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 3 Draw two lines under the verb or verb phrase in each sentence. Then write the tense of the verb.
By yesterday evening I had written thirteen letters of application for a summer job.
The verb phrase in the sentence is "had written." The tense of the verb is past perfect.
In the given sentence, the verb phrase "had written" indicates an action that occurred before a specific past time. The tense used is past perfect, which is formed by combining the past tense of the auxiliary verb "had" with the past participle of the main verb "written." The verb "written" is the past participle form of the verb "write."
The sentence expresses that the action of writing thirteen letters of application for a summer job was completed before yesterday evening, which is the past time reference. Therefore, the past perfect tense "had written" is used to convey this sequence of events. Thus, the complete answer is: The verb phrase in the sentence is "had written," and the tense of the verb is past perfect.
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Exercise 1 Underline the subject. Fill in the blank with the verb in parentheses that agrees with the subject in the context of the sentence.
Your scissors __________ under the desk. (was, were)
Subject-verb agreement refers to the correct use of the subject and verb in a sentence. In this case, the subject is "scissors," and the verb should be in agreement with it.
Subject-verb agreement is essential in English grammar. This is a grammatical rule that ensures the subject and verb match in the sentence. If the subject is singular, the verb should also be singular, and if the subject is plural, the verb should be plural. In the sentence "Your scissors under the desk," the subject is "scissors," which is plural.
Hence, the verb should be plural to match the subject in the sentence. Therefore, the correct answer is "were" since it matches the subject "scissors" in the sentence. The sentence should read as follows: "Your scissors were under the desk."
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Mary Kenny discusses her entry into Talhado rural and Talhado urbano as she settled into her fieldwork; which of the following best describes the reception local residents gave her? [Choose best answer] Some assumed she was looking for a new husband, and played match-maker for her Some assumed she was a foreign physician and sought medical care from her Some assumed she meant to retire to the area and attempted to sell their land to her Some assumed she had sinister motives, for instance as a trafficker of children or women
The sentence "Some assumed she was a foreign physician and sought medical care from her." best describes the reception local residents gave her. So the correct option is B.
The phrase perfectly expresses the locals' feelings when Kenny entered Talha do rural and Talha do urbane. Many of the locals believed her to be a foreign doctor when she first arrived, so they sought her out for medical attention.
As a result, it is clear that despite her lack of knowledge with the area, the locals respected Kenny and placed a great deal of faith in her to deliver the required medical care. So the correct option is B.
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Exercise 1 Underline the adverb clause in each sentence.
My muscles ached after I did the exercises.
Answer:
The adverb clause in the given sentence is "after I did the exercises."
pls mark me as the brainliest
Exercise 1 Label each adjective clause adj. clause and each adverb clause adv. clause. Write the kind of sentence in the blank using these abbreviations: dec. (declarative), imp. (imperative), int. (interrogative), or exc. (exclamatory).
Those special effects were fantastic!
There are no adjective clauses or adverb clauses in the given sentence. The sentence is declarative.
An adjective clause is a dependent clause that functions as an adjective to modify a noun or pronoun, and an adverb clause is a dependent clause that functions as an adverb to modify a verb, adjective, or adverb. However, the given sentence "Those special effects were fantastic!" does not contain any clauses. It is a simple declarative sentence that states a fact or expresses an opinion.
The sentence expresses an exclamation or excitement about the special effects, but it is still considered a declarative sentence because it is making a statement rather than asking a question, giving a command, or making an exclamation.
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Exercise 1 Underline the specific clue word or words. Using the context of the italicized word, define the word.
David had been fascinated with insects since he was a child. Consequently, no one was surprised when he chose entomology as his major in college.
The clue word in the passage "David had been fascinated with insects since he was a child. Consequently, no one was surprised when he chose entomology as his major in college" is "consequently".What does "consequently" mean?The word "consequently" means "as a result" or "therefore" in the given passage.
The use of the word "consequently" links David's childhood fascination with insects to his decision to major in entomology in college. It implies that because David was interested in insects from an early age, it was natural for him to choose entomology as his major in college. I will expand on the importance of clue words in the context of a passage.
