English Update: May 2018

English Update

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Tuesday, 29 May 2018

Use of Dare and Need

Dare
• It is used to mean have sufficient courage or imprudence to do something:-
(1) He dare not stand up in public.
(2) I dare not ask him a question.
(3) How dare she say such nasty things about me?
(4) How dare you touch my book?
(5) She dare not cross this river.
• It is used to indicate supposition. But it is used with 'say':-
(1) I dare say we shall be late for office.
(2) I dare say they will be in trouble.
(3) I dare say he will help me later.
(4) I dare say you are a foolish person.
(5) I dare say he is not a foreigner.
Note that 'dare say' is used in this way with the first person singular only.


Need
• It is used to indicate an obligation:
(1) Need I go now?
(2) You need not complete that work today.
(3) You need not go there to see her.
(4) You need not worry about that.
(5) You need not stay here any longer.


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Friday, 25 May 2018

Use of Ought to and Must

Ought to
• It is used to indicate moral obligation or duty:-
(1) A soldier ought to serve his motherland.
(2) We ought to serve our ailing parents.
(3) We ought to obey traffic rules.
(4) You ought to be punctual.
(5) She ought to do this work.
Note that both 'ought to' and 'should' can be used interchangeably. The former expresses moral obligation whereas the latter expresses obligation.
Must
• It is used to indicate necessity or compulsion:-
(1) You must run fast to catch the bus.
(2) You must reach school in time.
(3) You must see the doctor at once.
(4) You must hurry, or you will miss the train.
(5) You must burn midnight oil if you want to secure good marks.
(6) We must fight for liberty.
(7) You must seek forgiveness of your teacher.
(8) She must carry out my orders.
(9) You must clear the dues by the 10th of July.
(10) A servant must obey his master.
• It is used to indicate inevitability:-
(1) All living things must eat to survive.
(2) All living things must grow.
(3) Everybody must die one day.
(4) All living things must breathe.
(5) What can't be cured, must be endured.

Wednesday, 23 May 2018

Use of May and Might

May
• It is used to indicate possibility:-
(1) It may rain tonight.
(2) It may hail today.
(3) It may snow today.
(4) I may come to see you in the evening.
(5) It may sleet tomorrow.

• It is used to indicate permission:-
(1) May I borrow your bicycle for a day?
(2) May I go to the toilet, sir?
(3) May I go home now?
(4) May I wait for him?
(5) May I come in, madam?

• It is used to indicate a purpose:-
(1) We eat so that we may live.
(2) We earn so that we may spend.
(3) He works hard so that he may get through.
(4) He runs fast so that he may catch the bus.
(5) He speaks aloud so that he may be heard by the audience.

Note that conjunction 'so that' is always followed by may + Ist form of verb in the present tense. Never use 'can' or any other modal verb.

• It is used to indicate a hope or wish:-
(1) May God grant you speedy recovery!
(2) May God bless you!
(3) May you scale great heights in life!
(4) May God grant you all the riches of the world!
(5) May you top the list of successful candidates!

Note that the sentences expressing wish or prayer also start with 'may'. But each of these sentences ends with a mark of exclamation (!).

Might
• It is used to indicate a purpose in the past tense:-
(1) He worked hard so that he might pass the examination.
(2) He ran fast so that he might catch the bus.
(3) He spoke aloud so that he might be heard by the audience.
(4) He earned so that he might spend.
(5) He flattered his boss so that he might be promoted.

Note that conjunction 'so that'
is always followed by might + Ist form of verb in the past tense. Never used 'could' or any other model verb.

• It is used to indicate a lesser possibility:-
(1) It might sleet in the evening.
(2) It might snow tonight.
(3) It might rain today.
(4) It might hail in the afternoon.
(5) It might blow heavily tomorrow.

• It is used as the past tense of 'may':-
(1) The teacher told the students that he might not come next day.
(2) He said that he might come next day.
(3) He told me that he might meet me on Tuesday.
(4) He threatened me that he might reveal the secret to the police.
(5) He informed me that he might give me some money next day.

• It is used to ask permission politely:-
(1) Might I use your mobile phone?
(2) Might I use you pen?
(3) Might I sit down?
(4) Might I know who you are?
(5) Might I go home now?

