This Book Covers The Following Topics: What are “Interrogative Sentences”? Structure (1) -- Wh-Question Word + Be/Do/Have/Modal (1A). What + Be/Do/Have/Modal (1B). When + Be/Do/Have/Modal (1C). Where + Be/Do/Have/Modal (1D). Which + Be/Do/Have/Modal (1E). Who + Be/Do/Have/Modal (1F). Whom + Be/Do/Have/Modal (1G). Whose + Be/Do/Have/Modal (1H). Why + Be/Do/Have/Modal (1I). How + Be/Do/Have/Modal Structure (2) -- Wh-Question Word + Word/Words + Be/Do/Have/Modal (2A). What + Word/Words + Be/Do/Have/Modal (2B). When + Word/Words + Be/Do/Have/Modal (2C). Where + Word/Words + Be/Do/Have/Modal (2D). Which + Word/Words + Be/Do/Have/Modal (2E). Who + Word/Words + Be/Do/Have/Modal (2F). Whom + Word/Words + Be/Do/Have/Modal (2G). Whose + Word/Words + Be/Do/Have/Modal (2H). Why + Word/Words + Be/Do/Have/Modal (2I). How + Word/Words + Be/Do/Have/Modal Structure (3) -- Wh-Question Word + Main Verb (Present or Past) Structure (4) – Interrogatives Sentences – Be/Do/Have/Modal (4A). Interrogatives Starting From – Am, Is, Are, Was, Were (4B). Interrogatives Starting From – Do, Does, Did (4C). Interrogatives Starting From – Have, Has, Had (4D). Interrogatives Starting From – Modal Verbs Structure (5) -- Question Tags Structure (6) -- What if Structure (7) – How Long/How Much/How Many Structure (8) -- Wh-Question Word + To + Verb Word Structure (9) – “What About” and “How About” Structure (10) – Alternative Questions Structure (11) – Indirect Questions Formation of Interrogatives from Affirmatives Exercises Sample This: What are “Interrogative Sentences”? Interrogative sentences are used to ask questions. An interrogative sentence ends with a question mark. The most common interrogative words are as follows: What, When, Where, Which, Who, Whom, Whose, Why, How Interrogative words and what they refer to: What – refers to ‘specific information’ or confirmation/repetition When – refers to ‘at what time’ or ‘on what occasion’ Where – refers to ‘in what place, position or situation’ Which – refers to ‘choice or alternative’ Who – refers to ‘identity’ of a subject (person/people) Whom – refers to ‘identity’ of an object (person/people) Whose – refers to ‘who something belongs to’ Why – refers to ‘reason, explanation or purpose’ How – refers to ‘way or manner’, ‘condition or quality’ These words are called 'Wh-question words' because all these words contain the letter ‘w’ and ‘h’. All these words (except ‘how’) even start from ‘Wh’. NOTE: The following words are also used to ask questions: Whatever, Whenever, Wherever, Whoever These forms show ‘surprise, confusion, or emphasis. Besides ‘Wh-question words’, Auxiliary Verbs ‘Be’, ‘Do’, ‘Have’, and ‘Modal Verbs’ are also used to form interrogative sentences. Following is the list of auxiliary and modal verbs: Auxiliary Verb-- Be-- Am, Is, Are, Was, Were Auxiliary Verb-- Do-- Do, Does, Did Auxiliary Verb-- Have-- Have, Has, Had Modal Verbs-- May, Might, Can, Could, Will, Would, Shall, Should, Must, Need, Used (To), Ought (To), Dare You can begin sentences with these verbs to form Yes/No interrogative sentences. (1A). What + Be/Do/Have/Modal What is a good pet to give a five-year-old child? What is a long way away? What is a reasonable grocery budget? What is age got to do with it? What is all that? What is Australia's national food? What is behind the nation's food shortages? What is better for your company: happy staff or short-term profits? What is Brazil to you? What is going on in India? What is going to take place over the next 90 minutes? What is in the haze we are breathing? What is it about the first day of the year that gets us so excited? What is it and does it work? What is it like to be sectioned? What is it like to fly an Airbus A380? What is it like to have won an unlimited supply of something? What is it like to live in a hut?

The Cambridge Advanced Learner's Dictionary is the ideal dictionary for advanced EFL/ESL learners. Easy to use and with a great CD-ROM - the perfect learner's dictionary for exam success. First published as the Cambridge International Dictionary of English, this new edition has been completely updated and redesigned. - References to over 170,000 words, phrases and examples explained in clear and natural English - All the important new words that have come into the language (e.g. dirty bomb, lairy, 9/11, clickable) - Over 200 'Common Learner Error' notes, based on the Cambridge Learner Corpus from Cambridge ESOL exams Plus, on the CD-ROM: - SMART thesaurus - lets you find all the words with the same meaning - QUICKfind - automatically looks up words while you are working on-screen - SUPERwrite - tools for advanced writing, giving help with grammar and collocation - Hear and practise all the words.

