Senin, 26 November 2012

The Gerunds

GERUND is the “continuous form of a verb”.

Definition:A traditional grammatical term for a verbal that ends in -ing and functions as a noun. Adjective: gerundial.
A gerund (also known as an -ing form) with its objects, complements, and modifiers is called a gerund phrase or simply a noun phraseA gerund is that form of the verb which ends in –ing and has the force of a noun and a verb.

Read these examples of gerunds:
Since Francisco was five years old, swimming has been his passion.
Swimming = subject of the verb has been.
Francisco's first love is swimming.
Swimming = subject complement of the verb is.
Francisco enjoys swimming more than spending time with his girlfriend Diana.
Swimming = direct object of the verb enjoys.
Francisco gives swimming all of his energy and time.
Swimming = indirect object of the verb gives.
When Francisco wore dive fins to class, everyone knew that he was devoted to swimming.
Swimming = object of the preposition to.


1. A gerund is used as the subject of a verb.Examples: • Smoking is prohibited here.
Reading improves your knowledge.
• Running behind a running-car is dangerous.
• Walking alone is what he likes the most.
• Buying vegetables in that market is a difficult affair.
• Following others is not advisable.
You can easily see that the subjects in all these sentences are in gerund forms.


2. A gerund is used as an object of a verb.Examples:• Begin reading the book.
• I like going for a walk.
• They prefer buying online rather offline.


3. Object of a preposition.Examples:• My neighbor is good at breeding dogs.
• I am fond of eating sweets.
• Before entering the room, please remove your foot-wear.

Expressing Satisfaction and Disatisfaction

Expressing Satisfaction
When we would express satisfaction with one's work, we can use the expression:

     * Well done!
     * Great! Good work
     * I am satisfied with your work
     * You did well
     * Your job is satisfactory
     * I am so happy about this
     * I'm glad to what you've done
     * It's really satisfying

Expressing Disatisfaction
When we would express dissatisfaction with one's work, we can use:

     * I'm not satisfied with work
     * You have not done well enough
     * I am really dissappointed
     * Sorry, but your work is not satisfactory
     * Oh, no!
     * It's not very nice
     * It's reall
y not good enough

So, Too, Either, Neither

SOO AND TOO

"So" and "too" are useful words that can make your sentences shorter but stronger. The examples here show them used with conjunctions, but there are many applications for these words.
Examples:
I went to a movie, and my friend did, too.
or
I went to a movie, and so did my friend.
Pay attention to word order. "Too" goes at the end of the sentence, and "so" goes after the conjunction, then the helping verb, and then the subject.
When two situations are the same, you could write a sentence like this:
I like to eat pizza, and my children like to eat pizza.
But this is better:
I like to eat pizza, and my children do, too.
or
I like to eat pizza, and so do my children.


Here are some more Example:
He likes to cook, and she does, too.
or
He likes to cook, and so does she.
Bobby went swimming yesterday, and so did Tom.
or
Bobby went swimming yesterday, and Tom did, too.
He has gotten all wet, and she has, too.
or
He has gotten all wet, and so hasshe.
EITHER AND NEITHER
"Either" and "neither" are used in almost the same way as "so" and "too," but they are used with negative verbs.
Examples:
I didn't get enough to eat, and you didn't either.
or
I didn't get enough to eat, and neither did you.
Pay attention to word order. "Either" goes at the end of the sentence after the negative helping verb, and "neither" goes after the conjunction, then the helping verb, and then the subject.
It's important to notice that words following "neither" are not negative. You shouldn't use double negatives in English.
When two situations are the same, you could write a sentence like this:
William doesn't work there, and John doesn't work there.
But this is better:
William doesn't work there, and John doesn't either.
or
William doesn't work there, and neither does John.




Either and Neither

"Either" and "neither" are used in almost the same way as "so" and "too," but they are used with negative verbs.
Examples:
I didn't get enough to eat, and you didn't either.
or
I didn't get enough to eat, and neither did you.
Pay attention to word order. "Either" goes at the end of the sentence after the negative helping verb, and "neither" goes after the conjunction, then the helping verb, and then the subject.
It's important to notice that words following "neither" are not negative. You shouldn't use double negatives in English.
When two situations are the same, you could write a sentence like this:
William doesn't work there, and John doesn't work there.
But this is better:
William doesn't work there, and John doesn't either.
or
William doesn't work there, and neither does John.

