Punctuation Marks in Different Kind of Sentence

Punctuation at the end of the sentence

At the end of a declarative sentence — one-member or two-member — a full-stop (a period or a dot) is placed to denote fall of tone, completeness of the thought, and a pause. For example: “The voice dropped to a whisper”. “He swung round and walked down the road”.

At the end of an interrogative sentence, one-member or two-member – a question mark (an interrogation mark) is put to denote interrogation, request, surprise, rise or fall of tone, and a pause. For instance: “What are you talking about?” “A mutual affec­tion?”

At the end of an exclamatory sentence an exclamation mark is put to denote strong emotion (pain, surprise, delight; strict order), falling tone, completeness of the thought, and a pause: “It’s no good!”, “Silence in the court!”

At the end of an imperative sentence a full-stop is used to denote completeness of the thought, falling tone, and a pause, the mood of the verb expressing inducement, request, order: “Go ahead”. “Look”.

At the end of an incomplete sentence a dash is placed (sometimes two or three) to denote hesitation, faltering speech, incompleteness of the thought, and rising tone: “My brother is a soldier – “No fool like an – ”

At the end of a complete sentence – one-member or two-member – dots are often used to denote implication. The dots are placed before a full-stop or any other punctua­tion mark. For example: “Poor father: Not so big after all – and with no one to look after him … . And every day he had to work and was so tired to be a Mr. Macdonald ..”.

 

Punctuation in the simple sentence: the principal parts

There is no punctuation marks between the subject and the predicate, as they are closely connected, and demand no pause: “With his two very awkward par­cels he strode off to his train”.

Neither is there any punctuation mark between the subject and a compound or double predicate: “The sky shone pale”.

We can note when the predicative is expressed by an infinitive phrase, a comma sometimes precedes it to denote a pause and emphasis. For example: “The question was, how to get the pound a week”.

A complex subject, like a simple one, is usually not set off by any punctuation marks: “There is no use you staying out here to work the farm for Sam”.

A complex subject may have a detached character, so a comma is placed before it to denote a falling tone and a pause: “It’s made quite a difference, your being here”.

In an incomplete sentence, when the predicate or the link-verb is omitted, a comma is placed after the sub­ject to denote implication, a rising tone, and a pause: “I am fond of apples; he, of pears”.

If the predicate consists of two or more modal or auxiliary verbs, or several predicatives, a comma for commas divides them: “Tony must not, should not be ruined through her!”

The subject is often separated from the predicate by introductory words, detached parts of the sentence, de­tached or appended clauses, or by a participial construction, so these words, clauses, and constructions are enclosed in commas (brackets or dashes) to denote their parenthetical character and lowered tone. The same in case of an introductory clause. If an interjection comes between the principal parts, there may be an exclamation mark after it. For example: “Elisabeth Jane, though hungry, willingly postponed serv­ing herself”.

In contracted sentences with two subjects to one predicate there is no punctuation mark between the subjects, if they are connected by a conjunction; there is a comma, if the subject is repeated for emphasis (without a conjunction): “He and Jean wrote cheerfully from the East Coast”.

A contracted sentence containing three or more sub­jects has usually a conjunction before the last one. Commas are placed between the subjects. If a longer pause is neces­sary, or if commas come in between to mark off other parts of the sentence, there is a semicolon. Before the conjunction and before the predicate commas are put as well: “The sworn evidence of six Bolivian muleteers, testifying to the shooting and to its being unprovoked; Hubert’s coun­tering, statement, the exhibition of his scar, his record, and the evidence of Hallorsen, formed the material on which the magistrate was invited to come to his decision”.

The same rule applies to Russian, except that there are no commas before the conjunction or the predicate. If the conjunction is repeated, it is preceded by a comma.

When the subjects in a contracted sentence are in­troduced in pairs, these pairs are set off from each other by double commas: “Cries and confusion, the flashes and reports of pistol shots, and one loud groan, rang in my ears”.

Sometimes the second subject of a contracted sen­tence has a detached, explanatory character, so it is set off by a comma or double commas, in spite of the conjunction ‘and’: “Arguments arose, and shouted speculations”.

In contracted sentences with two or more predicates to one subject there is usually no punctuation mark between the predicates if they are connected by the conjunctions ‘and’, ‘or’, ‘either… or’, ‘as well as’, ‘neither … nor’. If they are joined by the conjunctions ‘but’, ‘nor’, there is a comma between the pred­icates. For example: “His daughter sits down and opens a parcel of photographs”.

If the first predicate of a contracted sentence has dependent words of its own after it, there is usually a com­ma before the conjunction ‘and’ to denote isolation: “He raises his shoe to unlace it, and catches sight of the slippers”.

When a contracted sentence has no conjunction, a comma is placed between the predicates to denote a short pause and enumeration of connected actions. The same in case of a repeated predicate (or a part of the predicate) used for emphasis.

The last predicate is, in most cases, preceded by a con­junction, before which a comma may be put or omitted: “He never talked, never inquired, never suggested”.

