English Phrases

Laura:Hi, Emi.
Emi:Hi, Mrs Arnello, How are you?
Laura:Good. Oh Emi... is this your shirt?
Emi:The blue one? No, that's not mine.
Emi:It's Maggie's.
Laura:How about this sweater?
Emi:The yellow sweater? Yes, that's mine.
Laura:It's cute.
Emi:Oh, thanks.
Laura:And these are your socks, right?
Emi:No, but those are mine.
Laura: Well, here's your stuff.

Possession: Have, Nouns, Adjectives

Laura and Paul have a house in the city.Ana has an interesting job.

Possession: Have, Nouns, Adjectives

Here's another way to show possession:Add an apostrophe and an -s to the end of a noun or a person's name.
Kate has an apartment.The boy has a computer.
Kate's apartment.The boy's computer.

Possession: Have, Nouns, Adjectives

When using the possessive with two or more people put the apostrophe -s at the end of the last person's name.
Paul and Laura's house.Paul, Chris, and Ana's company.

Possession: Have, Nouns, Adjectives

Here's another way to show possession: use possessive adjectives.
This is Emi’s book.This is her book.

Whose: Possessive

VOCABULARY:

NATURAL RESOURCES: Matirials from nature, such as wood and stone, that people can use.

HOLIDAY: A special day for remembering a person, an event that is important to people of community.

CULTURE: A way of live shared by a members of a group.

HERITAGE: A set of values and traditions handed down to a group from those who have lived before them.

What are people going to do?

The man is climbing the ladder. The boy is going to climb the ladder. The woman is listening to some music. The girl is not going to listen to some music. She is going to read the book.

What are you going to do? I'm going to read a newspaper।

What is she going to do? She's going to buy a sweater.

What are you going to do? I'm going to sit on the couch।

What is he going to do? He's going to repair the car.

I am not going to buy it। I am poor.

She is not going to run. She is tired.

I am not going to play. I am sick.

By/What:

FRASES DE USO COMUN:

