...Functional Analysis of Anticipatory ''It'' Lexical Bundles in Political Speeches Abstract This paper investigates a particular structural group of frequent word combinations referred to as ‘anticipatory it lexical bundles’. Lexical bundles are words formed that often co- occur in longer sequences. They are not idiomatic or structurally complete, but the sequences are building blocks in discourse and are so common and recurrent that the readers and listeners should pay much attention to them. The paper aims at showing and exploring structures and functions of the 'anticipatory it lexical bundles' presented in political speeches. This paper adopts Hewings and Hewings's categorization of interpersonal functions of 'anticipatory it lexical bundles'. Furthermore, the present investigation scrutinizes the interpersonal functions of 'anticipatory it lexical bundles' in the discourse of political speeches delivered by British politician 'Margaret Thatcher'. The structural and functional types of 'anticipatory it lexical bundles' found in the speeches under analysis are described and compared. The main finding of this paper indicates that there are two main interpersonal functions of lexical bundles that dominate in this domain: attitude markers and emphatics. 1.1 Lexical Bundles Lexical bundles, as a particular and relatively recent category of word combinations with a possibly formulaic status (Biber and Barbieri, 2007: 263), are coined and...
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...Name:______________________________________________________ Date:_____________ REVIEW FOR PHRASES AND CLAUSES TEST Identifying and Classifying Infinitive Phrases Identify the infinitive phrases and infinitive clauses in the following sentences, and tell how each is used: as a subject, a predicate nominative, a direct object, an adjective, or an adverb. Example: 1. Everyone in the class was eager to learn more about the life of Maya Angelou. 1. to learn more about the life of Maya Angelou – adverb 1. Our assignment was to read I Know Why the Caged Bird Sings. to read I Know Why the Caged Bird sings – noun (predicate nominative) 2. I decided to write a report on May Angelou’s descriptions of her childhood. to write a report on Maya Angelou’s descriptions of her childhood. – noun (direct object) 3. To grow up in Stamps, Arkansas, in the 1930s was to know great hardship. To grow up in Stamp’s Arkansas in the 1930s – noun (subject) 4. Maya Angelou tried to show the everyday lives of African Americans during the Great Depression. to show the everyday lives of African Americans during the great Depression – noun (direct object) 5. To accomplish this purpose meant including many descriptions; one such passage told about the process of curing pork sausage. To accomplish this purpose – noun (subject) 6. Angelou has an extraordinary ability to capture vivid details in her writing. to capture vivid details in her writing – adjective 7...
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...GLENCOE LANGUAGE ARTS Grammar and Language Workbook G RADE 9 Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions...
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...TOEFL Secrets Your Key to TOEFL Success From the desk of Tom Paulson, Director of Test-Taking Strategy at TOEFL Secrets, May 5, 2002Dear future TOEFL Success Story: Congratulations on your purchase of the most advanced test-taking manual for the TOEFL. Notice I did not say study guide- there are plenty of decent study guides on the market, but that was not our objective in writing this manual. Our goal is to seek and exploit specific weaknesses in the TOEFL assessment, and then share those secrets with our customers. Let’s be perfectly honest here- you’ve worked hard enough in the past, and if you want to spend hours in a study guide to boost your score, that’s a great thing to do. In fact, we recommend at least a brief review of some of the better study guides on the market. But that’s simply not enough to do well in the high-pressure high-stakes environment of the test day. How well you do on this test will have a significant impact on your future- and we have the research and practical advice to help you execute on test day. The product you’re reading now is much more than a study guide- it is a tactical weapon designed to exploit weaknesses in the test itself, and help you avoid the most common errors students make when taking the TOEFL. How to use this manual We don’t want to waste your time. This manual is fast-paced and fluff-free. We suggest going through it a number of times, trying out its methods on a number of official practice tests. First, read through the...
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...home after the previous governess died. Douglas begins to read from the written record, and the story shifts to the governess’s point of view as she narrates her strange experience. The governess begins her story with her first day at Bly, the country home, where she meets Flora and a maid named Mrs. Grose. The governess is nervous but feels relieved by Flora’s beauty and charm. The next day she receives a letter from her employer, which contains a letter from Miles’s headmaster saying that Miles cannot return to school. The letter does not specify what Miles has done to deserve expulsion, and, alarmed, the governess questions Mrs. Grose about it. Mrs. Grose admits that Miles has on occasion been bad, but only in the ways boys ought to be. The governess is reassured as she drives to meet Miles. One evening, as the governess strolls around the grounds, she sees a strange man in a tower of the house and exchanges an intense stare with him. She says nothing to Mrs. Grose. Later, she catches the same man glaring into the dining-room window, and she rushes outside to investigate. The man is gone, and the governess looks into the window from outside. Her image in the window frightens Mrs. Grose, who has just walked into the room....
