* Blog 023 The Daily English Show...With Sarah

Sarah is a 20-something EFL teacher from New Zealand. Some time ago she started to produce an Internet-based EFL video program she calls "The Daily English Show".

So far she has produced more than 500 of these daily shows.

I think these programs are particularly suited to Intermediate level EFL learners.

Each program is thoughtful, relevant and a product of Sarah's vivid imagination and really shows her awareness of, and sensitivity to, the world around her.

You can learn a lot of useful English language culture and content if you acquire the habit of visiting her site on a regular and frequent basis.

Sarah is a talented, creative EFL teacher. She is also a lot of fun to listen to, and watch. She always likes viewers to write to her and leave comments on the YouTube site. She is easy to communicate with. That is an important quality for a language teacher to possess.

I recommend, for you, and for the development of your English language proficiency, that you check out her site, and visit her often.

Sarah created the Daily English Show for... you !

You can find Sarah here: http://thedailyenglishshow.blogspot.com

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* Blog 022 Foundations for Academic Writing

For Intermediate/Advanced Learners of English as a Second/Foreign Language

For Upper Intermediate level students, and even students at the Advanced level of English language proficiency, the following link connects you directly to a single site of resources related to grammar and writing. These resources are sponsored by the Capital Community College Foundation, a nonprofit organization.

These resources are grouped under the following headings:

Word and Sentence Level

Paragraph Level

Essay and Research Paper Level

Ask Grammar, Quizzes, Search Devices

Peripherals and Powerpoint

Click the link below for both the group index and the detailed sub-indexes:

http://grammar.ccc.commnet.edu/grammar/index.htm

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Consolidated Index

Below is a long list of topics. Try scrolling through them, for they relate to matters of English grammar and writing.

There are 427 of them. Many of these topics will not be recognizable, unless you have reached a fairly Advanced level of second language proficiency. But the list is still useful for Intermediate level second language learners.

Don’t worry if you don’t recognize most of these names.

If you actually go and look at the topic, you will often find that you already know something about it, even if you didn’t know what it is named.

It is not the name that is important. It is what the name refers to that is important. The only way you can find out what that is, is to take a look at it. In other words, explore the topics.

You will recognize many of these topics from the English second language, or foreign language, learning texts and workbooks you have been using .

Scroll down to find topics that are recognizable to you at your current learning level, and that you think may contain useful information that describes, explains and demonstrates a particular point.

Make note of your choices. Let your curiosity lead you to explore other topics that have names that mean nothing to you…yet.

Live Index Link To Each Item

Scroll to the bottom of the long list below, and you will find a link that connects you to a Live Index of all of these items.

There you can then click on your choices and also explore other subtopics.

Here is the long, long list: of topics covered, just to get you started on this exploration.

Remember, the Live Link is at the bottom of the long list of entries below:

A, An, The (articles)
A- Adjectives
Abbreviations
Abstract Nouns
Absolute Phrases
Acronyms (plurals of)
Acronyms (redundancy)
Active Voice (in verbs)
A.D. and B.C.
Adjectives
Adjective Clauses
Adjectival Labels
Adjuncts
Adverbs
Adverb Clauses
Adverbial Conjunctions
Agenda (for meetings)
Agent (of a sentence)
Agreement: Pron. & Ant.
Agreement: Subj. - Verb
Alphabetical Order
Amplifiers
Analysis-Classification
And to begin sent.
Anomalous Anonymies
Antecedent
Apologetic Quotation Marks
Apostrophe
APA-style Documentation
Appositive Phrases
Argumentative Essays
Articles
Articles & Acronyms
As versus Like
Ask Grammar
Attributive Noun
Author's Credentials
Auxiliary Verbs
Awards (for this site)
Bad and Badly
Bare Infinitive
"Be" (the verb)
Because to begin sent.
Because clause
Bible (parallelism)
Bookshelf (recommended)
Brackets
Brainstorming
British Spelling
Bulleted Lists
Bush, George W., solecisms
Business Letter (format)
But to begin sent.
Can and Could
Capitalization
Case (of pronouns)
Cases in appositives
Catenative Verbs
Causative Verbs
Cause-Effect Essays
Classification-Analysis
Clauses
Cleft Sentences
Clichés (Eliminating)
Clustering (ideas)
Coherence
Collective Adjectives
Collective Nouns
Colon
Combining Sentences
Commas
Comma Splices
Company Names
Comparative Adjectives
Comparative Adverbs
Comparison-Contrast
Complements
Complete Predicates
Complex Sentences
Compositions (writing)
Compound Plurals
Compound Possessives
Compound Words
Compound Sentences
Compounded Subjects/Objects
Compound-Complex Sentences
Compounding Pronouns
Computers and Writing
Concluding Paragraphs
Concrete Language
Concise Sentences
Conditional Verbs
Conditional (1st, 2nd, 3rd)
Confusion (Eliminating)
Conjunctions
Conjunctive Adverbs
Conjuncts
Contractions
Contractions (in essays)
Coordinate Adjectives
Coordinating Conjunctions
Copulas (verbs)
Correlative Conjunctions
Could
Count Nouns
Cumulative Sentences
Dangling Modifiers
Dashes
Deadly Sin Checklist
Definition Essays
Degrees (adj) w/ premodifiers
Demonstrative Pronouns
Dependent Clauses
Descriptive Essays
Determiners
Diagramming Sentences
Dictionaries, Thesauri (list)
Direct Objects
Directory of Tenses
Discontinuous noun phrase
Disjuncts
Display (Vertical) Lists
Ditransitive Verbs
Do, Does, Did
Do versus Make
Double Negatives
Double Possessives
Double Prepositions
Double Punctuation
Downtoners
Dynamic Verbs
Editing/Proofreading
E.g. and i.e.
Ellipsis
Elliptical Clauses
E-mail (capitals)
Emphasizers
Emphatic Sentences
Essay Writing
Essential Clauses

Euphemism
Evaluative Essays
Examples (in essays)
Exclamation Mark
Expletive Constructions
Factitive Verbs
Family Names (plurals)
FANBOYS
FAQ (page)
Few and A Few
Fewer and Less
Finite Verbs
First Conditional
Five-Paragraph Essay
Focus Adverbs
Format Requirements
Fragments
Freewriting
Freq. Asked Questions
Fused Sentences
Future Tenses
Gender Problems
Gerunds
Gerunds vs Infinitives
Gerund Phrases
Gettysburg Address (parallelism)
Going to . . .
Good and Well
GRAMMARLOGS (answers)
GrammarPoll
GrammarRock Lyrics
Guestbook
Guestbook Archives
Have, Has, and Had
Helping Verbs
Historical (a/an)
Holidays (forms)
Homonyms/Homophones
Hyphens
I.e. and e.g.
Imperative Mood
Indefinite Pronouns
Indefinite Relative Pronouns
Independent Clauses
Indicative Mood
Indirect Objects
Indirect Questions
Indirect Quotations
Indirect Speech
Infinitives
Infinitive Phrases
Initials
Intensifiers (adverbs)
Intensifiers (Unnecessary)
Intensive Pronouns
Interjections
Internet (writing resource)
Interrobang
Interrogative Adjectives
Interrogative Pronouns
Intransitive Verbs
Introductory Paragraphs
Inversion (of subj-verb)
Irregular Plurals
Irregular Verb Forms
Italics
Its versus It's
Jr., Sr., etc.
Lay, lie
Less and Fewer
Like versus As
Linking Verbs
Lists
Literature (writing about)
Little and A Little
Logic
Mass Nouns
May and Might
Minutes (for meetings)
Misplaced Modifiers
Mixed Constructions
Mixed Metaphors
MLA-style documentation
Mnemonics (spelling)
Modal Auxiliary Verbs
Modifiers
Modifier Placement
Moods of Verbs
More Than vs Over
Mutating/Mutated Plurals
Myself, me
Narrative Essays
Nonrestrictive Clauses
Negative Adverbs
Nominative Absolute
Nominative Possessive
Non-Count Nouns
None (singular/plural)
Non-Finite Verbs
Nouns
Noun Clauses
Noun Markers
Noun of Address
Noun Phrases
NOTORIOUS CONFUSABLES
Numbered Lists
Numbers (Using)
Object Complements
Objectivity (maintaining)
Objects
One (as a pronoun)
Online Resources
Outlining
Over vs. more than
Oxford Comma
Packed Noun Phrases
Paragraphs
Parallelism
Parentheses
Parenthetical Elements
Participles
Participial Phrases
Particles
Parts of Speech
Passive Gerunds
Passive Infinitives
Passive Participles
Passive Voice (in verbs)
Perfect Infinitive
Periodic Sentences
Periods
Person (of pronouns)
Personal Essays
Personal Pronouns
Phrasal Modals
Phrasal Verbs
Phrases
Plagiarism (avoiding)

