Sunday, October 30, 2016

Canh Bui's Post Presentation Paragraph

I'm copy/pasting Canh Bui's post presentation paragraph(s) below:
(note: this paragraph may contain errors in spelling and grammar)

" I would like to thank so much  all of you for  your comments.
For the next presentation, based on your comments, I will speak louder, I will make an outline, I will have some pictures for my topic, I will not stay at the same spot, should move a little bit to help the presentation more active, and should smile more too. :)
I 'm also so happy because you like my topic. I always understand that without comments from teacher and all of you, I can not improve my English, so please give me your comment when you can. Thank you all of you again"

Saturday, October 29, 2016

Masooma's Post Presentation Paragraph

I'm copy/pasting Masooma's post presentation paragraph(s) below:
(note: this paragraph may contain errors in spelling and grammar)

"I would like to thank all of you for your feed back.
For my next presentation I would pay attention to the details and expand my presentation."

Sandra's Post Presentation Paragraph

I'm copy/pasting Sandra's post presentation paragraph(s) below:
(note: this paragraph may contain errors in spelling and grammar)

"First of all allow me to express my deepest gratitude for letting me do my verbal presentation when you did, even though I didn't feel good about the fact that I didn't have my flash drive with me.
    I wished that I could had been able to communicate the many reasons why I choose the topic that I did.
 I liked the fact that I'm done. In the future I will be sure to check that I'm prepare for anything that may happen.
    My peers' comments were maybe a little too nice. I wish & need to learn from my mistakes; I know that I make a lot of them. 
Thank for the opportunity to vent. Looking forward to the rest of the presentations."

Friday, October 28, 2016

Souad's Post Presentation Paragraph

I'm copy/pasting Souad's post presentation paragraph below:
(note: this paragraph may contain errors in spelling and grammar)
"about my presentation 
at first i want to thank you and our class for sport and useful advise 
i learned two things :
i have to prepare more next time
i avoid emotion subject special  in this time"

Monday, October 24, 2016

Using Words

www.lextutor.ca

Click on Concordance.
Click on English.
Type the word in Keyword.

Saturday, October 22, 2016

Reading...

https://vk.com/page-25003531_46556296

Post Presentation... Criticism

Think about your presentation...
How do you feel about the way you presented your topic? 
Did you do everything exactly as you had planned?



Read the positive and negative comments you received from your peers.
Think about each comment very carefully.

If you could do your presentation again, what would you do differently?

Write a short paragraph (about 50 words) explaining how you would change things in your next presentation or do things differently if you had the opportunity to do the same one again. 

Then email your paragraph to noosharavaghi@gmail.com
Remember to write "Public Speaking" in the subject line.

I will post your paragraphs on the blog, so pay attention to your writing (spelling, punctuation, sentence structure,...).


Sunday, October 16, 2016

Ignite Talks

http://www.ignitetalks.io/

Presentation Reviews 10/14/16

Good:
clear / loud voice
organized logic
information with reference available to follow
clear / easy to understand
fluent and clear
clear simple sentences
good body language
very clear
clear and brief
useful information
clear voice
interesting topic
good control of voice and tone
good change of tone to express the meaning
complete presentation and explanation
good intonation
good eye contact
good appearance / well dressed / matching colors
simple presentation / easy to understand

Bad:
room too dark / couldn't see presenter's face
no entering statement (introduction?) to start the presentation
didn't walk enough to all sides of the room
pauses "ummm"
too fast
information not deep enough
very fast
too many gestures / distracting
too short
too much movement
not enough examples (experience with students)
lack of examples for each of the seven learning styles
not enough interaction due to darkness of room
no website address
no visual material such as pictures or illustrations
no hook in the introduction
too many big movements / not smooth
distracting body movement / dancing
too dark
not enough details
only hints to learning styles
too many quick movements

Useful Links

#1, #2, and #7
Vocabulary (word list with definition, pronunciation, and example)
https://www.vocabulary.com/lists/184869

Glossary - Comprehensive List of Terms with Definitions
http://www.speaking-tips.com/Glossary.aspx

Build Vocabulary - Avoid Repetition
https://youtu.be/jdGgDEjmGhM
Various Articles (Body Language, Appearance,...)
http://www.speaking-tips.com/Body-Language/
Body Language Expert Mark Bowden
https://www.youtube.com/watch?v=rk_SMBIW1mg
FBI - Body Language
https://youtu.be/qXCns4QiL1Q
Body Language Secrets - Documentary
https://youtu.be/IqsAhmTn7n4

Friday, October 14, 2016

Conjunctive Adverbs

A conjunctive adverb connects two independent clauses or sentences. Other adverbs modify or add to a word, but a conjunctive affects two sentences. The word “conjunctive” comes from the Latin for “join together.”

