1. STAND ICU TROUIMBLE I see you understand I’m in trouble

2. What is this? 2

3. March 18 th, 2016 Clause as subject Error correction Red and Green GRAMMAR 1 Lecture 10 3

4. A+ A A- 25, 24/23/22, 21 B+ B B- 20, 19/18/17, 16 C+ C 15, 14/13/12/11/10/9 C- D 8, 7,6,5 F  Almost flawless English.  Makes descriptions rich in meta- language demonstrating insight and knowledge.  Shows excellent and very thoughtful learning.  For 25 marks: there may be insights not expected at year 1 level.  Satisfactory-to-good English.  Makes quite rich descriptions.  Shows good learning of course grammatical concepts/ metalanguage.  Satisfactory-to-good English.  Makes adequate descriptions.  Shows satisfactory learning of course grammatical concepts/metalangu age.  Possibly flawed English makes often- to-sometimes incomplete.  Often-to-sometimes conceptually flawed descriptions.  Limited to moderate learning of course grammatical concepts/metalang uage.  Possibly flawed English.  Makes descriptions which are minimal, or flawed to a considerable extent.  Shows inadequate learning of course grammatical concepts/met alanguage. Grade Conversion 4 MID-TERM ASSESSMENT DESCRIPTORS 25%

5. GRADESCORE A A- A 15 A- 14 B+ B B- B+ 13 B 12 B- 11 C+ C C- C+ 10 C 9/8 C- 7 D D 6/5 F F below 5 Quizzes 15% Final Exam 45% 5 45A+ 44-42A 40-41A- 38-39B+ 32-37B 30-31B- 29C+ 18-28C 17C- 16D < 14F

6. A+ A A-B+ B B-C+ CC- DF  Very thoughtful and/or creatively chosen texts. Shows thought in selecting the texts for evaluation and analysis.  Concise description and evaluation of the texts.  Shows very good ability to identify essential and interesting features and/or problems of grammatical resources used.  Uses appropriate grammatical categories/ metalanguage of this course including functional categories.  The texts chosen and analysis of the texts demonstrate excellent understanding of the course.  Well-chosen text(s).  Good description and evaluation of the texts.  Shows good ability to identify the main features and/or problems of grammatical resources used.  Attempting to employ grammatical categories/metal anguage of this course, including functional categories.  The texts chosen and analysis of the texts demonstrate a good understanding of the course.  Adequately appropriate text(s) chosen.  Adequate description and evaluation of the texts.  Shows adequate ability to identify features of grammatical resources used.  Uses less or flawed metalanguage.  Some demonstration of an understanding of the course.  Marginally appropriate text.  minimal or flawed description/evalu ation of the texts.  Shows inadequate ability to identify features and/or problems of grammatical resources used.  Uses flawed metalanguage (or missing metalanguage).  Little demonstration of an understanding of the course.  Non- submission or inappropriat e submission Project 15% 6

7. 7

8.  Monotransitive  You look very nice today.  Ditransitive  Transmonitive  Intransitive  I’m rather panicked about the final exam. Which are types of complementation patterns in English?

9.  He gathered his strength and threw the ball.  The catcher threw the ball to the outfielder.  The runner stopped. What kind of Complementation?

10.  Usuality  Certainty  Obligation  Demand for goods and services  Inclination  Nominalizations  Probability  I’m rather panicked about the FINAL exam. What types of MODALITY are there in English?

11.  The child might be hers.  She often went there.  You should go now.  I’ll give you a hand. Modality: What types?

12.  Refer to your hand out. Language in Context: review 12

13. * ~ Hold hands. + *I can’t eat another thing. Here. What’s this? It’s for when you’re full. + It makes you sick. So you can go on eating. How else can you taste everything? I think it’s time for a dance. Katniss? People are starving in 12. Here they’re just throwing it up to stuff more in. Katniss? Peeta. This is Plutarch Heavensbee. Head Gamemaker. Successor to Seneca Crane. That’s a tough act to follow. Peeta! *May I? Please. So how do you like the party? It’s a little overwhelming. It’s appalling. Still if you abandon your moral judgment it can be fun. So, are you having fun? I’m the head gamemaker, fun is my job. I thought that was what happened to Seneca Crane. Too much fun. ~ Seneca decided to quit breathing. Decided. It was that or poison berries. Being Head Gamemaker has never been the most secure job in the world. Then, why are you here? Same reason as you, I volunteered. Why? Ambition. The chance to make the games mean something. The games don’t mean anything. They only mean to scare us. Well maybe it was you who inspired me to come back. Ah! The presidential welcome. I’m sure we’ll meet again. + Katniss, come. The President awaits. You think we convinced him? I’m not sure what else we can do. Tonight, on this the last day of their tour, I want to welcome our two victors… …Two young people who embody our ideals of strength and valor. And I personally want to congratulate them on the announcement of their engagement. ~ Your love has inspired us. 13

