Learning English

As we embark on the year 2016, it might be a good idea to go over some of the topics covered in previous posts and their relationship to the learning of the English language. 

Anyone would agree that learning a new language is never easy. A language embodies not just rules that have evolved over centuries to form its grammar but it also includes certain cultural peculiarities that would be foreign to speakers of other languages.

A Vietnamese adult student of mine lamented the difficulty in learning the English language because there are rules that, on first sight, don't make sense to her. Only when the logic is explained does she appreciate these rules. As many languages as there are, there are differing logical applications of the grammars and language conventions.

(I will discuss a problematic rule that the Vietnamese student had in the next post as a further illustration of why differing logical applications are acceptable; there are no black and white here, it all depends on the perspective of the speaker or community.)

Coming back to the English language, we need to understand that even something that seems as minor as Punctuation is important in altering the meaning of a statement. Ignore the comma, and your statement changes in meaning. For instance:

Don't kill the weeds with pesticide.

Don't, kill the weeds with pesticide.

Here, the two statements assume opposing stands. In the first statement, it is clear that the writer is advising against the killing of the weeds using pesticide. However, in the second statement, the killing of the weeds with pesticides is advocated instead and, presumably, alternative modes of getting rid of the weeds are deemed unacceptable.

In addition, one has to learn about the rules pertaining to Syntax so as to create intelligible sentences that get across the intention of the writer with clarity. Of course, one also has to understand logic behind the rules governing the Grammar so as to better internalise the learning of the language.

Finally, a language is boring if there is no Creative Expression, and as in any other language, the English language has produced master weavers who can expertly navigate through their thoughts and express these thoughts in artistic forms.

If you would like to find out more about the English courses that The Pear Tree Centre for Education offers, or would like to discuss possible areas in which we can help you with your English language learning so that we can adapt according to your needs, contact us at admin1@thepeartree.info - we will not only teach you the basics but gradually, guide you to achieve creativity in your use of the language as well!

Adjectives and Adverbs

Why are adjectives and adverbs important?

They add descriptive details that enable the reader to visualise even more graphically what is written.

To recap:

Adjectives: Descriptive words that tell you more about the noun or pronoun.

Adverbs: Modify the verb, adjective or adverb by giving one more information about any one of those.

Additional Refresher Exercise Rapidly they came, like a 21-gun salute, Exploding into multiple single crackling pops. The jolly red fire-crackers danced gleefully As each thick roll jerked heavily back and forth And the string of rolls turned into smoky black ashes.

Identify the adjectives and adverbs in the boxed exercise. Suggested answers will be given soon as a blog post on The Pear Tree website


So, why are adjectives and adverbs important?

Just take a look at the following:

A man and his daughter came upon a window from which light fell onto the pavement outside. One could see through the window many kinds of watches and seated within the shop, was a man who was working over a device.

The above is an adaptation of an extract from Nathaniel Hawthorne's story, `The Artist of the Beautiful'. Wouldn't you agree that, as a reader, you cannot adequate visualise what Hawthorne is trying to describe? Now, read the original version:

An elderly man, with his pretty daughter on his arm, was passing along the street, and emerged from the gloom of the cloudy evening into the light that fell across the pavement from the window of a small shop. It was a projecting window; and on the inside, were suspended a variety of watches - pinchbeck, silver, and one or two of gold - all with their faces turned from the street, as if churlishly disinclined to inform the wayfarers what o'clock it was. Seated within the shop, sidelong to the window, with his pale face bent earnestly over some delicate piece of mechanism, on which was thrown the concentrated lustre of a shade-lamp appeared a young man.

 You will find the original, by being more descriptive, is graphic enough to give the reader a better picture of what the author wants to get across than the adaptation with very few details. Therefore, make sure to include adjectives and adverbs the next time you write so as to make your writing more graphic.

Punctuation: The Comma

The comma has a few uses but here, I am going on to concentrate on just one, the one that many miss.  I have noticed when I teach children or adults that few know about the use of the comma to separate the main idea from elaborations or added details.  This is, actually, a useful device since it helps the reader to pause, take in the added details and at the same time, pinpoint the main idea that is expressed by the writer.

Take for example:

I went to the market, which I frequent, to buy groceries.

The main idea: I went to the market to buy groceries.
Added detail: which I frequent - this piece of information is not important but it gives the reader a better picture of the market in relation to the writer.

Another example is given below:

Although I put in a lot of effort, my entry was not accepted.