Here are some more Example:
Mary doesn't want to wake Tom up, and Christine doesn't either.
or
Mary doesn't want to wake Tom up, and neither does Christine.
He's not very good at painting walls, and she isn't either.
or
He's not very good at painting walls, and neither is she.
She can't wait until the baby is born, and he can't either. *
or
She can't wait unitl the baby is born, and neither can he.

Indefinite Pronouns

An indefinite pronoun does not refer to any specific person, thing or amount. It is vague and "not definite". Some typical indefinite pronouns are:
  • all, another, any, anybody/anyone, anything, each, everybody/everyone, everything, few, many, nobody, none, one, several, some, somebody/someone

Most indefinite pronouns are either singular or plural. However, some of them can be singular in one context and plural in another. The most common indefinite pronouns are listed below, with examples, as singular, plural or singular/plural.
Notice that a singular pronoun takes a singular verb AND that any personal pronoun should also agree(in number and gender). Look at these examples:
  • Each of the players has a doctor.
  • I met two girls. One has given me her phone number.
Similarly, plural pronouns need plural agreement:
  • Many have expressed their views.
pronounmeaningexample
singular
anotheran additional or different person or thingThat ice-cream was good. Can I haveanother?
anybody/anyoneno matter what personCan anyone answer this question?
anythingno matter what thingThe doctor needs to know if you have eaten anything in the last two hours.
eachevery one of two or more people or things, seen separatelyEach has his own thoughts.
eitherone or the other of two people or thingsDo you want tea or coffee? / I don't mind. Either is good for me.
enoughas much or as many as neededEnough is enough.
everybody/everyoneall peopleWe can start the meeting becauseeverybody has arrived.
everythingall thingsThey have no house or possessions. They lost everything in the earthquake.
lessa smaller amount"Less is more" (Mies van der Rohe)
littlea small amountLittle is known about his early life.
mucha large amountMuch has happend since we met.
neithernot one and not the other of two people or thingsI keep telling Jack and Jill but neitherbelieves me.
nobody/no-oneno personI phoned many times but nobodyanswered.
nothingno single thing, not anythingIf you don't know the answer it's best to say nothing.
onean unidentified personCan one smoke here? | All the students arrived but now one is missing.
othera different person or thing from one already mentionedOne was tall and the other was short.
somebody/someonean unspecified or unknown personClearly somebody murdered him. It was not suicide.
somethingan unspecified or unknown thingListen! I just heard something! What could it be?
youan unidentified person (informal)And you can see why.
plural
bothtwo people or things, seen togetherJohn likes coffee but not tea. I thinkboth are good.
fewa small number of people or thingsFew have ever disobeyed him and lived.
fewera reduced number of people or thingsFewer are smoking these days.
manya large number of people or thingsMany have come already.
othersother people; not usI'm sure that others have tried before us.
severalmore than two but not manyThey all complained and several left the meeting.
theypeople in general (informal)They say that vegetables are good for you.
singular or plural
allthe whole quantity of something or of some things or peopleAll is forgiven.
All have arrived.
anyno matter how much or how manyIs any left?
Are any coming?
morea greater quantity of something; a greater number of people or thingsThere is more over there.
More are coming.
mostthe majority; nearly allMost is lost.
Most have refused.
nonenot any; no person or personsThey fixed the water so why is nonecoming out of the tap?
I invited five friends but none have come.*
somean unspecified quantity of something; an unspecified number of people or thingsHere is some.
Some have arrived.
suchof the type already mentionedHe was a foreigner and he felt that he was treated as such.

* Some people say that "none" should always take a singular verb, even when talking about countable nouns (eg five friends). They argue that "none" means "no one", and "one" is obviously singular. They say that "I invited five friends but none has come" is correct and "I invited five friends but none have come" is incorrect. Historically and grammatically there is little to support this view. "None" has been used for hundreds of years with both a singular and a plural verb, according to the context and the emphasis required.