14.  Refer to your hand out. Language in Context: review 14

15. * ~ Hold hands. Imperative NT/ Vi + * I can’t eat another thing. Monotransitive Declarative Here. What’s this? It’s for when you’re full. + It makes you sick. So you can go on eating. Complex Transitive How else can you taste everything? I think it’s time for a dance. Katniss? People are starving in 12. Here they’re just throwing it up to stuff more in. Katniss? Peeta. This is Plutarch Heavensbee. Head Gamemaker. Successor to Seneca Crane. That’s a tough act to follow. Peeta! * May I? Interrogative Please. So how do you like the party? It’s a little overwhelming. It’s appalling. Still if you abandon your moral judgment it can be fun. So, are you having fun? I’m the head gamemaker, fun is my job. I thought that was what happened to Seneca Crane. Too much fun. ~ Seneca decided to quit breathing. T/ Ved NT/ Vi Decided. It was that or poison berries. Being Head Gamemaker has never been the most secure job in the world. Then, why are you here? Same reason as you, I volunteered. Why? Ambition. The chance to make the games mean something. The games don’t mean anything. They only mean to scare us. Well maybe it was you who inspired me to come back. Ah! The presidential welcome. I’m sure we’ll meet again. + Katniss, come. The President awaits. Intransitive You think we convinced him? I’m not sure what else we can do. Tonight, on this the last day of their tour, I want to welcome our two victors… …Two young people who embody our ideals of strength and valor. And I personally want to congratulate them on the announcement of their engagement. ~ Your love has inspired us. NT/ Ven 15

16. Clause as Subject 16

17.  That he failed his driving test surprised everyone.  Why the course was cancelled was never explained.  What he said annoyed us all. What is the subject?

18. 1. That he failed his driving test surprised everyone. 2. Why the course was cancelled was never explained. 3. What he said annoyed us all.  What do you notice?  What “rule” of use can you formulate about the clause as subject? What is the subject?

19.  The clause as subject….  Can be formed by a “that” clause  Can be formed by combing two conjunctions of hypotaxis when subjuncted by a “when” clause  Can be formed by a “wh” interogative  Can be formed by a “wh” relative clause What rule of usage?

20. Clause as Subject SubjectFiniteComplement To argue with the captain was asking for trouble Clause as Head of ‘nominal group’ VG Clause as Head of ‘nominal group’ To argue with the captain was asking for trouble. To argue with the captain was asking for trouble. S F C To argue with the captain was asking for trouble. Cli (clause + infinitive) VG NG

21. Clause as Subject SubjectFinite + polarity + Predicator Ignoring the problem will not help. Clause as Head of ‘nominal group’ VG S Ignoring the problem will not help. Cling (clause + ing) VG

22. Clause as Subject SubjectFinite + polarity + Predicator Object That all his wealth might some day be hers had never occurredto her. Clause as Head of ‘nominal group’ VGPP That all his wealth might some day be hers had never occurred to her.

23.  For everyone to escape was impossible.  To forget your keys is easy  That you are failing the course is a pity. Compare  It was impossible for everyone to escape.  It is easy to forget your keys.  It is a pity (that) you are failing the course. Anticipatory “IT”

24. Clause as Subject Sub---FiniteComplement----ject It wasfortunate for us that the captain was not a show-off. (Anticipatory) Pronoun (NG) VGAdjClause as Head of ‘nominal group’ That the captain was not a show-off was fortunate for us. It is easy to understand why the captain was so popular. Why the captain was so popular is easy to understand.