Sample This: Common English Sentences -- A About -- It doesn’t matter who says what about me. About -- That’s what being American is all about. About -- They were going about their daily lives. About -- This is what life is about. About -- This training has been all about that. About -- We have nothing to feel defensive about. About -- What city was all about today? Abuse -- He was found guilty of abusing his office. Accept -- He accepted an opportunity with enthusiasm. Accept -- He accepted his invitation for his birthday. Accept -- He accepted it without protest. Account -- Asia accounts for the maximum oral cancer cases. Account -- Lighting accounts for 20 percent of the total electricity demand. Account -- Our state accounts for 9 of 10 eggs exported. Account -- She gave the police a full account of the incident. Account -- The team gave a good account of themselves in the match. Accuse -- Protestors accused the state govt. of inaction. Achieve -- He achieved some measure of success. Achieve -- He has achieved, what was impossible to think. Achieve -- He is the only person to have achieved such a significant shift. Across -- A wave of attacks across the country killed 95. Across -- Moonlight glittered across the coconut leaves. Across -- My house is just across the street. Across -- Police officers across ranks expressed shock. Across -- Red alert sounded across the state. Across -- She watched the incident from across the road. Across -- The blast has cut across class and gender. Across -- The government launched military drills across half the country. Across -- The issue is slowly becoming a matter of debate across villages in the country. Across -- We could also attack across the border. Act -- He acted in a street play. Act -- Heat acts on metals. Act -- I act from a sense of duty. Act -- My lawyer acts for me. Act -- You should act up to my advice. Activity -- It is quite unfortunate that such an inhuman activity is taking place here. Add -- He added his signature to the petition. Address -- President addressed a press conference. Address -- They received 25 objections and addressed all of them. Administer -- Administer anti-polio drops. Admit -- She was admitted with a severe breathing problem. Adopt -- He adopted the look of Obama. Advance -- The mob advanced us shouting angrily. Advice -- I have a piece of advice for you. After -- Take medicine twice after the fever is down. Agree -- He agreed to act opposite me in the movie. Agree -- We agreed to another demand of him. Ahead -- Our team was ahead by two goals. Ahead -- Preparations for the festival begin ahead. Aim -- My remarks were not aimed at you. Aim -- The new bill aims at filling the gaps in the existing laws. Alarm -- It is nothing to be alarmed about. Allocate -- The government has allocated the funds. Along -- CM and Deputy CM were sworn in along with a 24-member cabinet by Governor. Along -- Enter the lane alongside the Newspaper office. Along -- He had come to the city along with his wife for sightseeing a week ago. Along -- He was missing along with his servant. Along -- The sanctuary area runs along with three states. Among -- From among those he prescribes medicines too are ministers. Amount -- Cartoon amounted to an “insult” to the icon. Amount -- It amounts to judicial indiscipline. Amount -- His action amounts to a violation of human and civil rights. Anger -- His argument angered the driver and a clash ensued. Answer -- Nobody answered the repeated knocks. Answer -- An email to him wasn’t immediately answered. Any -- It was the funniest thing any of us have seen for ages. Any -- The situation is not any better in nearby villages. Apart -- An explosion tore apart a coach of a passenger train. Appear -- A blip appeared on the Radar. Appear -- Efforts appeared to be getting nowhere. Appear -- He appeared calm. Appear -- He appeared unsteady on his feet. Appear -- News-item appeared in the national dailies. Appear -- She appeared the most pretty thing in the world. Appear -- A ship appeared a huge black shadow to me. Appear -- The match appeared to have been fixed. Appear -- They appeared to be making efforts to trace the missing kids. Appear -- They wanted her to appear in advertisements. Apply -- I applied this to myself. Apply -- She applied vermilion on her head. Approach -- They approached a checkpoint. Arise -- A dispute arose between two groups over the sum of money won in gambling. Arise -- His behavior aroused the suspicion of the security guards. Arise -- The only difficulties arose from language barriers. Arise -- The question does not arise. Arise -- They aroused other people’s suspicions. Arm -- Cops were armed with tear gas shells. Ask -- Goddess asked me for a boon. Ask -- He asked “uncomfortable” questions. Ask -- He asked her about her well-being. Assess -- A team of experts will assess the situation. Assess -- CM assessed the status of relief work. Associate -- He was in fear of her life and the life and safety of anyone associated with her. Associate -- People associate harmful or bad with the word bacteria. Associate -- Pink is associated with grace. Assume -- He was believed to have assumed different identities over the years. Assume -- His remarks assume significance. Assume -- The meeting assumed great importance for student’s future. Assume -- The move assumed importance in the light of the incident. Attach -- We attach great importance to our health. Attain -- Their families had decided to wed them once they attained marriageable age. Attempt -- He attempted to answer all his questions. Attempt -- He was attempting to overtake another vehicle. Attract -- He attracted my attention. Attribute -- He attributed the bad state of parks to a lack of funds. Authorize -- I authorized him for payments. Avenge -- He wanted to avenge the humiliation he suffered. Average -- He is above average height for his age. Avert -- We made specific plans to avert the threat. Avoid -- He avoided a direct answer. Avoid -- She was upset because she thought he was avoiding her. Avoid -- They avoided looking at each other. Awake -- The city awoke to a clear but cold morning. Awake -- I awoke later on to the sound of my cell phone ringing. Away -- We were away so long.

