The ADJECTIVES (COMART1)

THE ADJECTIVES

                  An adjective is a part of speech used to describe or limit a noun or a noun equivalent.  Many adjectives are being coined by adding a derivational ending or suffix to a noun or verb.  Some suffixes commonly added are the following:

-able                -ible             -al              -ed                  -ful

comfortable     credible        medical      beloved          dutiful
formidable       edible           surgical      worked           soulful
passable           irreducible   practical     aged               scornful


-ish                  -less             -ous                -y
foolish             hopeless       dolorous         thorny
bluish               lawless        analogous       balmy
mannish           fruitless       amorous          squashy


KINDS OF ADJECTIVES

1. DESCRIPTIVE ADJECTIVES are the most common type.  They modify nouns by naming a quality or condition of the person, thing, or place named.

        Examples:
        blue eyes                   difficult words              pretty girl
        poor man                   intelligent boy              fat pocketbook

2. LIMITING ADJECTIVES points out the person, place or thing referred to.

        Examples:
                            A teacher                   the school house
                            An engineer               the butterfly

3. PRONOMINAL ADJECTIVES are pronouns used as modifiers.

The Main List of Pronominal Pronouns

• There are several pronouns that are used in everyday vernacular. This is a basic list of those pronouns, and then the pronouns will be broken down into different types. The main pronouns are: that, these, those, this, which, what, each, every, neither, some, latter, former, much, such, whole, all, few, fewer, fewest, first, last, little, many, more, both, another, one, any, none, other, most, own, same, several, certain and enough.

Reciprocal Pronouns

• Reciprocal pronouns are pronouns that are related to each other in a reciprocal way. The reciprocal pronouns include each, other, and one another, words that can be used to relate to other words within the sentence.

  Example: Each of the two books can be picked up at the library.
  "Each" is used to replace the titles of the two separate books.

Indefinite Pronouns

• Indefinite pronouns put the spotlight on a certain item without question, and use the words another, other, such, whole, any, all, none, one, or some.

  Example: All of the football players are going out to dinner after the game.
  "All" is used to replace the names of the members of the team, as the entire team will be going to dinner after the game.

Demonstrative Pronouns

• Demonstrative pronouns are the words same, this, that, these, former and latter. They demonstratively point out different items in a sentence by establishing specifics within the sentence.

  Example: This is my favorite movie.
  "This" is used to describe a specific movie. Not just any movie, "this" specific movie, is the favorite.

Distributive Pronouns

• Distributive pronouns takes the place of words that are being discussed singularly. The distributive pronouns include the words each, every, either, and neither.

  Example: Each of the apples in the basket are red and shiny.
  "Each" is being used to talk about the individual apples. "Each" specific apple is red and shiny.

  Numerical (Numeral) Pronouns: replaces  noun and specifies a quantity of it in the form of a specific number.

  Function: indicate how many of a group of people, places or things do or are something.
• cardinal: one book, two teachers, three tablets, etc.
• ordinal: first boy, second girl, etc.

1. Demonstrative adjectives- this, that, these, those
Ex: 
this dress
that bird
these books
those pants

2. Possessive adjectives- my, our, your, his, her, its, their
Ex:
my report
their old house
its wings
his grandmother
your share
our agenda

3. Distributive adjectives- each, every, either, neither
Ex:
every pupil
either boy
each contestant
neither girl

4. Interrogative adjectives- which, what, whose
Ex:
which coat
what number
whose wallet

5. Indefinite adjectives- some, any, all, few, several, many both, little, much, more, most
Ex:
some children
all compositions
several pages
both sides

4. PROPER ADJECTIVES are derived from proper nouns.

                     French possesions                 Elizabeth drama
                     Filipino culture                      American value
                     Putian manners                      British idioms

ANOTHER WAY OF CLASSIFYING ADJECTIVES

             According to its position in a sentence an adjective is either attributive or predicate.

-An attribute adjective modifies a noun directly as in old grandmother.  It is placed next to the noun it modifies usually preceding it.

-Sometimes an attributive adjective my follow the noun and be seperated from it by a comma as in:

Example:  A girl, sweet, simple, and gentle is hard to find nowadays.
                 When the attributive follows the noun, it is sometimes called an appositive adjective.

-Predicate adjectives come after linking verbs.  (review the lesson on verbs for a complete list)

Example:    The man is tall.
                    She appeared sorry.

-Coordinate adjectives are two adjectives modifying the same.  They are coordinate if they can be joined by and.  In some cases the second adjective is so closely linked with the noun.

Example:    Francis is a faithful, sincere friend.
                   (the adjectives are coordinate in thought: faithful and sincere, they both modify friend)

                   We saw a grand, awe-inspiring sunset.
                   (the adjectives are co-ordinate)

Other Uses of Adjectives

1.  Preceded by an article, words that are ordinarily adjectives may be found in the position of the noun as subject.

Example:             The just will receive their reward in heaven.
                             The rich wallow in luxury.
                             The rich live in palatial homes, the poor in hovels.
                             The unemployed hope for better times.

