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شكراً يا مارينا على المعلومات المفيدة ... عندي سؤال محيرني جداً في مادة ESSAY هو إن الدكتورة نزلت محضرات جديدة في مادة الإسي وشالت القديمة .... ماذا أفعل علماً بأن هناك بعض الإختلافات المهمة في الجديدة .... وجرامر ترم تاني أزاكرالترم الثاني فقط ولا الترم الأول والثاني .....شكراً

] All of Essay 213 Made by: Miss. Nour Part I Lecture One A) A sentence:- 1- Starts with a capital letter. 2- Ends with a full stop. 3- Has a subject and a verb and complete meaning. (تحتوي على فاعل و فعل ولها معنى كامل) B) The fragment A sentence fragment is piece of a complete thought. It can be a phrase a dependent clause or any incomplete word group. مجموعة من الكلمات ليس لها معنى مكتمل ممكن ان تكون شبه جملة او جملة تابعة – Types of Sentences 1- Simple Sentence:- - A simple sentence contains one subject and a predicate ( one verb and a complement). The subject can be: - a noun, a pronoun or a noun phrase. Ex: Dogs and Cats sometimes enjoy living together. 2- Compound Sentence:- - A compound Sentence contains two independent clauses and a coordinating conjunction. Co-ordinations are:- And- so- for- but- yet-or- either...or- neither...nor. Ex: He was sick but he went to school. P.S: when the coordination join subjects, verbs or objects it isn't a compound sentence; it is a simple sentence. Ex: Ahmed and Mona are friends. I like reading and writing. I will either sleep or study. 3- Complex Sentences:- - A complex sentence contains a dependent clause and an independent clause. Ex: When she came, I wasn't home. Or, I wasn't home when she came. Lecture Two *We talked previously about the co-ordinations, so let's talk about the subordinations:- - The subordinations create a more complex relationship between the two sentences than the co-ordinations by converting one of them into a dependent clause and keeping the other one independent. Subordinations are:- Relationship Possible subordinating conjunction Chronological order When, after, whenever, while, before, as Place. Where, wherever Conditional . If, Unless Description . Which, who, that Cause . Because, in order that, so that, as, since. Contrast . Although, while, even though, though • Ex: Because they arrived late, they didn’t find a place. Changing a clause into a phrase 1) If the clause has a verb to be form, omit the subject and the be form. • Ex: Ahmed is going to the mall. Ahmed will meet Ali.  Going to the mall, Ahmed will meet Ali. • Ex2: The car is washed today. It looks shining.  Washed today, the car looks shining. 2) If the clause has a be form but followed by an adjective, convert the be form into the present participle (being). • Ex1: He is good boy. He helps his mother.  Being a good boy, he helps his mother. • She was tired, she didn't do her homework.  Being tired, she didn't do her homework.  P.S: If the modified name is mentioned after the adjective and the subject was a proper name, omit the be form as well. • Ex: Spring, which is a beautiful season, is a time of renewal.  Spring, a beautiful season, is a time of renewal. ( Appositive ) 3) If the clause hasn't a be form, put the verb in the present participle form (ing). • Ex1: Mona studied hard. She passed the exam.  Studying hard, Mona passed the exam. • Ex2: She had cold. She couldn't go to school.  Having cold, She couldn't go to school. 4) If the two clauses are already joined by a conjunction, omit the conjunction and the subject and do as shown above. • EX: Because he smokes a lot, he is not in good shape.  Smoking a lot, he is not in good shape. • Ex: The man, who has been standing there for a long time, looked very strange.  