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Senin, 27 April 2015

Speaking - How to Speak English Well

How to Speak English Well: 1
Simple Tips to Extraordinary Fluency

Accept That English is a Weird Language

Sometimes you can find patterns in English grammar, but other times English doesn’t make sense at all. For example, why are “read” (reed) and “read” (red) the same word, but pronounced differently depending on whether you’re speaking in the past or present tense? Or why is “mice” the plural of “mouse”, but “houses” is the plural of “house”? Unfortunately, there are just as many exceptions as there are rules in English. It’s easy to get stuck on learning how to speak English properly, if you try to find a reason for everything.  Sometimes English is weird and unexplainable, so instead the best thing to do is just memorize the strange exceptions and move on.

Dive into the Deep End

Studying English for an hour once a week isn’t usually enough to make any real progress. The best way to quickly improve your English is to spend at least a few minutes practicing every day. Immerse yourself as much as possible every time you study, and challenge yourself to listen to, read, and even say things in English that you think might be too difficult for you. If you want to speak English fluently, you need to make it an essential part of your everyday life.

Stop Being a Student

The right attitude can make the difference between failure and success. Stop thinking of yourself as someone who is learning English, and start thinking of yourself as someone who speaks English. It’s a small change, but it will make you feel more confident and help you to use the English you already know more effectively. This also means you need to start thinking in English. If you want to say the word “apple” in English, for example, right now you probably think of the word in your native language first, and then try to think of the correct word in English. Instead, try imagining a picture of an apple, and then just think the English word “apple”. Real fluency happens when you stop mentally translating conversations.

The Answer is in the Question

Listen carefully when someone asks you a question in English and you’ll answer perfectly every time. English questions are like mirrors:

           Does he…..?                       Yes, he does.

           Can she….?                         Yes, she can.

           Is it….?                                  Yes, it is.

If someone asks you a question and you’re not sure how to answer, start by thinking about the words used in the question.  The person has already said most of the words you need to make your answer. Instead of just memorizing English grammar, start to look for patterns like this one. There are a lot of simple ways to “cheat” and make it easier to remember the right words.

Get More Out of Listening

When most students listen to a native English-speaker, they focus on understanding what all the words mean. This is definitely important, but there is a lot more you can learn from listening. Try listening not just to what the words mean, but to how the person says them. Notice which words the person links together in a sentence, or when they say “ya” instead of “you”. Try to remember these details the next time you speak and your English will begin to sound more natural.

Easier said than done, right? When you listen to native English speakers, it can be hard to understand every single word that is spoken. They might use many words you don’t know, talk too fast or have a strong accent.

A fantastic way to practice careful, active listening is to start using FluentU. FluentU has a huge collection of real world English videos, so you can hear the English that people speak every day.

FluentU App Browse Screen

The more you listen to this authentic English, the better you will understand how to speak English naturally. As you watch your chosen videos, FluentU’s subtitles let you view the definition of any word that is spoken.
2014 10 09 21.20.33 576x1024 How to Speak English Well: 10 Simple Tips for Extraordinary Fluency

FluentU App Browse Screen

You can even save all the words you learned and keep track of your progress. Keep practicing with these videos, and you will see great improvement in your ability to understand and speak native level English.

Use It or Lose It

There’s an expression in English: “Use it or lose it”, which basically means if you don’t practice an ability, you might forget it. This idea can be used to help you remember new English vocabulary. The best way to remember a new word is to use it right away so it will stay in your memory.  When you learn a new word, try to say it in sentences a few times over the next week and you’ll never forget it.

Learn and Study Phrases

Speaking English fluently means being able to express your thoughts, feelings and ideas. Your goal is to speak English in full sentences, so why not learn it in full sentences? You’ll find that English is more useful in your everyday life if you study whole phrases, rather than just vocabulary and verbs. Start by thinking about phrases that you use frequently in your native language, and then learn how to say them in English.

Don’t Study Grammar Too Much

The key to learning a language is finding a balance between studying and practicing. Speaking English fluently isn’t the same as knowing perfect English grammar – even native English-speakers make grammar mistakes! Fluency is about being able to communicate. That’s why sometimes it’s important to put the grammar textbook away, so you can go out and practice those writing, reading, listening and speaking skills in the real world.

Don’t Be Afraid to Make Mistakes

Sometimes it can be difficult to put all those rules and words together into a simple sentence. Don’t let the fear of saying something wrong stop you from speaking at all. Even if you think you’re making a mistake, keep speaking anyway. Most of the time, people will understand what you’re trying to say, even if you make a mistake. Plus, the more you speak, the easier it gets, and the more quickly the right words will come to mind.

Learn from Everyone

You don’t have to only learn English from textbooks and teachers – anyone who speaks English can help you practice. Imagine how you would feel if someone asked you, in your native language, how to pronounce something? Would you be angry? No! You’d probably be happy to help, just like most English-speakers are happy to help you. If you know any English-speakers, whether it’s a friend or co-worker, take advantage of the opportunity to practice and learn from them.
Other Resources for Learning to Speak English Fluently

How to Speak English Well … It’s *NOT* what you think: “Don’t think, just speak” – a great, motivational video that explains well the rationale behind focusing on speaking rather than thinking.


Speaking - 5 Speaking Rules you need to know

5 Speaking Rules you need to know!

1. Don't study grammar too much
This rule might sound strange to many ESL students, but it is one of the most important rules. If you want to pass examinations, then study grammar. However, if you want to become fluent in English, then you should try to learn English without studying the grammar.

Studying grammar will only slow you down and confuse you. You will think about the rules when creating sentences instead of naturally saying a sentence like a native. Remember that only a small fraction of English speakers know more than 20% of all the grammar rules. Many ESL students know more grammar than native speakers. I can confidently say this with experience. I am a native English speaker, majored in English Literature, and have been teaching English for more than 10 years. However, many of my students know more details about English grammar than I do. I can easily look up the definition and apply it, but I don't know it off the top of my head.

I often ask my native English friends some grammar questions, and only a few of them know the correct answer. However, they are fluent in English and can read, speak, listen, and communicate effectively.

Do you want to be able to recite the definition of a causative verb, or do you want to be able to speak English fluently?

2. Learn and study phrases
Many students learn vocabulary and try to put many words together to create a proper sentence. It amazes me how many words some of my students know, but they cannot create a proper sentence. The reason is because they didn't study phrases. When children learn a language, they learn both words and phrases together. Likewise, you need to study and learn phrases.

If you know 1000 words, you might not be able to say one correct sentence. But if you know 1 phrase, you can make hundreds of correct sentences. If you know 100 phrases, you will be surprised at how many correct sentences you will be able to say. Finally, when you know only a 1000 phrases, you will be almost a fluent English speaker.

The English Speaking Basics section is a great example of making numerous sentences with a single phrase. So don't spend hours and hours learning many different words. Use that time to study phrases instead and you will be closer to English fluency.

Don't translate

When you want to create an English sentence, do not translate the words from your Mother tongue. The order of words is probably completely different and you will be both slow and incorrect by doing this. Instead, learn phrases and sentences so you don't have to think about the words you are saying. It should be automatic.