Plague Words
Pleonasm
Plural Noun Forms
Plurals & Apostrophes
Plurals of Compounds
Point of View
Possessives
Possessive w/ Gerunds
Powerpoint Presentations
Predeterminers
Predicate Adjectives
Predicate Nominative
Predicates
Prefixes
Preposition (end of sent.)
Prepositions
Prepositions (list)
Prepositions, Superfluous
Prepositional Phrases
Primer Language (Avoiding)
Process Essays
Progressive Verbs
Pronouns (Defined)
Pronoun - Ant. Agrmnt
Pronouns & Nouns Combined
Pronoun Cases
Pronoun Consistency
Proofreading/Editing
Proofreading Symbols
Proper Adjectives
Proper Nouns
Punctuation
Purpose (in writing)
Quantifiers
Question Marks
QUIZZES
Quotation Marks
Reciprocal Pronouns
Redundancy (Avoiding)
Referral Form
Relative Adverbs
Relative Clauses
Relative Pronouns
Reflexive Pronouns
Reported Speech
Research Papers
Restrictive Clauses
Resulting Copulas
Resumes
Resumptive Modifier
Reviews (Literary)
Rhetorical Questions
Run-on Sentences
SEARCH ENGINE
Second Conditional
Sequence of Tenses
Semicolons
Sentence Combining
Sentences (defined)
Sentences (types)
Sentential Clauses
Sequence of Verbs
Serial Comma
Sexism in Language
Shall and Will
Should
Sic
Silent Speech
Simple Predicates
Simple Sentences
Simple Subjects
Single Quote Marks
Slant (or Slash)
Slash (or Virgule)
Solidus (or Slant)
Spelling
Split Infinitives
Sports Teams' Names
Squinting Modifiers
Stacked Noun Phrases
Stative Verbs
Stylistic Fragments
Subject Complements
Subjects
Subject-Verb Agreement
Subject-Verb Inversion
Subjunctive Mood
Subordinate Clause
Subordinating Conjunctions
Summative Modifier
Suffixes
Superlative (Adjectives)
Suspended Compounds
Tag Questions
Tenses of Verbs
Tense Consistency
Than and Then
Than (in comparisons)
That (omitted)
That versus Which
Thesis Statement
Third Conditional
Third-Person Essays
Titles (italics, etc.)
"To Be" Verb
Tone
Topic Sentence
Toward and Towards
Transitions (b/w sentences, par's)
Transitive Verbs
Unbiased Language
Underlining
Understood Subjects
Untriggered Reflexive Pron.
Used to
Verbals
Verbs
Verb Complements
Verb Tense Sequence
Verb Tense Directory
Verb Tenses
Verb Tense Consistency
Vertical (Display) Lists
Viewpoint Adverbs
Virgule (or Slash)
Vocatives
Vocabulary (Building)
Voice (active/passive)
Warning (about Guide use)
Well and Good
Which versus That
Who and Whom
Will and Shall
Will and Would
Wordy versus Concise Sentences
Writers (on writing)
Writer's Block
Zero Articles

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Live Link Is Below

Click the link below to reach the Live Consolidated Index, that can connect you to any one or more of the 427 items listed above.

http://grammar.ccc.commnet.edu/grammar/index2.htm

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* Blog 021 Listening Comprehension - Revisited

Scroll down the sidebar on the right to find resource links. Several of those links refer to online listening comprehension exercises in the form of videos, Internet radio, and other formats.

To those links we can add another, named History.com . It contains many, short comprehension exercises in the form of short video presentations covering a wide range of subjects.

In addition to promoting the expansion of your general listening vocabulary, comprehension of the content of these videos can help to extend the range of your academic vocabulary and your overall global awareness.

The topics contribute to an understanding of where we are and where we are going. The video production is of high quality. The site content is frequently replenished.

