A Word Wall For Scientific Vocabulary - 1541 Words

Science Class: A word wall for scientific vocabulary can be created for courses like Chemistry, Physical Science, Earth Science, and Physics core classes. For example, in chemistry a word wall for physical changes, chemical change, and periodic table vocabulary can be constructed by the students. For Physics, words like speed, velocity, kinetic energy, and potential energy can be posted on the wall for a lesson on forces and motion to help facilitate the acquisition of academic terminology for ELL learners in the field of science. Also concepts that are opposite to each other like strong/weak, long/short. Hot/cold, soft/hard, ect. allows students to develop critical thinking skills required for comparing and contract analysis.†¦show more content†¦History Class: Pictures or actual replicas can fortify a timeline for a given period of history. For example, scrutinize a photograph or an actual items from a specific place or time will bring meaning to the ELL learner. I f a video or movie rendition is presented and then a snap shot from the video is affixed to the timeline then the students is to make multiple visual relationship between the video, the picture, and the time in history. English Class: A slideshow or power point presentation can create a visual representation for teaching about similarities and differences between adjectives used to describe people. Or showing pictures of characters in a novel will help the students put an image to a written discretion that may not have been able to create with word only. This can also be used for other aspect within a novel like a setting, plot, themes, and symbols to meet the language objectives and the core content objectives. Small Group Discussion English Class: In a small groups setting, students will be given a stack of text card which have true or false statements on them or I agree/disagree statements. As a group they need to decide if the state if true or they agree with the statement or false or they disagree with the statement. This decision must be supported by evidence or explained and by unanimous otherwise the card will be in theShow MoreRelatedThe Core Content Areas Allows English Language Learners Essay1727 Words   |  7 Pageslanguage learners the opportunity to process the learning objectives presented by the teacher. There are a variety of approaches to teach the English languages while also teaching content material. These strategies include incorporating modifying vocabulary, graphic organizers, cooperative learning, graphic organizer, and modify test and assignments to meet the needs of the English Language Learners (Haynes, n.d., para. 1). The aforementioned strategies can be combined or utilized sep arately in contentRead MoreIs The Bible The Word Of God?904 Words   |  4 PagesIs the Bible the Word of God? 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A freshman at 23 years old, I was required to take the traditional EnglishRead MoreEtymological Survey of the English Word3269 Words   |  14 PagesScandinavian and Norman French borrowings.   1.4 The Renaissance Period 2. Etymology. The English word-stock 2.1 The most characteristic features, of English word-stock 2.2 Words of Native Origin 2.3 Criteria of borrowings in English Conclusion Sources Introduction It is true that English vocabulary, which is one of the most extensive among the worlds languages contains an immense number of words of foreign origin. Explanations for this should be sought in the history of the languageRead MoreI Enjoyed Your Creative Topic Choice1849 Words   |  8 Pagesmore understandable and/or engaging to read? The vocabulary and the overall presentation takes after an adventure novel by including multiple comparisons of practically every process to a war battleground. The comparisons were clever and very effective at communicating complex material in a condensed and efficient manner. Moreover, the vocabulary included is widely varied and very appropriately selected to appeal to the general public. The careful word choice helps give the article a polished and refined

Essay on Atmosphere and Tension in Great Expectations

Atmosphere and Tension in Great Expectations In this essay I am going to write about how Charles Dickens creates atmosphere and tension in the opening chapter, of Great Expectations. Because the audience cannot see what Dickens wants them to, he has to create atmosphere and tension to guide the audience through the incident, as well as hooking the audience by keeping them interested. Dickens intentionally creates that atmosphere because he wants us to feel sympathy for Pip and what he’s going through. And if we care about what happens to Pip we keep interested. Atmosphere and tension set the tone and mood of the book. Dickens begins his book by starting with Pip at the graveyard to create atmosphere and tension, by†¦show more content†¦The sea is then described as â€Å"the distant savage lair from which the wind was rushing†; this makes us see in our minds eye, the wind as a beastly animal because Dickens has used personification to describe the wind. By giving the wind a human quality it gives the implication of the wind being