Quit as Predicate Adjective

Quit as Predicate Adjective Quit as Predicate Adjective Quit as Predicate Adjective By Maeve Maddox Does anyone else cringe at the use of quit in the commercial that says: 44% of †¦ users were quit during weeks 9 to 12 of treatment. The context screams for quit as a verb, not as a predicate adjective: 44% of users †¦ had quit after nine weeks. The OEDs entry for quit in predicative sense offers these illustrations: When the book was restored the borrower [was] declared quit. (1866) This charter confers the right of having one man quit from tallage in every royal borough. 1928 Ralph is not quit of his wartime melancholy. (1945) He is tired of Sophina. He wishes to be quit of her, but she cannot afford to leave him. (1997) The example from 1866 sounds a bit like legal jargon. The one from 1928 uses from where we might say of. Those from 1945 and 1997, which include the particle of, sound perfectly idiomatic. When starting to write this post, Id expected to argue that nobody uses quit with a being verb without the of, but Ive found many examples of the infinitive phrase to be quit, mostly in informal writing in comments and forums, and mostly in connection with beating the cigarette habit: I am grateful to be quit. It is 5 months and 3 weeks. But one thing I have not lost sight of:   How truly truly grateful I am to be desperate to be quit. Smoking was a [habit] that had to be quit. David Gelkin has it right – the idea quitting is always bad – is an idea that ought to be quit. But after hearing Ms. Rice’s description of Christianity, I’m thinking it deserves to be quit. Idiom is tricky. The statements with to be quit dont offend my ear the way that drug commercial does. Is it just me? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtUsed To vs. Use ToEpidemic vs. Pandemic vs. Endemic

Essay on Gender Role and Ibsen Presents Women

Essay on Gender Role and Ibsen Presents Women Essay on Gender Role and Ibsen Presents Women ‘Explore the roles of women in both texts. How far do you agree that Wilde presents the more traditional idea of ‘passive women’ whereas Ibsen presents women who defy expectations? Victorian England made a clear division between gender roles of men and women. The only life for a Victorian woman was marriage and family, Nora exists solely within the house and her purpose is to maintain it. Young girls were brought up to be perfectly innocent, sexually ignorant and vain; ‘What wonderfully blue eyes you have ‘I hope you will always look at me just like that, especially when there are other people present.’ This reveals her as a vain woman concerned about her appearance in the eyes of others, throughout the play there are constant reminders of how superficial Victorian society was. It is also implying that Gwendolen wants men to look at her with desire, as if she specifically needs the male sex to validate her and to make her feel secure within herself. Wilde illustrates in ‘The Importance of Being Earnest’ how love is forced, and not heart felt ‘I am not in favour of long engagements. They give people the opportunity of find ing out each other's character before marriage, which I think is never advisable.’ This highlights how marriage in the Victorian era was more like a contract not a meaningful devotion, Wilde uses this to mock Victorian society and adds an element of humor. He also uses this to suggest that you don’t want to get to know the person you are going to marry because you probably won’t like them as they’re a product of society. In many cases women were not allowed to choose who they marry ‘you are not engaged to anyone. When you do become engaged to someone, I, or your father, will inform you of the fact’ Lady Bracknell’s comments suggest that girls are not capable or experienced enough to prudently choose husbands. This further enforces the little level of intelligence women were perceived to have. Women were expected to marry and to have children however; Ibsen questions this passive role of women using his character Mrs Lind, she’s unusual in the fact that she isn’t married and also works. He uses Nora to be the voice of society ‘and no children?’ This would be unusual as it was a woman’s job to have children and without it she doesn’t have anything ‘Nothing at all, then.’ as she hasn’t fulfilled her role or as many men would view it, her usefulness. A modern day audience would feel that Nora was being rude or that she lacks a phenomenological view. The pace of the conversation shows there is tension and it makes the audience feel uncomfortable as if they are intruding, Ibsen uses this naturalistic approach to give the audience an insight to what they characters are thinking and how they are behaving, whereas in the importance of being earnest they play moves around a lot, it’s not just set in the home lik e A Doll’s house. In a Doll’s house from the outset Nora defies classic expectations women by doing things that would go against her husband; ‘takes a packet of macaroons from her pocket and eats one or two; then goes cautiously to

Impact of the new English as a Second Language Curricula Research Proposal

Impact of the new English as a Second Language Curricula - Research Proposal Example The school district has recently implemented new English as a Second Language curricula in its elementary, middle, and high schools. Implementation has been quite expensive, involving the purchase of instructional materials and computer software, teacher and staff training, and the use of consultants to guide implementation. The district would like to study the effectiveness of the new curricula, looking at issues such as the impact on student English. language proficiency, student academic progress overall, student, family, and teacher satisfaction with the curricula, and implementation issues. This investigation will attempt to answer the following research questions: 1. Is there student satisfaction with the new ESL curricula in Eastside District high schools? 2. Is there family satisfaction with the new ESL curricula in Eastside District high schools? 3. Is there teacher satisfaction with the new ESL curricula in Eastside District high schools? 4. Is there overall satisfaction wi th the new ESL curricula in Eastside District high schools? 5. Which aspect/s of the new ESL curricula provide the most satisfaction? 6. Which aspect/s of the new ESL curricula provide the least satisfaction? In order to answer these research questions, this study will test the following research hypotheses: 1. It is hypothesized that students are satisfied with the new ESL curricula. 2. It is hypothesized that families are satisfied with the new ESL curricula. 3. It is hypothesized that teachers are satisfied with the new ESL curricula. 4. It is hypothesized that a number of aspects of the new ESL curricula need to be focused on and improved. II. Research Design This research study will use a descriptive survey approach in order to determine the level of satisfaction of teachers, students, and families utilizing the new ESL curricula. A descriptive research design usually answers the question â€Å"what is† and is, therefore, appropriate research design for the investigation at hand since the investigation is interested in finding out what the level of satisfaction is among stakeholders of the new ESL curricula (Creswell, 2003). III. Setting and Sample The research study will be conducted at six randomly selected Eastside District High Schools, High School A, High School B, High School C, High School D, High School E, and high School F. These high schools will be chosen using stratified random sampling. First, a list of all High Schools from the Eastside District will be acquired.