Click the link below, navigate it, explore the site, bookmark and visit it on a regular basis. You will soon find that you are practicing your English listening comprehension skills for longer periods of time. Your attention will have been grabbed by the unusual topics covered.

Click: http://www.history.com/

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* Blog 020 - English Word Frequency - Advanced Level

If the Wordcount frequency list referred to in my Blog # 016 - December 21, 2006, does not satisfy your appetite for this kind of information, your hunger may be addressed by visiting the site at the University of Lancaster in Britain, where word frequency of written and spoken English is measured in a serious way.

This site is a companion to a book written on the subject. The data is in fairly raw form but is useable, downloadable, and can be mined for useful insights into the usage and culture of the English language. Each list measures word frequency per million words and uses the British Corpus as the sample.

There are 28 frequency lists here, including both alphabetical and rank frequency, covering categories such as nouns, verbs, adjectives, adverbs, pronouns, prepositions, spoken English, written English, imaginative writing, information writing, conversational English, task oriented speech, and finally, all words.

This site provides a body of information that may be useful to students, researchers and writers seeking further empowerment of their English proficiency.

To reach this resource, click below:

http://www.comp.lancs.ac.uk/ucrel/bncfreq/flists.html


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* Blog 019 English Video Search - Watch and listen from here...

While you are visiting this site, if you want to watch an English music video of your choice, or listen to any other kind of English material, movie excerpts, interviews, news items, or weird things in English, for just a a minute or for as long as an hour, you can do it right here, by just entering a topic, name, or subject into the English Video Search Box located in the upper right-hand corner of this Blog, just above the MCollege campus pictures, then click "search", and turn up your speakers or headphones.

Listen to music while you read, or listen to the spoken word to practice your listening comprehension. There are only about a million+ content choices available here!

Some choices you can make were posted only a few hours ago. Other choices involve material created some thirty years ago. For an example of older music, from 35 years ago, try searching: Elvis suspicious minds ; or from three years ago, try the search: Celine Dion - New Day Has Come

Remember, there are a lot of non-music items available as well, to add some spice to your English language learning exerience.

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* Blog 018 - Today's Front Page / 51 Countries / 571 Newspapers

Do you know how many English language daily newspapers there are in the world? Neither do I, but I do know that there are thousands, more than 15,000. English is at work, 24/7, acting as a gateway for communication between and among nationalities, ethnicities, social strata, and the ages, both at and within boundaries. No other language comes close to having the diverse communicative bonding force of English.

What are some of those thousands of English Language newspapers saying today? Here are today's front pages, from 51 countries, 571 daily newspapers (just a sample of what' s out there). Most are in English, a few are not. Once on site, for deeper penetration of its inside coverage, click the link provided by each newspaper or Google the newspaper of interest.

Check it out here... http://www.newseum.org/todaysfrontpages


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* Blog 017 - English Writing for Intermediate Level ESL Students - Some Reminders...

Here are some reminders and checklists to study before you compose assignments or prepare to write later, under the time pressure of an exam essay.

1. A paragraph is a series of sentences developing a single topic.
   
   
2. The sentence stating the topic of a paragraph is called the topic sentence.
   
   
3. The topic sentence usually comes at the beginning of the paragraph, so that the reader can immediately tell exactly what the paragraph is about.
   
   
4. Sometimes the topic sentence appears in the middle of the paragraph.
   
   
5. Sometimes the topic sentence comes at the end of the paragraph, where it may serve as the climax to a series of details that led up to it. It may be a conclusion based on the evidence presented in the paragraph.
   
   
6. A paragraph is usually developed by means of additional, detailed information given in support of the idea expressed in the topic sentence.
   
   
7. A good paragraph is the product of planning, first with a simple inventory, in no special order, of your ideas on the topic chosen; followed by a culling of irrelevant ideas and an ordering of the remaining ideas into an outline.
   
   
8. A paragraph should be unified. Unity is achieved by discussing only one topic in a paragraph, the topic stated in the topic sentence.
   
   
9. A paragraph should have coherence; that is, its ideas should be arranged according to a definite plan and should be clearly linked to one another.
   
