"I will you about my trip in a minute," Cosmo replied.
What is future tense?The term "future tense" refers to a verb form in grammar that often indicates that the event being described by the verb has not yet occurred but is anticipated to do so in the future. The French word aimera, which comes from the verb aimer and means "will love," is an illustration of a future tense form.
A verb form called a tense allows you to indicate time. The verb's tense indicates the time period in which an event, an object, or a person occurred or performed an action. The three basic tenses are past, present, and future.
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Exercise 2 Underline the adverb clause in each sentence. Circle the verb, adverb, or adjective it modifies.
Whenever I move my rook, she takes my bishop.
Whenever I move my rook, she (takes) my bishop.
The adverb clause in this sentence is "Whenever I move my rook."The adverb clause modifies the verb "takes" as it provides information about when the action of taking the bishop occurs.An adverb clause is a group of words that functions as an adverb within a sentence. It consists of a subject and a verb and provides additional information about the action, time, place, manner, condition, reason, or purpose of the main clause.
Adverb clauses are introduced by subordinating conjunctions such as "when," "where," "if," "since," or "because." They modify verbs, adjectives, or other adverbs in the main clause, adding details and providing answers to questions like how, when, where, why, or to what extent.
Adverb clauses contribute to sentence complexity and help convey specific circumstances or relationships in a more nuanced manner.
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what is one way to resolve conflict involving group dynamics?
Answer:
One way to resolve conflict involving group dynamics is to communicate and listen. It’s important to acknowledge the conflict and find a resolution. In some cases, it may be necessary to involve leadership or HR.
In this discussion we will explore the differences and relationships between these two very different meanings of 'argument'. First: provide an example of the difference between 'giving an argument' (in the critical thinking or logical sense of the term) and 'having an argument with someone'. What is one focused on in the former? What is one focused on in the later? Work together to distinguish these two different meanings of the term 'argument'. Second; what domain does the issue of your example belong to? Is it a personal, professional or social/political issue? Do you think that the domain of the issue influences the tendency people have to 'have arguments' rather than 'give arguments'? Offer your reflections.
The main difference between "giving an argument" and "having an argument with someone" lies in the focus of each. The former emphasizes presenting logical reasoning or evidence, while the latter pertains to a heated disagreement or conflict between individuals.
When we talk about "giving an argument" in the critical thinking or logical sense, we are referring to the act of presenting a well-reasoned case or providing evidence to support a particular claim or viewpoint. In this context, the focus is on constructing a persuasive and coherent argument by using logical principles, critical analysis, and evidence-based reasoning.
The goal is to convince others of the validity of one's position through a logical and structured presentation.
On the other hand, "having an argument with someone" involves a different meaning of the term. It refers to engaging in a dispute or disagreement with another person, often characterized by emotional intensity, differing opinions, and a breakdown in communication.
Unlike "giving an argument," the focus in this case is on the conflict itself, the clash of opinions, and the personal or emotional aspects of the disagreement.
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Exercise 1 Complete each sentence with the correct form of the modifier in parentheses.
The psychiatrist delved into the ___________ recesses of the man’s mind. (far)
The psychiatrist delved into the far recesses of the man's mind.
The word "far" implies that the psychiatrist explored the man's distant thoughts. The word "far" suggests a large distance or extent, signifying extended mental study.
"Far" emphasises the psychiatrist's depth and thoroughness. It suggests that the psychiatrist probed the man's deepest ideas, emotions, and experiences. The modifier "far" vividly describes the psychiatrist's extensive probe of the man's thoughts.
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which syllables in the line of poetry are stressed? select three answers. my love is like a red, red rose. my love is like rose
The syllables that are stressed in the line of poetry "my love is like a red, red rose" are: "love," "red," and "rose." This line of poetry is written in iambic tetrameter which means that each line has eight syllables, and the stress falls on every other syllable.
The syllables that are stressed in the line of poetry "my love is like a red, red rose" are: "love," "red," and "rose." This line of poetry is written in iambic tetrameter which means that each line has eight syllables, and the stress falls on every other syllable. The stress or emphasis is marked by a (/) symbol. The line is as follows:/my LOVE / is LIKE / a RED, / RED ROSE/The first syllable "my" is unstressed, "love" is stressed, "is" is unstressed, "like" is unstressed, "a" is unstressed, "red" is stressed, "red" is stressed, "rose" is stressed, and the final syllable "my" is unstressed. It is interesting to note that this line contains internal rhyme as well as end rhyme. The two occurrences of "red" rhyme with each other, and the two occurrences of "rose" rhyme with each other as well.
Poetry is a literary form that employs creative and expressive use of language to evoke emotion and paint vivid pictures in the reader's mind. The poet carefully selects words and phrases to create a particular mood or atmosphere and employs various techniques such as rhyme, meter, and figurative language to achieve their desired effect. In the line of poetry "my love is like a red, red rose," the syllables that are stressed are "love," "red," and "rose." This line is written in iambic tetrameter, which means that each line contains eight syllables, with the stress falling on every other syllable.
The use of the repetition of the word "red" and the rhyme between "red" and "rose" creates a musical quality to the line, which enhances its emotional impact. The word "love" is stressed, emphasizing its importance in the comparison being made between the speaker's love and a rose. Overall, this line is an excellent example of the beauty and power of poetry.
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Exercise 1 Label each noun con. if it is concrete, abst. if it is abstract, col. if it is collective, and prop. if it is proper. Underline each conjunction.
Because it was a dreary day, listlessness was felt throughout the class.
The conjunction in the sentence is "Because." In the given sentence, we can identify the nouns and conjunction. The nouns in the sentence are "day" and "listlessness." "Because it was a dreary day, listlessness was felt throughout the class. "
The word "day" is a concrete noun since it designates a real, material thing that can be sensed. When describing something that is palpable and can be touched or seen in the physical world, concrete nouns are utilized.
The word "listlessness" is an abstract noun, on the other hand. Intangible thoughts or ideas that are imperceptible to the senses are known as abstract nouns. They stand in for immaterial or nonphysical traits, feelings, mental states, or concepts.
Because is used as the conjunction in this sentence. Because is used as the conjunction in this sentence. Words that join other words, phrases, or clauses are known as conjunctions. They are employed to illustrate the connections between various clauses in a sentence.
The word "because" here functions as a subordinating conjunction, introducing a subordinate clause that explains the cause of the general sense of listlessness in the class.
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Exercise 1 Draw two lines under the simple predicate in each sentence. Then write the tense of the verb in the space provided.
This name comes from a novel by Charles Dudley Warner and Mark Twain.
This name comes from a novel by Charles Dudley Warner and Mark Twain.
The verb that completes the sentence is the simple predicate. The happening action, the being state, or the linking verb are all possible candidates.
The verb is always the most crucial word or words in the entire predicate. It describes who or what the subject is. When aiding verbs are present, a verb may consist of one or more words, but it does not include modifying words.
A complete predicate refers to both the predicate/verb and all of its modifiers, whereas a simple predicate (simple verb) is a single word (or group of syllables if a verb phrase) conveying the verb without any of its modifiers.
The main verb alone constitutes a simple predicate. The best method to find the main verb in a sentence is to seek for words that demonstrate activity. Each sentence must include a primary verb. A verb is a word with action. Predicates and subjects make up sentences. The main verb is a straightforward predicate.
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Exercise 1 Add commas where necessary. Delete commas used incorrectly using the delete symbol .
As the Nazis moved closer to the Jews who remained many of whom were still loyal to their country Nelly and her mother were forced to move from their home.
As the Nazis moved closer to the Jews who remained, many of whom were still loyal to their country, Nelly and her mother were forced to move from their home.
Commas are needed to separate the clauses and provide clarity in the sentence. Commas should be placed after "remained" and "country" to separate the clauses. The comma before "Nelly" is unnecessary and should be deleted as it separates the subject from the verb.
Commas are punctuation marks used to separate parts of a sentence. They can be used to indicate pauses, separate list items, activate introductory sentences or clauses, separate adjectives from coordinates, or separate unnecessary information. Commas play an important role in sentence structure and help clarify meaning and improve readability.
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Write a report on STATUS OF WOMEN IN SOCIETY with reference to the
play ‘Mother’s Day’
Answer:
The play 'Mother's Day' by J.B. Priestley sheds light on the status of women in society during the early 20th century. The play is set in the year 1918, just after the end of World War I, and revolves around the lives of three women - Mrs. Cotterel, her daughter Janet, and her daughter-in-law Edith.
During this time period, women were still struggling for basic rights and freedoms. They were not allowed to vote or hold public office, and their roles were largely limited to that of a homemaker and caregiver. Women were expected to marry and have children, and their worth was often measured by their ability to do so.
In the play, we see Mrs. Cotterel as a traditional woman who has accepted her role in society. She is content with her life as a homemaker and does not question her place in society. However, her daughter Janet is more progressive and desires more from life than just marriage and motherhood. She wants to pursue a career and make something of herself.
Janet's desire for independence is met with resistance from her mother, who believes that a woman's place is in the home. This conflict between traditional values and modern aspirations highlights the struggle that many women faced during this time period.
Write a couple of paragraphs about an interesting dream that you have had in about 150 words.
Answer:
I had a dream last night that I was on a tropical island, basking in the sun and surrounded by crystal clear waters. I was lounging on a beach chair, sipping on a refreshing drink and feeling the cool ocean breeze on my skin.
As I closed my eyes and let the warmth of the sun envelop me, I heard a faint noise in the distance. I opened my eyes and saw a group of dolphins swimming towards me. I was so surprised and delighted by their presence that I jumped up and ran towards the water. As I waded into the shallow waters, the dolphins swam circles around me, seemingly playing and having fun. I laughed and splashed around with them, feeling a sense of joy and freedom that I had never experienced before. It was such a magical and memorable dream, and I woke up feeling grateful and inspired by the beauty and wonder of nature.
Explanation:
that's it
An Interesting Dream:
In my dream, I stood at the edge of a shimmering lake, surrounded by vibrant greenery and scented wildflowers. A small boat approached, carrying me across the calm waters. As we glided along, I marveled at the underwater world, with colorful fish darting around coral reefs. The boat entered a hidden passage leading to a dazzling cave adorned with sparkling crystals, evoking a profound sense of peace and wonder. Emerging from the cave, the boat guided me to a magnificent waterfall, its sound filling the air like nature's symphony. Stepping out, I felt the cool mist on my skin, closing my eyes to absorb the sheer power and beauty of the moment. After what felt like an eternity, I awoke from my dream, but its memory remained etched in my mind. It was a dream that reminded me of the boundless wonders that exist within our imagination.
1. Introduction: Describe the dream setting and the overall atmosphere (e.g., shimmering lake, greenery, wildflowers, colorful sky).
2. Boarding the boat: Explain how you came across the boat and decided to step into it.
3. Underwater world: Describe the captivating scene beneath the boat, with vibrant fish and coral reefs.
4. Hidden cave: Detail the boat's journey into a secret cave adorned with sparkling crystals, highlighting the sense of peace and wonder.
5. The waterfall: Depict the boat's exit from the cave, leading to a majestic waterfall, emphasizing the sound and feel of the rushing water.
6. Immersion in the moment: Convey the personal experience of stepping out of the boat and feeling the waterfall's cool mist, creating a profound sensory encounter.
7. Awakening and reflection: Conclude the dream narrative, expressing the dream's lasting impact and the reminder it provided about the power of imagination and exploration.
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Exercise 1 Add commas where necessary. Delete unnecessary commas. Some sentences may be correct.
The political candidate solicited money, bought TV time,and ran newspaper ads, for his campaign.
The political candidate solicited money, bought TV time, and ran newspaper ads for his campaign.
Commas are needed to separate the different actions the political candidate undertook for his campaign. Commas should be placed after "money" and "TV time" to create a clear separation between the items in the list. The comma before "and" after "TV time" is unnecessary and should be deleted.
Commas are punctuation marks used to separate or clarify clauses in a sentence. They can indicate pauses, separate list items, activate introductory sentences or clauses, connect independent clauses with coordinating conjunctions, and separate adjectives. Commas play an important role in improving the clarity, structure, and intelligibility of written language by indicating appropriate pauses and demarcating different parts of a sentence.
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Exercise 1 Underline the root of each word. Using a dictionary when needed, define each word. If there is more than one definition, use one that emphasizes the meaning of the root.
rehydration
The root of the word "rehydration" is "hydrate" and the definition refers to the process of adding water to a medium that has already been hydrated previously.
What is the root of a word?It is the origin of the word.It is the primitive language where the word developed.The root of "rehydration" is "hydrate" which is a Greek word meaning "water". The prefix "re" can help us understand the definition of the word, as this prefix refers to something that will be repeated, that is, done again.
Thus, "rehydration" refers to putting water back into a medium that previously had water.
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Exercise 2 Underline the noun clause or clauses in each sentence.
Joni always answered with whatever she thought.
Joni always answered with whatever she thought. The phrase 'whatever she thought' is the noun clause.
A clause is a bunch of words that have a subject part and a predicate part. A noun clause is one that is a clause but acts as a noun as a whole in that sentence.
A noun clause can be identified by recognizing the nouns and verbs in a sentence. Then, look at the group of words that may indicate being a noun as a whole. It is worth noting that this could be a direct or an indirect object. The three types of noun clauses are interrogative, declarative, and relative noun clauses.
Here, the phrase 'whatever she thought' is a noun clause as it signifies a noun as a whole.
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Exercise 3 Underline the correct word given in parentheses. Draw an arrow to the word it modifies.
Mrs. Greiner cried because she felt (bad, badly) about the loss of her pet.
Mrs. Greiner cried because she felt bad about the loss of her pet. Draw an arrow from the word "bad" to "felt".
We will use the word "bad" instead of "badly". "Bad" is an adjective and "badly" is an adverb. In the sentence, the adjective "bad" modifies the verb "felt". It implies that Mrs. Greiner felt "bad" about losing her pet and reflects the character or degree of her emotional state. The relationship between the adjective and the verb it modifies is shown by the arrow, which goes from "bad" to "felt."
It is easier to effectively communicate the desired meaning and ensure grammatical accuracy in sentences when the right words are used. In this instance, the word "bad" accurately captures Mrs. Greiner's distress in losing her pet.
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Exercise 2 Draw two lines under the verb or verb phrase. In the blank, write its tense: present, past, future, present perfect, past perfect, or future perfect. Label each pronoun: nom. (nominative), obj. (objective), pos. (possessive).
The math team had solved every single problem on time.
In the sentence, the verb phrase is "had solved." We can identify the verb "solved" within the phrase. The tense of the verb phrase is past perfect. Now let's label the pronouns in the sentence:
"The math team" - nom. (nominative)
"had" - not a pronoun, it is the helping verb
"solved" - not a pronoun, it is the main verb
"every single problem" - obj. (objective)
"on time" - not a pronoun, it is a prepositional phrase
Therefore, the labels for the pronouns in the sentence are:
"The math team" - nom. (nominative)
"every single problem" - obj. (objective)
The math team solved every single problem on time and has been differentiated according to verb phrases.
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Exercise Correct the capitalization in each sentence. Draw three lines under each lowercase letter that should be capitalized and a single slash (B) through any capital letters that should be lowercase.
Rolanda had great difficulty (She loves languages) deciding whether to study german or spanish.
The correct option of capitalization in the sentence: Triple underline the first letter in: German, Spanish Strike through the first letter in: she. Rolanda had great difficulty (She loves languages) deciding whether to study German or Spanish.
In case-differentiated writing systems, capitalization (American English) or capitalization (British English) is the practise of writing a word with its initial letter as a capital letter (uppercase letter) and the other characters in lower case. The phrase can also apply to the type of text case used.
Distinct languages' conventional writing systems (orthographies) have distinct capitalization norms, such as title capitalization. To a lesser extent, conventions differ amongst style guides. Capitalization impacts the Armenian, Cyrillic, Georgian, and Greek alphabets in addition to the Latin character.
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Exercise 1 Underline the root of each word. Using a dictionary when needed, define each word. If there is more than one definition, use one that emphasizes the meaning of the root.
hierarchy
hierarchy: hierarchy
Definition: A system or organization in which people or groups are ranked or graded according to their status, authority, or importance. The root "hier" refers to sacred or religious matters, emphasizing the idea of ranking or order.
audible: audible
Definition: Capable of being heard or perceived by the ear. The root "aud" relates to hearing or sound.
tasteless: tasteless
Definition: Lacking flavor or taste; not pleasing to the sense of taste. The root "taste" refers to the sensation or perception of flavor or taste.
A root word is a fundamental lexical unit that carries the core meaning of a word. It is the base from which words are derived and can often stand alone as an independent word. Root words provide the foundation for constructing words through the addition of prefixes and suffixes, allowing for the formation of related words with similar meanings or different forms.
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Probably the full question is:
Underline the root of each word. Using a dictionary when needed, define each word. If there is more than one definition, use one that emphasizes the meaning of the root.
hierarchy
audible
tasteless
Exercise 1 Diagram the following simple sentences.
Bruno finished his homework.
Here is the diagram for the sentence "Bruno finished his homework":
```
Bruno
|
finished
|
his homework
```
The subject of the sentence is "Bruno," which is represented by the horizontal line on top. The verb is "finished," represented by a vertical line beneath the subject.
Finally, the object of the sentence is "his homework," shown as a horizontal line beneath the verb.
This diagram illustrates the basic structure of the sentence, with the subject, verb, and object visually organized. It helps to identify the different components and their relationships within the sentence.
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Exercise 1 Insert a question mark if the sentence is interrogative, or an exclamation point if the sentence is exclamatory
Where do we sign up for intramural basketball
The given sentence, "Where do we sign up for intramural basketball?" is an interrogative sentence.
Interrogative sentences are used to ask questions and seek information. In this case, the sentence begins with the question word "Where," indicating a quest for the location or method of signing up for intramural basketball.
The presence of the question mark at the end of the sentence is essential to convey its interrogative nature. The question mark signals to the reader or listener that a response or answer is expected. Understanding the sentence as interrogative allows us to interpret it correctly, recognizing the speaker's intent to gather information about the process of signing up for intramural basketball.
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Describe a school mate you would nominate as the Best student of the year.
Exercise 1 Underline each adjective or adverb clause. Draw an arrow from the clause to the word it modifies. In the blank, write adj. (adjective) or adv. (adverb) to tell what kind of clause it is.
Do not give your opinion unless you are asked.
Do not give your opinion unless you are asked. In this sentence, there is no adjective or adverb clause. The main clause "Do not give your opinion" functions independently and does not contain any subordinate clauses modifying adjectives or adverbs.
In grammar, a clause is a group of words that contains a subject and a predicate (verb) and functions as a complete thought or syntactic unit in a sentence. The clause can be independent or dependent. An independent clause can be thought of as a complete sentence, expressing a complete idea, while a dependent clause relies on the main clause to convey a complete meaning.
The dependent clause often acts as a modifier, providing additional information about the subject, verb, or object in the main clause. Clauses play an important role in constructing sentences and conveying complex ideas in written and spoken language.
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what do marcellus’s and horatio’s characterization of the ghost imply? that a large battle is looming that someone is tricking them that the kingdom is cursed that something bad is going on
Marcellus and Horatio's characterization of the ghost implies that something bad is going on. The ghost's appearance is seen as a sign of trouble or danger.
Marcellus and Horatio, two characters in Shakespeare's play "Hamlet," encounter a ghost that resembles the deceased king. Their reactions and descriptions of the ghost suggest that they believe it to be an omen of impending doom or a sign that something sinister is happening.
