Direct to Indirect Speech
In this section, We are going to see How the conversion of Direct to Indirect Speech and Indirect to Direct Speech is done?
We may report the words of a speaker in two ways.
1. Direct Speech
We may quote the actual words of the speaker. This method is called Direct Speech.
2. Indirect Speech
We may report what he said without quoting his exact words. This method is called Indirect Speech or Reported Speech.
Example:
• Direct: Clinton said, “I am very busy now.”
• Indirect: Clinton said that he was very busy then.
• Direct : He said, “ my mother is writing letter.”
• Indirect: He said that his mother was writing letter.
How to change Direct to Indirect Speech?
It will be noticed that in Direct Speech, we use inverted commas to mark off the exact words of the speaker. In Indirect Speech we do not use the inverted commas.
It will be further noticed that in changing the above Direct Speech into Indirect speech, certain changes have been made.
Thus:
i. We have used the conjunction ‘that’ before the Indirect Statement.
ii. The pronoun “I” is changed to “HE”. (The Pronoun is changed in Person)
iii. The verb “am” is changed to “was”.
iv. The adverb “now” is changed to “then”.
Rules for changing Direct into Indirect Speech:
A. When the reporting or principal verb is in the Past Tense, all the Present Tenses in the Direct Speech are changed into Past Tense.
a. A simple present tense becomes simple past tense.
Example:
• Direct : He said, “I am unwell.”
• Indirect: He said that he was unwell.
b. A present continuous tense becomes a past continuous.
Example:
• Direct : He said, “ my mother is writing letter.”
• Indirect: He said that his mother was writing letter.
c. A present perfect becomes a past perfect:
Are you clear about the conversion of Direct to Indirect Speech?
Example:
• Direct: He said, “I have passed the examination.”
• Indirect: he said that he had passed the examination.
d. As a rule the simple past tense in the Direct Speech becomes the past perfect tense in Indirect Speech.
Example:
• Direct: He said, “His horse died in the night.”
• Indirect: he said that his horse had died in the night.
NOTE:
The shall of the future is changed into should.
The will of the future is changed into would.
The can and may of the future are changed into could and might respectively.
B. The tenses will not change if the statement is still relevant or if it is a universal truth. We can often choose whether to keep The original tenses or change them.
Examples:
• Direct: “I know her address”, said John.
• Indirect: John said that he knows/knew her address.
In this Indirect Speech, both the past tense and the present tense make the sentence a correct one.
• Direct: The teacher said, “The earth goes round the sun.”
• Indirect: The teacher said that the earth goes/went round the sun.
• Direct: She said, “German is easy to learn.”
• Indirect: She said that German was/is easy to learn.
The past tense is often used when it is uncertain if the statement is true or when we are reporting objectively.
C. If the reporting verb is in present tense, the tenses of the Direct Speech do not change. For example, we may rewrite the above examples, putting the reporting verb in the present tense.
Examples:
• Direct : He says, “I am unwell.”
• Indirect: He says that he is unwell.
• Direct : He says, “ my mother is writing letter.”
• Indirect: He says that his mother is writing letter.
• Direct: He says, “I have passed the examination.”
• Indirect: he says that he has passed the examination.
• Direct: He says, “His horse died in the night.”
• Indirect: he says that his horse died in the night.
D. The pronouns of the Direct Speech are changed where necessary, so that their relations with the reporter and his hearer, Rather than with the original speaker are indicated.
Examples:
• Direct: He said to me, “I do not believe you.”
• Indirect: He said that he did not believe me.
• Direct: She said to him, “I do not believe you.”
• Indirect: She said to him that she did not believe him.
• Direct: I said to him, “I did not believe you.”
• Indirect: I said to him that I did not believe him.
• Direct: I said to you, “I do not believe you.”
• Indirect: I said to you that I do not believe you.
E. Words expressing nearness in time or places are generally changed into words expressing distance.
Examples:
• Direct: He said, “I am glad o be here this evening.”
• Indirect: he said that he was glad to be there that evening.
• Direct: He said, “I was here yesterday.”
• Indirect: He said that he was there the day before.
Now, let us see the words which get changed when the Direct Speech is changed into Indirect Speech.