Tuesday, 22 May 2018

Use of Shall and Should

Shall
• It is used with the first person in future tense:-
(1) We shall go to a grand party in the evening.
(2) I shall give you a few tips on cooking.
(3) I shall go to America by plane tomorrow.
(4) I shall invite all my friends to tea.
(5) We shall go to the club tomorrow.
• It is used with the second and third persons to indicate promise, threat, command, determination, certainty, etc.:-
(1) Children, you shall have a holiday tomorrow.
(2) Our soldiers shall fight to the last.
(3) You shall speak the truth.
(4) You shall be fired if you don't behave properly.
(5) I shall be leaving as soon as I am called.
Should
It is used to indicate obligation or duty:-
(1) We should obey traffic rules.
(2) You should serve your ailing parents.
(3) He should observe discipline in the classroom.
(4) One should keep one's promise.
(5) We should always speak the truth.
• It is used in indirect speech as the past form of 'shall':-
(1) The teacher advised the students that they should brush their teeth twice a day.
(2) The captain instructed the soldiers that they should fight to the finish.
(3) Mother advised her son that he should always speak the truth.
(4) My father told me that I should never tell a lie.
(5) My parents told me that we should pray to the Almighty daily without fail.
• It is used to indicate a condition in the present tense:-
(1) Should you lose your way, ask somebody.
(2) Should you go out, post this letter.
(3) Should you miss the bus, go by train.
(4) Should you reach there safely, inform me.
(5) Should you play well, you are sure to win.
Note that 'should' is equivalent to 'if'.
• It is used after conjunction 'lest':-
(1) Work hard lest you should fail.
(2) Work carefully lest you should stumble down.
(3) The pickpocket ran away lest he should be caught redhanded by the policeman.
(4) Speak softly lest you should be heard.
(5) Speak softly lest you should be heard by others.
Note that 'lest' is always followed by 'should' irrespective of the tense. In other words, whatever is the tense—present or past or future—'lest' is always followed by 'should'.


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Monday, 21 May 2018

Use of Will and Would

Will
• It is used with the second and third persons in future tense:-
(1) He will fly to America tomorrow.
(2) She will be ten next year.
(3) You will do this work in the evening.
(4) They will leave for Agra next Monday.
(5) Schools will reopen on Monday.
• It is used with the second person in questions, making polite requests, invitations, etc.:-
(1) Will you please do me a favour?
(2) Will you accompany me to the airport?
(3) Will you lend me a hundred rupees?
(4) Will you pass the salad?
(5) Will you please open the windows?
(6) Will you attend my marriage?
• It is used with the first person to indicate determination,
threat, promise, intention, etc.:-
(1) I will teach you a bitter lesson.
(2) I will cross this river, come what may.
(3) I will buy a good book on the English grammar.
(4) We will stay here tonight.
(5) I will try to do better next time.
• It is used with the third person in interrogative sentences:-
(1) Will it rain heavily tonight?
(2) Will he speak the truth?
(3) Will they fight with their neighbours?
(4) Will she go shopping in the evening?
(5) Will they swim in the afternoon?
Would
• It is used as the past tense of 'will':-
(1) My father told me that he would take me to the zoo next Tuesday.
(2) He knew that he would need some money.
(3) I asked him if he would solve the sums.
(4) The teacher asked Mohan if he would pay the fine.
(5) I told her that I would help her in distress.
• It is used to make polite requests and suggestions:-
(1) What would you take?
(2) I would take coffee with burger.
(3) Would you lend me a thousand rupees?
(4) Would you pay me by cheque?
(5) Would you accompany me to the station?
• It is used to describe the consequences of an imagined event:-
(1) If you had your hair cut short, you would look handsome.
(2) If you behave gently, everybody would respect you.
(3) If I won a lottery, I would set-up a school in this village.
(4) If I owned a car, I would drive it by myself.
(5) If I were a bird, I would fly in the sky.
• It is used to describe a condition in the past:-
(1) If I had seen him, I would have talked to him.
(2) If I had been there, I would have beaten him.
(3) If I had owned a car, I would have driven it by myself.
(4) If it had rained on time, the crops would not have been destroyed.
(5) If he had come to me, I would have helped him.
• It is used to express preferences:-
(1) I would like to go there alone.
(2) I would prefer sugar to salt.
(3) I would prefer jogging to cycling.
(4) I would prefer coffee to tea.
(5) I would like to eat a sandwich.
• It is used to comment on characteristic behaviour or habitual or repeated activities:-
(1) I would drink a lot of milk when I was young.
(2) I would go for a walk every morning.
(3) I would fast once a month when I was in college.
(4) I would quarrel a lot when I was a child.
(5) I would fly kites during my childhood.
Note that 'would' is equivalent to 'used to'.
• It is used to make requests using wish:-
(1) I wish they would behave well.
(2) I wish he would not make a noise.
(3) I wish you would listen to your teacher.
(4) I wish you would be sincere.
(5) I wish she would sing sweetly.

