Senin, 03 Desember 2012

Transitions: Moreover, Futhermore, in Addition, Therefore, Consequently, etc.

While you do not want your paper or other written piece to sound like a long string of transition words, consider adding some of these suggestions from our list of transition words when appropriate in order to spice up your work and to make the sections flow more smoothly from one to another.

-Moreover
You can use “moreover” to replace “and in addition.” It normally begins the second independent clause in a sentence, following a semicolon.Moreover is a transition, so you use it to make something follow another.
Here’s an example with correct punctuation:
-The hairdresser had dyed his hair the wrong color; moreover, the hair turned green when she tried to correct the error.

-Futhermore
You use furthermore to add more information to what was already said or written.Futhermore is transitions  part of the Academic Word List and almost always used at the beginning of a sentence.
 
Example: 
We believe that the project is possible. Furthermore, we believe that we can do it within a few months.
-In addition
In addition, additionally or also, joins two sentences (independent clauses)  The word introduces additional information.  These words are often called transition words or conjunctive adverbs.  (Also tends to be less formal than in addition or additionally).

Examples:
-Anne and Alex act and sing.  In addition, they dance.
-She must dance gracefully.  In addition, she must dance precisely.

-Therefore
Therefore - (used to introduce a logical conclusion) from that fact or reason or as a result; it’s a conjunctive adverb (the term is not important!).
Examples:
-those people have their umbrellas up: therefore, it must be raining
-they heard the warning on the radio and therefore took another route

-Consequently
“Consequently” is very similar to “so” and “therefore.” Like “therefore” it’s a conjunctive adverb (the term is not important!). It usually appears in the middle of sentence, but it may also be used at the beginning of sentence. If you know what the word “consequence” means, you shouldn’t have any trouble with this.
Examples:
-Hector decided not to use a map; consequently, he got lost and never found his way out of the forest. There he died.

Noun Clauses

A noun clauses is a dependent clause or subordinate clause and is not a complete sentence. It must be connected to an independent clause. Noun clauses usually begin with how, that, what, whatever, when, where, which, who, whoever, or why.





There are the eight functions to fully and correctly use noun clauses in spoken and written English :


-Noun Clauses as Subjects
The first grammatical function that noun clauses can perform is the subject. Subjects are defined as words, phrases, and clauses that perform the action of or act upon the predicate. For example, the following italicized noun clauses function as subjects:
  • Whoever ate my lunch is in big trouble.
  • How you will finish all your homework on time is beyond me.
  • That the museum cancelled the lecture disappoints me.
-Noun Clauses as Subject Complements
The second grammatical function that noun clauses can perform is the subject complement. Subject complements are defined as words, phrases, and clauses that follow a copular verb and describe the subject. For example, the following italicized noun clauses function as subject complements:
  • The truth was that the moving company lost all your furniture.
  • My question is whether you will sue the company for losses.
  • The first place winner will be whoever swims the farthest in an hour.
-Noun Clauses as Direct Objects The third grammatical function that noun clauses can perform is the direct object. Direct objects are defined as words, phrases, and clauses that follow and receive the action of a transitive verb. For example, the following italicized noun clauses function as direct objects:
  • The counselor has been wondering if she chose the right career.
  • Do you know when the train should arrive?
  • Our dog eats whatever we put in his bowl. 
-Noun Clauses as Object Complements The fourth grammatical function that noun clauses can perform is the object complement. Object complements are defined as words, phrases, and clauses that directly follow and describe the direct object. For example, the following italicized noun clauses function as object complements:
  • Her grandfather considers his biggest mistake that he did not finish college.
  • The committee has announced the winner whoever wrote the essay on noun clauses.
  • I have often declared the problem that most students do not understand grammar.
-Noun Clauses as Indirect Objects
The fifth grammatical function that noun clauses can perform is the indirect object. Indirect objects are defined as words, phrases, and clauses that follow a ditransitive verb and indicate to or for whom or what is action of the verb is performed. For example, the following italicized noun clauses function as indirect objects:
  • The judge will give what you said some deliberation during her decision.
  • The group has given that most Americans do not support their cause little consideration.
  • My parents gave that my brother wants his own car much thought.
-Noun Clauses as Prepositional Complements
The sixth grammatical function that noun clauses can perform is the prepositional complement. Prepositional complements are defined as words, phrases, and clauses that directly follow a preposition to complete the meaning of the prepositional phrase. For example, the following italicized noun clauses function as prepositional complements:
  • Some people believe in whatever organized religion tells them.
  • We have been waiting for whoever will pick us up from the party.
  • My husband did not think about that I wanted some nice jewelry for my birthday.
-Noun Clauses as Adjective Phrase Complements
The seventh grammatical function that noun clauses can perform is the adjective phrase complement. Adjective phrase complements are defined as phrases and clauses that complete the meaning of an adjective phrase. For example, the following italicized noun clauses function as adjective phrase complements:
  • I am pleased that you are studying noun clauses.
  • The toddler was surprised that throwing a tantrum did not get him his way.
  • My brother is angry that someone dented his new car.
-Noun Clauses as Appositives
The eighth grammatical function that noun clauses can perform is the appositive. Appositives are defined as words, phrases, and clauses that describe or explain another noun phrase. For example, the following italicized noun clauses function as appositives:
  • That man, whoever is he, tried to steal some library books.
  • The problem, that the storm knocked out power, is affecting the entire town.
  • Your question, whether you should wear the blue dress or pink one, is frivolous in the situation.