• Now becomes then
• Here becomes there
• Ago becomes before
• Thus becomes so
• Today becomes that day
• Tomorrow becomes the next day
• Yesterday becomes the day before
• Last night becomes the night before
• This becomes that
• These becomes those
F. How the questions used in the Direct Speech are changed into Indirect Speech?
In reporting questions, the indirect Speech is introduced by such verbs as asked, inquired etc…
Examples:
• Direct: He said to me, “What are you doing?”
• Indirect: He asked me what I was doing.
• Direct: A stranger asked me, “Where do you live?”
• Indirect: A stranger enquired where I lived.
• Direct: The Policemen said to us, “Where are you going?”
• Indirect: The Policemen asked us where we were going.
• Direct: He said, “Will you listen to such a man?”
• Indirect: He asked them whether they would listen to such a man.
• Indirect: Would they, he asked, listen to such a man.
• Direct: His angry mother jeered, “Do you suppose you know better than your father?”
• Indirect: His angry mother jeered and asked whether he supposed that he knew better than his father.
G. How the Commands and the Requests in the Direct Speeches are changed when the Direct Speeches are changed into indirect Speeches?
In reporting commands and requests, the indirect speech is introduced by some verb expressing commands and requests, and the Imperative Mood is changed into Infinitive Mood.
Examples:
• Direct: Raja said to John, “Go away.”
• Indirect: Raja ordered John to go away.
• Direct: He said to Mary, “Please wait here till I return.”
• Indirect: he requested Mary to wait there till he returned.
• Direct: “Call the first witness”, said the Judge.
• Indirect: The Judge commanded them to call the first witness.
• Direct: He shouted, “Let me go.”
• Indirect: he shouted to them to let him go.
• Direct: He said, “Be quite and listen to my words”.
• Indirect: He urged them to be quite and listen to his words.
H. How the Exclamation and the Wishes in the Direct Speeches are changed when the Direct Speeches are changed into Indirect Speeches?
In reporting exclamation and wishes, the Indirect Speech is introduced by some verb expressing Exclamation and Wishes.
Examples:
• Direct: He said, “Alas! I am undone”.
• Indirect: He exclaimed sadly that he was undone.
• Direct: Alice said, “How clever I am?”
• Indirect: Alice exclaimed that he was very clever.
• Direct: He said, “Bravo! You have done well.”
• Indirect: he applauded him, saying that he had done well.
• Direct: “So help me, Heaven!” he cried, “I will never steal again”.
• Indirect: He called upon Heaven to witness his resolve never to resolve.
Thursday, October 22, 2009
Thursday, October 15, 2009
Direct and Indirect Questions
Indirect Questions with WH and H
Notice the difference between a direct question and an indirect question.
Direct : "Where are you going?" Mary asked.
Indirect: Mary asked where we were going.
Indirect questions
- use verbs of speech for questions (asked, wondered, enquired, wanted to know, tried to find out, etc.)
- use question words (where, when, who, why,how, etc) instead of that
- change verb tenses, pronouns, and time expressions (just like reported statements)
- use question word + subject + verb word order (unlike a direct question)
question word + subject + verb
He asked when they would arrive.
Note:
If the question word is who, the direct question and the indirect question have the same word order.
"Who is there?"
She wondered who was there.
Notice the difference between a direct question and an indirect question.
Direct : "Where are you going?" Mary asked.
Indirect: Mary asked where we were going.
Indirect questions
- use verbs of speech for questions (asked, wondered, enquired, wanted to know, tried to find out, etc.)
- use question words (where, when, who, why,how, etc) instead of that
- change verb tenses, pronouns, and time expressions (just like reported statements)
- use question word + subject + verb word order (unlike a direct question)
question word + subject + verb
He asked when they would arrive.
Note:
If the question word is who, the direct question and the indirect question have the same word order.
"Who is there?"
She wondered who was there.
Additional Lecture About Discourses
Direct and indirect discourse
When one reports what others have said word for word, this is called "direct discourse." It is generally signalled by the presence of quotation marks:
Philippe said, "I'll come if I have the time."
My roommate said, "Clean the place up, or get out of here!"
When one paraphrases the words of others, writing them so as to avoid direct quotation, this is called "indirect discourse."
Indirect discourse entails certain changes:
A. Quotation marks are not used:
direct discourse: He told me, "You're stupid"
indirect discourse: He told me that I was stupid.