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...character? To what extent is her final protest justified? How do the other characters portray themselves by their attitudes toward the ritual? Mrs. Tess Hutchinson stands out right from the start: she arrives at the lottery late. She explains to Mr. Summers that she was doing her dishes and forgot what day it was. The town treats her lateness lightly, but several people comment on it, “in voices just loud enough to be heard across the crowd, ‘Here comes your Missus, Hutchinson,’ and ‘ Bill, she made it after all.’” (Jackson 501). It is ironic that she is the one who wins the lottery, and is fated to be stoned. So Tess Hutchinson has already been noticed by people as one who is not entirely part of the group. Before the drawing she is friendly with the other women, pretending to be pleased to be present. The very moment that she sees is her family that draws the black dot, though, her egotism is evident. “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!” (Jackson 504). She continues to scream about the unfairness of the ritual up until her stoning. Mrs. Hutchinson knew the lottery was wrong, but she never did anything about it. She pretends as much as she could to enjoy it, when she truly hated it all along. Maybe Jackson is suggesting that the more hypocritical one is, the more of a target they are. Mrs. Hutchinson was clearly the target of her fears. I think sometimes we have no problem remarking on people’s adultery until it is ourselves that...
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...members and the spirited PTA Officers. J & M: ladies and gentlemen, good evening! Welcome to the search for MISS SSG 2011-2012 and the induction ceremony of Tugdan National High School. M: as we commence this momentous event, may I request everybody to rise for a soul warming doxology to be lead by selected students. J: please remain standing for the Philippine National Anthem to be conducted by Mrs. Rachel Fesalbon. M: the world is proud of having its great leaders. From ancient times up to present, good leaders foster the rest of the world to stand firm, to dream big and to take the highest flight man could ever take.. good leaders prepare people to survive the realities of life !ladies and gentlemen, let us hear from our loving Madam Melicia Galicia for her opening remarks. : and at this moment, may I call on Mr. Christian Solidum to introduce the board of judges for tonight’s affair. J: thank you sir! And now let us all welcome our candidates in their production number. J: now, we have the induction ceremony of the newly elected SSG Officers who will be presented by Mr. Randy A. Musa, SSG Adviser and to be inducted by Hon. Herman Galicia, ABC President.. may I request all the officers to come on stage. M: folks, let us be entertained as the selected students set on stage in their modern dance presentation. : thank you guys!! J: ladies and gentlemen, a big round of applause to the candidates in their fashionista...
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...kin31937_ch.02.qxd 10/23/06 2:06 PM Page 11 THESIS SENTENCE TEMPLATES A thesis sentence is a sentence in the introduction that tells the reader what the topic or argument of the essay is. Experienced writers have little difficulty writing thesis sentences. This is because they have read and written thousands of them. You, the emerging writer, don’t have it so easy. So, you have to accelerate the process. You do this via thesis sentence templates. A thesis sentence template is the basic machinery of a thesis sentence, what makes it work. It is like a car minus the hood, the doors, the engine, the side panels, the wheels, and the air conditioner. On that basic structure, thousands of different cars can be built. From a thesis sentence template, thousands of thesis sentences can be constructed. The introduction for any piece of writing is very important. This is where you establish a relationship with the reader. The introduction will always be read, while the body of the paper might sometimes be glossed over (not carefully read) by graders of standardized tests like the SAT® or TOEFL®. ? HOW THE THESIS SENTENCE TEMPLATES WORK Each type of thesis sentence presented in this section is followed by two or three examples of how very different thesis sentences can be written using the template. Then you will write two or three thesis sentences of your own using the template. If you find the template difficult, just do one sentence on your own. But the more you...
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...BUSI - 3004 – 1 Application Week 5 4/03/2013 Head Hunting for Google Google did act in an ethical manner when the company went after the talent of other firms. Going after employees who are already trained and understand the business is key in gaining an advantage over competitors. “Poaching” top talent can backfire if the potential employee being sought after has a contract for a certain length of time or a non-compete clause. This clause makes it difficult for a potential candidate to work for a company that deals in a like form of business. Even though in many places such clauses may not hold up in court it is enough to persuade a person to not take the risk. Existing employees in a relative or like business can be very important in growing a new business. The sought after employee would bring in already “established relationships with customers, suppliers, and channel members” that would help a growing company gain over their competition (Hisrich, Peters, & Shepherd, 2013, pg.424). This is why Google went after top talent like Microsoft’s Dr. Kai-Fu Lee and highly regarded scientist who wanted to leave Microsoft to become president if Google China (Hartley, 2011, pg.107) Going into a competitors turf like Google did with Microsoft shows them that you will not back down from a challenge and that you are willing to take risks to grow the business. The down fall of going after the talent of other companies is that it might interfere with the morale of the...
