Wednesday 27 August 2014

Prophecy or Prophesy?

By Ranjana S.

If you are making a prediction- you are looking into the future. You expect the youth to emerge as winners in all realms in the coming years. That is your prophecy.

You prophesy that the Indian team would bag the cricket world cup next year.

The distinction between prophecy and prophesy is one of function.

§  Prophecy is a noun:
§  Singular - prophecy
§  Plural-prophecies
§  Pronunciation- proff-e-see, proff-e-sees










With the s, prophesy is a verb.

§  Present Tense: prophesy, prophesies
§  Past Tense: prophesied
§  Present Participle: prophesying
§  Pronunciation: proff-e-sigh, proff-e-sighs, proff-e-sighed, proff-e-sighing

Some illustrations:

§  She is an expert at (prophecying----incorrect,prophesying----correct).
§  She is expert in (prophesy----incorrect, prophecy----correct).
§  The saint made many dire (prophesies----incorrect, prophecies----correct).
§  He (prophecied-----incorrect, prophesized----incorrect, prophesied----correct) that the communist rule will end.
§  Do you (prophecy----incorrect, prophesy---correct)the rehabilitation of the refugees.

Thursday 21 August 2014

Should we discuss some linked words?

By Ranjana S.

Linked words!



§  Accompanied by- People are accompanied by other people or living creatures.
»»» Samuel was accompanied by his wife and his son.

§  Accompanied with-Things are accompanied with other things.
»»» He accompanied his words with angry gestures. 

§  Agree to- People agree to a thing, a plan, a scheme, etc.
»»» We agree to your terms and conditions.

§  Agree with- Someone or something agrees with a person or people.
»»» We agree with you.
»»» The climate seems to agree with you.

Please note: We may also use agree on in connection with a plan: Our team agreed on a plan of action. 

§  Compare to- to liken one thing to another;to point out similarities.
»»»The enamored lover compared her eyes to the blue     Mediterranean.

§  Compare with-to examine and point out differences and similarities.
»»» The doctor compared her left eye with her right. 

§  Correspond to-to resemble in function or character.
»»» Part A in the diagram corresponds with this part of the piece.
»»» Man's hair corresponds to the fur of animals.

§  Correspond with- to exchange letters.
Amanda and I have corresponded with Carl. 

§  Differ from- to be different from, to be unlike.
»»» This brand differs from that in price, if nothing else.

§  Differ with-to disagree with in opinion.
»»» When it comes to politics, I differ with him completely.
»»» Whether you differ with his ideas or not, you must work together. 

§  Different from- This is the standard two-word combination.
»»» The outcome was different from what I had expected.

§  Different than-Though still considered unacceptable by some purists, this combination has gained credence. It is no longer considered "substandard."
»»» The outcome was different than I had expected.

§  Either......or- These words go hand in hand.
»»» Either you or your brother may go.

§  Neither.....nor- Neither you nor your brother may go.
»»» Neither the boy next door nor his sister can go with us.

§  Try and- acceptable in speech and informal writing.
»»» Try and open the drawer on the left.

§  Try to- the formal, standard usage.
»»» Try to open the drawer on the left.

§  Wait on- to serve.
»»» Kindly ask the man who waited on us to bring us the check.

§  Wait for- to await.
»»» I will be very late, so don't wait for me.


Wednesday 20 August 2014

Punctuate it right

By Ranjana S.

§  The colon :

By now you must have mastered to use capital letters, periods, question marks, exclamation points, and commas with perfection, you have mastered the hardest and most common punctuation marks.

Here we will talk about the less frequently used punctuation mark, the colon(:).

The colon (:) indicates a division in writing or a pause in speech greater than that of a comma and less than that of a period. It usually separates a general, introductory item from a specific explanation, list, quotation, number, or the like. It often indicates to the reader: " I've told you my overall plan; now look at the details."


The colon has four principal uses:

1. Use a colon to follow the salutation (greeting) of a formal or business letter, speech, or report.

Dear Dr. Louis:   
To Whom It May Concern:
Gentlemen:
Mr. Chairman, Honored Guests,
Ladies and Gentlemen:

When is a letter formal enough to require a colon after the greeting? Usually, when you address the reader by his or her business, professional, or other official title or by an impersonal term of address like Sir or Madam. The trend, especially in some kinds of business letters, is toward the more informal comma rather than the colon.

