2C2

NOMINAL ADJECTIVES – ADJECTIVES USED AS NOUNS

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Just as nouns can function like adjectives, so can adjectives function like nouns.We can use the structure the + adjective to talk about groups of people.

  • The sick need care, patience, and support to recover.
  • The old carry wisdom from years of experience, guiding the younger generations.

A lot of these kinds of adjectives can be found in titles of works. The title of Norman Mailer’s novel The Naked and the Dead contains two adjectives that are essentially functioning as nouns. The same goes for Stendhal’s The Red and the Black and F. Scott Fitzgerald’s The Beautiful and Damned. Consider also the Martin Scorsese film The Departed or the American TV soap opera The Young and the Restless.

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NOTE: Only nationality adjectives ending in -ch, -sh, -ese, and -ss  have special nouns to refer to a person from the country.

When referring to individuals, however, we use other words:  a Spaniard (NOT a Spanishman or a Spanish), a Dane (NOT a Danishwoman or a Danish), a Finn, a Scot, a Pole, a Swede, a Turk, etc.

When a special word exists, there are two possible ways of referring to all people of a nationality:

  • The + adjective: the Spanish, the Polish, the Swedish, etc.
  • The + plural noun: the Spaniards, the Poles, The Swedes, etc.

Singular reference for other nationalities

For other nationalities, the singular noun is normally the same as the adjective: Belgian → a Belgian, Moroccan → a Moroccan, Australian → an Australian, etc

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We can use an adverb before some of these adjectives used as nouns because they are gradable. (Not the very Chinese!)

  • At the charity event, the extremely rich donated money to help those in need.
  • At the annual charity event, donations were collected for the less fortunate and the very poor.
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The totally paranoid believe that the Russians were behind the black out in Spain.

EXERCISE – ADD A SUITABLE NOMINAL ADJECTIVE IN THE FOLLOWING SENTENCES:

  1. The _____________________ need our support.
  2. The _____________________ are our future.
  3. The _____________________ often face health challenges.
  4. The _____________________ enjoy certain privileges.
  5. The _____________________ deserve access to basic necessities.
  6. The _____________________ tend to have more opportunities.
  7. The _____________________ struggle to make ends meet.
  8. The _____________________ should seek medical attention.
  9. The _____________________often rise to the top.
  10. The _____________________ defend their beliefs.
  11. The _____________________ need advocacy and support.
  12. The _____________________ deserve rehabilitation.
  13. The _____________________face financial uncertainty.
  14. The _____________________ require shelter and food.
  15. The _____________________ seek justice and equality.
  16. The _____________________ thrive in artistic pursuits.
  17. The _____________________ face unique challenges.
  18. The _____________________ contribute to the workforce.
  19. The_____________________ should help those in need.
  20. The _____________________ should help those in need.

POSSIBLE ANSWERS:

  1. underprivileged 2. young 3. elderly 4. rich/wealthy 5. poor 6. educated 7. unemployed 8. sick 9. talented 10. brave 11. marginalised 12. incarcerated 13. idle 14. homeless 15. needy 16. oppressed 17. creative/artistic 18. disabled 19. employed 20. fortunate/privileged
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2C2

BODY PARTS used as VERBS

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You can “head” a company, but if things go wrong you’ll have to “shoulder” the blame, or “face” your investors.

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He headed the ball.

A good leader will “back” his employees, but if you don’t “toe” the line the management “skin” you alive.

Did you “muscle” your way into that job?

You might “eye” someone suspiciously, or wait for the police to “finger” a suspect.

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The dog eyed the food I gave him suspiciously.

Avoid “nosing in on” a meeting you were not invited to.

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If you need to get out of town, you can “thumb” a ride — or you can ride with me if you can “stomach” the thought.

If you’re in a place full of people, you may need to “elbow” your way out to go to the bathroom!

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I sing along with songs on YouTube when I’m at home, but if I’m on the bus I just “mouth” the words.

