Messages

1

You Asked Me This Question / Re: 'In' or 'On?

« on: March 26, 2011, 02:04:15 PM »

In:
in mainly denotes “rest at”:
PLACE: He lives in the country. He lives in Chicago. (BUT, He lives at 2300 Wabash Ave.)
TIME: I’ll be there in an hour.
MANNER: The child ran down the steps in tears.
REFERENCE: In my opinion we need a referendum. They are happy in their marriage.

On:
on indicates proximity and position above or outside:
PLACE: He sat on the fence.
TIME: He was not thinking well on that occasion.
REFERENCE: He asked my opinion on the matter.
CONDITION: We’ll hire him on your recommendation.
The examples given in the question:
We are on the planet.
We are going to the concert on July 1.

2

You Asked Me This Question / Re: uses of "me" and "I"

« on: March 26, 2011, 01:58:45 PM »

Mistakes made with these two English pronouns have been increasing exponentially for years. The difference is actually very simple - let me explain it to you.
 

I:

I is the first person singular subject pronoun, which means that it refers to the person performing the action of a verb.

I want to go.

This is the one I like.

You and I need to get ready.

Tom and I are going to the movies.


Me:

Me is an object pronoun, which means that it refers to the person that the action of a verb is being done to, or to which a preposition refers.

David told me to leave.

He gave me ten dollars.

Between you and me, this is a bad idea.

She needs to talk to Joe or me.

3

You Asked Me This Question / Re: simple past vs. past perfect

« on: March 26, 2011, 01:55:00 PM »

Simple past: Action completed in the past does not refer to any connection with the present.
I studied law at the university of Madrid.

Past perfect: Equivalent to "present perfect" but taking as reference a point in the past. - Action ended around the last time it's mentioned in the sentence.

Did you see him When You Went To His office? No, I Had left - Action ended at that point just past or even continued afterwards.
I Had Lived in Paris for 10 years When I decided to buy His own flat (continued living in Paris).

4

You Asked Me This Question / Re: Need some help on English editing?

« on: March 26, 2011, 01:38:37 PM »

Hi Friend,
Aariz is right. If I am not wrong Aariz you took our service last month right... So could you please provide more information about the feedback you received from your boss on the same.  In case of any queries regarding our service , you can revert back to me at deep@manuscriptedit.com

5

How Good is Your English? / Last, Lastly – English editing.

« on: October 11, 2010, 02:23:52 PM »

When introducing points or topics in sequence it is good style to be consistent in your choice of words. If you use firstly, secondly and so on, lastly fits better than last. On the other hand, if you introduce your first point with first, last at the end is perfectly acceptable.

6

How Good is Your English? / Layman – English editing.

« on: October 11, 2010, 02:23:03 PM »

To avoid sounding unintentionally sexist you could consider replacing layman with layperson in the singular and laypeople in the plural: in layperson’s terms; scholars and educated laypeople alike.

7

Use and Misuse / Re: Which and that

« on: September 08, 2010, 03:49:22 PM »

That: A word with a number of different uses:
1.Demonstrative Pronoun:
   I could get on with a man like that.
2.Determiner:
     That book is still funny.
3.Relative Pronoun:
I stared back blandly with the same expression that he was trying on me.
4.Subordinating Conjunction:
A couple of times she had complained that he was trying to adopt her.

Which: which is only used to refer to the number of persons, things, or events mentioned or implied?: which of the men answered? which do you want?

Which can be used in a restrictive clause [the war which had just ended, the class to which he spoke], in a restrictive clause preceded by the pronoun that[he sacrificed that which he valued most], in a nonrestrictive clause [my car, which is not running; my family, in which she found a warm welcome], or, archaically, of a person [Our Father, which art in heaven].

8

Use and Misuse / Re: When do we use "can" and "may"?

« on: September 07, 2010, 03:48:01 PM »

"Can" and "may" have different meanings. "Can" and "may" both are modal verbs. "Can," as a verb, refers to "ability." (Also "canning," as in "preserving," but that is not relevant here.) "May" has to do with "possibility" and "permission."
For example:
"Can I speak now?" If you want to ask permission to speak, "can" is the wrong word. You probably can speak, if you have not lost your voice, of course. However, if you want to know if it is acceptable to speak at this time, use "may."

"Can I win the 50-yard dash?" That is the correct use of "can." You are asking if you have the ability to do so.

Use "can" in asking permission today, and you won't be wrong. However, look at these examples. If you ask a stranger about the newspaper nearby, you say: "May I look at this newspaper?" On the other hand, if you are speaking to a friend, you say: "Can I borrow your pen?" It is a matter of formality.

9

Use and Misuse / Re: What's the Best way to Teach Grammar?