Another problem with translating is that you will be trying to incorporate grammar rules that you have learned. Translating and thinking about the grammar to create English sentences is incorrect and should be avoided.

3. Reading and Listening is NOT enough. Practice Speaking what you hear!
Reading, listening, and speaking are the most important aspects of any language. The same is true for English. However, speaking is the only requirement to be fluent. It is normal for babies and children to learn speaking first, become fluent, then start reading, then writing. So the natural order is listening, speaking, reading, then writing.

First Problem
Isn't it strange that schools across the world teach reading first, then writing, then listening, and finally speaking? Although it is different, the main reason is because when you learn a second language, you need to read material to understand and learn it. So even though the natural order is listening, speaking, reading, then writing, the order for ESL students is reading, listening, speaking, then writing.

Second Problem
The reason many people can read and listen is because that's all they practice. But in order to speak English fluently, you need to practice speaking. Don't stop at the listening portion, and when you study, don't just listen. Speak out loud the material you are listening to and practice what you hear. Practice speaking out loud until your mouth and brain can do it without any effort. By doing so, you will be able to speak English fluently.

4. Submerge yourself
Being able to speak a language is not related to how smart you are. Anyone can learn how to speak any language. This is a proven fact by everyone in the world. Everyone can speak at least one language. Whether you are intelligent, or lacking some brain power, you are able to speak one language.

This was achieved by being around that language at all times. In your country, you hear and speak your language constantly. You will notice that many people who are good English speakers are the ones who studied in an English speaking school. They can speak English not because they went to an English speaking school, but because they had an environment where they can be around English speaking people constantly.

There are also some people who study abroad and learn very little. That is because they went to an English speaking school, but found friends from their own country and didn't practice English.

You don't have to go anywhere to become a fluent English speaker. You only need to surround yourself with English. You can do this by making rules with your existing friends that you will only speak English. You can also carry around an iPod and constantly listen to English sentences. As you can see, you can achieve results by changing what your surroundings are. Submerge yourself in English and you will learn several times faster.

5. Study correct material
A common phrase that is incorrect is, "Practice makes perfect." This is far from the truth. Practice only makes what you are practicing permanent. If you practice the incorrect sentence, you will have perfected saying the sentence incorrectly. Therefore, it is important that you study material that is commonly used by most people.

Another problem I see is that many students study the news. However, the language they speak is more formal and the content they use is more political and not used in regular life. It is important to understand what they are saying, but this is more of an advanced lesson that should be studied after learning the fundamental basics of English.

Studying English with a friend who is not a native English speaker is both good and bad. You should be aware of the pros and cons of speaking with a non native speaking friend. Practicing with a non native person will give you practice. You can also motivate each other and point out basic mistakes. But you might pick up bad habits from one another if you are not sure about what are correct and incorrect sentences. So use these practice times as a time period to practice the correct material you studied. Not to learn how to say a sentence.

In short, study English material that you can trust, that is commonly used, and that is correct.

Summary

These are the rules that will help you achieve your goal of speaking English fluently. All the teachings and lessons on TalkEnglish.com follow this method so you have the tools you need to achieve your goal right here on TalkEnglish.com

Speaking - Six Types of Oral Communication Activitie

Six Types of Oral Communication Activities

There are six broad types of oral communication activities that might be incorporated into curricula in many fields of study. Most are conducive to either formal or informal assignments. Some are realistically possible only in smaller classes or recitation sections, while others are appropriate for large lectures as well.

On their own, any of them can help students learn course materials or ways of thinking (speaking to learn). Incorporated more systematically into a broader curriculum or major, they can together help move students to become more proficient speakers by the time they graduate (learning to speak).

1. One-on-One Speaking (Student-Student or Student-Teacher): Can range from moments punctuating a lecture, where students are asked to discuss or explain some question or problem with the person next to them, to formal student conferences with their instructor.

2. Small-Group or Team-Based Oral Work: Smaller-scale settings for discussion, deliberation, and problem solving. Appropriate for both large lectures and smaller classes and allows levels of participation not possible in larger groups.

3. Full-Class Discussions (Teacher- or Student-Led): Typically less agonistic, argument-based, and competitive than debate and deliberation but still dialogic in character. Often times has the quality of creating an atmosphere of collective, out-loud thinking about some question, idea, problem, text, event, or artifact. Like deliberation and debate, a good way to encourage active learning.

4. In-Class Debates and Deliberations: A structured consideration of some issue from two or more points of view. Debates typically involve participants who argue one side throughout, while deliberation allows for movement by individuals within the process. Both feature reason-giving argument. Can be applied to issues of many kinds, from disputed scientific facts to theories, policy questions, the meaning of a text, or the quality of an artistic production. Can range from two participants to a lecture hall.

5. Speeches and Presentations: Classically, the stand-up, podium speech delivered by an individual from an outline or script. Also includes group presentations or impromptu speaking. A strong element of monologue, but dialogue can be built in with question and answer or discussion with the audience afterward.

6. Oral Examinations: Can take place in the instructor’s office, in small groups, or before a whole class. Range from one oral question on an otherwise written exam to an oral defense of a written answer or paper to an entirely oral quiz or examination. Difficult with very large groups, but an excellent way to determine the depth and range of student knowledge and to stimulate high levels of preparation.

Writing - Elements of a Good Writing Style

Elements of a Good Writing Style

Style refers to the way we express ourselves in writing. While there is no one standard style that every writer must follow, there are two key elements in an effective writing style. One is readability, meaning the use of words, phrases, sentences, and paragraphs in such a way as to communicate facts and ideas clearly. The other is elegance, meaning the use of appropriate and interesting words, phrases, sentences, and paragraphs to produce graceful, unobtrusive prose that will keep a reader's attention and interest. Good style communicates information effectively. It moves the reader along easily from word to word, sentence to sentence, paragraph to paragraph, and one section of the paper to the next. Bad style is boring and often confusing.


Suggestions for Making Your Writing Understandable and Interesting

Write in coherent paragraphs. 
A coherent paragraph is a group of sentences all relating to one basic idea. The first sentence is often a topic sentence, meaning that it states the unifying theme that binds the sentences together. In a paragraph, each sentence should develop logically from the preceding one. Often, one should use "connector" words or phrases to make this logical development clear to the reader.

Write paragraphs that are neither too short nor too long. Avoid paragraphs that contain only one sentence. If you have a paragraph that is more than about a half page in length, try to break it into at least two paragraphs.

Begin most sentences with the subject, rather than with a dependent clause, an adverb, or a prepositional phrase. Such devices may provide useful variety if used sparingly, but they often slow the natural flow of ideas.

Bad: John Smith, realizing that he had perhaps only one last opportunity to bring order to a community torn by strife and lack of bureaucratic efficiency, decided to assume absolute control over the Jamestown settlers.

Better: John Smith decided to assume absolute control over the Jamestown settlers, realizing that this might be his last opportunity to bring order to a community torn by strife and lack of bureaucratic efficiency.

