الرئيسيةبحـثالتسجيلدخول


-
شاطر | 
 

 الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems

استعرض الموضوع السابق استعرض الموضوع التالي اذهب الى الأسفل 
كاتب الموضوعرسالة
Ms.Faten


الادارة

الادارة
معلومات اضافية
انثى
عدد الرسائل: 1633
العمر: 31
العمل/الترفيه: معلمة لغة انجليزية و مترجمة
المزاج: عال اوى :)
نقاط: 3961

http://www.englishawe.com
مُساهمة الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems   الإثنين مارس 04, 2013 11:31 pm



الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems
الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems



The following links deal
with the twenty most common problems that I have found in grading student
papers. Students will laugh if I mention these problems in class, but almost
every student paper will include at least one of these problems — and I’ve seen
more than a few papers and exams that make over half of these
mistakes


It’s”
versus “Its .1
. “”





(consistently the #1
problem in student papers)

  • It’s: A contraction, meaning
    “it is” (as in “It’s time for dinner”)

  • Its: A possessive (as in “The
    dog was wagging its tail”)

  • See also The UVic Writer’s Guide
  • See also Jack Lynch’s Grammar and Style Guide

2. “To,”
“Too,” and “Two





(usually a close
second behind it’s-its)

  • To: Basic multi-purpose
    function word (as in “My goal is to die a
    millionaire”)

  • Too: Adjective, meaning
    “very” or “excessively” (as in “The Tigers were too
    inexperienced to challenge the Yankees for the pennant”)

  • Two: The number between one
    and three (as in “Two losses to open a football season is
    two too many”)

  • See also The UVic Writer’s Guide

3. “Who’s” versus “Whose




  • Who’s: A contraction, meaning
    “who is” (as in “Who’s coming to dinner?”)

  • Whose: A possessive (as in
    Whose dinner is this?”)

  • See also The UVic Writer’s Guide

4. “Affect” versus “Effect




  • Affect (verb): “To influence”
    (as in “President Clinton hoped to affect the outcome of the
    Russian elections”)

  • Effect (verb): “To bring
    about” (as in “President Clinton hoped to effect a change in
    Russian policies”)

  • Effect (noun): “Consequence”,
    “result” (as in “Every cause should have at least one
    effect“)

  • Affect (noun): Feeling,
    affection; the conscious subjective aspect of an emotion considered apart from
    bodily changes (pronounced AF-fect; this is probably NOT the word that you mean
    to use in international relations)

  • See also The UVic Writer’s Guide
  • See also Jack Lynch’s Grammar and Style Guide

5. “There,” “Their,” and “They’re




  • There: Refers to location (as
    in “that dog over there“)

  • Their: A possessive (as in
    “They’re going to bring their new car”)

  • They’re: A contraction,
    meaning “they are” (as in “They’re on their
    way”)

  • See also The UVic Writer’s Guide

6. “Accept” versus “Except




  • Accept: A verb, indicating
    one’s consent or approval (as in “The president accepted his
    counterpart’s proposal to submit their dispute to
    arbitration”)

  • Except: A preposition,
    conjunction, or verb, indicating exclusion or objection (as in “Every country
    except the United States agreed to accept the conference’s
    recommendations”)

  • See also the UVic Writer’s Guide

7. “Have”
versus “Of





  • The correct phrases are “could
    have
    ,” “should have,” and “would
    have
    ” — not “could of,” “should of,” or “would of.”


8.
“Principle” versus “Principal





  • Principle: A noun, meaning “a
    fundamental law, doctrine, or assumption” or “a rule or code of conduct” (as in
    “My principles prevented me from cheating on that final
    exam”)

  • Principal: An adjective,
    meaning “most important, consequential, or influential” (as in “The
    principal problem facing Bolivia’s economy is the country’s
    lack of a seaport”)

  • See also The UVic Writer’s Guide

9. “Dominate” versus “Dominant




  • Dominate: A verb (as in
    “Mexico’s soccer team is going to dominate the next World Cup
    competition”)

  • Dominant:An adjective (as in
    “The United States was the dominant economic actor after World
    War II”)


10. “Lead” versus “Led




  • Lead (pronounced “led”): A
    metallic element (as in “Superman’s X-ray vision can not penetrate
    lead-lined walls”)

  • Lead (pronounced “leed”):
    Verb, meaning “to guide” or “to direct” (as in “In the business world you must
    lead, follow, or get out of the way”)

  • Led: The past form of the
    verb “to lead” (as in “He led the llama to
    pasture”)


11. “Populous” versus “Populace




  • Populous: An adjective,
    meaning “densely populated” (as in “A country’s capital is not necessarily its
    most populous city”)

  • Populace: A noun, referring
    to a set of people living in a certain area (as in “The entire
    populace was affected by the radioactive
    fallout”)


12. “Where” versus “Were







  • Where: Refers to a place or
    location (as in “Where do you think you are
    going?”)

  • Were: A past form of the verb
    “to be” (as in “they were going to the
    store”)


13. “Than” versus “Then




  • Than: Used to compare (as in
    “I would rather receive an A than a B”)

  • Then: Refers to time /
    chronology (as in “He answered first one question, then
    another”) or consequences (as in “if both countries are democracies,
    then they will solve their problems short of
    war”)

  • See also The UVic Writer’s Guide

14. “Do”
versus “Due





  • Do: A verb, meaning “to bring
    to pass,” “to carry out,” or “to accomplish” (as in “What are you trying to
    do?”)