B. When the verb in the reported discourse is conjugated, is it generally preceded by "that"; however, the inclusion of "that" is optional
She said that she would be late.
OR: She said she would be late.
They informed us that the plane was delayed.
OR: They informed us the plane was delayed.
C. Imperative forms, when recounted in indirect discourse, generally become infinitive constructions:
direct discourse: He told me, "Write to me."
indirect discourse: He told me to write him.
direct discourse: I told them, "Get out of here!"
indirect discourse: I told them to get out of here.
D. When a quotation is put in indirect discourse, care must be taken to verify that verb tenses reflect the change in temporal context:
direct discourse: She said, "I will be on time."
indirect discourse: She said she would be on time.
direct discourse: When he called he said, "I am at the airport"
indirect discourse: When he called he said he was at the airport.
TEST
>> Indirect Discourse
Sarah said, "I am ill."
Paul told me, "Go to the cinema and buy two tickets".
Thierry explained to us, "I went to Spain during my holidays".
John said, "I will buy a new computer soon".
My father told me, "Do your homework!"
ANSWERS
Sarah said (that) she was ill.
Paul told me to go to the cinema and buy two tickets.
Thierry explained to us (that) he had gone to Spain during his holidays.
John said (that) he would buy a new computer soon.
My father told me to do my homework.
When one reports what others have said word for word, this is called "direct discourse." It is generally signalled by the presence of quotation marks:
Philippe said, "I'll come if I have the time."
My roommate said, "Clean the place up, or get out of here!"
When one paraphrases the words of others, writing them so as to avoid direct quotation, this is called "indirect discourse."
Indirect discourse entails certain changes:
A. Quotation marks are not used:
direct discourse: He told me, "You're stupid"
indirect discourse: He told me that I was stupid.
B. When the verb in the reported discourse is conjugated, is it generally preceded by "that"; however, the inclusion of "that" is optional
She said that she would be late.
OR: She said she would be late.
They informed us that the plane was delayed.
OR: They informed us the plane was delayed.
C. Imperative forms, when recounted in indirect discourse, generally become infinitive constructions:
direct discourse: He told me, "Write to me."
indirect discourse: He told me to write him.
direct discourse: I told them, "Get out of here!"
indirect discourse: I told them to get out of here.
D. When a quotation is put in indirect discourse, care must be taken to verify that verb tenses reflect the change in temporal context:
direct discourse: She said, "I will be on time."
indirect discourse: She said she would be on time.
direct discourse: When he called he said, "I am at the airport"
indirect discourse: When he called he said he was at the airport.
TEST
>> Indirect Discourse
Sarah said, "I am ill."
Paul told me, "Go to the cinema and buy two tickets".
Thierry explained to us, "I went to Spain during my holidays".
John said, "I will buy a new computer soon".
My father told me, "Do your homework!"
ANSWERS
Sarah said (that) she was ill.
Paul told me to go to the cinema and buy two tickets.
Thierry explained to us (that) he had gone to Spain during his holidays.
John said (that) he would buy a new computer soon.
My father told me to do my homework.
Wednesday, September 23, 2009
ADDITIONAL LECTURE ABOUT PRESENT PERFECT TENSE
Present Perfect
FORM
[has/have + past participle]
Examples:
* You have seen that movie many times.
* Have you seen that movie many times?
* You have not seen that movie many times.
Complete List of Present Perfect Forms
USE 1 Unspecified Time Before Now
We use the Present Perfect to say that an action happened at an unspecified time before now. The exact time is not important. You CANNOT use the Present Perfect with specific time expressions such as: yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that moment, that day, one day, etc. We CAN use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already, yet, etc.
Examples:
* I have seen that movie twenty times.
* I think I have met him once before.
* There have been many earthquakes in California.
* People have traveled to the Moon.
* People have not traveled to Mars.
* Have you read the book yet?
* Nobody has ever climbed that mountain.
* A: Has there ever been a war in the United States?
B: Yes, there has been a war in the United States.
How Do You Actually Use the Present Perfect?
The concept of "unspecified time" can be very confusing to English learners. It is best to associate Present Perfect with the following topics:
TOPIC 1 Experience
You can use the Present Perfect to describe your experience. It is like saying, "I have the experience of..." You can also use this tense to say that you have never had a certain experience. The Present Perfect is NOT used to describe a specific event.
Examples:
* I have been to France.