Write with an economy of words. 
Communicate a fact, opinion, argument, etc. with as few words as possible. Good writers always follow this principle. Several of the following suggestions will contribute to developing a tight prose style.

Do not use empty, cliche words and phrases in your writing. These include "Generally," "in general," "basically," "it went as follows," "really," "it has been proven time and time again that . . .," "the fact of the matter is . . . ." Here is a very wordy example.

Bad: It is a safe assumption to state the idea that the attitudes of our forefathers have affected the entire course of history.

Better: Delete the first ten words. Begin the sentence with: The attitudes of our forefathers . . . . . (Communicates the same idea much more forcefully and directly.)

Avoid the passive voice wherever possible. Use the active voice instead.

Passive voice: President Lincoln was shot by John Wilkes Booth.

The same information, recast in the active voice: John Wilkes Booth shot President Lincoln.

(The passive voice is usually in the form shown in the first example: the word "was," followed by the past tense of the verb, followed by a preposition.)

Overuse of the passive voice is one of the most common style errors in college student papers. The passive voice is weak; things are happening to people rather than people doing things. Also, the passive voice is wordier, therefore more boring. (One cannot always avoid the passive voice, especially if the subject is not known, or if it would sound strange [or be wordy] to specify a subject.)

Keep sentences relatively short. 
Overly long sentences slow the reader down and can hide the writer's meaning. One way to keep sentences short is to avoid excessive use of dependent clauses. If a portion of your paper seems stiff and difficult to follow, count the number of dependent clauses. If several follow one after the other, rewrite.

Do not overuse adjectives. Properly used, adjectives can add interest and clarity. Too many adjectives, however, slow down the flow of your ideas.

Do not string together prepositional phrases in a sentence. It makes it difficult for a reader to understand what you are trying to say.

Bad: The civil rights movement of the post-World War II era among black activists in the South and sympathetic liberals in other parts of the nation and among some leaders in both major political parties was part of a progressive tradition aimed at elements of society with legitimate complaints against the prejudices of the majority of persons in twentieth-century America.

Better: The post-World War II civil rights movement attracted black activists in the South and sympathetic liberals throughout the nation and had the support of some leaders in both major political parties. It was part of a progressive tradition which sought to meet the legitimate complaints of persons suffering racial discrimination at the hands of many twentieth-century Americans.

Avoid using prepositional phrases conveying possession wherever possible. Change to the possessive form.

Wordy: The chief talent of Daniel Webster was his gift of oratory.

Better: Daniel Webster's chief talent was . . . .

Always use the past tense when writing about things that happened in the past.

Bad: The problem, as Houston views it, is how to keep his army intact. Meanwhile, Santa Anna pursues him relentlessly. (Change to viewed, was, and pursued.)

Avoid repeating words and/or phrases in close proximity to one another. Such prose is boring.

The following excerpt from an actual history term paper illustrates the problem:

It seemed the years of prosperity were to come to an end for Castroville. In the 1880s, Castroville rejected a proposition from a railroad company due to the cost and it was subsequently built five miles south of Castroville. This killed the freighting business of Castroville almost at once, and in 1892 the county seat was also moved to Hondo. Many of the people of Castroville moved to the new county seat, while others moved to San Antonio.

Better: The situation changed in the 1880s, after Castroville rejected a proposition from a railroad company to construct a line through the town. It was subsequently built five miles south of the community. This quickly killed off the local freighting business. In 1892 the county seat transferred to Hondo. Many Castrovillians moved there, while others withdrew to San Antonio.

A particular case of the same problem: Avoid repeating pronouns referring to the same person throughout a paragraph (she, her, hers, she, she, her, etc.). This is boring. Solution: In some of the instances, use of the person's name, title, or other words and phrases which identify the person.

Clarity demands that you identify important persons and terms in your paper. Your theoretical target reader is not your professor but a fellow college student who is not an expert on your subject or on history in general. Therefore, when you introduce a person in your prose, briefly identify him or her. Also, if you introduce a term that is not familiar to the typical college student, briefly explain it in the text.


Elegance in Writing Style
This is difficult to define and describe. Perhaps it is useful to suggest that elegant writing style is neither colloquial and "slangy" nor too much given to fancy, polysyllabic words, either. It is graceful, aesthetically pleasing, and unobstrusive. Following are suggestions to help you write with in an elegant style.

Wherever possible, use short words (generally of Anglo-Saxon origin) rather than longer ones (often derived from Latin). In 1940 British Prime Minister Winston Churchill wrote to United States President Franklin Roosevelt, requesting war matériel to stave off defeat at the hands of Nazi Germany. These were his words: "Give us the tools, and we will finish the job." He did not say, "Deliver to us the implements, and we will complete the assignment." While the quotation is not taken from historical writing, it suggests that short words often move the reader along more effectively than long ones.

Do not use contractions in formal writing. Example: Alexander didn't end his conquests once he had liberated the Greek colonies of Ionia from Persian rule. (Write out both words, did not.)

Do not use slang or colloquialisms in formal writing.

Jackson was fixing to (change to about to) leave for his plantation in Tennessee but reconsidered when he heard what Calhoun had said.

Grant was drunk a lot of the time. (Change to much.)

In most instances, avoid using personal pronouns referring to you, the author of the paper.

Examples: It seems to me that Senator McCarthy should have realized that he had gone too far in his "witch-hunt" for suspected Communists. (Delete the first five words.)

Napoleon's greatest mistake, as I see it, was his invasion of Russia in 1812. (Delete the phrase set off by commas.)

Writing - Elements of Good Writing

Elements of Good Writing

Regardless of the type of assignment, good writing has several common elements, shown below in order of importance.

Common Elements of Good Writing (adapted from Greenlaw (2005) Chapter 5)

Focus - The paper should have a clear point, expressed as a thesis sentence, early in the paper.

Organization - The purpose of the paper is to prove its point. To that end, the paper should be organized as a series of major sub-points which lead logically to the thesis as the conclusion.

Solid Development - Each of sub-points should be explained in sufficient detail to convince the reader of their validity.

Clarity, Concision, Precision - Say what you mean, as clearly and concisely as possible. Vagueness or ambiguity suggests to the reader that you're not sure what you're writing about.

Grammatical Correctness/Avoidance of Spelling & Typographical Errors - Grammar is a convention to improve communication. Grammatical mistakes or typos convey that you either don't know how to write correctly or you don't care. Which of those conclusions would you prefer the reader to be left with?


Writing - Four Types of Writing

Four Types of Writing

4 Types of Writing Styles

Narrative: Narrative writing is the type of writing that tells a story. Though it’s most commonly used when your child is asked to write a personal essay (along the lines of  What I Did to Celebrate the Holidays), this type of writing can also be used for fictional stories, plays or even plot summarizations of a story your child has read or intends to write. Narrative writing typically uses the first person (“I).

Descriptive: Descriptive writing is used to create a vivid picture of an idea, place or person. It is much like painting with words. It focuses on one subject and uses specific detail to describe that upon which your child is focused. For example, if your child is asked to write about his favorite ride at an amusement park, his writing will not only tell the name of the ride and what it looks like, but also describe the sensation of being on it and what that experience reminds him of.

