Tuesday 30 April 2013

Prepositions


Prepositions are a class of words that indicate relationships between nouns, pronouns and other words in a sentence. Most often they come before a noun.
The good news is that they never change their form, regardless of the case, gender etc. of the word they are referring to.
Prepositions are classified as simple or compound.
Simple prepositions are single word prepositions - across, after, at, before, between, by, during, from, in, into, of, on, to, under, with and without are all single word prepositions.
For example:-
  • The book is on the table.
Compound prepositions are more than one word - in between and because of - are prepositions made up of two words - in front of, on behalf of - are prepositions made up of three words.
For example:-
  • The book is in between War and Peace and The Lord of the Rings.
  • The book is in front of the clock.
Prepositions are used to show movement to or from a place.
For example:-
to, through, across
We use to to show movement with the aim of a specific destination.
For example:-
I moved to Germany in 1998.
He's gone to the shops.
We use through to show movement from one side of an enclosed space to the other.    
For example: 
The train went through the tunnel.
We use across to show movement from one side of a surface or line to another.
For example: 
She swam across the river.

Prepositions can be used to show where something is located.
The prepositions at, on, and in
We use at to show a specific place or position.
For example:
Someone is at the door.
They are waiting at the bus stop.
I used to live at 51 Portland Street.
We use on to show position on a horizontal or vertical surface.
For example:
The cat sat on the mat.
The satellite dish is on the roof.
We also use on to show position on streets, roads, etc.
For example: 
I used to live on Portland Street.
We use in to show that something is enclosed or surrounded.
For example:
The dog is in the garden.
She is in a taxi.
Put it in the box.
We also use in to show position within land-areas (towns, counties, states, countries, and continents).
For example:
I used to live in Nottingham.

Prepositions can also be used to show when something happened.
The prepositions at, on, and in
We use at for specific times.
For example:-
I start work at 7.00 a.m.
I don't work at night.
We use on for specific days and dates .    
For example: 
My birthday is on Monday.   
We're having a party on 7th September.   
We also use on for some special days.   
For example: 
On Christmas day.
We use in for nonspecific times during a day, a month, a season, or a year.   
For example: 
In summer it's too hot to work.  
I started this web site in 1999.
She woke up in the night. 

Possesive adjectives

Possesive adjectives are used to show ownership or possession.

Subject pronounPossessive adjective
Imy
youyour
hehis
sheher
itits
weour
theytheir


For example:
  • I own a laptop. = It is my laptop.
  • You own this computer (I presume). = It is your computer.
  • My husband owns a car. = It is his car.
  • My sister owns a house. = It is her house.
  • My dog owns a collar. = It is its collar.
  • We use this website. = It is our website.
  • Manchester United own a football ground. = It is their football ground.


Monday 22 April 2013

Learn Real English-part:1

Introduction
Hello. This is Nile and this is Achal ... we wanted to take a moment to welcome you to the Learn Real
English Family and to tell you a little about the lessons.
Now these lessons are based on real, authentic English conversations that Achal and I have had with each
other and our friends... and also with my mom. These are actual conversations that we’ve had so you will
become familiar, more familiar, with real spoken English.
So you'll hear Nile and I in the conversations and also doing the lessons. You'll also hear our friend Leon
Elius from Effortless English. He's done some of the lessons as well.
Okay, so now a little bit about the lessons . . . Each lesson set has a conversation, a vocabulary lesson and a
mini-story lesson for you to listen to. And we've also included the text for each of these, in case you want to
read along as you listen.
The key to Learn Real English is deep learning. The best way to use these lessons is to listen to one lesson
set at a time. You should spend at least one week on each lesson set. Now remember… one lesson set has
a conversation, a vocabulary lesson and a mini-story lesson in it. So listen to the lesson set every day for at
least one week before moving on to the next set. Even if the lesson set is easy, you should still continue for
one week. And if after a week the lesson set is difficult, continue listening until you have a basic
understanding. Also, you want to be sure that you do the lesson sets in order because the ones at the end
are more difficult.
We've included a welcome guide that has more instructions. So please read it before you start listening to
the lessons. And if you have any questions or comments about the lessons you can go to our discussion
board. It’s at www.EffortlessEnglishForums.com.
Okay, so now you’re ready to start. Thanks for joining the Learn Real English family. And good luck with the
lessons. But most importantly, make sure you have fun. Bye.

Monday 15 April 2013

How To Write A Paragraph

How do I write a paragraph? How can I begin?
It is important to know how to write a paragraph. There are certain rules you should follow in order to write a paragraph and to know how to write term papers. Your first sentence should be a topic sentence and should contain the topic and an opinion on the topic. It should strictly not contain any supporting ideas which MUST feature in the next sentence. You should write at least three sentences supporting your ideas, with facts, reasons, examples, statistics, comparison, or an anecdote. Last, you should have a concluding sentence which reasserts your opinion, but does not have the same wording. Going by these helpful rules will lead to good paragraph writing.

There are also four stages in which we have categorized paragraph writing so as to make it a lot easier for you to learn the art. The four stages are:
Prewriting Paragraphs
Writing Paragraphs
Editing Paragraphs
Publishing Paragraphs

What is the prewriting stage?
The prewriting stage is when you think carefully and organize your ideas for your paragraph before you begin writing.

Six Prewriting Steps:
1. Think carefully about what you are going to write:
Ask yourself: What question am I going to answer in this paragraph? How can
I best answer this question? What is the most important part of my answer?
How can I make an introductory sentence from the most important part of my answer? What facts or ideas can I use to support my introductory sentence?
How can I make this paragraph interesting? Do I need more facts on this topic? Where can I find more facts on this topic?

2. Open your notebook:
Write out your answers to the above questions. You do not need to spend a
lot of time doing this. Just write enough to help you remember why and how
you are going to write your paragraph.

3. Collect facts related to your paragraph topic:
Look for and write down facts that will help you to answer your question.

4. Write down your own ideas:
Ask yourself: What else do I want to say about this topic? Why should people
be interested in this topic? Why is this topic important?

5. Find the main idea of your paragraph:
Choose the most important point you are going to present. If you cannot
decide which point is the most important, just choose one point and stick
to it throughout your paragraph.

6. Organize your facts and ideas in a way that develops your main idea:
Once you have chosen the most important point of your paragraph, you must
find the best way to tell your reader about it. Look at the facts you have
written. Look at your own ideas on the topic. Decide which facts and ideas
will best support the main idea of your paragraph. Once you have chosen the facts and ideas you plan to use, ask yourself which order to put them in the paragraph. Write down your own note set that you can use to guide yourself
as you write your paragraph.


What is the writing stage?
The writing stage is when you turn your ideas into sentences.

Five Writing Steps:
1. Open your notebook and word processor.
2. Write the topic sentence, supporting sentences and closing sentence.
3. Write clear and simple sentences to express your meaning.
4. Focus on the main idea of your paragraph.
5. Use the dictionary to help you find additional words to express your ideas.


What is the editing stage?
The editing stage is when you check your paragraph for mistakes and correct them.

Grammar and Spelling
1. Check your spelling.
2. Check your grammar.
3. Read your assignment again.
4. Make sure each sentence has a subject.
5. See if your subjects and verbs agree with each other.
6. Check the verb tenses of each sentence.
7. Make sure that each sentence makes sense.

Style and Organization
1. Make sure your paragraph has a topic sentence.
2. Make sure your supporting sentences focus on the main idea.
3. Make sure you have a closing sentence.
4. Check that all your sentences focus on the main idea.
5. See if your paragraph is interesting.


What is the publishing stage?
The publishing stage is when you produce a final copy of your assignment to
hand in. The three most vital publishing steps are: 1. Make a paper copy of your paragraph.
2. Show your work to your teacher, tutor or parents.
3. Ask them for hints on how to improve your writing.

About Paragraphs

A paragraph is a unit of text that develops one idea or topic in specific detail. Like a paper, a paragraph is further categorized in three different parts which are described below at length to give you an insight of Parts of Paragraph:
Topic Sentence
Supporting Details
Closing Sentence
       Q:   What is the topic sentence?
       A:    The topic sentence is the first
               sentence in a paragraph.

       Q:    What does it do?
       A:     It introduces the main idea of the
                paragraph.

       Q:     How do I write one?
       A:     Summarize the main idea of your
                paragraph. Indicate to the reader
                what your paragraph will be about.
Example:
There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live.
       Q:   What are supporting sentences?
       A:    They come after the topic sentence,
               making up the body of a paragraph.

       Q:    What do they do?
       A:     They give details to develop and support                the main idea of the paragraph.

       Q:     How do I write them?
       A:     You should give supporting facts, detailsr
                and examples.
Example:
There are three reasons why Canada is one of the best countries in the world.
First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live.

As a result, Canada is a desirable place to live.
     Q:   What is the closing sentence?
     A:    The closing sentence is the last
             sentence in a paragraph.

     Q:    What does it do?
     A:     It restates the main idea of your paragraph.

     Q:     How do I write one?
     A:     Restate the main idea of the paragraph
              using different words.
Example:
There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live.
As a result, Canada is a desirable place to live.

