...constitutes a "word" involves determining where one word ends and another word begins—in other words, identifying word boundaries. There are several ways to determine where the word boundaries of spoken language should be placed: Potential pause: A speaker is told to repeat a given sentence slowly, allowing for pauses. The speaker will tend to insert pauses at the word boundaries. However, this method is not foolproof: the speaker could easily break up polysyllabic words, or fail to separate two or more closely related words. Indivisibility: A speaker is told to say a sentence out loud, and then is told to say the sentence again with extra words added to it. Thus, I have lived in this village for ten years might become My family and I have lived in this little village for about ten or so years. These extra words will tend to be added in the word boundaries of the original sentence. However, some languages have infixes, which are put inside a word. Similarly, some have separable affixes; in the German sentence "Ich komme gut zu Hause an", the verb ankommen is separated. Phonetic boundaries: Some languages have particular rules of pronunciation that make it easy to spot where a word boundary should be. For example, in a language that regularly stresses the last syllable of a word, a word boundary is likely to fall after each stressed syllable. Another example can be seen in a language that has vowel harmony (like Turkish):[5] the vowels within a given word share the...
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...A word is a unit of language, consisting of many spoken words. A word can occur in a speech, sentence, statement, story, or news. Words give us the ability to communicate. Words have played an important role in our world today. Whether a word is spoken or written, words have the power to change our world. As you improve your critical thinking, reading, and writing skills by looking at the stories, you will understand how words play a major impact. Try and use your words and respond and think critically. You might want to try bringing you own knowledge, opinions, and experiences, and try and relate them to what you are reading. For example, In Mortimer J. Alder’s short story “ How to Mark a Book” he is trying to persuade us to “write between the lines” (Alder 2). When you are reading a story, you are reading between the lines. By reading or writing between the lines, that gives you a better understanding of what the author is trying to tell you. Alder mentions in his text the importance of marking up a book (Alder 9). First it keeps you awake. In the second place, reading if it is active, is thinking, and thinking tends to express itself in words, spoken or written (Alder 9). Finally writing helps you remember the thoughts you had, or the thoughts you expressed (Alder 9). This can relate to responding critically. By marking up the book, this gives you a chance to relate your own thoughts and opinions to the text. Another example of why words have so much power is in Robin...
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...1.33 Cohesion: linking words and phrases You can use words or short phrases which help to guide your reader through your writing, and to link sentences, paragraphs and sections both forwards and backwards. Good use will make what you have written easy to follow; bad use might mean your style is disjointed, probably with too many short sentences, and consequently difficult to follow. Your mark could be affected either way. The best way to "get a feel" for these words is through your reading. Most textbooks and articles are well-written and will probably include a lot of these cohesive devices. Note how they are used and try to emulate what you have read. Do make sure though that you fully understand their meaning: incorrect use could change completely what you're trying to say. Try to use a variety of expressions, particularly in longer pieces of writing. Don't forget "AND"! Two short sentences are often best connected together with this little word. There follows a list of words and phrases that can be used. The list is not exhaustive, and BE CAREFUL: although grouped together, none is totally synonymous. Their position in the sentence can also vary; this is where your reading and dictionary come in. |Listing |Giving examples |Generalising | |first, second, third |for example |in general ...
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...Headwords |Other words in the family. |Definition* | | |abandon |abandoned, abandoning, abandonment, abandons, e.g. |abandon | |abstract |abstraction, abstractions, abstractly, abstracts, e.g. |abstract | |academy |academia, academic, academically, academics, academies, e.g. |academy | |access |accessed, accesses, accessibility, accessible, accessing, inaccessible |access | |accommodate |accommodated, accommodates, accommodating, accommodation |accommodate | |accompany |accompanied, accompanies, accompaniment, accompanying, unaccompanied |accompany | |accumulate |accumulated, accumulating, accumulation, accumulates |accumulate | |accurate |accuracy, accurately, inaccuracy, inaccuracies, inaccurate |accurate | |achieve |achievable, achieved, achievement, achievements, achieves, achieving |achieve | |acknowledge |acknowledged, acknowledges, acknowledging, acknowledgement, acknowledgements |acknowledge | |acquire |acquired, acquires, acquiring, acquisition, acquisitions ...
