[OpenID] Fwd: openid was edited

[Breno de Medeiros]

I am sure that the Working Groups page of the wiki is not supposed to teach
English grammar. (Though teaching by example would be appreciated, I guess.)

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edited by Eknath (epawde at mypbwiki.com)
 The OpenID community using Working Groups*English grammar
1. Adverbs tell how (“eagerly”),* when it comes to doing technical work. You
do* (“lately,” “often”), where (“there,” “outside”), how much (“very,”
“too”), and why (“therefore”).
2. Adverbs usually modify verbs, other adverbs, or adjectives.
Bob drives carefully . (“Carefully” modifies the verb “drives.”)
Bob drives very carefully. (“Very” modifies the adverb “carefully.”)
Bob is quite tall. (“Quite” modifies the adjective “tall.”)
3. Adverbs are often “adjective + -ly”:
patient--patiently
careless--carelessly
expensive--expensively
probable--probably
certain--certainly
happy--happily
honest--honestly
personal--personally
real--really
direct--directly
fair-fairly
serious--seriously
4. But* not need to* all adverbs end in –ly:
again, ago, all, almost, also, always, any, anyhow, anymore, anyplace,
anytime, anyway, anywhere, better, best, enough, far, farther, fast,
further, furthest, here, how, inside, just, later, maybe, more, most, much,
never, next, now, often, once, outside, quite, rather, slow (also slowly),
so, some, somehow, sometime, sometimes, somewhat, still, straight, there,
therefore, too, very, well, what, whatever, when, whence, whenever, where,
whereby, wherein, wherever, yet.
5. Not all words that end in -ly are automatically adverbs;
“friendly,” “li! kely,” “lonely,” and “lovely” are adjectives.
“Early” can* be a member* an adjective OR an adverb.
6. “Fast,” “slow,” “quick,” “early,” and “straight” are examples* of* other
words that can be adjectives AND adverbs, BUT have* the Foundation to
participate in or lead* same meaning:
Sara walks fast. (adverb) = Sara is* a Working Group, but must agree
to*fast walker. (adjective).
The early bus (adjective) =* the IPR Policy. This is designed to allow
anyone to participate in technology development while ensuring* bus*
that*arrives early (adverb).
7. Most adverbs, like adjectives, can be compared using “more” and “most”:
sharply--more sharply--most sharply. One- syllable adverbs are compared
using “-er” and “-est”: straight--straighter--straightest.
Some adverbs are irregular:
well--better--best,
badly (ill)--worse--worst,
much--more--most,
little--less--least,
far--farther (further)--farthest (furthest).
2. Passive Voice
ACTIVE PASSIVE
Simple present:
Sam kicks* the specifications remain freely implementable by anyone.
Specs council's mail address is: specs-council at openid.net
Forming a Working Group
To form a Working Group (WG), simple majority vote requires* ball. The ball
is kicked by Sam.
Sam pets* the greater of 20% of* cats. The cats are petted by Sam.
Sam visits me. I am visited by Sam.
Simple past:
Sam kicked* the members or 20 members.
Since number* ball. The ball was kicked by Sam.
Sam kicked the cats. The cats were kicked by Sam.
Simple future:
Sam will kick the ball. The ball will be kicked by Sam.
Sam will kick the cats. The cats will be kicked by Sam. (no change)
Present perfect:
Sam has kicked the ball.The ball has been kicked by Sam.
Sam has kicked the cats. The cats have been kicked by Sam.
Past perfect:
Sam had kicked the ball.The ball had been kicked by Sam.
Sam had kicked the cats. The cats had been kicked by Sam. (no change)
Future perfect:
Sam will have kicked the ball. The ball will have been kicked by Sam.
Sam will have kicked the cats. The cats will have been kicked by Sam. (no
change)
PROGRESSIVE TENSES (the passive forms* of the members* last 4 tenses below
are rarely, if ever, used)
ACTIVE PASSIVE
Simple present:
Sam is kicking the ball. The ball is being kicked by Sam.
Sam is petting the cats. The cats are being petted by Sam.
Simple past:
Sam was kicking the ball. The ball was being kicked by Sam.
Sam was kicking the cats. The cats were being kicked by Sam.
Simple future:
Sam will be kicking the ball. The ball will be being kicked by Sam.
Sam will be kicking the cats. The cats will be being kicked by Sam.
Present perfect:
Sam has been kicking the ball. The ball has been being kicked by Sam.
Sam has been kicking the cats. The cats ! have been being kicked by Sam.