alive which adds to the tension. And because the wind has a living attribute this give us the notion that the weather is attacking Pip and this begins to overwhelm him. Dickens describes Pip like this intentionally, to make Pip seem cold and alone. He describes Pip as â€Å"a small bundle of shivers growing afraid of it all†. The weather seems to have a direct impact on Pips feelings. The reader can relate to the way Pip is feeling and sympathise with pip completely. The situation he is in gives the impression of no redemption. To add tension and atmosphere Dickens describes the convict as â€Å"a man†¦ who shivered and limped†¦ and whose teeth chattered in the head†. This shows us that the weather was so harsh even a man who has been though what he has, could not endure it. As it was written at a time were Prison conditions were very severe, and wearing shackles and hard labour were very common for convicted felons. It gives us an image of a cold and hungry man whose desperation has been magnified by the intensity of the weather. This desperation makes the convict seem even more frightening. And because it is already darkening and cold the convict seems moreShow MoreRelatedThe Opening Sequences of David Lean and Alfonso Cuarons Film Version of Great Expectations1582 Words   |  7 PagesDavid Lean and Alfonso Cuarons Film Version of Great Expectations In this media assignment I shall be analyzing and comparing the similarities and differences of two famous directors film versions of Great Expectations. The two directors are David Lean and Alfonso Cuaron. David Leans version was more popular and well known than Alfonso Cuarons because Lean was the first director to actually direct Great Expectations. This made it more difficult for Alfonso CuaronRead MoreComparing Opening Scenes of Two Film Versions of Great Expectations1060 Words   |  5 PagesComparing Opening Scenes of Two Film Versions of Great Expectations The purpose of this essay will be to analyse and compare two versions of the opening scenes of Great Expectations. The first was produced by David Lean in 1994 and the second is an adaptation produced in 1997 by the BBC. In particular, observation will focus on how effective each is at creating an atmosphere of tension with regards to media techniques, sound effects and other film features. RightRead MoreEssay about Tension in David Leans Great Expectations982 Words   |  4 PagesTension in David Leans Great Expectations In this essay I will be analysing the opening scene of David Leans version of Great Expectations to see how tension is brought to the screen. Great Expectations is a novel wrote by Charles Dickens in 1861 but set in 1812. The film version I will be analysing was produced in 1945. In the scene I will be analysing, it shows a young boy, Pip visiting the grave of his parents. While Pip is in the graveyard an escaped convictRead MoreEvaluation of the Opening of The Ring Essay698 Words   |  3 Pagessupernatural genre. The camera angles, music, sound, tension building techniques and visual effects such as lighting help set the scene. These factors sub-consciously show us it is a horror film and help us understand the main storyline, without giving too much away. It keeps us constantly guessing. By examining these techniques I will attempt to comment on how effective the opening sequence is in establishing the audiences expectations of the horror genre. In a typical horrorRead MoreCharles Dickens: Great Expectations Essay988 Words   |  4 PagesCharles Dickens: Great Expectations Describe how Dickens creates atmosphere and introduces characters in Chapter One of Great Expectations. In this essay I am going to describe how Dickens successfully uses tension and drama to create atmosphere and to introduce his characters status, emotions and identity in the opening chapter of Great Expectations. The central character, Pip, is followed from youth as he makes the journey from poverty to riches and back again asRead MoreIn the opening of the play, how does Miller seek to create an atmosphere of hysteria and tension? Do you find the opening effective?941 Words   |  4 Pagesï » ¿In the opening of the play, how does Miller seek to create an atmosphere of hysteria and tension? Do you find the opening effective? Premiering in 1953, Arthur Miller’s the crucible was a scathing attack on the Communist scare of the era in the guise of a dramatization of the witch hunts that took place in Salem in the 1960’s. Throughout the beginning the play follows how fear of death, The Devil and the unknown causes people to submit to madness and how the sense of guilt could cause themRead MoreComparing Zefferellis Production of Romeo and Juliet with Luhrman Production859 Words   |  4 Pageshow Shakespeare wrote it. This approach clearly portrays the concept Shakespeare is trying to demonstrate and it sincerely aids understanding, as Zefferelli has kept it original. Zefferelli has done a very good creating the right atmosphere as how lifestyle was like in Shakespeares time, this is clearly shown by the Shakespearean costumes worn in Zefferellis production. As Zefferelli uses the commonsensical, original approach, he directs the film using the continuityRead MoreJaws: Shark and Water1699 Words   |  7 Pageswith the main aim being to build up suspense and tension. When making the film Jaws Steven Spielberg had to face the challenging task of translating Benchley’s popular novel into a hit movie whilst still maintaining the suspense created through the many textual devices used by Benchley, such as language techniques and sentence structure. Spielberg managed use different camera angles and shots alongside lighting effects to create atmosphere and tension to pretty much the same effect. In the backgroundRead MoreEssay on A Comparison of The Signalman and The Darkness Out There752 Words   |  4 Pagescompassion for the German pilot.The Signalman and The Darkness Out There are similar and different in many ways, I intend to compare two short stories, and in my comparison I will find the similarities and differences in the setting atmosphere and characterization. The Darkness Out There was set in Britain a 100 years after The Signalman had the same rural setting. The narrator describes the edge of the field, and the flowers, which make the reader, feel engrossed Read MoreEssay about A Comparison of Two Film Openings to Great Expectations1356 Words   |  6 Pagesof Two Film Openings to Great Expectations The story Great Expectations is based in Victorian times and was written by Charles Dickens in the 1860s. This novel which Charles Dickens wrote has been produced as a film one version by David Lean and another by B.B.C. The B.B.C version is the modern version and the version produced by David Lean is the traditional version. I will be comparing these two versions of the openings to Great Expectations. These two openings

chem Essay Example For Students

chem Essay Problem: What substance is must suitable for growing crystals?Methods and Materials:In a jar add to very hot water whichever substance you are workingwith until saturation is reached, in this case Epsom salt, salt, sugar, andbaking soda. Pour the solution off into a clean jar, leaving behind anyundissolved substance. Suspend a thin thread into the center of the jar. Ifyou are using the jar lid, screw it on, this is to control the rate of evaporation. Let sit, then after 15 minutes, swish the jar a bit. Swish it again 15 minuteslater, then one final time an hour later. Set the jar where it wont be disturbed. Depending on the substance used, the crystals should begin to grow in anhour or so, and continue to grow for from a day to several days. -Salt Epsom-Salt-Sugar-Water-Containers-String-Pieces of metal-Bicarbonate of soda (baking soda)Research:A crystal is defined as a solid body bounded by natural plane faces thatare the external expression of a regular internal arrangement of constituentatoms, molecules, or ions. The particles in a crystal occupy positions withdefinite geometrical relationships to each other, forming a kind of scaffoldingcalled a crystalline lattice. On the basis of its chemistry and the arrangementof its atoms, a crystal falls into one of 32 classes; these in turn are groupedinto seven systems according to the relationships of their axes. Differencesin the physical properties of crystals sometimes determine the use to whichthey can be put in industry. In crystals, however, a collections of atomscalled the Unit Cell is repeated in exactly the same arrangement over andover throughout the entire material. Because of this repetitive nature, crystalscan take on strange and interesting looking forms natura lly. When crystals aregrown there is a separating of all the building block molecules into individualunits in water and letting them fall naturally into their appropriate place in therepetitive structure as the water evaporates.

Marijuana (Cannabus) Essays - Entheogens, Euphoriants,

Marijuana (Cannabus) Marijuana (Cannabis) Cannabis sativa, the hemp plant, grows wild throughout most of the tropic and temperate regions of the world. Prior to the advent of synthetic fibers, the cannabis plant was cultivated for the tough fiber of its stem. In the United Stated, cannabis is legitimately grown only for scientific research. In fact, since 1980, the United States has been the only country where cannabis is licitly cultivated for scientific research. Cannabis contains chemicals called cannabinoids that are unique to the cannabis plant. Among the cannabinoids synthesized by the plant are: cannabinol, cannabidiol, cannabinolidic acids, cannabigerol, cannabichromene, and several isomers of tetrahydrocannabinol. One of these, delta-9-tetrhydrocannabinol (THC), is believed to be responsible for most of the characteristic psychoactive effects of cannabis. Research has resulted in development and marketing of dronabinol (Marinol), a product containing synthetic THC, for the control of nausea and vomiting caused by chemotherapeutic agents used in the treatment of cancer, and to stimulate appetite in AIDS patients. Cannabis products are usually smoked. Their effects are felt within minutes, reach their peak in 10 to 30 minutes, and may linger for two or three hours. The effects experienced often depend upon the experience and expectations of the individual user as well as the activity of the drug itself. Low doses tend to induce a sense of well-being