Public Service Announcement and Posters

Definition: 
A public service announcement is an advertisement that a television or radio station airs for a cause or a charity. They can tout the importance of medical check-ups for children or ask you to donate to the Salvation Army's bellringers.
Public service announcements are not paid advertising. A broadcaster donates the ad time as part of its commitment to serve the public interest.
You'll typically see public service announcements airing during weaker time slots or on stations with less share of the advertising market than their competitors. Stations tend to use these announcements as fillers during commercial breaks.
Some stations make a decision to devote a certain number of ad slots to PSAs, particularly for a campaign that has local impact. In a city with a high teenage pregnancy rate, a Top 40 radio station that is top-ranked with a young audience could air announcements on abstinence or birth control throughout its broadcast day.
While stations have a government mandate to serve the public interest, they are under no requirement to run general PSAs. If a station has a paid commercial to run in a 30 second slot, that ad will get priority over a non-paid announcement.
Example:
10 Second SPOT
WE COME FROM ALL WALKS OF LIFE, BUT WE TRAVEL DOWN THE SAME ROAD. LOOK FOR MOTORCYCLES & SHARE THE ROAD. THIS MESSAGE BROUGHT TO YOU BY ABATE of ARKANSAS, www.arkansasabate.org
15 SECOND SPOT
ADOLESCENTS AND YOUNG ADULTS ARE AT RISK FOR A POTENTIALLY DEADLY DISEASE CALLED MENINGOCOCCAL MENINGITIS (PRONOUNCED MEN-IN-JO-KOK-UL MEN-IN-JI-TIS).
IMMUNIZATION AND GOOD HYGIENE MAY HELP PREVENT MOST CASES.  ASK YOUR DOCTOR ABOUT NEW RECOMMENDATIONS FOR VACCINATION.
FOR MORE INFORMATION, VISIT W-W-W- DOT-N-M-A-U-S-DOT-O-R-G.
30 SECOND SPOT
DID YOU KNOW THAT ADOLESCENTS AND YOUNG ADULTS ARE AT INCREASED RISK FOR A POTENTIALLY DEADLY DISEASE CALLED MENINGOCOCCAL MENINGITIS (PRONOUNCED MEN-IN-JO-KOK-UL MEN-IN-JI-TIS)?
NEW VACCINATION RECOMMENDATIONS HAVE RECENTLY BEEN APPROVED  FOR TEENS AND COLLEGE STUDENTS WHO ARE AT AN INCREASED RISK FOR CONTRACTING THIS DISEASE.  IMMUNIZATION AND GOOD HYGIENE MAY HELP PREVENT MOST CASES IN TEENS AND YOUNG ADULTS. 
TALK TO YOUR CHILD’S DOCTOR ABOUT IMMUNIZATION OR VISIT W-W-W- DOT-N-M-A-U-S-DOT-O-R-G.
60 SECOND SPOT
DID YOU KNOW THAT ADOLESCENTS AND YOUNG ADULTS ARE AT INCREASED RISK FOR A POTENTIALLY DEADLY DISEASE CALLED MENINGOCOCCAL MENINGITIS (PRONOUNCED MEN-IN-JO-KOK-UL MEN-IN-JI-TIS)?
IN FACT, ONE IN FOUR TEENS INFECTED MAY DIE.  ANOTHER 20 PERCENT SUFFER PERMANENT DISABILITIES INCLUDING ORGAN DAMAGE AND LIMB AMPUTATIONS.  
NEW VACCINATION RECOMMENDATIONS HAVE RECENTLY BEEN APPROVED  FOR TEENS AND COLLEGE STUDENTS WHO ARE AT AN INCREASED RISK FOR CONTRACTING THIS DISEASE.  IMMUNIZATION AND GOOD HYGIENE MAY HELP PREVENT MOST CASES IN TEENS AND YOUNG ADULTS. 
TALK TO YOUR CHILD’S DOCTOR ABOUT IMMUNIZATION OR VISIT W-W-W- DOT-N-M-A-U-S-DOT-O-R-G.
   
