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Prepositions

Why prepo­si­tions are important?

Unfor­tu­nately, most of our early encoun­ters with writ­ten form of com­mu­ni­ca­tion is via Instant Mes­sag­ing or SMS ser­vices. These modes of com­mu­ni­ca­tion are essen­tially one to one form of online com­mu­ni­ca­tion. These forms of online com­mu­ni­ca­tions are pri­mar­ily per­sonal in nature. Offi­cial com­mu­ni­ca­tion calls for proper chan­nels of com­mu­ni­ca­tion fol­low­ing the rules of gram­mar. To achieve proper gram­mar, one has to iden­tify the basic parts of speech. Prepo­si­tions are one of the eight parts of speech.

What is a preposition?

Prepo­si­tions are link­ers. They link a groups of words. Nouns, pro­nouns and phrases to other parts in a sen­tence. Prepo­si­tions indi­cate the rela­tion between things in a sen­tence. A prepo­si­tion locates a noun and links it to the other part of the sen­tence. Sim­ply put, prepo­si­tion is a part of speech which intro­duces a prepo­si­tional phrase.
Let’s exam­ine some exam­ples:-
1) The cat sleeps on the sofa.
Here on is the prepo­si­tion and it intro­duces the prepo­si­tional phrase “the sofa”.
2) We drove to the store.
Here to is the prepo­si­tion and it intro­duces the prepo­si­tional phrase “the store”
Golden Rule:
Prepo­si­tion can only be fol­lowed by a noun or a sen­tence depend­ing upon the preposition.

Par­ti­cle and Prepositions

Prepo­si­tions do not alter the mean­ing of the verbs pre­ced­ing them. Par­ti­cles are phrasal verbs i.e. they are a part of the phrase.
Jack ran up the bill.
In this exam­ple, ran up is a phrase. Hence here up is a par­ti­cle.
Jack ran up the hill.
Here, up is used as a preposition.

Prepo­si­tion


Con­fus­ing Prepositions

Let’s exam­ine some of the con­fus­ing prepo­si­tions.
1) At/On/In
At prepo­si­tion is used to men­tion a par­tic­u­lar time. E.g. At mid­night.
On prepo­si­tion is used for cer­tain dates and days .E.g. On his anniver­sary.
In prepo­si­tion is used for period of time. E.g. In an year.

2) For/While/During/Since
For prepo­si­tion is used to express a period of time. E.g. I have been on this case for two years now.
While prepo­si­tion is used when more than one action is involved. E.g. The thief sneaked into their houses while they were holidaying.

Dur­ing prepo­si­tion is used to indi­cate the dura­tion of the action. E.g. He learnt gui­tar dur­ing his sum­mer vacation.

Since prepo­si­tion is used with a spe­cific date or time. E.g. They have been liv­ing here since 1990.

Some Com­mon Prepo­si­tions
• aboard
• about
• above
• across
• after
• against
• along
• amid
• among
• anti
• around
• as
• at
• before
• behind
• below
• beneath
• beside
• besides
• between
• beyond
• but
• by
• con­cern­ing
• con­sid­er­ing
• despite
• down
• dur­ing
• except
• except­ing
• exclud­ing
• fol­low­ing
• for
• from
• in
• inside
• into
• like
• minus
• near
• of
• off
• on
• onto
• oppo­site
• out­side
• over
• past
• per
• plus
• regard­ing
• round
• save
• since
• than
• through
• to
• toward
• towards
• under
• under­neath
• unlike
• until
• up
• upon
• ver­sus
• via
• with
• within
• without

Dangling Modifiers

What is a Dan­gling Modifier?

Dan­gling mod­i­fier is a word or a phrase that mod­i­fies the clause inap­pro­pri­ately. A writer may intend to mod­ify the sub­ject, but gram­mar rules seem­ingly mod­ify the object instead. Con­fus­ing? Maybe some exam­ples would help you to appre­ci­ate the prob­lem asso­ci­ated with Dan­gling Modifiers.

Hav­ing fin­ished the assign­ment, the TV was turned on.

Here ‘the TV’ is not the sub­ject of main clause (fin­ished the assigned). “Hav­ing fin­ished” is a clause express­ing action but there are no sub­jects claim­ing this action. In this exam­ple, the TV cant doesn’t qual­ify to be sub­ject because TV sets can’t com­plete assignments.

Hav­ing fin­ished the assign­ment, John turned on the TV.

In this case, we could actu­ally work out the cen­tral idea. But the catch is read­ers shouldn’t be work­ing out the mean­ing. They should appre­ci­ate the writ­ing as it is. In short, dan­gling mod­i­fiers lead to dif­fi­culty in under­stand­ing and some unin­ten­tional humour.

Golden Rules

If at any point of time you draw a chuckle, due to how you have said it rather than what you have said, then it has unfavourable out­comes. Few care­ful steps would go a long way in avoid­ing such mishaps.
Step1: Under­line all the mod­i­fiers in your sen­tences.
Step2: Match all the nouns fol­low­ing your dan­gling mod­i­fiers.
Step3: Ensure that your mod­i­fier and noun goes together log­i­cally. If not, you have a dan­gling mod­i­fier! Name an appro­pri­ate doer of the action as the sub­ject of the clause.
Step4: Rewrite the sen­tence.

Remove Dan­gling Modifiers

“Being asleep, the tele­phone star­tled me when it rang.”
Now, we would apply the above rules in this sen­tence and check for dan­gling mod­i­fiers.
Step1: Being asleep, the tele­phone star­tled me when it rang
Step2: Being asleep, the tele­phone star­tled me when it rang
Step3: The tele­phone can’t go to sleep. So we have a dan­gling mod­i­fier here. Here we have to intro­duce the doer of the action. Let us intro­duce the doer as “I”. Now “I” is the sub­ject of the main clause.
Step4: “Being asleep, I was star­tled when the tele­phone rang.”
Some­times, comb­ing the main clause and the dan­gling phrase helps in resolv­ing the con­flict.
The exper­i­ment was a fail­ure, not hav­ing stud­ied the lab man­ual care­fully.
As it is, the sen­tence would mean that the exper­i­ment failed because the exper­i­ment didn’t read the lab man­ual. This is illog­i­cal.
Apply­ing the above rules, we observe that we need to intro­duce a noun.

They failed the exper­i­ment, not hav­ing stud­ied the lab man­ual carefully.

Build and Structure your Assignments and Essays– Part 2

In this post we shall con­tinue with our dis­cus­sion of struc­tur­ing essays. Here we would pri­mar­ily focus on organ­is­ing and draft­ing our ideas.

Organ­is­ing Ideas

Mind

• We need to organ­ise the enor­mous data we col­lected in pre­vi­ous step. This not only reduces the redun­dancy of data, but also it helps in set­ting the flow of essay.
Start with the cen­tral idea of your essay. Write down the main idea at the cen­tre of the page. Now sur­round this with the imme­di­ate ideas which would help you reach at the main idea. If the tone of your essay is per­sua­sive, you should come up with con­vinc­ing data. If you are explain­ing a process, you can list out all the steps that need to be fol­lowed. Be care­ful to cat­e­gorise your essay into begin­ning, mid­dle and end.Work out­wards till you exhaust all your col­lected infor­ma­tion. The con­nec­tions between the var­i­ous ideas should link up and result in the main idea. The resul­tant pic­ture is called a mind-map. Now, you should be able to recount all the data you want to be present in your essay only by read­ing the mind-map. If you are miss­ing some­thing, then prob­a­bly you need to re-draw the mind-map.

Draft­ing

Now we are ready to write. We will divide our essay in three basic parts-introduction, body and con­clu­sion. They are not just the tags asso­ci­ated to an essay. They form the basic con­cep­tual frame­work of the essay. The intro­duc­tion more or less reflects your under­stand­ing of the prob­lem, which is crit­i­cal from exams per­spec­tive.
Intro­duc­tion
An intro­duc­tion is the begin­ning of the jour­ney. It is almost like brief overview of what is going to come in the essay. An intro­duc­tion hence is almost syn­ony­mous to the ques­tions what/why/how. Intro­duc­tion is the place, where you are actu­ally judged for your under­stand­ing of the prob­lem state­ment. Try ask­ing the ques­tions what/why/how. This shall tell you what to include in the intro­duc­tion. Make sure you let the reader know how you are going to take up the prob­lem in sub­se­quent paragraphs.

Main Body

In the main body of the essay you would be con­cen­trat­ing on the cen­tre of the mind-map you have already devel­oped. You look to build what you sug­gested in the intro­duc­tion. Make sure you don’t skip ideas. The ideas should link up smoothly lead­ing to your main idea. Refer to the mind-map you have already cre­ated. The mind-map should help you to start and move towards your goal.

Con­clu­sion

The con­clu­sion should typ­i­cally remind the reader of all the impor­tant points of the essay. You should sum­marise the main points of the argu­ment. It is always advis­able to remind the reader of the meth­ods you employed to reach to the main idea. Do not intro­duce new ideas in the con­clu­sion para­graph. This para­graph is meant to end the argu­ment so do not start with new ques­tions.
In the next part we would look to com­pact our essay.

Excellent Essays with in No Time

essay writing

essay writ­ing

From the day of first, every stu­dent has to bare the heavy cross of essays, aca­d­e­mic papers, course work, team papers etc. The sched­ule to brain begins in form­ing the proper phrases with the per­fect mean­ing simul­ta­ne­ously con­cen­trat­ing researched con­cept, phys­i­cally effect­ing the fingers(by typ­ing or writ­ing). This some times ate our com­plete time, ruins out our life’s enter­tain­ment and other impor­tant works. Is this what we expected while doing our edu­ca­tion? From child­hood every­one wants to enjoy their life along with exper­tise their skills of edu­ca­tion. But, this is not hap­pen­ing. Many due to lack of writ­ing skills are spend­ing hours and days together only our fin­ish­ing their essays, aca­d­e­mic papers, course work. Despite of good prac­ti­cal knowl­edge, sub­jected skills just because of writ­ing skills, assign­ment many are loos­ing their entrance exams, less scor­ing in paper reports etc. This is a bar­rier drag­ging out the stu­dents from their stream of des­tiny. To over­come this bar­rier, fastes­say came for­ward to help the peo­ple of less writ­ing skills.

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