2. We use colon after a word, phrase, or statement that introduces a list or an item.

Grocery list: bread, butter, milk, orange juice, burgers.
On duty: Richards, Brown,Janet.
For rent: large 8-room apartment.
Fred excels in the following sports: baseball, basketballand cricket.

Kindly note:
The colon is used after a phrase such as "including the following," "as follows," etc. Do not use a colon, however, if the verb in the statement leads directly into a list- that is, if you would not pause in saying the sentence. Hence:

Fred excels in basketball, baseball, and hockey.

One simple way to tell when to use the colon and when not to use it is to say the sentence out loud. If you normally take a breath before the list, then use a colon to indicate the pause. If you wouldn't pause when saying a sentence, then don't use a colon.

3. Use a colon after a statement that introduces a quotation, another statement, or an explanation or amplification of what has just been said.

The Director began the meeting with this warning: " Team we are in trouble."
My conclusion is:The mixture will not spill at all.
I have three objections to the plan: It would take too long, it would cost too much, and it would be too risky.

Kindly note:
You should use the colon in this way only when you want to emphasise the quotation, the second statement or the amplification by setting it off from the rest of the sentence. If you don't want such strong emphasis, you can link the introductory words and the following statement in some less emphatic fashion.

The Director began the meeting by saying, "Team we are in trouble."
My conclusion is that the mixture will not spill at all.
I have three objections to the plan because it would take too long, cost too much and be too risky.

4. A colon is often used to separate the hour from the minutes in a numerical writing of the time of day (6:15), or the volume number from the page number in a citation from a publication( The Provisional Teachings Record 75:856).


Wednesday 13 August 2014

Confusion of adjectives and adverbs

By Ranjana S.


A sentence that snares at you- "My father treats me real cruel when I shout too loud."

This sentence is incorrect because the writer has confused his adjectives and adverbs.

We know that adjectives and adverbs are modifiers--that is, they are words which describe other words and thus change or modify the other words' meanings.

Let us recapitulate the rule--Adjectives modify nouns or pronouns; adverbs modify verbs, adjectives, or other adverbs. In most cases, too, the rule is easy to follow.

Checkout the video to get more clarity !




We say -
§  "Peter is a wise man."
§   "Raima is a happy woman."
Here, 'wise' and 'happy' describe the nouns 'man' and 'woman'. They are adjectives.

We also quote-
§  "Peter faced the vicissitudes bravely."
§   "Raima smiled happily."
Here, 'bravely' and 'happily' describe the verbs 'faced' and 'smiled'. They are adverbs.

These are the most basic forms, uses, and placements of adjectives and adverbs, and may cause some hurdles.There are several common situations, however, in which such offences are made. This mistake is--when an adjective is used instead of an adverb, or an adverb is used instead of an adjective. The reasons are mentioned below:

(a). The sentence is formulated in such a way that the adverb is placed closer to a noun or a pronoun than to the verb it modifies; as a result, the writer is misled to use an adjective instead of an adverb.

§  Maria treated her brother cruel.
§  We saw the snake clear before it slithered away.

In the aforementioned illustrations, the words 'cruel' and 'clear' explain how Maria treated her brother and how we saw the snake. They do not describe the brother and the snake. We will never make this mistake if we remember that adverbs often answer the questions how?, when?,where?,etc.,even when they follow noun instead of a verb. 

The aforementioned illustrations can be like these:
§  Maria treated her brother cruelly.
§  We saw the snake clearly before it slithered away.

(b). Most writers forget that adverbs modify adjectives and verbs as well. Hence, the following sentences are incorrect:

§  Maria is real cruel to her brother.
§  You have to be awful brave to fight the tigress.
§  It was plain thoughtless of him to forget his son at the park.

Really cruel, awfully brave and plainly thoughtless would be the correct expressions in the above sentences. It is bad grammar to modify an adjective with an adjective. Anyone who is in command of the language can't afford to commit such mistake.

(c). A more frequent reason for confusion stems from the fact that there is one kind of verb that should usually be followed by an adjective rather than an adverb. Not realizing thus, many speakers and writers use adverbs instead of adjectives with these verbs( thus potraying their glaring lack of word power). Consider the following sentences. Are they correct or incorrect?

§  These roses smell well.
§  Cynthia looks gorgeously in the red attire.
§  That orchestra sounded too loudly for my ears.
§  The eggs tasted rottenly this morning.

