CONCLUSION

Modal Auxiliary Verbs

Revising and Editing

MODALS

Modal Auxiliary Verbs.

Moduli auxiliaries or secondary auxiliaries express the manner of the actions denoted by the verb. They help us to express various moods like ability, possibility, permission,

request, probability, preference, obligation or duty, necessity, condition, willingness, prediction, suggestion, habitual activity, etc.

MODALS

A modal auxiliary always goes with a full/main verb. It cannot stand alone.

We must walk on the pavement, must - modal; walk - full verb 'We must on the pavement' is wrong,

MODALS

will and would

shall and should

may and might

can and could

must and have to

ought to and had better

MODALS

What are modal verbs? :

What are modal verbs? They are: Can Could May Might Must Shall Should

Will Would Ought to Modal verbs are sometimes referred to as Modal Auxiliary verbs because they help other verbs.

They are Auxiliary verbs that provide additional and specific meaning to the main verb of the sentence .

Forms of Modals There is no “s” in singular. There is no “do / does” in the question. There is no “don’t / doesn’t” in the negative. Modal verbs do not have infinitives or –ing forms. Modal verbs are followed by an infinitive

without to. He skis He can ski. He cans ski. Cans he ski? He does can ski. He to can ski.

Modals Used in Offering Recommendations. Strong or appropriate emphasis can be applied

when modal auxiliaries are used to make recommendations.

Degree of Emphasis

Modals and Examples

Suggestion : Mild May/Might/CouldEmployees could/may go for a check-up at the panel clinics if they have some money to pay first and to claim for reimbursement later.

Suggestion : Strong Should/Ought toMedical providers or panel clinics should allow some flexibility for the payment scheme to the employees.

Necessity Must/Have (has) toHR department must ensure that their employees are in the know about the medical benefits provided by the company.

Revising and Editing

Revising Revising is finding &

correcting problems with content; changing the ideas in your writing to make them clearer, stronger, and more convincing.

Editing Editing is finding and

correcting problems with grammar, style, word choice & usage, and punctuation.

Revising and Editing

Revising Revising looks at the

“Big Picture”—the Idea level.

Editing Editing focuses on the

“Little Picture”—Word level.

Revising

This steps allows us to focus on the fluency of our paper.

It is important to revise any errors we see or encounter while reading and take out any unnecessary words.

This is your chance to add or take out an unnecessary parts, make sure it is easy to follow and comprehend, ask yourself is it written at the best level, and to make sure no words are repetitive.

Revising

Revising helps to improve your writing… Ask these questions –

Have I used the best ideas or words? Am I showing others that I know what I am writing

about? Have I used the best examples or words to describe

my ideas or thoughts?

Revising

Look forUnity

Does everything refer back to main point?Does each topic sentence refer to the thesis?Does each sentence in each BP refer back to

the topic sentence?

Revising

Look forDetail and support

Does each BP contain at least two examples?Is each example followed by at least one

supporting detail?

Revising

Look forCoherence

Are all points connect to form a whole?Are transitions used to move from one idea

to the next?

REVISING – TO DO LIST

Take a break from your draft before attempting to revise.

Read your draft out loud and listen to your words.

Read your draft out slowly. Imagine yourself as your reader. Look for consistent problem areas. Get feedback from peers. Get help from a tutor!

Editing

Keep an Error Log to help you identify your problem areas and improve your writing.

When editing, review your paper for one type of error at a time; don’t try to read through looking for everything at once.

Editing is much like revising in the sense that you are making changes in structure, punctuation, and word choice.

Editing

Editing is to Correct your work… Ask these questions –

Have I used complete sentences? Is there any run-ons? Are my language conventions correct? What about Spelling, Capitalization and Punctuation

and Grammar? Have I used editing marks to make corrections?

EDITING – TO DO LIST Work with a clean printed copy, double-spaced to

allow room to mark corrections.

Read your essay backwards.

Be cautious of spell-check and grammar-check.

Read your essay out loud.

Get feedback from peers.

Work with a tutor!

Proof Read Own Work

You should never move to peer review without first completing a self-review (revising & editing); you want your peer to look for mistakes that you were unable to catch yourself!

After you have reviewed your own work, make the necessary corrections and print a clean, revised copy before moving on to peer review.

PROOF READ PEER’S WORK

It is important to make the peer review process useful.

Basics of useful feedback:It is given in a positive wayIt is specificIt offers suggestionsIt is given both verbally and in

writing

NOW, LET US PROCEED TO

2. LOGICAL FALLACIES IN WRITING

LOGICAL FALLACIES(ERRORS) IN WRITING

Strong, logical ARGUMENTS are essential

but the use of logic errors CAN

DISCREDIT your arguments.

What do we mean by logical errors?

They are logic that are not based on facts. They are common in our everyday communication. A famous example would be:

All ladies are lousy drivers!

Some Common Logical Fallacies

1. Sweeping generalizations2. Oversimplifications3. False cause and effect4. Appeal to popular opinions5. Inappropriate authority figures6. Non Sequitur

1. Sweeping generalizations

Example: All Americans eat fast food.Problem: Maybe every American that you know

eats fast food, but the statement that ALL Americans do cannot be proven

Solution: Words such as all, always, and never are too broad and should be carefully used.

2. Oversimplification

Example: As Muslims, we should pay zakat.

Problem: The writer gives the impression that every Muslim (including the needy) is obliged to pay zakat.

Solution: Words, situations, positions or concepts need to be carefully explored and explained.

3. False cause and effects

Example: Sex education was introduced in Malaysian secondary schools in 2005. Since then, we have seen a tragic increase in the number of teenage pregnancies.

Problem: The two events may have happened in that order, but the first action may not necessarily cause the second.

Solution: Such claims can only be made with the supports of academic studies, reports or researches.

4. Appeal to popular opinions

Example: Children should be sent to boarding schools because they learn better there than at home.

Problem: The writer claims that a position is true because most people believe it is.

Solution: Such claims need to be carefully thought or well supported.

5. Inappropriate authority figures

Example: The United Nations Conference on the protection and preservation of the marine environment , has considered the need for common principles to protect marine life. We should therefore eat more vegetables and less meat.

Problem: A famous name is used but inappropriately.

Solution: Be sure to use the name logically and in the proper context.

6. Non Sequitur

Example: It is haram to tell lies and advertisers sometimes fail to tell the truth about their products. So, we can conclude that advertising is haram.

Problem: Illogical connection of ideas.

Solution: The writer needs to carefully connect their ideas or sentences and form the conclusion.

Revising and Editing

Practice makes perfect! Revise and Edit your work and get the feedback

from your friends and your Tutor.

The End