Expository: Expository writing is to-the-point and factual. This category of writing includes definitions, instructions,  directions and other basic comparisons and clarifications. Expository writing is devoid of descriptive detail and opinion.

Persuasive: Persuasive writing is a more sophisticated type of writing to which your child will introduced around fourth grade. It can be thought of as a debate in writing. The idea is to express an opinion or to take a stance about something and then to support that opinion in a way that convinces the reader to see it the same way. Persuasive writing is often in essay form, contains an explanation of the other point of view and uses facts and/or statistics to disprove that view and support your child’s opinion.

Writing - How to Write a Good Story

How to Write a Good Story

Part 1 of 3: Get Inspired

1. Read a book!
 Experience helps.Maybe the book will give you some good sentence starters, inspiration,and the type of text you want to write. The next thing you know, you'll have the premise for a short story.
        Notice interesting character traits. Maybe you've noticed that your neighbour likes to talk to his plants or that he takes his cat for a walk every morning. Try thinking about the inner life of this kind of person and see if a story develops.
        Pay attention to your surroundings. Take a walk or spend some time sitting in a park and observing and see what you can find. Maybe you'll see a bouquet of roses sitting next to a gutter, or a brand-new pair of sneakers on a park bench. How did they get there?
        Watch movies or tv. They can inspire you with joy to refresh your memory!
        Listen to people when they talk. Just one interesting sentence that you hear in passing can inspire you to write an entire story. Maybe you'll hear someone say, "My third wife was the only one I ever loved..." or "My dog likes to torture all the men I date..." Is that enough to start a story? Sure!

2. Get inspired by a "What if..." scenario. 
This is another great way to start a short story. When you pay attention to the world, you should also pay attention not only to the realities of the world, but to the possibilities of the world. When you do pay attention to a story you hear or an image you see, ask yourself, "But what if it happened like this instead?" or "What would this person do if..." Following this line of thinking can lead you to explore the mysteries that are haunting you.

    You don't have to know the ending of a story when you start. In fact, not knowing everything about a story before you start writing it will lead you to explore more creative possibilities and will make your story stronger.
    The "what if" scenario can be practical or completely fantastical. You can ask yourself, "What if my dog started talking to me?" or, "What if the neighbor who fawns over my dog too much kidnapped her one day?"


3. Get inspired by your experiences.
Though short story writing falls under the category of fiction writing, many short stories are heavily autobiographical. If you're writing about something that actually happened to you or someone you know, then that's considered non-fiction writing, but getting inspired by experiences you actually had and then taking them to a new and fictional level is a great plan for writing a short story, especially if you feel that you have "nothing to write about."

    Many people say that you should "write what you know." One school of thought is that if you grew up on a farm in Arkansas or if you spent ten years trying to be a painter in Iceland, you should write about those experiences instead of trying to guess what it would be like for someone to grow up in a place you've never been.
    Some writers say that you should "write what you don't know about what you know." This means that you should start off on familiar territory and then start exploring something that left you feeling curious or that you didn't know much about.
    If you get too comfortable with writing about things that actually happened, you won't have room for creativity. For example, maybe you had a childhood friend who moved away one day without telling a soul, or maybe you were fascinated by a Ferris-wheel operator as a kid and always wondered what happened to him. Explore this world and then make it up.

4. Get inspired by a story you heard.
Always be on the lookout for stories that your friends or family members have told that would make great fiction. If your mother or grandmother are always telling you stories about their childhoods, start writing them down. Try to imagine what it was like to grow up in a different time or place and start writing out the possibilities. Don't be put off if you don't know everything about that time period; you can always do your research.

    When one of your friends says, "You won't believe what happened to me last week..." pay attention. You could have the beginning of a short story right there.
    The story could come from an unlikely place. Maybe a radio DJ is reminiscing about his childhood in just a few sentences, and you find yourself suddenly fascinated by what his life must have been like.
    Just be warned: if you get a reputation of a writer who "steals" the stories people tell him and uses them for fiction, then people may be more hesitant to open up to you.

5. Get inspired by a setting. 
A story can come from a strong sense of place. You don't have to get inspired by a breathtaking beach or by your amazing vacation to Venice. Instead, get inspiration from the ordinary. Think about what it was like to spend every summer on your grandmother's apple orchard as a kid; remember what it was like to hang out in your best friend's basement back in high school.

    Writing about the place can lead you to develop interesting characters and conflicts.

6. Get inspired by a writing exercise. 
Writing exercises have helped a lot of writers develop their creativity, find inspiration in unlikely places, and to force themselves to write when they feel like they have "no ideas." You can start with a daily warm-up writing exercise just for 10-15 minutes to get your mind going, or even write for an hour based on the exercise even if you don't feel inspired at all. Here are some great writing exercises to get you started:[1]

    Start a story with the following opening sentence: "I've never told this to anyone before."
    Look at a picture of an ordinary barn in a field. Then, describe it from the point of view of someone who has just committed murder. Do this again from the point of view of a girl who has just lost her mother. See how a character's thoughts can influence how he sees the world.
    Just write for 10-15 minutes without stopping. Don't stop or look back at what you've written until you're done.
    Pick a person in your life who you absolutely dislike. Now, try writing a story from that person's point of view. Try to make the reader sympathize with him as much as possible.
    Let a character surprise you. Write about a character that you seem to know pretty well, and then let this person do something that completely throws you off guard. See where this takes you.
    The argument. Have two characters arguing about something completely mundane, like who is going to take out the trash, or who will pay for the movie. Make it clear that this argument is really about something bigger and more serious, such as who is going to end the relationship, or who has been giving too much and not getting anything back. Try to let the dialogue do all the work.
    Body language. Write 500 words that describe two characters who are sitting next to each other. Without using dialogue, let the reader see exactly how these two characters feel about each other.

7. Get inspired by reading short stories. 
If you want to be able to master the short story, then you should read as many short stories as you can. You should read both the classics and the contemporary masters, and use the writing of others to inspire you to write some short stories of your own. Here are some contemporary and classic short stories that can inspire you to write more short stories of your own:

    Chekhov's "The Lady with the Little Dog"
    Edgar Allan Poe's "The Cask of Amontillado"
    Ernest Hemingway's "A Clean, Well-Lighted Place"
    Eudora Welty's "A Worn Path"
    Raymond Carver's "Cathedral"
    Isaac Asimov's "The Dead Past"
    Ray Bradbury's "The Veldt"
    Tim O'Brien's "The Things They Carried"
    Alice Munro's "The Beggar Maid"
    Jamaica Kincaid's "Girl"
    Joyce Carol Oates' "Where Are You Going, Where Have You Been?"
    Jhumpa Lahiri's "A Temporary Matter"
    Junot Diaz's "How to Date a Brown Girl, Black Girl, White Girl, or Halfie"

Part 2 of 3: Develop Your Story

1. Develop your point-of-view. 
Most short stories are written in first, second, or third-person point-of-views. If you're starting out, you should stick to just one point-of-view. Here are the three points-of-view and how they are used:
        The first person. The first person is told directly from the perspective of a character who uses "I" to refer to himself. "I've never told anyone this before," is an example of first-person writing. First person is great if you want to stick closely to a character's thoughts and perspective, but it can be limiting if that character's perspective is too limiting. First-person may be the easiest perspective to use if you're just starting out.
        The third person. The third person is when you write about a character using "he" or "she" from an outside perspective, such as saying, "He was tired." In the third person, the author can get close to a character's thoughts or can be more distant from the character.
        The second person. The second person addresses the reader directly as "You." As in, "You are walking into your office." This can be a great technique for grabbing the reader, but it can be a bit overdone.
   