Kindly note that the verbs in these sentences are descriptive of the action of the five senses- sight, hearing, smell, taste, and touch. Such verbs are generally followed by adjectives, because it is not the verb that is being described; it is the subject. Thus, it is Cynthia who looks gorgeous, the roses that smell good, and so on.
To clarify this distinction, think for a moment about the difference between The dog smells bad and The dogs smell badly. In the first sentence, the dog has a bad odor, whereas in the second sentence his sense of smell is poor. In other words, the adjective bad modifies the noun dog, but the adverb badly modifies the verb smells. Only if you want to say that the dog has a poor sense of smell can you say that he smells badly. Eggs have no sense of taste; therefore they can only taste rotten. Roses have no sense of smell; therefore they can smell good or bad, not well or badly.

(d). People are sometimes confused by the fact that while most adverbs end in -ly, some do not. A good example of such an adverb  is hard. As an adjective, hard may mean "violent,"as,in a hard punch. The adverbial form of this adjective, however, is not hardly. The word hardly means "scarcely or barely." The adverb meaning "violently or with great energy" is hard, without the -ly:  "The boxer punched his opponent hard."


Some adverbs even have two forms, one with and one without the -ly.


"Drive Slow!"-is correct.
"Drive Slowly!"-incorrect.

Look at the list of some common adverbs that have two acceptable forms:

bright-The sun shone bright this morning.
brightly-The sun shone brightly this morning.

deep: Drink deep.
deeply: She felt the loss deeply.

Fair: Play fair.
Fairly: We must deal fairly with her.

High: Aim high in life.
Highly: He thinks highly of you.

Loose: This shirt fits too loose.
Loosely: Tie the rope loosely to the post.

Quick: Come quick!
Quickly: He asked me to come quickly.

Slow: Drive slow.
Slowly: He drove slowly off.

Soft: Speak soft, please.
Softly: To speak softly is to speak well.

Tight: Tie the rope tight.

Tightly: He held her tightly by the hand.

Tuesday 12 August 2014

The Future Tense

By Ranjana S.

Simple Future Tense:

















Form--Subject +will/shall + Verb Root.

§  He+will+write+ a letter.
§  She+ will +sing+a song.
§  They+will+dig+ a hole.

The Simple Future is used :

(a) To express actions in the future i.e. action that has to still take place:

§  I shall meet him tomorrow.
§  The girls will go to the party tonight.
§  The doctor will examine the patients in the morning.

(b) To express habitual action in the future:

§  The rainy season will come.
§  My daughter will run the business exactly as I am doing now.

(c) To express the speaker's opinions or assumptions about the future. Verbs such as        think, believe, expect, hope, suppose etc. introduce such opinions.

§  I guess he will be able to understand how hurt I feel.
§  I expect she will do better next time.
§  Do you think he will perform well?

Future Continuous Tense:

Form--Subject+will/shall+be+ing form.

§  He+will +be+writing +a letter.
§  She+ will+ be + singing +a song.
§  They+will+be+ meeting+ us.

The Future Continuous Tense is used:

(a) To express an action  which will occur in the usual course of events.

She will be staying here till Sunday.
I will be meeting him tomorrow.
The children will be playing here this evening.

(b) To describe an action that will be continuing at a given point of time in future.

Tomorrow at this time I shall be taking my tests.
What will you be doing this evening.

Future Perfect Tense:

Form-Subject +will/shall+have+ Past Participle.

He+ will + have+ written+ a letter.
She+ will+have+sung+a song.
They + will+ have+ dug+ a hole.

To describe an action that will be completed at a given point of time in future:














By the end of this month we shall have shifted to out new house.
Before you reach his home, he will have left that place.
I shall have returned from school by that time.

Thursday 7 August 2014

Uninterested, Disinterested-The difference.

By Ranjana S.


A student sits in the classroom on a rainy day, his mind wavering. He is filled with ennui, the topic bores him, the educator bores him ; he is indifferent with all present in the classroom. He would rather be outdoors, drenched in the rain, playing soccer in the muddy playground. He is just inattentive, he is UNINTERESTED.

A judge pronounces his decision after listening to the evidence, pro and con, which the opposing parties present to him. He is listening in rapt attention to the answers that the defendant and plaintiff,  counsel for both litigants, witnesses are presenting forth. He is attentive and alert. He is DISINTERESTED.