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...Word basics Word is a powerful word processing and layout application, but to use it most effectively, you first have to understand the basics. This tutorial introduces some of the tasks and features that you can use in all documents. Before you begin ....................................................................................................................................... 1 1. Create a new blank document ............................................................................................................... 2 2. Explore the Word user interface ............................................................................................................. 4 3. Navigate through a document ............................................................................................................... 5 5. Format text ........................................................................................................................................... 9 6. Copy, paste, and drag ......................................................................................................................... 11 7. Change the document layout ............................................................................................................... 14 8. Save a document in a new folder ......................................................................................................... 16 Quick Reference Card ..............................................
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...My Word Family -um Word Family + initial single consonant- sum, yum Word Family + consonant blend- glum, chum Word Family + three letter consonant blend OR consonant digraph- strum Word Family+ inflectional ending- humming Word Family as part of a 2-syllable word- triumph Word Family as part of a 3-syllable word- triumphant Word Family as part of a larger, multisyllabic word- not found For my student, I have chosen to create a phonetic flip chart. He or she will create their own flip chart so that they can have the opportunity to practice while putting it together. As they flip up different tabs on the chart, they will see that they’ve created a new word from our list. This would be a really great tool in working with my emergent reader on the -um word family as well. I have also come up with another method of creating an organizer to help teach my student these words. The organizer I have created is pretty much just like a concept map. The word family, in this case um, goes right in the center of the page. From the center, I have provided pictures that surround the -um family, some that contain -um and some that do not. The student will be asked to color every picture of a -um sound and draw lines from them to the circle in the middle. This helps the student become more familiar with how to recognize the words we have learned while also recognizing words that do not pertain to the -um family. The following text sample was created with the help...
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...Compound Word List #1 A Compound Word is 2 words into 1 word. | | lifetime | elsewhere | upside | grandmother | cannot | baseball | fireworks | passport | together | become | became | sunflower | crosswalk | basketball | sweetmeat | superstructure | moonlight | football | railroad | rattlesnake | anybody | weatherman | throwback | skateboard | meantime | earthquake | everything | herein | sometimes | also | backward | schoolhouse | butterflies | upstream | nowhere | bypass | fireflies | because | somewhere | spearmint | something | another | somewhat | airport | anyone | today | himself | grasshopper | inside | themselves | playthings | footprints | therefore | uplift | supergiant | homemade | without | backbone | scapegoat | peppermint | | | Compound Word List # 2 | | eyeballs | longhouse | forget | afternoon | southwest | northeast | alongside | meanwhile | keyboard | whatever | blacksmith | diskdrive | herself | nobody | seashore | nearby | silversmith | watchmaker | subway | horseback | itself | headquarters | sandstone | limestone | underground | glassmaking | riverbanks | touchdown | honeymoon | bootstrap | toothpick | toothpaste | dishwasher | household | township | shadyside | popcorn | airplane | pickup | housekeeper | bookcase | babysitter | saucepan | lukewarm | bluefish | hamburger | honeydew | raincheck | thunderstorm | spokesperson | widespread | weekend | hometown | commonplace...