In case of a longer pause and weaker connection, there is a semicolon between the predicates of long contracted sentences. Also, when there is already a comma in the sen­tence: “She sweeps a litter of disarranged papers out of the way; snatches a sheet of paper from her stationary case, and tries to write. At the third time she gives it up; flings down her pen; grips the table angrily and exclaims”.

Introduction

The study of modern punctuation is not possible without the knowledge of its origin, evolution, features of the development in languages. The high level of modern philological research, studying the text primarily in terms of communicative language features, does not allow one to limit ourselves to describing the current system of punctuation, or set of rules for the use of punctuation. A simple statement can no longer meet the researcher’s syntax: only careful study of the history and gradual development of English punctuation, revelation of the features of the functioning of the punctuation marks in the course of historical development of language can contribute to a better understanding of the semiotic system. Punctuation is used not only to send a letter to the syntactic relations, but also consciously is used by an author for the transfer of semantic and expressive inflections of speech, providing the expression of a text. Punctuation is an excellent guideline for the reader to help understand the meaning of utterances, and how and what rhythmic-prosodic means of reproduction should be used.

In our research we are going to focus on the use of punctuation marks in English sentences in accordance with their function.

The relevance of this work is due to the fact that the punctuation in the English language is a very problematic part of grammar. In contrast to the Russian language, in English, punctuation is not given proper attention. Many native speakers admit in a letter to such liberties with punctuation marks, that they seem to be unacceptable because of the ignorance of most of the rules of punctuation; there is rapid growth in this kind of error. Nowadays linguists are very concerned about this issue. In this work we examine this from different perspectives.

The purpose of our study is to analyze the role of punctuation in the English language.

The goals of our research are the following:

To find out the causes of problems with punctuation.

To analyze the most difficult area of punctuation.

To reveal the basic rules of punctuation for the most complicated punctuation marks in English.

The object of the work is to study the written speech of native speakers.

Each chapter of our study reveals a certain task. All parts of the research are closely connected and complete each other. The second chapter explains the general rules of punctuation at the end of a sentence, features the use of punctuation marks in the Simple Sentence, in a compound and complex sentences correspondingly, in sentences with subordination and co-ordination.

In the process of our study we used the following scientific methods:

  • description
  • analysis
  • contextual analysis
  • generalization
  • the method of induction, etc.

For our scientific work we used the works and proceedings of L. N. Sklar, V.L. Kaushanskaya, F. Crews, L.Q. Troyka, H. Marius, H. Korder, G. Levin, A. Lunsford and R. Connors.

 

The History of Punctuation

Punctuation marks are symbols that indicate the structure and organization of written language, as well as intonation and pauses to be observed when reading aloud.

In written English, punctuation is vital to disambiguate the meaning of sentences. For example, “woman, without her man, is nothing” and “woman: without her, man is nothing” have greatly different meanings, as do “eats shoots and leaves” and “eats, shoots and leaves”. “King Charles walked and talked; half an hour after, his head was cut off” is less surprising than “King Charles walked and talked half an hour after his head was cut off”.

The rules of punctuation vary with language, location, register and time and are constantly evolving. Certain aspects of punctuation are stylistic and are thus the author’s (or editor’s) choice. Language forms, such as those used in online chat and text messages, may have wildly different rules.

The first writing systems were mostly logographic and/or syllabic, for example Chinese and Maya script, and they did not necessarily require punctuation, especially spacing. This is because the entire morpheme or word is typically clustered within a single symbol, so spacing does not help as much to distinguish where one word ends and the other starts. Disambiguation and emphasis can easily be communicated without punctuation by employing a separate written form distinct from the spoken form of the language that uses slightly different phraseology. Even today, formal written modern English differs subtly from spoken English because not all emphasis and disambiguation is possible to convey in print, even with punctuation.

Ancient Chinese classical texts were transmitted without punctuation. But by the Song dynasty, addition of punctuation to texts by scholars to aid comprehension became common.

The earliest alphabetic writing had no capitalization, no spaces, no vowels and few punctuation marks. This worked as long as the subject matter was restricted to a limited range of topics (e.g., writing used for recording business transactions). Punctuation is historically an aid to reading aloud.

The oldest known document using punctuation is the Mesha Stele (the 9th century BC). This employs points between the words and horizontal strokes between the sense sections as punctuation.

The Greeks were using punctuation marks consisting of vertically arranged dots – usually two (cf. the modern colon) or three – in around the 5th century BC. Greek playwrights such as Euripides and Aristophanes used symbols to distinguish the ends of phrases in written drama: this essentially helped the play’s cast to know when to pause. In particular, they used three different symbols to divide speeches, known as commas (indicated by a centered dot), colons (indicated by a dot on the base line), and periods or full stops (indicated by a raised dot).

The Romans (circa the 1st century BC) also adopted symbols to indicate pauses.