 


Analytical Exposition

Is a type of text that belongs to the type of Argumentation Text where the text contains detailed author's thinking about a phenomenom that is around. The social function of the Analytical Exposition text is to convince the reader that the topic is presenred is an important topic for discussion or attention by way of argument otr the opinions that support the idea or topic.
 
GENERIC STRUCTURE
-Thesis : the author introduces the topic or main idea that will be discussed
-Argument : The author presents the arguments or the opinions that support the ideas of the author.
-Reiteration : contains rewriting or replacement of ideas contained in the first paragraph

LANGUAGE FEATURES
In Analytical Exposition text, there are several linguistic traits as below, namely :
Using relational process
• Using internal conjunction
• Using causal conjunction
• Using Simple Present Tense


EXAMPLE
Is Smoking Good for Us?
Before we are going to smoke, it is better to look at the fact. About 50 thousands people die every year in Britain as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking.
Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smokers are two and half times more likely to die of heart disease than non smokers.
Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as much as substance causing cancer as if he had smoked fifteen cigarettes.
Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for every body else. 


Thesis: This pre-conclusive paragraph states the writer’s point of view about the topic discussed. Writer has show himself in clear position of the discussed topic. Paragraph 1 is the thesis of this analytical exposition text. It states the fact of the very fatal impact of the smoking habit. Clearly the writer wants to say that smoking is not a good habit.
 

Arguments: Presenting arguments in analytical exposition text is as important as giving conflict plot in narrative text. The series of argument will strengthen the thesis stated before. In this example of analytical exposition text, paragraph 2 and 3 are the detail arguments presented in a reporting fact to support that smoking is not good even for smokers themselves. Furthermore, people who do not smoke but they are in smoky area have the bad effect too from the smoking habit.
 

Reiteration: This end paragraph actually is restating the thesis. It is something like conclusive paragraph from the previous arguments. The last paragraph of this example of analytical exposition points again that smoking is not good for smokers and people around smokers. However smoking is very good for Cigarette Companies

Warning

Warning is admotion,notice, or pointing out an existing or potential danger, specially to one who would otherwise would not beaware of it.

Example :


Sabtu, 24 November 2012

Giving Advice

Is an opinion about what could or should be done about a situation or problem.

Example words :
  1. (I think/I really think) you need to/must/should ...
  2. How about ...?
  3. It is usually a good idea to ...
  4. My suggestion/advice is (to) ...
  5. Why don't you ...?
  6. You could (try) ...
  7. You probably/definitely/really should ...

Opinion about what could or should be done about a situation or problem

Read more: http://www.answers.com/topic/advice#ixzz2D8u19h76

Opinion about what could or should be done about a situation or problem

Read more: http://www.answers.com/topic/advice#ixzz2D8u19h76

Kamis, 22 November 2012

Gerunds, Present, and Past Participle as Adjective

*Gerunds
In English, the gerund is identical in form to the present participle (ending in -ing) and can behave as a verb within a clause (so that it may be modified by an adverb or have an object), but the clause as a whole (sometimes consisting of only one word, the gerund itself) acts as a noun within the larger sentence. For example: Eating this cake is easy.

Other examples of the gerund:
  • I like swimming. (direct object)
  • Swimming is fun. (subject)
  • I never gave swimming all that much effort. (indirect object)
Gerund clauses:
  • She is considering having a holiday.
  • Do you feel like going out?
  • I can't help falling in love with you.
  • I can't stand not seeing you.