How to write Paragraph of your term papers

How to write Paragraph of your term papers

Writing a Paragraph may be the most difficult task for some but it surely is not impossible. With proper guidance and knowledgeable tips, anyone can write a paragraph that has a perfect introduction, captivating details in the middle and a remarkable closing sentence that would leave a lasting impression on the reader. Your custom term papers and college term papers will contain properly organized paragraphs that will surely impress your teacher.
At Paragraph Organizer, we teach kids like you ways of drafting an average paragraph into an excellent one with the help of carefully researched and compiled guide, tips and techniques. If you know how to write a good paragraph, nothing can stop you from writing a great paper. The basis should be strong and that is where we come in.
A paragraph is a unit of text that develops one idea or topic in specific detail. A paragraph has a beginning, a middle and an end. The beginning, or the topic sentence, forecasts what the paragraph is going to be about. The middle develops the idea in detail by giving specific support for it, and the conclusion emphasizes the insight you have arrived at .

Getting Started With Paragraph


Getting started means getting organized and at Paragraph Organizer, you will be taught just that. To start well is a vital part of the writing process which requires
critical thinking and lots of practice. It is important to:
Analyze the information that you have, to understand what is being
    asked in the assignment
Think about the information that you know about the subject and decide
    what is relevant

Decide which information you will use and where it will be most effective
Once you know and understand the paragraph structure, you need to plan well and quickly. The better the planning, the better the paragraph. Read below to know
more about paragraph writing and what does a paragraph do to make your assignment a success.
It supports your ideas:
The purpose of the paragraph is to show that you can support your ideas with
specific examples and evidence. If you have no support for your ideas, you
generalize which leads to a vague and imprecise assignment. Use concrete,
everyday words to explain and illustrate your ideas, and abstract, specific words
to show how you interpret the support and evidence you present:
Abstract words organize ideas ("concentration of economic activity")
Concrete words illustrate ideas ("merchants' shops, storehouses, mills")
Repetition of key words create coherence ("concentration")
It captivates the readers:
You organize and sequence the material for a paragraph just the way you
organize a paper. Find a logical pattern that the reader will be able to follow and
build to a point of emphasis. If the logic is strong, the reader would be
captivated for the rest of the assignment and would follow your line of thought.
It takes them through to the end:
However, the reader can't follow your line of thought unless each sentence leads smoothly and logically to the next. Consistency plays an important part in making
your paper a success otherwise the reader will not be interested in going
beyond a couple of paragraphs at the most. Use repetition and transition words
to create connections and make sure that grammar errors don't break down the coherence of your writing.

Tips & Techniques About Writting Paragraph

Characteristics of a good paragraph:
Topic sentence, which includes the topic and a controlling idea.
Supporting ideas (usually 3 - 5), which support the topic sentence
RENNS (reasons, examples, names, numbers, senses), which give details
     for and further explain the supporting ideas.
Optional concluding sentence, which leaves the reading with something to
     think about and may summarize the supporting ideas if the paragraph is long.
Coherenence, which means that all the information of the paragraph is
     well-organized, logically ordered and easy to follow. This is accomplished by:
    Repetition of key words and phrases (often from the topic sentence)
     Parallel grammatical structure

1. Compose your topic sentence. Think of a topic and a controlling idea that
    will narrow the topic enough to support it well in one paragraph.
2. Brainstorm supporting ideas. Choose 2 - 6 supporting ideas that do a good job     supporting your topic sentence.
3. Write your paragraph in topic outline form as follows. Don't actually write     sentences in the outline, except for the topic sentence.

Topic sentence:

A. Supporting idea 1.
1.
2.
3.

B. Supporting idea 2.
1.
2.
3.

C. Supporting idea 3.
1.
2.
3.
Concluding sentence:

4. Put your supporting ideas in a logical order.
5. For each supporting idea, think of RENNS that further explains the idea. For     balance, each supporting idea should have about the same amount of RENNS.
6. Think of a concluding sentence.
7. Write your paragraph using sentences. Use the coherence strategies to make     your paragraph easy to follow.

Here is an example we did in class. We came up with a good topic sentence and supporting ideas:

Topic sentence:     Choosing a college or university can be difficult.
Supporting ideas:  1. Good Location, 2. Affordable, 3. Good preparation
                                         for major.

We decided to order these supporting ideas according to importance as shown
in the outline below. Now we put this information into outline form and added
some RENNS for each supporting idea.

Topic sentence: Choosing a college or university can be difficult.