Use of Can and Could

Can
• It is used to indicate ability or physical strength:-
(1) He can climb this mountain.
(2) My grandpa can walk for a mile at a stretch.
(3) She can play football.
(4) We can solve this problem.
(5) She can move this heavy trunk by herself.
Note carefully that the first form of the Main Verb is used after 'can' in each of the sentences. Never write or say—I can did this work. It is absolutely wrong. Always write or say—I can do this work.
• It is used to indicate acquired knowledge or skill:-
(1) She can play on the piano.
(2) We can dance very well.
(3) He can sing sweetly.
(4) She can cook food.
(5) My father can fly a plane.
• It is used to indicate that someone is aware of something through one of his senses:-
(1) He can see with his eyes.
(2) She can hear with her ears.
(3) I can feel with my skin.
(4) You can taste with your tongue.
(5) One can smell with one's nose.
• It is used to describe what is considered characteristic, what somebody or something is considered capable of being or doing:-
(1) Tsunami can be lethal at times.
(2) The elephant can be furious at any time.
(3) It can be biting hot here in June and July.
(4) He can be eccentric at times.
(5) It can be windy as well as snowy on hills.
Could
• It is used to indicate the past tense of 'can':-
(1) He ran so fast that he could catch the bus.
(2) He told me that he could read the novel.
(3) I could reach there on time.
(4) I could help him in distress.
(5) He worked so hard that he could stand first in the class.
• It is used to indicate a polite request:-
(1) Could you tell me the way to the nearest inn?
(2) Could you lend me your bicycle for a day?
(3) Could you solve this sum?
(4) Could you postpone the meeting for a few days?
(5) Could you bring me a glass of water?
Please be noted that this use of 'could' is employed in interrogative sentences only.
• It is used to indicate ability in the past:-
(1) When I was a child, I could drink a glass of milk in one draught.
(2) I could run for miles at a stretch when I was in my teens.
(3) When I was ten years old, I could solve crossword puzzles in the twinkling of an eye.
(4) She could play on the mouth-organ when she was six.
(5) My father could memorize ten new English words daily when he was in college.

Sunday, 20 May 2018

THOMAS HARDY Quotes

THOMAS HARDY Quotes
1) An hour of bliss and many hours of sadness.
2) We have missed, because we tried to miss. I suppose.
3) Black chaos comes, and the fettered gods of the earth say, Let there be light.
4) Sometimes more bitterness is sown in five minutes than can be got rid of in a whole life.
5) Persons with any weight of character carry, like planets, their atmospheres along with them in their orbits.
6) Why is it that a woman can see from a distance what a mam can not see close?