The main idea: My entry was not accepted.  That is the gist of what the writer wants to get across, but the writer also wants to give you the reason for, perhaps, feeling disappointed at the non-acceptance.  Hence, one gets the subsidiary, or secondary point, which is: Although I put in a lot of effort

Have a look at the third example offered below:

We were among the first at the concert theatre.  Hence, since it was free-seating, we had our choice of seats.

`Hence' is a transitional word.  It shows the relationship, or link, between the two ideas, namely, `We were among the first at the concert theatre' and `we had our choice of seats'.  It is an elaboration and not quite a part of the main idea found in the second sentence.  Similarly, `since it was free-seating' is also an elaboration and is not part of the main sentence or thought.

Now, attempt the following exercise which has the commas and semi-colons removed. Insert these where appropriate.  The answers, with explanations for some for these answers, will be available on the The Pear Tree website on Sept 10.

Jane and Peter in the hope that they will find Jane's missing wallet went to the mall.  They retraced the steps that they took while at the mall the previous day however they could not find the wallet.  Jane was distressed at having lost her wallet it had sentimental value for her as well.  Her grandmother had given her the beaded wallet for her birthday but now that her grandmother was no more she wanted that wallet more than ever in memory of her grandmother.  Jane sat on the stairs going from the lower floor to the second floor of the mall she burst into tears.  Just then a security guard walked up her she saw the familiar blue beads peeking out from the gaps in between his curled fingers.  She looked up expectantly at the man who was tall and stern-looking she could feel her heart beat faster and faster as he advanced.

The story about the Semi-Colon

Have you ever been stumped by the different purposes that the comma, semi-colon and the full-stop, or period, serve in expressing a writer's intent? Read the following short dialogue that these three cousins had and you will find out more about their close relationship. 

(Big Cousin Brother, Full-Stop, chanced upon Semi-Colon and her young sibling, Comma having an interesting conversation at the coffee-shop, just down the street from the block of flats they lived in.  He decided to join in.)

Comma: Hey, Col, I never said you are not important!
Semi-Colon: Oh yeah?! Then, what does it mean when you accuse me of confusing people... that, that, people don't like to use me. That they rather use you than...
Comma: Oh, come on, Col. I am just stating a fact. People find me less confusing, but that doesn't mean you are not important. Both of us are!

(Just then, Full-Stop drew out a chair at their table and plopped down with a heavy sigh.)

Full-Stop: Really?! You gals are at it again? Look, I am going to do what I was born to do - put a full-stop to all this nonsense right here and now! So, listen carefully because this is the last time I am going to do it, period! Col, my Semi-Colon dude, you've got the best of both worlds since you've both me and Comma in you. Just take a look below:

.  +  ,  =  ;  

I am the one that completes the sentences and allows the reader or speaker to pause a bit longer than when Comma comes in. Humans can't go on and on; they need time to take a breather, short and long, and to process multiple ideas. Take for instance the following:

I went to the Gardens by the Bay. 

The full-stop here indicates that one piece of information is given for you to process at one go. The sentence, or one complete thought, has ended here.

I went to the Gardens by the Bay (1), and, while visiting the conservatories (2), saw many species of plant-life (3). 

Here, our dear Comma plays the important role of separating the added information found in (2)  from the two main ideas, which are found in (1) and (3)

Now, let's come to you, Semi-Colon. 

I went to the Gardens by the Bay (1); I consider it a learning adventure during which I came across so many different kinds of plants and trees (2). 

You, my cousin, in reality helps to make a sentence clear and you also show how two sentences, or complete thoughts, are actually related to each other. (1) is a complete thought. (2) is another complete thought but it is related to (1); hence, it shows that while the earlier idea in (1) can stand on its own, the writer is not done with the idea. He or she wants to continue by adding another, related, idea to it.


Just go over the last explanation more carefully and try to figure out why the commas, semi-colon and full-stops, or periods, were used. We will provide an explanation in the next post.

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Writing Creatively I: Use of Similes

Humans have this wonderful capacity to, not only create alphabets or symbols to articulate basic observations, feelings and thoughts but also, elicit reactions and emotions in readers through the creative use of the language. 

Similes

A simile is used when one would like to make a direct comparison between two dissimilar objects. In making the comparison, `like' or `as' is used to link the two objects and to indicate that a comparison is made.

Let's  use the following poem, Oh, my love is like a red, red rose, by Robert Burns as an example:

Oh, my love's like a red, red rose
That's newly sprung in June;
My love is like the melody
That's sweetly played in tune.

