Tag questions

A tag question is a question added at the end of a sentence. A tag question following an affirmative statement generally has the form of a negative question, with the meaning: Isn't that true? In some languages, such tag questions are invariable. However, in English, tag questions vary, depending on the verbs and subjects of the preceding statements.

In the following examples, the tag questions are underlined. Contractions are usually used in negative tag questions. For example:

Affirmative statement

Are you not awake?
I am awake.
You are awake.
She is awake.
We are awake.
They are awake.

Affirmative statement with tag question

Aren't you awake?
I am awake, am I not?
You are awake, aren't you?
She is awake, isn't she?
We are awake, aren't we?
They are awake, aren't they?


These examples illustrate how the subjects and verbs of the preceding statements are repeated in tag questions. For instance, in the first example, the subject I and the verb am are repeated in the tag question. In the second example, the subject you and the verb are are repeated in the tag question.

In spoken English, the expression aren't I? is often used as a tag question. However, this is not considered to be grammatically correct in formal, written English.

Reading Practice (2)

By the time a child is six or seven she has all the essential
avoidances well enough by heart to be trusted with the care of a
younger child. And she also develops a number of simple
techniques. She learns to weave firm square balls from palm
5 leaves, to make pinwheels of palm leaves or frangipani blossoms,
to climb a coconut tree by walking up the trunk on flexible little
feet, to break open a coconut with one firm well-directed blow of
a knife as long as she is tall, to play a number of group games
and sing the songs which go with them, to tidy the house by
10 picking up the litter on the stony floor, to bring water from the
sea, to spread out the copra to dry and to help gather it in when
rain threatens, to go to a neighboring house and bring back a
lighted faggot for the chief's pipe or the cook-house fire.
But in the case of the little girls all these tasks are merely
15 supplementary to the main business of baby-tending. Very small
boys also have some care of the younger children, but at eight or
nine years of age they are usually relieved of it. Whatever rough
edges have not been smoothed off by this responsibility for
younger children are worn off by their contact with older boys.
20 For little boys are admitted to interesting and important activities
only so long as their behavior is circumspect and helpful. Where
small girls are brusquely pushed aside, small boys will be
patiently tolerated and they become adept at making themselves
useful. The four or five little boys who all wish to assist at the
25 important, business of helping a grown youth lasso reef eels,
organize themselves into a highly efficient working team; one boy
holds the bait, another holds an extra lasso, others poke
eagerly about in holes in the reef looking for prey, while still
another tucks the captured eels into his lavalava. The small girls,
30 burdened with heavy babies or the care of little staggerers who are
too small to adventure on the reef, discouraged by the hostility
of the small boys and the scorn of the older ones, have
little opportunity for learning the more adventurous forms of work
and play. So while the little boys first undergo the
35 chastening effects of baby-tending and then have many
opportunities to learn effective cooperation under the supervision
of older boys, the girls' education is less comprehensive. They
have a high standard of individual responsibility, but the
community provides them with no lessons in cooperation with one
40 another. This is particularly apparent in the activities of young
people: the boys organize quickly; the girls waste hours in
bickering, innocent of any technique for quick and efficient
cooperation.

Adapted from: Coming of Age in Samoa, Margaret Mead (1928)


1. The primary purpose of the passage with reference to the society under discussion is to
A. explain some differences in the upbringing of girls and boys
B. criticize the deficiencies in the education of girls
C. give a comprehensive account of a day in the life of an average young girl
D. delineate the role of young girls
E. show that young girls are trained to be useful to adults

2. The word 'brusquely' (line 22) most nearly means
A. quickly
B. gently
C. nonchalantly
D. abruptly
E. callously

3. The list of techniques in paragraph one could best be described as
A. household duties
B. rudimentary physical skills
C. important responsibilities
D. useful social skills
E. monotonous tasks

4. It can be inferred that the 'high standard of individual responsibility' (line 38) is
A. developed mainly through child-care duties
B. only present in girls
C. taught to the girl before she is entrusted with babies
D. actually counterproductive
E. weakened as the girl grows older.

5. The expression 'innocent of' (line 42) is best taken to mean
A. not guilty of
B. unskilled in
C. unsuited for
D. uninvolved in
E. uninterested in

6. It can be inferred that in the community under discussion all of the following are important except
A. domestic handicrafts
B. well-defined social structure
C. fishing skills
D. formal education
E. division of labor

7. Which of the following if true would weaken the author's contention about 'lessons in cooperation' (line 39) ?

I Group games played by younger girls involve cooperation
II Girls can learn from watching boys cooperating
III Individual girls cooperate with their mothers in looking after babies
A. I only
B. II only
C. III only
D. I and II only
E. I, II and III

8. Which of the following is the best description of the author's technique in handling her material?
A. Both description and interpretation of observations.
B. Presentation of facts without comment.
C. Description of evidence to support a theory.
D. Generalization from a particular viewpoint.
E. Close examination of preconceptions.

The use of All, Both and Each

In addition to being used as attributive adjectives and as pronouns followed by of, the words all, both and each can also be used in apposition. A word used in apposition immediately follows the subject of a verb, or the object of a verb or preposition, and refers to the same thing as the subject or object. In the following examples, the words in apposition are printed in bold type.
e.g. We both wondered what would happen next.
The boys all looked forward to seeing the circus.
I sent them each an invitation.

In the first two examples, both and all are used in apposition to the subjects we and the boys. In the third example, each is used in apposition to the object them.

Words used in apposition can be referred to as appositives. Like relative clauses, appositives can be defining or non-defining. Non-defining appositives must be preceded and followed by commas.

e.g. Our leader, Tom Smith, was prepared for any emergency.
In this example Tom Smith is a non-defining appositive, in apposition to our leader.

Defining appositives such as all, both and each are not preceded and followed by commas.

e.g. We each have our own ideas.
In this example, the defining appositive each is in apposition to we. It should be noted that although each is singular, the verb have must be plural to agree with the subject we.

When used in clauses with auxiliary verbs or with the Simple Present or Simple Past of the verb to be, all, both and each generally follow the first auxiliary or the verb to be, rather than being used in apposition to the subject of the verb.

e.g. The boys had all been looking forward to seeing the circus.
We are both very happy to see you.
In the first example, all follows the first auxiliary had. In the second example, both follows the Simple Present of the verb to be.

Money

There was a man who worked all of his life and saved all of his money. He was a real miser when it came to his money. He loved money more than just about anything, and just before he died, he said to his wife, "Now listen, when I die, I want you to take all my money and place it in the casket with me. I wanna take my money to the afterlife."

So he got his wife to promise him with all her heart that when he died, she would put all the money in the casket with him.

Well, one day he died. He was stretched out in the casket, the wife was sitting there in black next to her closest friend. When they finished the ceremony, just before the undertakers got ready to close the casket, the wife said "Wait just a minute!"

She had a shoe box with her, she came over with the box and placed it in the casket. Then the undertakers locked the casket down and rolled it away. Her friend said, "I hope you weren't crazy enough to put all that money in the casket."

"Yes," the wife said, "I promised. I'm a good Christian, I can't lie. I promised him that I was going to put that money in that casket with him."

"You mean to tell me you put every cent of his money in the casket with him?"

"I sure did. I got it all together, put it into my account and I wrote him a check."


(Thanks Jessica)

The Blind Girl

There was a blind girl who hated herself just because she's blind. She hated everyone, except her loving fiance. He is always there for her. Blind girl said that if she could only see the world, she would marry her fiance.

One day, someone donated a pair of eyes to the blind girl and then she can see everything, including her fiance.

Her fiance asked her, "now that you can see the world, will you marry me?" The girl was shocked when she saw that her fiance is blind too, and refused to marry him.

Her fiance walked away in tears, and later wrote a letter to girl saying. "Just take care of my eyes dear."

Moral: This is how human brain changes when the status changed. Only few remember what life was before, and who's always been there even in the most painful situations."You learn to love, not by finding a perfect person, but by learning to see an imperfect person perfectly."