Clue words help readers understand the relationship between ideas in a passage and provide context for a word's meaning. They allow readers to connect different ideas within a sentence or paragraph and understand the author's intent.
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even then my only friends were made of paper and ink. at school i had learned to read and write long before the other children. where my school friends saw notches of ink on incomprehensible pages, i saw light, streets, and people. words and the mystery of their
The given quote, "Even then my only friends were made of paper and ink. At school, I had learned to read and write long before the other children. Where my school friends saw notches of ink on incomprehensible pages, I saw light, streets, and people.
Words and the mystery of their existence fascinated me, made me passionate about them" is said by Malala Yousafzai. In her memoir, "I Am Malala," Malala describes her love for reading and writing. Malala’s passion for literature grew from her early years when she was already a bookworm. She learned to read and write long before the other children in her school, and books soon became her closest companions. Malala saw the world through words.
When she looked at words on a page, she saw more than just letters. She saw "light, streets, and people." Malala's love of words was also influenced by her father, Ziauddin Yousafzai, who owned a school and encouraged her to read and write. He himself was an educator, poet, and advocate for women's rights. By age eleven, Malala was already a well-known figure in Pakistan because of her activism and speaking out against the Taliban's efforts to prevent girls from going to school.
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What is the archetype seen here?
What can you infer about Boadicea's character, based
on this archetype?
2
Answer:
1: the warrior
2: she does not give up easily
Explanation:
B
B
Grade 10 - survey for research
CERECIA SHANE DALUMATAN
1.) positive peer relationship which is when students choose the right friendship that will support and encourage them to the right path
2.)there are multiple factors of bullying such as homosexual students because of how they identify themselves and overweight students are body shamed and criticized . Bullying can be on the students appearance or intelligence , their culture and belief , students who live in poverty and negligence of a parent can cause bullying which adds up the factors of bullying.
3) bullying in school are most likely done in group of students that are unstable however building a parent-child relationship with the mmii8student can improve their bullying behavior.
ELLA ALCAIN
ANSWERS:
1. DUE TO VERBAL ASSAULTS I EXPERIENCED LOW SELF ESTEEM AND CONFIDENCE.
2. VERBAL, PHYSICAL ABUSES MAY BE CONSIDERED.
3. FOR ME, BULLYING SHOULD BE PREVENTED THROUGH GOOD PARENTAL GUIDANCE AND ALSO TO TEACH GOOD VALUES AT SCHOOL.
LOVELYN TESNADO
1.)Anxiety and depression: Being bullied can cause students to experience anxiety and depression, which can lead to poor academic performance. They may find it difficult to concentrate on their studies and complete assignments.
2.)Environment a negative school or community environment can increase the likelihood of bullying behavior. This can include a lack of supervision, inadequate resources to address bullying, or a culture that does not discourage or challenge bullying.
3.)Education and awareness - Educating people about the effects of bullying and its impact on individuals and society is an essential step in preventing it. Awareness campaigns, workshops, and programs can help to create a culture of kindness and empathy, where bullying is not accepted or tolerated.
how to do results and recommendation? someone help me idunno how to make a research.
someone help me to do this? i need the results and recommendation and I dont know how to get it please helpp mee
To obtain results, analyze the data collected from surveys and interviews to identify patterns and trends related to positive peer relationships and bullying factors. Based on the findings, provide recommendations such as implementing peer support programs, fostering inclusive environments, enhancing parental involvement, and conducting educational initiatives to raise awareness about bullying prevention.
When conducting research, gathering results and formulating recommendations are crucial steps. To obtain results, you need to collect and analyze data related to your research topic. This can involve conducting surveys, interviews, or observations, and then organizing and interpreting the obtained information. Once you have your results, you can draw conclusions and make recommendations based on your findings.
To begin, identify the key findings from your research. Look for patterns, trends, or significant correlations in the data that relate to your research objectives. For example, you may find that positive peer relationships positively impact students' academic performance and well-being. Additionally, you may discover that certain factors, such as appearance or socioeconomic status, contribute to bullying behaviors.