Past perfect:
Sam had been kicking the ball. The ball had been being kicked by Sam.
Sam had been kicking the cats. The cats had been being kicked by Sam.
Future perfect:
Sam will have been kicking the ball. The ball will have been being kicked by
Sam.
Sam will have been kicking the cats. The cats will have been being kicked by
Sam.
3. SIMPLE TENSES
A. Simple present = base form: I work. OR base form + -s: He works. She
works. It works. OR base form + -es : I watch / she watches; I study / he
studies
1. A general truth.
The sky is blue.
2. A typical activity.
I always brush after I eat.
Bob watches TV every night.
Sara works 5 days a week.
3. A statement* of OIDF exceeds 100 as* something existing at the
time* ofDec. 2008,
* speaking.
I hear* the former criteria applies.
Current Working Groups
OpenID Provider Authentication Policy Extension (PAPE)
Status: Published Draft 7 for public review (2008-10-23 to 2008-12-22).
Mailing List: http://openid.net/mailman/listinfo/specs-pape
Proposed Working Groups
Membership Vote (7 days)
OAuth Hybrid Extension
Status: Recommended by the Specifications Council. Pending Foundation
Membership vote.
First Submitted:2009-01-13
Membership Vote Began:2009-02-20
Contract Exchange Extension 1.0
Status: Draft charter sent to Stewards Council for approval after discussion
* train coming.
I smell smoke.
4. A scheduled event or activity.
My plane leaves* at IIW.
First Submitted: 2008-10-30, Revision Su! bmitted: 2008-11-13, 2009-01-15
Membership Vote Began: 2009-02-20
Notice Period (14 days)
None
Under Spec Council Review (max. 15 days)
Attribute Exchange Extension 2.0
Status: Draft charter submitted for consideration by the specs council.
First Submitted: 2008-12-18, Revision Submitted: 2009-01-12
User Interface Workgroup
Status: Draft charter submitted for consideration by the specs council.
First Submitted: 2008-02-21
Draft Charter Circulation
Authentication 2.1
Status: Draft charter circulated* 8:30 tomorrow.
B. Simple past = base form + -ed* for feedback. Pending updates before it is
submitted* regular verbs : I worked yesterday. The simple past* forapproval.
Simple Registration Extension 1.1
Status: Specification* irregular verbs varies : He ate lunch at noon.
(irregular verb)
1. An activity* begun* and completed at a particular time in the past.
I went to work yesterday morning.
2. Commonly used with “after” and “before” clauses.
After Bob ate dinner, he drove to CEC.
The students arrived in class* before the new IPR Policy (Draft 1), a draft
charter should* teacher.
3. “Used to” = past habits (used to + base form)
I used to ride horses when I was a kid.
C. Simple future = will + base form: I will work tomorrow. He will eat
dinner later. OR am / is / are + (going to + base form): I am going to work
tomorrow. She is going to eat dinner at Al’s Restaurant. We are going to
study Unit 1 tonigh! t.
1. A future event or activity.
Our break will begin at 8:10.
I will study later.
I’m going to study later.
2. Use will (not: going to) to volunteer.
A. Wait a second. I will help you with that sofa. If you try to move it by
yourself, your back will* be written and circulated* out* for feedback.
Discovery
Status: Draft charter submitted* a week.
3. Use going to (not: will) with a preconceived plan.
I’m going to mow my lawn tomorrow.
D. Present perfect = have + past participle : I have worked. I have eaten.
OR has + past participle: She has worked. She has eaten.
1. An activity that began in the past and continues into the present , often
using “since, ” “since...ago,” or “for”:
“since” = a part! icular time: I have / She has studied English since 1997.
“since...ago” = a particular time: I’ve / She’s studied English since 5
years ago.
“for” = a duration of time: I’ve / She’s studied English* for consideration
by the specs council.
Under Discussion
Email Based Identifier Exploration
Status: Consensus* 5 years.
2. A repeated activity.
I have / He has gone to ESL class every day this week.
3. An activity that occurred* at IIW* an unspecified time in the past.
A. Have you ever visited New York? B. No, but I have visited New Orleans.
4. An activity in a time clause (e.g., when..., while..., after...)*
thatthis should
* ends before the main clause activity begins.
I will go to the movie after I have studied Unit 1.
4 .PROGRESSIVE TENSES
A. Present progressive = am + (base form + -ing) : I am working. OR is +
(base form + -ing) : She is eating. OR are + (base form + -ing) : We are
studying.