The man, standing there for a long time, looked very strange. A dangling:- The dangling happened when the expected subject of the reduced clause (the phrase) is not the same subject of the independent clause that followed the phrase. • Ex: Having returned home early, dinner was ready earlier than usual. in this example when you read " having returned home early" you expect that the next clause will start with a person as a subject. then you read "dinner was…" so the reader may confused. • Ex2: Having been thrown in the air, the dog caught the stick. • Ex3: Smashed flat by a passing truck, Big Dog sniffed at what was left of a half-eaten hamburger The expected subject is not the same one in the independent clause, so this is a dangling. How to fix a dangling:- A dangling is a grammatical mistake so it has to be fixed. * There are two types of dangling:- 1- the misplaced modifier; which means that the described noun is included in the sentence but it is not in its right place * Ex: Being a good player, everyone admired Jack. • There are too many words separate the modifier and the word it describes. This is not right so we have to revise the sentence.  Being a good player, Jack was admired by everyone. 2- No described noun; which means that there is a modifier but no noun that the modifier describes. To fix it, the noun has to be added. • -Barking loudly, all the neighbours were angry  Barking loudly, my dog angered all the neighbours. Lecture Three A Run- On:- • A run on is an ungrammatical long sentence. This happens when two or more sentences are joined without a conjunction, punctuation or with the wrong punctuation. • Ex:- Ahmed is a student he is smart. • Or :- Ahmed is a student, he is smart. Both above sentences are wrong because we have two clauses with no conjunction, no punctuation or with the wrong punctuation. How to fix a run-on To fix a run-on there are two ways:- 1- Splitting the run-on into separate sentences by adding a full stop or a semi colon. 2- Combining sentences by adding coordinating or subordinating conjunction. • Ex: Ahmed is a student he is smart.  Ahmed is a student. He is smart.  Ahmed is a student; he is smart.  Ahmed is a student and he is smart. Dependent markers • They join an independent clause with a dependent clause or a phrase. • They come at the beginning of the dependent clause. • If the conjunction comes in the beginning a comma is needed. A List of Relative Pronouns that also Serve as Dependent Markers Who whose whom Which that --------- A List of Common Dependent Markers: After how till although / though if unless as in case that until as if in order that when / whenever as far [soon] as no matter how where / wherever as though now that whether because once while Before provided that whoever even if since whomever even though so that why Ex: Although he was sick, he went to school. Or: He went to school although he was sick. Independent markers • They join two independent clauses. • They come at the beginning of an independent clause. • If they come in the middle of a sentence a semi colon or a full stop is needed before them and a comma after. A List of some Common Independent Markers: ;consequently, ;furthermore, ;however, ;moreover, ;nevertheless, ;therefore, ;also, ;then, ;for example, ;thus, ;in addition, --------- • Ex1: Jack did his best. However, he did not succeed. • Ex2: Jack did his best; however, he did not succeed. • Ex3: Jack did his best, however, he did not succeed. • Ex4: Moreover, they have everything in common. ******** Lecture Four Transitional words Transitional words are linking words that connect the idea in one sentence with the idea in another sentence. They include: • Coordinating conjunctions. • Subordinating conjunctions. • Independent markers. EX: 1- John likes sports, for example, he likes Tennis and Basket ball. 2- He enjoys sports. Moreover, he likes reading. 