2.  Adjectives may also occur in an object position after a verb or a preposition.

Example:             We have great sympathy for the poor
                             We reverse the good and the true.
                             Who doesn't love the beautiful in life?

READING (comart2)

1.What is Reading?

- "Reading" is the process of looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us.
Reading can be silent (in our head) or aloud (so that other people can hear).
Reading is a receptive skill - through it we receiveinformation. But the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read. In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves).
2.What are the factors that affect reading?

-Factors that affect reading include but are not limited to: rate of comprehension and retention, bad spelling, hyperactivity, poor self-esteem and lack of coping skills. Intellectual and developmental learning disabilities are often seen in students while learning how to read, and symptoms progressively get worse without appropriate resources.

A person affected by learning disabilities may also be intimidated to write or speak up and may be slow at processing, experience difficulty trying to balance, experience coordination gaps, and exhibit poor handwriting. There are resources to assist students with learning disabilities, including evaluation, additional help with appropriately trained teachers, and tutoring within, before or after the school day.

3.What are the types of Reading?

There are several types and methods of reading, with differing rates that can be attained for each, for different kinds of material and purposes:

·        Subvocalized reading combines sight reading with internal sounding of the words as if spoken. Advocates of speed reading claim it can be a bad habit that slows reading and comprehension, but other studies indicate the reverse, particularly with difficult texts

·        Speed reading is a collection of methods for increasing reading speed without an unacceptable reduction in comprehension or retention. Methods include skimming or thechunking of words in a body of text to increase the rate of reading. It is closely connected to speed learning.

·        Proofreading is a kind of reading for the purpose of detecting typographical errors. One can learn to do it rapidly, and professional proofreaders typically acquire the ability to do so at high rates, faster for some kinds of material than for others, while they may largely suspend comprehension while doing so, except when needed to select among several possible words that a suspected typographic error allows.

·        Rereading is reading a book more than once. "One cannot read a book: one can only reread it," Vladimir Nabokov once said. A paper published in the Journal of Consumer Research (Cristel Antonia (2012)) found re-reading offers mental health benefits because it allows for a more profound emotional connection and self-reflection, versus the first reading which is more focused on the events and plot.

·        Structure-proposition-evaluation (SPE) method, popularized by Mortimer Adler in How to Read a Book, mainly for non-fiction treatise, in which one reads a writing in three passes: (1) for the structure of the work, which might be represented by an outline; (2) for the logical propositions made, organized into chains of inference; and (3) for evaluation of the merits of the arguments and conclusions. This method involves suspended judgment of the work or its arguments until they are fully understood.

·        Survey-question-read-recite-review (SQ3R) method, often taught in public schools, which involves reading toward being able to teach what is read, and would be appropriate for instructors preparing to teach material without having to refer to notes during the lecture.

·        Multiple intelligence's-based methods, which draw upon the reader's diverse ways of thinking and knowing to enrich his or her appreciation of the text. Reading is fundamentally a linguistic activity: one can basically comprehend a text without resorting to other intelligence's, such as the visual (e.g., mentally "seeing" characters or events described), auditory (e.g., reading aloud or mentally "hearing" sounds described), or even the logical intelligence (e.g., considering "what if" scenarios or predicting how the text will unfold based on context clues). However, most readers already use several intelligences while reading, and making a habit of doing so in a more disciplined manner—i.e., constantly, or after every paragraph—can result in more vivid, memorable experience.

·        Rapid serial visual presentation (RSVP) reading involves presenting the words in a sentence one word at a time at the same location on the display screen, at a specified eccentricity. RSVP eliminates inter-word saccades, limits intra-word saccades, and prevents reader control of fixation times (Legge, Mansfield, & Chung, 2001). RSVP controls for differences in reader eye movement, and consequently is often used to measure reading speed in experiments.

4.What are the different levels of reading comprehension?

-The Three Levels of Comprehension

The Literal Level

The literal level focuses on reading the passages, hearing the words or viewing the images. It involves identifying the important and essential information. With guidance, students can distinguish between the important and less important ideas.

Question: What did the author say?

Example:  Where did Henry’s family go on vacation?

The Interpretive Level
At the interpretive level, the focus shifts to reading between the lines, looking at what is implied by the material under study. It requires students to combine pieces of information in order to make inferences about the author's intent and message. Guiding students to recognize these perceived relationships promotes understanding and decreases the risk of being overwhelmed by the complexities of the text being viewed, heard or read.
Question: What was meant by what was said?

Example:  Why did Henry roll his eyes when his dad started to play

      the guitar?

The Applied Level
Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented in the text.
Question:  How would the author’s message apply to other situations given what you memorized and understood at the other two levels?

Example:  If Henry’s friend Tom was the one playing the guitar, do you             

           think Henry would have rolled his eyes? Why or why not?

5.What is the process of reading?

The Process of Reading

Reading is a language-based skill. As such, it requires the processing of language that is decontextualized from any ongoing event. Decontextualized language is characterized by the fact that the speaker and listener do not directly share the experience being communicated. The speaker must create the context through language, as in narration. It is not surprising, therefore, that poor readers also exhibit poor narrative skills, especially with linguistic cohesion (Norris & Bruning, 1988). The narratives of poor readers tend to be shorter and less well developed than those of better readers.