POSTER
Poster is a  placard or intended for posting in a public place, as for adversiting.
Example Poster:

Transitions : Moreover, Furthermore, In Addition, Therefore, Consequently

Moreover

  • Moreover is usually used to introduce the second of two points that argue for a certain viewpoint. The second item supports and reinforces the claim introduced by the first item. moreover would tend to introduce a new topic linked to and supporting the old one.

Furthermore
      You can use Furthermore when you want to add another point to a list of two or more items in support of an argument. Furthermore indicates the expansion of an existing idea without introducing new concepts.
In addition
      In addition tends to be more often used when describing a situation. For example, use in addition to add another action, fact, or the feature to a list that characteristic an object or concept. Unlike moreover and furthermore, in addition is not commonly used for arguing or supporting a viewpoint.
Therefore and Consequently
      Therefore and Consequently mean as a result or consequence of an incident or event that connecting of two or more point. The second item as a result by first item.
Example

  • ·         Billy  is a naughty student, consequently many students avoid him
  • ·         My house is a long way from school therefore I will ride my bicycle
  • ·         Now is raining hard consequently I can’t  go out tonight
  • ·         The store is near from my house therefore I would shop there 
  • ·         Grace is a kind and great girl moreover she is beautiful and funny. Many people like her
  • ·         I believe that I can complete the marathon in under 3 hours.  Furthermore ,I believe that I can win it
  • ·         I will study hard for this test furthermore if I get a good score my father will give me a new handphone
  • ·         The song is good. In addition, the lyrics is easy to remember. Therefore I will sing this song
  • ·         This dress is make from good material moreoverthis dress is so beautiful and smooth. Therefore this dress so expensive 
  • ·         Walking to school Is  good. Furthermore it keeps us healthy and fresh 
  • ·         Not many people are interested in watching the drama. Consequently, the committee canceled it.
  • ·         The cassava tastes good. Moreover, it is healthy.Therefore, I often eat it.
  • ·         We should not eat fast food every day. In addition ,it is expensive.  consequently, it can make us fatter 
  • ·         The winter is so cold. Therefore, I wear a shawl
  • ·         Not many people are interested   in watching Billy’s drama. Consequently, Billy so sad when know that
  • ·         Lucy winning the singing contest . Therefore, she’s very happy now 

Noun Clauses

Definition:


A dependent clause that functions as a noun (that is, as a subject,object, or complement) within a sentence. Also known as a nominal clause.
Two common types of noun clause in English are that-clauses andwh-clauses:
  • that-clause: I believe that everything happens for a reason.

  • wh-clause: How do I know what I think, until I seewhat I say?
Noun clause used as an object

He said something.

S V O

He said that he was sick.



Noun clause used as a subject

Something is your business.

S V

Whatever you do is your business.

Someone is still in the cafeteria.

S V

Whoever ate my lunch is still in the cafeteria.





What did he say?








What is your business?





Who is in the cafeteria?
The subordinator may take the "subject" or "object" position in a noun clause.



Note the usage of the following:
Henry loves Mary. (S V O)
Mary loves Jim. (S V O)
The person who(m) Lee loves is a secret.
The person who loves Tim is a secret.
Who(m) Henry loves is a secret.
Who loves Tim is a secret.

Mary is the "object" of the sentence.
Mary is the "subject" of the sentence.
Relative clause (subordinator in obj. position)
Relative clause (subordinator in subj. position)
Noun clause (subordinator in obj. position)
Noun clause (subordinator in subj. position)
Subordinators which are used in noun clauses:
(Some of these words are also used in Grammar: Relative Clauses and Grammar: Wh - Questions.)
that
what
who
whoever
whatever
whether

which
where
when
how
why
if

how much
how many
how long
how far
how often
whose
Remember to preserve word order in noun clauses:
I don't know who he is.
Whoever she is is not important.
Whatever is in the box is a mystery.
Can you tell me what he is doing?
She doesn't undestand why he is leaving.
I wonder how much that costs.
Do you know how long it will take?