25.  It was an amazing party.  It was fortunate for us that the sun was shining.  It has not been so sunny in a quite while. Subject? 25

26.  S  It was an amazing party. S---------------------------------------S  It was fortunate for us that the sun was shining.  S  It has not been so sunny in a quite while. Subject? 26

27.  That everyone showed up was unexpected.  Throwing a party can be stressful.  The party was a great success. Subject? 27

28.  That everyone showed up was unexpected.  Throwing a party can be stressful.  The party was a great success. Subject? 28

29. TEXT ANALYSIS 29

30.  Students have visited an art museum where there was an ‘exhibit’ of a fish in a blender. Visitors were asked to make a choice whether to press the button or not.  Students’ TASK : Argue for or against the appropriacy of the ‘blended fish’ museum exhibit. TEXT analysis ‘Blended Fish’ Student text (Cantonese Native Speaker, 14 years old) 30

31. In my opinion I think the museum is right. Why am I being so cruel for helping the museum and not the poor fishes? My answer is because the museum didn't blend the fish, it the visiter that blended the fish. Maybe the visiter think that blending a fish is art. So they wanted to see art there to satisfy themself. If your saying that having a museum will turned out like this, then would you rather that there would be no museum at all? The why is there a museum in the first place. It’s because they want to see some arts. You should expected to see some things would happen like this, right? Thousands and thousands of fish were being killed in one day. Why didn't the animal right group do anything about it? Why did they picked to deal with the museum’s fishes? Is it because of the way the fishes were being killed? Didn't you know how the thousands of fishes die? Some of them were being chop into many pieces. So why didn't the animal right group pick to deal with the blended fishes? Is a fish’s life as precious as a human’s life? In the reality, the answer is no. If you say yes, would you rather keep all the fish alive and safe but the human can’t eat meat? Do you want that to happen? Lots of people would say no. People eat fish everyday, but what’s the difference between eating fish and goldfish? These are all the reasons why I am not againsting the museum. Please think about what you did before you against the museum. TEXT (Original) 31

32.  Social Purpose  Stages Evaluating the Student Text

33.  Is a fish’s life as precious as a human’s life? In the reality, the answer is no. If you say yes, would you rather keep all the fish alive and safe but the human can’t eat meat? Do you want that to happen? Lots of people would say no. People eat fish everyday, but what’s the difference between eating fish and goldfish? These are all the reasons why I am not againsting the museum. Please think about what you did before you against the museum.  The student’s purpose is …  …to argue a case for a museum’s version of art. Is the text’s social purpose clear? 33

34.  The text is an “expository text”  Exposition:  (following Christie & Dreyfus, 2007 & Unsworth, 2001. p. 123)  Thesis (Macro-Theme)  Argument 1:  topic sentence/argument ^ evidence (elaboration)  Argument 2:  topic sentence/argument ^ evidence (elaboration)  Reinforcement of thesis Are the ‘stages’ of the text clear? 34

35. Thesis /defense of museumThe museum is OK. It doesn’t blend the fish, the visitor does. Argument 1Disagreement with the museum is illogical, (because being controversial is a museum’s job?) Argument 2Blending is the same as eating Argument 3Eating is OK, so blending is OK Reinforcement? Conclusion with ‘demand for action’. Please reconsider, if you are against the museum Stages of “Blended Fish” Text Student’s text/arguments 35

36.  Purposes/stages  Experiential  Interpersonal  Textual Evaluating the Student Text

37. EXPERIENTIAL MEANING

38.  What do you look for?  Language that makes up the field/topic  What does this include?  Nouns  Verbs  Are the choices relevant? Repetitious? Limited?  Are the VGs and/ or NGs faulty?  Faulty NG= e.g. no diectic  Are the process choices appropriate for the text purpose? Experiential Meaning 38

39. In my opinion I think the museum is right. Why am I being so cruel for helping the museum and not the poor fishes? My answer is because the museum didn't blend the fish, it the visiter that blended the fish. Maybe the visiter think that blending a fish is art. So they wanted to see art there to satisfy themself. If your saying that having a museum will turned out like this, then would you rather that there would be no museum at all? The why is there a museum in the first place. It’s because they want to see some arts. You should expected to see some things would happen like this, right? Thousands and thousands of fish were being killed in one day. Why didn't the animal right group do anything about it? Why did they picked to deal with the museum’s fishes? Is it because of the way the fishes were being killed? Didn't you know how the thousands of fishes die? Some of them were being chop into many pieces. So why didn't the animal right group pick to deal with the blended fishes? Is a fish’s life as precious as a human’s life? In the reality, the answer is no. If you say yes, would you rather keep all the fish aliv e and safe but the human can’t eat meat? Do you want that to happen? Lots of people would say no. People eat fish everyday, but what’s the difference between eating fish and goldfish? These are all the reasons why I am not againsting the museum. Please think about what you did before you against the museum. Experiential Meaning: NGs VGs 39 Limited NGs NGs are Repetitive; Simple, not complex Ungrammatical VGs