Thursday, 10 May 2018

PERIODS OF LITERATURE

EARLY PERIODS OF LITERATURE
These periods are spans of time in which literature shared intellectual, linguistic, religious, and artistic influences. In the
Western tradition, the early periods of literary history are roughly as follows below:
A. THE CLASSICAL PERIOD (1200 BCE - 455 CE)
I. HOMERIC or HEROIC PERIOD (1200-800 BCE) Greek legends are passed along orally, including Homer's
The Iliad and The Odyssey. This is a chaotic period of warrior-princes, wandering sea-traders, and fierce pirates.
II. CLASSICAL GREEK PERIOD (800-200 BCE) Greek writers, playwrights, and philosophers such as Gorgias,
Aesop, Plato, Socrates, Aristotle, Euripides, and Sophocles. The fifth century (499-400 BCE) in particular is
renowned as The Golden Age of Greece. This is the sophisticated period of the polis, or individual City-State, and
early democracy. Some of the world's finest art, poetry, drama, architecture, and philosophy originate in Athens.
III. CLASSICAL ROMAN PERIOD (200 BCE-455 CE) Greece's culture gives way to Roman power when Rome
conquers Greece in 146 CE. The Roman Republic was traditionally founded in 509 BCE, but it is limited in size
until later. Playwrights of this time include Plautus and Terence. After nearly 500 years as a Republic, Rome slides
into dictatorship under Julius Caesar and finally into a monarchial empire under Caesar Augustus in 27 CE. This
later period is known as the Roman Imperial period. Roman writers include Ovid, Horace, and Virgil. Roman
philosophers include Marcus Aurelius and Lucretius. Roman rhetoricians include Cicero and Quintilian.
IV. PATRISTIC PERIOD (c. 70 CE-455 CE) Early Christian writings appear such as Saint Augustine, Tertullian,
Saint Cyprian, Saint Ambrose and Saint Jerome. This is the period in which Saint Jerome first compiles the Bible,
when Christianity spreads across Europe, and the Roman Empire suffers its dying convulsions. In this period,
barbarians attack Rome in 410 CE and the city finally falls to them completely in 455 CE.
B. THE MEDIEVAL PERIOD (455 CE-1485 CE)
I. THE OLD ENGLISH (ANGLO-SAXON) PERIOD (428-1066)
The so-called "Dark Ages" (455 CE -799 CE) occur when Rome falls and barbarian tribes move into Europe. Franks,
Ostrogoths, Lombards, and Goths settle in the ruins of Europe and the Angles, Saxons, and Jutes migrate to
Britain, displacing native Celts into Scotland, Ireland, and Wales. Early Old English poems such as Beowulf, The
Wanderer, and The Seafarer originate sometime late in the Anglo-Saxon period.
The Carolingian Renaissance (800- 850 CE) emerges in Europe. In central Europe, texts include early medieval
grammars, encyclopedias, etc. In northern Europe, this time period marks the setting of Viking sagas.
II. THE MIDDLE ENGLISH PERIOD (c. 1066-1450 CE)
In 1066, Norman French armies invade and conquer England under William I. This marks the end of the AngloSaxon
hierarchy and the emergence of the Twelfth Century Renaissance (c. 1100-1200 CE). French chivalric
romances--such as works by Chretien de Troyes--and French fables--such as the works of Marie de France and
Jeun de Meun--spread in popularity. Abelard and other humanists produce great scholastic and theological
works.
Late or "High" Medieval Period (c. 1200-1485 CE): This often tumultuous period is marked by the Middle English
writings of Geoffrey Chaucer, the "Gawain" or "Pearl" Poet, the Wakefield Master, and William Langland. Other
writers include Italian and French authors like Boccaccio, Petrarch, Dante, and Christine de Pisan.
C. THE RENAISSANCE AND REFORMATION (c. 1485-1660 CE)
(The Renaissance takes place in the late 15th, 16th, and early 17th century in Britain, but somewhat earlier in Italy
and southern Europe, somewhat later in northern Europe.)
I. Early Tudor Period (1485-1558): The War of the Roses ends in England with Henry Tudor (Henry VII) claiming
the throne. Martin Luther's split with Rome marks the emergence of Protestantism, followed by Henry VIII's
Anglican schism, which creates the first Protestant church in England. Edmund Spenser is a sample poet.
II. Elizabethan Period (1558-1603): Queen Elizabeth saves England from both Spanish invasion and internal
squabbles at home. The early works of Shakespeare, Marlowe, Kydd, and Sidney mark Elizabeth's reign
.
III. Jacobean Period (1603-1625): Shakespeare's later work, Aemilia Lanyer, Ben Jonson, and John Donne.
IV. Caroline Age (1625-1649): John Milton, George Herbert, Robert Herrick, the "Sons of Ben" and others write