Based on your results, you can develop recommendations. These should be actionable steps that address the issues identified in your research. For instance, you could recommend implementing programs that promote positive peer relationships and provide support for students who experience bullying. You may also suggest creating a safe and inclusive school environment through supervision, resources, and anti-bullying policies.
It's important to ensure that your recommendations are specific, realistic, and based on the evidence you've gathered. Consider the potential impact and feasibility of implementing your recommendations within the school context. Remember to present your results and recommendations in a clear and organized manner, supported by the data you have collected.
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Exercise 1 Circle the number in front of each complex sentence.
His autobiography, Narrative of the Life of Frederick Douglass, was published in 1841.
The given sentence "His autobiography, Narrative of the Life of Frederick Douglass, was published in 1841." is not a complex sentence; it is a simple sentence. Therefore, there is no number to circle in front of the sentence
A complex sentence is a sentence that contains an independent clause and at least one dependent clause. However, the given sentence only consists of one independent clause: "His autobiography, Narrative of the Life of Frederick Douglass, was published in 1841."
There are no dependent clauses or additional clauses that would make it a complex sentence. Therefore, there is no number to circle in front of the sentence as it is not a complex sentence.
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Exercise 1 Choose the word or abbreviation in the parentheses that correctly completes each sentence and write it on the blank.
In ______ 476 the Roman Empire finally came to an end. (A.D., anno Domini)
In AD 476, the Roman Empire finally came to an end.
From the fall of the Roman Republic in 27 BC to Romulus Augustulus' resignation in AD 476 in the West and the Fall of Constantinople in the East in AD 1453 in the East, the history of the Roman Empire spans the entirety of ancient Rome. Years in the Julian and Gregorian calendars are designated or numbered using the words anno Domini and before Christ. Although it can also be found after the year, English has historically followed Latin use by inserting the "AD" abbreviation before the year number. However, to maintain grammatical order, BC is always placed after the year number (for instance: AD 70, but 70 BC).
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who is cornelia? what was happening to granny weatherall? what is interesting about her last name? granny was jilted twice. what happened the first time? how was she jilted the second time? what is implied at the end of the story? from what point of view was the story told?
Cornelia is the daughter of Granny Weatherall. In the story "The Jilting of Granny Weatherall," Granny is on her deathbed. She is drifting in and out of consciousness and is in a state of delirium. Granny is remembering events that happened in her life, such as being left at the altar twice.
She is angry about being jilted, but in the end, she accepts her life and is at peace with herself. Her last name, Weatherall, is interesting because it suggests that she has endured many different types of weather throughout her life. She was jilted the first time by a man named George, who died shortly after. She was jilted the second time by a man named John, who left her to marry another woman. The story is told from the third-person point of view, and the ending implies that Granny has finally accepted her fate and is ready to move on.
In the end, Granny is at peace with herself and accepts the fact that she has been jilted twice and has still managed to live a full and rich life.
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WRITE A SUMMARY FOR THE FOLLOWING:
Blood Brother by John Wickham
Your summary must:
a. be written in your own words.
b. include the title and author of the story.
c. include information about the setting, the central characters, and the central conflict.
In "Blood Brother" by John Wickham, the story revolves around a powerful bond between two characters amidst a backdrop of challenging circumstances. The central conflict drives the narrative forward, showcasing the complexities of loyalty and sacrifice.
Set in a gritty urban environment, the story portrays the lives of Jake and Mike, childhood friends who have become inseparable blood brothers. Growing up in a tough neighborhood, they navigate through the harsh realities of poverty and violence together, relying on their unbreakable bond for support.
The central conflict arises when Jake finds himself caught between his loyalty to Mike and a life-changing opportunity that could offer him a chance at a better future. As Jake grapples with his own desires and ambitions, he must confront the difficult decision of either staying true to his blood brother or pursuing his personal dreams.
Throughout the story, Wickham expertly delves into the emotional complexities of friendship and the sacrifices one must make when faced with life-altering choices. Readers are taken on a compelling journey as they witness the characters' growth and the consequences of their decisions.
"Blood Brother" is a poignant tale that explores themes of loyalty, self-discovery, and the enduring power of friendship. Wickham's storytelling skills captivate readers, making them reflect on their own relationships and the lengths they would go to protect those they hold dear.
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Read the sentence.
The mummies (was, were) an important discovery, but the real story (is, are) the stone tablets.
Which verbs correctly complete the sentence?
were, is
was, is
were, are
was, were
Exercise 1 Draw one line under each simple subject and two lines under each simple predicate. In the blank, identify the kind of sentence by writing dec. (declarative), imp. (imperative), int. (interrogative), or exc. (exclamatory).
Show me your hall pass.
Show me your hall pass.The sentence "Show me your hall pass" is an imperative sentence where "you" is the subject, and "Show" is the predicate. It is a command or request, directing someone to display their hall pass.
In the given sentence, the subject is "you," referring to the person being addressed. The subject is underlined once to highlight it as the focus of the command.
The predicate is "Show," which is the main verb in the sentence. It is underlined twice to emphasize the action or command being given. The verb "Show" implies the act of presenting or displaying something.
The sentence is categorized as an imperative sentence, as indicated by the command or request being made. Imperative sentences are used to give orders, make requests, or provide instructions.
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Exercise 1 State a theme that is consistent with the topic and the purpose given. Use a complete sentence.
topic: the Vietnam War; purpose: narrate
The human cost and emotional impact of the Vietnam War unfold in this poignant narrative.
In this narrative, the focus is on providing a comprehensive account of the Vietnam War, aiming to capture the experiences, stories, and emotions of those who lived through it. The purpose is to convey the human cost and the profound impact the war had on individuals, families, and communities. By delving into personal narratives and perspectives, the narrative seeks to offer a deeper understanding of the war beyond the historical and geopolitical aspects. It aims to engage readers emotionally, fostering empathy and reflection on the consequences of war.
Hence, the theme is stated above.
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Exercise 3 Insert a caret (^) to show where the word only should be placed to match the meaning in parentheses.
Rover was Adam’s pride and joy. (Rover was the one thing in which Adam took delight.)
According to the information we can infer that the caret (^) should be placed before the word "Adam's" to indicate that Rover was the only thing that brought delight to Adam.
Where we have to place the caret?To identify the place where we have to place the caret we have to read the information and identify the adequate place to locate it. In this case, the information in parentheses argues that Rover was the one thing in which Adam took delight. So, we have to locate the caret in the place of the sentences that express this idea.
According to the information we can infer that the caret (^) should be placed before the word "Adam's" to indicate that Rover was the only thing that brought delight to Adam. So, the answer would be:
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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.
conscientious
The root of the word in the given word "conscientious" is "conscience."
Conscience is the root of the word "conscientious." Con- and -science, which make up the word, stand for "knowledge" and "awareness" respectively when we break it down. Therefore, being "conscientious" basically refers to acting in a way that is informed or aware. It describes a person who exercises extreme caution when acting or making decisions and is motivated by moral standards.
A person who is conscientious is diligent and meticulous in their work making sure they uphold high standards and carry out their obligations. They demonstrate a strong sense of responsibility and integrity by working hard to uphold moral principles. Being conscientious frequently entails a strong commitment to acting morally and correctly.
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Exercise 3 Underline the noun clause in each sentence. Then label it d.o. for direct object, subj. for subject, p.n. for predicate nominative, or o.p. for object of a preposition.
Whoever sleeps will be the victim of our practical jokes.
In the given sentence, the noun clause is "Whoever sleeps."
The noun phrase in the sentence fulfils the role of a subject (subj.) because it is the object of the verb "will be." "Whoever sleeps" introduces the notion that whoever sleeps will be the target of the practical jokes and serves as the sentence's subject.
As a result, the noun clause "Whoever sleeps" is highlighted and designated as the subject (subj.). A noun phrase is a group of words that primarily consists of a noun and any accompanying modifiers, determiners, and clauses.
A noun phrase is a group of related words that functions like a single noun in the sentence. It typically consists of a noun (or pronoun) and any associated modifiers, determiners, or clauses. Noun phrases can be used as subjects, objects, or noun complements in a sentence.