2. Develop your plot. 
Every short story should have a plot that grips the reader, leading him to ask what will happen next. This doesn't mean that your story should include a high-speed chase or a murder; your readers can want to know what happen next even if all that's happening is that two people are talking over coffee. Though every short story is different, here are some basic elements of a short story:
        The rising action/exposition: this typically comes at the beginning of a short story, when readers are introduced to the main characters, the setting, and the central conflict. However, some stories start off right in the middle of the action and make the readers work backwards to find out what's really going on.
        The conflict: the stakes of the story. There has to be something at stake in every story, or the reader won't want to keep reading, no matter how beautiful the language may be. Every story needs conflict or a point of tension; it can be as dramatic as two men fighting over the same women, or a girl wondering if her friend is going to invite her to a party. The nature of the conflict isn't important -- what's important is that the readers have to care what happens.
        The falling action: the resolution of the story. After the conflict is resolved or discussed, the story has to wrap up. But most short stories don't have neat happy endings, or even neat endings at that. Many stories end on a word or image that leaves the reader thinking. If the story is neatly "wrapped up" at the end, then you've removed some of the mystery and allure.

3. Develop your characters. 
Your story has to have a character or characters that your readers should care about and even root for, even if the characters aren't upstanding citizens or good-natured people. You can characterize your characters through a number of different ways and all of them are valid. Here are a few ways to give your readers a strong sense of your characters:
        Describe what they say. The perfect line of dialogue can shed insight into a character's intentions -- especially if the dialogue doesn't match what he's thinking.
        Describe what they do. Does the character get up at six every morning without an alarm, or does he spend hours hitting the "snooze" button before he gets up? Every little action can help build the character, however insignificant it seems at first.
        Describe what they look like. Does the character dress to the nines when he goes to the supermarket, or smile maniacally during a moment of deep sadness? A character's physical appearance can shed insight into his mental state.
        Describe how they interact with others. Is your character debilitatingly shy, or so bossy that everyone around him is afraid to open his mouth? Is he nice to waiters because his mother was a waitress, or is he a jerk to all waitresses because a waitress once broke his heart, or just because he feels like it? Seeing a character out in the world can reveal a lot about him.

4. Develop your dialogue. 
Dialogue marks the words that characters say, which are usually placed inside quotation marks. Dialogue can reveal a lot about a character both from the things that the character says and the things he chooses to not say. You should find dialogue that sounds like it can be spoken by real people instead of sounding too fancy or forced. Read your dialogue aloud to see if it actually sounds like something a person would say.
        The dialogue between two characters can also shed a lot of insight into their dynamic.
        Pay attention to what is not said as well. For example, if a little boy is upset that his father missed his baseball game, if he doesn't even bring up the game when they next see each other and says, "How was work?" instead, that can reveal a lot about him.
        Avoid giving your dialogue obtrusive tags, such as saying, "Mary stated..." instead of "Mary said..."

5. Develop your setting. 
The setting of a short story can be crucial or it can have very little to do with the events that unfold. If your story is set in a generic house that has little to do with the story, then fine. But if a character's mistress breaks into the house that he shares with his wife, then every little detail is important, because it can shed light onto the character's relationship with his wife -- and what his mistress thinks about it. Decide how much your setting should matter and develop it accordingly.
        Even if the setting isn't so crucial to the story, avoid confusing the reader and let him know where the events are taking place, even if it's just a cow town in Illinois, or a non-descript high school in the middle of nowhere.
        The time period can be considered part of the setting. If your story is set in the 1960s, give your reader enough clues, or say it outright, so he doesn't spend half the story thinking it's taking place in the present.
   
6. Develop your voice. 
In writing, voice is the unique way that the words are written that show that they can be written by only you. Your words should have their own quirks, rhythm, and cadence, and no one should be able to duplicate them. At the beginning, it's natural for short story writers to try to imitate their favorite short story writers. But as you move forward as a short story writer, you should find a unique way to express your thoughts and ideas.
        Voice describes the way the author's words sound, not just the way the words of a character sound. Every word that is put down in a short story contributes to the voice of the author.
   
7. Avoid the pitfalls of short story writing.
 Though there are a few guidelines, there are no hard and fast rules about what makes a good short story and what makes a bad short story. Still, you can improve your chances of writing a successful short story by avoid some of the common mistakes made by short story writers. Here are some things to think about as you move forward with your short story:
        Avoid "the information dump." Don't tell your reader everything you think he needs to know right when the story starts. If you spend three pages describing the characters and action before anything actually happens, your reader will get weary.
        Avoid the trick ending. No one likes to read a story only to find out that it was all a dream, or that it was told from the point of view of an alien the whole time. O. Henry was famous for such endings, but by now it's seen as clichés .
        Keep it simple. You may think that using floral, elevated language to write a short story is the way to go. If you're writing a story about high society life in an ornate castle, then this may be your best bet, but for most concepts, it's best to keep it short and simple.
        Avoid exposition in dialogue. Narration, non-dialogue, should tell your readers the basic information about the story. Dialogue should be used to provide more information about the characters and their struggles and relationships, but not to give "the facts" of the story. For example, a character should not say, "Sam, though you are twenty years old and this is your second year at Harvard..." because this is something that both characters already know.
        Keep the stakes of the story clear. Any reader should be able to answer "What's at stake?" while he's reading your story and after he's done. If a reader finishes the story and has no idea what was at stake, then the story has failed.

Part 3 of 3: Revise Your Story

1. Set it aside and come back to it. 
Give your story a break -- even if it's only for a day. Then, read it with new eyes, and try to see it as a reader instead of as a writer. As a reader, which sentences would you find unnecessary or confusing? Which facts would you need to know more about? Which plot points are too obvious or too complicated? Reading your own work with fresh eyes can give you a fresh perspective on what needs to be changed.
        Sometimes just printing out a story that you've been writing in a Word Document can help you see it from a new perspective.
        If you really want to improve the story but are completely stumped, try setting it aside for a month or two. You'll be surprised by how much insight you'll gain during this period.
        Setting your work aside for a little while is a good move, but don't set it aside for so long that you lose interest in it.