1. A planned activity.
Sofia is starting school at CEC tomorrow
2. An activity that is occurring right now.
Jan is watching TV right now.
3. An activity that is in progress, although not actually occurring at the
time of speaking.
Sara is learning English at CEC.
B. Past progressive = was + (base form + -ing) : I was working. OR were +
(base form + -ing) : They were eating.
1. A past activity in progress while another activity occurred.
At 6:00 yesterday I was eating dinner.
The phone rang while I was eating.
2. Two past activities in progress at the same time.
While I was answering the phone, my wife was cooking dinner.
C. Future progressive = will be + (base form + -ing): I will be working. He
will be eating.
An activity that will* be it's own Working Group, a draft charter should* in
progress.
Tomorrow Sam will* be written* studying for the test on Unit 1.
D. Present perfect progressive = have + (base form + -ing): I have been
working. OR has + (base form + -ing): She has been eating.
1. This tense emphasizes the duration of an activity that began in the
past*andcirculated
* continues into the present. It often uses time words or phrases. It may be
used to refer to continuing activity that is recent.
He has been painting houses all summer.
I’ve been studying English* for feedback.
OpenID Data Transport Protocol
Service Key Discovery
Messages
EAUT (draft)
Mobile Phone Profile* 2 years.
2. It may be used to refer to continuing activity that is recent.
He has been going to school at CEC.
E. Past perfect progressive = had + (base form + -ing) : I had been working.
He had been eating.
When the teacher arrived, I had been waiting almost 10 minutes.
He was out of breath because he had been running to catch the bus.
F. Future perfect progressive = will have + (base form + -ing): I will have
been working. She will have been eating.
This tense emphasizes the duration of a continuing activity in the future
that ends before another activity or time in the future.
By 2003 Janet will have been studying English at CEC for 3 years.
By 9:45 tonight I will ha! ve been sitting in class for 2 hours and 45
minutes.
E. Past perfect = had + past participle : I had worked. She had eaten.
An activity in the past that ended before another activity in the past.
e.g. They had already gone to Lab by the time I arrived.
F. Future perfect = will have + past participle : I will have worked. She
will have eaten.
An activity in the future that will end before another activity in the
future.
e.g. They will have left Lab by the time I arrive.
1. VERBS FOLLOWED BY A GERUND: (e.g., I enjoy swimming. NOT I enjoy to swim.
NOT I enjoy swim.)
admit
advise
appreciate
avoid
believe
can’t help
choose
confess
consider
debate
delay
deny
discuss
dislike
enjoy
escape
favor
feel like
finish
get around to
get out of
give
go
imagine
include
keep on
know
look forward to
make
mention
mind
miss
picture
postpone
put off
protest
practice
quit
recall
recommend
regret
remember
resent
resist
risk
stop
succeed in
suggest
take up
work at
2. VERBS FOLLOWED BY AN INFINITIVE: (e.g., He wants to swim. NOT He wants
swimming. NOT He wants swim.)
decide
expect
forget
have
hope
know how
need
plan
promise
wait
want
would like
3. VERBS FOLLOWED BY A GERUND OR AN INFINITIVE: (e.g., She begins swimming.
OR She begins to swim. NOT She begins swim.)
afford
attempt
begin
bother
choose
continue
dread
forget
hate
intend
like
love
hate
neglect
regret
remember
stand
start
stop
try
TRANSITIONAL PHRASES
Transitional words and phrases keep the reader “on track.” They kep the
reader understand the relationship between one idea or statement and
subsequent ones.
1. Adding ideas:
besides
for example (e.g.)
for instance
furthermore
in addition
! in fact
indeed
likewise
moreover
once more
similarly
that is (i.e.)
then, too
2. As expected:
as a matter of fact
for that matter
it follows that
naturally
obviously
of course
surely
to be sure
3. Cause and effect:
accordingly
and so
and that’s why
as a consequence
as a result
as might be expected
consequently
for this reason
hence
since
then
therefore
thus
4. Contrast:
at the same time
conversely
despite
however
in spite of
nevertheless
nonetheless
notwithstanding
not at all
on the contrary
on the other hand
still
unlike
yet
5. Concession:
although
but of course
certainly
doubtless
granted that
of course
though
to be sure
to doubt that
whereas
6. Degrees of certainty:
anyhow
anyway
certainly
doubtless
in all likelihood
in all probability
in any case
indeed
perhaps
possibly
probably
surely
7. Qualification:
especially
frequently
if
in case
in general
in particular
inasmuch
lest
occasionally
particularly
provided that
specifically
unless
8. Repetition:
as noted
as noted earlier
as we have seen
besides
in any case
in fact
in other words
indeed
to put it another way
to repeat
9. Summary:
all in all
finally
in a word
in brief
in conclusion
in short
in summary
in summation
on the whole
therefore
to conclude
to make a long story short
to sum it up
to summarize
PARTS OF SPEECH
1. NOUN
A noun is the name of a person, place, thing, idea, or quality.