« on: September 07, 2010, 03:29:02 PM »

Grammar is not the most exciting subject in the world, but it is important. Grammar used to be taught using a language book, learning about parts of speech and doing language exercises such as diagramming sentences. Now grammar is usually taught with writing, and it is taught through mini-lessons. It may also be taught in literature circles when teachers discuss with students how an author writes or a character's speech pattern. When you teach grammar with these methods, students are more likely to remember the grammar rules and apply them to their everyday life.

Instruction:

1.Assess your students before you teach any grammar. If they already know what a noun and verb is, then you don't need to waste class time teaching them and doing exercises where everyone is getting 100 percent. The important thing about nouns, for example, are rules such as each sentence needs a subject, capitalizing proper nouns making sure nouns and verbs agree. What are your objectives in grammar for your grade level, and where are your students in regards to these objectives?

2.Plan mini-lessons to address your students' deficiencies with grammar. If your students can't remember to always capitalize the word "I" (such as a first grade class), then before writing workshop one day, gather the students around your chart paper and do a lesson on capitalizing the word "I." Students can practice this skill by writing a personal narrative where they use the word, I, and immediately, they incorporate the lesson into their everyday writing. Mini-lessons can be taught on any subject. Skills can be practiced in writing. It just takes a little planning on your part.

3.Teach grammar points while you are also discussing books you are reading to the class or that students are reading themselves. Real authors can be amazing tools to use to teach about contractions, noun/verb agreement and all other grammar points you may need to teach. There are even picture books that focus on certain parts of speech or punctuation. Ask your local or school librarian to help you find these books if you want to share them with your class. Show students how real-live authors use grammar in their writing, so students will also use correct grammar and punctuation in their writing. Point out if a character has a weird speech pattern and discuss it. Discuss why that character might not be using proper grammar. These discussions will be more meaningful than doing language exercises.

4.Practice punctuation, proper grammar, and capitalization with spelling sentences. Teachers often assign students to write spelling sentences, using a spelling word correctly in each sentence. What have your mini-lessons been focusing on? Ask students to practice these skills with spelling sentences. These sentences are also a good assessment when you teach grammar. They will show you if students are applying the grammar rules they are learning, or if students need more instruction and practice.

10

Use and Misuse / Re: Should vs. Would

« on: September 07, 2010, 02:57:18 PM »

Use should to express an obligation. Use would to express a customary action. Should is the conditional form of shall. Would is the conditional form of will.
In informal English today, the conditional tense is usually conjugated entirely with would : If I had enough money, I would buy a new car.

Should is used:
- to give advice :                  You should take regular exercise.
- in hypothetical situations :   Should you need any help, just call me.
- to give tentative opinions :    I should think the cost will be about £100.

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Use and Misuse / Re: When do we use "angry at" and "angry with" to a person or persons?

« on: September 07, 2010, 02:48:21 PM »

People say "angry at" when they are talking about a non-living thing, like a situation or action, or when they feel anger about a larger thing than a person, such as a company or school.

"Angry with" is more often used when discussing anger directed at a person or people. However, most people are not this concerned or careful about whether they use "angry with" or "angry at."

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Use and Misuse / Re: Can we use "too" and "either" interchangeably?

« on: September 07, 2010, 02:44:03 PM »

No, We can not use "too" and "either" interchangeably because they require different word orders.
Too comes at the end of the sentences and is preceded by comma, for example:Example:
To Be I am happy. I am, too, whereas either comes at the end of the sentence.A negative verb is used with either, for example: I haven't either brother or sister.

13

Use and Misuse / Re: conjunctive adverb

« on: September 07, 2010, 02:24:36 PM »

A conjunctive adverb brings together two complete thoughts. Each clause can stand on its own as a sentence. The first clause is followed by a semi-colon.  Sometimes there is a comma after the conjunctive adverb. 
Following is a list of conjunctive adverbs: also, anyway, besides, certainly, earlier, finally, further, for instance, for example, however, hence, in addition, instead, later, likewise, moreover, namely, next, now, nevertheless, on the other hand, otherwise, perhaps, so, still, then, therefore, thus, and undoubtedly.
Conjunctive adverbs can be grouped according to function. This may help you understand them a bit better:
Sometimes their function is addition, and examples of these would be: “in addition, next, still, also, and again.”
Comparison is another way they work, such as words like “also, likewise, and similarly”.
Concession is sometimes made with words like “granted and of course”.
Adverbs like “although, instead, in spite of, and regardless”, show a contrast.
Sometimes emphasis is the function, with words like “indeed, of course, and certainly.”
Conjunctive adverbs can illustrate with words such as: “for example, namely, thus, and in conclusion.”
Words that summarize include: “all in all, that is, in summary, and finally.”
Time can be referred to with these words: “before, meanwhile, furthermore, lately, now, since, and thereafter.”     

14

Use and Misuse / Re: Which is correct?

« on: September 07, 2010, 02:16:06 PM »

Even I, am very much willing to be corrected but not to be embarrased?