40. The field/topic built up by NPs & VPs is relevant – e.g. museum, fish, blend, art, but the lexis/vocabulary is very limited in all word classes. For Example: ‘Thousands and thousands of fish’ is about the most complex noun group and is repeated three times. Verb groups are often ungrammatical, e.g. ‘did picked’, ‘againsting’. Noun groups seem less problematic/mainly grammatical. Experiential meaning: NGs VGs 40

41.  The most frequent process, appropriately, is ‘ material ’, mainly in par 3, but the verbs are unnecessarily repeated (e.g. kill, eat, blend), which shows limited vocabulary for construing events illustrating the argument. Experiential meaning Verb Process Choices 41

42.  There are mental verbs for giving the views of the writer and others; verbal verbs, actually used as mental verbs (e,g, some people would say yes = think yes/agree).  Mental processes seem over- represented in the first 2 paragraphs (think x 2, want x2). Experiential meaning Verb Process Choices 42

43.  Relationa l verbs are found in over- frequent wording ‘it is because’ structures, and in questions e.g. ‘is a fish’s life precious?’  Relational processes may also be over- represented in general, as a result of inappropriate ‘is because’ structures and ‘yes/no’ questions. Experiential meaning Verb Process Choices cont’d 43

44.  Experiential  Mood  NGs  Cohesion  Tense  Process choices  VGs  Modality  Evaluative language  Ungrammatical VGs Evaluating the Student Text

45.  Purposes/stages  Experiential  Interpersonal  Textual Evaluating the Student Text

46. INTERPERSONAL MEANING

47.  What do you look for?  Tense  Pronouns  Mood  Modality  Evaluative language  Are these choices appropriate for the purpose of the text? Interpersonal Meaning 47

48. The most serious problem is interpersonal meaning (the making of the writer-reader relationship):  Mood selection is generally inappropriate, as there is too much [rhetorical] questioning, and not enough declarative mood giving information to support/elaborate/exemplify substantive arguments. Interpersonal meaning 48

49. In my opinion I think the museum is right. Why am I being so cruel for helping the museum and not the poor fishes? My answer is because the museum didn't blend the fish, it the visiter that blended the fish. Maybe the visiter think that blending a fish is art. So they wanted to see art there to satisfy themself. If your saying that having a museum will turned out like this, then would you rather that there would be no museum at all? The why is there a museum in the first place. It’s because they want to see some arts. You should expected to see some things would happen like this, right? Thousands and thousands of fish were being killed in one day. Why did n't the animal right group do anything about it? Why did they picked to deal with the museum’s fishes? Is it because of the way the fishes were being killed? Didn't you know how the thousands of fishes die? Some of them were being chop into many pieces. So why did n't the animal right group pick to deal with the blended fishes? Is a fish’s life as precious as a human’s life? In the reality, the answer is no. If you say yes, would you rather keep all the fish alive and safe but the human can’t eat meat? Do you want that to happen? Lots of people would say no. People eat fish everyday, but what’s the difference between eating fish and goldfish? These are all the reasons why I am not againsting the museum. Please think about what you did before you against the museum. Interpersonal meaning: MOOD 49

50.  The final imperative mood choice is better expressed with modulated declarative – ‘people might perhaps …’which includes people other than the addressee (you).  Please think about what you did before you against the museum.  People might consider their own habits before protesting the museum. Interpersonal meaning: MOOD 50

51.  Modality is inappropriately high and ungrammatical in ‘you should expected’ and successful modality is generally expressed lexically by adjuncts ‘actually and ‘maybe’, not grammatically in verb groups. Interpersonal meaning: Modality 51

52.  Tense is unsystematic e.g. the sudden switch to past tense in paragraph 3.  Evaluative lexis ‘chopped into many pieces’ needs downgrading to appear less ‘ emotional’/based on ‘affect’. Interpersonal meaning: Tense; Evaluative language 52

