English Use: Subject-Verb Agreement (Concord)
SUBJECT-VERB ACCORD (CONCORD)
INTRODUCTION
Communication is
achieved primarily through speech or writing.
To achieve proficiency in communication, whether oral or written the
knowledge of such grammatical elements as concord, active/passive structure,
and direct/indirect structures, etc, is necessary.
CONCORD
Concord in broad
terms means agreement between the subject and the verbs as well as other
elements of the clause structure, (Babajide 2004, Leech and Svartvik 1994). The
idea of concord in the grammar of English suggests that for an English sentence
to be correct and meaningful, its constituent parts (i.e. subject, verb,
object, adverbial) must be in perfect agreement. Some rules of agreement are discussed below:
1.
Subject/Verb Agreement: This is the agreement between the subject and
the predicator or verb. The rule here
states that:
(i)
When the subject is singular, the verb
should be singular e.g. Bongo is a lover of
knowledge.
(ii) When the subject is plural, the verb too is
expected to be plural, e.g. Nigerians are lovers of knowledge.
Some specific rules of concord are:
(a)
“A – pair- of” Agreement
When
the phrase “a – pair – of” is used as a subject, it is treated as singular and
it attracts a singular verb, e.g.
A pair of scissors is on the table.
(b)
Rule of Proximity
The
rule of proximity states that ‘when there is a list of nouns or pronouns acting
as the subject in an ‘or’ a ‘nor’, in an ‘or’ a ‘nor’ it is the nearest noun or
pronoun to the position of the verb that will determine the choice of the verb,
e.g.
(i)
If the boy dies, the parents, his
friends or the doctor is to blame.
(ii)
If the boy dies; the doctor, his friends
or his parents are to blame.
(c)
“Collective Noun” Concord
A
collective noun is a noun which stands for many units constituting a single
word, e.g, congregation, which stands for worshippers. A collective noun functioning as the subject
of a sentence usually take a singular verb. For example:
(i) The group is five years old. (Takes singular verb)
(ii) Their band is poor (singular verb)
However,
in notional terms a collective noun functioning as the subject of a sentence
may take a plural verb, e.g.
(ii)
The group meet once in a year (takes plural verb)
(iii)
The police are now up to the task of protecting lives in Nigeria (Plural verb)
(d)
“More – than” Concord.
When
“more than” is used in the position of the subject, the word that comes after
it determines whether the verb to be used will be singular or plural, e.g.
(i)
More than one person knows the short-cut
to success here.
(ii)
More than ten people know the short-cut
to success here.
(e)
Indefinite Pronoun Concord
Indefinite
pronouns such as everyone, everything, everybody, nobody, anyone, someone,
somebody, something, etc. always attract singular verbs, e.g.
(i)
Somebody is in Bongo’s room.
(ii)
Someone wants to hurt her pride.
In recent studies
on gender however, the singular ‘they’ concept has been introduced which
neutralizes the pronouns in term of gender. For example:
(i) Everybody
should bring their book tomorrow.
(ii) Everybody
should wear their cap.
(f)
“Pluralia tantums” Concord
Nouns
that have final ‘s’ such as physics, measles, mathematics, economics, etc, are
singular and take singular verbs, e.g.
(i)
Measles is a deadly disease.
(ii)
Mathematics is a rather difficult
subject.
(g)
Co-ordinate Subject Concord
When
two nouns are joined together by ‘and’ to form the subject of a sentence, the
verb to be used should be plural, e.g.
(i)
Bongo and Ego are in this class now.
(i)
The teacher and the student are inside
the class.
(h)
Double – title Subject Concord
When
two subjects are joined together by ‘and’ but refer to only one person or thing
(i.e. refer to the same entity) the verb to be used should be singular, e.g.
The
DSA and head of GNS department is a public figure.
