http://www.towson.edu/ows/pronouns.htm
Pronoun - Antecedent Agreement -
Exercise 1
1. During early rehearsals, an actor
may forget (his or her,
their) lines.
2. The Washington team was
opportunistic; (it, they)
took advantage of every break.
3. A person needs to see (his
or her, their) dentist twice
a year.
4. The committee members put (its,
their) signatures on the
document.
5. If any one of the sisters needs a
ride, (she,
they) can call me.
6. When someone has been drinking, (he
or she, they) may drive
poorly.
7. If the board of directors
controls the company, (it, they)
may vote for a raise.
8. Neither the pilot nor the
attendants gave (his or
her, their) opinion about
the mishap.
9. Each of these companies had (its,
their) books audited.
10. Some of the china has lost (its,
their) luster.
http://www.towson.edu/ows/exercisep-aagr.htm
KINDS OF PRONOUNS
SINGULAR |
PLURAL |
|||||
|
subjective
|
objective
|
possessive
|
subjective
|
objective
|
possessive
|
|
|
1st
person
|
I
|
me
|
my,
mine
|
we
|
us
|
our,
ours
|
|
2nd
person
|
you
|
you
|
your,
yours
|
you
|
you
|
your,
yours
|
|
3rd
person
|
he
she
it
|
him
her
it
|
his
her,
hers
its
|
they
|
them
|
their,
|
Singular:
|
one
|
someone
|
anyone
|
no one
|
everyone
|
|
each
|
somebody
|
anybody
|
nobody
|
everybody
|
|
(n)either
|
something
|
anything
|
nothing
|
everything
|
|
Examples:
|
|
Somebody
is coming to dinner.
|
|
Neither
of us believes a word Harry says.
|
Plural:
|
Examples:
|
|
Both
are expected at the airport at the same time.
|
|
Several
have suggested canceling the meeting.
|
Singular with non-countables / Plural with countables:
|
Examples:
|
|
Some
of the dirt has become a permanent part of the rug.
|
|
Some of the trees have been weakened by the storm
|
|
Pronoun -
Antecedent Agreement - Exercise 2
|
1. We watched the cat and mouse as (it,
they) scurried around
the corner.
2. Unfortunately, the committee
hasn’t started (its, their)
search for a new president.
3. Neither of the children will do (his
or her, their) work.
4. Captain Parker or his men were
rescued on (his,
their) fourth day at sea.
5. All of the workers feel that (he
or she, they) deserve
the union’s support.
6. Every cat, dog, and rabbit had
received (its,
their) vaccine.
7. A number of people had lost (his
or her, their)
luggage on the flight.
8. The United Nations developed ( its,
their) Universal Declaration of Human Rights in 1948.
9. After the game, the team members
talked about ( his or
her, their)
individual playing problems.
10. Many people saw the show, but
only a few reported ( his
or her, their)
reactions to it.
http://www.towson.edu/ows/pronouns.htm
Page
920
The ideal format of a written Rogerian
persuasion looks something like this.
- Introduction. . . . Try presenting [your topic] as a problem rather than as an issue.
- Fair Statement of the Opposing Position. The goal here is to convince your readers that you understand their perspective by stating their position in a way they will recognize as fair and accurate.
- Statement of Contexts in Which That Position May Be Valid. Here you are trying to convince your readers that you understand how they could hold their position by suggesting that in certain contexts it has some valdity.
- Fair Statement of Your Own Position. Although you want to state your position convincingly, you also want to maintain your image as fair-minded. Your immediate goal is to get your readers to reciprocate, to understand your position as fairly and thoroughly as you have understood theirs.
- Statement of Contexts in Which Your Position Is Valid. Here you are trying to induce your readers to look at the problem from new perspectives and hence to see it in contexts they may previously have ignored.
- Statement of How Readers Would Benefit by Adopting at Least Elements of Your Position. Here you are appealing to your readers' self-interest, at least in the broader, long-term sense. You are trying to transform your position from a threat to a promise.
Rogerian
argument – common ground
1.
Terminally ill people should be
allowed to have physician assisted suicide.
2.
Terminally ill people should not be allowed
to have physician assisted suicide.
3.
People should be allowed to do
anything they want with their bodies, including physician assited suicide.