Punctuation developed dramatically when large numbers of copies of the Christian Bible started to be produced. These were designed to be read aloud and the copyists began to introduce a range of marks to aid the reader, including indentation, various punctuation marks and an early version of initial capitals. Saint Jerome and his colleagues, who produced the Vulgate translation of the Bible into Latin, developed an early system (circa 400 AD); this was considerably improved on by Alcuin. The marks included the virgule (forward slash) and dots in different locations; the dots were centred in the line, raised or in groups.

With the invention of moveable type in Europe began an increase of printed material. “The rise of printing in the 14th and 15th centuries meant that a standard system of punctuation was urgently required.” The introduction of a standard system of punctuation has also been attributed to Aldus Manutius and his grandson. They have been credited with popularizing the practice of ending sentences with the colon or full stop, inventing the semicolon, making occasional use of parentheses and creating the modern comma by lowering the virgule. By 1566, Aldus Manutius the Younger was able to state that the main object of punctuation was the clarification of syntax.

By the 19th century, punctuation in the western world had evolved “to classify the marks hierarchically, in terms of weight”.

The standards and limitations of evolving technologies have exercised further pragmatic influences. For example, minimization of punctuation in typewritten matter became economically desirable in the 1960s and 1970s for the many users of carbon-film ribbons, since a period or comma consumed the same length of expensive non-reusable ribbon as did a capital letter.

Having studied the history of the development of punctuation, we have come to the conclusion, that the way of punctuation was very diverting and complicated. Some scientists suppose that we have no new information for its progress, others disagree with it. But we consider that this branch of grammar can be developed. It can change its structure, may alter its constituent parts. We suppose whether to use or not depends on the style of a language, the situation and interlocutors.

Visual argument essay examples

We live in a society that is increasingly focused on visual, not verbal. For many people the main source of information and entertainment is the TV. The average viewer looks at, annually, approximately 30,000 commercials. In each of them before him, trying to convey the same idea whatever your problem (dandruff, dirty sink in the kitchen or excessive obesity), you can buy an item which will solve it (Postman & Powers, 1992). Many of the advertising messages intended to persuade the consumer, presented in the form of visual images, accompanied by dialogues, which are of secondary importance.

What is visual argument?

Visual images play an important role in magazines, Newspapers, video games and message boards. Their influence is particularly difficult to assess because it is often very thin. Take the example of cigarette advertising. Smoking is associated with beauty, glamour, youth, health and popularity (Kidd, 1991). In the visual advertising of cigarettes popular subject is horses and nature. Beautiful and happy people smoke and enjoy life.

Horses represent power and unfettered independence they like people who don’t falter the fact that Smoking leads to many diseases. Through careful market research highlighted the market segments of buyers of cigarettes and are developed is addressed to each segment; for example, young women with education above school who wear jeans and have a working profession. The images used in this advertisement to be very different from images.

Pig-like man surrounded by gold, were supposed to represent the capitalist. This image was widely distributed in the years when the Soviet Communists had to support the idea that “capitalism is evil”. American poster wartime (1942) depicts an evil, scheming the Japanese and the Nazis, which close to capture the United States, although the U.S. has never been in danger. Soviet recruiter invites everyone to join the fight for a great cause. He has the same pose and facial expression as the recruiter with the American poster who told us that “we need uncle Sam”.

Effective visual arguments

Intended for more educated women they are portrayed Smoking while talking or reading.

Visual images used in political campaigns. Consider the description of commercials used in the election campaign for Governor of California. The Republican Wilson, who served as the Governor was portrayed visual arguments in advertising as a leader, which is not to be blamed for the problems in California, Democrat brown has presented himself in human form, able to brilliantly solve all the problems of the state of California.

Television commercial brown of California presents black and white scenes, depicting the decline of urban life, and only he shot brown in color. And Wilson, by contrast, shows a scene of constant violence and covert gang of illegal immigrants, and only the sad face of Wilson expresses concern about these serious problems.

Visual arguments examples

Visual images can have a powerful influence on public opinion and policy. Who can forget the faces of starving children from Somalia, which eloquently argued the urgency of the U.S. troops to save them from harm?

And who can forget the picture, as the body of a dead American soldier dragged through the dusty streets of Somali city the movie that made us hurriedly leave Somalia? What if we showed the other pictures? Suppose that instead of a dead peacekeeper, which dragged through the streets, the media would show us how Somalis receive food and clean water these people managed to survive thanks to the peacekeepers. The scenes that we are shown, have a profound effect on our thinking.

Visual arguments ideas

Presents some of the old propaganda posters that were popular in the early and mid XX century note the image of the fat capitalist. The authors specially made his appearance repulsive his pig-like face and bulbous body, a sea of gold around him indicates that he is interested only in material wealth. Compare this poster with the American poster from the Second world war, which depicts the dangerous and comical face of our enemies. Notice how close they are to US. See also the man who urged the to enlist volunteers in the Soviet army, pointing a finger personally to each. Compare it to posters that were popular in the U.S. around the same time, when we all knew that “you need uncle Sam”.