TRY THIS ACTIVITY (Use the QR code or the link):

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LUMI – BODY VERBS

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  • headed home
  • armed with a knife
  • legged it up the hill
  • footed the bill
  • fingered the fabric
  • mouth obscenities
  • they sat in the car and necked.
  • elbowed his way in
  • kneed in the groin
  • backed up
  • butted in
  • to toe the line
  • I can’t stomach it
  • she eyed him up
  • he nosed around the house
  • he thumbed a ride
  • time to knuckle-down to some hard graft
  • the thieves got in by shinning up a drainpipe
  • coll: he bummed a cigarette off me, as usual
  • coll: they’re always arsing about
2C2, WRITING, writing tips

How to…write an essay

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These are the general steps to writing an essay paper for a university course. In an exam, not all the steps will not be possible in the time alloted, but all the others are advisable:

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Essay structure – note that your exam essay will be much shorter than a university paper (Task 1 = 240-270 words) and you will need to be as concise as possible.

Writing an Introduction

  • 1 is a neutral sentence that will engage the reader’s interest in your essay.
  • 2 Picks up the topic you are writing about by identifying the issues that you are going to explore.
  • 3 is an indication of how the question will be answered. Give a brief outline of how you will deal with each issue, and in which order.

Writing a Body Paragraph

  • The topic sentence introduces the topic of your paragraph.
  • The sentences that follow the topic sentence will develop the central idea of your topic.
  • The concluding sentence is the last sentence of your paragraph and restates the idea expressed in the topic sentence.

Writing a Conclusion

  • Re-read your introduction – this information will need to be restated in your conclusion emphasising what you have proven and how you have proven it.
  • Begin by summarising your main arguments e.g. ‘This essay has considered…..’
  • State your general conclusions, explaining why these are important.
  • The final sentences should draw on the evidence you have presented in the body of the essay to re-state your conclusion in an interesting way (use a transitional word to get you started e.g. Overall, Therefore)
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The Introduction

An introduction generally does three things. The first part is usually a general comment that shows the reader why the topic is important, gets their interest, and leads them into the topic. It isn’t actually part of your argument. The next part of the introduction is the thesis statement. This is your response to the question; your final answer. It is probably the most important part of the introduction. Finally, the introduction tells the reader what they can expect in the essay body. This is where you briefly outline your arguments.

Here is an example of the introduction to the question – Discuss how media can influence children. Use specific examples to support your view.

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Body paragraphs

The essay body itself is organised into paragraphs, according to your plan. Remember that each paragraph focuses on one idea, or aspect of your topic, and should contain at least 4-5 sentences so you can deal with that idea properly.

Each body paragraph has three sections. First is the topic sentence. This lets the reader know what the paragraph is going to be about and the main point it will make. It gives the paragraph’s point straight away. Next – and largest – is the supporting sentences. These expand on the central idea, explaining it in more detail, exploring what it means, and of course giving the evidence and argument that back it up. This is where you use your research to support your argument. Then there is a concluding sentence. This restates the idea in the topic sentence, to remind the reader of your main point. It also shows how that point helps answer the question.

NOTE: The citations in the example below will obviously not be possible to include in an exam.

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Conclusion

The last section of an academic essay is the conclusion. The conclusion should reaffirm your answer to the question, and briefly summarise key arguments.  It does not include any new points or new information.

A conclusion has three sections. First, repeat the thesis statement. It won’t use the exact same words as in your introduction, but it will repeat the point: your overall answer to the question. Then set out your general conclusions, and a short explanation of why they are important.

Finally, draw together the question, the evidence in the essay body, and the conclusion. This way the reader knows that you have understood and answered the question. This part needs to be clear and concise.

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2C2, WRITING, writing tips

How to … write a report

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A report is written for a specified audience. This may be a superior, for example, a boss at work, or members of a peer group, colleagues or fellow class members. The content of a report is mainly factual and draws on the prompt material.