(i)
Plural Number Concord
Amounts
or units such as “four hundred times”, ‘ten percent’, ‘three hundred days’, etc
are generally treated as singular subjects when in the nominative case, and
should take singular verbs, e.g.,
(i) Ten
percent is too small for me.
(ii) One million naira is a lot of money
(j)
“Every” Concord
When
“every” comes before a plural noun to form the subject of a sentence, a plural
verb should be used, but when ‘every’ takes a singular noun, a singular verb
should be used, e.g.
(i)
Every first ten people to arrive are
entitled to free meals. (Plural noun follows “every” and it attracts a plural
verb).
(ii)
Every woman likes money (singular noun
follows “every” and it attracts a singular verb).
(k)
“Categorization” Concord
When
the subject is a collective noun denoting category, it is taken as plural and
it always takes a plural verb. e.g.
(i) The poor are lamenting.
(ii) The black are sometimes rated low.
(l)
“All” Concord
All
is either used to mean “everything” or “all the people”, and the meaning
determines the verb that should be used with it. When “all” means “everything”, a singular
verb should be used, but when it “means all the people”, a plural verb should
be used, e.g.
(i)
All is well with him. (i.e. everything
is well with him).
(ii)
All are seated in the lecture room
already. (i.e. all the people are seated….).
(m) Accompaniment
Concord
When
any of: as well as, together with, in association with, with, including, in
collaboration with, etc is found in a sentence, the subject, which usually
comes before the marker of accompaniment determines the verb to be used.
Therefore, if it is singular, a singular verb is required and if plural, a
plural one is required, e.g.
(iii)
The little girls together with their
mother are here.
(iv)
The girl as well as her friends is in
the room.
SUMMARY OF CONCORD
RULES
Sentence Structure --
Subject-Verb Agreement (1)
Which is correct,
"A number of staff was available at all times" or
"A number of staff were available at all times?"
When the article a
is used with number, number is plural. Therefore, you should use were
in that sentence: "A number of staff were available at all
times."
Because of the
complexity of the English language, as shown in the example above, lack of
subject-verb agreement is one of the most common grammar errors in written and
spoken discourses. This series will help you increase your knowledge of 12
essential subject-verb agreement rules. We'll start with the first two
rules:
1.
Make every verb agree in number with its subject. If the
subject is singular, use a singular verb; if the subject is plural, use a
plural verb.
Examples:
This computer(singular)is(singular) advanced.
This computer(singular)is(singular) advanced.
These computers(plural) are (plural)
advanced.
Find the subject of the sentence, and
make the verb agree with it. Do not be misled by words or phrases that come between the
subject and the verb.
NOTE: Often the phrases that come between the subject and the verb are prepositional phrases. Learn to recognize these common prepositions:
about above across after along among around at
before behind below beneath beside between beyond but (except)
by down during except for from in into
like of off on over past since through
to toward under until unto up upon with
NOTE: Often the phrases that come between the subject and the verb are prepositional phrases. Learn to recognize these common prepositions:
about above across after along among around at
before behind below beneath beside between beyond but (except)
by down during except for from in into
like of off on over past since through
to toward under until unto up upon with
2.
Those prepositions and
the nouns that follow them (objects of the prepositions) are
prepositional phrases. Objects of prepositions cannot be subjects.
Examples:
The letter (singular) to the editors is(singular to agree with letter) ready.
The copiers(plural) in Operations are(plural to agree with copiers) better than those in our area.
Examples:
The letter (singular) to the editors is(singular to agree with letter) ready.
The copiers(plural) in Operations are(plural to agree with copiers) better than those in our area.
Sentence Structure -
Subject-Verb Agreement (2)
Number three of our 12
essential subject-verb agreement rules:
If the subject of the sentence is a singular pronoun, use a
singular verb.
The 'e' pronouns and their negatives are always singular:
each
each one
either, neither
everybody, nobody
everyone, no one
everything, nothing
The 'e' pronouns and their negatives are always singular:
each
each one
either, neither
everybody, nobody
everyone, no one
everything, nothing
Examples:
Everybody (singular) in our department donates (singular) to United Way.
