HyperGrammar
Welcome to HyperGrammar electronic grammar course at the University of Ottawa's Writing Centre. This course covers approximately the same ground as our English department's ENG 1320 Grammar course. The content of HyperGrammar is the result of the collaborative work of the four instructors who were teaching the course in Fall 1993: Heather MacFadyen, David Megginson, Frances Peck, and Dorothy Turner. David Megginson was then responsible for editing the grammar and exercises and for converting them to SGML. This package is designed to allow users a great deal of freedom and creativity as they read about grammar. HyperGrammar allows users to create and follow their own lines of thought. This package is currently under construction! Please read the Copyright and Terms of Use before you begin using HyperGrammar, and note that we provide NO WARRANTY of the accuracy or fitness for use of the information in this package. * This site uses the Oxford dictionary spelling.
How to use a semicolon
How to Write an A+ Research Paper
This Chapter outlines the logical steps to writing a good research paper. To achieve supreme excellence or perfection in anything you do, you need more than just the knowledge. Like the Olympic athlete aiming for the gold medal, you must have a positive attitude and the belief that you have the ability to achieve it. Choose a topic which interests and challenges you. Focus on a limited aspect, e.g. narrow it down from "Religion" to "World Religion" to "Buddhism". Select a subject you can manage. Surf the Net. For general or background information, check out useful URLs, general information online, almanacs or encyclopedias online such as Britannica. Pay attention to domain name extensions, e.g., .edu (educational institution), .gov (government), or .org (non-profit organization). The recent arrival of a variety of domain name extensions such as .biz (commercial businesses), .pro, .info (info on products / organizations), .name, .ws (WebSite), .cc (Cocos Island) or .sh (St. I. I. 1. 1.
English Phrasal Verbs
What is a Phrasal Verb? Phrasal verbs (also called multi-word verbs) are idiomatic expressions, combining verbs and prepositions to make new verbs whose meaning is often not obvious from the dictionary definitions of the individual words. They are widely used in both written and spoken English, and new ones are formed all the time as they are a flexible way of creating new terms. A phrasal verb consists of a verb and a preposition or adverb that modifies or changes the meaning; 'give up' is a phrasal verb that means 'stop doing' something, which is very different from 'give'. Phrasal verbs can be divided into groups: Intransitive verbs These don't take an object Example: They had an argument, but they've made up now. Inseparable verbs The object must come after the particle. Example: They are looking after their grandchildren. Separable verbs With some separable verbs, the object must come between the verb and the particle: The quality of their work sets them apart from their rivals.
Disney Magic English Educational and Fun Discs 1-10
Disney's Magic English Educational and Fun Discs 1-10 English | AVI | 1438 kb/s | 352x256, 25.00 fps | MP3 128 kb/s | 2.54 GBGenre: eLearning What better way to teach your children the English language than with Walt Disney characters they all love! A perfect combination between education and diversion: stories, songs and games have been developed and made by a team of qualified experts in the education of English. Disney Magic English is a fun way for children to learn the English language along with their favourite Disney characters The interactive DVD and activity books bring educational adventures to life with stories, songs, and games! Disney's Magic English makes learning fun and enjoyable ' just like playing a game!
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'Hot 100' News Writing Tips (Compiled by Sheryl Swingley) 1. Keep leads short. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. Return to the Writer's Workshop .
How to Eliminate "To-Be" Verbs in Writing
Every English teacher has a sure-fire revision tip that makes developing writers dig down deep and revise initial drafts. One of my favorites involves reducing the number of “to-be-verbs”: is, am, are, was, were, be, being, and been. At this point, even before I begin to plead my case, I hear the grumbling of the contrarians. One of them mutters a snide, rhetorical question: Didn’t Shakespeare say “To be, or not to be: that is the question:”? He used three “to-be” verbs right there! What’s So Wrong with “To-Be” Verbs? 1. 2. 3. 4. 5. Adapted from Ken Ward’s E-Prime article at Problem-Solving Strategies to Eliminate the “To-Be” Verb 1. 2. 3. 4. A Teaching Plan to Eliminate the “To-Be” Verb 1. 2. 3. 4. 5. 6. After teaching and practicing all four strategies, set the “rule” that from now on only one “to-be” verb is allowed in any paragraph (excluding direct quotes). Be Sociable, Share!