1. How much is it? (jau moch is it?) Cuanto vale?
2. What is the price? (juat is di prais?) Cual es el precio?
3. Give me the bill (guiv mi di bill) Denme la cuenta.
4. Voy a comprarlo. I am going to buy it.
5. Lo estoy comprando. I am buying it.
6. Estoy escribiendo. I am writing.
7. Voy a escibir. I am going to write.
8. Vamos a ir en automovil. We are going to go by car.
9. Vamos en automovil. We are going by car.
10. Estoy subiendo por la escalera. I am climbing the ladder.
11. Voy a comprarlo. I am going to buy it.
12. Estoy escribiendo. I am writing.
13. I am reading the book. Estoy leyendo el libro.
14. I am going to read the book. Voy a leer el libro.
15. I am listening to music. Estoy oyendo musica.
16. I am going to listen the music. Voy a escuchar musica.
17. We are running. Nosotros estamos corriendo.
18. We are going to run. Nosotros vamos a correr.
19. She is not going to run. She is tired. Ella no va a correr. Ella esta cansada.
20. What is he going to do? He's going to repair the car.
21. What is she going to do? She's going to buy a sweater.
22. I am not thin. I am fat. No soy delgada. Soy Gorda.
23. I am a man. I am not a woman. Soy hombre. No soy mujer.
24. You are not a woman. You are a man. Usted no es mujer. Usted es hombre.
25. She is not young. She is old. Ella no es joven. Ella es anciana.
26. The wallet is black. La cartera es negra.
27. I am a police officer. Soy oficial de policía.
28. I am a student. Soy estudiante.
29. I am a doctor. Soy médico.
30. I am a bus driver. Soy conductor de autobús.
31. I am a mechanic. Soy mecánico.
32. I am a nurse.Soy enfermera.
33. I am a mailman. Soy cartero.
34. I am a teacher. Soy profesora.
35. I am a secretary. Soy secretaria.
36. I am a chef. Soy chef.
37. I am a scientist. Soy científico.
38. I am a manager. Soy gerente.
39. He is a police officer. Él es oficial de policía.
40. He is a student. Él es estudiante.
41. He is a doctor. Él es médico.
42. He is a bus driver. Él es conductor de autobús.
43. He is a mechanic. Él es mecánico.
44. She is a nurse. Ella es enfermera.
45. He is a mailman. Él es cartero.
46. She is a teacher. Ella es profesora.
47. She is a secretary. Ella es secretaria.
48. He is a chef. Él es chef.
49. He is a scientist. Él es científico.
50. He is a manager. Él es gerente.
51. I am a police officer. Soy oficial de policía.
52. He is a police officer. Él es oficial de policía.
53. I am a student. Soy estudiante.
54. He is a student. Él es estudiante.
55. I am a doctor. Soy médico.
56. He is a doctor. Él es médico.
57. I am a bus driver. Soy conductor de autobús.
58. He is a bus driver. Él es conductor de autobús.
59. I am a mechanic. Soy mecánico.
60. He is a mechanic. Él es mecánico.
61. I am a nurse. Soy enfermera.
62. She is a nurse. Ella es enfermera.
63. I am a teacher. Soy profesora.
64. She is a teacher. Ella es profesora.
65. I am a manager. Soy gerente.
66. He is a manager. Él es gerente.
67. hair cabello.
68. bald. calvo
69. a beard /barba
70. a moustache /bigote
71. He has short hair. Él tiene el cabello corto.
72. He has long hair. Él tiene el cabello largo.
73. She has straight hair. Ella tiene el cabello liso.
74. She has curly hair. Ella tiene el cabello crespo.
75. She has black hair. Ella tiene el cabello negro.
76. She has red hair. Ella es pelirroja.
77. She has brown hair. Ella tiene el cabello castaño.
78. She has blonde hair. Ella tiene el cabello rubio.
79. He has a brown moustache. Él tiene bigote castaño.
80. He has a white moustache. Él tiene bigote blanco.
81. He has a white beard. Él tiene barba blanca.
82. He has a black beard. Él tiene barba negra.
83. I have short brown hair. Tengo el cabello corto y castaño.
84. I have long red hair. Tengo el cabello largo y soy pelirroja.
85. I have no hair. I am bald. No tengo cabello. Soy calvo.
86. I have long brown hair. Tengo el cabello largo y castaño.
87. The man has a brown moustache. El hombre tiene bigote castaño.
88. The man has a white moustache. El hombre tiene bigote blanco.
89. The man has a gray beard. El hombre tiene barba gris.
90. The man has a black beard. El hombre tiene barba negra.
91. Who has curly black hair? ¿Quién tiene el cabello crespo y negro?
92. Who has long red hair? ¿Quién tiene el cabello largo y es pelirroja?
93. Who is bald? ¿Quién es calvo?
94. Who has long blonde hair? ¿Quién tiene el cabello largo y rubio?
95. Who has a brown moustache? ¿Quién tiene bigote castaño?
96. Who has a white moustache? ¿Quién tiene bigote blanco?
97. Who has a white beard? ¿Quién tiene barba blanca?
98. Who has a black beard? ¿Quién tiene barba negra?
99. She does not have red hair. Ella no es pelirroja.
100. She does not have black hair. Ella no tiene el cabello negro.
101. She does not have long hair. Ella no tiene el cabello largo.
102. He does not have short hair. Él no tiene el cabello corto.
103. The man does not have a white beard. El hombre no tiene barba blanca.
104. The man does not have a black beard. El hombre no tiene barba negra.
105. She has straight black hair. Ella tiene el cabello liso y negro.
106. She has curly black hair. Ella tiene el cabello crespo y negro.
107. The old man is bald. The young man is not bald. She has black, curly hair. I have long, brown hair. The boy does not have red hair. He has blonde hair. The man has a red beard and a moustache. The woman does not have a beard. She has short, black hair.
108. The toilet is in the bathroom. The table is in the dining room. The radio is on the table, and the computer is in the bedroom. The girl is in the shower, and the dishes are in the kitchen sink.

CLOTHES:

1. a jacket. una chaqueta
2. a coat. un abrigo
3. a shirt. una camisa
4. a sweater. un suéter
5. a dress. un vestido
6. a skirt. una falda
7. a blouse. una blusa
8. a t-shirt. una camiseta
9. socks. calcetines
10. shoes. zapatos
11. jeans. jeans
12. pants. pantalones
13. He is wearing a blue shirt. Él está usando una camisa azul.
14. He is wearing a red jacket. Él está usando una chaqueta roja.
15. He is wearing a black coat.Él está usando un abrigo negro.
16. She is wearing a white sweater. Ella está usando un suéter blanco.
17. She is wearing a flower dress. Ella está usando un vestido con flores.
18. She is wearing an orange skirt. Ella está usando una falda naranja.
19. She is wearing a white blouse. Ella está usando una blusa blanca.
20. He is wearing a green shirt. Él está usando una camisa verde.
21. Is he wearing a green shirt? No, he's wearing a red shirt.
    ¿Él está usando una camisa verde? No, está usando una camisa roja.
22. Is she wearing a black jacket? No, she is wearing a white jacket.
    ¿Ella está usando una chaqueta negra? No, está usando una chaqueta blanca.
23. Is the boy wearing a red jacket? Yes, he is.
    ¿El niño está usando una chaqueta roja? Sí.
24. Is the woman wearing a white sweater? Yes, she is.
    ¿La mujer está usando un suéter blanco? Sí.
25. Who is wearing red shoes? ¿Quién está usando zapatos rojos?
26. Who is wearing a black coat? ¿Quién está usando un abrigo negro?
27. Who is wearing a flower dress? ¿Quién está usando un vestido con flores?
28. Who is wearing a blue blouse? ¿Quién está usando una blusa azul?
29. The boy is wearing white socks. El niño está usando calcetines blancos.
30. The girl is wearing black shoes. La niña está usando zapatos negros.
31. The man is wearing jeans.El hombre está usando jeans.
32. The woman is wearing jeans. La mujer está usando jeans.
33. What is she wearing? She is wearing a white sweater.
    ¿Qué está usando ella? Está usando un suéter blanco.
34. What is the woman wearing? She is wearing an orange skirt.
    ¿Qué está usando la mujer? Ella está usando una falda naranja.
35. What is he wearing? He is wearing a black coat.
    ¿Qué está usando él? Está usando un abrigo negro.
36. What is he wearing? He is wearing jeans.
    ¿Qué está usando él? Está usando jeans.
37. What are they wearing? They are wearing jeans.
    ¿Qué están usando ellos? Están usando jeans.
38. What are the women wearing? They are wearing sweaters.
    ¿Qué están usando las mujeres? Ellas están usando suéteres.
39. What are they wearing? They are wearing t-shirts.
    ¿Qué están usando ellos? Están usando camisetas.
40. What are they wearing? They are wearing black jackets.
    ¿Qué están usando ellos? Están usando chaquetas negras.

ANIMALS AND PETS:

• Is my apartment big enough for a pet? Es mi apartamento lo suficientemente grande para tener una mascota?
• I need to take my dog to the Vet. /Necesito llevar a mi perro al veterinario.
• I bought cat food./Compre comida para gatos.
• What is the pet deposit?/Cual es el deposito por los animales domesticos?
• My cat has been spayed./ A mi gata le han extraido los ovarios.
• I would like to adopt a puppy./Me gustaria adoptar un cachorro.
• Do you allow pet?/Permiten animales domesticos?
• I keep tropical fish./Tengo peces tropicales.
• I am allergic to cats./Soy alergico a los gatos.
• Has this dog had his shots? /Han vaunado este perro?
• My dog is a pure-bred./ Mi perro es de raza pura.
• My dog is in heat./ Mi perra esta en celo.
• I got my dog from a breeder./ Consegui mi perro de un criador.
• I am allergic to fur./Soy alergico al pelo de animales.
• Can you recommend a good petsitter?/Me puede recomendar a una buena persona para que cuide animales?
• My dog needs a check-up./Mi perro necesita un examen medico regular.
• Did you buy kitty litter?/Compro lechos para gatitos?
• I was bitten by a strange dog./Me mordio un perro extrano.
• I need a rabies shot./ Necesito una vacuna contra la rabia.
• I need to find an animal clinic./ Necesito encontrar una clinica para animales.
• Can you recommend a good veterinarian?Me puede recomendar a un buen veterinario?
• My cat has been neutered./ Mi gato ha sido castrado.
• I think something is wrong with my dog./ Creo que algo esta mal con mi perro.
• My dog isn't feeling well./ Mi perro no se esta sintiendo bien.
• Is there an animal shelter nearby?/Hay un refugio para animales cercano?
• I need to walk the dog./ Necesito llevar a caminar a mi perro.
• My cat is acting strangely./ Mi gato esta actuando extranamente.
• My dog needs to be vaccinated./ Mi perro necesita ser vacunado.
• Wich vaccines should my pet receive?/Cuales vacunas debe recibir mi mascota?
• My cat isn't eating./Mi gato no esta comiendo.

BUSINESS COMUNICATION:

1. GENERAL:

• Can I get a copy of this?/Puedo obtener una copia de esto?
• Can I get this in writer?/Puedo obtener esto por escrito?
• Can I have a tour of the site?/Me puede dar un tour de este lugar?
• I'm retiring next year?/ Me voy a jubilar el proximo ano.
• I have to do my taxes./Tengo que preparar mis taxes.
• Can you autorize this?/Puede autorizar esto?
• Dear Sirs./Estimados senores.

Basic lessons

1.PRONUNCIACION:
En el Idioma Ingles, el sonido de cada letra varia de la composicion de la palabra.