An outline of grammar for teachers and teachers in training, covering all the terminology required for the National Literacy Strategy and National Curriculum up to Key Stage 3.

Asking Questions examines a central phenomenon of language - the use of sentences to ask questions. Although there is a sizable literature on the syntax and semantics of interrogatives, the logic of "questions", and the speech act of questioning, no one has tried to put the syntax and semantics together with the speech acts over the full range of phenomena we pretheoretically think of as asking questions. Robert Fiengo not only does this, but also takes up some more foundational issues in the theory of language. By positioning the findings of contemporary grammatical theorizing within the larger domain of language use, Fiengo challenges the use theorist to acknowledge the importance of grammatical form and the grammarian to acknowledge the importance of use. In addition to developing an Austinian distinction between four questioning speech-acts, and a proposal concerning the philosophy of language, Asking Questions contains a useful discussion of the type-token distinction and how use of language compares with use of other things. Fiengo also considers the nature of multiple questions, revealing what one must know to ask them, and what speech acts one may perform when asking them. Asking Questions advances our understanding of a wide range of issues in a number of important respects. Scholars and students of linguistics and philosophy will find plenty to interest them in this pioneering work.

Essay from the year 2007 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, University of Queensland, course: Generative Syntax, language: English, abstract: This essay is going to provide an in-depth account for the phenomenon of wh-movement in English along the lines of Chomsky’s Government and Binding theory (GB), a transformational approach in which wh-movement is described as constituent movement. The analysis will mainly focus on wh-movement in interrogative sentences. First, the theory of Government and Binding is being briefly presented and the term “wh-movement” is going to be defined. Subsequently, the different types of wh-movement occurring in languages are being presented together with wh-movement at LF. This introduction of the topic is going to be followed by an overview of prominent constraints that account for illicit wh-movement. The focus of analysis is going to be on Ross’s (1967) island constraints and Chomsky’s (1977) Subjacency. The description of wh-movement in interrogative sentences and its constraints will provide the theoretical foundation for the subsequent problem analysis: Specifically, this analysis addresses the question why there are some sentences that involve the violation of wh-islands but are acceptable for English native speakers. At the end of this essay, it is going to be briefly shown how wh-movement is being analyzed in the framework of the Minimalist Program, the successor of GB and current most prominent theory of Universal Grammar.

The bestselling workbook and grammar guide, revised and updated! Hailed as one of the best books around for teaching grammar, The Blue Book of Grammar and Punctuation includes easy-to-understand rules, abundant examples, dozens of reproducible quizzes, and pre- and post-tests to help teach grammar to middle and high schoolers, college students, ESL students, homeschoolers, and more. This concise, entertaining workbook makes learning English grammar and usage simple and fun. This updated 12th edition reflects the latest updates to English usage and grammar, and includes answers to all reproducible quizzes to facilitate self-assessment and learning. Clear and concise, with easy-to-follow explanations, offering "just the facts" on English grammar, punctuation, and usage Fully updated to reflect the latest rules, along with even more quizzes and pre- and post-tests to help teach grammar Ideal for students from seventh grade through adulthood in the US and abroad For anyone who wants to understand the major rules and subtle guidelines of English grammar and usage, The Blue Book of Grammar and Punctuation offers comprehensive, straightforward instruction.

Interrogative Phrases and the Syntax-Semantics Interface starts by analyzing the interpretation of interrogative phrases in single and multiple constituent questions, including their interpretation under adverbs of quantification. The results are then put to work in a novel approach to some of the constraints on dependencies between fronted interrogative phrases and the associated gaps: superiority, weak crossover, as well as the so-called `weak islands' (the WH-island, the negative island and the Factive Island). It is argued that the possibility of fronting an interrogative phrase out of these configurations is determined by a semantic/pragmatic condition on questions, which requires them to be answerable. The analysis is worked out principally on Romanian, a language which allows multiple wh-fronting. The results are then extended to English. Audience: Researchers and students in syntax, semantics and their interface, as well as linguists studying the relation between the acceptability of sentences and the larger discourse context.