Verb Forms: Nuanced Explanation

Did you know that ‘swum’ and ‘swam’ are both correct forms of the verb ‘swim’? This article explains how to use irregular verbs, such as ‘swim’, correctly as their role in a sentence changes.

This article explores the tricky transformations of verbs as they move from plain form, to past tense form, to past participle form. In the final instalment of this series, we will also cover the present participle form of verbs.

Past Participle Form

When the verb appears with (and after) the verb to have or to be, it takes what is called past participle form. It gives the verb a passive voice.

Regular Verbs in Past Participle Form

Regular verbs have the same form in past tense and past participle form. The plain form ‘walk’ becomes ‘walked’ in past tense and past participle form. You notice that in past participle form ‘walked’ needs a preposition — you have to be walked somewhere:

Past tense form is I walked; I have walked; I had walked.

Past participle form is I was walked to (the shops); I will be walked alongside (the river); I am being walked over (the bridge).

Irregular Verbs in Past Participle Form

Some irregular verbs take the same form as their past tense form. The plain form ‘buy’ is an irregular verb that becomes ‘bought’:

Past tense form is I bought; I have bought; I had bought.

Past participle form is I was taught (by a teacher); I will be taught (on Wednesday); I am being taught (about Ancient Greece).

You will notice the need for prepositions again. In the above example, they are ‘by’, ‘on’ and ‘about’ respectively.

Some irregular verbs undergo another transformation from their past tense form. ‘Sing’ is an example of this transformation; watch it go from plain form to past tense to past participle form below:

I sing on TV; I sang on TV; I have sung on TV before; the song was sung on TV.

Here are some more examples:

  • I write the words; I wrote the words; I had written the words; the words had all been written before.
  • I forget the words; I forgot the words; I had forgotten the words; the words had been forgotten.
  • I break the back of it; I broke the back of it; I had broken the back of it; the back of it had been broken.
  • I sink the boat; I sank the boat; I have sunk my boat; the boat was sunk.

Now I return to the example we started this article with: what about ‘swim’, ‘swam’ and ‘swum’?

I swim in the pool; I swam in the pool; I have swim in the pool many times; the pool has been swum in.

We hope this article has been helpful in explaining the tricky transformations of irregular verbs.

University Tips for First Year Students

Roving reporter Grace looks back at her first year of tertiary study and shares what she learned from it.

Male student stands in front of a university building. A lot of you are probably going to experience your first year of university this year. Whether you’re from inner city Melbourne or from the middle of nowhere, it doesn’t matter. Wherever you’re from, you’re probably feeling somewhere between being incredibly nervous or extremely excited.

Well, lucky for you I’m here to give you a few tips about your first year at university and how to survive it without running yourself ragged.

  1. It isn’t like high school!

You’ve probably heard this one before, but you really need to emphasize just how true it is! No one’s going to be calling home if you don’t show up – you have to get your butt in those lecture seats yourself!

All of your study is going to be more self-driven than ever before. No one’s going to give you reminders about homework (unless you have a particularly kind tutor). For some good studying and motivation tips, check out our Studying Tips & Resources section.

At university and TAFE you’re in charge of your own learning, and you’re only going to get out as much as you put in. You’re also going to have a lot more free time, but that doesn’t mean you can just slack off! Which brings us to…

  1. Use your breaks wisely!

In your first year at university you’d only have four days a week of classes. Out of those four days, only two of them had classed for the entire day, and even then it was a late start. You might think to yourself, “Gee! That’s a lot of free time! You could spend it catching up with friends, going shopping, doing whatever I want!” Well, not quite.

Balancing your free time between work, study and your own “me” time isn’t as easy as it sounds. University requires a lot more study than high school, and there are a lot more homework assignments.

If you have a break in between your classes, it might be a good chance to grab a bite to eat, grab some coffee and take a look at your textbooks to pass the time. The earlier you get things done, the more time you’ll have to yourself later! You’ll also stress out less, rather than realizing you have five assignments due the next day!

  1. Get involved in O Week!

O Week isn’t all about partying (surprise!). It’s also a chance to get to know your new environment. Your university should have all kinds of information set up about clubs and facilities, and also some general need-to-know things about how your new school operates.

O Week is a great time to ask any questions you might have, because if you don’t ask, you’ll never know!

You should also check out the student clubs so you can meet a few people with similar interests. Having a few friends never hurts. And, of course, make sure to check out every last stall, because there are plenty of giveaways to be found at O Week! Hey, you might not need it, but it’s free!

Not to mention there will be a lot of great deals and discounts for other things on offer, like cheap gym memberships and textbook discounts, so keep an eye out!

  1. Eat properly

A lot of the time, you would be too busy studying or doing homework to sit down and have a proper meal. Did you ever regret that later on!

It’s impossible to concentrate on an empty stomach, so remember to always get something to eat whenever you’re starting to feel hungry. Keep in mind that the food at university can be a little on the expensive side, so try throwing in a vegemite sandwich every other day so you don’t burn a hole in your wallet!