1.1. DIFERENTES FORMAS DE PRONUNCIAR LA LETRA "A":
A. SUENA COMO "A":
Si en una palabra que no sea monosilaba la letra "A" va seguida de una "R", de las letras "LF". "LM", "LV", o "TH", se pronunciara como "A". Ejemplos:

PALABRA/ PRONUNCIACION/ SIGNIFICADO

• Alfred/ Alfred/ Alfredo
• Balm/ Balm/ Balsamo
• Cigarette/Cigarret/Cigarrillo
• Father/Fader/Padre

Salvation/Salveishon/Salvacion

B.SUENA COMO "AE":
Si encontramos la letra "A" en una monosilava y no esta seguida de las letras anteriores, su pronunciacion sera "AE" (Entre la A y la E): Ejemplos:

Bad/ Baed/ Malo

Mad/ Maed/ Enojado

Man/ Maen/ Hombre

C. SUENA COMO "EI":
Si la letra "A", se encuentra antes de una consonante y una "E" MUDA, asi como de la silaba "BLE", sonara como EI. Ejemplos:

Blame/ Bleim/ Culpa

Cable/ Keibl/ Cable

Cane/ Kein/ Baston

Table/ Teibl/ Mesa

D: SUENA COMO "E":
Si la letra "A" esta antes de una "R" y una "E" MUDA, se pronunciara conmo una "E". Ejemplos:

Beware/ Biguer/ Tener Cuidado

Care/ Ker/ Cuidado

Dare/ Der/ Atreverse

E: SUENA COMO "O":
Si despues de la letra "A" estan las letras "LT", "LL", "LS". Ejemplos:

All/ Ol/ Todo

Also/ Olsou/ Tambien

Salt/ Solt/ Sal

1.2. DIFERENTES FORMAS DE PRONUNCIAR LA LETRA "B":

A. SIEMPRE SUENA COMO "B":
No importa con que letras vaya acompaña al formar palabras. Ejemplos:

Bay/ Bei/ Bahia

Black/ Bleak/ Negro

Forbid/ Forbid/ Prohibir

Lobster/ Lobster/ Langosta

Subway/ Sobuei/ Subterraneo

1.3. DIFERENTES FORMAS DE PRONUNCIAR LA LETRA "C":

A. SUENA COMO "K":

Siempre y cuando este antes de una "R", "A", "L", "O", "T", "U". Ejemplos:

• Across/ Akros/ A travez.
• Actually/ Aktuali/ Actualmente
• Bacon/ Beikon/ Tocino
• Car/ Kaer/ Automovil
• Clutch/ Klotch/ Embrague
• Cure/ Kiur/ Cura, Curacion

B. SUENA COMO "S":

Cuando vaya antes de una "Y", "E" o una "i". Ejemplos:

• Century/ Senturi/ Centuria, Siglo
• Citizen/ Sitizen/ Ciudadano
• Policy/ Polisi/ Politica

1.4. DIFERENTES FORMAS DE PRONUNCIAR LA LETRA "D":

A. SIEMPRE SUENA COMO "D":

No importa que letras acompañen a la "D", siempre sonara igual. Ejemplos:

VOCABULARY:

• Willingness: buena disposición.
• Which: 1. adjetivo qué; which one is yours? ¿cuál es tuyo? 2. pronombre interrogative cuál; relative que; take one, it doesn't matter which toma uno , no importa cuál.
• Vogue: moda femenino; be in vogue estar en boga.
• Leisure: Ocio masculino; I look forward to having more leisure estoy deseando tener más tiempo libre ; do it at your leisure tómate tu tiempo para hacerlo.
• loan: 1. sustantivo préstamo masculino; on loan prestado. 2. verbo transitivo prestar ; loan someone something prestar algo a alguien.
• TOILETRIES: Sustantivo plural artículos masculino plural de tocador

English lessons

Adjective or Adverb
This resource was written by Purdue OWL.Last full revision by Paul Lynch.Last edited by Allen Brizee on September 30th 2008 at 3:36PM
Summary: This worksheet discusses the differences between adjectives and adverbs. It defines adjectives and adverbs, shows what each can do, and offers several examples of each in use.

What is the Difference between Adjectives and Adverbs?
The Basic Rules: Adjectives
Adjectives modify nouns. To modify means to change in some way. For example:
"I ate a meal." Meal is a noun. We don't know what kind of meal; all we know is that someone ate a meal.
"I ate an enormous lunch." Lunch is a noun, and enormous is an adjective that modifies it. It tells us what kind of meal the person ate.
Adjectives usually answer one of a few different questions: "What kind?" or "Which?" or "How many?" For example:
"The tall girl is riding a new bike." Tall tells us which girl we're talking about. New tells us what kind of bike we're talking about.
"The tough professor gave us the final exam." Tough tells us what kind of professor we're talking about. Final tells us which exam we're talking about.
"Fifteen students passed the midterm exam; twelve students passed the final exam." Fifteen and twelve both tell us how many students; midterm and final both tell us which exam.
So, generally speaking, adjectives answer the following questions:
Which?
What kind of?
How many?
The Basic Rules: Adverbs
Adverbs modify verbs, adjectives, and other adverbs. (You can recognize adverbs easily because many of them are formed by adding -ly to an adjective, though that is not always the case.) The most common question that adverbs answer is how.
Let's look at verbs first.
"She sang beautifully." Beautifully is an adverb that modifies sang. It tells us how she sang.
"The cellist played carelessly." Carelessly is an adverb that modifies played. It tells us how the cellist played.
Adverbs also modify adjectives and other adverbs.
"That woman is extremely nice." Nice is an adjective that modifies the noun woman. Extremely is an adverb that modifies nice; it tells us how nice she is. How nice is she? She's extremely nice.
"It was a terribly hot afternoon." Hot is an adjective that modifies the noun afternoon. Terribly is an adverb that modifies the adjective hot. How hot is it? Terribly hot.
So, generally speaking, adverbs answer the question how. (They can also answer the questions when, where, and why.)
Some other rules:
Most of the time, adjectives come before nouns. However, they come after the nouns they modify, most often when the verb is a form of the following:
be
feel
taste
smell
sound
look
appear
seem
Some examples:
"The dog is black." Black is an adjective that modifies the noun dog, but it comes after the verb. (Remember that "is" is a form of the verb "be.")
"Brian seems sad." Sad is an adjective that modifies the noun Brian.
"The milk smells rotten." Rotten is an adjective that modifies the noun milk.
"The speaker sounds hoarse." Hoarse is an adjective that modifies the noun speaker.
Be sure to understand the differences between the following two examples:
"The dog smells carefully." Here, carefully describes how the dog is smelling. We imagine him sniffing very cautiously.
But:
"The dog smells clean." Here, clean describes the dog itself. It's not that he's smelling clean things or something; it's that he's had a bath and does not stink.
All Sections in Adjective or Adverb:
What is the Difference between Adjectives and Adverbs?
Avoiding Common Errors
Avoiding Common Errors
Bad or Badly?
When you want to describe how you feel, you should use an adjective So you'd say, "I feel bad." Saying "I feel badly" would be like saying you play football badly. "I feel badly" would mean that you are unable to feel, as though your hands were numb. Here are some other examples:
"The dog smells badly." Here, badly means that the dog does not do a good job of smelling.
"The dog smells bad." Here, "bad" means that dog needs a bath.
N.B. Sometimes people say "I feel badly" when they feel that they have done something wrong. Let's say you dropped your friend's favorite dish, and it broke into a million pieces. You might say, "I feel really badly about what happened."
Good or Well?
Good is an adjective, so you do not do good or live good, but you do well and live well. Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel good, look good, smell good, are good, have been good, etc. So:
"My mother looks good." This does not mean that she has good eyesight; it means that she appears healthy.
"I feel really good today." Again, this does not mean that I touch things successfully. It means rather that I am happy or healthy.
N.B. Many people confuse this distinction in conversation, and that's okay. You will hear people say, "I feel well" when they mean that they feel good. However, if you're taking about action verbs, you'd say "well." "I did well on my exam." "She plays tennis well."
Sure or Surely?
Sure is an adjective, and surely is an adverb. For example:
"He is sure about his answer." Sure describes he.
"The Senator spoke out surely." Here, surely describes how the senator spoke.
N.B. Surely can also be used as a sentence-adverb. For example, "Surely, you're joking." Here, surely describes the entire sentence "you're joking." The sentence more or less means, "You must be joking."
Near or Nearly?
Near can function as a verb, adverb, adjective, or preposition. Nearly is used as an adverb to mean "in a close manner" or "almost but not quite." Here are some examples that demonstrate the differences between various uses of near and nearly.
"I'll be seeing you in the near future." Here, near describes the noun "future."
"The cat crept near." Near is an adverb that describes where the cat crept.
"Don't worry; we're nearly there." Here, nearly describes how close we are.
Near can also be used as a verb and a preposition.
"My graduation neared." Here, neared is the verb of the sentence.
"I want the couch near the window." Near is a preposition at the head of the phrase "near the window."


English as a Second Language (ESL)
Adjective or Adverb
Count and Noncount Nouns
ESL Orientation for Writing Lab Tutorials
ESL Teacher Resources
Grammar and ESL Exercises
How to Use Adjectives and Adverbs
How to Use Articles (a/an/the)
Irregular Verbs
Numbers
Parts of Speech Overview
Prepositions
Relative Pronouns
Sentence Punctuation Patterns
Subject/Verb Agreement
Tips & Terms for the International Student's Job Search
Two-Part (Phrasal) Verbs (idioms)
US Higher Education: A Cultural Introduction
Verb Tenses
Verbals: Gerunds, Participles, and Infinitives
Writing Essays for Exams
Writing for a Chinese Business Audience
Writing for a North American Business Audience
Writing for an Indian Business Audience
Writing in North American Higher Education: A Primer for International Students

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http://owl.english.purdue.edu/owl/resource/541/01/

Notes of Class
Future: Going to or Will
Excersises:
We are going to visit my Housband's Nephiew.
I am going to rest.
... going to do.
Turn off the cellphone.
Start the motor.
Shut off: Motors.
Some body/ No body.
No body is there to help him.
Is answering the telephone.
Somo body else: Otra persona.
Drivers Licenses: Applying for a Driver's License.
Henry is annoyed, He's applying for a Driver's License, and he's upset about all the things he has to do.
I will go to the Beach.
You are young/Tu eres joven.
My stomach is strong/Mi estomago es fuerte
Mr Blean is the president of the Royal insurance company. His company is very large, and allways very busy. Mr Blean his Staff of energetic employees who works for him.
Unfortunatly all of his employees are out today. No body is there. As a result Mr Blean is doing every body is job. And he is heaving a very bad day at the Office. He is answering the telephone, because the recepcionist who usually answers the telephone is at the dentist office. He is tipping letters, because the secretary who usually tips letters is home in bed with the flu. He is operating the computers, becouse the computer pragramer who usually operaters the computer is on vacation.

VOCABULARY:
Print: Letra imprenta
Script: Letra seguida o pegada.
Annoyed: Disgustado
Kidding: Jugar
Play Kids: Play Ground.
Fit: Colocar algo. Fit/Fit/Fit
Can you.... ?
yes, he can. No, he can't
Declarative: I can speak English.
Rich: Rico
Knock: Tocar
Witch: Bruja

Aproximacion a la pronunciacion:

Staff (steaf)/employees(emploiis)/Works (werks)/Unfortunatly(anforshunatly)/Him (jim)/ offices(eafes)/Dollar(Dalar)/Has(jeas)/ Have(jeav) at(eat)/ answering(eansuering)/the(di)/ having(jeaving)/answers(eansers)/recepcionist(ricepcionest)/ operaters(opereits)/ vacation(veikeishon)/ computers(compiurers)/ becouse(bicas)/ letters(lerers)/ is(iss)/ secretary(secreteary)/ operating(opereiring)/ radiator(reidieror)

Present Continuos: Form+verb+ING = I am drinking water.

Present: I drink water.

