Entry 2

Indefinite Pronouns. 

    Indefinite pronouns do not refer to a specific person, place, or thing. In English, there is a particular group of indefinite pronouns formed with a quantifier or distributive preceeded by any, some, every and no.

Person	Place	Thing
All	everyone everybody	everywhere	everything
Part (positive)	someone somebody	somewhere	something
Part (negative)	anyone anybody	anywhere	anything
None	no one nobody	nowhere	nothing

    Indefinite pronouns with  some and any are used to describe indefinite and incomplete quantities in the same way that some and any are used alone.

AFFIRMATIVE:

    In affirmative sentences, indefinite pronouns using some are used to describe an indefinite quantity, the indefinite pronouns with every are used to describe a complete quantity, and the pronouns with no are used to describe an absence. Indefinite pronouns with no are often used in affirmative sentences with a negative meaning, but these are nevertheless not negative sentences because they are lacking the word not.

EXAMPLES:

• Everyone is sleeping in my bed.
• Someone is sleeping in my bed.
• No one is sleeping in my bed.
• I gave everything to Sally.
• He saw something in the garden.
• There is nothing to eat.
• I looked everywhere for my keys.
• Keith is looking for somewhere to live.
• There is nowhere as beautiful as Paris.

NEGATIVE SENTENCES:

    Negative sentences can only be formed with the indefinite pronouns that include any.

EXAMPLES:

• I don't have anything to eat.
• She didn't go anywhere last week.
• I can't find anyone to come with me.

    Many negative sentences that include an indefinite pronoun with any can be turned into affirmative sentences with a negative meaning by using an indefinite pronoun with no. However, there is a change in meaning with this transformation: the sentence that includes an indefinite pronoun with no is stronger, and can imply emotional content such as definsiveness, hopelessness, anger, etc. 

EXAMPLES: 

• I don't know anything about it. = neutral.
• I know nothing about it. = defensive.
• I don't have anybody to talk to. = neutral.
• I have nobody to talk to. = hopeless.
• There wasn't anything we could do. = neutral.
• There was nothing we could do. = defensive/angry.

NEGATIVE QUESTIONS: 

    Indefinite pronouns with every, some, and any can be used to form negative questions. These questions can usually be answered with a "yes" or a "no". Pronouns formed with anyand every are used to form true questions, while those with some generally imply a question to which we already know or suspect the answer.

EXAMPLES: 

• Is there anything to eat?
• Did you go anywhere last night?
• Is everyone here?
• Have you looked everywhere?

    These questions can be turned in to false or rhetorical questions by making them negative. The speaker, when posing a question of this type, is expecting an answer of "no".

EXAMPLES: 

• Isn't there anything to eat?
• Didn't you go anywhere last night?
• Isn't everyone here?
• Haven't you looked everywhere?

    Some and pronouns formed with it is only used in questions to which we think we already know the answer, or questions which are not true questions (invitations, requests, etc.) The person asking these questions is expecting an answer of "Yes".

EXAMPLES:

• Are you looking for someone?
• Have you lost something?
• Are you going somewhere?
• Could somebody help me, please? = request
• Would you like to go somewhere this weekend? = invitation

    These questions can be made even more definite if they are made negative. In this case, the speaker is absolutely certain he will receive the answer "Yes".

EXAMPLES: 

• Aren't you looking for someone?
• Haven't you lost something?
• Aren't you going somewhere?
• Couldn't somebody help me, please?
• Wouldn't you like to go somewhere this weekend?

Coordinating Conjunctions. 

    And, but, for, nor, or, so, and yet—these are the seven coordinating conjunctions. To remember all seven, you might want to learn one of these acronyms: FANBOYS, YAFNOBS, or FONYBAS.

F = for A = and N = nor B = but O = or Y = yet S = so

Y = yet A = and F = for N = nor O = or B = but S = so

F = for O = or N = nor Y = yet B = but A = and S = so

    Coordinating conjunctions connect words, phrases, and clauses. Look at the examples that follow:

• The bowl of squid eyeball stew is hot and delicious.
• The squid eyeball stew is so thick that you can eat it with a fork or spoon.
• Rocky, my orange tomcat, loves having his head scratchedbut hates getting his claws trimmed.
• Rocky terrorizes the poodles next door yet adores the German shepherd across the street.
• Rocky refuses to eat dry cat food, nor will he touch a saucer of squid eyeball stew.
• I hate to waste a single drop of squid eyeball stew, for it is expensive and time-consuming to make.
• Even though I added cream to the squid eyeball stew, Rocky ignored his serving, so I got a spoon and ate it myself.

Understand the difference between coordination and subordination.