during the reign of Charles I and his Cavaliers.
V. Commonwealth Period or Puritan Interregnum (1649-1660): Under Cromwell's Puritan dictatorship, John
Milton continues to write, but we also find writers like Andrew Marvell and Sir Thomas Browne.
D. The Enlightenment (Neoclassical) Period (c. 1660-1790)
"Neoclassical" refers to the increased influence of Classical literature upon these centuries. The Neoclassical Period
is also called the "Enlightenment" due to the increased reverence for logic and disdain for superstition. The period
is marked by the rise of Deism, intellectual backlash against earlier Puritanism, and America's revolution against
England.
I. Restoration Period (c. 1660-1700): This period marks the British king's restoration to the throne after a
long period of Puritan domination in England. Its symptoms include the dominance of French and Classical
influences on poetry and drama. Sample writers include John Dryden, John Lock, Sir William Temple,
Samuel Pepys, and Aphra Behn in England. Abroad, representative authors include Jean Racine and
Molière.
II. The Augustan Age (c. 1700-1750): This period is marked by the imitation of Virgil and Horace's literature
in English letters. The principal English writers include Addison, Steele, Swift, and Alexander Pope.
Abroad, Voltaire is the dominant French writer.
III. The Age of Johnson (c. 1750-1790): This period marks the transition toward the upcoming Romanticism
though the period is still largely Neoclassical. Major writers include Dr. Samuel Johnson, Boswell, and
Edward Gibbon who represent the Neoclassical tendencies, while writers like Robert Burns, Thomas Gray,
Cowper, and Crabbe show movement away from the Neoclassical ideal. In America, this period is called
the Colonial Period. It includes colonial and revolutionary writers like Ben Franklin, Thomas Jefferson,
and Thomas Paine.
E. ROMANTIC PERIOD (c. 1790-1830)
Romantic poets write about nature, imagination, and individuality in England. Some Romantics include Coleridge,
Blake, Keats, and Shelley in Britain and Johann von Goethe in Germany. Jane Austen also writes at this time,
though she is typically not categorized with the male Romantic poets. In America, this period is mirrored in the
Transcendental Period from about 1830-1850. Transcendentalists include Emerson and Thoreau. Gothic
writings, (c. 1790-1890) overlap with the Romantic and Victorian periods. Writers of Gothic novels (the precursor
to horror novels) include Radcliffe, Monk Lewis, and Victorians like Bram Stoker in Britain. In America, Gothic
writers include Poe and Hawthorne.
F. VICTORIAN PERIOD And The 19th Century (c. 1832-1901)
Writing during the period of Queen Victoria's reign includes sentimental novels. British writers include Elizabeth
Browning, Alfred Lord Tennyson, Matthew Arnold, Robert Browning, Charles Dickens, and the Brontë sisters. PreRaphaelites,
like the Rossettis and William Morris, idealize and long for the morality of the medieval world. The
end of the Victorian Period is marked by intellectual movements of Aestheticism and "the Decadence" in the
writings of Walter Pater and Oscar Wilde. In America, Naturalist writers like Stephen Crane flourish, as do early
free verse poets like Walt Whitman and common measure poets like Emily Dickinson.
G. MODERN PERIOD (c. 1914-1945?)
In Britain, modernist writers include W. B. Yeats, Seamus Heaney, Dylan Thomas, W. H. Auden, Virginia Woolf,
and Wilfred Owen. In America, the modernist period includes Robert Frost and Flannery O'Connor as well as the
famous writers of The Lost Generation (also called the writers of The Jazz Age, 1914-1929) such as Hemingway,
Stein, Fitzgerald, and Faulkner. "The Harlem Renaissance" marks the rise of black writers such as Baldwin and
Ellison. Realism is the dominant fashion, but the disillusionment with the World Wars lead to new experimentation.
H. POSTMODERN PERIOD (c. 1945? onward)
T. S. Eliot, Morrison, Shaw, Beckett, Stoppard, Fowles, Calvino, Ginsberg, Pynchon, and other modern writers,
poets, and playwrights experiment with metafiction and fragmented poetry. Multiculturalism leads to increasing
canonization of non-Caucasian writers such as Langston Hughes, Sandra Cisneros, and Zora Neal Hurston. Magic
Realists such as Gabriel García Márquez, Luis Borges, Alejo Carpentier, Günter Grass, and Salman Rushdie
flourish with surrealistic writings embroidered in the conventions of realism.