Euthanasia Is Morally Wrong
Every human life is precious. Regardless of age, gender or race, each individual is entitled to his or her self-preservation. While we have the innate duty to maintain our personal welfare, it is morally sound to say that we also have a responsibility to avoid inflicting harm towards other people, whether we personally know them or we are total strangers to them and vice versa.
In the medical field, doctors are presumed to cure their patients and provide them with utmost care for their health. Family members or relatives of patients are likewise expected to see to it that their loved-ones in hospitals are given the proper medical attention. All of these things point to the undeniable fact that we bring our ailing friends or family members to hospitals so that they will be cured and be brought back to their normal lives.
In extreme life-or-death cases, our impulse to keep our loved ones alive is stronger more than ever. Patients with terminal cases or those who have very little chance of survival are expected to receive the best medical treatment in order to address the risks involved. These patients, too, are human beings just like any one of us, except that they are suffering from tormenting ailments. They can feel pain. They have lives.
Euthanasia, or mercy-killing, is killing. Any way you look at it, euthanasia involves taking away the life of a person. When a patient is induced with euthanasia, the primary intent is to kill the patient. Some say that the reason why some patients are induced with euthanasia is to relieve them of their pain. Apparently, it is a fact that dead people can feel no pain because, of course, they are already dead. But that should not mean that just because a patient has a terminal disease we should resort to euthanasia in order to end his or her suffering.
Think about this. If you really intend to preserve the life of a person, not the least someone who is close to you, you find ways to extend his or her life no matter how short that extension may be. Killing that person for the sake of saving on medical payments or of cutting short his or her physical suffering does not justify euthanasia. It only adds to the fact that killing is wrong any way you look at it. No one has the right to deprive others of their right to live, not even doctors and family members. Not even when the patient "wills" her death can ever begin to justify to take the patient's life into our own hands and decide once and for all to end his or her life. To do so is to become an accessory to the wrong deed.
It is for these reasons that euthanasia is morally wrong.
Every human life is precious. Regardless of age, gender or race, each individual is entitled to his or her self-preservation. While we have the innate duty to maintain our personal welfare, it is morally sound to say that we also have a responsibility to avoid inflicting harm towards other people, whether we personally know them or we are total strangers to them and vice versa.
In the medical field, doctors are presumed to cure their patients and provide them with utmost care for their health. Family members or relatives of patients are likewise expected to see to it that their loved-ones in hospitals are given the proper medical attention. All of these things point to the undeniable fact that we bring our ailing friends or family members to hospitals so that they will be cured and be brought back to their normal lives.
In extreme life-or-death cases, our impulse to keep our loved ones alive is stronger more than ever. Patients with terminal cases or those who have very little chance of survival are expected to receive the best medical treatment in order to address the risks involved. These patients, too, are human beings just like any one of us, except that they are suffering from tormenting ailments. They can feel pain. They have lives.
Euthanasia, or mercy-killing, is killing. Any way you look at it, euthanasia involves taking away the life of a person. When a patient is induced with euthanasia, the primary intent is to kill the patient. Some say that the reason why some patients are induced with euthanasia is to relieve them of their pain. Apparently, it is a fact that dead people can feel no pain because, of course, they are already dead. But that should not mean that just because a patient has a terminal disease we should resort to euthanasia in order to end his or her suffering.
Think about this. If you really intend to preserve the life of a person, not the least someone who is close to you, you find ways to extend his or her life no matter how short that extension may be. Killing that person for the sake of saving on medical payments or of cutting short his or her physical suffering does not justify euthanasia. It only adds to the fact that killing is wrong any way you look at it. No one has the right to deprive others of their right to live, not even doctors and family members. Not even when the patient "wills" her death can ever begin to justify to take the patient's life into our own hands and decide once and for all to end his or her life. To do so is to become an accessory to the wrong deed.
It is for these reasons that euthanasia is morally wrong.
In order for you to write/make a good Rogerian argument in your essay, it is important to keep in mind some
important outlines and pointers as well keeping in mind your Rogerian
argument topics and ideas. While conventional wisdom might tell
you to simply consider the common grounds between your proposition and the
opposing argument, it is likewise crucial to get a formidable grasp of what
you're really trying to argue and the opposing views to it. Here are a few tips
for writing a Rogerian argument that you can use for writing your own examples,
arguments that are not only convincing but also enable you to drive home your
point with conviction.