Examples: John, Mary, boy, girl, children; Pasadena, CEC; classrooms,
notebooks; freedom, intelligence; hope, anger, joy
2. PRONOUN
A pronoun is usually a substitute for a noun. The noun is called the
"antecedent" (but an indefin! ite pronoun has no antecedent).
Examples:
a. Personal pronouns: I, mine, me; you, yours; he, his, him; she, hers, her;
it, its; we, ours, us; they, theirs, them.
b. Interrogative pronouns: who, whose, whom, which, what
c. Relative pronouns (include): who, who, whose, which, that; whoever,
whomever, whichever
d. Demonstrative pronouns: this, that, these, those
e. Indefinite pronouns (include): all, another, any, anybody, anyone,
anything, both, each, either, everybody, everyone, everything, many,
neither, nobody, no one, none, one, others, some, somebody, someone, such
f. Intensive or reflexive pronouns: myself, yourself, himself, herself,
itself, ourselves, themselves
3. VERB
A verb expresses an action or a condition (a state of being).
Examples: Robert will eat the hamburger. (action) Sara is happy. (condition
or state of being)
Robert won’t eat the hamburger. Sara isn’t happy.
Will Robert eat the hamburger? Is Sara happy?
4. ADVERBAn adverb describes a verb, adjective, or other adverb. Adverbs
usually tell how (for example: slowly), when (e.g., lately), where (e.g.,
there), how much (e.g., very), or why (e.g., therefore).
Example: He always chews his gum loudly.
5. ADJECTIVE
An adjective describes or limits a noun.
Examples: tall, young, pretty, light, blue, new, white (The tall, young,
pretty girl is wearing a light blue dress with her new white shoes.) (NOT:
...a light dress blue with her new shoes white.)
Adjectives and adverbs have three degrees of comparison: positive,
comparative, superlative. Examples:
Mary has a smart child. Sara has a smarter child. Nancy has the smartest
child.
Robert is an intelligent student. William is more intelligent than Robert.
Kim is the most intelligent student.
The red car is expensive. The white car is less expensive. The blue car is
the least expensive.
I’m a good painter. She’s a better painter. He’s the best painter.
I’m a bad! singer. She’s a worse singer. He’s the worst singer.
6. PREPOSITION
A preposition usually shows the relationship between a noun or pronoun and
another part of a sentence.
There are many prepositions, including: about, above, across, after,
against, along, among, around, as, at, before, behind, below, beneath,
between, beyond, beside, besides, by, down, during, except, from, for, in,
inside, into, like, near, next, of, off, on, out, out of, outside, over,
past, round, since, than, through, till, to, toward, towards, under,
underneath, unless, until, upon, up, with, within, without.
Examples: My pencil is under my desk by my foot. Martha drove from LA to NY.
7. CONJUNCTION
A conjunction connects words, phrases, and clauses.
Coordinate conjunctions connect words, phrases, and clauses of equal value:
and, or, nor, but (and sometimes for). e.g., The dog and the cat are hungry.
Correlative conjunctions occur in pairs: both-and, either-or, neither-nor,
not only-! but also. e.g., Both the fish and the snake are thirsty.
Subordinate conjunctions connect unequal clauses (dependent clauses with
independent clauses). They include: after, although, as, because, before,
if, since, than, though, unless, until, when, where, while. e.g., After they
ate, they had dessert.
8. INTERJECTION
An interjection is a word that expresses feeling or emotion; usually it is
followed by an exclamation mark.
Examples: Oh! Ah! Wow! Darn! Gosh! Golly! Gee! Ow! Ouch! Yikes! Holy moly!
Yippee! Hooray! Boo! Whew!