For example, Marcellus describes the ghost as "an ominous figure" and says that its appearance signifies that "something is rotten in the state of Denmark." This implies that the ghost's presence is associated with corruption or a curse on the kingdom.
Horatio, on the other hand, is skeptical and believes that the ghost may be a trick played by someone. However, he also acknowledges that the ghost's appearance could be an indication of an impending catastrophe.
Overall, Marcellus and Horatio's characterization of the ghost implies that there is something unsettling happening in the kingdom, and it foreshadows a potential disaster or conflict.
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Marcellus and Horatio's characterization of the ghost implies that something bad is going on. Their descriptions and reactions to the ghost suggest that it is a harbinger of misfortune or a sign of impending danger.
Marcellus mentions that the appearance of the ghost indicates that "something is rotten in the state of Denmark," which implies that there is corruption or evil within the kingdom. Horatio also expresses concern, stating that the ghost's appearance may be a warning of a potential threat or calamity. These characterizations suggest that the ghost's presence signifies a disturbance or impending tragedy.
In conclusion, Marcellus and Horatio's characterization of the ghost implies that something bad is happening or about to happen. Their descriptions and reactions indicate that the ghost represents a foreboding presence and symbolizes a disturbance or threat within the kingdom. This suggests that there may be underlying issues or impending misfortune that needs to be addressed.
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Exercise 1 Fill each blank with the correct form of good, well, bad, or badly.
As the months passed, each member found ways for ____________ fellowship as well as peer help.
As the months passed, each member found ways for better fellowship as well as peer help. The word used is a modifier of 'good'.
A modifier as the name suggests is a word that modifies. The word depends on the context and can be modified into the comparative or superlative form.
Here, the modifiers in both forms will be 'better' or 'best' respectively. Here, the word 'better' is used to compare how it was in the beginning as months passed. This modifier is used to create a contrast between the way it was and the way it is after those months. The words 'well', 'bad', or 'badly' does not fit into the context.
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a speaker who is impressing an audience by making unexpected connections and sharing new information is doing a good job of appealing to what type of audience?
A speaker who is impressing an audience by making unexpected connections and sharing new information is doing a good job of appealing to selected type of audience
A speaker who excels at making unexpected connections and sharing new information is highly effective in appealing to an intellectually curious and open-minded audience.
This type of audience values novelty, creativity, and the exploration of unconventional ideas. By presenting unexpected connections, the speaker challenges the audience's preconceived notions and stimulates their thinking, fostering a sense of excitement and engagement.
Furthermore, sharing new information demonstrates the speaker's expertise and their dedication to staying up-to-date with the latest research and developments. This type of audience appreciates being exposed to fresh perspectives and cutting-edge knowledge, as it expands their understanding and broadens their horizons.
The ability to make unexpected connections and share new information also indicates the speaker's originality and innovative thinking, which is particularly appealing to audiences who are seeking novel insights and ideas. Such an audience appreciates the opportunity to encounter new concepts, as it inspires them to think critically and encourages them to explore beyond their comfort zones.
In summary, a speaker who impresses an audience by making unexpected connections and sharing new information successfully appeals to an intellectually curious and open-minded audience by challenging their assumptions, providing them with novel perspectives, and stimulating their desire for continuous learning and exploration.
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Exercise 1 Underline the verb in parentheses that agrees with the subject.
The Porpoises (is, are) the best swimming team in town.
The Porpoises are the best swimming team in town.
In English, the verb only needs to match the number and occasionally the person; the subject-verb agreement is a grammar rule that states that the verb or verbs in a phrase must match the number, person, and gender of the subject. The verb must also be singular if the subject is. The verb must also be plural if the subject is. Use a plural verb when the subject of the phrase is made up of two or more nouns or pronouns joined by and. Remember that the verb still agrees with the subject and not the noun or pronoun in the phrase that comes after the subject of the sentence when a phrase is placed between the subject and the verb. Here, Porpoises are plural.