This sentence means that you have had the experience of being in France. Maybe you have been there once, or several times.
* I have been to France three times.
You can add the number of times at the end of the sentence.
* I have never been to France.
This sentence means that you have not had the experience of going to France.
* I think I have seen that movie before.
* He has never traveled by train.
* Joan has studied two foreign languages.
* A: Have you ever met him?
B: No, I have not met him.
TOPIC 2 Change Over Time
We often use the Present Perfect to talk about change that has happened over a period of time.
Examples:
* You have grown since the last time I saw you.
* The government has become more interested in arts education.
* Japanese has become one of the most popular courses at the university since the Asian studies program was established.
* My English has really improved since I moved to Australia.
TOPIC 3 Accomplishments
We often use the Present Perfect to list the accomplishments of individuals and humanity. You cannot mention a specific time.
Examples:
* Man has walked on the Moon.
* Our son has learned how to read.
* Doctors have cured many deadly diseases.
* Scientists have split the atom.
TOPIC 4 An Uncompleted Action You Are Expecting
We often use the Present Perfect to say that an action which we expected has not happened. Using the Present Perfect suggests that we are still waiting for the action to happen.
Examples:
* James has not finished his homework yet.
* Susan hasn't mastered Japanese, but she can communicate.
* Bill has still not arrived.
* The rain hasn't stopped.
TOPIC 5 Multiple Actions at Different Times
We also use the Present Perfect to talk about several different actions which have occurred in the past at different times. Present Perfect suggests the process is not complete and more actions are possible.
Examples:
* The army has attacked that city five times.
* I have had four quizzes and five tests so far this semester.
* We have had many major problems while working on this project.
* She has talked to several specialists about her problem, but nobody knows why she is sick.
Time Expressions with Present Perfect
When we use the Present Perfect it means that something has happened at some point in our lives before now. Remember, the exact time the action happened is not important.
Sometimes, we want to limit the time we are looking in for an experience. We can do this with expressions such as: in the last week, in the last year, this week, this month, so far, up to now, etc.
Examples:
* Have you been to Mexico in the last year?
* I have seen that movie six times in the last month.
* They have had three tests in the last week.
* She graduated from university less than three years ago. She has worked for three different companies so far.
* My car has broken down three times this week.
FORM
[has/have + past participle]
Examples:
* You have seen that movie many times.
* Have you seen that movie many times?
* You have not seen that movie many times.
Complete List of Present Perfect Forms
USE 1 Unspecified Time Before Now
We use the Present Perfect to say that an action happened at an unspecified time before now. The exact time is not important. You CANNOT use the Present Perfect with specific time expressions such as: yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that moment, that day, one day, etc. We CAN use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already, yet, etc.
Examples:
* I have seen that movie twenty times.
* I think I have met him once before.
* There have been many earthquakes in California.
* People have traveled to the Moon.
* People have not traveled to Mars.
* Have you read the book yet?
* Nobody has ever climbed that mountain.
* A: Has there ever been a war in the United States?
B: Yes, there has been a war in the United States.
How Do You Actually Use the Present Perfect?
The concept of "unspecified time" can be very confusing to English learners. It is best to associate Present Perfect with the following topics:
TOPIC 1 Experience
You can use the Present Perfect to describe your experience. It is like saying, "I have the experience of..." You can also use this tense to say that you have never had a certain experience. The Present Perfect is NOT used to describe a specific event.
Examples:
* I have been to France.
This sentence means that you have had the experience of being in France. Maybe you have been there once, or several times.
* I have been to France three times.
You can add the number of times at the end of the sentence.
* I have never been to France.
This sentence means that you have not had the experience of going to France.
* I think I have seen that movie before.
* He has never traveled by train.
* Joan has studied two foreign languages.
* A: Have you ever met him?
B: No, I have not met him.
TOPIC 2 Change Over Time
We often use the Present Perfect to talk about change that has happened over a period of time.
Examples:
* You have grown since the last time I saw you.
* The government has become more interested in arts education.
* Japanese has become one of the most popular courses at the university since the Asian studies program was established.
* My English has really improved since I moved to Australia.
TOPIC 3 Accomplishments
We often use the Present Perfect to list the accomplishments of individuals and humanity. You cannot mention a specific time.
Examples:
* Man has walked on the Moon.
* Our son has learned how to read.