2. Get feedback. 
If you're ready to take your story out into the world, you can share it with a close friend, a fellow writer, an English teacher, or even a group of fellow writers. Make sure you don't ask for an opinion on the story before it's fully formed, or you may feel stifled by the criticism. Joining a writing workshops with like-minded individuals who are seriously committed to good writing can help you gain a new perspective on your own work.
        For feedback to be helpful, you have to be receptive to it. If you think you've written the most perfect story in the world, then you won't actually hear a word anyone says.
        Make sure you're giving your story to the right readers. If you're writing science fiction but have handed your story to your writer friend, who has never actually read science fiction before, then you may not get the best feedback.

3. Revise the story using a variety of tricks. 
There are many different ways to revise a story, and it all depends on what the first draft of your story looks like and how much work you may have left to do. Many stories can take ten or more drafts to get right, so don't get discouraged if you feel like you have to change everything in your story. As you revise your work, here are some things to think about:
        The need for a change in point-of-view. You may have thought your story worked best in the first person, but on a second read, you may see that the third person would have been better for the story you wanted to tell.
        Cutting down on the wordiness. A good rule of thumb is to cut 250 words from the story (provided that it's at least ten pages long) after you're convinced you're done. You'd be surprised by how much unnecessary verbiage you may find.
        Cut down on the confusion. Ask yourself if you would completely understand what was going on if you didn't write the story yourself. Maybe the concepts of the story were crystal-clear to you, but your readers could be utterly confused.
        Make sure you include feelings, sounds, etc. Feelings make a story alive. After all, what's a story without feelings?
        Do more research if necessary. If you're writing a story set in the West Village in New York City in the 60s and find that you don't actually know as much as you thought you did about this time period, it'll be time to hit the books to learn enough to write a convincing story about this era.
        Be persistent. When you get frustrated, remind yourself that no first draft of a story is ever very good -- but that if you write a second, third, and even a fourth draft, that you have the potential to write an amazing short story.


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Tips

    Look to improve your wording. Find the exact word you're looking for: is the character upset or agitated? Research and think about the connotations of words. Try manuals like "The Elements of Style" so you can learn how to say what you want in a way that's clear, effective, and uniquely yours.
    Go online and look up meanings of names to come up with names for your characters. This is a good thing to do if you can't come up with a name to fit a certain character. For example, if you have someone who is a hunter in your story, look up under "Meanings" the word "hunter." It will most likely give you a list of names that fit this description. The name Chase means "hunter," so this character in your story could possibly be named Chase.
    Edit, edit, edit. Check punctuation, spelling, grammar, and sentence sense, of course--but don't ignore the big questions. Are your character's actions and responses plausible? Have you taken a short cut on the plot, making it mundane or superficial?
    If you are easily influenced by other people's writing, don't read too much. Stick to books you are familiar with and study how the author develops characters, the plot, and the goals over time. However, don't pigeonhole yourself either.
    Build on your character, and remember, the character can't stay the same age forever, so as they grow up, their mood and sometimes personalities change, and they can get moody and agitated more easily. Get a good age span for your character that you can relate to.
    Take experiences from your life as an inspiration for a story.
    Know what you want your main characters to be like. Don't give a nerdy kid a cool phrase if you know he/she wouldn't say it. Know your characters like you know yourself. Live inside your character's head for a day.
    People don't generally talk in full sentences. They give one word answers. So occasionally use lazy words such as “Yeah, hmm,” etc. Do not overuse them! Good dialogue doesn't actually sound exactly like real speech: it's real speech with all the boring parts cut out.
    Once you start a story keep in mind what the characters are thinking how they act, what they're afraid of and stick to the story you write.
    Minimize those little dialog tags (ex. “Andrew said” or “Molly whispered”). Wondering how you’re supposed to tell who’s talking? By giving each character a unique voice and by grounding the dialogue in the scene. People move when they speak. Things happen around them. Use cues from that context to show who is speaking. If you really need to use “said,” go ahead (confusing the reader is worse), but if you really picture the scene, often you'll find it's not needed. Employ slurred words, an accent, an authoritative tone, a submissive tone, or very clipped speech and show it through the word choices. Be very careful of using dialect. If you must use it, use it sparingly. When you know your characters well, you'll have a good idea of how they would sound, the way they express themselves, and the things they'd never say.

Tips

    Look to improve your wording. Find the exact word you're looking for: is the character upset or agitated? Research and think about the connotations of words. Try manuals like "The Elements of Style" so you can learn how to say what you want in a way that's clear, effective, and uniquely yours.
    Go online and look up meanings of names to come up with names for your characters. This is a good thing to do if you can't come up with a name to fit a certain character. For example, if you have someone who is a hunter in your story, look up under "Meanings" the word "hunter." It will most likely give you a list of names that fit this description. The name Chase means "hunter," so this character in your story could possibly be named Chase.
    Edit, edit, edit. Check punctuation, spelling, grammar, and sentence sense, of course--but don't ignore the big questions. Are your character's actions and responses plausible? Have you taken a short cut on the plot, making it mundane or superficial?
    If you are easily influenced by other people's writing, don't read too much. Stick to books you are familiar with and study how the author develops characters, the plot, and the goals over time. However, don't pigeonhole yourself either.
    Build on your character, and remember, the character can't stay the same age forever, so as they grow up, their mood and sometimes personalities change, and they can get moody and agitated more easily. Get a good age span for your character that you can relate to.
    Take experiences from your life as an inspiration for a story.
    Know what you want your main characters to be like. Don't give a nerdy kid a cool phrase if you know he/she wouldn't say it. Know your characters like you know yourself. Live inside your character's head for a day.
    People don't generally talk in full sentences. They give one word answers. So occasionally use lazy words such as “Yeah, hmm,” etc. Do not overuse them! Good dialogue doesn't actually sound exactly like real speech: it's real speech with all the boring parts cut out.
    Once you start a story keep in mind what the characters are thinking how they act, what they're afraid of and stick to the story you write.
    Minimize those little dialog tags (ex. “Andrew said” or “Molly whispered”). Wondering how you’re supposed to tell who’s talking? By giving each character a unique voice and by grounding the dialogue in the scene. People move when they speak. Things happen around them. Use cues from that context to show who is speaking. If you really need to use “said,” go ahead (confusing the reader is worse), but if you really picture the scene, often you'll find it's not needed. Employ slurred words, an accent, an authoritative tone, a submissive tone, or very clipped speech and show it through the word choices. Be very careful of using dialect. If you must use it, use it sparingly. When you know your characters well, you'll have a good idea of how they would sound, the way they express themselves, and the things they'd never say.


    To make your story interesting, never ever plagiarize anybody's work. Writing a good story can always take up some time, so be patient!
    Don't use big, fancy words too often. It sounds unprofessional, like you used a computer to write it for you, but don't use boring, plain words too often either.
    Try not to drag the story on. Don't stretch on the subject. Give just enough detail to encourage both understanding and interest.
    Make sure you vary your sentence lengths.
    Don't edit as you work. This slows your writing down and I have even forgotten what I was writing a few times.Instead take breaks often and edit when you can.
    It's natural and easy to use close descriptions of people you know well, like your family. Either disguise the characters enough to avoid offending your family or know that you'll be on their bad side for a while.
    Describing scenery at length can be a dead end.
    Writer's block is very common. You will get frustrated but do not give up; take breaks and rest your mind. Remember BIC, Bum In Chair, just hold onto it and say it in your head, it's all about the BIC!