and a dreamy state of relaxation, which may be accompanied by a more vivid sense of sight, smell, taste, and hearing as well as by subtle alterations in thought formation and expression. This state of intoxication may not be noticeable to an observer. However, driving, occupational or household accidents may result from a distortion of time and space relationships and impaired coordination. Stronger doses intensify reactions. The individual may experience shifting sensory imagery, rapidly fluctuating emotions, a flight of fragmentary thoughts with disturbed associations, and an altered sense of self-identity, impaired memory, and a dulling of attention despite an illusion of heightened insight. High doses may result in image distortion, a loss of personal identity, and fantasies and hallucinations. Three drugs that come from cannabis--marijuana, hashish, and hashish oil--are currently distributed on the U.S. illicit market. These drugs have not currently been an accepted medical use in treatment in the United States. Today, cannabis is illicitly cultivated, both indoors and out, to maximize its THC content, thereby producing the greatest possible psychoactive effect. Marijuana is the most frequently used illicit drug in America today. The term marijuana, as commonly used, refers to the leaves and flowering tops of the cannabis plant. A tobacco-like substance produced by drying the leaves and flowering tops of the cannabis plant, marijuana varies significantly in its potency, depending on the source and selection of plant materials used. The form of marijuana known as sinsemilla (Spanish, sin semilla: without seed), derived from the unpollinated female cannabis plant, is preferred for its high THC content. Marijuana is usually smoked in the form of loosely rolled cigarettes called joints or hollowed out commercial cigars called blunts. Joints and blunts may be laced with a number of adulterants including phencyclidine (PCP), substantially altering the effects and toxicity of these products. Street names for marijuana include pot, grass, weed, Mary Jane, Acapulco Gold, and reefer. Although marijuana grown in the U.S. was once considered inferior because of a low concentration of THC, advancements in plant selection and cultivation have resulted in highly potent domestic marijuana. In 1974, the average THC content of illicit marijuana was less than 1 percent; in early 1994, potency averaged 5 percent. The THC of today's sinsemilla ranges up to 17 percent. Marijuana contains known toxins and cancer-causing chemicals, which are stored in fat cells for as long as several months. Marijuana users experience the same health problems as tobacco smokers, such as bronchitis, emphysema and bronchial asthma. Some of the effects of marijuana use also include: an increased heart rate, dryness of the mouth, reddening if the eyes, impaired motor skills and concentration, and frequent hunger and an increased desire for sweets. Extended use increases risk to the lungs and reproductive system, as well as suppression of the immune system. Occasionally hallucinations, fantasies and paranoia are reported. Hashish consists of the THC-rich resinous material of the cannabis plant, which

Liberalism and Socialism essays

Liberalism and Socialism essays During the Nineteenth Century different ideologies emerged about politics, freedom, business ownership and life in general. Many events were spurred by clashes between supporters of each idea and these clashes forced many people to step forward and support their beliefs. Two of the main ideas that arose from this time period were liberalism and socialism. The fundamental difference between liberalism and socialism can be understood with a review of the each ideology, the historical events and people surrounding liberalism and the historical events and people surrounding socialism. The basic ideas that founded liberalism and socialism are somewhat contradictory. Liberalism is completely focused upon the good of the individual where socialism is focused on the good of society overall. Liberalism was supported by the middle class as they would receive the biggest benefits from political representation, suffrage, civil liberties and a written constitution to protect their rights. Socialism provided the most for workers regardless of class. This was because socialism called for publicly owned property and an economy handled completely by the government. While both liberalism and socialism showed improvement over the monarchies and aristocratic rules, they were not great solutions to the problems facing Nineteenth Century nations. They were however the beginning of civil rights, equality, welfare, the bill of rights and democracy. Many historical events and people are associated with the development of liberalism. Early liberalism arose from Eighteenth Century enlightenment (Spielvogel 589). As the Industrial Revolution emerged thanks in part to the invention of the steam engine (Spielvogel 555), a large working middle class was created (Spielvogel 589). This working class believed that they should be free and their rights should be protected (Spielvogel 589). Thomas Malthus and David Ricardo were concerned with the size o...