   
10. You should learn to write at least four kinds of paragraphs: expository, descriptive, narrative, persuasive.
    
    
11. Develop an expository paragraph with facts and specific examples.
    
    
12. The arrangement of the sentences in an expository paragraph will determine how easily the reader can follow the writer’s train of thought. Without logical organization, the information in an expository paragraph will be difficult to understand.
    
    
13. Arrange the details in an expository paragraph in a coherent, logical order.
    
    
14. The facts or details in an expository paragraph may be given in the order of their importance, may be given in chronological order, or, may be given in order of comparison or contrast.
    
    
15. Develop a descriptive paragraph with concrete (specific) details. Arrange the details of a descriptive paragraph in coherent order. The details in a descriptive paragraph may be given in chronological order, or, in spatial order.
    
    
16. Develop a narrative paragraph with a brief story.
    
    
17. Develop a persuasive paragraph with reasons. Reasons in a persuasive paragraph may be given in the order of importance. Generally it is better to begin with the least important reason and build up to the most important reasons, thereby providing a solid foundation for a vigorous conclusion. In other cases, where the writer may have one very important reason and several less important ones, it may be appropriate to do just the reverse, that is, to give the most compelling fact or reason first and then support it with the less important details.
    
    
18. Strengthen a paragraph by using linking expressions and connectives which help the reader to follow the line of thought from one idea to the next.
    
    
19. Keep the thought of a paragraph flowing smoothly from sentence to sentence by using pronouns which refer to words and ideas in preceding sentences.
    
    
20. Keep the thought and purpose of the paragraph flowing smoothly from sentence to sentence by the use of linking or transition expressions.
    
    
21. In Standard English, the primary meaning of the word "revision" is " the process of changing something in order to improve it by correcting it or including new information or ideas".
    
    
22. When performing a "revision" of your writing, especially when revising your paragraphs and rewriting each one, it might help you if you learn, and keep in mind, this 11 point Checklist for paragraph revision (i.e. for writing another draft):
    
    1. With regard to the phrasing of the topic sentence, is it concise and directly to the point? Does it make the topic narrow enough?
    
    2. Will the topic sentence arouse the reader’s curiosity? Will it produce agreement or disagreement?
    
    3. Does the paragraph have unity?
    
    4. Have you used good examples, specific facts, sensory details, vivid comparisons, convincing reasons?
    
    5. Does the paragraph have coherence. In what order are the details arranged? Are linking (transition) expressions and other connecting devices used properly?
    
    6. Does the paragraph rise to a climax, come to a conclusion, reach a solution? Does it merit a summarizing, or clincher, sentence?
    
    7. Is the paragraph adequately developed? By what method or combination of methods is it developed?
    
    8. Did you check the spelling of every doubtful word and refer to a list of your own commonly misspelled words?
    
    9. Have you looked for unnecessary words; for trite expressions?
    
    10. Are you confident that the grammatical usage is correct?
    
    11. Have you checked your own "error chart", or earlier compositions, to see that your special weaknesses are not being repeated?
    
    
23. When writing a composition of four or five paragraphs on a certain subject, limit your topic to one part of the subject and in the opening paragraph indicate that limitation by stating, in a clear and definite way, the purpose of your composition, that is, by stating how you intend to treat that topic.
    
    
24. Focusing on a specific part of the overall subject will help you to choose the ideas to use in your composition.
    
    
25. Choose a title for the composition that reflects your purpose.
    
    
26. When planning the composition, prepare a proper heading outline by listing your ideas, and then organize them under a few main headings. When doing so, put the headings in a proper order, and then convert these headings into an outline of topics and subtropics that will be addressed.
    
    
27. Keep in mind good models of five paragraph essays you have previously studied.
    
    
28. If you have the time to revise your composition remember that you want to present it in a neat and attractive form that reflects the thought and care you have devoted to this exercise and performance of your writing skills.
    
    
29. When revising, note the general organization of the composition, its adherence to your outline, the paragraphing, the use of transitional expressions, the divisions of the content into introduction, body, and conclusion.
    
    
30. Consider learning, and keeping in mind, this 8 point Composition Revision Checklist:
    
    1. Does your introduction contain a clear statement of purpose?
    
    2. Does each paragraph have only one main idea?
    
    3. Are the main ideas developed by a variety of methods-factual details, concrete details, examples, reasons, comparisons, contrasts?
    
