Focus Strategies In English Sentences And Their Representation In Books For School Age German Learners Of English

Seminar paper from the year 2002 in the subject American Studies - Linguistics, grade: 1,3, University of Potsdam (Institut f r Anglistik und Amerikanistik), course: The Structures of English, 23 entries in the bibliography, language: English, abstract: The aim of the following work is mainly to present focus strategies in English sentences. The topic has been of great interest to me since such focus constructions are an important grammatical means of re-arranging the information within a sentence according to one's intention. Being familiar with a wide variety of focus strategies is one possibility of improving one's style, both in written and spoken English. Several university level grammar books provide a great number of different means to assign focus within a sentence. In the following course of this paper I'm first going to explain and discuss the term focus as well as its function in English grammar and then show the possible ways of organizing a message. Due to the above mentioned variety of focus strategies not all of them can be itemized here. I decided on presenting those focus constructions which, in my opinion, seem most relevant for the purposes of a foreign language student. The prescribed extent of this work makes a detailed description of each construction, as it can be found in scholarly grammar book, impossible. Therefore, only the most important attributes and particularities of each strategy are named. In most cases examples are added for visualization and a better understanding. In their publications linguists present different ways of classifying focus strategies which makes a clear division of the constructions relatively difficult. Furthermore different notions of which grammatical structure can be considered a focus strategy are existing. Under the respective headline these problems will be discussed in greater detail. Dealing with these focus strategies and the purpose they serve raised the question if these constructions can be found in

Seminar paper from the year 2014 in the subject American Studies - Linguistics, grade: 1.5, University of Constance, language: English, abstract: In the following, the phenomenon ‘do-support’ will be explained as well as the history of its development. Furthermore, the linguistic concepts in which ‘do-support’ appears will be presented and why this paper focuses on ‘do-support’ in questions and answers. Our study shows how our hypotheses have been proven right and the elicitation methods investigated will be explained in detail. In the presentation and interpretation of our results will follow a short overview of related linguistic themes that appeared in the study.

This ebook offers practical advice and guidance to German-speaking undergraduates and academics who aspire to write in English. It also provides valuable assistance to editors, examiners and teachers who conduct English courses for intermediate or advanced students. The work consists of four modules and is rounded off with a subject index and a glossary. Making extensive use of authentic texts written by native speakers of English and German, the authors adopt a contrastive approach and focus on the major problems encountered by Germans writing in English. These problems include overall text organisation, academic text conventions, sentence construction, idiomatic phrasing, argumentation and style. A large number of exercises can be found on the accompanying website.

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.