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What are some of the important differences Bazerman points to between speech and writing? What does Bazerman mean by "context," and why is it so important to discuss? On page 11, Bazerman asserts that "written language can gain its meanings only as part of meaningful social interactions." Explain that quote. Beginning on page 14, Bazerman defines rhetoric as "the reflective practical art of strategic utterance in context from the point of view of the participants, both speaker and hearer, writer and reader." What does that mean to you? Before reading this chapter, what had you heard or been taught about Rhetoric? What do you take away from Bazerman's discussion to alter or add to your previous knowledge?
Bazerman points out many important differences between speech and writing, emphasizing the significance of context in written language. Rhetoric is a practical art that is essential for successful communication and must be understood in the context of the social interaction in which it occurs.
The author Bazerman highlights many critical differences between writing and speech. According to him, speech is a transient form of communication where words are spoken and then lost forever, while writing is a permanent form of communication where words can be written and kept for an extended period of time.Bazerman believes that context is crucial when it comes to writing. Context refers to the setting in which the text is created, the audience for whom it is written, the reason for writing the text, and the social context in which it is read or written.
The social context is particularly important because it helps to create meaning in written language. The context in which a text is created and read is essential to its interpretation and meaning.Written language can only be meaningful when it is part of a broader social interaction, as asserted by Bazerman on page 11. For example, when a person writes a letter or an email, it is usually with the intention of communicating a particular message or meaning to another person or group of people.
If that message or meaning is not clear, then the purpose of writing the text has not been achieved.Rhetoric, according to Bazerman, is the reflective practical art of strategic utterance in context from the point of view of the participants, both speaker and hearer, writer and reader. Bazerman emphasizes that rhetorical strategies are an integral part of writing and communication.
Before reading this chapter, I knew that rhetoric was the art of persuasive speaking and writing. Bazerman's discussion has added to my understanding of rhetoric by highlighting its practical application in social contexts and emphasizing its importance in the creation of meaning and interpretation of texts.
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Exercise 1 State a theme that is consistent with the topic and the purpose given. Use a complete sentence.
topic: airplanes; purpose: inform
The theme consistent with the topic of airplanes and the purpose to inform could be "The Evolution and Impact of Airplanes on Modern Society."
"The Evolution and Impact of Airplanes on Modern Society" as a theme would involve exploring the historical development of airplanes, their technological advancements, and their significant contributions to various aspects of society. The theme would delve into topics such as the pioneers of aviation, the invention of different types of airplanes, the growth of the aviation industry, and the impact of airplanes on transportation, communication, trade, warfare, and global connectivity. It would provide a comprehensive understanding of how airplanes have revolutionized the world and shaped the way we live, work, and travel.
Hence, the topic is explained above.
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Exercise 3 Draw three lines under each letter that should be capitalized. Add the correct end mark to each sentence. Delete each unnecessary comma, semicolon, or colon.
Do you know, how to get to Chelton street
Draw three lines under each letter that should be capitalized. Add the correct end mark to each sentence. Delete each unnecessary comma, semicolon, or colon.The given sentence is:Do you know, how to get to Chelton street.There are a few errors in this sentence, and we need to fix them.
Let's take a look at the corrections that need to be made:1. Capitalization ErrorsThe first word in the sentence "Do" should be capitalized, as it is the first word in the sentence.The second word "you" should not be capitalized as it is a pronoun.The first letter of "Chelton street" should be capitalized because it is a proper noun.Thus, the sentence should be:Do you know how to get to Chelton Street. End Mark ErrorThe sentence is a question, and thus it requires a question mark at the end. Thus, the sentence should be:
3. Unnecessary CommaThe comma before the word "how" is unnecessary, so we need to remove it. Thus, the sentence should be:Do you know how to get to Chelton Street. Answer:In the given sentence "Do you know, how to get to Chelton street. we have some errors. There are capitalization, end mark, and unnecessary comma errors.The correct sentence is
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The narrator of the story about Della and Jim believe that the two main characters are:
foolish.
wise.
depressing.
unreasonable.
