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Personality Development
Each individual has his own characteristic means of behaving, responding to feelings, perceiving things and taking a look at the world. No two people are similar. You may like going out for parties, but your friend might prefer to stay at home reading his\/her favourite book. Here comes the role of personality. What an individual sees in his childhood days and most importantly his\/her growing days form his personality. How an individual is raised plays an important role in shaping his\/her personality. Personality isn't anything, but the aggregate conglomerate of memories and incidents in a people entire lifespan. Environmental factors, family background, fiscal conditions, genetic factors, circumstances and situations also result in an individuals character. 

In a laymans language, the way we behave in our day to day lives reflects our character. How an individual behaves depends upon his family background, upbring, social status and so forth. An individual with a troubled childhood wouldn't open up easily. He\/she would always hesitate to open his heart in front of others. Some type of fear will always be there inside him. Someone who not had any major problems in life will be an extravert and could never have problems interacting with others. You really cannot blame an individual for not having an extrovert. These people begin believing their house is their only entire world and they are not safe out. 

Such a state of mind soon becomes their personality. Personality also influences what we believe, our beliefs, expectations and values. What we think about others depends upon our personality. In a layman the character is described as the personal qualities and attributes of someone. Personality is how we interact with other people. Personality is a sum of features of a person that makes him different from the others. An individuals physique, attractiveness, body type, complexion, body weight depend on his\/her parents biological makeup. Environment - The environment to which an individual is subjected to during his growing years plays an important role in determining his\/her personality. 

The varied cultures wherein we're brought up and our family backgrounds have an essential role in shaping our personalities. Situation - An individuals character also changes with current conditions and situations. An individual could behave in a different manner when he's enough savings with him and his behaviour would automatically change when he's bankrupt. An individuals appearance, character, intelligence, attractiveness, efficiency, style determine his\/her personality. What's Personality Development? Personality development is described as a process of developing and improving ones personality. Personality development helps an individual to gain confidence and high self esteem. Personality development also is said to have a positive impact on ones rhetoric skills and the way in which the world. MSG Content Team includes expert faculty members, Professionals and Subject Matter Experts.

Words to describe tone and mood Can you see anything wrong with this paragraph?
The risk of damnation is made clear in Kyd’s “The Spanish Tragedy” by the use of a ghost from hell, called Revenge, who acts as a chorus to the play. This provides a formal framework which contrasts with the violent actions of the characters. There’s also something rather spooky about a ghost.
If you feel that the last sentence struck the wrong note, it is because the word ’spooky’ is inappropriate. But why? Isn’t it a perfectly good word? It probably is, but the problem is that it’s an informal word, the kind of word that might be used in conversation, but which jars with the formal tone required in an essay. You might also feel that it is a rather lightweight word. Up until that point the writer has achieved a good level of analysis, but the final sentence unintentionally trivializes the subject For a moment the writer takes his/her eye off the topic and makes a rather vague, colloquial point. It is important in writing an essay to strive for a fairly formal tone. Contractions such as didn’t, wasn’t and can’t are best avoided, as they tend to make an essay seem too relaxed and chatty. (We are, of course, aware that we have used them throughout this book, specifically as a way of achieving a certain degree of informality.) It is easy to see whether you have slipped into using words like these, but you might at times be unsure whether a word is formal enough for an essay, or perhaps too colloquial. We imagine that you are unlikely to use phrases like Carol Ann Duffy is a rectify cool poet, but if I doubt about a word or phrase, search for an alternative. A thesaurus will provide you with several alternatives for most words; your dictionary should tell you whether a word is slang or colloquial or archaic or whether you have made it up. A thesaurus or dictionary should also help you find the appropriate word with the right connotations.

Words to describe tone and mood

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What we are all seeking to achieve is a sensible but not stuffy tone to our writing, in part, the rules of sentence construction, including the points we have made about adding subordinate clauses to a sentence, will help you achieve this. But a reasonably wide choice and range of ordinary vocabulary is also essential. Oddly enough, however, a lot of university students make the mistake of veering in the other direction, using a vocabulary that is too pretentious, perhaps trying to echo or imitate the tone of the authors of the textbooks in their subject. This is not always done deliberately. It is the case that, in studying a subject, some of the vocabulary is silently absorbed, and that part of learning a subject is coming to terms with its specialist languages sometimes, however, this specialist language can become a kind of return cal smokescreen, the student hiding behind big words rather than using these to any good effect. Such a student might be trying to impress, but the result could be the very opposite.
Words to describe tone and mood
What we are suggesting is that you should write clearly, and as intelligently as you can, but there is no need to strain after an artificial degree of elevation or to pack your work with the latest jargon. To a large extent it is a matter of finding your own style, your own level. A large part of this is seeing just how simple a lot of good writing is. Initially you might feel unhappy with your style, but a little practice experimenting with some of the points we have made throughout this book will soon remedy that. Rapid progress with style can, in fact, be made quite easily. Often it is a matter of avoiding the pitfalls and then working on small details.
Here we can highlight two points. First, it is sensible to look out for cliches in your writing. A cliche is a trite expression, a phrase that has been used so much that it has become stale and lost any real effect. For example:
cool, calm and collected,
ripe old age
face the music
sadder but wiser
hard as a rock

The effect of phrases such as these is to deaden your writing and make it seem mechanical and uninteresting for the reader. We often turn to cliches because they are the first words that come into our head, or we have got stuck for a phrase for a moment. Writing, however, needs to be a word considered performance than this. The things to look out for, then, as you revise your work are dead areas of writing where you may be using a cliche. Occasionally cliches can help, precisely because they are familiar and can help clinch a point, but the ones listed above are very colloquial; they work wonderfully well in speech, but lack the sort of precision we usually want in writing. Words to describe tone and mood
The second point is both a tip and a summary of everything we have been saying in this section, it can sometimes seem difficult to pitch your writing at the right level and to work out if you are conveying your ideas clearly. A way of overcoming this is literally to have a reader in mind (for example, your mum or dad) and to focus on making sure that the person you have in mind can follow the threads of your argument. Your reader should be able to spot that you are hitting the right note and not, for example, showing off or writing just for yourself. Very often essays get tangled in knots because students forget that they are communicating to an audience; they are not teasing out a few points or ideas but seeking to inform, persuade and interest their readers. The key to this, as we have said, is control over the basic mechanics of writing: knowing how to write a sentence, how to punctuate, and using the right words.

Words to describe tone and mood

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‘Articles’ in English Grammar There are primarily two Articles in English grammar – A(or An) and The.
An Article is a word which grammatically specifies the definiteness of the noun that it sits before.
A article works almost as an Adjective. In fact, it’s been categorised as a part of speech under Adjective. However, the Articles are also been classified as Determiners in modern English. So, in Determines, we will see a lot of adjective kind of words which specify nouns. We’ll talk about them in our next chapter. Today, we’ll learn Articles.
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Two Types of Articles

Indefinite Article An Indefinite article is called such because the person or thing it refers to is indefinite or not particular from common nouns.
  • A player — it can be any player.
  • I saw a car speeding past the church [it can be any car]
  • A wife cannot stand this [it refers to any wife of any one.. a section of the common noun]
  • A crazy person can talk like this [it implies any crazy person who is talking like this]
So, an Indefinite Article denotes any person or any thing sitting before a noun.
Definite Article: A Definite Article, as the name suggests, points our a definite or particular person or thing [from the common nouns]. Unlike an Indefinite Article, Definite Article  refers to a person or thing which’s already been spoken of.
  • I saw a car speeding past the church.
  • The car met with an accident in the cross-way.
Follow the noun ‘car’ in the above two sentences. In the first one,I spoke any car which I saw. Now, I came to know about that car again which met with an accident. So, it’s become something particular or definite as already we have talked about it. Hence, the use of Definite Article.
Note: There are a few special and mandatory cases where we must use the Definite Article regardless the fact the noun is a common noun or not. We’ll check them later.
Usages of Articles
An Indefinite Article sits before a singular countable noun and it reflects the quantify 1. [A Book=1 Book]
A man, a car, a book, an apple
A Definite Article sits before singular countable nouns, plural countable nouns and uncountable nouns.
→ the man, the cars, the milk
A or An (Indefinite Articles)
So, we’ve known what articles are and how we use them. Now, in the Indefinite Articles, there are two particular form of indefinite articles which represent the Indefinite Articles altogether. They are A and An. Now, we will see how to use them.
Sound of a noun effects the placement of either A or An. All words do not have identical sounds; some sound as vowel and other may sound like consonant. In simple terms, an is placed before a word starting with vowel.
→ an orange, an apple, an enemy
The words above start with a vowel (in letter). So, follow this rule always. But, as said, indefinite articles are placed based on the sound of the nouns. Let’s check them out.
  • a hotel
  • an honest.
Both the above words start with a consonant ‘H‘, but the second one (honest) sounds like a vowel ‘O‘ despite it has a consonant at the start. In this case, we need to put ‘An‘ article and not ‘A‘, always.
→ an honorable person  [sounds like - O]
→ an hour [sounds like 'Aa']
→ an SMS  [sound like -A]
→ an FBI agent [sounds like -A]
→ an L shape road [sounds like -a]
Likewise, if a noun starts with a vowel and sounds like a vowel ‘U‘, we need to put ‘A‘ instead of ‘An‘ [defying the previous rule that all vowel started nouns have must an before them as articles].
European country [the word 'European' start with a vowel 'E' but it also sounds like a vowel 'U'. So, we need to use A instead of An.]
university [Same here. The word starts with vowel and sounds like a vowel 'U']. So, only A will be used.
More examples
→ a ewe [sounds like 'U']
→ a union
The noun ‘ONE‘ will always have ‘A‘ as an article, even though it starts with a vowel and does not sound like ‘U
  • A one way journey
  • A one dollar coin
A few native speakers use ‘An‘ before nouns beginning with ‘H‘ when the first letter is not stressed.e.g. an hotel, an historical event. But modern English grammar does not approve of them and we should use ‘A‘ before both the words hotel and historical.
So, we’ve learnt the articles, especially known the usages of A and An and somewhat ‘The’. Now, we will move to usages of the Definite Article, ‘The’.

The Definite Article ‘The’.

We already know that ‘the’ is used when we refer to any particular noun which we have already spoken of. However, there are certain nouns before which we need to use the definite article ‘The’ irrespective of the noun category it belongs to. You can say, this is mandatory as per the English grammar. Let’s check them out.
The Definite Article ‘The’ is used 
Before the historical places-
→ the Taj Mahal, the Eiffel Tower, the World Trade Center.
Before certain proper nouns such as rivers, oceans, group of islands, deserts and mountain ranges-
→ the Atlantic, the Pacific [oceans]
→ the Netherlands, the West Indies [group of islands]
→ the Ganga, the Nile [rivers]
→ the Sahara [desert]
→ the Himalayas, the Alps [mountain ranges]
Before the nation names when told in acronym-
→ the USA, the UAE, the UK
Before the nation names which use ‘kingdom, republic or so-
→ the United States of America, the republic of China
Before the newspapers-
→ the Times, the Telegraph, the Asian Times,
Before the superlative adjectives-
→ the best, the most beautiful
Before the adjective when understood in common noun-
→ the poor, the rich
Before the musical instruments-
→ the flute, the piano
Before elite books-
→ the Ramayana, the Iliad, the Vedas
Before names of unique kind-
→ the sun, the moon, the earth, the universe
In this chapter, we’ve talked about articles and their usages. In my next chapter, we will go deep into the same with more arguments and examples. These are the basics of Articles and they are used universally. Follow them to avoid any error in grammar.
Do let me know with your valuable comments if anything else to add or omit here. Use the comment box below to leave your comments.

‘Articles’ in English Grammar

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Ways to learn how to speak English fluently Many people want to learn how to speak English, but usually, they are unable to do so because they are unaware of the easiest ways by which they can learn this prestigious language. Some of the people believe that learning English means investing a lot of money in taking courses and tutorials, which often becomes a real hassle for them. However, most of the people believe that English can also be learnt on the internet, by undertaking various different online courses that would help a person in speaking fluent English. However, the real question for many people is: what is the best method of learning English?
Ways to learn how to speak English fluently

Ways to learn how to speak English fluently

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Firstly, the benefits of learning English are countless. It helps you to converse with anyone you want without many problems, because the language of English is hugely popular and spoken in almost every country. People also learn English to enhance their linguistic skills, as some of the most popular documents and books have been written in English language. Ways to learn how to speak English fluently

Furthermore, you would not only be restricted to one language if you decide to learn English, because it can act as a means of communication between you and almost anyone from every race. Furthermore, English would also help you in your professional life as well, making it easier for you to move around in your working environment as well. What this means is that the people would be able to converse with each other in one language, as English is considered to be the most spoken language in the world. Ways to learn how to speak English fluently

Mastering English language through continuous practice

The fact that English is taught in all primary and secondary schools on an international level as well just provides testament to the fact that English is so popular and going to be of real help to you. However, in order to be able to speak English fluently, you would have to practice really hard, as it does not come so easily. It would take time for you to pronounce the letters with ease, as it would make it much easier for you the more you practice it.