COMMON PHRASAL VERBS I
A. Separable Verbs
You can insert a noun or pronoun after the first word:
For example: “call back”
Noun: Call back John. = OK
Noun: Call John back. = OK
Pronoun: Call him back. = OK
ask in (to invite inside)
ask out (to invite on a date)
back away (to move away)
back down (to move back)
back off (to move back)
break down (to separate into basic parts)
break off (to snap; to cancel)
break in (a baseball glove)
break up (to separate)
bring about (a change)
bring back (the good old days)
bring down (the house)
bring up (the kids)
call back (to return a phone call)
call off (to cancel)
call up (to phone)
check off (to notate)
check out (to investigate)
cheer up (to make happy)
clean off (the countertop)
clean out (the closet)
clean up (the mess)
cross off (to delete)
cross out (to delete)
cross up (to deceive; to trick)
cut back (to diminish)
cut down (to diminish)
cut off (to remove)
cut out (to quit; to excise)
do in (to ruin; to exhaust)
do over (to repeat)
figure out (to solve)
fill in (the blank spaces)
fill out (the application form)
fill up (the tank with gasoline)
finish off (to complete)
get out (the tools)
give back (to return)
give up (to turn over; to surrender)
hand in (your homework)
hand out (the tests to the students)
hand over (! all your money)
hang up (your jacket)
keep out (to prevent entry)
keep out of (trouble)
keep up (the good work)
kick out (to remove)
kick out of (to remove)
kill off (all the cockroaches)
leave out (to omit)
let in (to allow entry)
look over (to examine)
look up (a word in the dictionary)
make out (to discern)
make up (to fabricate)
name after (to give the same name to)
name for (to give the same name to)
pass by (to go past without stopping)
pass out (to distribute)
pass over (to hand over)
pay back (the money you borrowed)
pick out (to select)
pick up (the litter; the check)
point out (to show)
point out to (to show)
polish off (to finish)
put away (to remove)
put back (to replace)
put off (to delay)
put on (your shoes)
put out (the dog)
put up (the money)
quiet down (to be quiet)
rip off (to steal; to cheat)
run out (the base hit)
shut down (the assembly line)
shut off (the machine)
shut out (the other team)
shut up (to be quiet)
slow down (to reduce speed)
slow up (to reduce speed)
speed up (to increase speed)
stand up (to intentionally miss an appointment or date with someone)
start up (to start)
take down (to dismantle)
take off (your shoes)
take on (to confront)
take out (the trash)
take over (the organization)
take up (golf)
talk over (to discuss)
tear down (to dismantle)
tear off (a corner of the newspaper)
tear out (a page from your notebook)
tear up (the contract)
throw away (your old socks)
throw out (yesterday’s newspaper)
throw up (the ball)
try on (these shoes - maybe you’ll like them)
try out (this golf club - maybe you’ll like it)
turn down (the offer)
turn in (your homework)
turn off (the lights)
turn on (the lights)
turn out (the lights)
turn up (the volume)
use up (to use completely)
wake up (to awake)
warm up (the car engine)wear out (to exhaust)
wipe off (the countertop)
wipe out (to annihilate)
write down (this information)
write off (to cancel)
write up (to report someone)
COMMON PHRASAL VERBS II
B. Inseparable Verbs
You cannot insert a noun or pronoun after the first word:
For example: “look for”
John looked for Mary. = OK
John looked Mary for. = Not OK
John looked for her. = OK
John looked her for. = Not OK
*break down (to stop working)
call on (to visit)
*catch up (to overtake)
catch up to (to overtake)
catch up with (to overtake)
check back with (to report to)
*check in (at a motel)
check in with (to notify)
check into (a motel)
check out of (a motel)
come across (to discover)
*come back (to return)
*come over (to visit)
*come through (to succeed)
*come to (to regain consciousness)
cut down on (to reduce use of)
cut in (to insert yourself into a line of people)
do without (to have none of)
*drop! back (to move back)
drop by (to visit)
*drop in (to visit)
drop in on (to visit)
*drop out (to quit)
drop out of (school; sight)
*drop over (to visit)
fool around with (to
get along with (your coworkers)
*get back (move away from)
get in (the car)
get into (trouble; the car)
get off (the bus)
get off of (the bus)
get on (the bus)
get out of (the bus)
get over (the problem; the fence)
*get through (to finish)
get through with (to finish)
*get up (to wake up; to get out of bed)
*go back (to return)
*go on (to continue)
go over (to review)
*grow up (to mature)
*hang on (or you might fall off)
*hush up (to be quiet)
*keep on (to continue)
keep up with (to maintain progress with)
