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A verb is the part of speech that expresses action, condition, or being. Verbs change form to indicate person, number, tense, voice, and mood. The main verb of a sentence is often preceded by one or more auxiliary or helping verbs, which together form a complete verb. Auxiliary verbs include forms of “have” (has, have, had), “do” (does, do, did), and “be” (be, am, is, are, was, were, being, been) as well as the nine modal auxiliary verbs can, could, will, would, shall, should, may, might, and must. Note that ought to is often added to the list of modal auxiliary verbs. Modal verbs are those helping verbs, which express the ‘mode’ or ‘manner’ of the actions indicated by the main verbs. They express modes such as ability, possibility, probability, permission, obligation, etc. Use and functions modal verbs are important get some specific highlights. Use “shall” • To show intention    We shall overcome. • To make a polite or informal request    Shall I open it for you?  Use “shoul

The topic analysis is a project proposal and planning document. In it you will answer the following questions: (1) what are you investigating?, (2) why are you investigating it?, and how are you investigating it? You can think of the research process as analogous to the process of developing software. The planning and analysis stages correspond to developing a topic analysis and then a work plan for the project. The execution of the project corresponds to the design and implementation stages. The better the upfront work, specifically the effective steps and analysis of topics, and the better the final research product will be. It is a challenge to identify a good topic. How do you know if it is any good? The topic analysis is a way to try it out. In comparison to conducting a research project, topic analyses are inexpensive in terms of time and effort. You may want to try out a number of possible topics by preparing a topic analysis. The Function of Why and How : An analysis takes

In order to write professionally, it is important to understand the grammar and spelling rules that serve as the framework for language. This section will cover the most common mistakes that writers make and review the grammar and spelling rules that are most applicable to business writing. In our daily lives, either at school or on the job, there exists the need for good written communication skills. We have all turned in a report at one time or another that wasn’t written as well as it could have been. This, unfortunately, sheds a negative light on us. There is something we can all do about it! Communication is a learned skill that we can all improve on. These methods of business writing will be useful to business writers at any level. Usual Grammar Mistakes (One of the Crucial Methods of Business Writing) “There,” “Their,” and “They’re” – “There” is an adverb that refers to a place or position. “Their” is a possessive adjective used when referring to more than one person. “The

Critical thinking is not a new concept or practice. Most teachers might be impressed to learn that critical thinking can be traced back many centuries ago. In fact, it has been practiced from times immemorial, notably, by Socrates and Plato (according to the critics). It is crucial to be aware of the fact that critical thinking is not “survival thinking”; and requires careful and intentional development of specific skills in processing information, considering beliefs, opinions, solving problems. It is stated that critical thinking means correct thinking in the pursuit of relevant and reliable knowledge about the world. Another way to describe it is reasonable, reflective, responsible, and skillful thinking that is focused on deciding what to believe or do. The critical thought process is required to get knowledge. A person who thinks critically can ask appropriate questions, gather relevant information, efficiently and creatively sort through this information, reason logically from

Introduction Motivation is a key factor in explaining the success or failure of any difficult activity. It is important to forward our attention to the effectiveness of motivation in learning the English language. We know that success in a task is due to the fact that someone is motivated. It is easy in second language learning to state that a learner will be successful with the right motivation. Such claims supported by numerous studies and experiments in human learning. But they never offer a detailed understanding of what motivation is and what the subcomponents of motivation are. What does it mean to say that someone is motivated? How do we create, promote, and preserve motivation? All learners, teachers, material developers, and researchers agree that motivation is an important part of mastering a second or foreign language. It is believed that the complexity of the idea of motivation lies in its attempts to elaborate a person's actions on behavior which cannot be explai

Discourse markers are words and phrases used in speaking and writing to 'signpost' discourse. Discourse markers do this by showing turns, joining ideas together, showing attitude, and generally controlling communication. In the speech, words like 'actually', 'so', 'OK', 'right?' and 'anyway' all function as discourse markers as they help the speaker to manage the conversation and mark when it changes. However, discourse markers are an important feature of both spoken & written English. The skillful use of discourse markers often indicates a higher level of fluency in both spoken and written English. Use of discourse markers is very helpful. Function: Discourse markers are expressions that are used to show how discourse is constructed. They can show the connection between what a speaker is saying and what has already been said or what is going to be said; they can help to make clear the structure of what is being said; they can i