Analytical Exposition

Definition of Analytical Exposition
Exposition is a text that elaborates the writer‘s idea about the phenomenon surrounding. Its social function is to persuade the reader that the idea is important matter.
Generic Structure of Analytical Exposition
1. Thesis (introduction): Introducing the topic and indicating the writer’s position
2. Arguments (body): Explaining the arguments to support the writer’s position
3. Reiteration (conclusion): Restating the writer’s position
Language Features of Analytical Exposition
Using relational process - Relationships between and among leaders, workers,                                                             followers, partners, co-workers, etc.  People knowing and caring about people.

Using External conjunctions –enhancing by linking to real world events                                                                  (Holocaust, the Final Solution, death trains)

Using internal conjunction –   elaborating and itemising steps in an argument                                                          (firstly… secondly .. next… finally)
Using causal conjunction –     the cause of an event…. Because

Using Contrastive conjunction – but… nevertheless

Using Simple Present Tense    (Bruno is a quiet boy)
                                               
– NOT PAST TENSE (Bruno was a quiet boy)

Example ONE
Basic Essay

The Dangerous of Using Drugs
       Everybody must pay attention of drugs. Drugs are very dangerous for us. Why it is very dangerous for us? Because its can caused harm to our body. 

        In terms of health, many organs in our body can be harm because using drug. In general, the impact of using drug are can unconscious, make us hallucinate, can harm our nerve, and cause addictive effect. Beside that, using drugs can make the users depressed, liver disease, schizophrenia, blockage of blood vessels, dehydration, optic nerve damage, brain damage, and finally it can cause DEATH! 
    
        When viewed in terms of Islamic law, drugs are forbidden. Because it is cause badness, self harm, debilitate. And Islam proscribes all that can cause badness, self harm because it is included zhalim. Also if we using drugs, it means we already do the forbidden things in Islam, it means we sin. So, in terms of Islamic law, using drugs also dangerous. 

        Furthermore, if the users of drugs are teenagers, it can endanger their future, and endanger their homeland, their country. From the data, 32 percent of drugs users in Indonesia are teenagers, so, if many teenagers –in this case Indonesia- use drugs, it can be endanger this country, harm youth generation, whereas youths are nation expectation. If the youth using drugs, our nation can be destroy! 

           So, from now on we must pay attention of drugs, because it’s very dangerous, both in terms of health, religion (Islam), nationality and state.


Example TWO
2. Thorough Essay

  Extract: The Boy in the Striped Pyjamas
..The representations constructed by the author influence the reader to accept certain ways of thinking and seeing through the eyes of a child. In the book, ‘The Boy in the Striped Pyjamas’, the author John Boyne has constructed diverse multiple representations of youth in society during the holocaust. John’s construction of the characters Bruno, Gretal and Shmuel show the different cultural assumptions, attitudes, values, beliefs and innocence, which underpin youth and their peers. John Boyne challenges aspects of youth discourses through the characters and relationship of Bruno and Shmuel. The reader is therefore positioned to become aware of the conflict between the different cultures and the youth discovering individual identities and the pressures to conform to societal expectations. In the text, Bruno, the main character, was constructed by John as initially being oblivious and naïve to the Final Solution. Throughout the novel Bruno is emerging into a young boy and trying to discover his role in society and the horror of the world surrounding him. As a part of his personal growth and discovering what is beyond his own life, he becomes involved with a Jewish …..

How to write an Analytical Exposition
The purpose of an analytical essay is to propose and support an argument. By analyzing the material on which the essay is based, the essay writer should develop a position regarding the accuracy of the original information. The introduction is one of the most important parts of an analytical essay. This is because it is in the introduction that the reader will receive his first impression of the essayist's position
 Regardless of what the essay is about, most analytical or expository essays conform to a specific structure; they all have an introduction, a main body and a conclusion.
Before Writing
Step 1
Select your topics to provide evidence for your thesis. Try to pick something manageable, that will fit within the space specifications of your essay.
Step 2
Organize your ideas. You can do this in several different ways. For instance, some people will simply make a list of their ideas and select the ones they want. Other people who think more visually might make a tree of their ideas, beginning with the central topic and drawing "branches" to represent other ideas working from the central topic. Some people might engage in free-writing, simply putting their ideas on paper with no worries for structure, simply to see where their ideas go.
Step 3
Write a thesis statement. This is the single most important section of your essay. The thesis statement is essentially a sentence that explains what your central argument or idea is. You will use this idea to develop everything else in your essay. While thesis statements are usually only one sentence long, they can be longer if necessary, but the more direct your thesis, the better.