53.  The pronoun selection of ‘you’ addresses the reader over-directly and with ‘ high volume’ (e.g. let me ask you a question……Do you want that to happen?) in all except the first paragraph.  This is far more appropriate in spoken mode (e.g. debate), or in writing making closer writer-reader relationship (e.g. a magazine).  Pronoun ‘I’, however, is appropriate in paragraphs 1 and 5 presenting and refining personal view. Interpersonal meaning: Pronoun 53

54.  Purposes/stages  Experiential  Interpersonal  Textual Evaluating the Student Text

55. TEXTUAL MEANING You will NOT be tested on this metafunction

56.  What do you look for?  Backbone; structure  Cohesion  Synonyms  Pronoun referencing (for cohesion)  Signposting/ discourse markers  Conjunctions. Textual Meaning 56

57. In my opinion I think the museum is right. Why am I being so cruel for helping the museum and not the poor fishes? My answer is because the museum didn't blend the fish, it the visiter that blended the fish. Maybe the visiter think that blending a fish is art. So they wanted to see art there to satisfy themself. If your saying that having a museum will turned out like this, then would you rather that there would be no museum at all? The why is there a museum in the first place. It ’s because they want to see some arts. You should expected to see some things would happen like this, right? Thousands and thousands of fish were being killed in one day. Why didn't the animal right group do anything about it? Why did they picked to deal with the museum’s fishes? Is it because of the way the fishes were being killed? Didn't you know how the thousands of fishes die? Some of them were being chop into many pieces. So why didn't the animal right group pick to deal with the blended fishes? Is a fish’s life as precious as a human’s life? In the reality, the answer is no. If you say yes, would you rather keep all the fish alive and safe but the human can’t eat meat? Do you want that to happen? Lots of people would say no. People eat fish everyday, but what’s the difference between eating fish and goldfish? These are all the reasons why I am not againsting the museum. Please think about what you did before you against the museum. TEXT: Backbone 57 In my opinion I think the museum is right. Why am I being so cruel for helping the museum and not the poor fishes? My answer is because the museum didn't blend the fish, it the visiter that blended the fish. Maybe the visiter think that blending a fish is art. So they wanted to see art there to satisfy themself. If your saying that having a museum will turned out like this, then would you rather that there would be no museum at all? The why is there a museum in the first place. It ’s because they want to see some arts. You should expected to see some things would happen like this, right? Thousands and thousands of fish were being killed in one day. Why didn't the animal right group do anything about it? Why did they picked to deal with the museum’s fishes? Is it because of the way the fishes were being killed? Didn't you know how the thousands of fishes die? Some of them were being chop into many pieces. So why didn't the animal right group pick to deal with the blended fishes? Is a fish’s life as precious as a human’s life? In the reality, the answer is no. If you say yes, would you rather keep all the fish alive and safe but the human can’t eat meat? Do you want that to happen? Lots of people would say no. People eat fish everyday, but what’s the difference between eating fish and goldfish? These are all the reasons why I am not againsting the museum. Please think about what you did before you against the museum.

58.  Thematic selection reveals the ‘backbone’ to the text is questioning, rather than ‘material’ illustrations to argument.  Material illustrations to argument are few and repetitious, e.g. ‘The museum [put]….., thousands and thousands of fish [were being killed]…..  Some good Thematic selection is ‘some people’…though this wording is not always found in the appropriate stage. Textual Meaning 58

59.  There is little (-) complex conjunction overall, showing the writer has control only of ‘and’ and ‘but’ and limited control of ‘if’.  There are also few (-) adverbial discourse markers, except for ‘so’ in So, they wanted to see art there.  Referencing is unclear with ‘they’ in paragraphs 1, 2 e.g. ‘its because they want to see some arts’ and 3. Textual meaning 59

60.  Test Question:  Name the meaning (experiential or interpersonal) with which the student writer has more difficulty and the grammatical system which is less controlled.  Interpersonal Meaning is most problematic  Modality  Tense  Pronoun selection  (This would be followed by examples from the text using the terms/concepts from this course) 60

61. 61

62. In my opinion, the museum is right. Why might I seem so cruel for siding with the museum and not the poor fish? My answer concerns the purpose/role of art museums and the relationship of fish and people. The purpose of art museums is to let visitors see [and think about] art. Visitors want to see [some ] art. Art could be, to some visitors, blending a fish (or not). The visitor decides, and the visitor, not the museum, blends the fish. [ The museum gives participation opportunities to people. They can act or simply think]. Many thousands of fish are killed for food by people each day, but animal rights groups do not protest each day. Perhaps some people protest about the museum’s fish exhibit because the fish might be chopped into many pieces, and suffer. However, the many thousands killed each day are also diced up. [This is] because, in reality, a fish’s life is not as precious as a human life. Humans do not conserve fish or avoid eating fish meat. [On the contrary], people eat fish every day. These are the reasons [why] I am not against the museum. OR [ So my reasons for supporting the art museum are that we expect art to make us think, and fish are [seen as] food by most people.] Re-writing 62

