will help them speak a English as a language. But those factors only gain you knowledge of the English language and cannot translate into real conversational English skills. Are you having problems with English speaking skills? Here are ways to improve your English speaking skills.
- How to improve your English Speaking Skills
Have you tried to watch a movie in English? I'm sure you have. It is one of the easiest things to do while studying and learning English. But what is it about watching movies that is a good idea? I'll tell you; it's hearing the words spoken out loud. So there is one thing that I'm sure you haven't thought of to mirror this learning effect, but it will make a bigger and better improvement on learning English speaking skills. Read a book. Well, it doesn't have to be a book, but it needs to be in English. Now here's the trick; As you are reading this book, read it OUT LOUD. Yes, it is as simple as that. Reading out loud will let you hear your English and at the same time, help you gain more confidence in speaking English. It does not have to be for a very long time. But you should read out loud for at least five minutes a day. Do not give up on this. I think this is an important method to practice and not enough people practice in this manner. Make sure you are pronouncing your words, and if you have to read slowly, that's OK as well. The point is that you are speaking out loud and practicing speaking English. Since many English learners do not have the opportunity to interact with native English speakers, this is one of the best methods to help improve your English speaking skills. Which brings me to my final learning English problem.
- Not enough interaction with English speakers
Not being able to have interaction with native English speakers can be a great hindrance on one who is learning English. But there are many things you can do to help improve your interaction with native English speakers, or at least to simulate this experience. Which, let's face it, is probably the most important part of learning a new language. Interaction. So here are some things you can do.
- As you all are aware, watching movies is a good idea. You can learn slang words and, if you are interested in learning to speak like an American, there are a lot of colloquialisms and Americanisms (as I like to call them) that are difficult to learn about simply by reading. to learn colloquialisms, a person must hear the words and phrases in context. So by watching movies, there can be no way in which you, as a learner, can mistake or misunderstand the meaning of the words or phrases.
- One way (and I think this is the best way) that many English learners do not think of, is finding an native English speaker in a chat room or English learning website and chat with them via Skype or other internet voice service. There are plenty of people who would love to just talk with you over the phone or internet to help you learn. Or maybe you can offer to teach them a little of your language in return. That way everybody gains something from the experience. If you are in a country or city where you do not have the opportunity to find a native English speaking friend, chatting on the phone or internet is the next best thing.
- If you are lucky enough to know an English speaker that you can meet with (and it should be someone you are comfortable with so as you are trying to speak, you will not be shy), try to meet them in a comfortable place that you can hear each other speak and just spend about an hour talking about any topic that comes to mind. You can also plan some topics to talk about so you don't waste your time thinking of things to say. maybe write down questions you have or have them ask YOU questions so you can practice answering them.
There are plenty of other problems in Learning English but I think these are the three main reasons. I guarantee that if you know these pitfalls and know how to avoid them, every aspect of your English learning will be improved. And you will be a native English speaker in no time. Good Luck!
Ryan Kent-Temple is a webmaster helping people worldwide with Learning English online. He is also a moderator on the World English Club Forums which is available for everybody that desires improvement. If you want to find out more about this please visit World English Club to Learn English Online, which is a leading site on the topic of how to learn and improve your English online by listening to English spoken word.
Problems in Learning English
- Poor English Vocabulary
Vocabulary is important when learning a language. Any language, of course including English, has thousands and thousands of words. In many cases, even those native speakers of the language do not know all the words of that language. there are just too many to learn. In fact, according to many sources I have come across, there are only 800 words that you must know to converse in English. That list is too long to display here, but a good start is to read through that list and see how many words you know. You may surprise yourself in the amount of words you are familiar with. I have posted the list on World English club, and you can go over it there. Another problem people face in learning English vocabulary is that they learn new words, but they tend to forget what they have learned quite soon after the just learned them. So what can you do?
- How to Improve your English Vocabulary
There are games to play and methods to learn to improve your English vocabulary. The best simple method I want to suggest is this; just make a list. Now there is more to it than just making a list, so keep reading. Once a week, make a list of twenty five words using the World English Club Vocab lists, or choose words from other popular websites. As you are compiling (or making) your list, make sure to write down the definitions if you are unsure of them at the time. Do your best to study and learn these new words. Now break the list down into five words a day. On your first day, study your first five words. On your second day, study your next five words. Now here's the trick; after your second day of your five vocab words, try to write down yesterday's words. On your third day, study day three's words, and then try to remember and write down day two's vocab words. Are you seeing a pattern yet? I hope so. Do this for five days, and on your sixth day of vocabulary learning, try to write all your vocab words for the last week. Take your time, and do your best. When you are done, review those words and see what you remember. If you use the method above, I guarantee you will improve your English vocabulary and not forget the words you have learned.
- Poor English Speaking Skills
One of the biggest complaints I hear about when one is learning a new language, is their inability to communicate successfully. Whether it is an issue with reducing their accent, or not knowing the vocabulary or grammar to create a decent conversation, many people struggle with poor speaking skills. People assume that learning grammar in a classroom or studying vocabulary words will help them speak a English as a language. But those factors only gain you knowledge of the English language and cannot translate into real conversational English skills. Are you having problems with English speaking skills? Here are ways to improve your English speaking skills.
- How to improve your English Speaking Skills
Have you tried to watch a movie in English? I'm sure you have. It is one of the easiest things to do while studying and learning English. But what is it about watching movies that is a good idea? I'll tell you; it's hearing the words spoken out loud. So there is one thing that I'm sure you haven't thought of to mirror this learning effect, but it will make a bigger and better improvement on learning English speaking skills. Read a book. Well, it doesn't have to be a book, but it needs to be in English. Now here's the trick; As you are reading this book, read it OUT LOUD. Yes, it is as simple as that. Reading out loud will let you hear your English and at the same time, help you gain more confidence in speaking English. It does not have to be for a very long time. But you should read out loud for at least five minutes a day. Do not give up on this. I think this is an important method to practice and not enough people practice in this manner. Make sure you are pronouncing your words, and if you have to read slowly, that's OK as well. The point is that you are speaking out loud and practicing speaking English. Since many English learners do not have the opportunity to interact with native English speakers, this is one of the best methods to help improve your English speaking skills. Which brings me to my final learning English problem.
- Not enough interaction with English speakers
Not being able to have interaction with native English speakers can be a great hindrance on one who is learning English. But there are many things you can do to help improve your interaction with native English speakers, or at least to simulate this experience. Which, let's face it, is probably the most important part of learning a new language. Interaction. So here are some things you can do.
- As you all are aware, watching movies is a good idea. You can learn slang words and, if you are interested in learning to speak like an American, there are a lot of colloquialisms and Americanisms (as I like to call them) that are difficult to learn about simply by reading. to learn colloquialisms, a person must hear the words and phrases in context. So by watching movies, there can be no way in which you, as a learner, can mistake or misunderstand the meaning of the words or phrases.
- One way (and I think this is the best way) that many English learners do not think of, is finding an native English speaker in a chat room or English learning website and chat with them via Skype or other internet voice service. There are plenty of people who would love to just talk with you over the phone or internet to help you learn. Or maybe you can offer to teach them a little of your language in return. That way everybody gains something from the experience. If you are in a country or city where you do not have the opportunity to find a native English speaking friend, chatting on the phone or internet is the next best thing.
- If you are lucky enough to know an English speaker that you can meet with (and it should be someone you are comfortable with so as you are trying to speak, you will not be shy), try to meet them in a comfortable place that you can hear each other speak and just spend about an hour talking about any topic that comes to mind. You can also plan some topics to talk about so you don't waste your time thinking of things to say. maybe write down questions you have or have them ask YOU questions so you can practice answering them.
There are plenty of other problems in Learning English but I think these are the three main reasons. I guarantee that if you know these pitfalls and know how to avoid them, every aspect of your English learning will be improved. And you will be a native English speaker in no time. Good Luck!
Ryan Kent-Temple is a webmaster helping people worldwide with Learning English online. He is also a moderator on the World English Club Forums which is available for everybody that desires improvement. If you want to find out more about this please visit World English Club to Learn English Online, which is a leading site on the topic of how to learn and improve your English online by listening to English spoken word.
English Grammar - Prepositions of Place - In, On, At by Liam Lusk
The three most commonly used prepositions of place in the English language are in, on and at.
Learning English grammar either online or from text books can be a frightening and difficult exercise so in this article I will explain when and how to use the prepositions of place in, on and at.
The preposition of place - 'in' is used for enclosed space.
Here are some examples:
in the garden
in London
in a box
in the office
in a car.
I have a meeting in London.
Do you work in an office?
We will see you in the meeting room.
The preposition of place - 'on' is used for surface.
Here are some examples:
on the wall
on the table
on the floor
on the shelf
on the ceiling
Your book is on the table.
I live on the 14th floor.
The cat was sitting on his lap.
The preposition of place - 'at' is used for point.
Here are some examples:
at the door
at the store
at home
at work
at the entrance
I will see you at the club.
The library is at the end of the road.
Let's meet at the entrance.
Read this article at least 5 times or until you completely understand how to use the prepositions of place. I then want you to do these English language exercises.
ACTIONS
1. Write 5 sentences using the prepositions of place 'in, on and at'.
2. Practice saying your sentences in front of a mirror (this will help you gain confidence).
3. Record yourself saying your sentences.
4. Repeat steps 2 & 3 until you sound natural.
5. Use the prepositions of place 'in, on and at' x3 a day for one month.
I hope you found this article helpful.
Please leave your comments and feedback.
Thanks
Liam
Hi everyone,
I hope you enjoy my articles here.
The articles I post will offer tips on increasing your English ability.
Here is a little information about me, I have been teaching communication English, business skills and presentation skills in South Korea for 8 years now. Before coming to South Korea I worked in the theatre industry in London for 14 years.
Check my linked in page for more info.
Also feel free to visit my blogs:
http://liamlusk.com/myblog
http://presentationexpressions.com/
Learning English grammar either online or from text books can be a frightening and difficult exercise so in this article I will explain when and how to use the prepositions of place in, on and at.
The preposition of place - 'in' is used for enclosed space.
Here are some examples:
in the garden
in London
in a box
in the office
in a car.
I have a meeting in London.
Do you work in an office?
We will see you in the meeting room.
The preposition of place - 'on' is used for surface.
Here are some examples:
on the wall
on the table
on the floor
on the shelf
on the ceiling
Your book is on the table.
I live on the 14th floor.
The cat was sitting on his lap.
The preposition of place - 'at' is used for point.
Here are some examples:
at the door
at the store
at home
at work
at the entrance
I will see you at the club.
The library is at the end of the road.
Let's meet at the entrance.
Read this article at least 5 times or until you completely understand how to use the prepositions of place. I then want you to do these English language exercises.
ACTIONS
1. Write 5 sentences using the prepositions of place 'in, on and at'.
2. Practice saying your sentences in front of a mirror (this will help you gain confidence).
3. Record yourself saying your sentences.
4. Repeat steps 2 & 3 until you sound natural.
5. Use the prepositions of place 'in, on and at' x3 a day for one month.
I hope you found this article helpful.
Please leave your comments and feedback.
Thanks
Liam
Hi everyone,
I hope you enjoy my articles here.
The articles I post will offer tips on increasing your English ability.
Here is a little information about me, I have been teaching communication English, business skills and presentation skills in South Korea for 8 years now. Before coming to South Korea I worked in the theatre industry in London for 14 years.
Check my linked in page for more info.
Also feel free to visit my blogs:
http://liamlusk.com/myblog
http://presentationexpressions.com/
Sunday, July 11, 2010
Master English Language by Seema Kumar
For many people, English is a Big challenge. English seems to be a very difficult language to master with all its irregularities, exceptions and rules. English in reality is a very peculiar language. Not only does it have so many grammatical rules, but, irritatingly enough, there are also hundreds of exceptions to those rules, which one can master only through persistence, dedication, and indefatigable energy. To reach flawlessness in the use of English is an seemingly impossible task. At times it may become frustrating and embarrassing to make mistakes but eventually one learns to accept them. By focusing more on understanding the mistakes rather than judging yourself one can become fluent in English. Moreover when we make it our hobby and not just a chore and above all have fun while we learn is the righteous path to effective English Mastery.
Problems with English
* Not Original Language - The spelling of a word may not show what the pronunciation of the word is. This is because English words came from many different sources. It is not a 'pure' language because English came from two main sources - old French, and old Anglo-Saxon, there is a very large vocabulary of words. Words with similar meanings may have come from both sources. For example, START (from Anglo-Saxon) and COMMENCE (from old French). The meaning is similar, but not precisely the same.
* Abundance of Common Words - To become even just a moderately competent speller of English one has to memorise at least 3695 common words with exceptional spellings
* Spelling Patterns - English has 88 main basic spelling patterns, but they all have some exceptions. 88 spelling patterns have so many exceptions that they are not really patterns at all.
* Idioms - Native English speakers use a lot of idioms, that is - words used in a way which is not their obvious meaning. An English speaker may say, "I do not think much of bananas." This does not mean he doesn't often think about bananas. It means that he does not like bananas very much! "I think nothing of going for a swim before breakfast." What this really means is that he actually likes doing this, and that it is no problem to him! Communicating is much more easier than actually understanding proper usage of English.
How to Improve your English? / How to Master English?
1. Motivation - On needs to have a lot of Motivation to be able to master English. Often we give up out of Frustration because we are not motivated to learn English. To Motivate on needs to question himself -
Why do you need to learn/improve English?
Where will you need to use English?
What skills do you need to learn/improve? (Reading/Writing/Listening/Speaking)
How soon do you need to see results?
How much time can you afford to devote to learning English.
Do you have a plan or learning strategy?
2. Regular English Study - It's important to study English every day. But don't Overdo! Instead of studying for hours once a week, one should devote like Thirty minutes every day be it Speaking or Writing. Short, steady practices are much impactful for learning than long periods on an irregular basis. This habit of studying keeps English fresh in our brain.
3. Communicate in English - Communication in English has many forms like - Speaking, Writing Letters, Text Messaging, Placing an Order, E-mail etc. There is nothing like communicating in English, especially when there are so many Forms to Communicate. The More you use it the more you know it and the more successful you will be.
4. Use a dictionary - Using a Dictionary while Reading or even while watching English programme is helpful in improving Vocabulary.
5. Listening English music - One of the effortless and easiest way is listening to music anytime or while doing daily chores etc. It can help in getting used to the natural rhythm and tone of English speech. The more time and attention you give to a song, the more you will learn from listening to it again in the future.
6. Read the Lyrics - If the lyrics are not given in the CD booklet, one can find them on the internet to understand the language. When you have read and understood the lyrics, listen the song and read at the same time, this can be a good way of understanding how sounds change in fast, natural, informal speech.
7. Listen to news in English - Listening to English spoken by newsreader either on Radio, T.V. or Internet makes it easier to get the grab of English
8. English Speaking Native/Foreigner Friend - An interesting way to not only learn English but new cultures as well if one finds a foreign boyfriend or girlfriend. It can be Online or Conventional friend and it can be a great motivator to improve your language skills.
9. English Courses - Those who are really serious about getting it right all the time can join various intensive and extensive courses
10. English Subtitled Movies - Another resourceful methods is to watch English movies with subtitles.
11. English Karaoke - If you have a music system which features Karaoke then one can, after understanding and memorising a song, use it in remembering which words rhyme at the end of each line. This can also be a good way of starting to learn English pronunciation.
12. Similar Words - Learning as many words as one can of one category, e.g. animal words can both expand overall vocabulary and make them easier to learn by forming links between the words in the brain.
13. Record your voice - Many people don't have much or any correction of pronunciation from a teacher so recording yourself and listening it makes it easier to hear whether you are really making the right pronunciation required.
14. Learn English From Internet - Many websites provide free and paid online Tutorials for improving English. On can look for them on any Search Engine and use it according to one's preference.
15. Take English language exams - It looks tough but taking up such exams reflects your mistakes. Even if you don't need to and don't want to or can't take a special course to study for it, paying to take an exam like TOEFL, TOEIC, IELTS or FCE can really motivate one to take English studies seriously.
16. English Language Blog - Another Creative way of getting along with English is to describe your life and interests etc. on the net. People who might read will point out your mistakes and give you free suggestions.
17. Visit an English Speaking Country - Most preferably England or any one which is easily accessible, is the best option. Certain Holiday Packages are available and one can take an English speaking tour or activity holiday.
English Grammar
I work for http://targetstudy.com/. Targetstudy.com is a specialised informative portal which aims at creating a worldwide awareness about not only the known but also the unknown aspects of education. Targetstudy.com is primarily concerned with education and information. It is a website meant for all ages whether a school going kid or a collegiate as it has Multipurpose utility in most matters of education. It maybe not the best or perfect but it is extensive and precise in it's content. It's objective is to go beyond Conventional Capital Generating websites which are abundant, rather it's objective is to provide what is the most needed - Precise and Complete Information which is actually useful beyond the Realm of Cyberworld.
Problems with English
* Not Original Language - The spelling of a word may not show what the pronunciation of the word is. This is because English words came from many different sources. It is not a 'pure' language because English came from two main sources - old French, and old Anglo-Saxon, there is a very large vocabulary of words. Words with similar meanings may have come from both sources. For example, START (from Anglo-Saxon) and COMMENCE (from old French). The meaning is similar, but not precisely the same.
* Abundance of Common Words - To become even just a moderately competent speller of English one has to memorise at least 3695 common words with exceptional spellings
* Spelling Patterns - English has 88 main basic spelling patterns, but they all have some exceptions. 88 spelling patterns have so many exceptions that they are not really patterns at all.
* Idioms - Native English speakers use a lot of idioms, that is - words used in a way which is not their obvious meaning. An English speaker may say, "I do not think much of bananas." This does not mean he doesn't often think about bananas. It means that he does not like bananas very much! "I think nothing of going for a swim before breakfast." What this really means is that he actually likes doing this, and that it is no problem to him! Communicating is much more easier than actually understanding proper usage of English.
How to Improve your English? / How to Master English?
1. Motivation - On needs to have a lot of Motivation to be able to master English. Often we give up out of Frustration because we are not motivated to learn English. To Motivate on needs to question himself -
Why do you need to learn/improve English?
Where will you need to use English?
What skills do you need to learn/improve? (Reading/Writing/Listening/Speaking)
How soon do you need to see results?
How much time can you afford to devote to learning English.
Do you have a plan or learning strategy?
2. Regular English Study - It's important to study English every day. But don't Overdo! Instead of studying for hours once a week, one should devote like Thirty minutes every day be it Speaking or Writing. Short, steady practices are much impactful for learning than long periods on an irregular basis. This habit of studying keeps English fresh in our brain.