A person who is indifferent and bored is UNINTERESTED.


A person who is unbiased, neutral, and not personally involved in dispute, is DISINTERESTED.




  • Veronica is ( disinterested-------incorrect, uninterested------correct) in her clients' personal affairs.
  • Why do you look so (disinterested------incorrect, uninterested------correct); the soap opera is interesting.
  • The party President is an (a) ( uninterested-----incorrect, disinterested-----correct) person, the party will let him settle the dispute.
  • Everyone reached a consensus; arriving at an (a) ( uninterested------incorrect, disinterested-------correct) conclusion.
  • The war proved that the people could not afford to maintain an (a) (uninterested------incorrect, disinterested-----correct) attitude toward events in the country. 



Wednesday 6 August 2014

Incredulous or Incredible?

By Ranjana S.




Credulous or Credible? 
  • It's an incredible story!
  • He looked incredulously at the sight.
  • He is such a credulous person that he believes whatever he hears.
  • If you sound incredulous then you exhibit skepticism.
  • A report, an account, a story is incredible if it is difficult to believe.
  • A person is incredulous if he is inclined to disbelief what he sees or hears.
  • A person is considered to be incredible if his/her actions, his/her personality, or his/her attitudes cause disbelief.
  • A person is credulous if he believes what he hears when there is little evidence to support such belief.
  • If the person is willing to believe everything in excessive, he might be more effectively be described by the stronger adjectives-naive or gullible.


A credible story is that warrants belief. Look at the following sentences:

§  You are too (credible-----incorrect , credulous----correct); don't you know how to distinguish fact from fancy?

§  Why did you look so (incredible---incorrect, incredulous----correct ) when I told you about the incident?

§  She's an(incredulous----incorrect, incredible----correct) person. It's difficult to believe that such a person can exist.

§  He has the most (incredulous----incorrect, incredible---correct ) character.

§  Raima stared(incredibly----incorrect, incredulously----correct) at Peter refusing to believe that he could do this to her.

§  The grandfather told an (incredulous----incorrect, incredible---correct) story of his youth.

§  Today the climate is(incredulously----incorrect, incredibly----correct)hot.


§  I believe that what you are saying is truth; at least it's a (credulous----incorrect, credible----correct) explanation.

Monday 4 August 2014

Leadership Activities...Reality Check

By Ranjana S.

Objective (s): To pinpoint actual leadership behavior and to set behavior goals.

How to use this exercise:  I have had success using this exercise as a pre- workshop self-inquiry activity.  I have also used it as a homework assignment.  Its strength lies in the fact that it paints a picture of actual behavior and then helps the leader see how he or she can redistribute behavior.

Activity Description:
  • Have the participants think about what they actually do on a daily basis.  Then ask them to draw generalizations about how they spend their leadership time.  Each participant completes the Leadership Behavior Chart below (In blue font).
  • You can follow up with full group or small group discussion.  The central question is this: Is your leadership behavior out of sync with the way that you feel an effective leader should be spending his or her energy?
Think about your daily interaction with the people who you lead.   Generally speaking, determine the actual behaviors that define that interaction.   Using the list of behaviors below, determine the amount of time (in percentages) that you generally spend on each behavior.  Then in the second column, determine what you feel would be ideal distribution of time (in percentages).
Behavior
Percentage of time spent on each behavior
Ideally the percentage of time you would devote to each behavior
Informing


Directing


Clarifying or Justifying


Persuading


Collaborating


Brainstorming or Envisioning


Reflecting (Quiet Time for Thinking)


Observing


Disciplining


Resolving interpersonal conflicts


Praising and/or encouraging


Follow Up Questions
  1. Is there a gap between how you should spend your energy and how you actually spend it?
  2. Are there some behaviors that are taking up too much of your leadership time?  Why?
  3. Are there some strategies that you can employ that would move you closer to your ideal distribution of behavior?
Options:  A. Some groups may want to calculate behavior totals to see how their peers are spending their energy. B. From the third column it is easy to move into a discussion about "ideal" leader distribution of energy. CYou may also use this same format with both meeting and team interaction.

Added thoughts or considerations: Since this activity helps participants see what they are actually doing, it helps them translate leadership theory into real behavior.  Once participants review their charts it is easier for them to design strategies to align their leadership behavior. 