*let up (to ease off)
*lie down (to recline)
*listen up (to listen)
look after (to take care of)
look for (to search)
look into (to analyze)
*look out (the window)
*move away (to distance oneself)
move ! away from (to distance oneself)
*move back (to retreat)
move back to (to return)
move into (your new home)
*move out (to relocate)
move out of (your former apartment and move into your new apartment)
*pass away (to die)
*pass on (to die)
put up (or shut up)
put up with (to tolerate)
run across (to meet)
run into (to meet)
run out (the clock)
run out of (time; money)
*sit down (to sit)
*show up (to appear)
*stand up (to stand)
*stand out (to excel)
*stand up (to stand)
stay out of (trouble; jail)
take after (to mimic)
*take off (to depart)
talk about (to discuss)
*tear out of (to leave quickly)
think about (to consider; to ruminate; to cogitate)
*throw up (to vomit)
*turn in (to go to bed)
*turn out (to appear)
*turn up (to appear)
wait on (to serve)
*warm down (after exercising)
*warm up (before exercising)
watch out for (snakes)
*work out (to exercise)
work with (to help)
* =! phrasal verb is not followed by an object (noun or pronoun)
SPELLING RULES
1. For a single syllable word, ending in a single consonant preceded by a
single vowel – double the consonant:
swim; swimmer; swimming
rob, robber, robbed, robbing
2. For a single syllable word, ending in a single consonant preceded by two
vowels – do NOT double the consonant:
meet, meeting
pair, paired, pairing
3. For a multiple syllable word, ending in a single consonant preceded by a
single vowel, if stress is on last syllable, double the consonant:
prefer, preferred, preferring
4. For most words, add -s to the singular form to make it plural:
cat, cats; bell, bells; rose, roses
5. If a word ends in vowel + o, usually add -s to form the plural:
monkey, monkeys (BUT money, moneys, OR monies). If a word ends in a
consonant + o, sometimes add -s:
piano, pianos
OR sometimes add -es:
potato, potatoes
OR sometimes add either:
zero, zeros, zeroes
6. If ! a word ends in f or fe, sometimes add -s to make it plural:
roof, roofs
OR sometimes change f or fe to -ves:
half, halves; wife, wives
OR sometimes add either:
scarf, scarfs, scarves
7. Add -es to the singular form when it ends in s, ss, ch, sh, x, z, or zz:
bus, buses
kiss, kisses
church, churches
bush, bushes
ax, axes
waltz, waltzes
fizz, fizzes
8. Drop the final -e if a suffix* begins with a vowel:
desire, desiring, desirable
9. Keep the final -e if a suffix begins with a consonant:
care + full = careful
complete + ly = completely
excite + ment = excitement
10. For a word that ends in a consonant + y, change the -y to -i for most
suffixes:
pony, ponies
deny, denies
denied
11. If a word ends in -ay, -ey, -oy, form the plural by simply adding -s:
ray, rays
valley, valleys
toy, toys
12. Sometimes you change -ie to -y before -ing:
die, died, dying
lie, lied, lying
13. The sound of “shun”! has several different spellings:
solution, occasion, mission, musician, Dalmatian, crucifixion
14. The following prefixes** give negative meaning to the original word:
unhappy
invisible
illegal
impolite
irregular
*A suffix is a word ending. It changes the part of speech of the word, but
does not change the meaning of the original (“root”) word entirely: see,
seeing;
act, actor
beauty, beautiful
equip, equipment
** A prefix is a word beginning. It changes the meaning of the original
(“root”) word:
review
preview
foresee
coworker
Singular, Plural of some words
alumna, alumnae
alumnus, alumni
analysis, analyses
auditorium, auditoriums
bacterium, bacteria
box, boxes
child, children
crisis, crises
crisis, crises
deer, deer/deers
fish, fish/fishes
foot, feet
fungo, fungoes
goose, geese
house, houses
man, men
milk, –
mother-in-law, mothers-in-law
mouse, mice
ox, oxen!
–, pants
–, people
physics, –
–, scissors
sheep, –
sock, socks/sox
tooth, teeth
woman, women
PUNCTUATION MARKS
Punctuation marks on a page are similar to signs on a road. They guide you
and direct you.
1. A period ( . ) ends a declarative or imperative sentence.
I live in Pasadena. They don’t live in Pasadena.
Listen to me. Don’t drink and drive. Please come here. Eat your vegetables.
2. A question mark ( ? ) ends an interrogative sentence.
Do you live in Pasadena? Don’t you like chocolate ice cream?
3. An exclamation mark ( ! ) ends an exclamatory sentence (a sentence that
contains a lot of emotion).
Help! Stop! Don’t call me again!
4. A comma ( , ) separates items in a list.
I like coffee, soda, milk, and tea. Sara, Maria, Robert and Steven will eat
lunch.
5. A semicolon separates equal parts of a sentence.
Mary is at home; Bob is at school.