A good thing to do so would be to start reading. Learn some words and understand how they are pronounced. The most important thing here is to understand the way words are used. Most of the words in the English language are used with different meanings under certain contexts, meaning that it is important for the people to understand the usage of the way English is incorporated.

Do pronunciations matter?

Pronunciations matter a lot, because simple words like ‘put’ and ‘but’ come with different pronunciations. Therefore, if you really want to learn the language, it would be wise to sign up with an institute that teaches people how to speak properly. Language speaking skills can only be polished if you practice properly, because only practice would allow you to learn how to speak English fluently. It would make it much easier for you to understand people speaking as well, as your hearing skills should also be polished enough to understand those who are speaking in English before you.

Ways to learn how to speak English fluently

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Constructing a Paragraph In Essay Writing Far too many students have very little idea quite where they are heading in any paragraph of an essay, but the fact is that every paragraph can and should be tightly, and even self-consciously, organized. Just as an essay as a whole sets up an issue, deviances, and arrives somewhere, so each paragraph of an essay needs to locate itself, advance, and arrive somewhere new.

Constructing a Paragraph In Essay Writing

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Constructing a Paragraph In Essay Writing  If you look back at the opening paragraph of a Thackeray essay in the last section you should be able to see that it conforms to this pattern. It actually consists of three sentences which fulfill these three functions. In a rather similar way, this opening paragraph of an essay on Mary Kinsley, a Victorian traveler and writer, and the problem of ‘place’ starts with a ‘topic’ sentence that locates the issue, then advances by elaborating on that, finally arriving somewhere new. We have marked (/) the three steps of the paragraph:
The life and works of Mary Kingsley illustrate the different relationship men and women often experience towards ‘place’. / For men, the image of home is likely to suggest security, confidence, and nourishment. For women, however, home can prove to be just the opposite: a place of oppression, work, and perhaps even physical and sexual abuse. / In order to escape this oppressive sense of home, Kingsley detached her from it by traveling ‘away’ to Africa, where she would experience a new sense of place.
Very efficiently, the issue has been located, the paragraphs has advanced, and in no time at ail has arrived somewhere new. In the essay as a whole, the student elaborated on the sense of oppression Kingsley felt at home, then considered the sense of liberation she experienced in Africa, but then moved on to a complication, that Kingsley in Africa became an oppressor, just as other people had oppressed her at home. So, while the introduction set the essay up, the student then took advantage of that clear start to see how far she could take things. Section 1 was about oppression, section 2 about Africa, but then in section 3 the complications in the topic were brought out further than the opening paragraph initially suggests. That is because the student was using the essay structure to full advantage: while the first two stages deal with the complications of the topic, the final stage takes the essay on, breaking new ground with new ideas about the way in which Kingsley recreated the oppressive tyranny of home in Africa.
This three-part structure works well in an opening paragraph, and is just as effective in the body of an essay. This is the third paragraph of a student’s essay looking at the poetry of T. S. Eliot from the viewpoint of feminist literary criticism:
Feminist criticism is concerned with locating the place of women in an oppressive patriarchy. In Eliot’s ‘The Love Song of Alfred j. Prufrock’ the references are masculine: Michelangelo and Shakespeare, Lazarus and John the, Baptist. Throughout history, men are deified, whereas women remain anonymous. / Yet Eliot’s poem is a love poem, presumably addressed to a woman. Her questioning of the man, however, is subdued, and when a female voice is introduced it is only conveyed through Prufrock’s narrative. Women are, in fact, mainly represented in abstract terms, through images such as arms, bracelets and shawls, and at times as a perfumed figure of temptation. / The associations are stereotypical. Prufrock’s disjointed reflections avoid the whole woman, as if in fear. The woman is incomplete in poetry, just as she is unequal and incomplete in society.
This is quite complex work, but it is also much organized. The student locates the topic by identifying the masculine atmosphere of the poem; he or she then advances by considering how this is revealed in the poem; and then finally arrives at a running conclusion for the essay, which here takes the form of a fairly ambitious claim about how women are seen both in poetry and in life. At this stage, the end of the first section of the essay (paragraph 3 in an eight-paragraph scheme of things), the student is ready to move on and push the argument along in the second section.
-The method, then, is essentially a ‘rule of three’: start the paragraph with one or more topic sentences that locate where the argument has arrived at by this stage of the essay; in the body of the paragraph, look at the evidence, the movement from the opening to the middle of the paragraph is a movement from a general sentence to more precise and particular sentences. Then, having considered the evidence, as a third move, try to stand back a rattle at the end of a paragraph. One of the advantages of a paragraph constructed along these lines is that it serves the needs of your reader. At the start of each paragraph, you lead the reader into the issue. You then confront me reader with the evidence. Then, at the end of each paragraph, you pull the threads together for the reader. By stepping back a little in this kind of way at the end of each paragraph, you are also asserting your control over the overall movement and development of the essay.