A. Good preparation for your major

1. thorough, solid curriculum
2. qualified professors

B. Affordable
1. must be able to pay tuition and living expenses
2. possibility of scholarships

C. Good Location
1. study environment
2. possibilities of part-time job in your major

Concluding sentence:
You should consider these points carefully
so you can choose the most appropriate college or university for you.

Finally, we wrote the paragraph using sentences and trying to make the
paragraph coherent using different coherence strategies:

Choosing a college or university can be difficult. The most difficult part is finding a university that prepares you well for your future career. In order to get a good
job, the curriculum that is taught must be thorough and up-to-date. In addition,
the professors must be highly qualified and respected in their fields. Another
difficulty in choosing a university or college is affordability. You need to be able to
pay the tuition fees and living expenses. Some institutions might be able to offer
you scholarships if you cannot afford the fees. A good location is also very
important when choosing a school. The environment should be safe and quiet
to facilitate studying. Moreover, there should be possibilities near the school for parttime or summer jobs in your major, so you can get some practical work experience. You should consider all of these points carefully so you can choose
the most appropriate college or university for you.

Sunday 14 April 2013

How To Write Good Paragraphs

How To Write Good Paragraphs



A good paragraph is a mini-essay. It should demonstrate three components:
  1. Introduction, i.e., a topic sentence
  2. Body, i.e., supporting details
  3. Conclusion or a transitional sentence to the paragraph that follows.

A good paragraph is characterized by unity, coherence, and adequate development.
Unity:
State the main idea of the paragraph in a clearly constructed topic sentence. Make sure each sentence is related to the central thought.

Coherence:
Arrange ideas in a clear, logical order. Provide appropriate transitions to the subsequent paragraph.

Adequate development:
Develop your paragraphs with specific details and examples.

Strategies for adequate development:
Elaborate:
Spell out the details by defining, or by clarifying and adding relevant, pertinent information.

Illustrate:
Paint a verbal picture that helps make or clarify your point(s). Well illustrated pieces are easier to read and follow than those on a high level of abstraction.

Argue:
Give the reasons, justifications, and rationales for the position or view you have taken in the topic sentence. Draw inferences for the reader and explain the significance of assertions or claims being made.

Narrate:
Relate the historical development of the phenomenon at issue.

Process:
Describe how something works.

Describe:
Observe without preconceived categories.

Classify:
Organize phenomena or ideas into larger categories that share common characteristics.

Analyze:
Divide phenomena or ideas into elements.

Compare and Contrast:
Show similarities and differences between two or more phenomena or ideas.

Relate:
Show correlations and causes (beware of logical fallacies, however!)

A paragraph should be neither too short nor too long. A good paragraph in a Trinity exercise should be 5-6 sentences long. As a general rule, avoid single-sentence paragraphs. If your paragraphs run longer than a page, you are probably straining the grader’s thought span. Look for a logical place to make a break or reorganize the material. Indent each new paragraph five spaces.

How To Write Correct Sentences

How To Write Correct Sentences

Master the essentials of the sentence as an aid to clear thinking and effective writing. Writing a good sentence is an art, and you can master that art by developing your awareness of what makes a sentence work. As you become more familiar with the relationships among sentence elements, you will strengthen your writing skills and will be better able to make your meaning clear to your reader (i.e., your grader!).
The most common sentence problems in student writing are: comma splice and fused (or run-on) sentence, sentence fragment (or incomplete sentence), agreement, and shifts. If you are unfamiliar with these terms and others such as subject, verb, object, complement, phrase, main clause, independent clause, subordinate clause, coordinating conjunction, number, person, etc., you are strongly encouraged to research their meanings and application in a standard English grammar book. Please see the list of recommended books in this Survival Manual or consider enrolling in a local or distance writing course.
Keep a few simple principles in mind:
COMMA SPLICE AND FUSED (OR RUN-ON) SENTENCE
Do not link two main (independent) clauses with only a comma (comma splice) or run two main clauses together without any punctuation (fused sentence).
Examples:
Comma Splice:   The wind was cold, they decided not to walk.
Fused Sentence:   The wind was cold they decided not to walk.
To correct comma splices and fused sentences: 1) Place a period after the first main (independent) clause and write the second main clause as a sentence; 2) use a semi-colon to separate main clauses; or 3) insert a coordinating conjunction (and, but, or, for, nor, so, yet) after the comma; or 4) make one clause subordinate to the other.
Revisions:
The wind was cold. They decided not to walk.
The wind was cold; they decided not to walk.
The wind was cold, so they decided not to walk.
The wind was so cold that they decided not to walk.

SENTENCE FRAGMENT
Avoid sentence fragments. The term fragment refers to a group of words beginning with a capital letter and ending with a period. Although written as if it were a sentence, a fragment is only a part of a sentence – such as a phrase or a subordinate clause.
Examples:
Larry always working in his yard on Saturdays.
Because he enjoys his flowers and shrubs.
Which help to screen his house from the street.
For example, a tall hedge with a border of petunias.

Eliminate fragments by making them into complete sentences or by connecting them to existing sentences. One way to eliminate many sentence fragments is to be sure that each word group has at least one subject and one predicate.
Corrections:
Larry always works in his yard on Saturdays.
He enjoys the flowers and shrubs.
OR:   He enjoys the flowers and shrubs that help to screen his house from the street – for example, a tall hedge with a border of petunias.

AGREEMENT
Make a verb agree in number with its subject; make a pronoun agree in number with its antecedent.
A singular subject takes a singular verb, and a plural subject takes a plural verb.
Singular:   The car in the lot looks shabby. [car looks]
Plural:   The cars in the lot look shabby. [cars look]
When a pronoun has an antecedent (an antecedent is the noun to which the pronoun refers), the noun and pronoun should agree in number.
Singular:   A dolphin has its own language. [dolphin – its]
Plural:   Dolphins have their own language. [dolphins – their]

SHIFTS
Avoid needless shifts in person and number.
Shift:   If a person is going to improve, you should work harder. [shift from third person to second person]
Better:   If you are going to improve, you should work harder. [second person]
OR   If people are going to improve, they should work harder. [third person]
OR   If we are going to improve, we should work harder. [first person]

GENDER REFERENTS
Avoid awkward “his/her” and “he/she” gender constructions.
Awkward:   The client is usually the best judge of his or her counseling.
Better:   The client is usually the best judge of the value of counseling. [Omit gender referents.]
OR   Clients are usually the best judges of the value of the counseling they receive. [Change to plural]
OR   The best judge of the value of counseling is usually the client. [Rephrase the sentence.]

How To Write A Whole Composition

How To Write A Whole Composition

The following is a general structure to follow for many kinds of writing.  Adapt it to specialized assignments as appropriate.
I.  Introduction
The introduction is intended to draw the reader into the body of material to follow.  It should begin with a general statement or question, sometimes called the "thesis statement" or "thesis question," followed by a quick narrowing down to the main theme to be developed in the body.  Set the stage quickly, give appropriate background, then move right into a transition sentence that will set up the reader for the body.
II. Body (Argument)
The body of a written piece is where you elaborate, defend, and expand the thesis introduced in the introduction.  The body should support your main contention with supporting evidence and possible objections.  A good body presents both sides of a case, pro and con.  As you make your case, save your best argument for last.  When presenting contrary views, be sure to set forth the strongest arguments so you can avoid being charged with erecting a "straw man."  The body includes three components:
Elaboration:
Spell out the details by defining, or by clarifying and adding relevant, pertinent information.
Illustration:
Paint a verbal picture that helps make or clarify your point(s).  Well illustrated pieces are easier to read and follow than abstract ones.
Argumentation:
Give the reasons, justifications, and rationales for the position or view you have taken in the introduction.  Draw inferences for the reader and explain the significance or assertions or claims being made.
When moving from one sub-point or argument to another, use connecting or transitional words and phrases that enable your reader to easily follow the flow of your thinking. The following is a partial list of logical connectors that you can use:
exceptions - but, alas, however, etc.
illustrations - for instance, for example, etc.
conclusions - thus, so, therefore, consequently, etc.
comparisons - similarly, by contrast, etc.
qualifications - yet, still, etc.
additions - moreover, furthermore, etc.
III.  Conclusion
Make your final appeal to the reader, a finishing, all-encompassing statement that wraps up your presentation in a powerful or even dramatic fashion.  Normally a single paragraph, brief and concise, will suffice.  The purpose of the conclusion is to leave the reader with an idea or thought that captures the essence of the body while provoking further reflection and consideration.

Syllabus-2013,Class Eight

Category : Education
govt_logoBoard of Intermediate & Secondary Education under Education Ministry of Bangladesh published JSC exam 2013 syllabus today. If you follow that Govt. Class VIII-2013 Syllabus  Must be success your JSC exam 2013. JSC Board Authority published  Class Eight Syllabus 2013 with Mark Distribution . For your successful result must be follow it. This JSC Syllabus 2013 for all board of Bangladesh. Class Eight Syllabus 2013 with Mark Distribution Details given bellow:
JSC (Junior School Certificate) Exam 2013 Syllabus