causative

Causative verb menunjukkan bahwa seseorang/sesuatu secara tidak langsung bertanggung jawab terhadap sebuah tindakan. Subjek tidak melakukan tindakan itu sendiri, tetapi justru menyebabkan seseorang/sesuatu yang lain melakukannya.

Contoh:

- Yesterday I had my hair cut.

Pembicara pada kalimat diatas tidak memotong sendiri rambutnya, tetapi justru membuat orang lain melakukannya - Saya “menyebabkan” mereka memotong rambut saya.

Have

Have merupakan causative verb yang umum. Ketimbang melakukan sesuatu dengan diri kita sendiri, kita “menyuruh” orang yang lain untuk melakukannya. Bentuknya sebagai berikut:

Kata kerja “to have” + objek + past participle (verb 3). Contoh:

- I had my jacket cleaned yesterday.

- Did you have your computer fixed?

Terkadang kita menggunakan have sebagai causative verb ketika kita ingin melakukan tindakan oleh diri kita sendiri. Contoh:

- When will the report be ready? I’ll do it by tomorrow morning. >>

- When will the report be ready? I’ll have it done by tomorrow morning.

Dengan menggunakan causative, kalimat ke-dua diatas mengalihkan perhatian dari pelaku tindakan, dan lebih memberikan perhatian kepada tindakan yang sedang dilakukan. Ini kedengaran sopan dan profesional.

Get

Get sering digunakan ketimbang have. Contoh:

• I got my computer fixed - I had my computer fixed. Kedua kalimat ini maknanya sama.
• I got my jacket cleaned. - I had my jacket cleaned. Kedua kalimat ini maknanya sama.

Causative verbs sering digunakan bersama dengan pengalaman-pengalaman negatif. Pada situasi-situasi ini lebih umum menggunakan have. Contoh:

• I had my wallet stolen. (Saya sebenarnya tidak menyebabkan dompet saya dicuri - seseorang mencuri dompet saya dariku)
• She had her window smashed.

Let

Let digunakan untuk membolehkan seseorang melakukan sesuatu. Bentuknya adalah let + orang + verb. Contoh:

• John let me drive his new car.
• Will your parents let you go to the party?
• I don’t know if my boss will let me take the day off.

Make

Make digunakan untuk memaksa seseorang melakukan sesuatu. Bentuknya adalah make + orang + verb. Contoh:

• My teacher made me apologize for what I had said.
• Did somebody make you wear that ugly hat?
• She made her children do their homework.

Rujukan:

• http://www.1-language.com/englishcourse/unit70_grammar.htm
• http://www.englishpage.com/minitutorials/let.html

Let / Make / Have / Get

The following is a mini-tutorial on the use of the causative verbs "let," "make," "have," and "get." After you have studied the tutorial, complete the associated exercises. If you already know how to use these verbs, you can skip the explanation . 

Let

FORM

[let + person + verb] 

USE

This construction means "to allow someone to do something."

Examples:

• John let me drive his new car.

• Will your parents let you go to the party?

• I don't know if my boss will let me take the day off.

Make

FORM

[make + person + verb] 

USE

This construction means "to force someone to do something."

Examples: 

• My teacher made me apologize for what I had said.

• Did somebody make you wear that ugly hat?

• She made her children do their homework.

Have

FORM

[have + person + verb] 

USE

This construction means "to give someone the responsibility to do something." 

Examples: 

• Dr. Smith had his nurse take the patient's temperature.

• Please have your secretary fax me the information.

• I had the mechanic check the brakes.

Get

FORM

[get + person + to + verb] 

USE

This construction usually means "to convince to do something" or "to trick someone into doing something." 

Examples: 

• Susie got her son to take the medicine even though it tasted terrible.

• How can parents get their children to read more?

• The government TV commercials are trying to get people to stop smoking.

Get vs. Have

Sometimes "get someone to do something" is interchangeable with "have someone do something," but these expressions do not mean exactly the same thing. 