* Doctors have cured many deadly diseases.
* Scientists have split the atom.
TOPIC 4 An Uncompleted Action You Are Expecting
We often use the Present Perfect to say that an action which we expected has not happened. Using the Present Perfect suggests that we are still waiting for the action to happen.
Examples:
* James has not finished his homework yet.
* Susan hasn't mastered Japanese, but she can communicate.
* Bill has still not arrived.
* The rain hasn't stopped.
TOPIC 5 Multiple Actions at Different Times
We also use the Present Perfect to talk about several different actions which have occurred in the past at different times. Present Perfect suggests the process is not complete and more actions are possible.
Examples:
* The army has attacked that city five times.
* I have had four quizzes and five tests so far this semester.
* We have had many major problems while working on this project.
* She has talked to several specialists about her problem, but nobody knows why she is sick.
Time Expressions with Present Perfect
When we use the Present Perfect it means that something has happened at some point in our lives before now. Remember, the exact time the action happened is not important.
Sometimes, we want to limit the time we are looking in for an experience. We can do this with expressions such as: in the last week, in the last year, this week, this month, so far, up to now, etc.
Examples:
* Have you been to Mexico in the last year?
* I have seen that movie six times in the last month.
* They have had three tests in the last week.
* She graduated from university less than three years ago. She has worked for three different companies so far.
* My car has broken down three times this week.
Tuesday, September 22, 2009
Wednesday, September 16, 2009
Lesson From A Donkey
THE LESSON FROM A DONKEY!
One day a farmer's donkey fell down into a well.
The animal cried piteously for hours as the farmer tried to figure out what to do.
Finally, he decided the animal was old, and the well needed to be covered up anyway; it just wasn't worth it to retrieve the donkey.
He invited all his neighbors to come over and help him.
They all grabbed a shovel and began to shovel dirt into the well.
At first, the donkey realized what was happening and cried horribly..
Then, to everyone's amazement he quieted down.
A few shovel loads later, the farmer finally looked down the well.
He was astonished at what he saw.
With each shovel of dirt that hit his back, the donkey was doing something amazing.
He would shake it off and take a step up.
As the farmer's neighbors continued to shovel dirt on top of the animal, he would shake it off and take a step up. Pretty soon, everyone was amazed as the donkey stepped up over the edge of the well and happily trotted off!
MORAL :
Life is going to shovel dirt on you, all kinds of dirt.
The trick to getting out of the well is to shake it off and take a step up.
Each of our troubles is a steppingstone.
We can get out of the deepest wells just by not stopping, never giving up!
Shake it off and take a step up.
Remember the five simple rules to be happy:
1. Free your heart from hatred - Forgive.
2. Free your mind from worries - Most never happen.
3. Live simply and appreciate what you have.
4. Give more.
5. Expect less from people but more from God.
One day a farmer's donkey fell down into a well.
The animal cried piteously for hours as the farmer tried to figure out what to do.
Finally, he decided the animal was old, and the well needed to be covered up anyway; it just wasn't worth it to retrieve the donkey.
He invited all his neighbors to come over and help him.
They all grabbed a shovel and began to shovel dirt into the well.
At first, the donkey realized what was happening and cried horribly..
Then, to everyone's amazement he quieted down.
A few shovel loads later, the farmer finally looked down the well.
He was astonished at what he saw.
With each shovel of dirt that hit his back, the donkey was doing something amazing.
He would shake it off and take a step up.
As the farmer's neighbors continued to shovel dirt on top of the animal, he would shake it off and take a step up. Pretty soon, everyone was amazed as the donkey stepped up over the edge of the well and happily trotted off!
MORAL :
Life is going to shovel dirt on you, all kinds of dirt.
The trick to getting out of the well is to shake it off and take a step up.
Each of our troubles is a steppingstone.
We can get out of the deepest wells just by not stopping, never giving up!
Shake it off and take a step up.
Remember the five simple rules to be happy:
1. Free your heart from hatred - Forgive.
2. Free your mind from worries - Most never happen.
3. Live simply and appreciate what you have.
4. Give more.
5. Expect less from people but more from God.
Wednesday, September 9, 2009
Tuesday, September 8, 2009
Monday, September 7, 2009
Adverb Clauses
An adverb clause is a clause that functions as an adverb. In other words, it contains subject (explicit or implied) and predicate, and it modifies a verb.