It may seem a little cheesy, but a good diet is the best way to stay focused in class. Most importantly, don’t forget to keep a bottle of water with you during the day so you can keep hydrated, too!

  1. Don’t Be Afraid to Ask for Help

Your lectures may seem pretty intimidating, with hundreds of people all sitting in the one room, but your lecturers and tutors all understand how intimidating it can be, because at some stage they were first-year students themselves.

Never hesitate to ask if you need to know something or if you need something repeated. And if you ever get lost or aren’t sure where to find something, just ask a fellow student where to go! The worst thing they might say is, “I’m not sure.”

  1. Get yourself out there!

University can be a pretty lonely place if you don’t make the effort to get some new friends, so join some clubs! Talk to the people in your tutorial! New friends aren’t going to just fall into your lap.

University or TAFE campuses are huge places with thousands of people, which can be incredibly intimidating, but sometimes it pays to go just that little bit out of your comfort zone. You might just wind up with a new best friend! Or a group of them, if you join a club.

There are all kinds of clubs and societies, from chocolate appreciation clubs to bushwalking societies, depending on your university, so make sure to check your university or TAFE’s website to see what they have to offer!

  1. Don’t forget to check the bulletin boards!

Somewhere in your university – or maybe in several places – will be a bulletin board. Students will put up all kinds of messages here, offering second hand books and cheap accommodation, or announcing events, gigs and special lectures. Take advantage of this and always be on the lookout for a good bargain or maybe an interesting event.

Just make sure you check it often, because if it’s a good bargain you might miss out if you’re not quick!

  1. Take some time to learn where everything is

Make some time to come in on a day when you don’t have lectures, or maybe just come in early or stay late. However you manage it, it’s worth taking an hour to just walk around campus.

Get to know where everything is: the offices, the best places to eat, the lecture halls… make sure you know where you need to go.

There will be guided tours of your campus during O Week, but in case you miss out, exploring things yourself is always a great idea!

  1. There is no dress code!

You don’t need a university form to go to university or TAFE – you can show up wearing whatever you want! Maybe for a while you might dress to impress, but the real key is comfort.

You’re probably going to be on campus all day, so would you rather be wearing impractical shoes or comfy sneakers? Just wear what feels good!

Remember, though – it’s good to check if there’s anything specific you need to wear for certain classes, like closed-toe shoes or sports gear. Otherwise, anything goes!

  1. The library is amazing

Seriously, it is. Don’t doubt the power of the library, especially a university library. Stumped on an assignment? Not sure where to go next? Or just want to kill some time? University libraries are amazing resources and should be utilized as often as possible.

Your university library will have heaps of books for whatever subject you need to study, and will be open all day. If you’re not sure how to find what you’re looking for, though, remember point number 4 and ask one of the librarians for help.

If you want to turn your distinctions into high distinctions, the library is the place to go!

Make the most of it!

Keeping these sorts of things in mind as you find your way around your new campus and learn to manage your new study load will help to make your transition into tertiary education a happy and exciting one.

We’re not saying that university or TAFE is a piece of cake, but if you’re willing to seek advice and take advantage of all the resources at your disposal, you’ll definitely be able to look back on your first year of university or TAFE as a good one.

How to study in college

First, you need to go to lectures and seminars. It seems obvious, but since universities are not always the students watched as the school, might be tempted to just skip a few. In addition, the student will miss the material, there is also a second problem – the more he misses, the more he wants to miss.

Find out why you training program needs a particular item. The first lecture on the subject – a great reason to ask such a question, especially because often the first lectures on subjects – introduction. Sometimes it may seem that teaching a subject you don’t need, because right now you don’t see from him and the teachers didn’t tell you. Ask. As a rule, it appears that the items on the first course seemed to be unnecessary, on the third course are very necessary, but absolutely not learned.

How to pass college classes

In the introductory lectures give a list of references – write it down. Sometimes given a choice of a few books – do not be lazy to browse a few and to understand in which the author presents the most clear specifically for you. Sometimes, it might well be that some topics are good in one book, and others in another. Do not be lazy to take in the library of all that is on the list given by the teacher.

Lectures and seminars should take notes. Even if the lecture is boring, you still need. Notes it is useful to keep different colors of pens and markers, make notes, if somewhere during the lectures is not clear and it is impossible to clarify immediately – note to return to this issue (to return to this question after lectures or for consultations before the exam when you suddenly find that you have a lack of material on some ticket).

If you miss a couple, it is very useful to rewrite (hands to remember and not easy to scan, as some do) someone else notes, it is desirable to take it from the man who outlines well, and he, not rewrites of someone, missing information due to laziness and the thought that it is not useful.

If you have after the lecture questions, for example, because some of the material you still don’t understand, it is very useful to come with these questions to the lecturer. It is an ace method. Perhaps not all teachers will be happy about this, but I personally such did not meet. Usually they are happy to answer questions and in other words you can explain something especially for you (or at least say where you can read the alternative presentation of material). This approach has another bonus: first, the teacher remembers you, and secondly, he also remembers what you learn, not sit on a couple of social networks, and therefore, he is not just talking for almost half an hour. This could be a nice bonus on the exam if you submit you will to him.

