English is the study of the English language. The goal is to improve communication skills by practicing listening, speaking, reading, writing, and understanding language rules like pronunciation, vocabulary, and grammar.
Questions below are based on Bolaji Abdullahi's "Sweet Sixteen"
It may be argued that Chapter Two is titled, "The Drive" particularly because...?
Options:For this question, choose the option opposite in meaning to the word or phrase in italics:
It is Iudicrous to suggest that she was a government agent.
Options:Select the option that best explains the information conveyed in the sentence.
If he were here, could be more fun.
Options:Select the option that best explains the information conveyed in the sentence.
Okon's company took a hit last year.
Options:It is of no more use to give advice to the idle than top pour water into a sieve, but it strike me that lazy people ought to have a large looking glass hung up where they are bound to see themselves in it. For sure, if their eyes are at all like mine, they will never bear to look at themselves long or often. The ugliest sight in the world is one of those thorough-bred loafers, who would hardly hold up his basin if it were to rain with porridge: and for certain, would never hold up a bigger pot than he wanted to fill for himself.
Perhaps, if the shower should turn to beer, he might wake himself up a bit; but he will make up for it afterwards, since as a slothful man, he folds his hands in sleep and hates to get up even for his meals. Men like him ought to be treated with like the drone which the bees drive out of their hives for inactivity overdependence.
Every man ought to have patience and pity for poverty; but for laziness, a long whip might be better. This would be a healthy treatment for all sluggards, but there is no chance of some of them getting their full dose of this medicine, for they were born with silver spoons in their mouths, and like spoons will scarce stir their own tea unless somebody lends them a hand. They are like the proverbial dogs that leaned his head against the wall to bark and, like lazy sheep, it is too much trouble for them to carry their own wool. If they could see themselves, it might by chance do them a world of good; but perhaps it would be too much trouble for them to open their eyes even if the glass were hung for them.
If I seem to hit hard at the sluggards, it is because I know they can bear it, for if they were seed on the threshing floor, you will thresh many days to get them out of the straw, for laziness is in their bones, and will show itself in their idle flesh, no matter what you do with them.
Adapted from Spurgeon, C.H.: John Ploughman’s Talk
one conclusion that can be drawn from the opening paragraph is that Options:In order to approach the problem of anxiety in play, let us consider the problem of anxiety in play, let us consider the activity of building and destroying a tower. Many a mother thinks that her little son is in a 'destructive stage' or even has a 'destructive personality' because after building a big, big tower, the boy cannot follow her advice to leave the tower for Daddy to see, but instead must kick it and make it collapse. The almost manic pleasure with which children watch the collapse in a second of the product of long play-labour has puzzled many, especially since the child does not appreciate it at all if his tower falls by accident or by a helpful uncle’s hand. He, the builder, must destroy it himself. This game, I should think, arises from the not so distant experience of sudden falls at the very time when standing upright on wobbly legs afforded a new and fascinating perspective on existence. The child who consequently learns to make a tower 'stand up' enjoys causing the same tower to waver and collapse; in addition to the active mastery over a previously passive event, it makes one feel stronger to know that there is somebody weaker ----and towers, unlike little sister, can't cry and call, 'Mummy!'
What other feeling does the child derive from the fall of his tower apart from pleasure?
Options:From the options lettered A-D, choose the option that is most nearly opposite in meaning to the underlined word.
My mother is a shrewd businesswoman.
Options:Undergraduate students in psychology and education come to their first course in statistics with diverse expectation of and background in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learning statistics. Others – perhaps the majority, including some of those who aspire to postgraduate studies – are less confident in their quantitative skills. They regard a course in statistics as a necessary evil for the understanding or carrying out of research in their chosen fields, but an evil nonetheless.
The third edition, like the predecessors, is directed primarily at the latter audience it was written with the conviction that statistical concepts can be described simply without loss of accuracy and that understanding statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstraction. Further, its contents are limited to those statistical techniques that are widely used in the literature of psychology and to the principle underlying them.
The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus our discussion of some procedures, particularly those in the realm of descriptive statistics, which students grasp easily, have being shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis testing, and the notion at statistical power.
From the passage, we learn that the book discussed has been Options:This book consist of lectures given by me at Cambridge. Though they have been largely rewritten, I have kept a good deal of their original lecture-form, as being (I hope) rather less formal and less dogmatic. For to dogmatism, those who write on language seem, for some reason, particularly prone; and I should like to make clear at once that, if at times I have put my view strongly, I do not forget that such matters of taste must remain mere matters of opinion.
In addition I have included a good many specimen passages from various authors. Perhaps I have quoted too much. But a book on style without abundant examples seems to me as ineffectual as a book on art, or biology without abundant illustrations. Many of these passages are in French. That may be Gallomanian on my part and I must apologize if they trouble some readers. But some ability to read French prose does seem to me most desirable for anyone who would write well in English. I have tried to choose pieces not too difficult in syntax or vocabulary. And in these days less than ever can we afford to be better insular.
In the author's opinion, a book on style Options: