water. Rostrum: a platform raised above the surrounding level to give prominence to the person on it. Recuperate: restore to good health or strength. 11. Qualm: uneasiness about the fitness of an action. 12. Gripe: it is both a noun and a verb‚ refers to a minor complaint. 13. Nonchalant: marked by blithe concern‚ if your friend is acting cool or in an indifferent matter. 14. Stance: a rationalized mental attitude‚ it is the way you stand. 15. Burlesque: a theatrical entertainment
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8. Deixis. Exercises Directions After you have read Unit 8 you should be able to tackle the following questions to test your understanding of the main ideas raised in the unit. Provide a definition. 1 You should understand these terms and concepts from this unit: * Deictic words. – Is the word which takes some element of its meaning from the context. * (Deictics) context. - * Reported speech. – Used to communicate something that someone said. 2 What parts of speech can function
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BARRIERS • Sender-oriented • Receiver-oriented Sender oriented barriers: It can be either voluntary or involuntary. At any cost‚ efforts should be made on the part of the sender to identify and remove them. Some of the barriers that are sender oriented are: ? Badly expressed message: concrete ideas and well structures message ? Loss in transmission: correct choice of medium or channel ? Semantic problem: simple words and accurate understanding of intension ? Over/under communication: quantum
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constructions is poorly understood due to the complexity of the data. In particular‚ the comparative frequently occurs with independent mechanisms of syntax such as coordination and forms of ellipsis (gapping‚ pseudogaping‚ null complement anaphora‚ stripping‚ verb phrase ellipsis). The interaction of the various mechanisms complicates the analysis. Most if not all languages have some means of forming the comparative‚ although these means can vary significantly from one language to the next.(http://en.wikipedia
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jobs. | | |4. |The money being collected will go to help a new orphanage | | Preliminary exercise Now make full relative clauses using who or which and the verb be |1. |Who is that man [pic] waving at us? | | |2. |Most of those [pic] trying to get tickets were unsuccessful.
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Taking Notes for Someone Else These are some practical suggestions for taking notes for someone else‚ as well as strategies to help you improve your own notetaking abilities. General Info: • Be sure of your purpose and the speaker’s purpose. • Attend all lectures. • Sit up front so you can see and hear better. Format: • Record the date‚ place‚ topic/title and presenter. • Number your pages. • Use
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construction (20% of jobs‚ manufacturing (19% of jobs)‚ and services (19% of jobs). Module 16: Changing Verbs from Passive to Active Identify the passive verbs in the following sentences and convert them to active verbs. In some cases‚ you may need to add information to do so. You may use different words as long as you retain the basic meaning of the sentence. Remember that imperative verbs are active too. 1. The Marketing team wrote the Problem Solving Report. 2. You must take personal leave
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Homework task: Read the chapter on conversion from Word-formation in English by I. Plag and the chapter from English Lexicology by Stefanovski. Compare how the two authors have presented the same topic… Authors Ingo Plag and Ljupco Stefanovski both begin their chapters with a definition of conversion. Plag defines it as derivation of a new word without any overt marking and in the next sentence‚ where he gives examples of cases of conversion‚ he extends his definition (at least for those who read
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© 2013 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk‚ Pretoria ENG2601/1/2014–2017 70055491 InDesign HSY_Style ii content STUDY UNIT 1: English Language systems: persuasion and narration/rhetorical analysis 1 STUDY UNIT 2: Language and Meaning 22 STUDY UNIT 3: Register and Genre 34 STUDY UNIT 4: Text cohesion 43 STUDY UNIT 5: English language use and variation 58 STUDY UNIT
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don ’t like when she tells me that I have to study. I don ’t like it when she tells me that I have to study. (Correct) He studies here on this table. He studies here at this table. (Correct) Concrete Choose image building words. Use action verbs and good vocabulary. Example: Give me one bite of chapatti. I am so hungry. Give me one morsel of chapatti. I am so appetite. (Concrete sentence) If you are good for others‚ the others will also good for you. Do good‚ have good. (Concrete sentence)
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