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...Profile Process Piece: Analyzing the Rhetorical Situation Week 1 Assignment Please answer the following questions in complete sentence and paragraph format. Although this is not a formal essay assignment, please note that proper spelling, grammar, and sentence structure are required. This week’s lecture and Chapters 2 and 3 in your text will help you work through some of the terms within the rhetorical situation. Defining Topic, Angle, Purpose 1. What is your chosen topic? (For example: a profile of Barb Collins, a volunteer at the local homeless shelter; a profile of “Shipwreck Days,” a citywide flea market and festival; or a profile of Burdick’s Grocery, the oldest family-owned business in town.) I am doing a profile on Dale Chihuly, An American glass blower and artist. 2. What unique angle can you present on this topic? (Consider what is new about the topic or what unique perspective can be shared about this topic.) Chihuly’s works are considered unique to the field of blown glass, "moving it into the realm of large-scale sculpture," (Museum of Fine Arts, Boston). 3. What is your purpose for writing? (What do you hope to accomplish? Why are you writing?) My purpose for writing about Chihuly is to give everyone a chance to see what kind of amazing and beautiful art that can be done by someone who is blind in one eye. Analyzing your Readers You will be writing your Profile essay to your local community. Imagine you might submit the Profile to your local newspaper...
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...LOGICAL CONNECTORS Adverb Clauses, Sentence Adverbs, Transitions, Conjunctions and Prepositional Phrases Structural Formulas: Adverbial Clause: ADV + SVO, SVO. / SVO ADV + SVO. ADV + Ving, SVO. / SVO ADV + Ving. Sentence Adverbs: ADV, SVO. / S, ADV, VO / SVO, ADV. Transitions: SVO. TRANS, SVO. / SVO; trans, SVO. SVO. S, TRANS, VO. / SVO. SVO, TRANS. Conjunctions: SVO, conj SVO. Prepositional Phrases: PP + NOUN, SVO. / SVO PP + NOUN. (NOUN= Nouns, noun phrases, pronouns, gerund phrases, noun clauses) TIME: Adv.Cl: Until, Till, Up till, By the time, Before, After, When, Once, The moment, Now that, Immediately, Whenever, While, Whilst, As, Just as, As long as, As soon as, Since, Hardly . . . when . . ., Scarcely . . . when . . . , No sooner . . . than . . . Transition: Beforehand, Afterwards, Later, Later on, Then, Meanwhile, In the meantime, From (now/then) on PP: Before, After, Until, By, On/Upon, Prior to, Previous to, Subsequent to, During, For Other: Preceding, Proceeding, Following, Succeeding / Formerly, The former/The latter CONDITION Adv.Cl.: If, Only if, Providing/Provided (that), On (the) condition that, In the event that, Suppose/Supposing (that), As long as, So long as, What if, Even if, Unless, Whether … or (not), Assuming that, In (the) case (that), Given (that) Transition: Otherwise, If not Conj.: Or (else) PP: In case of, In the event of, If it weren’t/hadn’t been for, But for, Without CAUSE (REASON) Adv.Cl.: Because,...
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...JD Lee FYC 13100 Professor Clauss December 12, 2010 A Writing which is emotional, but not illogical at all In 1963, Martin Luther King, Jr., with other fifty-three black people, marched into downtown Birmingham and protested against the unjust racial segregation. However, all the members involved in the march were arrested. In Jail, as a response to the letter written by the clergymen to stop the black’s demonstration, Martin Luther King wrote “The Letter From Birmingham Jail” back to the clergymen. King’s letter longs for the immediate need for non-violent and direct protest against the unjust and immoral segregation laws. The letter itself exemplifies all the aspects of arguments. However, to be little more specific, King’s effective and brilliant employment of ethos and pathos to persuade the audience plays the major role for his effective and remarkable argumentation in this letter. Effectively and successively utilizing ethos, King succeeds not only in disproving the clergymen referring King and his crew as “outsiders” but also in making his arguments more credible. In “Statement by Alabama Clergymen, April 12, 1963”, the clergymen refer Martin Luther King and other 53 black people to the term, “outsiders.” As a response to this, King starts off with the use of ethos in “The Letter from Birmingham Jail” to acknowledge the audience that he is not an outsider, but one of the clergymen in Birmingham Society. He greets the clergymen with the head of the letter...