NOTE: In this type of task, you may be asked to interpret graphs, bar charts, pie charts and so on. Please read this other post for details on suitable language (click on image below):

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Here is an example report question:

Your employer recently paid for you to attend a short evening course at a local college on ‘descriptive writing’. The Editor has asked you to write a report in which you evaluate the course content, organisation and method. She has also asked you to assess the usefulness of the course for yourself and for colleagues who might wish to attend the course in the future. Write your report in 240-270 words.

Step 1: Title and Introduction

In general, the introduction should outline the aim of the report. Commonly, it begins with an indirect phrase like the one below:

The objective of this report is to compare ….. and …..
The objective of this report is to outline the current condition of

An example of an introduction written by a student:

Introduction: The aim of this report is to exhibit evaluations of the efficiency and the structure of the ‘descriptive writing course, which has been conducted (passive forms) in the local college. The assessments provided are founded on my personal observations, accumulated during the course.

NOTE: it is written impersonally, goes straight to the point, is short, coherent and passive forms dominate. The author of the report avoids addressing the reader directly (you).

Step 2: Main Body

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QUICK TIPS: Before you start…
It is recommended to use headings and lists so that the reader can quickly find the information they are looking for in your text.
Do not personalise your report (I,YOU,WE) it should be general information that has facts, figures and sources.
No colourful and descriptive language – fabulous, remarkable etc.
Get straight to the point.
Base your arguments on imaginary sources, data and figures.
The more realistic your report looks, the better the grade

An example of the main body written by a student in 3 paragraphs (Notes in italics are not part of the essay – they are my comments):

In the first paragraph, the student writes the first element, i.e. content (“write a report in which you evaluate the course content, organisation and method.”)

Content – heading / short and informative
The content of the course was clearly structured (passive forms)  and exceptionally well presented. It emphasizes each key aspect separately which, combined with a plethora of additional details provided, contributes greatly to its being easy to follow and comprehensive. Many of the foundational facets of the course were accurately exemplified (passive forms)  by the means of impressive schemes and diagrams.

In the second paragraph, the student answers the second element, i.e. organisation (“write a report in which you evaluate the course content, organisation and method.”)

Organisation – heading / short and informative
In terms of conducting, the event was run in a highly professional manner. The time schedules were meticulously complied (passive forms)  with and the relocations from one hall to another had been made effortless and time-efficient through the medium of clear instructional sign tables. The lecturers were given (passive forms)  excellent positions to speak from and the audience had the opportunity to immerse in both the visual presentation and the lecturer’s speech.

In the third paragraph, the student answers the third element, i.e. method (“write a report in which you evaluate the course content, organisation and method.”)

Method – heading / short and informative
The teaching method adopted by the organisers of the event is traditional and straightforward. Not only are attendees (inversion) able to understand but alsohave time to take notes without the lecturers’ speeches being interrupted or delayed. The course visitors were conveniently provided with (passive forms) miscellaneous writing materials to support any notes taken.

Step 3: Conclusion

The conclusion should include the answer and the results of the analysis of the issues raised in the report and mentioned in the introduction.

Simply put, in the introduction to the report, reaaders should be informed of what will be analysed and when reading the conclusion, they should find out the results of this analysis.

An example of the conclusion written by a student in 3 paragraphs (Notes in italics are not part of the essay – they are my comments):

Conclusion – heading / short and informative (not always necessary)

In the final analysis, (cohesive devices) the overall impression of the course is entirely positive and further engagement in the course by all employees of the company is to be advocated. The ‘descriptive writing’ course is of an exceptionally high standard and adequacy and it is recommendable that said course (referential words) should be supported financially by the company. This action should be regarded as an investment in the future qualifications of the workers.

What is not recommended in the report?