In the above stanza of the poem, love is compared, first, to a red rose, and then, to a melody.

Love is an abstract emotion but the comparison to a rose and then, a melody allows the poet to convey the poet's ideas about love. What characteristics of a deep red rose and sweet melody come to your mind?

In my mind, when I think of a deep red rose, I see it as a beautiful object, pleasant to the sight. The deep red also makes me think of blood and the heart, which is often used as a symbol of love in English literature, is the lifeline through which blood is pumped to the body. Hence, the poet sees his love as a pleasurable emotion that is necessary and life-enriching, filling one with agreeable sensations.

Similarly, just as music that is in tune evokes an enjoyable listening experience, the poet claims his love which has all the `notes' in place is engaging or appealing.

Now, just take a look at the following poem by William Wordsworth and identify the similes. How do the similes help the poet to describe the objects and/or feelings that he sees or experiences as he views the scenery around him? Suggested answers will be provided mid-week.

I Wandered Lonely As A Cloud 

by William Wordsworth

I wandered lonely as a cloud

That floats on high o'er vales and hills,

When all at once I saw a crowd,

A host, of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,

They stretched in never-ending line

Along the margin of a bay:

Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

The waves beside them danced, but they

Out-did the sparkling leaves in glee;

A poet could not be but gay,

In such a jocund company!

I gazed—and gazed—but little thought

What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,

And dances with the daffodils.

Writing Graphically (Part 2)

I reproduce the bare description given in the previous post:

The heavy rain falls on the greenhouse and I am seated in the shelter. The rain is so heavy that I can hardly see anything.

 A more graphic description of the above can be found in the blog post on the website of The Pear Tree Centre for Education. Read the post to discover how graphic verbs (or action words) such as `pounds' and `slithers' and adjectives (or descriptive words) such as `zinc' and `cold' help to conjure up an image of the scene being described.

When you write next, visualise the scene or action and then, consider what would be the most appropriate words to use. Go over each verb, adjectives and adverb (word that describes an action or another adjective) to ensure that they are descriptive.

English Lessons at The Pear Tree

GCE `O' Level English 

GCE `O' Level Literature

GCE `A' Level General Paper 

Academic Writing for Polytechnic & University Students

At The Pear Tree Centre for Education, we guarantee improvement as attested by the testimonials of our students.

To attain best results, contact us at info@thepeartree.com.sg to negotiate with us on how best we can help you through a customised learning programme, whether it is through online courses, blended learning of face-to-face and online sessions or face-to-face sessions.

Learn English the Creative Way - A Holistic Learning Programme

The Literature-Driven English Programme

At The Pear Tree, we use a programme designed by Dr Pereira and tested in a few schools in Singapore. They were found to be effective in enhancing English Language skills of students of varying levels of fluency.

The Literature-Driven English Programme constitutes a holistic English Language Curriculum. In designing it, theories associated with Language Acquisition were taken into consideration; the knowledge gained from its test implementation and its subsequent use in numerous settings, including Adult Learning of  the English Language, also helped to enrich the design of the curriculum.

A guarantee that we provide at The Pear Tree Centre for Education is that we are constantly working on improving our curriculum so that you can learn:

• to speak English fluently;
• English grammar in a fun and effective way;
• to write in English fluently and creatively;
• to think critically to express yourselves in English, coherently and logically; 
• to appreciate the nuances of the language so as to comprehend a text well; and
• to enjoy English Literature.

Come, enrol in any of our courses today and it will get you started on an enriching and fulfilling journey toward an enhanced communication in English. (To discover the various dimensions of learning the English language, Read What We Have To Say.)

Learn English Online

In the comfort of your home, The Pear Tree Centre for Education offers you the opportunity to learn English at your own pace, in your own time.

Watch the video to discover how we can make your learning experience different - More Enriching, More Effective, More Fun!

Our lessons are research-based and goal-oriented, with interactive tools such as forums and online conferencing included, to enhance effectiveness.

For a different, fulfilling and effective online learning experience, register for our courses today!

At present, we have lessons for those sitting for the GCE `O' Level English and Literature examinations soon. Current Online Lessons

Soon, we will have the following lessons:

Communication Skills (Spoken) for Adults

Communication Skills (Written) for Adults

Grammar is Fun! (For Beginners) - Other levels will be added gradually

Literary Analysis (Prose)

Literary Analysis (Poetry)

Reading Comprehension

Composition (Narrative)

Composition (Descriptive)

Composition (Factual)

Contact us at info@thepeartree.com.sg for more information or visit this blog for updates.