Writing - How To Write Well: 10 Essential Self-Editing Tips

How To Write Well: 10 Essential Self-Editing Tips

Do you want to write well?

The easiest way to write well is to edit your writing.

The best person to edit a manuscript, article or blog post is the author herself.

Sure, writers can — and should, when necessary — hire a professional copyeditor to correct a manuscript before it is sent off to an agent or book designer for self-publishing. But the writer knows her material better than anyone else, so she’s the best person for the job.

Learning to self-edit is a lesson in awareness. It’s all about understanding the common mistakes writers make, and how to fix those mistakes.

You want to know how to write well, but you might not want to spend hours studying grammar books. On the other hand, you wouldn’t want to waste time struggling over sentences that would be easy to fix if you knew the rules.

So it might be worthwhile for you to learn a few basic rules, if only to have more time to spend with your family, or whatever it is you’d rather be doing.

Here are ten easy tips to get you started.


#1. Give it a rest.

Leave your writing alone for a while — an hour, a day, a week. Pick it up again when your brain is rested.

Pay attention to what jumps out at you as awkward. Trust that feeling. It’s almost always right.


#2. Read aloud what you wrote.

Or have your computer read to you using a software program. You’ll catch clunky sentences, missing and repetitive words, and misspellings.


#3. Search and destroy weasel words.

Weasel words are the words you use out of habit. Often, they are pesky adverbs like very and just. Or phrases like began to or started to.

Make a list of your most common offenders. Then search for those words and see if you can take them out without altering your intended meaning.


#4. Trim sentences.

Take a look at each sentence and see how many words you can cut out.

Often a phrase of three or more words can be rewritten with only one. Less is more — and almost always better.


#5. You need commas.

Check to make sure you put commas before direct address in dialog. There’s a big difference between “Let’s eat Dad” and “Let’s eat, Dad.”

Speaker tags always use commas: John said, “I hate grammar.” Don’t be deceived into thinking little bits of punctuation don’t matter. They do.

You don’t want characters eating other characters unintentionally, right? Unless you’re writing about zombies.


#6. Don’t overdo the punctuation.

Writers sometimes use excessive punctuation. Avoid using a lot of exclamation marks or pairing them with question marks to tell the reader something is important.

Let the context and word choice communicate the importance of a particular sentence.


#7. Pay attention to verb conjugations.

If you write “I lied on the couch after the man drug me across the floor,” your reader might think you’re writing some weird espionage novel.

You probably want to say “I lay on the couch after the man dragged me across the floor.”

The most mutilated verbs are lay, sink, drag, swim, and shine. Watch out for them!


#8. Ditch extraneous tags when writing dialog.

If the reader knows who’s speaking, you don’t need to tell them over and over — especially in a scene with only two characters.

Flowery verbs such as quizzed, extrapolated, exclaimed, and interjected, stick out. Instead, use said and asked, with an occasional replied or answered.


#9. Avoid passive construction.

When sentences begin with “it was” and “there were,” readers are left wondering exactly what “it” is. These words are vague.

“It was hot today” can easily be replaced with “the sun baked his shoulders,” which paints a clearer picture. Think: strong nouns and verbs.


#10. Check those tenses.

All too often, writers shift into past tense when writing present tense, or vice versa.

Even more common is the use of the wrong form of past tense. “I was sleeping badly for a week” should be rewritten as “I had been sleeping badly for a week.” If the action was a continuous one for a time in the past, you need the “had been.”



Self-editing needn’t be either hard or painful. The more you apply yourself to learning the “rules,” the easier it will be to write well.

Good writing has more to do with good self-editing than anything else. Take pride in your writing by learning ways to improve your self-editing technique.

What other self-editing tips do you use to write well? Share in the comments below!

http://writetodone.com/how-to-write-well-self-editing-tips/

Jumat, 24 April 2015

Grammar - Future Perfect Continuous

The FUTURE PERFECT PROGRESSIVE TENSE indicates a continuous action that will be completed at some point in the future. This tense is formed with the modal "WILL" plus the modal "HAVE" plus "BEEN" plus the present participle of the verb (with an -ing ending): "Next Thursday, I will have been working on this project for three years."

Generally, progressive forms occur only with what are called dynamic verbs and not with stative verbs. If you wish to review that concept now, click HERE.

Singular    Plural
I will have been walking    we will have been walking
you will have been walking    you will have been walking
he/she/it will have been walking    they will have been walking

Singular    Plural
I will have been sleeping    we will have been sleeping
you will have been sleeping    you will have been sleeping
he/she/it will have been sleeping    they will have been sleeping

Singular    Plural
There is no future perfect progressive for the "to be" verb. "Will have been being" is expressed simply as "will have been": "By this time next year we will have been being on this committee for a decade."

By the time he finishes this semester, Gesualdo will have been studying nothing but parasites for four years.
Will they have been testing these materials in the lab before we even get there?

http://grammar.ccc.commnet.edu/grammar/tenses/future_perfect_progressive.htm

Grammar - Future Perfect Tense

The FUTURE PERFECT TENSE indicates that an action will have been completed (finished or "perfected") at some point in the future. This tense is formed with "will" plus "have" plus the past participle of the verb (which can be either regular or irregular in form): "I will have spent all my money by this time next year. I will have run successfully in three marathons if I can finish this one."

Singular    Plural
I will have walked    we will have walked
you will have walked    you will have walked
he/she/it will have walked    they will have walked

Singular    Plural
I will have slept    we will have slept
you will have slept    you will have slept
he/she/it will have slept    they will have slept

Singular    Plural
I will have been    we will have been
you will have been    you will have been
he/she/it will have been    they will have been

By this time next week, I will have worked on this project for twenty days.
Before he sees his publisher, Charles will have finished four chapters in his new novel.
A Democratic president will have been in the White House for nearly half of the twentieth century.
How long will it have been since we were together?

http://grammar.ccc.commnet.edu/grammar/tenses/future_perfect.htm#perfect

Grammar - Future Continuous Tense

The FUTURE PROGRESSIVE TENSE indicates continuing action, something that will be happening, going on, at some point in the future. This tense is formed with the modal "will" plus "be," plus the present participle of the verb (with an -ing ending): "I will be running in next year's Boston Marathon. Our campaign plans suggest that the President will be winning the southern vote by November. "

Generally, progressive forms occur only with what are called dynamic verbs and not with stative verbs. If you wish to review that concept now, click HERE.

Singular    Plural
I will be walking    we will be walking
you will be walking    you will be walking
he/she/it will be walking    they will be walking

Singular    Plural
I will be sleeping    we will be sleeping
you will be sleeping    you will be sleeping
he/she/it will be sleeping    they will be sleeping

Singular    Plural
There is no future progressive for the "to be" verb. "Will be being" is expressed simply as "will be": "We will be being happy."