    Use a coordinating conjunction when you want to give equal emphasis to two main clauses. The pattern for coordination looks like this:

Main Clause + , + Coordinating Conjunction + Main Clause.

    Subordination, however, emphasizes the idea in the main clause more than the one in the subordinate clause. Generally, the patterns look like these:

Main Clause + Ø + Subordinate Clause.

Subordinate Clause + , + Main Clause.

    Read the pairs of sentences that follow. The first version coordinates the two ideas. The second version subordinates one idea to emphasize the other.

• To survive the fetal pig dissection, Rinalda agreed to make all of the incisions, and Frances promised to remove and label the organs.
• To survive the fetal pig dissection, Rinalda agreed to make all of the incisions if Frances would promise to remove and label the organs.
• Diana stared dreamily at the handsome Mr. McKenzie, butOlivia, who hated economics, furiously jiggled her foot, impatient to escape the boring class.
• While Diana was staring dreamily at the handsome Mr. McKenzie, Olivia furiously jiggled her foot, impatient to escape the boring economics class that she hated.
• At a red light, Maria jumped out of Gino's car and slammed the door, for she could not tolerate one more minute of the heavy metal music that Gino insisted on blasting from the stereo.
• At a red light, Maria jumped out of Gino's car and slammed the door because she could not tolerate one more minute of the heavy metal music that Gino insisted on blasting from the stereo.
• Making an A in Anatomy and Physiology has not helped Sima choose a career. She might decide to make her parents happy and go to medical school, or she might use her knowledge of the human body to become a sculptor.
• Making an A in Anatomy and Physiology has not helped Sima choose a career. Although she might decide to make her parents happy and go to medical school, she might also use her knowledge of the human body to become a sculptor.
• Kyle refused to eat the salad served with the meal, norwould he touch any green vegetable put on his plate.
• After Kyle refused the salad served with the meal, he then would not touch the green vegetables put on his plate.
• Joe spent seven hours studying calculus at the Mexican diner, so now he can set his math book on fire with his salsa breath.
• Since Joe spent seven hours studying calculus at the Mexican diner, he can now set his math book on fire with his salsa breath.
• Because she gets seasick, Danielle is dreading the spring break cruise, yet she might enjoy herself once she realizes how many cute guys in skimpy bathing suits parade the decks.
• Even though Danielle is dreading getting seasick on the spring break cruise, she will probably enjoy herself once she realizes how many cute guys in skimpy bathing suits parade the decks.

Punctuate coordinating conjunctions correctly.

Three patterns in writing use coordinating conjunctions. Add commas when required.

Pattern 1 — Connecting two main clauses

When you connect two main clauses with a coordinating conjunction, use a comma. The pattern looks like this:

Main Clause + , + Coordinating Conjunction + Main Clause.

Here is an example:

While I am at work, my dog Floyd sleeps on the bed , and my cat Buster naps in the bathtub.

Pattern 2 — Connecting two items

You can also use a coordinating conjunction to connect any two items. These items can be any grammatical unit except main clauses. The pattern looks like this:

Item + Ø + Coordinating Conjunction + Item

Here are some examples:

My dog Floyd has too many fleas and too much hair.

My cat Buster has beautiful blue eyes but a destructive personality.

Pattern 3 — Connecting three or more items in a series

When you have three or more items in a series, you generally use a comma before the coordinating conjunction. Some handbooks and style guides will tell you that this comma is optional, but my advice is to put it in. The pattern looks like this:

Item + , + Item + , + Coordinating Conjunction + Item

Here is an example:

Swatting olives off the kitchen counter, dragging toilet paper streamers through the house, and terrorizing Jacques Cousteau, the parakeet, have consumed another of Buster's days.

Yes, you can begin a sentence with a coordinating conjunction!

   Some teachers warn that beginning a sentence with a coordinating conjunction is wrong. Teachers will typically tell you this because they are trying to help you avoid writing fragments. Other times teachers give this advice because their preference is that a sentence not begin with a coordinating conjunction.

    What you should remember is that you break no grammar rule if you begin a sentence with a coordinating conjunction. Because you might be breaking your instructors' rules, however, you should ask what their preferences are.

If you decide to begin a sentence with a coordinating conjunction, keep these three things in mind:

• Be sure that a main clause follows the coordinating conjunction.
• Do not use a coordinating conjunction to begin every sentence. Use this option only when it makes the flow of your ideas more effective.
• Do not use a comma after the coordinating conjunction. Coordinating conjunctions are not transitional expressions like for example or first of all. You will rarely use punctuation after them.

 Here are some examples:

While I was answering the telephone, Buster, my cat, jumped onto the kitchen counter and swatted all of my jalapeño-stuffed olives onto the dirty kitchen floor. So I had to rinse off the cat hair and crumbs sticking to these delicacies before I could add them to the salad.