Give me a hamburger, with onions and lettuce; a coke, wit! h a straw; and
fries, with ketchup.
6. A colon ( : ) usually precedes a list.
Bring these things with you: a book, a pencil, and a dictionary.
7. A dash ( – ) usually indicates a break in thought.
I’ll have a hot dog with mustard – no, make that ketchup.
8. A hyphen ( - ) separates syllables to make a word easier to read.
co-ordinate re-elect pray-er
A hyphen also separates syllables when it’s necessary to continue a word on
the follow-
ing line.
9. Parentheses ( ) or a pair of dashes contain extra information.
John (my brother) is coming to the party.
John – my brother – is coming to the party.
10. An ellipsis (...) shows that information is missing or deleted.
“To be or not...the question.” (“To be or not to be. That is the question.”)
11. Quotation marks (“ ”) enclose the exact words of a person.
Maria said, “Where are the keys?”
12. An apostrophe ( ’ ) is a substitute for a letter or letters (in a
contraction).
isn’t = is not can’t = cannot don’t = do not I’ll = I will I’m = I am He’s
sick. = He is sick.
Bob’s rich. = Bob is rich. What’s new? = What is new? They’ve worked. = They
have worked.
’99 = 1999
An apostrophe also shows possession.
This is Sara’s book. (Don’t say: This is the book of Sara.) Where is the
dog’s dish?
14. Begin all sentences with a capital letter (i.e., capitalize the first
word in all sentences) and end all sentences with a punctuation mark. =
Capitalize the first word in a sentence and finish the sentence with a
punctuation mark.
MATHEMATICAl OPERATIONS
Remember what each sign signifies:
+ means plus, or and, or added to: 2 + 3 = 5 reads: 2 plus 3 is 5, or 2 and
3 is 5, or 2 plus 3 equals 5, or 3 added to 2 is 5, or 2 plus 3 is 5.
– means minus, or less, or subtracted from: 6 – 4 = 2 reads: 6 minus 4 is 2,
or 6 less 4 is 2, or 4 subtracted from 6 is 2, or 6 minus 4 equals 2.
x me! ans times, or multiplied by: 2 x 3 = 6 reads: 2 times 3 is 6, or 2
multiplied by 3 is 6, or 2 times 3 equals 6.
÷ means divided by, or goes into: 8 ÷ 2 = 4 reads: 8 divided by 2 is 4, or 2
goes into 8 4 times, or 8 divided by 2 equals 4.
1. Addition means to add. Add 2 and 2 and you get 4. 2 + 2 = 4 (2 PLUS 2 is
4) or (2 AND 2 is 4)
2. Subtraction means to subtract. Subtract 4 from 9 and you get 5. 9 - 4 = 5
(9 MINUS 4 is 5)
3. Multiplication means to multiply. Multiply 3 by 4 and you get 12. 4 X 3 =
12 (4 TIMES 3 is 12)
4. Division means to divide. Divide 18 by 6 and you get 3. 18 ÷ 6 = 3 (18
DIVIDED BY 6 is 3)
5. = is the equals sign (say is or are or equal or equals)
+ is the plus sign (say plus or and)
- or – is the minus sign (say minus, or subtracted from: 4 subtracted from 9
is 5)
X or x is the times sign (say times, or multiplied by: 3 multiplied by 4 is
12)
÷ is the division sign (say divided by,or goes into: 6 goes into 18 three
time! s)
. is the decimal point or decimal or point (say point: 3.7 = 3 POINT 7, NOT
3 decimal point 7,
NOT 3 decimal 7)
6. Fractions (e.g., 1/5) and Decimals (e.g., 0.2)
1/5 = one-fifth = .2 = two-tenths
1/4 = one-fourth = .25 = 25 hundredths
1/3 = one-third = .33 = 33 hundredths
1/2 = one-half = .5 = five-tenths
2/3 = two-thirds
3/4 = three-fourths
1 1/2 = one and a half OR one and one-half = 1.5 = one point five
TITLES
Mr. = Mister = man (married, single, divorced, widowed)
Mrs. (say Miss-uz) = woman (married, divorced, widowed)
Ms. (say Mizz) = woman (married, single, divorced, widowed)
Miss = woman (single) or girl
Master = boy
TIME
1. What time is it? I don’t know.
What time is it? It’s 7 o’clock.
2. Do you have the time? No, I don’t.
Do you have the time? Yes, it’s 7 o’clock.
3. Do you know what time it is? No, I don’t.
Do you know what time it is? Yes, it’s 7 o’clock.