How to study for a test in college

This also seems obvious, but you need to do homework, if any. Homework is not only a way of usurping time student, but part of learning is you repeat the material, which took place in the University, and almost it is used. Because it often happens that while the teacher says – everything is clear, and when I need to repeat myself – nothing is clear . This is a great way to deal with the material and “fill the hand”.

It is important to understand that the University education involves a significant amount of time spent by the student for self-study and study material. With this we can agree, we can disagree, but to change it you probably can’t, so it’s reasonable to consider this fact and adapt to it.

In the Evening after the lecture (or coming home) go through your notes again.

Not just because you’re so boring and you have nothing else to do, but because there are so called curve of forgetting (based on it even has a special program for learning words). The point is that for a good memorization of information is better to repeat after a certain period of time. You spend half an hour or an hour, but will save you a lot of nerve cells in the exams (but perhaps this information will come in handy at work).

Prepare for the session in advance. Among students there is a certain mental virus – an idea of “typical student” who scored all semester to study, and teaches the whole course the night before the exam. Try not to be a typical student, because this student very likely will forget all as soon as I walk out the doors of the auditorium where the exam.

If you study well during the semester, for you the session will not be so stressed like the others. Distribute training, eat properly and get enough sleep (sleep is very important for learning, and not only during the session, because during sleep the brain organizes the knowledge).

How to become a better student in college

Some teachers say that if you studied in a semester, to prepare for the session you didn’t have to because you already know that will pass. Their words sound like a mockery, but a certain logic in this.

Try to choose topics term papers and dissertations so that they get really interesting (and even better, had professional practical application). If you have a topic that you are very interested in, then you can do some course on the subject, developing it, and based on their diploma. This diploma will be much more interesting and useful for you personally. And to protect the rich degree, not a dummy, is much more interesting, more pleasant and even easier.

Choosing of the supervisor, try to choose someone who really understands your topic. Consult with senior students – they will discourage you from leaders who can create problems for you in the power of capricious nature and tyranny.

Do coursework and diplomas in advance. Don’t go on about the majority that makes the diplomas and course at the last moment, or even download and ruled under him. It’s all the same “typical students” and it is never an effective approach to learning. Besides, it is unlikely you will pass the check standards (requirements for registration) the first time.

Defense work, too, in advance. Make slides, handouts, outline of the report. Plan and rehearse if necessary. Ask the students and teachers about how to better organize the report.

Of course the third try to find some internships, part-time job or internship. This will help you avoid known issues, which many graduates “without experience do not take and experience available elsewhere”. The solution is simple – the course on the third start to pass free training in companies specialty. So you will get the same experience, but at the same time check whether you have correctly chosen profession and specialty, and if you have not guessed, it will be time to adjust.

College studying hacks

Internships are often not paid because the student brings not so much good as it seems. It should be taught, it must be disciplined, for him to double-check and sometimes to correct. So the benefit that the company gets from your work, for the most part offset by the work that you need to make other employees to accompany. However, sometimes internships are paid, and (though rather symbolically).

It may be very disappointing to be stuck at work during the summer or after steam, while your classmates will have fun, have fun, hang out, and maybe even laugh at you. Don’t despair – soon after the release you will understand that you did everything right and used all available forces and the time.

Separately to say about fellow student studying hard. You will give them 5-6 years and they for this time will be your environment, it will not affect you. University friends can help you during and after graduation (in part, this strong Ivy League in the US – where some of your classmates will be a lot of future politicians, successful professionals, entrepreneurs), and can just be daunting.

If your flow many of those who enrolled in your specialty because they like it and interesting, it is likely that these people will try to study well, will be “in the know”, and communicating with them, you will develop and grow professionally, “reaching” for them. If you stream a lot of those who entered the profession because I had somewhere to go, and you do easily, then they are unlikely for you high level you will reach. They can be fun after pairs (and often in pairs), but it is unlikely they will help you to study effectively at University.

Success! And remember that perseverance and hard work the University has never stopped anyone. You can spend these 5-6 years for nothing (and to join those who rants about the meaninglessness and futility of higher education), and can lay the Foundation for an interesting and successful career. If you learn, and no slacking now, even the absence of your alma mater in the list of top universities will not be for you a serious obstacle. And if you pull, even the best teachers in the best University is unlikely to help.

The MBA Business Qualifications

When enrolling in the Australian Institute of Business MBA program, many students do not realize that the degree actually comprises two post-graduate qualifications, in addition to the MBA. These qualifications are represented as stages of the MBA but are milestones in their own right. They are the Graduate Certificate in Management, the Graduate Diploma in Management and the Master of Business Administration. This stage-by-stage structure of the MBA allows a milestone to be achieved every four subjects which students can use to advance their career. If you would like to learn more about each of the qualifications, see below.

