DIFFERENCES AND SIMILARITIES SENTENCE ADVERBS

DIFFERENCES AND SIMILARITIES SENTENCE ADVERBS

DIFFERENCES AND SIMILARITIES

1. Collocation we can use a number of adjective / noun or adverb / verb collocations to say how different or similar people or things are. Other adjectives may have a similar meaning, but we cant use them because they dont collocate (see Lesson 1):

Theres a noted / wide / strong difference

Theres a marked / perceptible / vast / clear difference.

2. Synonyms and near-synonyms sometimes synonyms are virtually interchangeable:

This is one of the biggest / greatest days in our countrys history.

However, in different contexts, differences may emerge:

We need a bigger area / room / table / auditorium.

What a great idea / gesture / privilege / honour!

3. Modifiers we often want to comment on how big a difference is. To do so we use modifying adjectives, adverbs, adverbial phrases in comparisons:

Home-made pizza is miles batter than the rubbish you get in the supermarket.

Theres still a substantial difference between the two main parties.

4. Linking phrases we can use linking phrases to replace smaller than, as big as etc:

One teaspoon is equivalent to about 5 ml.

5. Idiomatic phrases we can use a number of idiomatic phrases in comparisons:

Using e-mail is as easy as falling off a log.

Dont go in there like a bull in a china shop and upset everyone.

PRACTICE

1. Underline the words and phrases that we can use in this sentence:

This years numbers were very small as against / relating to / in contrast to / compared to / whereas / tantamount to / equated to / in comparison with / comparable to the vast numbers we had last year.

Put the corresponding letter of the right word into the blank of each sentence.

1. The celebrations were somewhat by the announcement of her resignation.

a. outshone b. overshadowed c. overcast d. outweighed

2. What would be the qualification in your own country?

a. equivalent b. same c. similar d. corresponded

3. I feel a(n) better after a nights sleep.

a. shade b. degree c. iota d. note

4. Many would argue that modern pop compares with that of ten years ago.

a. closely b. nearly c. unfavourably d. accurately

5. There is unfortunately a between the petty ash slips and the actual money in the tin.

a. difference b. variance c. discrepancy d. differentiation

6. Dont you think she bears an resemblance to his first wife?

a. identical b. uneasy c. uncanny d. indifferent

7. At forty-five, the ex-heavyweight champion is a(n) of his former self.

a. reflection b. image c. shadow d. miniature

8. Unfortunately they us in the auction to the tune of £500.

a. outbid b. outweighed c. overdid d. underwrote

3. Fill each of the numbered blanks with an appropriate form of a verb from the list.

discriminate differ vary differentiate

diverge liken contrast compare

British vs American English

Millions of words have been written in an attempt to (1) the two languages, pointing out how they (2) but are still recognisably the same language. Clearly no one should (3) against the American species just because it is the younger partner. Some people have (4) the difference to that between a horse and mule, but that does not go very far towards (5) between the two languages. They are rather two breed of horse that have (6) very slightly over the years. Some points of British English grammar (7) quite sharply with American English, but the fact remains that accent (8) as much within each country as between the two.

4. Underline the adjective that we can use in this sentence.

His achievement in winning the silver medal was matchless / peerless / unequalled / unique / incomparable / outstanding.

SENTENCE ADVERBS

1. What are sentence adverbs? essentially, sentence adverbs or adverbial phrases that comment on a whole sentence or part of a sentence:

By and large, they are separated from the sentence by a comma.

Generally speaking, they go at the beginning of the sentence.

However, some can go at the end, apparently.

Moreover, we can certainly put some in the middle. (!)

2. When do we use sentence adverbs? sentence adverbs have a number of uses including organizing information, commenting, giving examples, changing the subject, rephrasing and summarising:

Firstly, we use them to show the sentence fits in with the rest of the text.

Alternatively, we may use them to express our attitude to what we are about to say.

In other words, we use them to comment on what we think or feel.

On the whole, they make it easier to understand what is going on.

Funnily enough, the two sentence adverbials that students of English get most confused about are On the contrary and On the other hand. (!)