Reading Practice (1)

The pioneers of the teaching of science imagined that its
introduction into education would remove the conventionality,
artificiality, and backward-lookingness which were characteristic;
of classical studies, but they were gravely disappointed. So, too, in
5 their time had the humanists thought that the study of the classical
authors in the original would banish at once the dull pedantry and
superstition of mediaeval scholasticism. The professional
schoolmaster was a match for both of them, and has almost
managed to make the understanding of chemical reactions as dull
10 and as dogmatic an affair as the reading of Virgil's Aeneid.
The chief claim for the use of science in education is that it
teaches a child something about the actual universe in which he is
living, in making him acquainted with the results of scientific
15 discovery, and at the same time teaches him how to think logically
and inductively by studying scientific method. A certain limited
success has been reached in the first of these aims, but practically
none at all in the second. Those privileged members of the
community who have been through a secondary or public school
20 education may be expected to know something about the
elementary physics and chemistry of a hundred years ago, but they
probably know hardly more than any bright boy can pick up from
an interest in wireless or scientific hobbies out of school hours.
As to the learning of scientific method, the whole thing is palpably
25 a farce. Actually, for the convenience of teachers and the
requirements of the examination system, it is necessary that the
pupils not only do not learn scientific method but learn precisely
the reverse, that is, to believe exactly what they are told and to
reproduce it when asked, whether it seems nonsense to them or
30 not. The way in which educated people respond to such quackeries
as spiritualism or astrology, not to say more dangerous ones such
as racial theories or currency myths, shows that fifty years of
education in the method of science in Britain or Germany has
produced no visible effect whatever. The only way of learning the
35 method of science is the long and bitter way of personal
experience, and, until the educational or social systems are altered
to make this possible, the best we can expect is the production of a
minority of people who are able to acquire some of the techniques
of science and a still smaller minority who are able to use and
40 develop them.
Adapted from: The Social Function of Science, John D Bernal (1939)


1. The author implies that the 'professional schoolmaster' (line 7) has
A. no interest in teaching science
B. thwarted attempts to enliven education
C. aided true learning
D. supported the humanists
E. been a pioneer in both science and humanities.

2. The author’s attitude to secondary and public school education in the sciences is
A. ambivalent
B. neutral
C. supportive
D. satirical
E. contemptuous

3. The word ‘palpably’ (line 24) most nearly means
A. empirically
B. obviously
C. tentatively
D. markedly
E. ridiculously

4. The author blames all of the following for the failure to impart scientific method through the education system except
A. poor teaching
B. examination methods
C. lack of direct experience
D. the social and education systems
E. lack of interest on the part of students

5. If the author were to study current education in science to see how things have changed since he wrote the piece, he would probably be most interested in the answer to which of the following questions?
A. Do students know more about the world about them?
B. Do students spend more time in laboratories?
C. Can students apply their knowledge logically?
D. Have textbooks improved?
E. Do they respect their teachers?

6. Astrology (line 31) is mentioned as an example of
A. a science that needs to be better understood
B. a belief which no educated people hold
C. something unsupportable to those who have absorbed the methods of science
D. the gravest danger to society
E. an acknowledged failure of science

7. All of the following can be inferred from the text except
A. at the time of writing, not all children received a secondary school education
B. the author finds chemical reactions interesting
C. science teaching has imparted some knowledge of facts to some children
D. the author believes that many teachers are authoritarian
E. it is relatively easy to learn scientific method

"Rather"

A) We use rather as an adverb of degree:

Modifying an adjective:

• The film was rather good.


Modifying an adverb:

• It happened rather quickly.


Notes:

1. It is stronger than fairly, but not as strong as very.

2. It can modify a noun, often coming before the article:

3. It's rather a problem.

4. It can modify some verbs: I rather like it.

B) To express preference

Rather than:

Rather than is normally used to compare parallel structures:

• Let's take the train rather than the bus.

• Rather you than me!

• I decided to write rather than email.


Would rather:

Would rather + infinitive without 'to':

• I'd rather leave now.

Would rather + pronoun + past tense:

• I'd rather he came early.