A conjunctive adverb brings together two complete thoughts. Each clause can stand on its own as a sentence. The first clause is followed by a semi-colon.  Sometimes there is a comma after the conjunctive adverb.
Following is a list of conjunctive adverbs:
also, anyway, besides, certainly, earlier, finally, further, for instance, for example, however, hence, in addition, instead, later, likewise, moreover, namely, next, now, nevertheless, on the other hand, otherwise, perhaps, so, still, then, therefore, thus, and undoubtedly. 
Conjunctive adverbs can be grouped according to function. This may help you understand them a bit better:
  • Sometimes their function is addition, and examples of these would be: “in addition, next, still, also, and again.”
  • Comparison is another way they work, such as words like “also, likewise, and similarly.”
  • Concession is sometimes made with words like “granted and of course.”
  • Adverbs like “although, instead, in spite of, and regardless”, show a contrast.
  • Sometimes emphasis is the function, with words like “indeed, of course, and certainly.”
  • Conjunctive adverbs can illustrate with words such as: “for example, namely, thus, and in conclusion.”
  • Words that summarize include: “all in all, that is, in summary, and finally.”
  • Time can be referred to with these words: “before, meanwhile, furthermore, lately, now, since, and thereafter.”      

Conjunctive adverbs are also called adverbial conjunctions. Here are a few examples to further illustrate what they do for sentences.
  • I wanted to see a scary movie; however, my friend wanted to see a comedy.
  • You need to concentrate on your studies; otherwise, you will fail the class.
  • The thunder and lightning were intense; consequently, the crowd dispersed.
  • He enjoyed getting a new tie; nevertheless, a sports car would have been a better gift.
  • We really need to go to the mall; in addition, we should see a movie.
  • Conjunctive adverbs act like conjunctions; however, they are adverbs. 

Conjunctive adverbs can also function as a regular adverb and modify a verb, an adjective, or another adverb. In this case, they will not need extra punctuation.
Here is an example:
“He was accordingly very interested in jazz.”
In this sentence the word “accordingly” is acting like an adverb and modifying the verb “interested.”
Many times a conjunctive adverb will start a sentence and need a comma after it since it appears before an independent clause. Following are some examples:
  • Therefore, I will eat green eggs and ham.
  • In other words, English is a hard language.
  • Above all, we must try and save the planet.
Remember, adverbs change or modify verbs. Many end with "ly" which makes them easy to spot. Other adverbs, such as conjunctive adverbs may also end with "ly" (such as accordingly) or may not end in "ly" (such as also, next and before)


https://owl.english.purdue.edu/engagement/3/4/76/



Conjunctions and Coordination

This resource was written by Tony Cimasko.
Last edited by Allen Brizee on November 5, 2008 .

Summary:
This resource provides guidelines and practice activities for effectively combining shorter, simpler sentences into longer ones.

Combining Sentences

Writing shorter sentences is an easy strategy for getting your thoughts down fast when you’re writing first drafts, and for avoiding grammar mistakes, but in the end it weakens the effectiveness of your writing.  If you can combine simpler sentences into longer and more complex ones, your writing will have a lot more variety.  It will also help you to communicate more content to your audiences—when you combine sentences, you can efficiently tell your readers about the relationships between different things.

The following will give you some basic information on how to combine sentences, and then you will have the chance to practice sentence combining yourself.

Conjunctions

Conjunctions are simple words that allow you to connect two sentences without having to change any of the words in the original sentences:

and, but, nor, or, so, yet, for

Example:  Maria created a résumé.  She copied it on expensive, high-quality paper.  Her prospective employer was not accepting resumés.

Revision:  Maria created a résumé, and she copied it on expensive, high-quality paper, but her prospective employer was not accepting résumés.

Coordination

These words work in ways that parallel the simple conjunctions listed above, but they are more complex.  The definitions of these words can overlap, so you want to be careful about how and when you use them.
consequently, therefore:  Something happened or something is true because of something preceding it.

Example:  Jonathan read the company website and articles about the company before his interview.  He was able to ask very good questions during his interview.

Revision:  Jonathan read the company website and articles about the company before his interview; therefore, he was able to ask very good questions during his interview.

furthermore, in addition, moreover:  Similar to the word “and,” but with more of a relationship to the first part of the sentence.