3. Communicate in English - Communication in English has many forms like - Speaking, Writing Letters, Text Messaging, Placing an Order, E-mail etc. There is nothing like communicating in English, especially when there are so many Forms to Communicate. The More you use it the more you know it and the more successful you will be.
4. Use a dictionary - Using a Dictionary while Reading or even while watching English programme is helpful in improving Vocabulary.
5. Listening English music - One of the effortless and easiest way is listening to music anytime or while doing daily chores etc. It can help in getting used to the natural rhythm and tone of English speech. The more time and attention you give to a song, the more you will learn from listening to it again in the future.
6. Read the Lyrics - If the lyrics are not given in the CD booklet, one can find them on the internet to understand the language. When you have read and understood the lyrics, listen the song and read at the same time, this can be a good way of understanding how sounds change in fast, natural, informal speech.
7. Listen to news in English - Listening to English spoken by newsreader either on Radio, T.V. or Internet makes it easier to get the grab of English
8. English Speaking Native/Foreigner Friend - An interesting way to not only learn English but new cultures as well if one finds a foreign boyfriend or girlfriend. It can be Online or Conventional friend and it can be a great motivator to improve your language skills.
9. English Courses - Those who are really serious about getting it right all the time can join various intensive and extensive courses
10. English Subtitled Movies - Another resourceful methods is to watch English movies with subtitles.
11. English Karaoke - If you have a music system which features Karaoke then one can, after understanding and memorising a song, use it in remembering which words rhyme at the end of each line. This can also be a good way of starting to learn English pronunciation.
12. Similar Words - Learning as many words as one can of one category, e.g. animal words can both expand overall vocabulary and make them easier to learn by forming links between the words in the brain.
13. Record your voice - Many people don't have much or any correction of pronunciation from a teacher so recording yourself and listening it makes it easier to hear whether you are really making the right pronunciation required.
14. Learn English From Internet - Many websites provide free and paid online Tutorials for improving English. On can look for them on any Search Engine and use it according to one's preference.
15. Take English language exams - It looks tough but taking up such exams reflects your mistakes. Even if you don't need to and don't want to or can't take a special course to study for it, paying to take an exam like TOEFL, TOEIC, IELTS or FCE can really motivate one to take English studies seriously.
16. English Language Blog - Another Creative way of getting along with English is to describe your life and interests etc. on the net. People who might read will point out your mistakes and give you free suggestions.
17. Visit an English Speaking Country - Most preferably England or any one which is easily accessible, is the best option. Certain Holiday Packages are available and one can take an English speaking tour or activity holiday.
English Grammar
I work for http://targetstudy.com/. Targetstudy.com is a specialised informative portal which aims at creating a worldwide awareness about not only the known but also the unknown aspects of education. Targetstudy.com is primarily concerned with education and information. It is a website meant for all ages whether a school going kid or a collegiate as it has Multipurpose utility in most matters of education. It maybe not the best or perfect but it is extensive and precise in it's content. It's objective is to go beyond Conventional Capital Generating websites which are abundant, rather it's objective is to provide what is the most needed - Precise and Complete Information which is actually useful beyond the Realm of Cyberworld.
What Does Case Mean in English Grammar and Why Does it Really Matter? by Larry Lynn
Making a Case for Words in English
Many problems in English come from using the objective case where the subjective case should have been used or using the subjective case for where the objective case is correct. The errors occur mostly with pronouns, the words that take the place of nouns in order to avoid annoying repetition.
Some of these errors are so prevalent that it appears they may eventually become an acceptable part of English despite their blatant incorrectness.
For example, if there is a knocking at the door, the response to the question, "Who is it?" should be, "It is I." But the tendency is to use, "It's me." That is clearly a violation of pronoun and antecedent agreement where IT is subjective and ME is objective. But, to attempt to change the habits of the world is as difficult as to change the rotation of the earth.
Another example is the incorrect application of subject case or objective case in each of the following:
Me and her are going to feed Heathrow his meat and potatoes.
Heathrow took the meat and potatoes from my friend and I.
The correct forms should be:
She and I are going to feed Heathrow his meat and potatoes.
Heathrow took his meat and potatoes from my friend and me.
Since pronouns still have variations in case form, unlike the nouns whose place they take, that is where the problems occur.
To put the names to which the pronouns refer would solve the problem.
Larry and Hermione are going to feed Heathrow his meat and potatoes.
Heathrow took his meat and potatoes from my friend Hermione and Larry (That is I.) [See how awkward the correct form, That is I, sounds because it is so rarely used?
Pronouns still use CASE forms to identify their particular usage in the context of the sentence. Unfortunately, inadequate teaching, poor learning, or a combination of the two has perpetuated the problem. One cannot correct what he doesn't recognize as incorrect. Before you can understand the problems of CASE, you must first know WHAT case is, where it comes from, and why it is called what it is.
The past participle of the Latin infinitive cadere (to fall) is casus, from which English has derived one of its most difficult concepts for students to grasp: Case! What kind of convoluted ideology went into making THAT a part of English grammar? It is a remnant of Latin via Greek. The term merely refers to the fact that the inflections (endings attached to a base to signify meaning) actually had been depicted on a graph to show how the patterns fell progressively from the Nominative through the Locative. Use your imagination to focus on what I mean. I will give you two methods with which to work.
1. Visualize a straight line just like any one of the horizontals on a sheet of lined paper. Place, in your mind a perpendicular from its center upwards (like a huge plus sign (+) without the part sticking down below the horizontal).
Perhaps a right triangle without the hypotenuse would be easier to grasp.
2. The area between the top of the vertical and the right end of the horizontal is the "falling zone" or that area in which the Greeks considered where the incidents of the cases would fall (fell: casus) in order from the nominative to the locative.
3. Consider the vertical leg to be the NOMINATIVE CASE and the horizontal to be the last case in the series to be the LOCATIVE CASE.
4. Now consider 5 straight lines beginning at the vertex, the inner part of the right angle, shooting outward to form decreasing degrees in 20 degree increments.
5. Each of these lines represent the seven cases which are enumerated below:
a. NOMINATIVE: This is the case for all words that function (act like, perform as, are designated as, look like) SUBJECTS, or PREDICATE NOMINATIVE.
b. GENITIVE: The genitive case {from the past participle of gignere [to beget ( see John, I, 1), genitus]} refers to all words that show possession, measurement or source.
Hunh? You know, this ball is John's ( possession), i.e., it is the ball of John. That is possession.
What about measurement? Ahhh - John walked a distance of a mile. OF A MILE measures a distance so that the word MILE in Latin would take the genitive case.
Source: We are residents OF ROME; the book is made OF PAPER PRODUCTS ( double genitive: source and possession).
c. DATIVE: By its name alone and without any knowledge of Latin, a reader would have no clue why this mysterious case is called DATIVE. Look at the source. It comes from the Latin word DARE [pronounced dah ray] which is the infinitive for the English word GIVE (etymology is found at the end of the entry in a good dictionary). How is "give" pertinent to DATIVE? The DATIVE case applies to words that represent recipients of that which is given. Hence, in the sentence: Mama gave Heathrow his share of meat and potatoes, - Mama is the giver; Heathrow is the receiver; and meat and potatoes are what were given to Heathrow ( who was really in the mood for pasta). Heathrow, in Latin, would be in the Dative case; but, in English it would be called an indirect object for no other reason than there was no good way to express the relationship directly. In fact, the term Indirect Object in English sheds no light on its meaning or relevance. That is probably the reason for its atrophy - its ultimate disuse - as a relevant term in English grammar.
d. The third line would represent the ACCUSATIVE case, the one into which any words that are DIRECT OBJECTS (For whatever reason they are called that - ) in English. The word ACCUSATIVE itself is actually a mistaken interpretation (mistranslation?) for the Greek word AITIATIKE, which represents that which is CAUSED by, or the RESULT of the verb. The immediately aforementioned is really more than you, dear reader, really need to know. Hence, when Heathrow received his meat and potatoes, those items were the result of the giving, and he, Heathrow, was the recipient (indirect object, dative case) of the verb. Just to toss in a little complication for flavor, the Latin ACCUSATIVE CASE is also used for certain prepositions that show direction, etc. Too esoteric for you? Okay. Skip that and I will address those issues in another article.
e. The fourth line is for the oh, so complex ABLATIVE CASE in Latin, a case that has so many twists and turns it deserves an entry all to itself. On the surface it is the case that embraces specific objects of prepositions that show separation (as in THE SENATOR LEFT ROME), or the manner in which an action is done, or the agency through which an action is done, or the means (without a preposition) by which an action is done, or the direction away from which an object leaves the scene. Furthermore, the ablative case has adopted the essence of what is affectionately known as (and cursed) the ABLATIVE ABSOLUTE. Its equivalent in English is the oft ignored Nominative Absolute, which has the same function: to create a phrasal unit that in itself has no grammatical relationship to the main or dependent clauses in a sentence but which DOES have some pertinent information to render its existence valuable. I could have a sentence of its own, but it probably doesn't deserve one.
f. The fifth line goes to the LOCATIVE or VOCATIVE case, whichever you prefer to NOT put at the bottom. I chose the VOCATIVE, which has its root in the word VOCARE, meaning to CALL. Hence, the vocative case is designated specifically for DIRECT ADDRESS, or speaking directly to a person, place, or thing (as one may do with personification in poetry).
e.g., Heathrow (Vocative case), your meat an potatoes are ready.
g. The last line, which forms the base of the right angle, goes to whichever of the two didn't go on the previous line. In this case, it is the LOCATIVE CASE, which is reserved for specific places as in: Heathrow is at home waiting for his meat and potatoes. The word HOME, in Latin, would take the Vocative case.