Subject-Verb Agreement for ACT English Tips and Practice

Subject-Verb Agreement for ACT English Tips and Practice SAT / ACT Prep Online Guides and Tips In this article, we shall delve into the fun-filled world of subject-verb agreement on the ACT. Subject-verb agreement questions on ACT English are less common than punctuation questions; however, you can count on having at least a couple of subject-verb agreement on your ACT English section, so understanding this grammatical rule can easily help you improve your ACT English score. While the grammar rule itself is relatively simple, the questions related to it can be challenging and a bit tricky. In this article, I’ll teach you strategies and tipsto become a master of all things subject-verb agreement on the ACT. In this post, I’ll do the following: Give you a clear understanding of subject-verb agreement. Explain why and how subject-verb agreement questions on ACT English can be tricky. Offer general strategies that can help you correctly answer subject-verb agreement questions. Provide you with practice questions so you can test what you’ve learned. Review: Definition of a Subject The subject of a sentence is the noun that corresponds with the verb in the sentence. In a sentence where there is an action, the subject is the noun that does the action. Doer of action=subject. Here's an example sentence: Justin rescued a kitten from a burning building. What is the subject? Justin. Why? Well, he is the hero who did the rescuing. Similarly, in a sentence with a description, typically using a form of the verb "to be," the subject is the noun that is being described. See: Justin is not funny. Once again, "Justin" is the subject because he is the person who is not funny. Now that we understand the concept of a subject, I'll define and explain subject-verb agreeement for you. Explanation of Subject-Verb Agreement Subject-verb agreement is a rule that states that all subjects must agree with their verbs in number. If a subject is singular, then you must use a singular verb. If a subject is plural, then you must use a plural verb. On the ACT, most subject-verb agreement questions deal with verb forms in the third-person singular (he/she/it/one) and third-person plural (they). In the present and present perfect verb tenses, third-person singular verb forms end in an "s." Third-person plural verb forms do not. Look at this incorrectly written sentence in the present tense: The reality television star readbooks. This is the corrected version of the sentence: The reality television star reads books. While you may have intuitively known how to correct this sentence, and you could have relied on what "sounds right," you should understand why the original sentence was incorrect. The subject of the sentence is "the reality television star." She is the person who does the reading. Furthermore, since we're referring to one reality star, the subject is singular. Because our subject is singular, the verb needs to be in the singular form. In the present tense, "read" is plural. Therefore, we need to change the verb to the singular form "reads." Let's look at another example with a plural subject. This is our incorrect sentence: The singers performs bad cover songs. How do we correct the sentence? Like this: The singers perform bad cover songs. The subject is "singers" because they are doing the performing. "Singers" is plural, so the verb should be in the plural form. The plural form of the verb is "perform." This rule may seem rather simple; however, of course, the ACT doesn't want to make life too simple for you. Subject-verb agreement questions on the ACT can be challenging. The sentences will be more complex than the ones above, and the subject-verb agreement errors will not be as obvious. How Are These Questions Challenging? Typically, when you encounter subject-verb agreement questions on the ACT, the subject will not be placed directly in front of the verb.The subject will either be separated from the verb by an interrupting phrase or, in rare cases, the sentence will be inverted and the subject will follow the verb. Here are ACT English tips you can use to identify the traps students fall for. Trap #1: Interrupting Phrases Interrupting phrases are phrases that separate the subject from the verb. These phrases make identifying the subject and determining whether the verb should be singular or plural more challenging. We'll take a look at a couple of types of interrupting phrases. You don't need to know all of the specific grammar terms, but you should understand and recognize the effect they have on subject-verb agreement questions. Prepositional Phrases The most common interrupting phrase that appears on the ACT is the prepositional phrase. Simply, a prepositional phrase is a phrase that begins with a preposition. What are prepositions? Prepositions provide additional details about nouns and often answer the questions "Where?", "When?", or provide descriptive information. Take a look at some examples of commonly used prepositions: http://study.com/academy/lesson/what-is-a-preposition-definition-uses-examples.html On the ACT, prepositional phrases tend to be inserted between subjects and verbs to distract from errors in subject-verbagreement. Here's an example of an incorrectly written sentence using a prepositional phrase as an interrupting phrase: Changes for the new and improved ACT Writing section is going to be implemented soon. First, let's identify the subject. What is going to be implemented? Changes. The phrase "for the new and improved ACT Writing section" is a prepositional phrase that begins with the preposition "for." The prepositional phrase describes the changes that will be implemented. See