63.  Examined a student-produced text  Identified the most problematic area:  Interpersonal  Identified the least controlled grammatical system/area  Modality  Pronoun  Tense/voice What we just did 63

64. MeaningSystem Ideational (Experiential) (+logical) Noun Verb Conjunction Interpersonal Mood Modality Tense & Voice Pronoun Evaluation (Appraisal) Textual Cohesion: Reference [Theme development] The ‘problem’ usually relates to a lexico-grammatical system 64

65. Do. Not. Panic. 65

66. 66 The Tutorials will focus on Text Level Analysis

67.  TAKE A TINY BREAK: 10 minutes And now….. 67

68. Activity : Red or GREEN (last time!) 68 DISAGREE/NO AGREE/ YES

69.  He took a bath most nights.  Change to the present tense, progressive aspect.  He had been taking a bath most nights.  He has been taking a bath most nights. Correct or not? 69

70.  He has been taking a bath most nights.  Process type= Material Correct or not? 70

71.  She changes her dress frequently.  Change to past tense, passive voice.  Her dress was frequently changed. Red or Green? 71

72.  She is keen to become a teacher.  I nclination : High  I nclination : Median  O bligation : Median Correct or not? TYPE and VALUE of MODALITY 72

73.  He has to get a high GPA this term or be discontinued.  Obligation: High  Obligation: Median  Probability: High Correct or not? TYPE and VALUE of MODALITY 73

74.  He chose his major last semester.  Probability: High  Obligation: High  Inclination: Median Correct or not? TYPE and VALUE of MODALITY 74

75.  He has decided to join the club. VED Correct or not? (Ved/ven/vi/vo/vs/ving) 75

76.  He has decided to join the club. TENSED Correct or not? Tensed/non-tensed 76

77.  He has decided to join the club. Material Correct or not? Process type 77

78.  He decided to join the club.  VED + TENSED Red or Green? 78

79.  She is a great singer.  VS + TENSED Red or Green? 79

80.  She is a great singer.  Complementation pattern: Monotransitive Red or Green? 80

81.  Be good.  Vi Red or Green? 81

82.  Be good.  Declarative Red or Green? 82

83.  Crying won’t help.  VING + NON-Tensed Red or Green? 83

84.  The reservations have been cancelled.  Declarative  Interrogative  Exclamative Red or Green? 84

85.  Don’t give that child any more candy.  Declarative  Imperative  Exclamative Red or Green? 85

86.  Pass the salt, please.  Declarative  Interrogative  Exclamative  Imperative Red or Green? 86 Imperative: a command softened into a request by the use of please; spoken perhaps by a superior to a subordinate.

87.  Could you pass the salt, please?  Declarative  Interrogative  Exclamative  Imperative Red or Green? 87

88.  I think the salt must be over there.  Declarative  Interrogative  Exclamative  Imperative Red or Green? 88 Declarative: an indirect request that avoids imposing an obligation on the listener; spoken perhaps at a formal dinner.

89.  That he decided to join the club was a mystery to everyone. Has the subject be correctly identified (underlined)? Red or Green? 89

90.  That he decided to join the club was a mystery to everyone. Has the subject be correctly identified (underlined)? Red or Green? 90

91.  She collected her books and left the room. Is the complementation pattern correctly identified? 91

92.  She collected her books and left the room. Is the complementation pattern correctly identified? 92

93.  She is a great singer. Copular Is the complementation pattern correctly identified? 93

94. 94

95.  QUIZ #3 during Tutorials!!!  You will be given a Text  The focus this time is on:  Complementation patterns  I will release the TEXT for the final exam today.  I will not answer any questions about this text. I will also not answer any more questions about grammar after the last tutorial next week. Remember 95

96.  THANK YOU … for this semester!  Thank ALL of you students for participating! One quick thing… 96

97. 97

98. REMEMBER 98 Self-Access/ Independent Study Check MOODLE