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...UPPER- INTERMEDIATE WORD LIST UPPERINTERMEDIATE WORD LIST HEADWORD 1 Abandon 2 Absorb 3 Abuse VERB NOUN ADJECTIVE abandon absorb abandonment abandoned absorbent 4 Account 5 Acquire 6 Adapt abusive accountable COLLOCATION to be forced to abandon to abandon stg completely/entirely to absorb quickly/rapidly to be abused emotionally/physically/sexua lly/verbally to be/become abusive take sth into account bank account to be accountable for sth to make/hold sb accountable to acquire knowledge/skills language acquisition to adapt successfully/well to be adaptable highly/very adaptable acquire acquisition adapt adaptation adaptability adaptable adequacy inadequacy adequate inadequate 7 Adequate/Inadequate 8 Admission abuse abuser accountability account abuse ADVERB admit admission 1 adequately inadequately adequacy of sth to be/seem adequate for sth to admit doing sth to admit that + sentence to admit honestly/openly/freely to refuse to admit to be willing to admit UPPER- INTERMEDIATE WORD LIST 9 Adopt (idea) adopt adopted affair affairs 10 Affair 11 Aim adoption to adopt a baby/child to adopt a new approach aim aim aimless amusing amused 12 Amuse amuse amusement 13 Analyze analyze aimlessly analysis 14 Ancient 15 Anticipate 16 Anxiety 17 Anyhow ancient anticipate anticipation ...
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...A compound word is made when two words are joined to form a new word. Definition In English, words, particularly adjectives and nouns, are combined into compound structures in a variety of ways. And once they are formed, they sometimes metamorphose over time. A common pattern is that two words — fire fly, say — will be joined by a hyphen for a time — fire-fly — and then be joined into one word — firefly. In this respect, a language like German, in which words are happily and immediately linked one to the other, might seem to have an advantage. There is only one sure way to know how to spell compounds in English: use an authoritative dictionary. There are three forms of compound words: the closed form, in which the words are melded together, such as firefly, secondhand, softball, childlike, crosstown, redhead, keyboard, makeup, notebook; the hyphenated form, such as daughter-in-law, master-at-arms, over-the-counter, six-pack, six-year-old, mass-produced; and the open form, such as post office, real estate, middle class, full moon, half sister, attorney general. How a word modified by an adjective — "a little school," "the yellow butter" — is different from a compound word — " a high school," "thepeanut butter" — is a nice and philosophical question. It clearly has something to do with the degree to which the preceding word changes the essential character of the noun, the degree to which the modifier and the noun are inseparable. If you were diagramming a sentence with a...
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...Transition words and phrases are vital to the success of any essay. They are the bread and butter of writing. They are the glue that holds all essays together. Think of bricks building a house without mortar. Lack of mortar would cause the house to fall apart without it. Transitions hold the same importance. We need these words and phrases to join sentences and thoughts together in a coherent fashion. The function and importance of transitions In both academic writing and professional writing, your goal is to convey information clearly and concisely, if not to convert the reader to your way of thinking. Transitions help you to achieve these goals by establishing logical connections between sentences, paragraphs, and sections of your papers. In other words, transitions tell readers what to do with the information you present them. Whether single words, quick phrases or full sentences, they function as signs for readers that tell them how to think about, organize, and react to old and new ideas as they read through what you have written. Transitions provide the reader with directions for how to piece together your ideas into a logically coherent argument. Transitions are not just embellishments to make your paper sound or read better. They are words with particular meanings that tell the reader to think and react in a particular way to your ideas. In providing the reader with these important cues, transitions help readers understand the logic of how your ideas fit together...
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...BASBAS, BEVERLY GARABILES BS Accountancy Journey to the World of Words “Not to know is bad, not to wish to know is worse.” We can relate the proverb above to the significance of knowing something. Something that is worthy to be learned and discovered. Something that takes a very important role in our daily intellectual intercourse. Something that you are actually using as part of your everyday lives but in the end of the day, we’re not even reminiscing all of those if they were used effectively or unconsciously hurt someone’s feelings. ---- “WORDS!” Every word that comes from our mouth is part of our personal and social responsibility as a human. So, with this great accountability we must consider ourselves to be an instrument in studying the meaning of words that we are exploiting every second. Should I say, we must give importance to SEMANTICS which focuses on the relations between signifiers such as words, phrases, signs and symbols and what they stand for or their denotation. The word semantics itself denotes a range of ideas, from the popular to the highly technical. It is often used in ordinary language to denote a problem of understanding that comes down to word selection or connotation. When I was in high school, I had a hard time in choosing the appropriate word for my sentence from a couple of somewhat synonymous words. For me, this is not just an ordinary problem because I am chosen as the editor-in-chief of our school paper and often selected to be the representative...
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...There are a lot of words that come to mind when someone says the word “children”. Some people can narrow it down to a few words and some people could fill up a whole paper with words. The reason is this is because of the different views that people have on children or their past experiences. The first word that comes to mind when I think of the word “children” is the word innocent. The reason why I think of the word “innocent” is because when someone is innocent they are without corruptness of the world and they don’t have any impurities. They are simply someone who hasn’t been influenced by anyone or anything in a negative way. The next word that comes to mind is fun. Most of my experiences when I am around children are fun and exciting. For...
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...The root of why the slang words are created and seem to grow in popularity instantly and, sometimes, die off just as quickly is something that has been studied but a complete explanation for the process is yet to exist. There are many reasons, such as music, politics, and technology that create new slang terms and explain their growth. To analyze some of the reasons why and how specific slang words have appeared and disappeared in American culture throughout the last sixty years, I will interview a person from another generation about their experiences with slang in their time and compare it to my own experience of slang in today’s society. To understand the evolution of slang I interviewed my boyfriend’s dad, Bruce. I interviewed Bruce over...
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...Kacie Kondrotis Professor Goodwin 9/15/14 Words Don’t Mean What They Mean Steven Pinker, a psychology professor at Harvard University, is the author of “Words Don’t Mean What They Mean”. He argues that there are many categories in which people transfer information and progress to settle that relation. He expresses that phrases convey meanings in the context being used and how this can help or decrease communication between humans. Pinker declares that our language is used through many different variations. From “sexual come-ons”(p.113), which note the phrase “would you like to come up and see my etchings?”(p.113) to the veiled threat that is told within a certain set of words. Pinker declares a veiled threat as if a “Mafia”(p.113) guy wants to offer protection and says, “nice store you got there. Would be a real shame if something happened to it.”(p.113) Which then leads Pinker to discuss the reality of “why don’t people just say what they mean?”(p.113) His discussions sum up to the fact that when humans speak to each other it’s because we have some sort of familiarity with them and each sentence you speak “conveys a message and continues to negotiate that relationship”(p.113). Pinker describes it most similar to “ordinary politeness”(p.113) or more clearly written as when we want the salt at dinner. If you want to seem rational and polite you would say “gimme the salt”(p.113), humans change the language to, as Pinker calls it, a “wimperative”(p.113) that creates...
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...Word Association What can It Tell Us about Vocabulary Acquisition ? Robin Russ Introduction Vocabulary is central to communicating in a foreign language. Without sufficient words to express a wide variety of meanings, communicating in a foreign language cannot happen in a meaningful way (McCarthy, 1990). As such, vocabulary acquisition is a primary concern for Japanese foreign language learners, and it is a main focus of their interest and attention. A casual survey of what Japanese university students find most difficult about sustaining even short conversations in English often elicits responses such as “I can't express my ideas” and “I don't have the words”, or self admonishments such as “I was stuck for a word many times” or “I should know more English words”. In spite of having acquired a large English lexis for high school examination purposes, when students are “off the page” and speaking extemporaneously, even about familiar everyday topics, they experience firsthand the limitations of their productive vocabulary. Engaged by a class activity yet restricted by insufficient vocabulary, a common expedient is to revert to speaking in Japanese. How is language organized and what are the mechanisms that allow us to retrieve the words we know immediately and correctly? Psycholinguistic studies have shown that words are not stored in the mental lexicon as single independent items but form clusters or webs with other related concepts so that words acquire their...
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