    4. Do you use transitions to bridge gaps between paragraphs?
    
    5. Is each main idea in the composition related to the topic as a whole?
    
    6. Does your composition follow a logical order of development?
    
    7. Is your final draft free from errors in capitalization, punctuation, sentence structure, spelling, word choice, and grammar?
    
    8. Is your title interesting and suggestive of the main idea in your composition?
    
    
31. In English writing exams, an essay represents an impromptu composition written under time pressure about a specific subject.
    
    
32. When writing the essay answer, everything you have learned about writing compositions in English can be brought to bear during that task. In addition, the following 9 simple hints should be kept in mind:
    
    1. Read the test question slowly and carefully. Watch for key terms used in the question and follow them exactly. For instance (a) compare (find likenesses); (b) contrast (point out differences); (c) criticize (find faults and merits); (d) discuss (examine, analyze carefully, and come to a conclusion); (e) explain (spell out how and why); (f) summarize (condense the main points); (g) trace (give a description of progress, sequence, or development).
    
    2. Plan your time and your answer. Calculate on the basis of the point value of the question and the total time of the test. Jot down your ideas in a simple outline with usually not more than three or four major points. Write down some of the academic vocabulary you think is relevant, that you are quite comfortable using, and that you think can enhance the meaning you want to express.
    
    3. Write with your highest and best level of handwriting, using a dark ink pen. Make your punctuation clear and unambiguous.
    
    4. Single space your paragraphs and double space between paragraphs. Clearly indent each new paragraph.
    
    5. Write a good introductory paragraph in which you refer directly to the question (but do not just simply repeat the question), and state the main point, or thesis, of your answer.
    
    6. Devote one paragraph to each main point, and begin it always with a topic sentence. In this way your main points will stand out to the examiner grading your essay.
    
    7. Illustrate and support what you say by specific details, examples, and references. Examiners will not be impressed by unsupported generalities.
    
    8. Summarize what you have said in a good concluding paragraph, and in doing so, use some fresh vocabulary that has not already been used in the essay.
    
    9. Allow yourself a few minutes to proofread what you have written, checking carefully for spelling and usage errors. If you encounter a mistake, draw a single line through it and write the correction above it. Do not use liquid or tape correcting substances on the paper.
    
    
33. A sample essay of this type might go as follows:
    
    1. First paragraph: Refer to the test question and give a statement of your answer;
    2. Second paragraph: State the first main point followed by supporting facts;
    3. Third paragraph: State the second main point followed by specific examples;
    4. Fourth paragraph: State the third main point followed by specific details;
    5. Fifth paragraph: Summary, using fresh, relevant vocabulary and content that is totally consistent with the earlier content.
    
    
34. In an essay exam question seeking your opinion or views, the essay should be a written statement of your belief about an arguable subject, supported by evidence and written to convince.
    
    
35. Here are 4 groups of suggestions you should remember and consider when writing an opinion essay:
    
    1. Jot down a list of the arguments that support your stand. Cross out any that are self-evident, trivial or irrelevant. The ones that remain should have two genuine sides to them, in other words, they should be issues. You should, if you have time, try to anticipate and refute some of the arguments that are opposed to your view. Aim to convince by using effective examples.
    
    2. Begin your essay effectively. Catch the reader’s interest. State the subject of the argument fairly and clearly. Define any terms likely to be misunderstood. Indicate the issues to be discussed. Consider (if important) the history and significance of the question.
    
    3. Support your point of view with evidence. When you quote from authority, identify the authority. If you cite facts, give the source. When you use an example, do not claim that the one example establishes a general rule. Be logical and fair.
    
    4. Conclude your essay by summarizing your main arguments with fresh language and indicate a future course of action that you might recommend.
    