The Writing Process

Email Etiquette:
How do I compose an email to someone I don't know? There are a few important points to remember when composing email, particularly when the email's recipient is a superior and/or someone who does not know you. Be sure to include a meaningful subject line; this helps clarify what your message is about and may also help the recipient prioritize reading your email Just like a written letter, be sure to open your email with a greeting like Dear Dr. Jones, or Ms. Smith: Use standard spelling, punctuation, and capitalization. THERE'S NOTHING WORSE THAN AN EMAIL SCREAMING A MESSAGE IN ALL CAPS. Write clear, short paragraphs and be direct and to the point; professionals and academics alike see their email accounts as business. Don't write unnecessarily long emails or otherwise waste the recipient's time Be friendly and cordial, but don't try to joke around (jokes and witty remarks may be inappropriate and, more commonly, may not come off appropriately in email) What are some guides for continuing email conversations? Once you have exchanged emails with a person on a given subject, it is probably OK to leave greetings out of your follow-up emails. Here are some other points to consider about continuing conversations over email: Try to respond within a reasonable time frame, though "reasonable" will depending on the recipient's expectations and the subject being discussed Trim back the old messages: most email clients will keep copying older messages to the bottom of an email. Delete older messages so as to keep your message size from getting too large, and to keep your messages looking clean. If someone asks a lot of questions, it may be OK to embed your answers into the sender's message copied at the bottom of your email. However, if you're going to do this, be sure to say so at the top, and leave generous space, for example: > How long are you staying?Less than two weeks.>Will you have time to visit with us?I'm really hoping to, but my schedule will be pretty tight. Let me get back to you about that after the weekend. What sorts of information shouldn't be sent via email? Most people do not realize that email is not as private as it may seem. Without additional setup, email is not encrypted; meaning that your email is "open" and could possibly be read by an unintended person as it is transmitted to your reader. With that in mind, never send the following information over email: Usernames and passwords Credit card or other account information Additionally, avoid sensitive or information that could be potentially damaging to someone's career and/or reputation, including your own. Beyond email's general lack of security and confidentiality, your recipient can always accidentally hit the Forward button, leave her email account open on a computer, or print and forget that she's printed a copy of your email. What about sending attachments? The ease of transmitting files to a particular person makes email very attractive. However, there are some guidelines you should follow: Never send an attachment to someone you don't know the first time you contact them (unless, of course, the contact has posted a job ad requesting a resume in a Word document). They (or their computers) might think it is spam or a virus, and delete your message. Avoid unnecessarily large file sizes. Digital photos especially: most digital photos come off the camera much larger than can be viewed on screen. Learn how to resize your digital photographs. When you must send a large file or set of files, do the recipient the courtesy of sending an email telling them what you'll be sending and why. Be sure to have anti-virus software installed on your computer to scan all of your outgoing and incoming messages for viruses. Email Listservs and Discussion Groups Poor email behavior is always cropping up on email listservs and discussion groups. Here are some common mistakes to avoid: Double-check the To: area of your email when you reply. Too many people have intended to reply to a message poster alone when, in fact, their reply went to the entire list—much to their embarrassment. If you want to be extra-careful, start a new email and type the single recipient's address. Do not air your grievances or beefs about your school, colleagues, or employer on a list. Personal attacks should also be avoided. Such postings make the organization you are associated with look bad, while also making you sound like a gossip and whiner. Particularly on large lists, you also may not know who else is on it. Be professional, and likewise avoid piling onto discussions about who's got it worst at work, school, etc. If you are new to a discussion list, you should "lurk" for awhile—that is, just be a reader to get the sense of what the group talks about, how it talks about it, and what types of behaviors are expected from list members. Only when you have gotten that sense should you initiate a post. Note: this resource was posted during a day-long workshop for Norfolk State University in the development of their OWL. Purdue OWL Webmaster Karl Stolley and the Purdue OWL wish them great success.
http://owl.english.purdue.edu/owl/resource/639/01/
Academic Cover Letters
When you're applying for a faculty position with a college or university, the cover letter is your first chance to make a strong impression as a promising researcher and teacher. Below you'll find some strategies for presenting your qualifications effectively in an academic context.
Distinctions between Academic and Business Cover Letters
A cover letter for an academic job has a function similar to one for a business job, but the content differs significantly in quantity and kind. While the general advice for business cover letters—such as tailoring your letter for the specific job and selling your strengths—still applies, a cover letter for an academic position should be long enough to highlight in some detail your accomplishments during your graduate education in research, teaching, departmental service, and so on. The typical letter is thus usually one and a half to two pages long, but not more than two—roughly five to eight paragraphs.
The First Paragraph
In the opening of your letter you need to convey some basic information, such as what specific position you are applying for (using the title given in the job notice) and where you learned of the opening. Since a cover letter is a kind of persuasive writing (persuading a hiring committee to include you on a list of candidates for further review), the first paragraph of your letter should also make the initial claim as to why you are a strong candidate for the position.
Tailoring for Your Audience
In an academic context knowing your audience means reading the job notice carefully and knowing the type of institution to which you are applying. Most graduate students have studied a broad range of material within their discipline before specializing in a narrow field for the dissertation project. Since it is rare to find a job notice specifying your exact qualifications, you need to emphasize those aspects of your graduate training that seem particularly relevant to the position advertised.
Job notice: If you've written a political science dissertation on populism in early twentieth-century US national politics, you probably won't respond to a notice seeking a specialist in international politics during the Cold War. But you may wish to apply for a position teaching twentieth-century US political parties and movements. In this case you would want to stress the relevance of your dissertation to the broad context of twentieth-century US politics, even though the study focuses narrowly on the pre-World War I period. You might also highlight courses taken, presentations given, or other evidence of your expertise that corresponds to the job notice.
Type of institution: Often the job notice will provide a brief description of the college or university, indicating such factors as size, ownership (public, private), affiliation (religious, nonsectarian), geography (urban, suburban, rural), and so on. These factors will influence the kind of information emphasized in your letter. For example, for a job at a small liberal arts college that focuses on undergraduate teaching, you would emphasize your teaching experience and pedagogical philosophy early in the letter before mentioning your dissertation. On the other hand, for a job at a large research university you would provide at least one detailed paragraph describing your dissertation early in the letter, even indicating your plans for future research, before mentioning your teaching and other experience.
Other Advice
If you're still working on your dissertation, you should mention somewhere in the letter when you expect to be awarded the Ph.D., even being as specific as to mention how many chapters have been completed and accepted, how many are in draft version, and what your schedule for completion is. Last-paragraph tips include the following:
Mention your contact information, including a phone number where you can be reached if you will be away during a holiday break.
If you will be attending an upcoming major professional conference in your field, such as the MLA convention for language and literature professionals, indicate that you will be available for an interview there. Be sure to mention that you are available for telephone or campus-visit interviews as well.
If you have some special connection to the school, type of institution, or region, such as having attended the school as an undergraduate or having grown up in the area, you may wish to mention that information briefly at some point.
Mention your willingness to forward upon request additional materials such as writing samples, teaching evaluations, and letters of recommendation.

Academic Cover Letter Sample:
November 2, 1998
Dr. Naomi SellersChair, English Search CommitteeBox 58Baxter CollegeArcadia, WV 24803
Dear Dr. Sellers:
I am writing to apply for the position as assistant professor of English with an emphasis in rhetoric and composition that you advertised in the October MLA Job Information List. I am a graduate student at Prestigious University working on a dissertation under the direction of Professor Prominent Figure. Currently revising the third of five chapters, I expect to complete all work for the Ph.D. by May of 1999. I believe that my teaching and tutoring experience combined with my course work and research background in rhetoric and composition theory make me a strong candidate for the position outlined in your notice.
As my curriculum vitae shows, I have had excellent opportunities to teach a variety of writing courses during my graduate studies, including developmental writing, first-year writing for both native speakers and second language students, advanced writing, and business writing. I have also worked as a teaching mentor for new graduate students, a position that involved instruction in methods of composition teaching, development of course materials, and evaluation of new graduate instructors. Among the most satisfying experiences for me as a teacher has been instructing students on an individual basis as a tutor in our university Writing Lab. Even as a classroom instructor, I find that I always look forward to the individual conferences that I hold with my students several times during the semester because I believe this kind of one-on-one interaction to be essential to their development as writers.
My work in the composition classroom has provided me with the inspiration as well as a kind of laboratory for my dissertation research. My project, The I Has It: Applications of Recent Models of Subjectivity in Composition Theory, examines the shift since the 1960s from expressive models of writing toward now-dominant postmodern conceptions of decentered subjectivity and self-construction through writing. I argue that these more recent theoretical models, while promising, cannot have the liberating effects that are claimed for them without a concomitant reconception of writing pedagogy and the dynamics of the writing classroom. I relate critical readings of theoretical texts to my own pedagogical experiments as a writing teacher, using narratives of classroom successes and failures as the bases for critical reflection on postmodern composition theory. After developing my dissertation into a book manuscript, I plan to continue my work in current composition theory through a critical examination of the rhetoric of technological advancement in the computer-mediated writing classroom.
My interest in the computer classroom has grown out of recent experience teaching composition in that environment. In these courses my students have used computers for writing and turning in notes and essays, communicating with one another and with me, conducting library catalogue research and web research, and creating websites. I have encouraged my students to think and write critically about their experiences with technology, both in my class and elsewhere, even as we have used technology to facilitate our work in the course. Syllabi and other materials for my writing courses can be viewed at my website: http://machine.prestigious.edu/~name. In all of my writing courses I encourage students to become critical readers, thinkers, and writers; my goal is always not only to promote their intellectual engagement with cultural texts of all kinds but also to help them become more discerning readers of and forceful writers about the world around them.
I have included my curriculum vitae and would be happy to send you additional materials such as a dossier of letters of reference, writing samples, teaching evaluations, and past and proposed course syllabi. I will be available to meet with you for an interview at either the MLA or the CCCC convention, or elsewhere at your convenience. I can be reached at my home phone number before December 19; between then and the start of the MLA convention, you can reach me at (123) 456-7890. I thank you for your consideration and look forward to hearing from you.
Sincerely
First Lastname
http://owl.english.purdue.edu/owl/resource/639/01/
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Documenting Sources: Overview
The Internet and other digital sources of information are widely used tools for research, but since they are still relatively new tools, various disciplines are still deciding what the correct way to document electronic sources is, and disciplines are constantly changing their minds as to what the most appropriate ways are.
To ensure accuracy, it's always best to consult the style manual and/or accompanying website for your discipline first before consulting other sources. We have a complete list of style manuals on our resources for documenting sources in the disciplines page, which also provides links to general information about documenting print sources (and in some cases, electronic sources). Other ways to determine the style you should use are to ask your instructor for guidelines or resources, or to locate the official website for publications in your discipline and see if they have any guidelines or style manuals available.
This resource contains links to sources that will help students, teachers, and anybody doing research on the Internet to cite electronic sources using different styles. We also have links to some of our OWL handouts on citing sources.
http://owl.english.purdue.edu/owl/resource/584/01/
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Writing Engineering Reports
This PowerPoint slide presentation covers major aspects of writing reports in Engineering. Click on the link above in the Media box to download the slides.
The presentation includes information about:
Report purpose and planning
Report format and organization
Headings and language
Visual design
Source documentation
Finishing touches
http://owl.english.purdue.edu/owl/resource/647/01/
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