how the ACT can trick you by putting a singular noun, "section," right before the verb. However, because "changes" is plural, the verb should be in the plural form. Unfortunately, "is" is singular. Here's how the sentence should look: Changes for the new and improved ACT Writing section are going to be implemented soon. So how do you avoid falling for this common ACT trap? Strategy Cross out the prepositonal phrase and the sentence should still be grammatically correct. Additionally, using this strategy will enable you to more easily identify the subject and determine whether there's an error in subject-verb agreement. Always remember that the subject will never be contained within a prepositional phrase. Let's employ this strategy with the incorrectly written sentence above: Changes for the new and improved ACT Writing section is going to be implemented soon. Now that the subject is right in front of the verb, the subject-verb agreement error is much more obvious. The strategy involves three steps: Cross out the prepositional phrase. Identify the subject. Determine if there's an error in subject-verb agreement. Use this strategy and you'll be much less likely to miss a subject-verb agreement question on the ACT. You're welcome. Actual ACT English Example Question Let's use this strategy with an example taken from an actual ACT: First, let's cross out the prepositional phrase. Equipment for both types of kayaks are similar. We're left with "Equipment are similar." Even if the answer is obvious to you at this point, let's go through the remaining steps. The subject is "equipment," which is singular. The verb is "are," which is plural; therefore, there's an error in subject-verb agreement and the correct answer is G. Based on the context of the passage, the verb should be in the present tense. The other types of interrupting phrases on the ACT serve the same function as the prepositional phrase in subject-verb agreement questions. They separate the subject from the verb. Let's take a look at another common type of interrupting phrase on the ACT. Non-Essential Clauses and Appositives Non-essential clauses describe a noun, often the subject of a sentence. They are surrounded by commas and can be removed without creating grammatical errors or changes in the meaning of a sentence. Here's a sentence with the non-essential clause in bold: My sister, who is very social, was elected class president. The non-essential clause is separated by commas and serves to provide descriptive information about my sister. Removing the clause doesn't result in a grammatical error or change in the meaning of the sentence. Check it out: My sister, who is very social, was elected class president. One additional note about non-essential clauses is that a subject-verb agreement error can be contained within the clause itself. Take this sentence, for example: Carbonated beverages, which is delicious, are not good for your health. The verb in the non-essential clause, "is," corresponds with the subject "carbonated beverages." Because the subject is plural, the verb should be in the plural form as well. The sentence should read: Carbonated beverages, which are delicious, are not good for your health. While a non-essential clause usually starts with a relative pronoun (which, who, whose, or where), it doesn't in a phrase known as an appositive. An appositive serves the same purpose as a non-essential clause, but an appositive doesn't contain a verb. Here's a sentence with the appositive in bold: My sister, a very social person, was elected class president. The appositive provides descriptive information about my sister, but the phrase can be removed without changing the meaning of the sentence or creating a grammatical error. How will knowing about these phrases help you answer subject-verb agreement questions on the ACT? Read below to find out. Non-Essential Clauses and Appositives on the ACT Just like prepositional phrases, non-essential clauses and appositives will be placed between subjects and verbs to make it less clear if there's an error in subject-verb agreement. Here's a sentence with a non-essential clause. I've underlined the subject and bolded the verb: My boss, who is extremely kind to his employees, give helpful advice. The non-essential clause separates the subject from the verb. The subject is "boss," which is singular, and the verb is "give," which is plural. There's an obvious error in subject-agreement. The sentence should read: My boss, who is extremely kind to his employees, gives helpful advice. On the ACT, you may encounter a similar sentence. Many students will incorrectly assume that the subject is "employees" because that is the noun closest to the verb. While "employees" is plural, the actual subject "boss" is singular. By correctly identifying the subject, you can avoid being tricked by the interrupting phrase. The method you should you use to avoid being tricked is the same one I taught you for prepositional phrases. Strategy In sentences with non-essential clauses or appositives, always cross out those phrases. Doing so makes it much easier to identify errors in subject-verb agreement. Let's use this strategy with the incorrectly written exmple sentence from above: My boss, who is extremely kind to his employees, give helpful advice. After we cross out the non-essential clause, we're left with "My boss give helpful advice." The singular subject is right next to the plural verb. The error in subject-verb agreement should be obvious. Nice! Actual ACT English Example Question Let's put our knowledge to use. Here's another example from a real ACT: In this example, the non-essential clause is surrounded by dashes, which serve the same function as