ENGLISH GRAMMAR GRADUATION

The Piece of String by Guy de Maupassant ALONG ALL THE ROADS   around Goreville the peasants and their wives were coming toward the burgh because it was market day. The men were proceeding with slow steps, the whole body bent forward at each movement of their long twisted legs; deformed by their hard work, by the weight on the plow which, at the same time, raised the left shoulder and swerved the figure, by the reaping of the wheat which made the knees spread to make a firm "purchase," by all the slow and painful labors of the country. Their blouses, blue, "stiff-starched," shining as if varnished, ornamented with a little design in white at the neck and wrists, puffed about their bony bodies, seemed like balloons ready to carry them off. From each of them two feet protruded. Some led a cow or a calf by a cord, and their wives, walking behind the animal, whipped its haunches with a leafy branch to hasten its progress. They carried large baskets on their arms from wh...

Wilfred Owen , who wrote some of the best British poetry on World War I, composed nearly all of his poems in slightly over a year, from August 1917 to September 1918. In November 1918 he was killed in action at the age of 25, one week before the Armistice. Only five poems were published in his lifetime—three in the Nation and two that appeared anonymously in the Hydra, a journal he edited in 1917 when he was a patient at Craig Lockhart War Hospital in Edinburgh. Shortly after his death, seven more of his poems appeared in the 1919 volume of Edith Sitwell's annual anthology, Wheels: a volume dedicated to his memory, and in 1919 and 1920 seven other poems appeared in periodicals. Almost all of Owen’s poems, therefore, appeared posthumously: importantly in the bestselling collection Poems (1920), edited by Siegfried Sassoon with the assistance of Edith Sitwell, contains 23 poems; The Poems of Wilfred Owen (1931), edited by Edmund Blunden, adds 19 poems to this number; and The Collecte...

  "Of Studies'" Bacon's essay expresses several comments in "Of Studies" that can be interpreted as the following: Studying is helpful for better understanding and provides knowledge that develops experience, as well as a character that grows. Reading provides delight and fun, ornament and showing off, and the ability to succeed. Bacon expanded upon different fields of study depending on one's goal; for example, to master clarity with language, study poetry. "Of Studies" Excerpt "Studies serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business. For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of affairs, come best from those that are learned. To spend too much time in studies is sloth; to use them too much fo...

  Formal English: We use it when writing essays for school, cover letters to apply for jobs, or emails and letters at work. Informal English: We use it with friends, children, and relatives. The following list will help you to recognize the informal and formal ways of saying the same thing. The list is divided into sections of: verbs, transitions, emphasis words, abbreviations, and slang. Informal                    Formal say sorry       :          apologize, apologise go up                        increase go down                   decrease set up                       establish look at                       examine blow up    ...

Born into slavery in 1797, Isabella Baumfree, who later changed her name to Sojourner Truth, would become one of the most powerful advocates for human rights in the nineteenth century. Her early childhood was spent on a New York estate owned by a Dutch American named Colonel Johannes Hardenbergh. Like other slaves, she experienced the miseries of being sold and was cruelly beaten and mistreated. Around 1815 she fell in love with a fellow slave named Robert, but they were forced apart by Robert’s master. Isabella was instead forced to marry a slave named Thomas, with whom she had five children. In 1827, after her master failed to honor his promise to free her or to uphold the New York Anti-Slavery Law of 1827 , Isabella ran away, or, as she later informed her master, “I did not run away, I walked away by daylight….” After experiencing a religious conversion, Isabella became an itinerant preacher and in 1843 changed her name to Sojourner Truth. During this period she became involved in t...

  This essay is a part of enakshi chatarjee s book called masterminds profiles of eleven different scientists provides details of eminent scientists Bhabha is an pioneer of Indian atomic energys program who was committed to foster svientic talent,he has his impact on indian scientific community In addition to his scientific acievements he is a public intellectual and strong statesman. Homi Jehangir Bhabha was born on 30 October 1909 into a wealthy Parsi family comprising Jehangir Hormusji Bhabha, a well-known lawyer, and Meherbai Framji Panday, granddaughter of Sir Dinshaw Maneckji Petit. He was named Hormusji after his paternal grandfather, Hormusji Bhabha, who was Inspector-General of Education in Mysore.[8] He received his early studies at Mumbai's Cathedral and John Connon School. Bhabha's upbringing instilled in him an appreciation for music, painting and gardening. He often visited his paternal aunt Meherbai Tata, who owned a Western classic...

  Why does Newman think, in Discourse 5 of Idea of a University, that “Knowledge is its own end?” Shouldn’t knowledge serve some practical use? Starting with the idea that all knowledge is an exploration of God’s created reality, Newman argues that a University can only be an authentic and unified “seat of universal learning,” and can only grant its students a truly “liberal habit of mind,” true intellectual and moral freedom, if it is free from practical, worldly demands. This discourse is often read by students in classical liberal arts curricula because, in addition to this positive construction of a truly liberal—a truly free—education, it also makes a robust defense against what is opposed to that freedom: an intellectual toxin that Newman noticed growing in his own time, and is now pervasive in our own: “Utility In critiquing “Utility” in education, Newman’s primary concern is for the well-being of the “student.” He opens Discourse 5 by stating that he is shifting...