What happened to all these cases in English? They still exist, but English as melded some of them into one.
The nominative case, also known as the Subjective Case, has as its members all words that are subjects, predicate nominatives, and predicate adjectives. However, just as rules are meant to be broken, there are exceptions. The subject of infinitives are in the Objective Case. Thus, in the sentence: I knew Heathrow to be the one to eat meat and potatoes, in Latin, Heathrow would be in the objective case (as subject of the infinitive, to be; and ONE would be in the objective case as the subject of the infinitive TO EAT.
The Genitive case is now known as the Possessive case and its indicators are either the word OF or the apostrophe ess ('s) added to a word or any such substantive.
All the other cases have been absorbed into one English catch all case called the OBJECTIVE case. It takes in all objects of prepositions, direct and indirect objects, and all functions of the ablative as well as the locative. The vocative has been renamed and called by its function: direct address.
But, the most distinctive change is that the endings (inflections) have been eliminated. Simplicity? Laziness? Practicality? Just the winds of change? Whatever the reason, the endings are gone. Their ghosts are still somewhat evident in some pronouns, but that is another article to be addressed in the future.
Many problems in English come from using the objective case where the subjective case should have been used or using the subjective case for where the objective case is correct. The errors occur mostly with pronouns, the words that take the place of nouns in order to avoid annoying repetition.
Some of these errors are so prevalent that it appears they may eventually become an acceptable part of English despite their blatant incorrectness.
For example, if there is a knocking at the door, the response to the question, "Who is it?" should be, "It is I." But the tendency is to use, "It's me." That is clearly a violation of pronoun and antecedent agreement where IT is subjective and ME is objective. But, to attempt to change the habits of the world is as difficult as to change the rotation of the earth.
Another example is the incorrect application of subject case or objective case in each of the following:
Me and her are going to feed Heathrow his meat and potatoes.
Heathrow took the meat and potatoes from my friend and I.
The correct forms should be:
She and I are going to feed Heathrow his meat and potatoes.
Heathrow took his meat and potatoes from my friend and me.
Since pronouns still have variations in case form, unlike the nouns whose place they take, that is where the problems occur.
To put the names to which the pronouns refer would solve the problem.
Larry and Hermione are going to feed Heathrow his meat and potatoes.
Heathrow took his meat and potatoes from my friend Hermione and Larry (That is I.) [See how awkward the correct form, That is I, sounds because it is so rarely used?
Pronouns still use CASE forms to identify their particular usage in the context of the sentence. Unfortunately, inadequate teaching, poor learning, or a combination of the two has perpetuated the problem. One cannot correct what he doesn't recognize as incorrect. Before you can understand the problems of CASE, you must first know WHAT case is, where it comes from, and why it is called what it is.
The past participle of the Latin infinitive cadere (to fall) is casus, from which English has derived one of its most difficult concepts for students to grasp: Case! What kind of convoluted ideology went into making THAT a part of English grammar? It is a remnant of Latin via Greek. The term merely refers to the fact that the inflections (endings attached to a base to signify meaning) actually had been depicted on a graph to show how the patterns fell progressively from the Nominative through the Locative. Use your imagination to focus on what I mean. I will give you two methods with which to work.
1. Visualize a straight line just like any one of the horizontals on a sheet of lined paper. Place, in your mind a perpendicular from its center upwards (like a huge plus sign (+) without the part sticking down below the horizontal).
Perhaps a right triangle without the hypotenuse would be easier to grasp.
2. The area between the top of the vertical and the right end of the horizontal is the "falling zone" or that area in which the Greeks considered where the incidents of the cases would fall (fell: casus) in order from the nominative to the locative.
3. Consider the vertical leg to be the NOMINATIVE CASE and the horizontal to be the last case in the series to be the LOCATIVE CASE.
4. Now consider 5 straight lines beginning at the vertex, the inner part of the right angle, shooting outward to form decreasing degrees in 20 degree increments.
5. Each of these lines represent the seven cases which are enumerated below:
a. NOMINATIVE: This is the case for all words that function (act like, perform as, are designated as, look like) SUBJECTS, or PREDICATE NOMINATIVE.
b. GENITIVE: The genitive case {from the past participle of gignere [to beget ( see John, I, 1), genitus]} refers to all words that show possession, measurement or source.
Hunh? You know, this ball is John's ( possession), i.e., it is the ball of John. That is possession.
What about measurement? Ahhh - John walked a distance of a mile. OF A MILE measures a distance so that the word MILE in Latin would take the genitive case.
Source: We are residents OF ROME; the book is made OF PAPER PRODUCTS ( double genitive: source and possession).
c. DATIVE: By its name alone and without any knowledge of Latin, a reader would have no clue why this mysterious case is called DATIVE. Look at the source. It comes from the Latin word DARE [pronounced dah ray] which is the infinitive for the English word GIVE (etymology is found at the end of the entry in a good dictionary). How is "give" pertinent to DATIVE? The DATIVE case applies to words that represent recipients of that which is given. Hence, in the sentence: Mama gave Heathrow his share of meat and potatoes, - Mama is the giver; Heathrow is the receiver; and meat and potatoes are what were given to Heathrow ( who was really in the mood for pasta). Heathrow, in Latin, would be in the Dative case; but, in English it would be called an indirect object for no other reason than there was no good way to express the relationship directly. In fact, the term Indirect Object in English sheds no light on its meaning or relevance. That is probably the reason for its atrophy - its ultimate disuse - as a relevant term in English grammar.
d. The third line would represent the ACCUSATIVE case, the one into which any words that are DIRECT OBJECTS (For whatever reason they are called that - ) in English. The word ACCUSATIVE itself is actually a mistaken interpretation (mistranslation?) for the Greek word AITIATIKE, which represents that which is CAUSED by, or the RESULT of the verb. The immediately aforementioned is really more than you, dear reader, really need to know. Hence, when Heathrow received his meat and potatoes, those items were the result of the giving, and he, Heathrow, was the recipient (indirect object, dative case) of the verb. Just to toss in a little complication for flavor, the Latin ACCUSATIVE CASE is also used for certain prepositions that show direction, etc. Too esoteric for you? Okay. Skip that and I will address those issues in another article.
e. The fourth line is for the oh, so complex ABLATIVE CASE in Latin, a case that has so many twists and turns it deserves an entry all to itself. On the surface it is the case that embraces specific objects of prepositions that show separation (as in THE SENATOR LEFT ROME), or the manner in which an action is done, or the agency through which an action is done, or the means (without a preposition) by which an action is done, or the direction away from which an object leaves the scene. Furthermore, the ablative case has adopted the essence of what is affectionately known as (and cursed) the ABLATIVE ABSOLUTE. Its equivalent in English is the oft ignored Nominative Absolute, which has the same function: to create a phrasal unit that in itself has no grammatical relationship to the main or dependent clauses in a sentence but which DOES have some pertinent information to render its existence valuable. I could have a sentence of its own, but it probably doesn't deserve one.
f. The fifth line goes to the LOCATIVE or VOCATIVE case, whichever you prefer to NOT put at the bottom. I chose the VOCATIVE, which has its root in the word VOCARE, meaning to CALL. Hence, the vocative case is designated specifically for DIRECT ADDRESS, or speaking directly to a person, place, or thing (as one may do with personification in poetry).
e.g., Heathrow (Vocative case), your meat an potatoes are ready.
g. The last line, which forms the base of the right angle, goes to whichever of the two didn't go on the previous line. In this case, it is the LOCATIVE CASE, which is reserved for specific places as in: Heathrow is at home waiting for his meat and potatoes. The word HOME, in Latin, would take the Vocative case.
What happened to all these cases in English? They still exist, but English as melded some of them into one.
The nominative case, also known as the Subjective Case, has as its members all words that are subjects, predicate nominatives, and predicate adjectives. However, just as rules are meant to be broken, there are exceptions. The subject of infinitives are in the Objective Case. Thus, in the sentence: I knew Heathrow to be the one to eat meat and potatoes, in Latin, Heathrow would be in the objective case (as subject of the infinitive, to be; and ONE would be in the objective case as the subject of the infinitive TO EAT.
The Genitive case is now known as the Possessive case and its indicators are either the word OF or the apostrophe ess ('s) added to a word or any such substantive.
All the other cases have been absorbed into one English catch all case called the OBJECTIVE case. It takes in all objects of prepositions, direct and indirect objects, and all functions of the ablative as well as the locative. The vocative has been renamed and called by its function: direct address.
But, the most distinctive change is that the endings (inflections) have been eliminated. Simplicity? Laziness? Practicality? Just the winds of change? Whatever the reason, the endings are gone. Their ghosts are still somewhat evident in some pronouns, but that is another article to be addressed in the future.
Free Spanish Lessons Online
Bookselling giant Barnes and Noble has invited bestselling foreign language author and teacher Mark Frobose to teach its customers Spanish for free starting July 12th. Enroll now for free Spanish lessons from a trusted expert.
Frobose, a multilingual language teacher and bestselling author of over 60 books and recorded language programs actually volunteered for this assignment.
"I love helping people learn languages," said Mark, who appears regularly on radio and TV as a guest language expert from coast to coast.
Whether you've heard of Mark Frobose or not, plenty of satisfied customers and admirers have.
World class consultant and bestselling author Alan Weiss says that Mark Frobose is the leading language expert in America today. He encourages language learners to try Mark's creative and unconventional methods.
The fact is that Mark Frobose is now America's only living creator of a dominant and successful language method, a major language memory technique, and is the sole author and creator of an entire series of bestselling audio language programs called 'Behind the Wheel' which are now published through Macmillan Audio of New York.
"I failed my way to language success," he says. "And I am a man in love with the languages, cultures, and cuisines of the world." Mark goes on to say emphatically, "And helping others learning languages is always at the top of my list."
And what about other language methods and programs?
Mark Frobose responds that all methods work to a point, but that we should not buy into all the hype we hear about certain expensive computer based language programs.
"There is a key that will unlock your future fluency in any language," offers Frobose. "And that key should not cost you an arm and a leg." He goes on to say that he does not endorse methods that make you guess at meanings and that claim to be the fastest and best way to learn a language.
"I'm teaching for free through B&N's online bookclub tutorial starting July 12th. I will be helping people to become conversational in 'español,'" explains Mark. "There is even an opportunity for participants to win a free 'Behind the Wheel Spanish Express' program by going to http://bookclubs.barnesandnoble.com/t5/Behind-the-Wheel-Spanish/bd-p/Behindthewheel]," Frobose adds.
Mark's language teaching philosophy is as simple and straightforward as he is. "I am about simplifying languages to the point that anyone can become functionally fluent quickly and easily in the language of their choice," says Mark, who himself is fluent in seven languages and conversational in many others. "My life and the success of my students are living proof that my unconventional methods really get results."
For a limited time, Mark's website, http://www.frobose.com/ is offering free language tips and advice on how to learn any language quickly and easily. Mark is also available on a very limited basis as a consultant and private instructor. For media interviews, sponsorship opportunities for Mark's upcoming talk radio program, and for language links, go to www.frobose.com. Mark's Behind the Wheel language programs and downloads are available everywhere online and at Barnes and Noble bookstores as well as wherever audio downloads are sold.
Visit Mark's blog at http://blog.frobose.com/ for free tips and language insights.
Frobose, a multilingual language teacher and bestselling author of over 60 books and recorded language programs actually volunteered for this assignment.
"I love helping people learn languages," said Mark, who appears regularly on radio and TV as a guest language expert from coast to coast.
Whether you've heard of Mark Frobose or not, plenty of satisfied customers and admirers have.
World class consultant and bestselling author Alan Weiss says that Mark Frobose is the leading language expert in America today. He encourages language learners to try Mark's creative and unconventional methods.
The fact is that Mark Frobose is now America's only living creator of a dominant and successful language method, a major language memory technique, and is the sole author and creator of an entire series of bestselling audio language programs called 'Behind the Wheel' which are now published through Macmillan Audio of New York.
"I failed my way to language success," he says. "And I am a man in love with the languages, cultures, and cuisines of the world." Mark goes on to say emphatically, "And helping others learning languages is always at the top of my list."
And what about other language methods and programs?
Mark Frobose responds that all methods work to a point, but that we should not buy into all the hype we hear about certain expensive computer based language programs.
"There is a key that will unlock your future fluency in any language," offers Frobose. "And that key should not cost you an arm and a leg." He goes on to say that he does not endorse methods that make you guess at meanings and that claim to be the fastest and best way to learn a language.
"I'm teaching for free through B&N's online bookclub tutorial starting July 12th. I will be helping people to become conversational in 'español,'" explains Mark. "There is even an opportunity for participants to win a free 'Behind the Wheel Spanish Express' program by going to http://bookclubs.barnesandnoble.com/t5/Behind-the-Wheel-Spanish/bd-p/Behindthewheel]," Frobose adds.
Mark's language teaching philosophy is as simple and straightforward as he is. "I am about simplifying languages to the point that anyone can become functionally fluent quickly and easily in the language of their choice," says Mark, who himself is fluent in seven languages and conversational in many others. "My life and the success of my students are living proof that my unconventional methods really get results."
For a limited time, Mark's website, http://www.frobose.com/ is offering free language tips and advice on how to learn any language quickly and easily. Mark is also available on a very limited basis as a consultant and private instructor. For media interviews, sponsorship opportunities for Mark's upcoming talk radio program, and for language links, go to www.frobose.com. Mark's Behind the Wheel language programs and downloads are available everywhere online and at Barnes and Noble bookstores as well as wherever audio downloads are sold.
Visit Mark's blog at http://blog.frobose.com/ for free tips and language insights.
Writer Defies Gen Y to Scrap Text and Email Lingo in Favor of Professional Writing
Bramkamp emphasizes that corporate America still cares whether or not you can write a decent report or even a literate memo. She said that young professionals should go back and take a few classes if they need to brush up their skills. "When it comes time for that promotion, who do you think the CEO is going to notice
The fallout of the new communications technologies has produced a generation of young people who believe that acronyms like OMG and LOL pass as real phrases and genuine writing. The reality of "generation text" acronym-fueled expressions and idioms has unceremoniously eroded the writing produced by young professionals.
Catharine Bramkamp, author of the humorous new book Don't Write Like You Talk, writing coach and professor, has made it her personal mission to help young professionals avoid writing memos to their boss that read like this: I will sell @ dozon widgets/day. Trst me replete with a smiley ļ.
"Oh you would be stunned if not amazed at what Gen Y (a.k.a., the Millennial generation) believes passes as good writing these days," said Bramkamp, who has also written seven other books. "Texting, online chat and e-mail have become weapons of mass destruction to the English language. As a writing coach and English professor, I want to educate not just Gen Y but all language abusers that good writing can actually get your that promotion or make you look great in front of your peers."
Bramkamp in her many years as an English professor noticed that in the last five years, more and more students produce papers where they have allowed texting phrases and idioms to slip into the writing along with advertising slogans, poor syntax and lack of grammar. "What is sad is the lack of spelling skills," she laments. "We have spell check, yes; but spell check doesn't catch words that are used incorrectly or two words that should be spelled as one word. Unless students have literally paid attention to spelling in class and not relied on spell check as a crutch to catch misspellings. We just have a lot of illiteracy produced by overuse and over-reliance on technology."
as a smart, savvy and articulate employee? The guy who wrote his last report in texting shorthand or the woman who took her time to write a smart, literate and well-thought-out memo that shows some real intellectual thought went into it? In fact, the guy who turned in the texting shorthand report actually hurt his image and destroyed credibility.
"What I'm most concerned with is that with the economy picking up, workers all over the country are primed for promotion after a couple of years of very hard work; now is their time to shine," she continues. "But they won't shine if the last email written - and accidentally forwarded to the boss - reads: did U C the New guy? SOOOO hot!! Really, that kind of communication will not help this next generation of workers succeed."
Based on her experience as a college professor, Catharine Bramkamp advocates a new approach to writing like you talk: stop it. Go back to those stuffy classroom rules, study up and make friends with one of the great grammar books or websites available. Use a dictionary. Be bold, different and literate. And Don't Write Like You Talk. The way you write today may have a critical affect on your future job and earning power. It's that simple - and that scary.
Bramkamp is also author of books, including Being Miss Behaved, Death Revoke the Offer, Woman on the Verge of Wyoming, Time of the Essence, Chicken Soup for the Writer's Soul, and several others.
Don't Write like You Talk is available on Amazon and at 3L Publishing (http://www.3lpublishing.com/) and will be distributed in major book stores in spring 2010.
The fallout of the new communications technologies has produced a generation of young people who believe that acronyms like OMG and LOL pass as real phrases and genuine writing. The reality of "generation text" acronym-fueled expressions and idioms has unceremoniously eroded the writing produced by young professionals.
Catharine Bramkamp, author of the humorous new book Don't Write Like You Talk, writing coach and professor, has made it her personal mission to help young professionals avoid writing memos to their boss that read like this: I will sell @ dozon widgets/day. Trst me replete with a smiley ļ.
"Oh you would be stunned if not amazed at what Gen Y (a.k.a., the Millennial generation) believes passes as good writing these days," said Bramkamp, who has also written seven other books. "Texting, online chat and e-mail have become weapons of mass destruction to the English language. As a writing coach and English professor, I want to educate not just Gen Y but all language abusers that good writing can actually get your that promotion or make you look great in front of your peers."
Bramkamp in her many years as an English professor noticed that in the last five years, more and more students produce papers where they have allowed texting phrases and idioms to slip into the writing along with advertising slogans, poor syntax and lack of grammar. "What is sad is the lack of spelling skills," she laments. "We have spell check, yes; but spell check doesn't catch words that are used incorrectly or two words that should be spelled as one word. Unless students have literally paid attention to spelling in class and not relied on spell check as a crutch to catch misspellings. We just have a lot of illiteracy produced by overuse and over-reliance on technology."
as a smart, savvy and articulate employee? The guy who wrote his last report in texting shorthand or the woman who took her time to write a smart, literate and well-thought-out memo that shows some real intellectual thought went into it? In fact, the guy who turned in the texting shorthand report actually hurt his image and destroyed credibility.
"What I'm most concerned with is that with the economy picking up, workers all over the country are primed for promotion after a couple of years of very hard work; now is their time to shine," she continues. "But they won't shine if the last email written - and accidentally forwarded to the boss - reads: did U C the New guy? SOOOO hot!! Really, that kind of communication will not help this next generation of workers succeed."