Examples: 

• I got the mechanic to check my brakes.

• At first the mechanic didn't think it was necessary, but I convinced him to check the brakes.

• I had the mechanic check my brakes.

• I asked the mechanic to check the brakes.

Rujukan :
www.englishpage.com/minitutorials/let.html

tugas bahasa inggris 3

Excercise 36: Causative of in page 135

1. The teacher made Juan leave the room.
2. Toshiko had her car repaired by a mechanic.
3. Ellen got Marvin typed her paper.
4. I made Jane call her friend on the telephone.
5. We got our house painted last week.
6. Dr. Byrd is having the students write a composition.
7. The policeman made the suspect lie on the ground.
8. Mark got his transcripts send to the university.
9. Maria is getting her hair cut tomorrow.
10. We will have to get the Dean signed this form.
11. The teacher let Al leave the classroom.
12. Maria got Ed washed the pipettes.
13. She always has her car to fix by the same mechanic.
14. Gene got his book published by a subsidy publisher.
15. We have to help Janet to find her keys.

tugas tulisan ke2

 Cause connectors

Summary of Cause–Effect Connectors

COORDINATING CONJUNCTION	CORRELATIVE CONJUNCTION	SUBORDINATING CONJUNCTION	CONJUNCTIVE  ADVERB / TRANSITION
A coordinating conjunction mostly occurs mid-sentence and joins two independent clauses. A comma is placed before the conjunction (for and, nor, but, or, yet, so). They may also occur at the beginning of a sentence .	A correlative conjunction is paired with another word and is used to join equivalent sentence elements such as one noun or noun-phrase with another noun or noun-phrase.	A subordinating conjunction introduces a dependent clause, which requires attachment to an independent clause to complete the rest of the thought. When the dependent clause occurs: (1) before the independent clause, a comma separates the clauses; (2)  after the independent clause , no comma separates the clauses.	A transition word is used at the beginning of a sentence with a comma after it. It marks a change in thought from one sentence (or paragraph) to the next. A period or semicolon comes before it.
USED IN A SENTENCE He saw starving children, so he helped. He helped, for he knew they could survive.	USED IN A SENTENCE He raised so much money that they created a food bank. He raised such a large amount of money that they created a food bank.	USED IN A SENTENCE The children survived because they had help. Because they had help, the children survived. The children survived because of the help. (noun phrase)	USED IN A SENTENCE People helped. As a consequence, the children survived. People helped; as a consequence, the children survived.
CAUSE *for (reason or cause)   *rarely used	CAUSE so . . . that   (emphasis on cause) such . . . that (emphasis on cause)	CAUSE because, since, now that, as, as long as, inasmuch as, because of, due to, owing to, on account of, despite , if only because	CAUSE For this reason, For all these reasons
EFFECT so (result)	EFFECT	EFFECT so that   (purpose-result) in order   (purpose-result)	EFFECT Therefore, Cause & Effect, Consequently, As a consequence, As a result, Thus, Hence

starving (adj.) – suffering without food; not having food to eat
food bank (n.) – a place that gives food to poor people
survive (v.) – to continue to live in difficult conditions (accident, war, illness).

Type of Connector	Connector(s)	Examples
Coordinating conjunctions	for (cause), so (effect)	Professionals can sometimes be extremely impatient, for their positions are at times rather stressful.
Subordinating conjunctions	because, since	Since high level positions are at times rather stressful, professionals can sometimes be extremely impatient.
Conjunctive adverbs	therefore, as a result, consequently	High level positions are at times rather stressful; therefore, professionals can sometimes be extremely impatient.
Prepositions	because of, due to, as a result of	Due to the stressful nature of high level positions, professionals can sometimes be extremely impatient.