A fearless writer confronts grief and transforms it into art, in a book of surprising beauty and love, "a masterpiece by a master” (Elizabeth McCracken, Vanity Fair). "Li has converted the messy and devastating stuff of life into a remarkable work of art.”—The Wall Street Journal WINNER OF THE PEN/JEAN STEIN AWARD • LONGLISTED FOR THE PEN/FAULKNER AWARD • NAMED ONE OF THE TEN BEST FICTION BOOKS OF THE YEAR BY TIME AND ONE OF THE BEST BOOKS OF THE YEAR BY Parul Seghal, The New York Times • NPR • The Guardian • The Paris Review The narrator of Where Reasons End writes, “I had but one delusion, which I held on to with all my willpower: We once gave Nikolai a life of flesh and blood; and I’m doing it over again, this time by words.” Yiyun Li meets life’s deepest sorrows as she imagines a conversation between a mother and child in a timeless world. Composed in the months after she lost a child to suicide, Where Reasons End trespasses into the space between life and death as mother and child talk, free from old images and narratives. Deeply moving, these conversations portray the love and complexity of a relationship. Written with originality, precision, and poise, Where Reasons End is suffused with intimacy, inescapable pain, and fierce love.

This Book Covers The Following Topics: Patterns for Creating Long Sentences 01 -- Using ‘-ING Form of Verbs’ (I) 02 -- Using ‘-ING Form of Verbs’ (II) 03 -- Using ‘-ING Form of Verbs’ (III) 04 -- Using ‘With + -ING Form of Verbs’ 05 -- Using ‘Series’ 06 -- Using ‘From – To’ 07 -- Using ‘Connecting Words or Phrases’ 08 – Using ‘Parenthesis’ 09 – Miscellaneous Patterns Sample This: 01 -- Using ‘-ING Form of Verbs’ (I) Example Sentence 01: The ongoing drought in the state is being described as the country's worst in many decades, causing agricultural distress and forcing villagers to move to urban areas looking for work. Main verb – described -ING form of the verbs – causing, forcing Explanation: The ongoing drought in the state is being described as the country's worst in many decades. Drought is causing agricultural distress. Drought is also forcing villagers to move to urban areas looking for work. Example Sentence 02: Offering huge relief to ten thousand families belonging to the below-poverty line category in the state, the Ministry of Power directed Power Corporation Limited to waive pending domestic power bills for the last 10 months. Main verb – directed -ING form of the verbs – offering, belonging Explanation: The Ministry of Power directed Power Corporation Limited to waive pending domestic power bills for the last 10 months. The Ministry of Power offered huge relief to ten thousand families. These families belong to the below-poverty line category in the state. Example Sentence 03: A deadly winter storm blanketed a huge swath of the country, grounding flights, turning highways into ice rinks and knocking out power to tens of thousands preparing for the New Year holiday. Main verb – blanketed -ING form of the verbs – grounding, turning, knocking, preparing Explanation: A deadly winter storm blanketed a huge swath of the country. The storm grounded flights. The storm turned highways into ice rinks. The storm knocked out power to tens of thousands (people). They (those people) were preparing for the New Year holiday. Example Sentence 04: From undertaking construction activities when it did not have funds, never submitting utilization certificates for works it did, charging a higher percentage than all other procuring excess expenditure and rarely accounting for unspent balances, the administrative department indulged in financial jugglery that could put the best accountants to shame. Main verb – indulged -ING form of the verbs – undertaking, submitting, charging, accounting Explanation: The administrative department indulged in financial jugglery that could put the best accountants to shame. It (the administrative department) undertook construction activities when it did not have funds. It (the administrative department) never submitted utilization certificates for the work it did. It (the administrative department) charged a higher percentage than all other procuring excess expenditures. It (the administrative department) rarely accounted for unspent balances. Example Sentence 05: The city continued to reel under massive traffic jams due to water logging as heavy rains lashed the city for the second consecutive day, flooding several arterial roads and leaving commuters stranded for hours while exposing civic bodies’ lack of preparedness to deal with the perennial problem. Main verbs – continued, lashed -ING form of the verbs – flooding, leaving, exposing Explanation: The city continued to reel under massive traffic jams due to water logging. Heavy rains lashed the city for the second consecutive day. Heavy rains flooded several arterial roads. Heavy rains left commuters stranded for hours. Heavy rains exposed civic bodies’ lack of preparedness to deal with the perennial problem.