commas in this sentence. The ACT folks threw in that extra curve ball because they also really like testing your knowledge of punctuation. If we cross out the prepositional phrase "of letters" and the non-essential clause, we're left with "Dickinson's last twenty years reveals." The subject is "years," which is plural, so the verb should be in the plural form. The answer is B. Let's briefly discuss one last type of interrupting phrase you may encounter on the ACT. Essential Clauses with "That" Occasionally, an error in subject-verb agreement will involve a clause beginning with "that." The clause will end right before the verb. For sentences with these clauses, simply use the same strategy we used with non-essential clauses. Take a look at this sentence: A book that has an interesting plot and well-developed characters are fun to read. The essential clause begins with "that" and ends right before the verb "are." Just like we did with non-essential clauses, let's cross out the clause. We're left with "A book are fun to read." The singular subject is now right next to the plural verb. Here's the corrected version of the sentence: A book that has an interesting plot and well-developed characters is fun to read. There's another tactic the ACT uses, though much less common, to complicate basic subject-verb agreement questions. Trap #2: Sometimes the Subject Comes After the Verb In rare instances, the typical word order of a sentence will be altered so that a prepositional phrase appears at the beginning of a sentence and the subject follows the verb. In these instances, it can be particularly challenging to identify the subject and determine if there's an error in subject-verb agreeement. In order to illustrate this point, let's look at an example sentence with the prepositional phrase underlined and the verb in bold: In the trunk of my car resides fifteen empty water bottles. We know that a subject can't be contained within a prepositional phrase. Also, we know that a subject is the noun that's doing the action. In the sentence, what's residing? The water bottles. The prepositional phrase provides information about where the water bottles are residing. Because the subject is "water bottles," the verb should be in the plural form. This is the correct version of the sentence: In the trunk of my car reside fifteen empty water bottles. The correctly written sentence may sound more awkward to you because the singular noun "car" is placed right next to the plural form of a verb. You should focus on the rules and strategies as opposed to just relying on what "sounds right." In extremely rare situations, the subject follows the verb but is not preceded by a prepositional phrase. Check out this sentence: Skipping school is fun, but less fun is its consequences. In this sentence, what is less fun? The "consequences". Therefore, in the second clause, "consequences" is the subject. The verb "is" corresponds with the subject "consequences." Because we have a plural subject and a singular verb, there's an error in subject-verb agreement. This is the corrected version of the sentence: Skipping school is fun, but less fun are its consequences. Is there a way to simplify these types of sentences to help determine if there's an error in subject-verb agreement? Of course. Strategy In sentences in which the subject follows the verb, rearrange the sentence so that it follows the normal structure of subject then verb. Using this strategy will allow you to more easily spot any errors in subject-verb agreement. If you utilize this method in the incorrectly written sentence above, you'd be left with "its consequences is less fun." The plural subject is now right next to the singular verb and the error should be immediately apparent. Now, we'll cover one more unique situation that can complicate the most basic subject-verb agreement questions. Trap #3: Compound Subjects A compound subject is a subject in whichtwo singular nouns are connected by "and."In a sentence with a compound subject, you should use the plural form of the verb. Here's a basic sentence demonstrating this rule: Justin and the ACT are friends. Because the subject is both "Justin" and the "ACT," the verb should be in the plural form. This is a more complicated example in which a prepositional phrase is also placed at the beginning of the sentence: In between the cushions of my couch is change and an old pen. First, let's rearrange the sentence so that the subject comes before the verb. What's in between the cushions? Change and an old pen. So after doing our rearranging, the sentence should read "Change and an old pen is in between the cushions of my couch." The subject is both change and an old pen; therefore, the verb should be in the plural form. This is the corrected sentence: In between the cushions of my couch are change and an old pen. At this point, we're aware of the ways the ACT complicates basic subject-verb agreement questions. We've also learned specific strategies to use when faced with certain types of situations. Here are some general tips to follow to help you correctly answer any subject-verb agreement question you may encounter on the ACT. General Strategies for ACT Subject-Verb Agreement Look for Errors in Subject-Verb Agreement When a Verb Is Underlined If a verb is underlined, make sure there are no errors in subject-verb agreement. Singular and Plural Forms of the Same Verb in the Answer Choices Signal a Possible Error in Subject-Verb Agreement On the ACT, you can often figure out what's being tested based on the underlined phrase and the answer choices. If you see that there are singular and plural forms of the same verb in the answer choices, determine if there's an error in