* I saw Joe when I went to the store. (explicit subject I)
* He sat quietly in order to appear polite. (implied subject he)
According to Sidney Greenbaum and Randolph Quirk, adverbial clauses function mainly as adjuncts or disjuncts. In those functions they are like adverbial phrases, but in their potentiality for greater explicitness, they are more often like prepositional phrases (Greenbaum and Quirk,1990):
* We left after the speeches ended.
* We left after the end of the speeches.
Contrast adverbial clauses with adverbial phrases, which do not contain a clause.
* I like to fly kites for fun.
Kinds of adverbial clauses
Time Clauses: when, before, after, since, while, as, until
Function: These clauses are used to say when something happens by referring to a period of time or to another event.
Example: Her father died when she was young.
Conditional Clauses: if, unless
Function: These clauses are used to talk about a possible situation and its consequences.
Example: If they lose weight during an illness, they soon regain it afterwards.
Purpose Clauses: in order to, so that, in order that
Function: These clauses are used to indicate the purpose of an action.
Example: They had to take some of his land so that they could extend the churchyard.
Reason Clauses: because, since, as
Function: These clauses are used to indicate the reason for something.
Example: I couldn't feel anger against him because I liked him too much.
Result Clauses: so that
Function: These clauses are used to indicate the result of something.
Example: My suitcase had become damaged on the journey home, so that the lid would not stay closed.
Concessive Clauses: although, though, while
Function: These clauses are used to make two statements, one of which contrasts with the other or makes it seem surprising.
Example: I used to read a lot although I don't get much time for books now.
Place Clauses: where, wherever
Function: These clauses are used to talk about the location or position of something.
Example: He said he was happy where he was.
Clauses of Manner: as, like, the way
Function: These clauses are used to talk about someone's behaviour or the way something is done.
Example: I was never allowed to do things the way I wanted to do them.
* I saw Joe when I went to the store. (explicit subject I)
* He sat quietly in order to appear polite. (implied subject he)
According to Sidney Greenbaum and Randolph Quirk, adverbial clauses function mainly as adjuncts or disjuncts. In those functions they are like adverbial phrases, but in their potentiality for greater explicitness, they are more often like prepositional phrases (Greenbaum and Quirk,1990):
* We left after the speeches ended.
* We left after the end of the speeches.
Contrast adverbial clauses with adverbial phrases, which do not contain a clause.
* I like to fly kites for fun.
Kinds of adverbial clauses
Time Clauses: when, before, after, since, while, as, until
Function: These clauses are used to say when something happens by referring to a period of time or to another event.
Example: Her father died when she was young.
Conditional Clauses: if, unless
Function: These clauses are used to talk about a possible situation and its consequences.
Example: If they lose weight during an illness, they soon regain it afterwards.
Purpose Clauses: in order to, so that, in order that
Function: These clauses are used to indicate the purpose of an action.
Example: They had to take some of his land so that they could extend the churchyard.
Reason Clauses: because, since, as
Function: These clauses are used to indicate the reason for something.
Example: I couldn't feel anger against him because I liked him too much.
Result Clauses: so that
Function: These clauses are used to indicate the result of something.
Example: My suitcase had become damaged on the journey home, so that the lid would not stay closed.
Concessive Clauses: although, though, while
Function: These clauses are used to make two statements, one of which contrasts with the other or makes it seem surprising.
Example: I used to read a lot although I don't get much time for books now.
Place Clauses: where, wherever
Function: These clauses are used to talk about the location or position of something.
Example: He said he was happy where he was.
Clauses of Manner: as, like, the way
Function: These clauses are used to talk about someone's behaviour or the way something is done.
Example: I was never allowed to do things the way I wanted to do them.
Wednesday, August 5, 2009
Parts of a Book Report
The Outline of Your Report
You have read your book. Your next step will be to organize what you are going to say about it in your report. Writing the basic elements down in an outline format will help you to organize your thoughts.What will you include in the outline? Follow whatever instructions your teacher has given you. If you are on your own, however, the following guidelines should help.
Let's assume for the moment that you've chosen a work of fiction. We'll start with a description of the book. The description should include such elements as:
1. The setting—where does the story take place? Is it a real place or an imaginary one? If the author does not tell you exactly where the story is set, what can you tell about it from the way it is described?