Answer:
I believe the answer is foolish or wise. I'm not completely sure.
Explanation: Correct me if I'm wrong please. Hope I could help!
Section II. Determine whether the statement expresses a claim. Write "CLAIM" or "NOT A CLAIM," and a brief explanation of your determination cannot hurt (though one is not required).
(1) Dogs are descended from cats.
(2) Good for you!
(3) The major cities of the western states will suffer from water shortages if the drought continues.
(4) How much money did the oil industry lose during the pandemic?
(5) Don't forget to pay your rent.
(6) Beethoven ate an apple on the 5th of November, 1813.
(7) Some guest speakers deserve to have the right of free speech and some don't.
(8) Can the King's men put Humpty-Dumpty back together again?
(9) Joe is an excellent golfer.
(10)The earth is spherical in shape. (Aristotle)
(11)One can't believe impossible things. (Alice, in Through the Looking Glass)
(12)Why, sometimes before breakfast I've believed as many as six impossible things. (The White Queen, in Through the Looking Glass)
(13)She's gone forever!
(14)Either the framger widget is misfiring, or the wrompal mechanism is out of alignment.
(15)We are always able to point out directly, by all kinds of simple indications, what the word 'being' means. (Martin Heidegger)
Sentences 1, 2, 4, 5, 6, 8, 12, 13 and 14 are NOT A CLAIM statement. Sentences 3, 7, 9, 10, 11 and 15 are CLAIM statement.
(1) NOT A CLAIM: This statement is not expressing a claim but rather an incorrect factual assertion. Dogs and cats do not share a direct ancestral relationship.
(2) NOT A CLAIM: This statement is an expression of approval or encouragement, not a claim that can be evaluated.
(3) CLAIM: This statement expresses a claim about a potential future event. It states that major cities in the western states will suffer from water shortages if the drought continues.
(4) NOT A CLAIM: This statement is a question asking for factual information, rather than making a claim.
(5) NOT A CLAIM: This statement is an imperative sentence, giving a directive or reminder, not expressing a claim.
(6) NOT A CLAIM: This statement is a factual statement about a specific event in the past. It does not make a claim that can be evaluated.
(7) CLAIM: This statement expresses a claim about the rights of guest speakers, stating that some deserve the right of free speech while others do not. The claim implies a value judgment.
(8) NOT A CLAIM: This statement is a question inquiring about the ability of the King's men to put Humpty-Dumpty back together again, rather than making a claim.
(9) CLAIM: This statement expresses a claim about Joe's golfing abilities, stating that he is an excellent golfer.
(10) CLAIM: This statement expresses a claim about the shape of the Earth, stating that it is spherical. The claim is attributed to Aristotle.
(11) CLAIM: This statement expresses a claim about the belief in impossible things, stating that one cannot believe them.
(12) NOT A CLAIM: This statement is a quote expressing the fictional character's perspective, rather than making a claim.
(13) NOT A CLAIM: This statement is an exclamation expressing an emotional response, not making a claim.
(14) NOT A CLAIM: This statement is a conditional statement presenting two possibilities, not making a claim.
(15) CLAIM: This statement expresses a claim about the ability to define the word 'being' through simple indications. The claim is attributed to Martin Heidegger.
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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.
benefit
The root of the word benefit is "bene". "Bene" is a Latin root that means good. The word benefit means something that promotes or enhances well-being or happiness. It is an advantage, a profit or a reward.
The benefit of exercising regularly is that it improves one's physical health. The benefit of studying hard is that it leads to better grades and a brighter future. Benefit is also a verb that means to gain or receive an advantage or profit. For example, when you exercise, you benefit from it. It helps you to stay healthy and fit. Similarly, when you study, you benefit from it.
It helps you to learn and acquire knowledge that will be useful to you in the future.In summary, the root of the word benefit is "bene," which means good. The word benefit means something that promotes well-being or happiness. It is an advantage, a profit or a reward. When used as a verb, it means to gain or receive an advantage or profit.
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Exercise 1 Add commas where necessary. Delete unnecessary commas. Some sentences may be correct.