  • Due: Similar to “attributable
    to” or “because of” (as in “John’s low grade on the test was
    due to his failure to study”) — also “something that is owed”
    (as in a debt or a right)


15. “Lose” versus “Loose




  • Lose: A verb, meaning the
    opposite of win (as in “It is most painful to lose to a hated
    rival”)

  • Loose: An adjective, meaning
    “not securely attached” (as in “The hinge was coming
    loose“)

  • See also The UVic Writer’s Guide

16. “That,” “Which,” and “Who




  • That: A defining, or
    restrictive, pronoun. “That” is used to indicate which object is being
    discussed, and should not follow a comma (as in “The car that
    is parked in the garage is red”)

  • Which: A nondefining, or
    nonrestrictive, pronoun. “Which” adds some new detail about a specific object
    that has already been mentioned, and should follow a comma (as in “My new car,
    which is red, is parked in the garage”)

  • Who: A personal pronoun.
    “Who” should be used in place of “that” or “which” in discussing a person (as in
    “The student who did the most work got an A for the course” or
    “Bob, who did more work than his classmates, got an A for the
    course”)

  • See also The UVic Writer’s Guide
  • See also Jack Lynch’s Grammar and Style Guide

17. “e.g.,” “i.e.,” “etc.,” and “et
al
.”





  • e.g.: “For example,” from the
    Latin “exempli gratia” (as in “Research on the evolution of interstate
    rivalry (e.g., Hensel 1996)…”). See also
    Jack Lynch’s Grammar and Style Guide
  • i.e.: “That is,” from the
    Latin “id est” (as in “The goal of this web page –
    i.e., improving your writing skills –
    is…”)

  • etc.: “And so forth” / “and
    others of the same kind,” from the Latin “et cetera.” See also the
    UVIC Writer’s Guide
  • et al.: “And others,” from
    the Latin “et alii” [masc.], “et aliae” [fem.], or “et
    alia”
    [neutral] (as in “Singer, et al., found an important
    difference between the 19th and 20th centuries”).


18. “Now,” “Know,” and “No




  • Now: Refers to the present
    time (as in “What we need now is a good
    rainstorm”)

  • Know: A verb, reflecting
    recognition or understanding (as in “I know everything there is
    to know about this subject”)

  • No: The opposite of yes (as
    in “No, you can’t eat that last
    cookie!”)


19. “Border” versus “Boarder




  • Border: In international
    relations, the line on a map that separates two or more geographic
    units.

  • Boarder: “One who boards,”
    such as someone who is paying for meals and lodging or someone whose job
    involves going aboard seagoing vessels.

  • So the correct international relations term is
    border,” as in the “Canadian border.” A
    “Canadian boarder” refers to someone from the Great White North who is renting a
    room, rather than a line on a map separating Canada from Minnesota or New
    York.


20. “Block” versus “Bloc




  • Bloc: In international relations, a combination of
    individuals, groups, or countries united by treaty or sharing a common
    purpose.

  • So the correct
    international relations term is “bloc,” as in the “Western
    bloc” and “Soviet bloc” in the Cold War. A
    “Soviet block” would be a small cube of wood with a hammer and sickle or
    pictures of Lenin (making for a very unusual child’s toy

التوقيع



ان كنت زائر وتريد التحميل من اى موضوع نرجو منك التسجيل اولا من هنا







الرجوع الى أعلى الصفحة اذهب الى الأسفل
teacher100



معلومات اضافية
عدد الرسائل: 262
نقاط: 391

مُساهمة رد: الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems   السبت أبريل 06, 2013 11:30 pm



الله يعطيكى العافية
التوقيع



ان كنت زائر وتريد التحميل من اى موضوع نرجو منك التسجيل اولا من هنا
الرجوع الى أعلى الصفحة اذهب الى الأسفل
Professional



معلومات اضافية
عدد الرسائل: 196
نقاط: 251

مُساهمة رد: الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems   الأربعاء أبريل 17, 2013 2:46 am



مشكورررررررررررررررررررررة
التوقيع



ان كنت زائر وتريد التحميل من اى موضوع نرجو منك التسجيل اولا من هنا
الرجوع الى أعلى الصفحة اذهب الى الأسفل
English phonetics



معلومات اضافية
عدد الرسائل: 79
نقاط: 79

مُساهمة رد: الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems   الأحد أبريل 28, 2013 7:55 pm



It is a highly effective topic

thanks
التوقيع



ان كنت زائر وتريد التحميل من اى موضوع نرجو منك التسجيل اولا من هنا
الرجوع الى أعلى الصفحة اذهب الى الأسفل
 

الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems

استعرض الموضوع السابق استعرض الموضوع التالي الرجوع الى أعلى الصفحة 
صفحة 1 من اصل 1

odessarab الكلمات الدلالية
الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems حصرياا ,الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems قواميس ,الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems تعلم اللغة الانجليزية ,الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems قواعد اللغة الانجليزية ,الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems ملازم انجليزى ,الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems صوتيات اللغة الانجليزية , الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems بانفراد , الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems منتديات انجلشاوى , الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems حمل , الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems download , الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems تحميل حصري
صلاحيات هذا المنتدى:لاتستطيع الرد على المواضيع في هذا المنتدى
 ::  :: -