  • Descriptive writing and colourful language (stunning, gorgeous, amazing)
  • Idioms (are informal)
  • Phrasal Verbs  (some more formal phrasal verbs are suitable but not informal ones)
  • Contractions (We’ve, It’s been said)
  • Giving personal opinions (I think, I guess, In my opinion, …)
2C2, NO CATEGORY, WRITING, writing tips

How to – write a blog entry

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When writing a blog entry you will probably be asked to use 160-180 words. Here are the main parts, although there are no strict guidelines to a blog entry. It’s really up to you, as long as you write something that people will want to read!

1 The reader is identified  (students at a school, the people living in a town or people who are interested in sports, cinema fans, blog followers…)

2 It has to get attention. There are thousands of articles and blogs, so you need to think like a journalist when you’re writing your article and give it an attractive title. You need the reader to want to read your article.

3 It has to be interesting. It needs to be engaging enough to make someone read all the way through.  Keep in mind that you want the reader to keep reading, so don’t tell them exactly what they will read. In this type of task you can use informal and colloquial language; even slang may be suitable, so show your knowledge of this type of language in a natural way.

Types of Blog Posts

Depending on the task you are given one of the following might be appropriate:

  • General Informational Posts: posts that answer a question or provide information on a subject.
  • Ultimate Guides: posts that tell readers how to do something or explain how something works.
  • List Posts: lists that categorize and organize related information in list format.
  • Review Posts: posts that review and analyse products, services, content, people, or others for their audience.
  • Best X for Y Posts: a post that provides solutions. X represents the solution, and Y is the problem.

Your blog entry could look something like this:

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Common mistakes students make in blog articles

  • Very often, students write articles where the language used is too formal and more suited to essays. Avoid words like: to sum up, some people say, nevertheless, on one hand etc.
  • They don’t use any quotes or examples
  • They either use not enough, or too many, questions. The questions, called rhetorical questions because they don’t require an answer, shouldn’t be more than one per paragraph. Good examples are:

Have you ever ……..?
What do you think about ……..?
Are you one of those people who thinks that ……?
What would life be like if ……?
Will the future bring us ….. ?

4 It has to be easy to read: Write in a semi-informal, conversational style. And make sure there is organisation to your ideas. 

5 Write a good ending. When writing a blog/article, it’s better to give the reader something to think about at the end, perhaps by asking them another question or giving them a call to action. Often, the best endings link back to the starting point in some way.

6 You will often be asked to introduce humour and/or irony. You may be asked to write in a certain tone, so make sure you do it – it is part of the task and will be assessed.

EXAMPLE BLOG POST

What’s the Most Helpful Thing a Therapist Has Ever Told You?

Okay, followers, I have a confession to make today. Here goes:

I looooove my therapist, and although I know you’re not really supposed to, I’m always trying to ask questions to get to know more about her. I’m so curious! Needless to say, she never takes the bait. One such example:

Me: “How was your Thanksgiving?”
Her: “Fine, thank you.”
Me, desperate for info: “What Christmas dishes do you like best?”
Her: “Er, you know, the classics.”

But you can’t blame me for it because she’s a genius. During our sessions, she’s offered such thoughtful words of wisdom, I often feel like I’m hearing the answer to a riddle. The phrase she shared that has helped the most?

“BOTH THINGS CAN BE TRUE.”

Right before she said this, I’d been describing a stressful parenting situation and kept interrupting myself to say, “But I really, really, really, love my kids.” Finally, she said, “It’s okay, you can find parenting overwhelming AND love your kids. Both things can be true.”

Since then, the concept has come to mind many times. When my mother died, I was relieved that she could finally rest AND heartbroken that she was gone. When we laughed at my mum’s tea-party reception at her church after her funeral, I realized that we could celebrate her life AND mourn her death. Whenever I’ve spent an evening or weekend alone, I’ve enjoyed the quiet AND missed the noise of my children. When I think back on new parenthood, I remembered desperately craving sleep AND feeling my heart explode every time I looked at my baby.

So! Have you ever been to therapy? What’s something helpful a therapist has told you? Eager to hear these special nuggets.

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learn English and share your experiences (SERENDIPITY= the accidental discovery of something pleasant and useful!)

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