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...May I beg that you will write at once to the mother of this unfortunate woman--to Mrs. Catherick--to ask for her testimony in support of the explanation which I have just offered to you?" I saw Miss Halcombe change colour, and look a little uneasy. Sir Percival's suggestion, politely as it was expressed, appeared to her, as it appeared to me, to point very delicately at the hesitation which her manner had betrayed a moment or two since. I hope, Sir Percival, you don't do me the injustice to suppose that I distrust you," she said quickly. "Certainly not, Miss Halcombe. I make my proposal purely as an act of attention to YOU. Will you excuse my obstinacy if I still venture to press it?" He walked to the writing-table as he spoke, drew a chair to it, and opened the paper case. "Let me beg you to write the note," he said, "as a favour to ME. It need not occupy you more than a few minutes. You have only to ask Mrs. Catherick two questions. First, if her daughter was placed in the Asylum with her knowledge and approval. Secondly, if the share I took in the matter was such as to merit the expression of her gratitude towards myself? Mr. Gilmore's mind is at ease on this unpleasant subject, and your mind is at ease—pray set my mind at ease also by writing the note." "You oblige me to grant your request, Sir Percival, when I would much rather refuse it." With those words Miss Halcombe rose from her place and went to the writing-table. Sir Percival thanked her, handed her a...
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...He went to where Miss Mijares sat, a tall, big man, walking with an economy of movement, graceful and light, a man who knew his body and used it well. He sat in the low chair worn decrepit by countless other interviewers and laid all ten fingerprints carefully on the edge of her desk. She pushed a sheet towards him, rolling a pencil along with it. While he read the question and wrote down his answers, she glanced at her watch and saw that it was ten. "I shall be coming back quickly," she said, speaking distinctly in the dialect (you were never sure about these people on their first visit, if they could speak English, or even write at all, the poor were always proud and to use the dialect with them was an act of charity), "you will wait for me." As she walked to the cafeteria, Miss Mijares thought how she could easily have said, Please wait for me, or will you wait for me? But years of working for the placement section had dulled the edges of her instinct for courtesy. She spoke now peremtorily, with an abruptness she knew annoyed the people about her. When she talked with the jobless across her desk, asking them the damning questions that completed their humiliation, watching pale tongues run over dry lips, dirt crusted handkerchiefs flutter in trembling hands, she was filled with an impatience she could not understand. Sign here, she had said thousands of times, pushing the familiar form across, her finger held to a line, feeling the impatience grow at sight of the man...
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...Contact Information for Teaching Staff at Thomas Knyvett College If you email a member of staff please allow 48 hours for a response. If it is an urgent matter please contact a member of the SLT or your son/daughter’s House Leader. Senior Leadership Team Mrs Miss Mr Mr Mr Miss Mrs Mrs Mrs Miss Miss Mr Mrs Mrs Ms Mr Mrs Mrs Mrs Miss Miss Miss Miss Mrs Mr Miss Mrs Miss Miss Mr Ms Ms Mrs Mrs Miss Mrs Mrs Miss Mr Mrs Mr Mrs Mrs Miss Miss Miss Ms Miss Miss Miss Mrs Janise Farrah Andrew Sheldon Chris Freya Claire Valerie Inma Seema Allison Adam Sian Kapila Theresa David Aimi Correen Jackie Emma Tanya Joann Alison Rachel Nick Abigail Wendy Lauren Isobel Andy Megan Mazie Carolyn Priscilla Preetpal Gurinder Sian Emily Steven Christine David Susan Vanessa Hayley Jean Azmari Linda Laura Nicole Hayley Tanya Marillat Thantrey Ward Snashall Bellamy Oliver Parsons O’Keeffe Alvarez Balrai Bates Belbin Bolsh Chalisgaonkar Chambers Chapman Curtis Danks Dillaway Edge Ellis Epps Fairclough Foley Fowler Frith Grantham Jankowski John Knott Lister Lloyd-Smith Manwaring Naicker Nashad Oberai Reeve Razzell Ratsakatika Reilly Retsinas Rowntree Russell Sculpher Semadeni Shikder Strachan Thomas Vernon Warren Zaheer JMa FTh AWa SSn CBe FOL CPa VOk IAL SBa ABa ABe SBo KCh TCh DCh ACs CDa JDi EEd TEl JEp AFa RFo NFo AFr WGr LJa IJo AKn MLi MSm CMa PNa PNd GOi SRv ERa DRa CRe SRe SRe VRu HSc JSe ASh LSt LTh NVe HWa TZa Head of School Deputy Head Assistant Head Assistant Head Cross Phase Assistant Head Partnership...
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