* http://www.grammar-quizzes.com/8-7.html
* http://esl.about.com/od/writingadvanced/a/wc_cause.htm

Inggris Business, tugas 2

Exercise 31 - 34 english for business 2 assignment

Exercise 31 : Nouns functioning as adjectives

In each of the following sets, chose the appropriate from for blank in the second sentence.
1. Sam’s new apartement is in a building which has twelve stories. Sam’s new apartement is in a twelve stories building.
2. We teach languages. We are language teachers.
3. My parents saw a play in three acts last night. My parents saw a three acts last night.
4. The manager said that the sale would last for two days. The manager said that it would be a last for two days sale.
5. Hal bought a tool set containing 79 pieces. Hal bought a containing 79 pieces tool set.
6. Margie has a bookcase with five shelve. Margie has a five shelves bookcase.
7. I need two cans of tomatoes that weigh 16 ounces each. I need two weigh 16 ounces cans of tomatoes.
8. I’m looking for a pressure cooker that holds six quarts. I’m looking for a holds six quarts pressure cooker.
9. He is a specialist at building houses made of bricks. He is a specialist at building made of bricks houses. 
10. Mrs. Jansen just bought her daughter a bicyle with ten speeds. Mrs. Jansen just bought her daughter a ten speeds bicyle.

Exercise 32 : enough  

1. There were not enough people to have meeting.
2. Allen has learrned French enough to study in France next year.
3. Do you have enough time to talk now?
4. She drove fast enough to win the race.
5. Mike will graduate from law school soon enough to join his father’s firm.
6. we arrived early enough to have some coffee before class began.
7.  It has rained hard enough to flood the low lying areas. 
8. you should tyipe slowly enough that you will not make an error. 
9. He has just enough flour to bake that loaf of bread. 
10. There are enough books for each student to have one.

Exercise 32 : Because / Because of

1. It was difficult to deliver the letter because the sender had written the wrong address on the envelope.
2. We decided to leave early because the party was boring
3. Rescue attempts were temporarily halted because of the bad weather.
4. They visited their friends often because they enjoyed their company
5. Paul cannot go to the football game because of his grades.
6. Marcella was awarded a scholarship because her superior scholastic ability.
7. Nobody ventured outdoors because of the hurricane warnings.
8. We plan to spend our vacation in the mountains because the air is purer there.
9. We have to drive around the bay because the bridge was destroyed in the strom.
10. The chickens have died because of the intense heat.

Exercise 34 : So /Such

1.      The sun shone so brightly that Maria had to put on her sunglasses.

2.      Dean was such a powerpul swimmer that he always won the races.

3.      There were so few students registered that the class was cancelled.

4.      We had so wonderful memories of that place that we decided to return.

5.      We had so good a time at the party that we hated to leave.

6.      The benefit was so great a success that the promoters decided to repeat it.

7.      It was such a nice day that we decided to go to the beach.

8.      Jane looked so sick that the nurse told her to go home.

9.      Those were so difficult assignments that we spent two weeks finishing them.

10.  Ray called at Ssuch an early hour that we weren’t a wake yet.

11.  The book looked so interesting that he decided to read it.

12.  He worked so carefully that it took him a long time to complete the project.

13.  We stayed in the sun for such a long time that we became sunburned.

14.  There were so many people on the bus that we decideed to walk.

15.  The program was so entertaining that nobody wanted to missi it.

Comparison

Degree of comparison

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In English grammar, the degree of comparison of an adjective or adverb describes the relational value of one thing with something in another clause of a sentence. An adjective may simply describe a quality, (the positive); it may compare the quality with that of another of its kind (comparative degree); and it may compare the quality with many or all others (superlative degree). In other languages it may describe a very large degree of a particular quality (in Semitic linguistics, called an elative).

The degree of comparison may be expressed morphologically or syntactically. In English, for example, most monosyllabic and some disyllabic adjectives have morphological degrees of comparison: green (positive), greener (comparative), greenest (superlative); pretty, prettier, prettiest; while most polysyllabic adjectives use syntax: complex, more complex, most complex.