3- She always exercises in order to keep fit. Parallelism • Parallelism is to write the structure to achieve balanced writing. • To make a parallel, use the same grammatical form by using the same parts of speech; names , verbs, phrases, clauses…. ect. Parallel tools And–but–either...or–neither...nor the comma–the semi colon Ex: Little ducks are always quacking and following one another. Ex: Mary likes to hike, to swim, and to ride a bicycle. Ex: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs Ex: I like reading, writing, and to paint. (this is an error)  I like reading, writing, and painting. Ex2: Among vices are: drugs, cigarettes, and alcoholic. (this is an error)  Among vices are: drugs, cigarettes, and alcohol. Lecture Five Writing Concise Sentences كتابة جملة مختصرة او موجزة 1-Pruning the Redundant: • Avoid writing the same things twice even with deferent words. * تجنب تكرار الكلمات و الافعال وان كانت بمرادفات اخرى. • Ex: All books have been destroyed and damaged.  This is wrong because destroyed and damaged are same so one of them should be omitted. A list of phrases you must prune • 12 midnight  Midnight • 12 noon  Noon • A person who is nice..  A nice person …. • Consensus of opinion  Consensus • End result  Result • New innovations  Innovations • Summarize briefly  Summarize • Refer back  Refer • We are in receipt of  We have received 2- Omitting sounding, yet meaningless, phrases. • Avoid using sounding phrases that add nothing to the meaning of the sentence. تجنب كتابة الجمل واشباه الجمل التي لا تضيف معنى. * • For example: All things considered - A s a matter of fact - As far as I’m concerned - To speak the truth. 3- Avoid using intensifiers that do not intensify. • Avoid using words such as really, very, quite, extremely, severely when they aren’t necessary. * تجنب استخدام كلمات المبالغة الزائدة. 4- Avoiding expletive constructions. • These begin with there is \ there are \ it is and then the noun then who/that then the verb. * تجنب استخدام الجمل المحشية. • Ex: There are five students who attended the class.  The concise version :Five students attended the class. 5- Shorten long sentences by reducing. To shorten a long sentence, reduce the clauses to phrases and phrases to single words. * لاختصار الجمل الطويلة استبدل الجمل الزائدة بأشباه الجمل, واشباه الجمل بالكلمات المنفردة. Ex: My sister, who works as an English teacher, helps me a lot.  My sister, an English teacher, helps me a lot. 6- Eliminating clichés and Euphemisms. Avoid writing clichés and Euphemisms. • تجنب استخدام الكليشيهات والعبارات الملطفة. • الكليشيهات هي عبارة عن جمل نمطية, كثر استخدامها فاصبحت طريقة قديمة ومبتذلة للتعبير. Ex: She is cool as a cucumber. cool as a cucumber = silly • العبارات الملطفة هي تلوين الجملة وعدم قول الحقيقة صراحة كنوع من الخجل او تنميق الكلام Ex: he passed away. Passed away = died * Remember that these examples just for instance. You should avoid using them in your essay. Types of Essays • Narrative Essays. (المقال الروائي او القصصي) • Descriptive Essays. (المقال الوصفي) • Argumentative Essays.(المقال الجدلي او الخلافي) • Expository Essays (المقال التحليلي) 1- Narrative Essays:- This type tells a story or relates a series of events in the order in which they happened. An entire essay can be narrative, or just part of it. • هذا النوع من المقال يروي حكاية او يروي سلسلة احداث بالترتيب الزمني الذي حصلت به. ممكن ان يكون المقال كله روائي او جزء منه فقط. 2- Descriptive Essays:- This type describes subjects such as people, places and scenes. The whole essay can be descriptive or just part of it. * هذا النوع يصف موضوع المقال مثل الاشخاص, الاماكن, و المواقف. ممكن ان يكون المقال كله وصفي او جزء منه. 3- Argumentative Essays:- A writer uses this type of discourse when supporting or refuting a statement. This discourse is used when both sides of the argument are presented. * يستخدم الكاتب هذا النوع من المقال لدعم او دحض فكرة. وهذا النوع يستخدم عندما تتواجد احد وجهتي النظر او كلتاهما. بمعنى التكلم في موضوع معين وذكر ايجابياته وسلبياته. 