- Know your audience well. Or better yet, know the opposing argument(s) well. A knowledge of both your audience and the opposing point will help you a lot in formulating the arguments you want to push through in the end. But before that...
- You should be able to determine the "common ground" between you and your audience. One way to do this is to outline your main points and compare it with the main points that you anticipate your audience, reader, or instructor to have. Remove opposing ideas from the list until you arrive at the meeting points between the two. But if you can't find common grounds among the main points you have listed...
- Try to make an extended list of all the possible premises. The list should include the minor or sub-premises and its more minor points. For example, the major premise "poetry is an art" should further be divided into smaller premises or supporting ideas such as "poetry is an art because it requires mastery of words" or "poetry is an art because it requires the poet to go beyond immediate sensory experience" and other related supporting ideas.
- Now that you know the proposition that you and your audience or reader share, use that shared belief to start you essay. That way, you'll be able to attract the attention of your audience without having to argue while introducing the topic. Be sure to use words that you know your audience can easily relate to and absorb. The task is to come into terms with your audience first and foremost.
- Right after establishing the "common grounds," continue by slowly integrating your position. Remember to avoid engaging your audience into a disagreement yet. Simply try to make a brief introduction of your position in one or two short but concise sentences. After that...
- You should now integrate your supporting arguments for your main position. This can be done by immediately placing your evidences after you have stated your main point. Take note that you should not write down supporting arguments that negate the position of your audience in an obvious way. For instance, avoid using "it is not true that poetry is not an art." Rather, it would be better for you to provide remarks which support your position that "poetry is an art." A good example is for you to write "poetry is like painting because the poet has to weave words together that are colorful" instead.
- The next step is for you to point out the obvious conflicting arguments between you and your audience. After recognizing the conflict of arguments, persuade your audience that your position is more valid or more sound by telling your audience why their position or argument is weak. Point specifically to the arguments rebutting yours which have weak evidences or which lack supporting arguments. This is the part where you should expect your audience or your reader to either accept or reject your position. If your position is accepted, good job. If not...
- Try to reiterate the "common grounds," but this time merge it with the evidences you have as to why your position is acceptable, or outweighs the other position.
- Finally, conclude your essay, or argumentation, with a short summary of your position and a brief reminder of those "common grounds."
How to write a good Rogerian argument essentially depends on your ability to "locate and isolate" the beliefs that you share with your audience. You have to remember that you should not immediately introduce your position as this will disrupt your attempt to bridge your audience towards you and your arguments. The key is to identify those "common grounds" and capitalize on it to your best advantage without having to abandon your arguments altogether.
Outline
and Example of a Rogerian Argument Essay
written by: Sylvia Cini • edited by:
Elizabeth Stannard Gromisch • updated: 12/16/2011
If you find it difficult to get your
point across in a debate, use a Rogerian argument to persuade others to see
things from your perspective. This article will provide you with an outline for
forming a Rogerian argument. Convinced? Click here to read more.
·
Outline of
a Rogerian Argument
o
the introduction,
during which the problem is stated without comment,
o
the re-statement of
the audience's current stance,
o
the explanation of the
speaker's stance,
o
and the conclusion,
during which the speaker highlights the concessions made by the speaker and the
benefits of changing viewpoints.
·
Tips
When constructing a Rogerian
argument essay, you must remember that the goal is to achieve a mutually
satisfactory solution through communication — not to overpower your opponent
with wit, sarcasm, insults or threats.
o
Know your
audience. The more you know about your
audience, the more you can tailor your essay to draw their attention. Having information about your
audience will also provide you with a better understanding of the problem and
how it is affecting their lives.
o
Avoid
negative language. Focus on the positive aspects of
your opponent’s stance. For example, if your opponent is against the teaching
of evolution in schools, acknowledge and honor their commitment to the
education of their children.
o
Avoid
controversial side topics. If you
know that discussion of other related beliefs and practices would elicit a
negative reaction from your audience, then don’t go there. Steer away from
additional controversial topics and focus on the matter at hand.
o
Maintain a
neutral tone when stating your viewpoint.