PRACTICE

1. Underline the sentence adverb that best completes each sentence.

1. It is impossible to tell whether a man is married or not. On the contrary / On the other hand, women usually have Miss or Mrs. before their name.
2. Your parents didnt want you to go abroad, did they? On the contrary / On the other hand, they were all for it.
3. These new computers are amazingly fast. On the other hand / On the contrary, theyre very expensive.
4. It took ages to get there but in the end / at the end it was worth it.
5. He slept through the entire film and in the end / at the end of it had the nerve to say he enjoyed it.
6. As a rule / Fundamentally, I find French films dull and pretentious.
7. On balance / In contrast I prefer Crete to Rhodes, through its a close run thing.
8. British and American English are characteristically / to all intents and purposes the same.

Put the corresponding letter of the right word into the blank of each sentence.

1. She was caught cheating in the race. she was disqualified.

a. Accordingly b. Equally c. Explicitly d. Fundamentally

2. She wasnt allowed into the country; because her paper arent in order.

a. subsequently b. admittedly c. presumably d. paradoxically

3. I wasnt there myself but they had the most almighty row.

a. broadly b. apparently c. conversely d. primarily

4. My shirt was covered in oil but I had a spare one.

a. hopefully b. clearly c. however d. luckily

5. She invited me to a party and I said yes.

a. naturally b. lastly c. overall d. hopefully

6. The decision was a bad one and I think that we all recognise that.

a. in contrast b. in particular c. in retrospect d. in consequence

7. Its an interesting idea and, at least, has a lot going for it.

a. in theory b. in fairness c in conclusion d. in reality

8. I dislike Hollywood films but this was an exception.

a. As a result b. As far as I know c. As a rule d. As it turns out

3. Fill each gap with one of the words or phrases.

let alone to a certain extent predominantly notably on the contrary

1. Most of the people queuing at the marriage counsellors were under thirty, but not exclusively women.
2. I dont resent her being here; , Im delighted she is.
3. I would never want to hurt another human being, my best friend.
4. He was a strong candidate, in the listening and speaking sections.
5. I cant vote for him but I can see that hes right.

4. Match the sentence adverbs in italics with the functions (1 4) below.

1. It was a long journey but all in all I think it was worth it.
2. Our preparation was haphazard and ill-thought out. Thus we were easily defeated.
3. I was told to get here for nine oclock, presumably because something important has come up.
4. I know how to do it. That is to say, I think I know how.

1. Organising information
2. Expressing your attitude
3. Rephrasing
4. Summarising and generalising

The Importance of Primary Groups

Over our lifetime, we spend much of our time in small groups. We are born into a family. As we grow older, we venture out from our family into the play groups of childhood and later into the cliques and crowds of adolescence. We marry and establish a new family group of our own and participate in the work groups and leisure groups of adulthood. Out of the associations formed in these groups, we fashion and have fashioned in us a changing and developing conception of self; we learn ways of behaving appropriate to varied social situations, and we acquire a set of social values and attitudes that allow us to respond to the structure and pressures of the larger society about us

We use the term primary group to describe groups of this kind. The term was first introduced into social science by Charles Horton Cooley in 1909. At that time, Cooley wrote in his book Social Organization:

By primary groups, I mean those characterized by intimate face-to-face association and cooperation. They are primary in several senses, but chiefly in that they are fundamental in forming the social nature and ideas of the individual. The result of intimate association, psychologically, is a certain fusion of individualities in a common whole, so that ones very self, for many purposes at least, is the common life and purpose of the group. Perhaps the simplest way of describing this wholeness is by saying that it is a we it involves the sort of sympathy and mutual identification for which we is the natural expression.

As we see it, the following general classes of groups are properly referred to as primary groups:

• Families;
• Free association peer groups pf childhood, adolescence and adulthood. This category would include delinquent gangs and some small, cohesive political elites;
• Informal groups existing in organizational settings such as classroom groups, factory work groups, small military units, and house churches;
• Resocialization groups such as therapy groups, rehabilitation groups, self-analytic groups etc.

Dunphy. Dexter C. The Primary Group: A Handbook for Analysis and Field Research. Englewood Cliffs: Prentice-Hall, 1972.