subject-verb agreement. Always Identify the Subject Both subjects of sentences and subjects of clauses must agree with their verbs. For each underlined verb, find the noun that corresponds with that specific verb. Then, determine whether that subject is singular or plural and make sure that the subject and verb agree. The Subject Is Never Part of a Prepositional Phrase Be aware that a subject will not be part of a prepositional phrase. Most subject-verb agreement questions on the ACT separate a subject from a verb with a prepositional phrase. Remember the strategy of crossing out the phrase to aid in answering these questions. Be Able to Recognize the Common Tricks Knowing the common tricks the ACT English section uses on questions that test your knowledge of subject-verb agreement can be helpful. The better you know these tricks, the more quickly you'll be able to recognize them and use the appropriate strategies to correctly answer subject-verb agreement questions. Additional Practice Hopefully, by this point you thoroughly understand subject-verb agreement and how to correctly answer any subject-verb agreement question that may appear on the ACT. I've created some realistic ACT English practice problems to test you on what you've learned. Remember to use the general strategies I referenced above. 1. Beautifully written sentences composed by the prolific and talented author has been integral to his success. A. NO CHANGE B. have been C. was D. is being 2. The size and style of the dress is not to my liking. A. NO CHANGE B. was C. will being D. are 3. The selfish man, who owns five cars and two houses, has been unwilling to give any money to charity. A. NO CHANGE B. were C. have been D. has being 4. Mastery of grammar rules are essential to doing well on ACT English. A. NO CHANGE B. are being C. is D. were 5. Swimming pools that are above ground are often mocked by snobs. A. NO CHANGE B. are being C. is D. will been Answers: 1. B., 2. D, 3. A, 4. C, 5. A What's Next? Now that you're comfortable with subject-verb agreement on the ACT, familiarize yourself with everything that's actually tested on ACT English. You'll probably want to read this article about commas, too. For those overachievers out there, find out how to get a perfect score on ACT English from a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Marketing Research Essay Example | Topics and Well Written Essays - 3000 words

Marketing Research - Essay Example With all of the important steps the research is designed and done accordingly to fetch the ultimate outcome. Introduction: Market forecasting is an important factor to be analyzed by the marketing team of the organization. For any decision the marketing research is very important. Starting from the customer satisfaction to the new product development and new branding strategies; the marketing research is important in all the aspects of marketing. This paper has different chapters dedicated to the thorough study of the marketing research. The importance of the marketing research in the decision making process, the different methodologies and data collection techniques are discussed thoroughly in this particular paper. The aim of this study is to understand the importance of the marketing research in the field of marketing decision making processes and forecasting. The Importance of the marketing research: The marketing research is the specific marketing function which is conducted to get the ultimate support for taking the marketing decisions (Wrenn, Stevens and Loudon, 2006). According to the American Marketing Association the marketing is defined as â€Å"the function which links the consumers, customer, and public to the marketer through information† (Wrenn, Stevens and Loudon, 2006). The marketing research is possible with the specified data, and it is done for some specific reason. It is a very expensive marketing affair. However, the best marketing research does not promise to produce the best marketing decision always. The marketing research specifies the important information to be needed to analyze the situation within and outside the organization. Without the marketing research no product development is possible. The proper marketing research tells the organization what are required to meet the expectations from the market. This is an essential function within the marketing department to simplify the future decision towards the development. Mark eting research is the ultimate option to understand the internal strength of the organizations and also the expected performance from the external environment. This is the quantitative analysis which would fetch the ultimate solutions to the specified problems. The mathematical and the statistical approaches help the marketing research to have the measurable characteristics. Role of marketing research in decision making: One of the main role of the marketing research is to simplify the decision making process in an efficient way. However, the complete marketing research plays two major role in the whole marketing system, and they are; 1. They are the part of the marketing intelligence feedback function, and 2. It provides the ultimate quantitative data to the decision makers to take decision accordingly towards future advancement. The segmentation research and the new product research are the most lucrative field in the marketing for the opportunist marketing managers (McDaniel and Gates, 1998). From customer satisfaction to the brand extension, every step is taken carefully with the suitable marketing research programs by most of the organizations. Satisfying customers is the main motive of most of the organizations in the recent business environment. And, to work according to