Graduate Certificate in Management (GCM)

Awarded after the completion of only four subjects, the Graduate Certificate in Management is the first step towards the prestigious MBA. Listing the qualification on your resume and LinkedIn profile shows that you are well on track to achieving your MBA, and have successfully completed the first stage. As the Graduate Certificate in Management is a postgraduate qualification, it is a higher level qualification than a Bachelor degree. It also reinforces that you have already gained a great deal of knowledge, which can now be applied in a practical sense in the workplace. These skills include those that are necessary to manage real-world business situations at both operational and strategic levels.

At AIB, the Graduate Certificate in Management is comprised of four core subjects that all students must complete to achieve their MBA. These four subjects come from a list of seven core subjects. They are: Leadership, Marketing Management, Strategic Human Resource Management, Operations Management, Corporate Governance, Financial Management and Strategic Management.

Graduate Diploma in Management (GDM)

After the completion of 8 subjects, being the remaining three core subjects and an elective, students are eligible for the Graduate Diploma in Management. A prestigious qualification within itself, this milestone represents that the student is only a short time away from achieving the MBA. The Graduate Diploma in Management explores strategic business and management skills and knowledge in greater breadth and depth. Some students find that following the completion of this stage is the perfect time to take a short break from study to recharge and prepare for the final three subjects and MBA project.

It is during this stage of the program that students confirm whether they will specialize their MBA, and if so, which specialization they will pursue. At AIB, specialization options include Entrepreneurial Management, Finance, Logistics and Supply Chain Management, Human Resource Management and Marketing Management. If a student chooses not to specialize their degree, they will choose four elective subjects from the aforementioned disciplines, one of which is completed in the Graduate Diploma stage.

Master of Business Administration (MBA)

Now for the one we have all been waiting for – the MBA. Whether you are looking to improve your professional credibility, grow or start a business, change your career path, increase your salary or just get qualified – the MBA is certain to contribute greatly.

The final stage of the journey, the MBA, is made up of the remaining three specializations or elective subjects and the final project. For the project, students identify an appropriate workplace-based research problem, conduct a small literature review, analyses the data relating to the workplace or industry, and present findings in a formal business research report.

With AIB’s program structure, the whole degree can be completed in 2 years, but students have the option to spread the degree over three years if they wish.

It is clear that each of the qualifications are important milestones on the journey towards completing the MBA. Each stage allows the student be recognized for their hard work, apply the knowledge they have learnt thus far, and be proud of achieving a qualification. By earning qualifications like the Graduate Certificate and Graduate Diploma on the road to the MBA, students will be better placed for promotions, new roles and recognition in the workplace.

College farewell party ideas

All students and not only students, probably, will be celebrating their, so to speak, the professional holiday Day of students.

Farewell party ideas for friends

I’m sure many now are wondering how to spend this day to the memory remains a pleasant and unforgettable moments which years later would be remembered with a mysterious smile on her face. Edition offers you some college send off party ideas in the student Day.

Club

The first thing that comes to mind is to go to a club, especially in the eve of the Day of the student posters are filled with party invitations that will appeal to everyone. If dancing till you drop to the energetic music this is for you stock up tickets in advance to the holiday were not disappointed on entering the club, paying twice as much or not at all hitting the dance floor.

Farewell party theme

Here, of course, you need to show imagination. This may be a “Gangster party”, “Retro”, “Hawaiian”, you can have party ideas for college students in the style of balls of Louis XV, in General, everything that seems relevant at the moment. You can have a party in the narrow circle of his classmates, and on the scale of the whole institution. What party is complete without contests!

Farewell parties games

The orientation quiz can be any literary contests, comic evening, or serious competition. You can, for example, to prepare a number of questions on any particular discipline literature, mathematics, physics, guessing riddles to test ingenuity and resourcefulness. You can also ask those present to recall Actresses, or literary heroines, ask them to come up with more diminutive. You can ask questions verbally, and it is possible to prepare in advance cards with questions, photos of Actresses and portraits.

Theatre competition

Under this task, participants have to read in any style nursery rhyme. Need depending on the task to read this poem in the spirit of the telephone conversation, or a love confession, or oratory, and so on. Also, think about college send off party decorations.

Guinness show

You can hold a contest, who has, for example, the long hair, the slim waist, the kindest eyes and so on. At the end of the competition, all are assigned the title of “most”.

Photoshoot

Great and fun this day could be a professional photo shoot. After all, if you do not care about cool pictures, the memory of the student years can only stay boring photos at the University.

Karting, bowling and an ice rink

You can go with a group, bowling, go karting or ice skating at the end, depending on the preferences of all participants. Can and by polygon to run around with guns, playing paintball. A lot of excitement and positive emotions are guaranteed.

Extreme

If you want to remember this day as the craziest in your life, try some extreme kind of celebration. The most harmless variant is skiing or snowboarding, but if you’re willing how to tickle your nerves, it is possible to jump with a parachute or rope (rope jumping). Of course not everyone will dare, but it’s worth it.