4. It’s noon. = It’s! 12 pm. = It’s 12:00 pm. = It’s high noon.
5. It’s midnight. = It’s 12 am. = It’s 12:00 am.
6. It’s 7 o’clock. = It’s 7:00.
7. am = before noon. It’s 7 am. = It’s 7 in the morning.
8. pm = after noon. It’s 7 pm. = It’s 7 in the evening.
9. How to tell time
The easy way: number of complete hours + number of minutes 7 hours +11
minutes = 7:11
(Do not say 7 hours :11 minutes. Say the numbers only: 7:11)
The hard way: number of minutes + a word + the number of hours
11 past 7 OR 11 after 7 = 7:11
. Say past or after when the minute hand points between 0 and 30 minutes.
Say to, of, till, until, or before when the minute hand points between 30
and 60 minutes.
DIRECTIONS
- Excuse me. How do I get to Targit from CEC?
- Take Colorado Boulevard west to Lake Avenue. Targit is on the north side
of Colorado about 2 blocks past Lake.
- Pardon me. Do you know where Targit is?
- Yes. Go west on Colorado Boulevard past Lake Avenue! . It’s about 2 blocks
after Lake, on the north side of Colorado.
...................................................
•San Francisco N
NW NE
•LA •Phoenix W E
SW SE
•San Diego S
San Francisco is north of Los Angeles.
San Diego is south of Los Angeles.
Phoenix is east of Los Angeles.
Los Angeles is west of Phoenix.
Phoenix is northeast of San Diego.
Phoenix is southeast of San Francisco.
San Diego is southwest of Phoenix.
San Francisco is northwest of Phoenix.
......................................
Union 88 • • Barco
Foss • • Moonbucks
Union 88 is on the northwest corner of the intersection.
Barco is on the northeast corner of the intersection.
Foss is on the southwest corner of the intersection.
Moonbucks is on the southeast corner of the intersection.
................................................
How do I get to the main office?
Go straight ahead. = It’s straight ahead.
Go down the hall ! and turn left. = Go down the hall and make a left.
Go past the library and turn right. = Go past the library and make a right.
Turn left at the end of the hall. = Make a left at the end of the hall.
MEASURES
12 inches = 1 foot 8 ounces = 1 cup
3 feet = 1 yard 2 cups = 1 pint
5,280 feet = 1 mile 2 pints = 1 quart
16 ounces = 1 pound 4 quarts = 1 gallon
2,000 pounds = 1 ton 1 gallon of water = 8 pounds
1 acre = 208.7 feet per side
MONEY
$ = dollar sign
¢ = cent sign
$1 = $1.00 = one dollar
50¢ = 50 cents = $ .50 = half a dollar = a half dollar
$1.50 = a dollar fifty = one fifty =one and a half dollars $1.50¢ 150¢
1¢ = a penny 5¢ = a nickel 10¢ = a dime 25¢ = a quarter
Adjective vs. Adverb Review
Adjectives describe nouns (things).
My dog is slow.
Slow is an adjective since it describes the subject (my dog).
How is my dog? Slow
Adverbs describe verbs (actions).
My dog eats slowly.
Slowly is an adverb since it describes the way my dog eats.
How does my dog eat? Slowly.
Adverbs -LY
Adverbs are normally formed by adding -LY to the end of an adjective.
E.g. Quick - Quickly
For adjectives that end in -l or -e, we simply add -ly:
special + ly
= specially
terminal + ly
= terminally
literal + ly
= literally
nice + ly
= nicely
polite + ly
= politely
There are of course some expectations:
true
truly
whole
wholly
due
duly
full
fully
Adverbs ending in -Y
For adjectives that end in -y, we remove the -y and add -ily:
crazy
crazily
happy
happily
Adverbs ending in -LE
For adjectives that end in a consonant + le we remove the -e and add -y:
terrible
terribly
horrible
horribly
noble
nobly
idle
idly
Adverbs ending in -IC
If the adjective ends in -ic, we add -ally:
ironic
ironically
enthusiastic
enthusiastically
realistic
realistically
Except: public - publicly
Irregular Adverbs
Some adverbs, are irregular:
Adjective
Adverb
Example
fast
fast
The man drives very fast (quickly).
good
well
You speak English very well.*

Edited at 4:53 AM on March 31, 2009
 english paper <http://wiki.openid.net/english-paper?r=notification>

added by Eknath (epawde at mypbwiki.com)

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paper



Added at 4:43 AM on March 31, 2009

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