4- Expository Essays:- This type explains or analyzes a subject such as an event, a situation, a concept, or function or, a theme. Either a whole essay can be expository or part of it. • هذا النوع يفسر او يحلل الموضوعات مثل الاحداث, المواقف, الافكار او المفاهيم, الوظائف, المواضيع. يا اما يكون المقال كله توضيحي او تفسيري يا اما جزء منه فقط. * ملاحظة: لاحظ ان ممكن ان يجمع مقال واحد اكثر من نوع, بأن يقسم المقال الى برجرافات وكل براجراف يكون من نوع. كأن يتكلم المقال عن موضوع معين فيوصفه في براجراف ويفسره او يوضح جوانبه في براجراف ويحلله في براجراف و يروي قصة او حادثة كنوع من التمثيل. وافضل المقالات هو الجامع بين كل الانواع قدر الامكان. ************ Lecture Six Essay Structure Essays are divided into paragraphs. * تقسم المقالات الى فقرات او براجرافات. What is a paragraph? • A paragraph expresses one main idea related to the main subject of the essay. This idea must be fully developed in a paragraph; this is why each sentence in the paragraph should have a function. * الفقرة او ال"براجراف" تتناول فكرة رئيسية واحدة تتصل بالموضوع الاساسي للمقال. ويجب ان تفصل او توضح هذه الفكرة بشكل كامل, ولذلك يجب ان يكون لكل جملة في البراجراف وظيفة. Essay Structure  The three main parts of an essay are: • The Introduction ( المقدمة ) • The Body ( القوام ) • The Conclusion ( الخلاصة او الخاتمة او الاستنتاج النهائي ) 1- The Introduction:- This is the first paragraph of an essay. It explains the topic with general ideas. It also has a thesis statement. This is a sentence that gives the main idea. It usually comes at or near the end of the paragraph. An introduction gives a general background information on a certain topic that will be developed in the body. * براجراف المقدمة هو البراجراف الاول في اي مقال. يتم فيه شرح الفكرة الرئيسية بشكل عام. كما تحتوي المقدمة على جملة الموضوع. وهي جملة تعطي الفكرة الرئيسية للمقال وعادة ماتكون في نهاية برجراف المقدمة او قرب النهاية. 2- Body paragraphs:- These are where the topic is developed. The body paragraphs should always explain the thesis statement of the essay. * في هذا الجزء يتم تناول الموضوع بشكل تفصيلي و واضح. براجرافات القوام او براجرافات جسد المقال يجب ان تشرح الفكرة التي تحملها جملة الموضوع المذكورة في نهاية المقدمة. 3- Concluding paragraph:- • This is where your argument, description, narration or exposition is summed up and your comments are made. * هذه الفقرة يكون فيها جدالك ووصفك وسردك او عرضك المختصر و تعليقاتك مستنبطة بمعني ان الفقرة الاستنتاجية قائمة على التحليل او سرد حقائق او وقائع او ارقام و هكذ او في الاخر تقوم ببناء رأيك في الموضوع او تعليقك عليه كنتيجة منطقية مترتبة على ما سرد. او بمعنى اخر ان في هذا البراجراف يتم وضع المختصر المفيد للمقال ثم وضع رأيك بناءا على هذا الملخص. Different Sentences and their function 1- Topic Sentences:- • First sentence of the paragraph. It is normally a general introduction to the main idea or the topic • هي اول جملة في اي براجراف. عادة ماتكون مقدمة عامة عن الفكرة الرئيسية او الموضوع. هذه الجملة تعطي القارئ فكرة عامة عن طبيعة الموضوع. 2- Thesis Statement:- A thesis statement is the last sentence of the Introduction. The introduction starts with general background information about the topic "Topic Sentence" and ends with the "thesis statement" which tells the reader what you will do in the essay. * الجملة الحاملة للموضوع هي اخر جملة في المقدمة. المقدمة يبدأ بفكرة عامة وتنتهي بجملة تخبر القارئ ما سيتحدث عنه الكاتب في بقية المقال Ex: Family planning is an issue that is widely discussed (Topic Sentence). The number of children born every year is increasing every year. A solution to the problem of overpopulation in Egypt has to be found. Though some people support the enforcement of birth control, others argue against such an endeavour. (Thesis Statement) P.S: This is the "introduction" of an essay. The first sentence "Family planning is an issue that is widely discussed" lets you know the main idea of this essay. The last sentence ". Though some people support the enforcement of birth control, others argue against such an endeavour." tells what the body of the essay will be handling. * المثال السابق هو مقدمة مقال. الجملة الاولى توضح الفكرة الرئيسية للمقال " تنظيم الاسرة مشكلة تناقش بنطاق واسع" مما يعرف القارئ بان هذا المقال يتكلم عن مشكلة تنظيم الاسرة. اما الجملة الاخيرة " على الرغم من دعم الناس لتطبيق تحديد النسل, الا ان البعض الاخر ضده" نستنبط من هذه الجملة ان قوام المقال سيتكلم عن الاراء الرافضه والداعمة لهذا الموضوع. To Be continued …. Lecture Seven The rest of "Types of Sentences" 3- Major Sentences:- The sentences that contain the main points are called Major sentences * الجمل الرئيسية هي الجمل التي تحتوي على النقاط الاساسية للموضوع. 