The final stage of the argument is for persuading. When stating your point,
state it simply without misleading terms or flowery speech. For example, change
“I have an easy-to-use niche product that will revolutionize your household
chores, saving you hours” to "My product will simplify cleaning chores,
such as vacuuming and dishes.”
· Example of a
Rogerian Argument
Dear PTA,
Start Here To
Get Free Samples! We Have Several Available Today
My name is Mrs. Maples and I am the
lead Special Education teacher at Bright Hub Elementary. I attended your last
round-table discussion and have been thinking about the difficulties you are
having with securing volunteers for the upcoming book sale. I may have a
solution that will help us both.
From the explanation Mrs. Reed gave
at the meeting, the primary problem is finding a consistent group of volunteers
— you train five or six new helpers every month and lose 10, which could mean
cutting future events. I know our students love the book sale and winter
carnival. The staff does, too. We would all hate to lose these annual joys.
I may have a source of steady
volunteers that can help with this problem.
My fifth grade Special Education
teacher, Ms. Evans, has informed me that her class is available to serve as
student helpers at the next book sale. These children are passionate learners
and eager assistants. They are currently volunteering in the library and
cafeteria — so they are no stranger to a bit of hard work!
I understand that working with
special needs students may seem like a challenge, and it is, but the rewards
for both you and the students would be great. With nearly 25 students, the class
would more than satisfy your volunteer quotas and Ms. Evans and myself will
also attend to delegate duties and assist with supervision. But most
importantly, the students would be learning a valuable lesson about the
operation of this enormous event. They would all have a deeper appreciation for
the books sale, understanding all of the work that goes into making these
little miracles happen at Bright Hub.
I will be available from 9 am-6 pm,
Monday through Thursday, if you would like to discuss the potential for a
partnership between the fifth graders and the PTA. I hope that we can establish
a bond that will last for many years to come.
Sincerely,
Mrs. Evelyn Maples
· Introduction and
Re-statement
Example
Dear PTA,
My name is Mrs. Maples and I am the
lead Special Education teacher at Bright Hub Elementary. I attended your last
round-table discussion and have been thinking about the difficulties you are
having with securing volunteers for the upcoming book sale. I may have a
solution that will help us both.
From the explanation Mrs. Reed gave
at the meeting, the primary problem is finding a consistent group of volunteers
— you train five or six new helpers every month and lose 10, which could mean
cutting future events. I know our students love the book sale and winter
carnival. The staff does, too. We would all hate to lose these annual joys.
Analysis
In this introduction, we gain an
understanding of the problem at hand. The identities of the speaker and
audience are revealed. A teacher at an elementary school is discussing a
volunteer shortage with the PTA. The teacher compliments the PTA and
acknowledges an existing relationship. Building a bridge.
· The Explanation
Example
I may have a source of steady
volunteers that can help with this problem.
My fifth grade Special Education
teacher, Ms. Evans, has informed me that her class is available to serve as
student helpers at the next book sale. These children are passionate learners
and eager assistants. They are currently volunteering in the library and cafeteria
— so they are no stranger to a bit of hard work!
Analysis
Here we get into the meat of the
argument. The teacher wants the PTA to accept a responsibility and form a
partnership with a student group.
· Conclusion
Example
I understand that working with
special needs students may seem like a challenge, and it is, but the rewards
for both you and the students would be great. With nearly 25 students, the
class would more than satisfy your volunteer quotas and Ms. Evans and myself
will also attend to delegate duties and assist with supervision. But most
importantly, the students would be learning a valuable lesson about the
operation of this enormous event. They would all have a deeper appreciation for
the books sale, understanding all of the work that goes into making these
little miracles happen at Bright Hub.
I will be available from 9 am-6 pm,
Monday through Thursday, if you would like to discuss the potential for a
partnership between the fifth graders and the PTA. I hope that we can establish
a bond that will last for many years to come.
Analysis
In the conclusion of this Rogerian argument
example, we see the teacher acknowledge the potential difficulties of working
with special needs students while also highlighting this class' experience. The
teacher asks the PTA to look past the challenges to see the possible benefits
for this event and the kids. Concessions made include the offer of adult
assistance and flexible contact hours. The teacher ends on a positive note,
leaving the conversation in a non-confrontational m
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