By this time tomorrow night, I will be sleeping in my own bed.
Next fall, we will be enjoying all the vegetables we planted last spring.
Will we be spending too much money if we buy that big-screen TV? 


http://grammar.ccc.commnet.edu/grammar/tenses/future_progressive.htm

Grammar - Future Tense

The FUTURE TENSE indicates that an action is in the future relative to the speaker or writer. There are no inflected forms for the future in English (nothing like those -ed or -s endings in the other tenses). Instead, the future tense employs the helping verbs will or shall with the base form of the verb:

    She will leave soon.
    We shall overcome.

The future is also formed with the use of a form of "go" plus the infinitive of the verb:

    He is going to faint.

English can even use the present to suggest the future tense:

    I am leaving later today."

Singular    Plural
I will walk    we will walk
you will walk    you will walk
he/she/it will walk    they will walk

Singular    Plural
I will sleep    we will sleep
you will sleep    you will sleep
he/she/it will sleep    they will sleep

Singular    Plural
I will be    we will be
you will be    you will be
he/she/it will be    they will be

We will be victorious!
We shall overcome.
We are going to win this race.
The bus arrives at three this afternoon.
The boss is announcing his retirement at today's meeting.

http://grammar.ccc.commnet.edu/grammar/tenses/simple_future.htm

Grammar - Past Perfect Continuous Tense

The PAST PERFECT PROGRESSIVE TENSE indicates a continuous action that was completed at some point in the past. This tense is formed with the modal "HAD" plus "BEEN," plus the present participle of the verb (with an -ing ending): "I had been working in the garden all morning. George had been painting his house for weeks, but he finally gave up."

Generally, progressive forms occur only with what are called dynamic verbs and not with stative verbs. If you wish to review that concept now, click HERE.

Singular    Plural
I had been walking    we had been walking
you had been walking    you had been walking
he/she/it had been walking    they had been walking

Singular    Plural
I had been sleeping    we had been sleeping
you had been sleeping    you had been sleeping
he/she/it had been sleeping    they had been sleeping

Singular    Plural
There is no past perfect progressive for the "to be" verb. "Had been being" is expressed simply as "had been": "We had been being successful before, but we somehow lost our knack."

Hemingway had been losing his self-confidence for years before the publication of Old Man and the Sea.
Had they been cheating on the exams before the school put monitors in the classroom?

http://grammar.ccc.commnet.edu/grammar/tenses/past_perfect_progressive.htm

Grammar - Past Perfect Tense

The PAST PERFECT TENSE indicates that an action was completed (finished or "perfected") at some point in the past before something else happened. This tense is formed with the past tense form of "to have" (HAD) plus the past participle of the verb (which can be either regular or irregular in form):
    I had walked two miles by lunchtime.
    I had run three other marathons before entering the Boston Marathon .

Singular    Plural
I had walked    we had walked
you had walked    you had walked
he/she/it had walked    they had walked

Singular    Plural
I had slept    we had slept
you had slept    you had slept
he/she/it had slept    they had slept

Singular    Plural
I had been    we had been
you had been    you had been
he/she/it had been    they had been

Prior to the Revolutionary War, Washington had been a surveyor and land speculator.
Aunt Glad had invested heavily in the air-conditioning industry before the Great Crash of 1988.
She had swum the English Channel every summer until 1997.
How long had it been since you saw each other?

Grammar - Past Continuous Tense

The PAST PROGRESSIVE TENSE
indicates continuing action, something that was happening, going on, at some point in the past. This tense is formed with the helping "to be" verb, in the past tense, plus the present participle of the verb (with an -ing ending):

    I was riding my bike all day yesterday.
    Joel was being a terrible role model for his younger brother.


The past progressive indicates a limited duration of time and is thus a convenient way to indicate that something took place (in the simple past) while something else was happening:

    Carlos lost his watch while he was running.

Singular    Plural
I was walking    we were walking
you were walking    you were walking
he/she/it was walking    they were walking

Singular    Plural
I was sleeping    we were sleeping
you were sleeping    you were sleeping
he/she/it was sleeping    they were sleeping

Singular    Plural
I was being    we were being
you were being    you were being
he/she/it was being    they were being

Dad was working in his garden all morning.
During the mid-50s, real estate speculators were buying all the swampland in Central Florida, and innocent people were investing all their money in bogus development projects.
Was he being good to you?

http://grammar.ccc.commnet.edu/grammar/tenses/past_progressive.htm

English Grammar - Past Tense

The PAST TENSE 
indicates that an action is in the past relative to the speaker or writer.
when the time period has finished: "We went to Chicago last Christmas."
when the time period is definite: "We visited Mom last week."
with for, when the action is finished: "I worked with the FBI for two months."

Regular verbs use the verb's base form (scream, work) plus the -ed ending (screamed, worked). Irregular verbs alter their form in some other way (slept, drank, drove).

Students for whom English is a second language sometimes (quite understandably) have trouble distinguishing between the Simple Past and the Present Perfect tenses. There is more information about the difference between these two tenses available under the Present Perfect description.

Singular    Plural
I walked    we walked
you walked    you walked
he/she/it walked    they walked

Singular    Plural
I slept    we slept
you slept    you slept
he/she/it slept    they slept

Singular    Plural
I was    we were
you were    you were
he/she/it was    they were

When I was a girl, I walked five miles to school every day.
Carmelita slept through the entire class.
We worked really hard to make this a success, but then Chuck ruined it with his carelessness.
Every time I finished a sandcastle, the waves came in and washed it away.
Tarzan dove into the swamp and swam toward the alligator.

Selasa, 21 April 2015

Grammar - Present Perfect Continuous / Progressive

The PRESENT PERFECT PROGRESSIVE TENSE
indicates a continuous action that has been finished at some point in the past or that was initiated in the past and continues to happen. The action is usually of limited duration and has some current relevance: "She has been running and her heart is still beating fast." The present perfect progressive frequently is used to describe an event of the recent past; it is often accompanied by just in this usage: "It has just been raining."

This tense is formed with the modal "HAVE" or "HAS" (for third-person singular subjects) plus "BEEN," plus the present participle of the verb (with an -ing ending): "I have been working in the garden all morning. George has been painting that house for as long as I can remember."

Authority for this section: A University Grammar of English by Randolph Quirk and Sidney Greenbaum. Longman Group: Essex, England. 1993. Used with permission.

Generally, progressive forms occur only with what are called dynamic verbs and not with stative verbs. If you wish to review that concept now, click HERE.

Singular Plural
I have been walking we have been walking
you have been walking you have been walking
he/she/it has been walking they have been walking

Singular Plural
I have been sleeping we have been sleeping
you have been sleeping you have been sleeping
he/she/it has been sleeping they have been sleeping

Singular Plural
There is no present perfect progressive for the "to be" verb. "Have been being" is expressed simply as "have been": "We have been being successful in the past."

Maria has been writing her dissertation for the last six years[, but she finished yesterday].
The Redsox have been losing games since the All-Star break [and they continue to do so].
Have we been telling the truth to consumers about tobacco?
Haven't we been lying to teenagers about smoking?

http://grammar.ccc.commnet.edu/grammar/tenses/present_perfect_progressive.htm