4- Support Sentences:- Often you will need to expand a main point that you have made in a major sentence. To do this, you will write another sentence or perhaps more than one sentence because it gives more information about one of your main points. * غالبا ما ستحتاج الى التكلم بتفصيل اكبر عن الجملة الرئيسية. ولذلك ستحتاج الى كتابة جملة او اكثر من جملة لتعطي معلومات اكثر عن النقطة الرئيسية. 5- Transition Sentences:- This sentence tells the reader that a main area has been finished and the writer is about to start dealing with a new idea. * هذه الجملة تعلم القارئ بإنتهاء جزءا اساسيا من المقال وان الكاتب على وشك البدء بمناقشة فكرة جديدة. Television has many disadvantages; however, many people are addicted to it. 6- Division Sentences:- This sentence tells the reader in advance about the areas the writer is going to tackle. * هذه النوع من الجمل يخبر القارئ سلفاً بالافكار الرئيسية المتداولة في المقال. Ex: The main reasons of hepatitis C are; smoking, alcohol, and contaminated food. 7- Concluding Sentences:- These sentences conclude the development of the essays. * هذه الجمل " الجمل الختامية" ومن الواضح من اسمها انها تنهي المقال. Ex: Last Friday, my family gathered together for an outing (TS). We travelled to New York by car (MS). My father thought it will be more comfortable (SS). The weather was beautiful (MS). It was 22C (SS). The sun was shinning and there was a very nice cool breeze all day long (SS). The lunch was excellent (MS). We went to a very famous Japanese restaurant (SS). Both food and service were exceptional (SS). After lunch, we played many games (MS). We played cards and dominos (SS). Then we went fishing (MS). We all enjoyed our time (SS). At sunset, we went home. (Narrative Discourse) P.S: MS= Major Sentence TS= Topic Sentence SS= Support Sentence CS= Concluding Sentence Paragraph Development To develop a paragraph there is many ways:- 1) Giving reasons. (اعطاء الاسباب) 2) Making comparisons. (عمل المقارنات) 3) Showing causes and effects. ( بيان السبب والنتيجة) 4) Giving Examples. ( التمثيل – اعطاء امثلة) 5) Giving proves or evidences stating facts.(اعطا الادلة والبراهين التي تفيد الحقائق) Paragraph Development by Examples • One of the ways to plan a paragraph developed by examples—is to divide it to: • احد طرق تطوير المقال هي طريقة اعطاء الامثلة, لتطوير مقال بهذه الطريقة, يقسم المقال الى... 1) A topic sentence that presents a one-sentence statement of the main idea of the whole paragraph. * جملة الموضوع التي تقدم الفكرة الرئيسية للمقال. 2) Several example sentences that give details to support the main idea of the topic sentence. * العديد من الامثلة التي تعطي تفاصيل اكثر لدعم الفكرة الرئيسية. 3) A restatement sentences that reaffirms the central idea of the topic sentence. • اعادة صياغة او ذكر الجملة الرئيسية المذكورة في جملة الموضوع من باب التأكيد. Paragraph Development by Classification Another developmental device is the classification paragraph which organizes items or ideas to be discussed into relatively homogeneous groups * طريقة التصنيف هي طريقة اخرى لتطوير المقال, وذلك عن طريق اتباع نفس الخطوات المتبعة في طريقة الامثلة مع زيادة شرح تفصيلي لكل مثال تم تقديمه. Part II In the first part we handled the lectures 1-7; in this part we will handle things that mentioned in the CDs and don't exist in the lectures. CD One Parts Of Speech 1- Nouns. 2- Pronouns. 3- Verbs. 4- Prepositions. 5- Adjectives. 6- Adverbs. 7- Conjunctions. 8- Articles. P.S: Adjectives describe nouns. Adverbs describe verbs, adjectives or other adverbs. P.S: The adverbs are divided into; time adverbs, cause adverbs, place adverbs and frequency adverbs. The position of words in a sentence • A word according to its form. • Mentioning its function in the sentence. Ex: Marry gave me a book. Marry: the form: a noun. the function: a subject. Book: the form: a noun. the function: an object. The position of the dependent clause in a sentence A dependent clause can be:- 1- A Subject:- Ex: What she did is the important. The form: a dependent clause. The function: a subject. 