Saturday 2 August 2014

MISPLACED MODIFIERS

By Ranjana S.

Why can't you say: When only three, my mother taught me to read.

The reason is, ofcourse, that you aren't saying what you mean to say. Your mother didn't teach you to read when she was only three, yet that's what the statement means to say.























The following sentences will make you pull your hair: 

  1. The educator only knows the square root of 81.
  2. The boy who had been slapped quickly left.
  3. While sitting comfortably indoors, the storm blew up.
  4. Lincoln wrote the Gettysburg Address while riding through Pennisylvania on the back of an envelope.

Look at the aforementioned cases:

  1. It is unlikely that the educator knows only the square root of 81and nothing else, who the hell employed her?  :)
  2. The boy left because he was slapped quickly and the rest were facing the aftermath of burning cheeks so did not budge from their places. :)
  3. The storm was comfortably ensconced indoors and suddenly decided to blow. :)
  4. The funniest- Lincoln got his Eureka moment while riding on the envelope; hence, penned down the Gettysburg Address afloat in the serene sky. :) 

Yet that is how the sentences can be interpreted. In each case the misinterpretation is due to the fact that an important word or group of words has been put in the wrong place, so that this important word or groups of words seems to describe( or modify) the wrong thing.
Note how simple it is to rearrange the words, or to add a word or two, so as to resolve all doubts about meanings:

  1. Only the educator knows the square root of 81.
  2. The boy who had been slapped left quickly.
  3. While we were sitting comfortably indoors, a storm blew up.
  4. While riding through Pennsylvania, Lincoln wrote the Gettysburg Address on the back of an envelope.
It is because the precise placement of words can make or break the meaning of a sentence that the error of misplaced modifiers is so grave. If you don't want exemplary writers vying for your blood for writing such bewildering sentences, remember the following facts:

A word or phrase that modifies something in a sentence changes the meaning of the word or phrase it modifies-usually by describing it in more detail. Hence, an only child is not just any child; he is a child who doesn't have any brothers and sisters. The modifier must be kept as close as possible to the part of the sentence that it modifies, and it must not be placed in a position where it seems to modify some other word instead of the right one.

It is essential that you place these descriptive words-or modifiers-where they belonged. To see just how much difference in meaning results from a different placement, let us deal with the phrase-an only child. In it, only clearly modifies(changes the meaning of) child. But suppose you shift the order of the words so that the phrase reads 'only a child.' Instantly, the meaning again changes. Or try shifting the words once more: a child only. Here are three sentences containing those three words in the three arrangements. Note the difference in meanings.

  1. An only child, having no brothers or sisters, is sometimes spoiled.
  2. Only a child, not a grown person, could enjoy the puppet show.
  3. In their family, a parent gives order; a child only listens and obeys.


Unless you put the modifiers in the right position, no one can be sure of what you are implying to say.

Businesses have been ruined and empires lost because of misplaced, misleading modifiers.

Sometimes modifiers aren't merely misplaced; they dangle. A dangling modifier is one that refers to something brewing in the writer's mind-but something he forgets to include in the sentence. Dangling modifiers are generally group of words that just float at the beginning of a sentence, with nothing to anchor on to, as if the writer starts off to discuss one idea and ends up talking about another. This mistake can make you sound ludicrous. Look at the following sentences:

  1. While asleep in the garden, somebody stole her purse.
  2. When only three, my mother taught me to read.
  3. On his first safari, a lion was killed.
  4. After brushing his teeth, the tea tasted better.
  5. Walking across the field, a light appeared in the distance.

 All of these sentences strip your sanity, because they seem to suggest that;
  1. somebody while asleep had the audacity to steal.
  2. My super mom was three when she already gave birth to me and to top it all, she started teaching me. :)
  3. Lions enjoy the prospect of going on safaris.
  4. Tea love brushing teeth.
  5. Light walks in the field and appears in the diatance; simultaneously.


Let's correct them:
  1. When she was asleep in the garden, somebody stole her purse.
  2. When I was only three, my mother taught me to read.
  3. On his first safari, Peter killed a tiger.
  4. After he had brushed his teeth, the tea tasted better.
  5. As I walked across the field, I saw a light in the distance.


Remember, when you start a sentence with a phrase that begins with such words as after, before, on, when, or while, or with a verb form ending in -ing, don't forget to provide the modifying phrase with something to modify.