*Present
The present (or now) is the time that is associated with the events perceived directly and in the first time, not as a recollection (perceived more than once) or a speculation (predicted, hypothesis, uncertain). It is a period of time between the past and the future, and can vary in meaning from being an instant to a day or longer. 

Example:
-I help people
-I'M happy today
-You are busy now
-We are ready
-She is tired
-I live in Jakarta
-I have breakfast at six 

*Past Participle as Adjective

Past participle adjective is :
  • indicates a past or completed action or time
  • is formed from a verbusing the perfect aspect and the passive voice
  • does not take objectan 
  • is often called the -ed form
  • often has the same form as the simple past of the verb 
Example :
  • The bored student.
  • The confused class. (all the students)
  • The chicken has eaten. (perfect aspect:)
  • The chicken was eaten. (passive voice)
I am happy today Saya bahagia hari ini You are busy now Kamu sibuk sekarang He is at home now Dia dirumah sekarang They are outside Mereka diluar We are ready Kami siap She is tired Dia lelah I live in Jakarta Saya tinggal di Jakarta I work in an office Saya bekerja di kantor You have a computer Anda mempunyai komputer I have breakfast at six Saya makan pagi pada jam enam He cleans the house every day Dia membersihkan rumah setiap hari She gets up early Dia bangun pagi-pagi We go to the lake every month

Sumber: http://www.belajarbahasainggrisyuk.com/contoh-kalimat-present-tense/#ixzz2CxUNoJl1
I am happy today Saya bahagia hari ini You are busy now Kamu sibuk sekarang He is at home now Dia dirumah sekarang They are outside Mereka diluar We are ready Kami siap She is tired Dia lelah I live in Jakarta Saya tinggal di Jakarta I work in an office Saya bekerja di kantor You have a computer Anda mempunyai komputer I have breakfast at six Saya makan pagi pada jam enam He cleans the house every day Dia membersihkan rumah setiap hari She gets up early Dia bangun pagi-pagi We go to the lake every month

Sumber: http://www.belajarbahasainggrisyuk.com/contoh-kalimat-present-tense/#ixzz2CxUNoJl1

Granting Request

There are many ways of giving advice in English. Here are some of the more common expressions.

"If I were you, I would…"
"Have you thought about…"
"You really ought to…" ('ought' is pronounced 'ort')
"Why don't you…"
"In your position, I would…"
"You should perhaps…"
"You could always…"
 
Examples
If someone says "I'm having problems learning English", you could say:
"If I were you, I'd sign up for an English course."
"Have you thought about going to the UK for a couple of weeks?"
"You really ought to watch English television."
"Why don't you read more English books?"
"In your position, I would try and practise speaking English."
"You should perhaps look at the english-at-home.com website."
"You could always get a penpal."
  • Dialogue of expressing advice
Nanda has a problem. His girlfriend forbade him to follow the singing competition in Palma. Then, Nanda asked to Resti in school, how to solve the problem
Resti : Good morning, Nanda
Nanda : Good morning, Resti. (Looks confused)
Resti : How are you, Nanda
Nanda : I’m confused now.
Resti : Why?
Nanda : My girlfriend forbade me to follow the singing competition. If you
were me, what would you tell her?
Resti : I would say that the competition is very important to you, and instead,
the prize of the competition would you give to her
Nanda : That’s a good idea. I will do it. Thank you very much, Resti. Now i want
to go to canteen. See you.
Resti : You’re welcome. See you too.


*The Ilustration








In the story above, the girl says “Sure, I will.” It means that she is going to do what the boy asks. Here are the other expressions of granting request. Ok. Certainly. Alright. Of course. Right away.

Read more at: http://www.sekolahoke.com/2011/06/how-to-express-granting-request-cartoon.html
Copyright Sekolahoke.com - Belajar Bahasa Inggris Online di sekolahoke.com yuk! Klik aja http://www.sekolahoke.com/ Under Common Share Alike Atribution
In the story above, the girl says “Sure, I will.” It means that she is going to do what the boy asks. Here are the other expressions of granting request. Ok. Certainly. Alright. Of course. Right away.

Read more at: http://www.sekolahoke.com/2011/06/how-to-express-granting-request-cartoon.html
Copyright Sekolahoke.com - Belajar Bahasa Inggris Online di sekolahoke.com yuk! Klik aja http://www.sekolahoke.com/ Under Common Share Alike Atribution