2. The time period—is the story set in the present day or in an earlier time period? Perhaps it is even set in the future! Let your reader know.
3. The main character(s)—who is the story mostly about? Give a brief description. Often, one character can be singled out as the main character, but some books will have more than one.
4. The plot—what happens to the main character? WARNING! Be careful here. Do not fall into the boring trap of reporting every single thing that happens in the story. Pick only the most important events. Here are some hints on how to do that. First, explain the situation of the main character as the story opens. Next, identify the basic plot element of the story--is the main character trying to achieve something or overcome a particular problem? Thirdly, describe a few of the more important things that happen to the main character as he/she works toward that goal or solution. Finally, you might hint at the story's conclusion without completely giving away the ending.
The four points above deal with the report aspect of your work. For the final section of your outline, give your reader a sense of the impression the book made upon you. Ask yourself what the author was trying to achieve and whether or not he achieved it with you. What larger idea does the story illustrate? How does it do that? How did you feel about the author's style of writing, the setting, or the mood of the novel. You do not have to limit yourself to these areas. Pick something which caught your attention, and let your reader know your personal response to whatever it was.
You have read your book. Your next step will be to organize what you are going to say about it in your report. Writing the basic elements down in an outline format will help you to organize your thoughts.What will you include in the outline? Follow whatever instructions your teacher has given you. If you are on your own, however, the following guidelines should help.
Let's assume for the moment that you've chosen a work of fiction. We'll start with a description of the book. The description should include such elements as:
1. The setting—where does the story take place? Is it a real place or an imaginary one? If the author does not tell you exactly where the story is set, what can you tell about it from the way it is described?
2. The time period—is the story set in the present day or in an earlier time period? Perhaps it is even set in the future! Let your reader know.
3. The main character(s)—who is the story mostly about? Give a brief description. Often, one character can be singled out as the main character, but some books will have more than one.
4. The plot—what happens to the main character? WARNING! Be careful here. Do not fall into the boring trap of reporting every single thing that happens in the story. Pick only the most important events. Here are some hints on how to do that. First, explain the situation of the main character as the story opens. Next, identify the basic plot element of the story--is the main character trying to achieve something or overcome a particular problem? Thirdly, describe a few of the more important things that happen to the main character as he/she works toward that goal or solution. Finally, you might hint at the story's conclusion without completely giving away the ending.
The four points above deal with the report aspect of your work. For the final section of your outline, give your reader a sense of the impression the book made upon you. Ask yourself what the author was trying to achieve and whether or not he achieved it with you. What larger idea does the story illustrate? How does it do that? How did you feel about the author's style of writing, the setting, or the mood of the novel. You do not have to limit yourself to these areas. Pick something which caught your attention, and let your reader know your personal response to whatever it was.
Book Report
Your teacher’s goal is to broaden your understanding of the world and society, and to further enlighten you through the words of an author. But teachers gain a great deal more than that from assigning book reports. Teachers learn from them, too!
Considering this, it’s even more important for you to write a great report. First, include the basics.
Introduction
Write a strong paragraph that states the book’s title (underlined or italicized), genre, author’s name, and publication information. Also give a brief statement about the book’s angle, theme, or message.
Body
Before you get started on the body of the report, take a few minutes to jot down some helpful information by considering the following points.
Did you enjoy the book?
Was it well written?
If it was a fictional work, list the characters.
If it was a work of non-fiction, identify the writer’s thesis.
What is the writing style?
Is this book a part of a series?
In the body of your book report, you will write an extended summary of the book, explain the major conflict evident in the plot, while weaving some of Your own observations through your remarks. For example, you could say:
“This book, the third in a series, offers insight to the bizarre childhood of Bethany Robbins, the main character. The author describes how Bethany developed a friendship with a skunk that lived in the woods behind her house. Alfred, the skunk, explains to Bethany the pitfalls of bathing too frequently.”
The list of points should provide enough material for writing several paragraphs as you summarize. As you lead to your final paragraph, consider some additional impressions and opinions:
* Was the ending satisfactory (for fiction)?
* Was the thesis supported by strong evidence (for non-ficton)?
* What interesting or notable facts do you know about the author?
* Would you recommend this book?
Conclusion
Conclude your report with a paragraph or two that covers these additional points. Some teachers prefer that you re-state the name and author of the book in the concluding paragraph. As always, consult your specific assignment guide. Unless instructed otherwise, your final last sentence should offer a one-sentence summary with your overall opinion, as in the following example.