Wednesday, 9 May 2018

PUNCTUATION

Punctuation is used to create sense, clarity and stress in sentences. You use punctuation marks to structure and organise your writing.

You can quickly see why punctuation is important if you try and read this text which has no punctuation at all:

perhaps you dont always need to use commas periods colons etc to make sentences clear when i am in a hurry tired cold lazy or angry i sometimes leave out punctuation marks grammar is stupid i can write without it and dont need it my uncle Harry once said he was not very clever and i never understood a word he wrote to me i think ill learn some punctuation not too much enough to write to Uncle Harry he needs some help

Now let's see if punctuating it makes a difference!

Perhaps you don't always need to use commas, periods, colons etc. to make sentences clear. When I am in a hurry, tired, cold, lazy, or angry I sometimes leave out punctuation marks. "Grammar is stupid! I can write without it and don't need it," my uncle Harry once said. He was not very clever, and I never understood a word he wrote to me. I think I'll learn some punctuation - not too much, enough to write to Uncle Harry. He needs some help!

Friday, 4 May 2018

Double Negative

Double negatives are two negative words used in the same sentence. Using two negatives turns the thought or sentence into a positive one. Double negatives are not encouraged in English because they are poor grammar and they can be confusing; but, they are sometimes used in song lyrics and informal speech.

Double Negative Examples

  • That won’t do you no good.
  • I ain’t got no time for supper.
  • Nobody with any sense isn’t going.
  • I can’t find my keys nowhere.
  • She never goes with nobody.
  • John says he has not seen neither Alice or Susan all day.
  • You can’t see no one in this crowd.
  • There aren’t no presents left to open.
  • The secret cave did not have none of the treasures they wanted.
  • All the witnesses claimed that didn’t see nothing.
  • The pilot can’t find no place to land.
  • He did not mention neither the deposit nor the rate.
  • There is no way you can do nothing about this.
  • He doesn’t have nothing but the clothes on his back.
  • We haven’t never seen a tornado that big.
  • It ain’t right to not paint the house.
  • You shouldn’t do nothing to the house.
  • The hospital won’t allow no more visitors.
  • I don’t have nobody to mow my lawn.
  • That attitude won't get you nowhere.
  • After the nose job, she didn’t want no one to see her.
  • The star couldn’t sing no more after the matinee performance.

Double Negatives Using Prefixes

Sometimes a negative can be formed by attaching the prefixes ir-, in-, non- and un-. Here are some examples:
  • The evidence is certainly not irrefutable.
  • This gem is not uncommon.
  • The results are not inconclusive.
  • His rebuttal was clearly not nonsensical.
  • The price of the car is not insignificant.
  • It is not unnecessary to tell the truth all the time.
  • The new disease wasn’t non-infectious.
  • He wasn’t irresponsible about his duties.

Double Negatives with Negative Words


You can create a double negative by using a negative word with a word that acts like a negative. Here are some examples:
  • Barely - I can’t barely see where I am going in this fog.
  • Barely - She did not barely understand the instructions.
  • Hardly - I hardly have no money.
  • Hardly - It wasn't hardly midnight when we saw the meteor shower.
  • Rarely - He is not rarely a visitor at the park.
  • Rarely - Tom wasn’t rarely present at openings.
  • Scarcely - The news of the company’s bankruptcy made scarcely no impact.
  • Scarcely - The Southeast had scarcely no rain last year.
  • Seldom - We don’t watch movies seldom.
  • Seldom - Tom doesn’t go there seldom since his bad experience.

Thursday, 3 May 2018

Antonym List Using "MIS" Prefix


conduct
fortune
interpret
lead
happenig
use
understand
adventure
appropriate
behave
calculate
chief
take
trust
Misconduct
Misfortune
Misinterpret
Mislead
Mishappenig
Misuse
Misunderstand
Misadventure
Misappropriate
Misbehave
Miscalculate
Mischief
Mistake
Mistrust

Tuesday, 1 May 2018

Word Similar to: Nice

delightful
This is a delightful surprise.

lovely
I had a very lovely time.

agreeable
He's an agreeable person.

pleasurable
It was pleasurable experience.

pleasant
Our neighbors are pleasant. 

enjoyable
The day has been enjoyable so far.

amusing
We had an amusing day at the beach.


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