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Exercise 2 Fill in the missing letter or letters in each word.
pre____ de
Exercise 2 Fill in the missing letter or letters in each word.precedeThe word "pre____ de" can be completed by adding "cede" to it. This makes the complete word "precede."
The term "precede" refers to an event that happens before another event. It could be a word or action that occurs before another word or action. It is a verb and it is commonly used in academic writing.Example sentences with the use of "precede":The invention of the telephone precedes that of the cell phone.
It is not possible to understand the plot of this book if you don't read the first chapter, which precedes the others in the book.Before answering your question, you asked me to include " I believe I have answered your question and provided .
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10
Select the correct answer.
How does the author develop the point that having a single official language will make the country less united?
A. by giving statistics showing how many Americans do not speak English
B.
by illustrating how divided the American people already are concerning language
C.
by explaining how non-English speakers will not be able to participate in government
by describing how difficult it would be to convince all Americans to support the idea
D.
Reset
Next
Based on the options provided, it seems that the author develops the point that having a single official language will make the country less united through option B, by illustrating how divided the American people already are concerning language.
How to explain the informationBy highlighting the existing divisions and conflicts among people regarding language, the author suggests that imposing a single official language would further exacerbate these divisions,
The author develops the point that having a single official language will make the country less united through option by illustrating how divided the American people already are concerning language.
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Exercise 1 Add commas where necessary. Delete unnecessary commas. Some sentences may be correct.
Her mother was proud but sad.
The given sentence, "Her mother was proud but sad," is already correctly punctuated and does not require any additional commas or changes.
Commas are punctuation marks that indicate pauses, separate pieces, or improve clarity in writing while also clarifying the structure and meaning of phrases. Here are a few examples of regular comma usage:
1. List item separation: Three or more items in a series should be separated by commas.
2. Setting off initial elements: At the start of a sentence, commas are placed after any introduction words, phrases, or clauses.
3. Using commas to separate coordinate adjectives: Commas are used to separate adjectives that equally describe the same word.
4. Setting off non-essential information: Commas are used to separate clauses, phrases, or words that are not strictly necessary to the meaning of the sentence from non-essential or non-restrictive clauses, phrases, or words.
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Exercise 1 Add commas where necessary. Delete commas used incorrectly using the delete symbol .
A brutal secret police force known as the Gestapo enforced the laws against Jews
In the sentence comma has not been placed between correct words. The comma must be placed after Gestapo word the need for usage of the comma is to short the long sentence into small sentence.
The comma is a punctuation that is used to separate the words in a long sentence. The main objective of comma is to provide clarity to the words it also helps in providing the different between two are more similar or contrast words. It helps the reader to read the the context in a presided manner and also helps the reader to give pause and understand what they have read so for in the content. The comma also provide the attention for the reader to know that there are many parts in the single sentence. Instead of writing the different words in different sentence the comma separates the words.
In the sentence A brutal secret police force known as the Gestapo, enforced the laws against Jews. The comma is added between the word Gestapo and the law. The reason is that it helps the reader to give pause in between the long sentence and also gives them clarity.
To know more about the usage of comma and to delete the comma used in a wrong place follow the link:
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3. With the help of a dictionary write the meanings of these words and make a sentence: a) Chores b) bleary c) weary d) cloaks e) astonish f) disguise
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a) Chores: routine tasks or duties that must be done regularly.
Example: I need to finish my chores before I can go out and play.
b) Bleary: tired and having difficulty focusing one's eyes.
Example: After staying up all night, I woke up bleary-eyed and disoriented.
c) Weary: feeling or showing tiredness, especially as a result of excessive exertion or lack of sleep. Example: I was too weary to go out after a long day at work.
d) Cloaks: a long, loose outer garment, typically worn as a protection against the weather.
Example: The knight wore a cloak to keep warm during his journey.
e) Astonish: to surprise or impress (someone) greatly.
Example: The magician's trick was so amazing that it left the audience astonished.
f) Disguise: to give (someone or oneself) a different appearance in order to conceal one's identity.
Example: The spy disguised himself as a waiter to get closer to his target.