Flying down the bumpy path, Genette hit a rock with the front wheel of her mountain bike, flew over the handlebars, and crashed into a clump of prickly palmetto bushes. Yet even this accident would not deter her from completing the race.

    Only when an interrupter immediately follows the coordinating conjunction do you need to use commas. Read this example:

We hoped that decorating the top of Christine's cupcake with a dead grasshopper would freak her out. But, to our amazement, she just popped the whole thing in her mouth, chewed, and swallowed.

 Causative Verbs.

    The English verbs let, make, have, get, and help are called causative verbs because they cause something else to happen.

    Here are some specific examples of how causative verbs work in English sentences.

    How To Use Causative Verbs In English: 

LET = Permit Something To Happen.

    Grammatical structure:

• LET + PERSON/THING + VERB (base form)

Examples:

• I don’t let my kids watch violent movies.
• Mary’s father won’t let her adopt a puppy because he’s allergic to dogs.
• Our boss doesn’t let us eat lunch at our desks; we have to eat in the cafeteria.
• Oops! I wasn’t paying attention while cooking, and I let the food burn.
• Don’t let the advertising expenses surpass $1000.

    Remember: The past tense of let is also let; there is no change!

 Note: The verbs allow and permit are more formal ways to say “let.” However, with allow and permit, we use to + verb:

• I don’t allow my kids to watch violent movies.
• Our boss doesn’t permit us to eat lunch at our desks.

MAKE = Force Or Require Someone To Take An Action.

    Grammatical structure:

• MAKE + PERSON + VERB (base form)

Examples:

• After Billy broke the neighbor’s window, his parents made him pay for it.
• My ex-boyfriend loved sci-fi and made me watch every episode of his favorite show.
• The teacher made all the students rewrite their papers, because the first drafts were not acceptable.

    Note: When using the verbs force and require, we must use to + verb.

• The school requires the students to wear uniforms.
  “Require” often implies that there is a rule.
• The hijacker forced the pilots to take the plane in a different direction.
  “Force” often implies violence, threats, or extremely strong pressure

HAVE = Give Someone Else The Responsibility To Do Something.

    Grammatical structure:

• HAVE + PERSON + VERB (base form)
• HAVE + THING + PAST PARTICIPLE OF VERB

    Examples of grammatical structure #1:

• I’ll have my assistant call you to reschedule the appointment.
• The businessman had his secretary make copies of the report.

    Examples of grammatical structure #2:

• I’m going to have my hair cut tomorrow.
• We’re having our house painted this weekend.
• Bob had his teeth whitened; his smile looks great!
• My washing machine is broken; I need to have it repaired.

    Note: In informal speech, we often use get in these cases:

• I’m going to get my hair cut tomorrow.
• We’re getting our house painted this weekend.
• Bob got his teeth whitened; his smile looks great!
• My washing machine is broken; I need to get it repaired.

GET = Convince/Encourage Someone To Do Something.

    Grammatical structure:

• GET + PERSON + TO + VERB

Examples:

• How can we get all the employees to arrive on time?
• My husband hates housework; I can never get him to wash the dishes!
• I was nervous about eating sushi, but my brother got me to try it at a Japanese restaurant.
• The non-profit got a professional photographer to take photos at the event for free.

HELP = Assist Someone In Doing Something.

    Grammatical structure:

• HELP + PERSON + VERB (base form)
• HELP + PERSON + TO + VERB

    After “help,” you can use “to” or not – both ways are correct. In general, the form without “to” is more common:

• He helped me carry the boxes.
• He helped me to carry the boxes.
• Reading before bed helps me relax.
• Reading before bed helps me to relax.

Entry 2: 

    Everybody has had that awkward moment when they've been carefully planning something special to happen, but it happened the other way around. Once I was looking after my little brother some time ago; I had to go out and get some groceries from the store in order to cook homemade bread. I let my brother play with some ingredients while I was gone. Anybody could have imagined what would happen in those ten minutes. I bought the things I needed, so I decided to come back in a hurry, for my brother was alone. In my way to home, an old wrinkled lady had fallen down on the floor; I helped her to stand up. After she thanked me, I continued walking. No one was around, as usual. Once in the house, I opened the door just to find a huge mess. 

    Everything was sprayed on the floor. My brother had let the flour in the shore of the table, so there was a enormous disaster. He also had the butter melted, and nowadays I still asking myself how it was possible. When I finally found him, he was all covered by milk and some other stuff. I went crazy because the half of the ingredients were now useless. In the end, I made my brother clean the whole mess with the help of nobody. 

    I couldn't bake my dear homemade bread. I wanted to give some of it to my family and friends, but everything didn't fall through.