Reading is the synthesis of a complex network of perceptual and cognitive acts along a continuum from word recognition and decoding skills to comprehension and integration. Beyond the printed page, a skilled reader draws conclusions and inferences from what he or she reads. Of all the factors involved in early reading success, early exposure to reading by parents and a literate atmosphere at home seem to be most important.

Several steps are involved in reading and reading comprehension. Both oral language and the written context play a role in word recognition and in the ability to construct meaning from print (Gillam & Gorman, 2004). Comprehension emerges from the interaction of letter, sound, word meaning, grammatical and contextual processes, and a reader's prior knowledge.

The first step is decoding the print, which consists of breaking a word into its component sounds and then blending them together to form a recognizable word. Words are then interpreted based on grammar, word meanings, and context. There is an interaction between the print of the page and linguistic and conceptual information brought to the task by a child (Whitehurst & Lonigan, 2001).

While phonological skills are essential for decoding, other areas of language—syntax, morphology, semantics, and pragmatics—are needed for comprehension (Nation & Norbury, 2005). Comprehension require the active reader to be concerned with self-monitoring, semantic organization, summarization, interpretation, mental imagery, connection with prior knowledge, and metacognition of knowledge about knowledge, to name some of the skills involved.

APROG1C

Internet

The Internet is a global system of interconnected computer networks that use the standard Internet protocol suite (TCP/IP) to link several billion devices worldwide. It is an international network of networks that consists of millions of private, public, academic, business, and government packet switched networks, linked by a broad array of electronic, wireless, and optical networking technologies. The Internet carries an extensive range of information resources and services, such as the inter-linked hypertextdocuments and applications of the World Wide Web (WWW), the infrastructure to support email, and peer-to-peer networks for file sharing and telephony.
e-mail

messages distributed by electronic means from one computer user to one or more recipients via a network.

HTML

1. Hypertext Markup Language, a standardized system for tagging text files to achieve font, color, graphic, and hyperlink effects on World Wide Web pages.

Top-level domain

A top-level domain (TLD) is one of the domains at the highest level in the hierarchical Domain Name System of the Internet.^[1] The top-level domain names are installed in theroot zone of the name space. For all domains in lower levels, it is the last part of the domain name, that is, the last label of a fully qualified domain name. For example, in the domain name www.example.com, the top-level domain is com (the "dot" and the word that follows it).
.gov
.org
.mil
.educ

download

copy (data) from one computer system to another, typically over the Internet

upload

transfer (data) from one computer to another, typically to one that is larger or remote from the user or functioning as a server.

website

1. a location connected to the Internet that maintains one or more pages on the World Wide Web.

web page

a hypertext document connected to the World Wide Web.

internaut

1. a user of the Internet, especially a habitual or skilled one.

Newbies

Newbie, newb, noob, n00b, noobie, n00bie or nub is a slang term for a novice or newcomer, or somebody inexperienced in any profession or activity. Contemporary use can particularly refer to a beginner or new user of computers, often concerning Internet activity, such as online gaming or Linux use. It can have derogatory connotations, but is also often used for descriptive purposes only, without a value judgment.

search engine

1. a program that searches for and identifies items in a database that correspond to keywords or characters specified by the user, used especially for finding particular sites on the World Wide Web.
   example: google, yahoo, bing

2. Web browser

3. Short for Web browser, a browser is a software application used to locate, retrieve and display content on the World Wide Web, including Web pages, images, video and other files. As aclient/server model, the browser is the client run on a computer that contacts the Web server and requests information. The Web serversends the information back to the Web browser which displays the results on the computer or other Internet-enabled device that supports a browser.
4. The two most popular browsers are Microsoft Internet Explorer and Firefox. Other major browsers include Google Chrome, Apple Safari and Opera. 

Wi-Fi (wireless fidelity)

1. Wi-Fi is the name of a wireless networking technology that usesradio waves to provide high-speed network and Internet connections. 

modem

a combined device for modulation and demodulation, for example, between the digital data of a computer and the analog signal of a telephone line.

HTTP

The Hypertext Transfer Protocol (HTTP) is an application protocol for distributed, collaborative, hypermedia information systems.

World Wide Web

The World Wide Web (abbreviated as WWW or W3, commonly known as the Web) is a system of interlinked hypertext documents that are accessed via the Internet. With a web browser, one can view web pages that may contain text, images, videos, and other multimedia and navigate between them via hyperlinks.

Tim Berners-Lee, a British computer scientist and former CERN employee, and Belgian computer scientist Robert Cailliau are considered the inventors of the Web. On March 12, 1989, Berners-Lee wrote a proposal for what would eventually become the World Wide Web.

ISP

An Internet service provider (ISP) is an organization that provides services for accessing, using, or participating in the Internet. Internet service providers may be organized in various forms, such as commercial, community-owned, non-profit, or otherwise privately owned.