Example:  Soo-yeon checked the grammar in her college application essay twice.  She asked her neighbor to check the grammar one more time.

Revision:  Soo-yeon checked the grammar in her college application essay twice; in addition, she asked her neighbor to check the grammar one more time.

however: Just like the word “but,” only for longer sentences.

Example:  Miguel’s car didn’t start this morning.  He got a jump start from his neighbor and was able to make it to his appointment on time.

Revision:
  Miguel’s car didn’t start this morning; however, he got a jump start from his neighbor and was able to make it to his appointment on time.

indeed, in fact:  Similar to the word “and,” but there is a closer relationship to the first part of the sentence, and it extends the information in the first part of the sentence.

Example:  Priya seems to be a workaholic.  She spent the holiday in her office finishing the report.

Revision:  Priya seems to be a workaholic; in fact, she spent the holiday in her office finishing the report.

nevertheless:  Very similar to the word “but,” but the truth of what comes before “nevertheless” is emphasized.

Example:  All his friends have been praising the high quality of service in the new coffee shop for months.  When he went there, the server was quite rude.

Revision:  All his friends have been praising the high quality of service in the new coffee shop for months; nevertheless, when he went there, the server was quite rude.

then:  Something happening in sequence, after a previous event.

Example:  Wenyu carefully reviewed the credit cards offers she had received this month.  She chose the one with the best terms and completed the application.

Revision:  Wenyu carefully reviewed the credit cards offers she had received this month; then, she chose the one with the best terms and completed the application.

 http://writing.wisc.edu/Handbook/Transitions.html



Learning Styles

http://www.learning-styles-online.com/overview/


http://vark-learn.com/

Punctuation

https://owl.english.purdue.edu/owl/section/1/6/

Prepositions

Here are a few links on prepositions:

https://www.ego4u.com/en/cram-up/grammar/prepositions

http://www.englishpage.com/gerunds/adjective_prep_gerund_list.htm

http://esl.about.com/od/grammarintermediate/a/adjective_prepositions_combos.htm

Fragments

Instructor: Mary Firestone
Find out what sentence fragments are and how to correct them. Learn the different ways sentence fragments can happen and how they relate to phrases as well as dependent and independent clauses.

Definition of a Sentence Fragment

Sentence fragments are groups of words that look like sentences, but aren't. To be a sentence, groups of words need to have at least one independent clause. An independent clause is any group of words that contain both a subject and a verb and can stand on its own. For example, 'I like cheeseburgers' is an independent clause.
Sentence fragments never have independent clauses, but instead are dependent clauses or phrases. Fragments can masquerade as real sentences because they begin with a capital letter and end with a period. If you read them more closely, you'll see that fragments don't form a complete thought. A sentence fragment is a little like having only half of the pieces to a puzzle. Without all the pieces, you won't have the whole picture.

Where to Find Sentence Fragments

Sentence fragments usually appear before or after the independent clauses to which they belong. For example:
When we got in the car. We rolled down the windows.
'When we got in the car' is a sentence fragment and a dependent clause. It clearly belongs to the independent clause that follows it and should be rewritten like this:
When we got in the car, we rolled down the windows.
Or like this:
We rolled down the windows when we got in the car.

Subordinators

The sentence fragment 'When we got in the car' also has the subordinator 'when'. Some other examples of subordinators are: 'after', 'although', 'before', 'if', 'since', 'until', 'when', 'where', 'while', and 'why'. Clauses with subordinators can be called either dependent clauses or subordinating clauses, but when those clauses appear at the beginning of a sentence, they should be followed by a comma.

Fragment Phrases

Phrases are groups of words that are missing a subject or verb, or both. Phrases can also masquerade as sentences, like dependent clauses can. Here are some examples.
Here's an example missing subject and verb:
From morning until night.
This fragment can be made a complete sentence by changing it to:
I worked from morning until night.
Adding 'I' as the subject and 'worked' as the verb corrects this fragment and makes it an independent clause and a complete thought.
Here's an example of a missing subject:
Start after the weekend.
This fragment can be made a complete sentence by changing it to:
Classes start after the weekend.
Adding the subject 'classes' corrects this fragment and makes it an independent clause and a complete thought.
Finally, here's an example of a missing verb:
Some girls in the class.
This fragment can be changed to:
Some girls in the class study together.
Adding the verb 'study' corrects this fragment and makes it an independent clause and a complete thought.

Gerunds & Infinitives

http://www.perfect-english-grammar.com/support-files/gerund_infinitive_verbs_list.pdf