Based on her experience as a college professor, Catharine Bramkamp advocates a new approach to writing like you talk: stop it. Go back to those stuffy classroom rules, study up and make friends with one of the great grammar books or websites available. Use a dictionary. Be bold, different and literate. And Don't Write Like You Talk. The way you write today may have a critical affect on your future job and earning power. It's that simple - and that scary.
Bramkamp is also author of books, including Being Miss Behaved, Death Revoke the Offer, Woman on the Verge of Wyoming, Time of the Essence, Chicken Soup for the Writer's Soul, and several others.
Don't Write like You Talk is available on Amazon and at 3L Publishing (http://www.3lpublishing.com/) and will be distributed in major book stores in spring 2010.
Study.Net Unveils New Site With Self-Publishing Capabilities
As electronic delivery of academic material continues to grow, Study.Net Corporation this week unveiled the newest version of its Web site at www.study.net.
A long-time leader in the electronic delivery of academic content, Study.Net has expanded its service to support self-publishing for both instructors and students.
Among the key features of the site, Study.Net's historical content delivery platform has been expanded to allow instructors and students the means to package original content in up to 20 different file formats, assign a royalty to that content, and make it available for purchase and use by Study.Net users around the world. Instructor content is added to a database that can be adopted for use in a course by other registered instructors. Original content published by students is added to a store available to other students.
Study.Net's ability to make original content available immediately is as convenient as it is profitable. Professors at more than a dozen schools have already used Study.Net to deliver their own content electronically and collect usage royalties. Students can promote the sale of their original content to thousands of like-minded, highly receptive peers. For both, Study.Net manages content delivery, customer service, usage reporting, and royalty payments.
RELATED LINKS
http://www.study.net/
A long-time leader in the electronic delivery of academic content, Study.Net has expanded its service to support self-publishing for both instructors and students.
Among the key features of the site, Study.Net's historical content delivery platform has been expanded to allow instructors and students the means to package original content in up to 20 different file formats, assign a royalty to that content, and make it available for purchase and use by Study.Net users around the world. Instructor content is added to a database that can be adopted for use in a course by other registered instructors. Original content published by students is added to a store available to other students.
Study.Net's ability to make original content available immediately is as convenient as it is profitable. Professors at more than a dozen schools have already used Study.Net to deliver their own content electronically and collect usage royalties. Students can promote the sale of their original content to thousands of like-minded, highly receptive peers. For both, Study.Net manages content delivery, customer service, usage reporting, and royalty payments.
RELATED LINKS
http://www.study.net/
Sunday, July 4, 2010
Social Network, Twitter, Infuses English Language With "Twitterspeak" by Steven Sawyer
Twitter twi´ ter v.i.
1. To utter a succession of light chirping or tremulous sounds, as a bird.
"Twitter" was the most popular word in the English language in 2009, so claims the Global Language Monitor website. We know that tweeters tweet more than 3.7 gazillion times every day. If I remember my math right a gazillion is ten bazillion (Actual numbers may vary based on real statistics rather than hyperbolic, conjectured ones).
The twitterverse is teaming with tweets. As tweet twaffic (that's twitterspeak for tweet traffic) increases tweeters find new words to reference varied aspects of their online prattle.
Here's just a smattering of the new vocabulary created by these cyber scribes:
twoosh - a full 140-character tweet
twitterstream - a bunch of tweets in succession by one user
mistweet - a tweet one later wegwets making (Are you thinking of Elmer Fudd now too?)
drive-by tweet - a quick post between tasks at work
politweeter - a political tweeter
twaffic - Elmer would feel right at home with twitterspeak
tweetheart - someone very special with whom a tweeter tweets
twitectomy - unfollowing a friend
tweetaholism -tweeting to the point of addiction, for which a doctor would recommended the tweetaholic attend TA meetings regularly and follow a 12-tweet program as part of his or her tweetment. (This alliteration stuff is beginning to get on my nerves.)
Twitter execs probably derived their social network moniker from the verb form of twitter - to utter a succession of light, chirping or tremulous sounds. "To tweet" is destined to become a common usage English verb sooner or later.
According to the dictionary pros over at the American Heritage Dictionary of the English Language however, the word "twitter" and its root word, "twit" have disparaging connotations. "Twitter" can mean to taunt or ridicule or tease, especially for embarrassing mistakes or faults. It is a reproach or a taunt. It comes from the Old English word "against" and in Old High German twit meant "to punish." In Britain "twit" means a stupid or foolish person. And MacMillan's Online Dictionary says that in British English twitter means to talk a lot about unimportant things, and among its synonyms are "gossip," "chatter." "prattle," and "babble."
So, since the powers that be over at Twitter already call posts to their site "tweets," it follows that the infinitive form of the eventual accepted verb should be "to tweet."
Problem is those birds already have their conjugation all locked up for "to tweet."
I tweet, you tweet, he/sh/it/ tweets, we tweet, you tweet, they tweet. Yesterday I tweeted, you tweeted, he/she/it tweeted and so on through all the tenses. Regular as can be.
Same thing for "to twitter." Already taken.
We have some options here. We could keep the infinitive form of the verb spelling "to tweet," just like it is. Then we could justify its duplication of the word for the sound birds make by telling writers to consider the context of its use. But then, as now, twitter and its tweetings would always be associated with birds.
Another idea would be to make the infinitive form "to twitter," but that's already taken as well. Besides if we decided on "to twitter" as the infinitive form of the verb, would the conjugation go something like, I twit, you twit, he/she/it twits, we twit, you twit, they twit? Would the past tense sound like, I twitted, you twitted, he/she/it twitted, we twitted, you twitted, they twitted? Somehow that sounds a bit trashy to me. Leaves lots of room for students to misspell it on purpose just for a laugh.
Why not simply change the spelling from "tweet" to "t-w-e-a-t?"
I can think of four very good reasons to approve "to tweat" as the formal infinitive form of the verb we use to describe posting to Twitter's social network:
1.It would retain its onomatopoeic similarity to the sound birds make
2.It would be innovative and unique to the language
3.Only a few old maid school teachers and a handful of grammar purist watchdogs would notice.
...and the very best reason I can think of to use "to tweat" as the infinitive form of the verb for inclusion in dictionaries all over the world and on the world-wide-web is...
4.I thought of it and somebody might give me a suitcase full of cash or hire me as a language genius.
Yes, I think this is a tweamendous idea.
A reference source: American Heritage Dictionary of the English Language 4th edition
Writing is my passion. Humorous writing is my favorite toy. I am a freelance writer and online English grammar teacher. I have been a professional writer and teacher for 25 years. You can find out more about my writing, or sign up for English language lessons on my website at: http://www.writerteachersteve.com/ or on my blog: http://tutor4english.blogspot.com/
1. To utter a succession of light chirping or tremulous sounds, as a bird.
"Twitter" was the most popular word in the English language in 2009, so claims the Global Language Monitor website. We know that tweeters tweet more than 3.7 gazillion times every day. If I remember my math right a gazillion is ten bazillion (Actual numbers may vary based on real statistics rather than hyperbolic, conjectured ones).
The twitterverse is teaming with tweets. As tweet twaffic (that's twitterspeak for tweet traffic) increases tweeters find new words to reference varied aspects of their online prattle.
Here's just a smattering of the new vocabulary created by these cyber scribes:
twoosh - a full 140-character tweet
twitterstream - a bunch of tweets in succession by one user
mistweet - a tweet one later wegwets making (Are you thinking of Elmer Fudd now too?)
drive-by tweet - a quick post between tasks at work
politweeter - a political tweeter
twaffic - Elmer would feel right at home with twitterspeak
tweetheart - someone very special with whom a tweeter tweets
twitectomy - unfollowing a friend
tweetaholism -tweeting to the point of addiction, for which a doctor would recommended the tweetaholic attend TA meetings regularly and follow a 12-tweet program as part of his or her tweetment. (This alliteration stuff is beginning to get on my nerves.)
Twitter execs probably derived their social network moniker from the verb form of twitter - to utter a succession of light, chirping or tremulous sounds. "To tweet" is destined to become a common usage English verb sooner or later.
According to the dictionary pros over at the American Heritage Dictionary of the English Language however, the word "twitter" and its root word, "twit" have disparaging connotations. "Twitter" can mean to taunt or ridicule or tease, especially for embarrassing mistakes or faults. It is a reproach or a taunt. It comes from the Old English word "against" and in Old High German twit meant "to punish." In Britain "twit" means a stupid or foolish person. And MacMillan's Online Dictionary says that in British English twitter means to talk a lot about unimportant things, and among its synonyms are "gossip," "chatter." "prattle," and "babble."
So, since the powers that be over at Twitter already call posts to their site "tweets," it follows that the infinitive form of the eventual accepted verb should be "to tweet."
Problem is those birds already have their conjugation all locked up for "to tweet."
I tweet, you tweet, he/sh/it/ tweets, we tweet, you tweet, they tweet. Yesterday I tweeted, you tweeted, he/she/it tweeted and so on through all the tenses. Regular as can be.
Same thing for "to twitter." Already taken.
We have some options here. We could keep the infinitive form of the verb spelling "to tweet," just like it is. Then we could justify its duplication of the word for the sound birds make by telling writers to consider the context of its use. But then, as now, twitter and its tweetings would always be associated with birds.
Another idea would be to make the infinitive form "to twitter," but that's already taken as well. Besides if we decided on "to twitter" as the infinitive form of the verb, would the conjugation go something like, I twit, you twit, he/she/it twits, we twit, you twit, they twit? Would the past tense sound like, I twitted, you twitted, he/she/it twitted, we twitted, you twitted, they twitted? Somehow that sounds a bit trashy to me. Leaves lots of room for students to misspell it on purpose just for a laugh.