The Difference Between “Practice” and “Practise”

The number of homophones in the English language is one of the reasons English is such a complex language. Homophones are words that sound the same but have different meanings.

This series aims to explain the difference between a few of the most commonly confused words in academic writing. We’ll even share some of our tricks for remembering the difference between them. By the end of this article, you should know the difference between “practice” and “practice”.

For our definitions, we’ve used the Macquarie Dictionary: the authority on Australian English spelling. Practice/practise is one of the easiest homophone pairs to confuse and we still find ourselves having to double check our own writing to ensure we’ve used the right spelling.

“Practice”

“Practice” is a noun. (You might remember a noun is a person, place or thing.) The Macquarie Dictionary defines “practice” as a “habitual or customary performance” and the “exercise of a profession or occupation”.

In the examples, “She manages a Law practice” and “it’s common practice”, practice is a noun (or thing).

It’s also used as an adjective, such as in “Jane took a practice shot”.

“Practise”

On the other hand, “practice” is a verb or doing word. You could practise guitar; you could be practising examination techniques. The Macquarie Dictionary defines “practice” as “to carry out, perform, or do habitually” and “to perform or do repeatedly in order to acquire a skill or proficiency”.

This “practice” is an action.

Spelling Tricks for “Practice” and “Practise”

You might think the definitions sound similar, but the main thing that differentiates the terms is that “practice” is a verb (an action) and “practice” is a noun (a thing). We remember the difference in their spelling with our little trick: “ice” is a noun, therefore “practice” is the noun.

To check you’ve used the right spelling in the right context, consider substituting “practice” (the verb) with other verbs and “practice” (the noun) with other nouns.

In the sentence, “Toby wants to practise his violin this afternoon”, “practice” could be substituted with other verbs, such as “play” or “perform”, and the sentence makes sense.

In the examples that follow, we know that “practice” should be used because substituting a verb doesn’t work as it did with the previous example:

“He runs a large practice.” (“Practice” is a noun here; substituting a verb, such as “perform”, doesn’t make sense.)

“Please complete this practice examination paper.” (“Practice” is an adjective here and using a verb in its place makes no sense. The verb in this example is “complete”. You could reword this sentence to “Please practise your examination technique with this sample paper” if you wanted to use “practice”.)

We hope this gives you the confidence to use practice and practise correctly.

Peculiarities of Aspect in English

The concept of aspect is often conflated and mixed up with the concept of tense. Although English largely separates tense and aspect formally, its aspects (neutral, progressive, perfect and progressive perfect) do not correspond very closely to the distinction of perfective vs. imperfective that is common in most other languages. [8]
The division between aspect and tense in English is not really strict. For example, you can either say – “Have you eaten yet?” as well as – “Did you eat yet?” The second form is frequently used in the USA, though it is not grammatically correct, but it still can be applied.

There are two different types of aspect – lexical and grammatical. The aspect expressed formally is called grammatical aspect. Lexical aspect usually is not marked formally. They are given by the situation itself, not by the forms of the verbs. Lexical or situation aspect is called Aktionsart.

One of the factors in situation aspect is telicity. Telicity is an ability of the verbs to possess the natural endpoint. For these verbs there a time when the process or the action is completely finished. For instance, the verb to eat implies that the object of the action will some time be totally eaten. The other factor in situation aspect is duration.

In some languages, aspect and time are easily distinguished. The tenses can be expressed with the help of direct modifications of verbs. The verbs may be further modified by the progressive aspect, the perfect aspect, or both. Each tense is named according to its combination of aspects and time.

The progressive aspect is expressed with the help of the auxiliary verb to be and the Participle I of the main verb. The perfect aspect is recognizable by the auxiliary to have and the Participle II of the main verb.

Here is the list of aspects which correspond with the tenses.

For the present tense:

Present Simple (not progressive, not perfect): “I do”

Present Progressive (progressive, not perfect): “I am doing”

Present Perfect (not progressive, perfect): “I have done”

Present Perfect Progressive (progressive, perfect): “I have been doing”

For the past tense:

Past Simple (not progressive, not perfect): “I did”

Past Progressive (progressive, not perfect): “I was doing”

Past Perfect (not progressive, perfect): “I had done”

Past Perfect Progressive (progressive, perfect): “I had been doing”

For the future tense:

Future Simple (not progressive, not perfect): “I shall do”

Future Progressive (progressive, not perfect): “I shall be doing”

Future Perfect (not progressive, perfect): “I shall have done”

Future Perfect Progressive (progressive, perfect): “I shall have been doing”

Another aspect that exists in English, but is no longer productive, is the frequentative, or multiple. It expresses continuously repeated action; it is ignored from most discussions of English linguistics, as it suggests itself only by Scandinavian suffixes no longer heard independently from the words to which they are affixed (e.g., “chatter” for “chat”, “crackle” for “crack”, etc.).