Step 4
With your thesis statement in mind, pick three or four ideas from your previous work in Step 2 that you feel support this statement.
Step 5
Write a topic sentence for each one of these ideas. These will be the topic sentences for each paragraph of your essay's main body.
Step 6
Plot the body of your essay. This is where the introduction--main body--conclusion structure comes into play. Take each of the topic sentences you wrote for the main body, and decide the order in which you wish to present them

Writing
Step 1
Write your introduction. The introduction must include your thesis statement as well as a summary of your topic sentences for each paragraph in the main body. You also want to capture the reader's interest, making certain that he or she will read your essay all the way through.
Tips
·         Understand the source material thoroughly. Every analytical essay is essentially a commentary on someone else's work. This means that an effective analytical essay writer is someone who is able to read and understand the source material exceptionally well.
·         Grab the reader's attention. By including a quotation or controversial statement in the first few lines of the introduction you generate interest in your essay. This increases the likelihood that your essay will leave an impression and actually influence the reader's opinion.
·         Summarize the source material. This summarization is sometimes referred to as an abstract and should be included in the introduction. The summary should inform the reader of the title and author of the source document as well as provide a brief overview of the source document's main points. By including this abstract in the introduction, the reader will have a better idea of the context in which your argument arose.
·         Finish with a thesis statement. A thesis statement is a concise sentence that outlines precisely what the main argument of your essay is. The thesis statement is going to be the main idea or position that the remainder of your essay is going to support. It is important that this position be an opinion rather than a fact, since it must be something that can be argued both for and against.
Step 2
Write a paragraph for each of the topic sentences. Expand upon how this topic sentence supports your thesis, and provide any information you wish in support.
Step 3
Write a concluding paragraph for your essay. The conclusion must restate the thesis, restate each of your arguments in support of the thesis, and generally bring the essay to an effective close. Make sure to word all of these differently than you did at the beginning and in the body. Also, make sure to never introduce any new material in the conclusion.

Intro and Conclusion hints
Construct the Introduction using the key facts. For instance, if your subject is "Chocolate," your introduction can be "Chocolate is a sugary concoction made out of the cocoa bean." Write out all of the facts in the same manner.
The "thesis" is very important, it is the last sentence in the Introduction, which will tell the readers what the essay will be about.
Build the thesis statement using three reasons to back up and support it. Your thesis should look something like this: "Chocolate is over-rated because it is too rich, too fattening, and not tasty."
The conclusion paragraph is much like a conclusion sentence; it ends your exposition by summing up the points you made earlier.
Restate the importance of the topic you covered. For example, "Chocolate is enjoyed by many people the world over." Then restate the reasons you like or dislike chocolate. Then, in your final sentence, you will want to write a sentence that looks toward the future, such as, "In the future, I wish to never see chocolate again," or something to that effect.

Asking For and Giving Opinions

Asking Opinion is  to ask other people's opinions on an issue.
 Giving Opinion is to express an opinion on a matter or issue.     

A.   Asking for Opinion
 Formal :
  • ·         Have you got any comments on …..
  • ·         Do you have any idea?
  • ·         Do you have any opinion on ……
  • ·         Would you give me your opinion on……….?
  • ·         What is your reaction to ….
  • ·         What is your opinion about……….?
  • ·         What are you feeling about………….? 
  •         What are your views on……….
  •  ·         Please give me your frank opinion ?
     Informal
  • ·         What do you think of…….?
  • ·         What do you think about………?
  • ·         What is your opinion?
  • ·         Why do they behave like that?
  • ·         Do you think it’s going?
  • ·         How do you like?
  • ·         How was the trip?
  • ·         How do you think of Rina’s idea 
    B.  Giving Opinion
     Informal
  • ·         I think I like it.
  • ·         I don’t think I care for it.
  • ·         I think it’s good/nice/terrific……..
  • ·         I think that awful/not nice/terrible…………
  • ·         I don’t think much of it.
  • ·         I think that……..