Why not simply change the spelling from "tweet" to "t-w-e-a-t?"
I can think of four very good reasons to approve "to tweat" as the formal infinitive form of the verb we use to describe posting to Twitter's social network:
1.It would retain its onomatopoeic similarity to the sound birds make
2.It would be innovative and unique to the language
3.Only a few old maid school teachers and a handful of grammar purist watchdogs would notice.
...and the very best reason I can think of to use "to tweat" as the infinitive form of the verb for inclusion in dictionaries all over the world and on the world-wide-web is...
4.I thought of it and somebody might give me a suitcase full of cash or hire me as a language genius.
Yes, I think this is a tweamendous idea.
A reference source: American Heritage Dictionary of the English Language 4th edition
Writing is my passion. Humorous writing is my favorite toy. I am a freelance writer and online English grammar teacher. I have been a professional writer and teacher for 25 years. You can find out more about my writing, or sign up for English language lessons on my website at: http://www.writerteachersteve.com/ or on my blog: http://tutor4english.blogspot.com/
English Measure Adjectives For the Instructor of Advanced ESL Students by Hal Niergarth
1) This unit introduces the student to seven English adjectives that are used to describe and question linear dimensions of physical objects in space, and to state and question the age of something physical or abstract. That is, they have to do with space and time. The adjectives are long, wide, deep, thick, high, tall, and old ; they occur in a specification of such a dimension, an indirect or direct question about it, or - if ellipsis is inappropriate - a brief answer to the question. Thus we can have:
A1) The table is two meters long.
A2) Tell me [how long the table is]. The bracketed matter [....] is an indirect question.
A3) How long is the table?
A4) (It's) two meters (long).
B1) The table is three feet wide.
B2) Tell me [how wide the table is].
B3) How wide is the table?
B4) (It's) three feet (wide).
C1) The pond is eight centimeters deep.
C2) Tell me [how deep the pond is].
C3) How deep is the pond?
C4) (It's) eight centimeters (deep).
D1) The ice is two inches thick.
D2) Tell me [how thick the ice is].
D3) How thick is the ice?
D4) (It's) two inches (thick).
E1) The mountain is two miles high.
E2) Tell me [how high the mountain is].
E3) How high is the mountain?
E4) (It's) two miles ( high).
F1) The woman is two meters tall.
F2) Tell me [how tall the woman is].
F2) How tall is the woman?
F3) (She's) two meters (tall).
G1) That guy is eighty-five years old.
G2) Tell me [how old that guy is].
G2) How old is that guy?
G3) (He's) eighty-five (years old).
Other measure words are used in how questions, but they don't occur in a description of, or answer about, the item questioned:
How often do you see her?
* Twice a week often.
How many are still here?
*Five bags many.
How much did that cost?
* Thirty euros much.
How big is your apartment?
* It's five rooms big.
Long, wide, deep, thick tall, high, and old are the only adjectives in the English language that are used as I've indicated , and knowledge of them is essential to anyone - be (s)he six-year-old or astrophysicist - who has to function in the real physical world of an Anglophone firm or country.
2) The instructor will have noticed that when a how + adjective question is answered, the answer often consists of a noun phrase made up of a cardinal number and a noun (phrase) :
How old is she?
Two (years old).
If the class members are really advanced students of English grammar, it might be worthwhile at this juncture to point out that attributive nouns in English (especially in North America) don't usually inflect for the plural: A factory that produces automobiles is an automobile factory, not an automobiles factory; a person who edits books is a book editor, not a books editor; a bed of flowers is a flower bed, not a flowers bed; a brush for the teeth is a tooth brush, not a teeth brush. Even when a number greater than one modifies the attributive noun, the prohibition against plural inflection for such a noun applies: a plan covering five years is a five-year plan, not a five-years plan; a girl who is two years old is a two-year-old girl, not a two-years-old girl. (Year is not the grammatical head of the modifying phrase, old is, but year is a noun that is part of a phrase modifying the noun girl, so non-inflection still obtains.)
The students should be told that age is specified either with a simple cardinal number or with such a number followed by the phrase year(s) old; years old is usually ellipted because we know that the age of someone at least two years old is always described in terms of years..
She's five years old
She's five
But never
She's five years or
She's five old.
If year(s) is used, so must old be; if old is used, it must be preceded by year(s) [or, when appropriate, day(s) or month(s)].
And the instructor will of course add that human beings are tall or short, never high or low.
3) The instructor will also have noticed that the word used after how inquires about the position of something on a scale, and that the word itself is also the one used to indicate the position at the high, or farther, end of that scale. We say, not How young is the baby? but How old is the baby? ; How deep is the lake? not How shallow is the lake?; How long is the pole? not How short is the pole? Bring this feature of English to the students' attention.
4) The questions in Par. 1) are complex, in that they require inversion of the subject and the (first) auxiliary and they also require the fronting of the sentence component that how constitutes or is part of. A lot of ESL texts that touch on such areas delay teaching them until the students are fairly well advanced, but a mother talking to (i.e. teaching) her baby doesn't refrain from using advanced grammatical devices, and the real world that our adult students are thrust into doesn't, either. The teacher might accordingly try introducing them early rather than late in the course.
5) The lesson(s) can be quite simple and straightforward. All that's needed is a ruler or tape measure and a table or desk for length, width, and thickness; a container (cup, can ) for depth; the ceiling or a person for height (tall/high) ; and almost anything (town, building, person) for age. (My experience suggests that nouns used in linear space measurement - length, width, depth, height, etc. - should probably be saved, if possible, for another lesson, as should long and length as time- measure words) . These measure questions are pretty hard for learners, not because of the concept of dimension in space and time but because of the rather complex grammar of the English question system.
Begin the lesson with an order, and then a question, about the dimension you're interested in:
Tell me how long that table is.
How long is that table?
This provides practice with direct and indirect questions {some grammarians call the indirect question a nominal relative clause}. When you get an answer - any kind of answer - model the correct appropriate response, both full and elliptical:
The table is five feet long.
(It's) five feet.
Make every student measure and express all seven of these dimensions in both the English and the metric system. (Almost all rulers and tapes now sold in North America are marked for both systems.) I think you'll find that the students have fun doing this - there are always lots of good-natured insults and deliberately confusing suggestions.
6) The instructor should always be aware of every device he or she is presenting. In this unit, the student is exposed to
a) The interesting syntax and semantics of the seven unique measure adjectives.
b) The inversion, in questions, of the subject and operator. (The operator is the auxiliary verb, or the first auxiliary if there's more than one in the verb phrase.)
c) The fronting of how and the rest of the clause component it's part of: How deep is the ocean?
7) In their deservedly famous Side by Side series, Steve Molinsky and Bill Bliss used a dialogue featuring a wh- word questioning the identity of a subject complement (What is your name?) and one questioning the identity of a prepositional complement (Where are you from?) in the very first lesson of the first volume of the series. It makes sense to start off this way for the reason stated in Par. 4): It's the way people really talk.
By Hal Niergarth
ESL instructor of beginning-advanced ESL; author of The Idiom Book (Bratttleboro: Pro Lingua Associates, 2007); former lexicographer at Merriam-Webster; teacher of writing; former U.S. immigration officer; former intelligence analyst with U.S. defense department.
For more help with English grammar, syntax,or semantics Click Here
A1) The table is two meters long.
A2) Tell me [how long the table is]. The bracketed matter [....] is an indirect question.
A3) How long is the table?
A4) (It's) two meters (long).
B1) The table is three feet wide.
B2) Tell me [how wide the table is].
B3) How wide is the table?
B4) (It's) three feet (wide).
C1) The pond is eight centimeters deep.
C2) Tell me [how deep the pond is].
C3) How deep is the pond?
C4) (It's) eight centimeters (deep).
D1) The ice is two inches thick.
D2) Tell me [how thick the ice is].
D3) How thick is the ice?
D4) (It's) two inches (thick).
E1) The mountain is two miles high.
E2) Tell me [how high the mountain is].
E3) How high is the mountain?
E4) (It's) two miles ( high).
F1) The woman is two meters tall.
F2) Tell me [how tall the woman is].
F2) How tall is the woman?
F3) (She's) two meters (tall).
G1) That guy is eighty-five years old.
G2) Tell me [how old that guy is].
G2) How old is that guy?
G3) (He's) eighty-five (years old).
Other measure words are used in how questions, but they don't occur in a description of, or answer about, the item questioned:
How often do you see her?
* Twice a week often.
How many are still here?
*Five bags many.
How much did that cost?
* Thirty euros much.
How big is your apartment?
* It's five rooms big.
Long, wide, deep, thick tall, high, and old are the only adjectives in the English language that are used as I've indicated , and knowledge of them is essential to anyone - be (s)he six-year-old or astrophysicist - who has to function in the real physical world of an Anglophone firm or country.
2) The instructor will have noticed that when a how + adjective question is answered, the answer often consists of a noun phrase made up of a cardinal number and a noun (phrase) :
How old is she?
Two (years old).
If the class members are really advanced students of English grammar, it might be worthwhile at this juncture to point out that attributive nouns in English (especially in North America) don't usually inflect for the plural: A factory that produces automobiles is an automobile factory, not an automobiles factory; a person who edits books is a book editor, not a books editor; a bed of flowers is a flower bed, not a flowers bed; a brush for the teeth is a tooth brush, not a teeth brush. Even when a number greater than one modifies the attributive noun, the prohibition against plural inflection for such a noun applies: a plan covering five years is a five-year plan, not a five-years plan; a girl who is two years old is a two-year-old girl, not a two-years-old girl. (Year is not the grammatical head of the modifying phrase, old is, but year is a noun that is part of a phrase modifying the noun girl, so non-inflection still obtains.)