1. The positive degree is the most basic form of the adjective, positive because it does not relate to any superior or inferior qualities of other things in speech.
2. The comparative degree denotes a greater amount of a quality relative to something else. The phrase “Anna is taller than her father” means that Anna's degree of tallness is greater than her father's degree of tallness.
3. The superlative degree denotes the most, the largest, etc., by which it differs from other things.

Rhetorical use of unbalanced comparatives

In some contexts, such as advertising or political speeches, absolute and relative comparatives are intentionally employed in a way that invites a comparison, and yet the basis of comparison is not established. This is a common rhetorical device used to create an implication of significance where one may not actually be present. Although such usage is common, it is sometimes considered ungrammatical

For example:

• Always!
• Why pay more?
• We work harder.
• We sell for less!

English usage

Traditional English grammar uses the comparative form when comparing exactly two things, and the superlative when comparing three or more, but in informal usage this may not hold. For instance, the phrase "May the best man win" may be used even when there are only two individuals competing; in traditional usage the correct phrase when there are two contestants would be "May the better man win".

Positive	Comparative	Superlative
Good	Better	Best
Beautiful	More Beautiful	Most Beautiful
Big	Bigger	Biggest
Tall	Taller	Tallest
Sincere	More Sincere	Most Sincere
Small	Smaller	Smallest

 

Comparison (grammar)

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See also: Comparison of adjectives and Comparative

Comparison, in grammar, is a property of adjectives and adverbs in most languages; it describes systems that distinguish the degree to which the modifier modifies its complement.

English, due to the complex etymology of its lexicon, has two parallel systems of comparison. One involves the suffixes -er (the "comparative") and -est (the "superlative"). These inflections are of Germanic origin, and are cognate with the Latin suffixes -ior and -issimus. They are typically added to shorter words, words of Anglo-Saxon origin, and borrowed words that have been fully assimilated into the English vocabulary. Usually the words that take these inflections have fewer than three syllables. This system contains a number of irregular forms, some of which, like good, better, best, contain suppletive forms. These irregular forms include:

Positive	Comparative	Superlative
good	better	best
well	better	best
bad	worse	worst
far	farther	farthest
far	further	furthest
little	smaller, less(er)	smallest, least
many, much	more	most

more and most

The second system of comparison in English appends the grammatical particles more and most, themselves the irregular comparatives of many, to the adjective or adverb being modified. This series can be compared to a system containing the diminutives less and least.

This system is most commonly used with words of French or Latin derivation; adjectives and adverbs formed with suffixes other than -ly (e.g. beautiful); and with longer, technical, or infrequently used words. Knowing which words fall into which system is a highly idiomatic issue in English syntax. Some words require the suffixing system: e.g. taller is required; *more tall is not idiomatic English.

Some words (e.g. difficult) require more and most. Some words (e.g. polite) can be used with either system; curiously, while polite can go either way, the derived word impolite requires more and most.

The general rule is that words with one syllable require the suffix, words with three or more syllables require more or most and words with two syllables can go either way.

Absolute adjectives

A perennial issue in English usage involves the comparison of so-called "absolute" adjectives, adjectives that logically do not seem to admit of comparison. There are many such adjectives — generally adjectives that name qualities that are either present or absent: nothing is *"more Cretaceous" or *"more igneous" than anything else.

Other examples include perfect, unique, and parallel, which name qualities that are inherently superlative: if something is perfect, there can be nothing better, so it does not make sense to describe one thing as *"more perfect" than something else; if something is unique, it is one of a kind, so something cannot be *"very unique", or *"more unique" than something else. See also tautology (rhetoric) and pleonasm.

In general, terms like perfect and parallel cannot ever apply exactly to things in real life, so they are commonly used to mean nearly perfect, nearly parallel, and so on; and in this (inexact) use, more perfect (i.e., more nearly perfect, closer to perfect) and more parallel (i.e., more nearly parallel, closer to parallel) do seem to make sense.