    
    
36. Mechanics - Capitalization, Punctuation, Spelling.
    
    
37. Capitalization - learn the rules used to individualize what you are writing about.
    
    
38. Punctuation - is needed to improve the clarity of what you mean when you write. There are only two reasons to use punctuation: (1) because the meaning demands it , or (2) because conventional usage requires it.
    Always consider punctuation when you are writing English. Do not overuse punctuation. Too little is better than too much. You need to learn how and when to use these 12 signals to clarify the meaning of your written communications:
    1. Periods
    2. Question marks
    3. Exclamation points
    4. Commas
    5. Semicolons
    6. Colons
    7. Underlining (Italics)
    8. Quotation Marks
    9. Apostrophes
    10. Hyphens
    11. Dashes
    12. Parentheses
    
    
39. Spelling - You can improve your spelling if you really want to and if you are really willing to make the effort. In reality, no one else can help you. Learning to spell is a personal responsibility. Learn to spell through online resources already mentioned to you. Learn the basic spelling rules. Get addicted to English-only dictionaries. In your main English notebooks devote a section to listing words you misspell. Learn to spell words by syllables. Avoid mispronunciations that lead to spelling errors. Learning the correct pronunciation of a word will help you to spell it right.
    
    
40. Holistic Factors - Lexical resources, Dictionary, Grammatical Range and Accuracy, Task Accomplishment, Appropriate Register.
    
    
41. Lexical Resources - The range of vocabulary used in the writing and the precision with which meanings and attitudes can be expressed...the variety of words used...the adequacy and apprropriacy of the words used...the ability to get around a vocabulary gap with no noticeable effect , by rapidly locating and using other words of similar appropriateness... the ability to proofread, detect and repair errors encountered upon revision of the writing. This is sometimes referred to as the ability to repair.
    
    
42. Dictionary - use an English-only dictionary, and an online Concordancer, to help you improve the range and accuracy of your English vocabulary.
    
    
43. Grammatical Range and Accuracy - The range of grammatical resources displayed in the writing...the accuracy and apprropriacy of grammatical resources attempted, the length of sentences...the complexity of sentences...the appropriate use of subordinate clauses...the range of sentence structures used, especially to move elements around for information focus. The number of grammatical errors in a given amount of writing and the communicative effect of error... The amount of comprehension-processing strain caused to the reader by the writer’s unintelligibility, ambiguity, imprecision, self-contradiction, incoherence, inaccuracy, disorganization of ideas communicated... The effect of the writer’s first language upon the second language output. Overall effectiveness.
    
    
44. Task Accomplishment - The extent and degree to which the imposed writing task, the whole imposed writing task and nothing but the imposed writing task, was accomplished within the time limit.
    
    
45. Appropriate Register - The words, style and grammar used in different kinds of writing.
    
    
46. Examples of different registers include, but are not limited to, a letter of condolence, a letter of complaint, an editorial, a no trespassing notice, a letter of invitation, a letter of appreciation, a notice of termination of employment, a certificate of merit, an obituary, a notice of birth, a Last Will and Testament, an indictment, an engagement announcement, an offer of sale, a judicial order, a certificate of merit, a drug prescription, a manual of instructions, a ransom notice, a "Dear John" letter, an accident report, examination instructions, a love letter, an academic thesis, a textbook, a student’s notes, an organizational chart, a dinner menu, a recipe, an autopsy report, a memo of instructions to staff, an apology, an advertisement, a warranty, a ticket.
    
    
47. Each of these and others types of text tends to employ a specific range of words, style and grammar, to communicate effectively in a manner appropriate to the surrounding and accompanying circumstances.
    
    
48. Sensitivity to the techniques of employing appropriate register is acquired through diverse extensive reading, and by continuous writing practice using various types of text in the course of employing English to accomplish various tasks.
    
    
49. That’s it, folks. (Hope these reminders help you !).
    
    
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50. Fair Use Notice
51. Some of the material expressed in this particular blog entry (017), is adapted from descriptions of many standard English grammar rules and composition conventions, such as those found in John E. Warriner’s English Grammar and Composition Fourth Course, 1982. published and copyright 1982 by Harcourt Brace Jovanovich, Publishers. This particular blog entry may contain copyrighted material the use of which has not been specifically authorized by the copyright owner. This material is made available in this blog entry to advance understanding of English grammar and composition conventions among second language learners. It is believed that this constitutes a 'fair use' of any such copyrighted material as provided for in the relevant copyright laws. In accordance with those laws, the material in this blog entry is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. For more information go to: http://www.law.cornell.edu/uscode/17/107.shtml. If you wish to use copyrighted material from any entry or link on this Blog for purposes of your own that go beyond 'fair use', you must obtain prior permission from the copyright owner.

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