The students should be told that age is specified either with a simple cardinal number or with such a number followed by the phrase year(s) old; years old is usually ellipted because we know that the age of someone at least two years old is always described in terms of years..
She's five years old
She's five
But never
She's five years or
She's five old.
If year(s) is used, so must old be; if old is used, it must be preceded by year(s) [or, when appropriate, day(s) or month(s)].
And the instructor will of course add that human beings are tall or short, never high or low.
3) The instructor will also have noticed that the word used after how inquires about the position of something on a scale, and that the word itself is also the one used to indicate the position at the high, or farther, end of that scale. We say, not How young is the baby? but How old is the baby? ; How deep is the lake? not How shallow is the lake?; How long is the pole? not How short is the pole? Bring this feature of English to the students' attention.
4) The questions in Par. 1) are complex, in that they require inversion of the subject and the (first) auxiliary and they also require the fronting of the sentence component that how constitutes or is part of. A lot of ESL texts that touch on such areas delay teaching them until the students are fairly well advanced, but a mother talking to (i.e. teaching) her baby doesn't refrain from using advanced grammatical devices, and the real world that our adult students are thrust into doesn't, either. The teacher might accordingly try introducing them early rather than late in the course.
5) The lesson(s) can be quite simple and straightforward. All that's needed is a ruler or tape measure and a table or desk for length, width, and thickness; a container (cup, can ) for depth; the ceiling or a person for height (tall/high) ; and almost anything (town, building, person) for age. (My experience suggests that nouns used in linear space measurement - length, width, depth, height, etc. - should probably be saved, if possible, for another lesson, as should long and length as time- measure words) . These measure questions are pretty hard for learners, not because of the concept of dimension in space and time but because of the rather complex grammar of the English question system.
Begin the lesson with an order, and then a question, about the dimension you're interested in:
Tell me how long that table is.
How long is that table?
This provides practice with direct and indirect questions {some grammarians call the indirect question a nominal relative clause}. When you get an answer - any kind of answer - model the correct appropriate response, both full and elliptical:
The table is five feet long.
(It's) five feet.
Make every student measure and express all seven of these dimensions in both the English and the metric system. (Almost all rulers and tapes now sold in North America are marked for both systems.) I think you'll find that the students have fun doing this - there are always lots of good-natured insults and deliberately confusing suggestions.
6) The instructor should always be aware of every device he or she is presenting. In this unit, the student is exposed to
a) The interesting syntax and semantics of the seven unique measure adjectives.
b) The inversion, in questions, of the subject and operator. (The operator is the auxiliary verb, or the first auxiliary if there's more than one in the verb phrase.)
c) The fronting of how and the rest of the clause component it's part of: How deep is the ocean?
7) In their deservedly famous Side by Side series, Steve Molinsky and Bill Bliss used a dialogue featuring a wh- word questioning the identity of a subject complement (What is your name?) and one questioning the identity of a prepositional complement (Where are you from?) in the very first lesson of the first volume of the series. It makes sense to start off this way for the reason stated in Par. 4): It's the way people really talk.
By Hal Niergarth
ESL instructor of beginning-advanced ESL; author of The Idiom Book (Bratttleboro: Pro Lingua Associates, 2007); former lexicographer at Merriam-Webster; teacher of writing; former U.S. immigration officer; former intelligence analyst with U.S. defense department.
For more help with English grammar, syntax,or semantics Click Here
The Use of Formal English Vs Internet English - How Has The Internet Degraded Language Skills? by Amy Nutt
At one time, in the not so distant past, computers were not commonly found in homes. Computers served as a time saving device for businesses and offices and they were big, heavy, unattractive and very expensive. Over time computers, have become smaller, lighter, operate faster and have price significantly dropped in price. Thus many more of us have incorporated computers into our daily lives and homes. Today, most of us would be lost without our computers, electronic devices and the Internet!
Before the age of computers, the only way to correspond with others at a distance was through letters written by hand or on a typewriter. There was no spell check or grammar check to make life easy. People had to rely on their own proof reading and language skills in order to be understood.
In the 1990's when computers began popping up in homes all over the world and the Internet became readily available, chatting programs such as ICQ, MSN, and AOL Instant Messenger made their debut. With these developments, communicating through writing was forever changed, and the English language has never been the same.
The development of instant messaging programs has resulted in the use of a new 'spin-off English' and has quickly become the de facto means by which many young people communicate. The most common spinoff would have to be using short forms and it is common to see entire phrases abbreviated. This new language is often referred to as "Internet slang". Examples include:
" lol = laugh out loud
" ur = you are, your, or you're
" h2gtw - have to go to the washroom
" cmitm - call me in the morning
" btw = by the way
" b4n = bye for now
" l8er = see you later
" teotwawki - the end of the world as we know it
" p911 - parent emergency / parent near
Internet slang is a form of chat room shorthand that should only be used informally. However, this slang has spilled over the chat room wall and has made it into e-mails, written correspondence, and yes, it has even found its way into research papers and the homework of schoolchildren and college students.
When writing formally, important points such as capitalization, punctuation, and grammar structure should always be used. Writing English is a craft, and this craft should be practised regularly in order to train and engrain proper techniques. Unfortunately, the use of chat rooms and slang has begun to replace reading and letter writing as primary forms of communication, ultimately harming our language skills.
The use of Internet slang has undeniably affected grammar, punctuation and spelling. Grammar is the foundation of the English language. Punctuation sets the tone and the overall meaning of a sentence - without tone, meaning can be easily misconstrued. There are often many mixed-messages in chatroom slang and e-mails!
Today many people spend more time conversing over the Internet than they do face-to-face. The Internet (including instant massaging and e-mail) is quickly becoming the most prevalent form of written correspondence. It is therefore easy to understand how the use of Internet slang for hours a day can lead to the development of poor English habits. People even belting out "LOL" in the middle of a conversation instead of laughing when speaking to a friend or colleague!
So what can be done to keep slang out of formal writing such as research papers and homework? Upon finding slang in homework and test, are deducting are more pints than they would for the usual grammar mistake. This makes the student more mindful of what they are writing and for whom.
Replacing the use of chat rooms and slang with regular reading and writing with a conscious effort to observe proper English grammar, punctuation and spelling will go a long way. Practice certainly makes perfect where the English language is concerned.
Learn English in the Comfort of your own home!
Learning English online has never been so comfortable and easy. Receive language training in line with the most respected English language schools in the world, study at home or in the office. We work hard to develop your English language ability, and we focus on quality, passion, community and
Before the age of computers, the only way to correspond with others at a distance was through letters written by hand or on a typewriter. There was no spell check or grammar check to make life easy. People had to rely on their own proof reading and language skills in order to be understood.
In the 1990's when computers began popping up in homes all over the world and the Internet became readily available, chatting programs such as ICQ, MSN, and AOL Instant Messenger made their debut. With these developments, communicating through writing was forever changed, and the English language has never been the same.
The development of instant messaging programs has resulted in the use of a new 'spin-off English' and has quickly become the de facto means by which many young people communicate. The most common spinoff would have to be using short forms and it is common to see entire phrases abbreviated. This new language is often referred to as "Internet slang". Examples include:
" lol = laugh out loud
" ur = you are, your, or you're
" h2gtw - have to go to the washroom
" cmitm - call me in the morning
" btw = by the way
" b4n = bye for now
" l8er = see you later
" teotwawki - the end of the world as we know it
" p911 - parent emergency / parent near
Internet slang is a form of chat room shorthand that should only be used informally. However, this slang has spilled over the chat room wall and has made it into e-mails, written correspondence, and yes, it has even found its way into research papers and the homework of schoolchildren and college students.
When writing formally, important points such as capitalization, punctuation, and grammar structure should always be used. Writing English is a craft, and this craft should be practised regularly in order to train and engrain proper techniques. Unfortunately, the use of chat rooms and slang has begun to replace reading and letter writing as primary forms of communication, ultimately harming our language skills.
The use of Internet slang has undeniably affected grammar, punctuation and spelling. Grammar is the foundation of the English language. Punctuation sets the tone and the overall meaning of a sentence - without tone, meaning can be easily misconstrued. There are often many mixed-messages in chatroom slang and e-mails!
Today many people spend more time conversing over the Internet than they do face-to-face. The Internet (including instant massaging and e-mail) is quickly becoming the most prevalent form of written correspondence. It is therefore easy to understand how the use of Internet slang for hours a day can lead to the development of poor English habits. People even belting out "LOL" in the middle of a conversation instead of laughing when speaking to a friend or colleague!
So what can be done to keep slang out of formal writing such as research papers and homework? Upon finding slang in homework and test, are deducting are more pints than they would for the usual grammar mistake. This makes the student more mindful of what they are writing and for whom.
Replacing the use of chat rooms and slang with regular reading and writing with a conscious effort to observe proper English grammar, punctuation and spelling will go a long way. Practice certainly makes perfect where the English language is concerned.
Learn English in the Comfort of your own home!
Learning English online has never been so comfortable and easy. Receive language training in line with the most respected English language schools in the world, study at home or in the office. We work hard to develop your English language ability, and we focus on quality, passion, community and
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