He had never been on an airplane,a bus, or a train!
Answer:
This sentence is correct as is.
Explanation:
When doing exercises that include commas, its best to actually say it out loud or in your head, pausing at moments that make sense to pause at.
In this case, we would pause and add commas after the list of transportation that this boy has never been on.
Never add commas when the list has only 2 items on it, only 3 or more.
Hope this helps! :)
Exercise 2 Explain whether the verb voice used in the sentence is the best choice. If the verb voice needs to be changed, rewrite the sentence.
The dance contest was won by Sabrina.
The verb voice used in the sentence, "The dance contest was won by Sabrina," is the passive voice. The passive voice is used when the subject of the sentence is the receiver of the action rather than the doer of the action. In this case, the focus is on Sabrina as the winner of the dance contest.
If we were to change the verb voice to the active voice, we would rewrite the sentence as follows: "Sabrina won the dance contest." In the active voice, the subject (Sabrina) is the doer of the action (winning the dance contest), and the sentence becomes more direct and concise.
Both versions of the sentence are grammatically correct, but the choice between passive voice and active voice depends on the intended emphasis and style of the writing.
Hence, the verb voice is the best choice.
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Is the following verb a (a) main/lexical (b) auxiliary, or (c)
modal verb?
"Do"
"Could"
The verb "do" can function as both a main/lexical verb and an auxiliary verb. As an auxiliary verb, "do" is used to form questions, negatives, and emphatic sentences in the present simple and past simple tenses.
(a) Main/Lexical verb: When used as a main verb, "do" expresses various meanings such as performing an action, carrying out a task, or emphasizing a point. For example:
I do my homework every day. (Main verb expressing the action of doing homework)
He doesn't do much exercise. (Main verb expressing the action of not doing exercise)
Why did you do that? (Main verb emphasizing the action)
(b) Auxiliary verb: It is used to add emphasis, indicate a question, or create negative statements. For example:
Do you like ice cream? (Auxiliary verb forming a question)
I do not understand. (Auxiliary verb forming a negative)
She did go to the party. (Auxiliary verb for emphasis in past tense)
Regarding the verb "could," it is a (c) modal verb. "Could" is used to express past ability, past possibility, or to make polite requests. For example:
I could swim when I was younger. (Modal verb expressing past ability)
They could have arrived earlier. (Modal verb expressing past possibility)
Could you please pass me the salt? (Modal verb making a polite request)
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Exercise 2 Underline the verb in parentheses that agrees with the subject.
A desert area with few plants (conserves, conserve) the available water better than an area with many plants.
A desert area with few plants (conserves, conserve) the available water better than an area with many plants. The correct verb that agrees with the subject "a desert area with few plants" is "conserves."
Verbs are words that express actions, states, or occurrences. They are often referred to as "doing" words because they indicate what someone or something is doing or experiencing. Verbs are an essential part of a sentence as they convey the main action or provide information about the subject.
In a sentence, the verb typically functions as the predicate, which expresses the action or state of the subject. Verbs can be used in different tenses, such as present, past, and future, to indicate when an action occurred or will occur. They can also be conjugated to agree with the subject in terms of number and person.
Therefore, the correct sentence is: A desert area with few plants conserves the available water better than an area with many plants.
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Exercise 1 Add commas where necessary. Cross out commas used incorrectly using the delete symbol. Some sentences may be correct.
Dorothy studied at Oxford for four years, but then she received an offer to be an assistant to a famous chemist at the University of Cambridge.
Dorothy studied at Oxford for four years, but then she received an offer to be an assistant to a famous chemist at the University of Cambridge. The statement given is correct.
Punctuations are very important in English speaking and writing for it gives the speakers, listeners, and readers a point to stop and comprehend. It helps people to comprehend the various structures and motives that are being conveyed in a sentence.
A comma is one such punctuation mark that helps create chunks out of a sentence to be able to understand better. Here, in the sentence given, we can see that the subject - Dorothy, was studying at Oxford for almost four years but to emphasize that she got a better offer at the University of Cambridge, a comma was used with 'but'.
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