2- An Object:- Ex: I don't know what she did. The form: a dependent clause. The form: an object. 3- A Predicate:- Ex: The important thing is what she did. The form: a dependent clause. The function: a predicate. 4- An Adjective:- Ex: I know the girl who broke the disk. The form: a dependent clause. The function: an adjective. CD Two Writing Patterns 1- Pattern One:- Independent clause. Independent clause. Ex: She was sick. She attended the class. 2- Pattern Two:- Independent clause; Independent clause. Ex: She was sick; she attended the class. 3- Pattern Three:- Independent clause coordination independent clause. Ex: She was sick yet She attended the class. 4- Pattern Four:- Independent clause. Independent marker, independent clause. Or Independent clause; Independent marker, independent clause. Ex: She was sick. However, she attended the class. Or She was sick; however, she attended the class. 5- Pattern Five:- Subordinating conjunction dependent clause, independent clause. Ex: Although she was sick, she attended the class. 6- Pattern Six:- Independent Subordinating conjunction dependent clause clause. Ex: She attended the class although she was sick. 7- Pattern Seven:- Part of an independent clause, dependent clause, the rest of the independent clause. Ex: The girl, who attendant the meeting, is my sister. 8- Pattern Eight:- A Phrase, an independent clause. Ex: being late, the girl missed her bus. Punctuations 1- A Comma:- , a) A comma is used before the coordinating conjunctions. Ex: She was sick, so she didn't attend the class. b) A comma is used after phrases, clauses, or words that come before the main clause. Ex: Being late, the girl got fired. c) A comma is used to separate different items of a series. I like reading, writing, painting, and playing guitar. d) A comma is used after the independent markers. Ex: She was sick. however, she attended the class. 2- A Semi Colon:- ; A semi colon is used to join two independent clauses with no conjunction or when they linked by an independent marker. Ex: She was late; she got fired. Ex: She was sick; however, she attended the class. 3- A Colon:- : A colon is used after a complete statement in order to introduce a list or a comment illustrating or explaining the statement. Ex: You may be required to bring many items: sleeping bags, pans, and warm clothing. 4- Parentheses:- ( ) The parentheses are used to mark extra nonessential material included in a sentence. Ex: My sister (my elder sister) is getting married. 5- Period:- . A period or a full stop is used at the end of each sentence, text or paragraph. Ex: He is a student. CD Three There in nothing new in this CD. If you have a problem with the parallelism, watch CD three. CD Four Using phrases to connect ideas:- 1) Past Participle form:- Ex: Shocked by the news, she left early. 2) Present Participle form:- Ex: hearing the news, she left early. 3) Absolute Phrases:- Ex: Her hearing the news, she left early. 4) An Infinitive:- Ex: To hear the news, she left early. 5) Verbless:- Ex: Anxious and faithful, she left early. Using the appositive to connect ideas. An appositive is a renaming or re- identification of something earlier in the text Ex: My father's car, a white Mercedes, is very big. P.S: CDs five, six and seven have nothing new. [/cent[/u]er][/b] منقول

بليز ممكن حد ينزل إمتحنات 215 علم الترجمة 2011 + 2012 وهل نذاكر الكمرهنشن 212 من الكتاب وماهي المواضيع المطالبين بها في مادة العربي 211

قصعة خبزاً وسمناً ولبناً وهي هدية من زيد بن حارثة . عليه الصلاة والسلام

نَاجِد نَهَّات نَهُوس هَجَّاس هَرَّاس هَرِس هُزَابِر هَصِر هِلْقَام هُمْهُوم هَوَّاسَة هَيْصَم مهصار البهنس اسامة العتريس القصورة الهمام الضرغام الحيدرة العباس الليث الفرناس