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Trabalho Inglesh Fatima
Trabalho Inglesh Fatima
Index
I. Introduction ............................................................................................................................ 4
2.5. Noun................................................................................................................................. 8
I. Introduction
Popular scientific articles are reading materials for general readers. In the educational sense,
this kind of article “can make science more accessible to students, and so can play a useful
role in the teaching of scientific writing as well as in the teaching of science” (Parkinson &
Adendorff, 2004, p. 379). However, the scholars and researchers in the field are less
interested in it even though research articles in science have been studied since the late of 19th
century (Parkinson & Adendorff, 2004). The existing research on popular science writing are
varied in focuses such as establishing an image of a science writer based on writing models or
theories (Yore, Hand, & Prain, 2002), writing stylistics in popular science (Whelan, 2009),
making visual images in popular science articles and science journalism in terms of
communicative functions and cultural meaning (Hornmoen, 2010). In this aspecto, this work
has as its theme: Adjectives and nouns.
I. Introduction;
II. Work development;
III. Conclusion;
IV. Bibliographic references.
1.3. Methodology:
For the design of this work, the bibliographic review was used as methodology, in which the
consulted works will be presented at the end of work.
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Adjectives are words that describe the qualities or states of being of nouns: enormous, doglike,
silly, yellow, fun, fast. They can also describe the quantity of nouns: many, few, millions, eleven.
An adjective modifies a noun” (Payne, Huddleston & Pullum, 2010, p. 31). As you know,
adjectives and nouns are different parts of speech. A noun is a word that refers to a person,
animal, thing, or idea, and an adjective describes a noun. For example, in the phrase 'a clever
boy', 'clever' is an adjective, and 'boy' is a noun. In English, some adjectives can function as
nouns. These are adjectival nouns.
Specially, “adjectives are subject complement not only to noun phrases, but also to clauses”
which probably include finite or non-finite clauses. Adjectives can be an object complement to
clauses which mostly functions to express “the result of the process denoted by the verb by
using the verb be” (Quirk et al., 1985, p. 417). Adjectives sometimes can also be postpositive.
That is to say, three positions of adjectives are considered. As examples provided by Quirk et
al. (1985, p. 418),
Quirk et al. (1985) also claim four common features of adjectives (p. 402 - 403):
1. They can freely occur in attributive function (i.e. they can pre-modify a noun, appearing
between the determiner, including zero article and the head of a noun phrase).
Ex. an ugly painting, the round table
2. They can freely occur in predicative function (i.e. they can function as subject
complement or object complement).
Ex. the painting is ugly. He thought the painting ugly.
3. They can be pre-modified by the intensifier very.
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From these four features of adjectives, they can be sub-divided into eleven types (Khamying,
2007). The following table demonstrates its specific types, functions, and examples.
Adjectives tell the reader how much or how many of something you’re talking about, which
thing you want passed to you, or which kind of something you want.
Often, when adjectives are used together, you should separate them with a comma or
conjunction.
E.g. A cooler guy; A messier desk; A more mischievous cat; More garrulous squirrels
Superlative adjectives indicate that something has the highest degree of the quality in
question. One-syllable adjectives become superlatives by adding the suffix -est (or just -
st for adjectives that already end in e). Two-syllable adjectives ending in -y replace -
y with -iest. Multi-syllable adjectives add the word most. When you use an article with
a superlative adjective, it will almost always be the definite article (the) rather
than a or an. Using a superlative inherently indicates that you are talking about a
specific item or items.
E.g. The coolest guy; The messiest desk; The most mischievous cat; The most
garrulous squirrels.
2.5. Noun
A word that refers to a person, place, thing, event, substance or quality. E.g. Nurse', 'cat', 'party',
'oil' and 'poverty'.
Sometimes we use a noun to describe another noun. In that case, the first noun "acts as" an
adjective. E.g. history teacher; ticket office.
The "noun as adjective" always comes first. If you remember this, it will help you to understand
what is being talked about:
Nouns form a large proportion of English vocabulary and they come in a wide variety of types.
Nouns can name a person:
Albert Einstein
The president
My mother
A girl
Mount Vesuvius
Disneyland
my bedroom
Nouns can also name things, although sometimes they might be intangible things, such as
concepts, activities, or processes. Some might even be hypothetical or imaginary things.
Shoe
Faucet
Freedom
The Elder Wand
Basketball
One important distinction to be made is whether a noun is a proper noun or a common noun. A
proper noun is a specific name of a person, place, or thing, and is always capitalized.
The opposite of a proper noun is a common noun, sometimes known as a generic noun. A
common noun is the generic name of an item in a class or group and is not capitalized unless
appearing at the beginning of a sentence or in a title.
Girl is a common noun; we do not learn the identity of the girl by reading this sentence,
though we know the action she takes. River is also a common noun in this sentence.
Nouns can also be objects of a verb in a sentence. An object can be either a direct object (a noun
that receives the action performed by the subject) or an indirect object (a noun that is the
recipient of a direct object).
Books is a direct object (what is being given) and her is the indirect object (who the
books are being given to).
Another type of noun use is called a subject complement. In this example, the noun teacher is
used as a subject complement.
Subject complements normally follow linking verbs like to be, become, or seem. A teacher is
what Mary is.
Husband and wife are nouns used as object complements in this sentence. Verbs that
denote making, naming, or creating are often followed by object complements.
Plural nouns, unlike collective nouns, require plural verbs. Many English plural nouns can be
formed by adding -s or -es to the singular form, although there are many exceptions.
E.g. tax-taxes
House-houses
Possessive nouns are nouns which possess something; i.e., they have something. You can
identify a possessive noun by the apostrophe; most nouns show the possessive with an
apostrophe and an s.
The cat possesses the toy, and we denote this by use of’s at the end of cat.
When a singular noun ends in the letter s or z, the same format often applies. This is a matter
of style, however, and some style guides suggest leaving off the extra s.
III. Conclusion
We are, of course, aware that academic inquiry requires theory, abstraction, and even the
“technical jargon” of nominalization, adjectives and nouns, to avoid simply applying “common
sense” to social problems. Academic language names new concepts, approaches, and physical
entities to avoid mistaking appearance for reality. Most scientific fields are too technical for
laypeople to follow, but the social sciences would benefit enormously from a reversal of the
trends we have observed in this paper. The soft knowledge fields have a responsibility to
undermine elitism and bring ideas and knowledge arrived at in academic work into public
discussion and debate, and this involves using a language which a wide public can engage with.
13
KHAMYING, A. (2007). Advanced English Grammar for high learner. Bangkok: Printing.
LAMB, E. (2016). Plausible things that cannot both be true your daily dose of number theory
weirdness.
PARKINSON, J., & ADENDORFF, R. (2004). The use of popular science in teaching scientific
literacy. English for Specific Purposes.
YORE, L., HAND, B., & PRAIN, V. (2002). Scientists as Writers. Wiley Periodicals, pp. 672-
692.