”The author provided an intriguing and entertaining glimpse into the mind of girl who learned about life through the words, real or imagined, of her wild but wise friends from the forest.”
Considering this, it’s even more important for you to write a great report. First, include the basics.
Introduction
Write a strong paragraph that states the book’s title (underlined or italicized), genre, author’s name, and publication information. Also give a brief statement about the book’s angle, theme, or message.
Body
Before you get started on the body of the report, take a few minutes to jot down some helpful information by considering the following points.
Did you enjoy the book?
Was it well written?
If it was a fictional work, list the characters.
If it was a work of non-fiction, identify the writer’s thesis.
What is the writing style?
Is this book a part of a series?
In the body of your book report, you will write an extended summary of the book, explain the major conflict evident in the plot, while weaving some of Your own observations through your remarks. For example, you could say:
“This book, the third in a series, offers insight to the bizarre childhood of Bethany Robbins, the main character. The author describes how Bethany developed a friendship with a skunk that lived in the woods behind her house. Alfred, the skunk, explains to Bethany the pitfalls of bathing too frequently.”
The list of points should provide enough material for writing several paragraphs as you summarize. As you lead to your final paragraph, consider some additional impressions and opinions:
* Was the ending satisfactory (for fiction)?
* Was the thesis supported by strong evidence (for non-ficton)?
* What interesting or notable facts do you know about the author?
* Would you recommend this book?
Conclusion
Conclude your report with a paragraph or two that covers these additional points. Some teachers prefer that you re-state the name and author of the book in the concluding paragraph. As always, consult your specific assignment guide. Unless instructed otherwise, your final last sentence should offer a one-sentence summary with your overall opinion, as in the following example.
”The author provided an intriguing and entertaining glimpse into the mind of girl who learned about life through the words, real or imagined, of her wild but wise friends from the forest.”
Tuesday, July 28, 2009
Defeating Temptation
"Do you really want to be healed of that persistent temptation that keeps defeating you over and over? God's solution is plain: Don't repress it; confess it! Don't conceal it; reveal it. Revealing your feeling is the beginning of healing.
Hiding your hurt only intensifies it. Problems grow in the dark and become bigger and bigger, but when exposed to the light of truth, they shrink. You are only as sick as your secrets. So take off your mask, stop pretending you're perfect, and walk into freedom."
"The reason we hide our faults is pride. We want others to think we have everything "under control." The truth is, whatever you can't talk about is already out of control in your life: problems with your finances, marriage, kids, thoughts, sexuality, secret habits, or anything else."
QUESTIONS:
1. What can you say about these words from "The Purpose Driven Life"? How is it connected to the story of Arachne?
2. How are you going to maintain positive outlook in life despite problems and other disturbances coming your life?
Hiding your hurt only intensifies it. Problems grow in the dark and become bigger and bigger, but when exposed to the light of truth, they shrink. You are only as sick as your secrets. So take off your mask, stop pretending you're perfect, and walk into freedom."
"The reason we hide our faults is pride. We want others to think we have everything "under control." The truth is, whatever you can't talk about is already out of control in your life: problems with your finances, marriage, kids, thoughts, sexuality, secret habits, or anything else."
QUESTIONS:
1. What can you say about these words from "The Purpose Driven Life"? How is it connected to the story of Arachne?
2. How are you going to maintain positive outlook in life despite problems and other disturbances coming your life?
Friday, June 26, 2009
Easy Ways To Teach Pronunciation
Check out this SlideShare Presentation:
Easy Ways To Teach Pronunciation
View more documents from Erin Lowry.
Teaching English Sounds
Check out this SlideShare Presentation:
Teaching English Sounds
View more documents from M Nagaraju.
Teaching English Sounds
My Dear Students,
These slideshares will help you conceptualize the sounds of english letters and words as we utter them. I do hope that you will learn some things that can help you pronounce words in a correct way. Just give a comment about it so that I can add more if necessary.
Thank you.
These slideshares will help you conceptualize the sounds of english letters and words as we utter them. I do hope that you will learn some things that can help you pronounce words in a correct way. Just give a comment about it so that I can add more if necessary.
Thank you.
Subscribe to:
Comments (Atom)