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How to Join Sentences Together in Writing What we are trying to demonstrate is how to join sentences together for an interesting piece of work. Readers can absorb more than one idea at a time and can feel frustrated by endless stops and starts; they are looking for information, stimulation, thoughts and points as well as an argument that involves them and takes them along. We should, however, make it clear that we are not contradicting here something we said earlier. How to Join Sentences Together in Writing,combining sentences examples

How to Join Sentences Together in Writing

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We appear to be recommending the fusing of sentences. What we have in Blind, of course, is not fusing but instead joining sentences in a manner that Complies with all the basic rules about sentence structure and punctuation. We will, in addition, be showing how little phrases, such as in addition, can establish continuity and flow in a paragraph. Really, what we want to achieve is a paragraph where every sentence is as impressive as the student’s first sentence here: How to Join Sentences Together in Writing ,combining sentences examples

At the turn of the century, Russia, both economically and politically, lagged behind the advanced industrial nations of Europe.
That is a confident sentence. It consists of a subject-verb-complement sequence (Russia-, lagged behind; the advanced industrial nations of Europe), but the student also knows how to handle both the introductory element (At the turn of the century) and the adverbial phrase (both economically and politically). How to Join Sentences Together in Writing
As the paragraph continues, however, the student needs to employ such techniques a little more often. Look at the second sentence:
The workers of Russia had few rights, without trade unions.
The word Russia is repeated unnecessarily, but the really awkward feature is without trade unions tagged on as an afterthought. It belongs in the body of the sentence:
The workers, without trade unions, had few rights.
In addition, the next two sentences could usefully be linked with this one. To see this, we need to repeat the original four opening sentences:

how to write a connecting sentence

At the turn of the century, Russia, both economically and politically, lagged behind the advanced industrial nations of Europe. The workers of Russia had few rights, without trade unions. Such exploitation of the working class caused disillusion with the existing political system. It also, caused disillusion with the existing social fabric of the nation.
There is, as we said, nothing wrong with these sentences, but they do seem like a list of points rather than a more co-coordinated analysis.
The workers, without trade unions, had few rights, and the resulting exploitation of the working class caused disillusion with both the existing political system and the existing social fabric of the nation.
That isn’t the only way of altering these sentences. They could be linked in other ways, or even left as they were originally, but the point we are trying to make is how compound sentences, because they are that much more expansive and wide-ranging, manage to create the impression of carrying and controlling more ideas.
This is particularly evident if we look at what to do with the sentences towards the end. There are about half-a-dozen sentences which are so straightforward and similar in structure that they sound more like notes than an essay:
The Commander-in-chief of the Armed Forces, the Tsar, could not prevent defeat after defeat at the hands of Germany. Soldiers suffered from a lack of supplies and equipment. Hostility towards the government increased. The whole system was criticized by revolutionary groups. They met in secret in many of the larger towns.
We can rewrite this without changing much of the vocabulary:
The Commander-in-Chief of the Armed Forces, the Tsar, could not prevent defeat after defeat at the hands of Germany. With soldiers suffering from a lack of supplies and equipment, hostility towards the government increased. In addition, the whole system was criticized by revolutionary groups, who met in secret in many of the larger towns. How to Join Sentences Together in Writing
Sentences have been carefully combined together, with a comma separating the elements, and half of each revised sentence being transformed into a subordinate clause. The effect of such a simple implementation of the rules of sentence construction and punctuation has been to create sentences that sustain two ideas rather than one. The inevitable result of this is that the paragraph conveys its information in a more interesting fashion for the reader. It also sounds more mature, as the student can be seen to be exercising more control over more material. In turn, such control suggests a more profound understanding of the implications of the points made. There is, though, no great skill or craft involved; it is only a matter of exploiting the Basic rules that govern the production of a sentence.

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