Each(singular) of the executives wants (singular) his or her own office.
Everybody (singular) in our department donates (singular) to United Way.
Each(singular) of the executives wants (singular) his or her own office.
These
pronouns are also always singular:
one
anyone
anybody
someone
somebody
Example:
Somebody(singular) in the audience is arguing (singular) with her husband.
Somebody(singular) in the audience is arguing (singular) with her husband.
These pronouns are
singular or plural. Their number is determined by the key word in the
prepositional phrase that follows the pronoun:
all
any
most
none
some
Examples:
All of the work is(singular) finished.
All of the work is(singular) finished.
None of the reports are (plural)
finished.
NOTE: None, used alone, may also be singular or
plural. When the sense is "no persons or things," the plural is used:
The proofreaders checked for errors, but none were found (none
= no errors). When the sense is "not one," the singular is used: Of
all my reports, none was as well written as my latest (none
= not one).
Sentence
Structure - Subject-Verb Agreement (3)
We continue with our 12
essential subject-verb agreement rules:
- With two or more subjects joined by and (a compound subject), use a plural verb.
Example:
The secretary and the treasurer are (plural) responsible for presenting the annual report.
NOTE:
When two parts of a compound subject refer to the same person or thing, use a
singular verb.
Example:
My boss and mentor(one person) has always been (singular) helpful to me.
Also,
when the compound subject is preceded by each or every, use a
singular verb.
Example:
Every file drawer and bookcase(singular) was (singular) searched.
Every file drawer and bookcase(singular) was (singular) searched.
- With two or more singular subjects joined by or or nor, use a singular verb. If one of the subjects is plural and one is singular, make the verb agree with the subject closer to it.
Examples:
Neither the secretary(singular) nor the clerk (singular)has received(singular) her paycheck.
Neither the secretary
(singular) nor the two clerks (plural) have received(plural)
their paychecks.
Neither the two secretaries
(plural) nor the clerk (singular)has received(singular) her
paycheck.
Sentence Structure - Subject-Verb Agreement (4)
We continue with our 12
essential subject-verb agreement rules:
- Expletives such as there or here are not subjects. Find the subject and make the verb agree with it.
Examples:
There is (singular verb) only one mistake (singular subject) in this letter.
There are (plural verb) several mistakes (plural subject) in this letter.
There is (singular verb) only one mistake (singular subject) in this letter.
There are (plural verb) several mistakes (plural subject) in this letter.
- With inverted sentences, find the subject and make the
verb agree with it.
Examples:
Listed below is (singular verb) the winner (singular subject) of the trip to Japan.
Listed below are (plural verb) the winners (plural subject) of the personalized key rings.
- For collective nouns, use singular verbs if the
members of the group are acting as one unit, plural verbs if the
members are acting separately.
Examples:
The committee (working as a unit) is meeting today.
The committee (acting individually) are unable to agree on a plan of action.
- Make the verb agree with the subject, not with a
predicate noun.
Example:
The best part (singular subject) of the seminar is (singular verb) the speeches (plural predicate noun).
Sentence
Structure - Subject-Verb Agreement (5)
This wraps up our 12
essential subject-verb agreement rules:
When the subject is the title of a written document
(article, report, etc.), use a singular verb even if the form of the subject is
plural.
Example:
"Writing Technical Reports" (one document) is (singular) an excellent article.
INTRODUCTION TO
COMMUNICATION SKILLS
INTRODUCTION
Communication is fundamental to human
existence. From the moment we wake up in the morning to the moment we sleep in
the night, we are constantly in the process of communication either as senders
or receivers of messages. For a better
grasp, this slippery term is divided into two basic aspects: expressive
and receptive communication. These divisions incorporate the four
communication skills of WRITING, SPEAKING, READING and LISTENING. The first two of these skills are termed the
expressive skills while the last two are called the receptive skills. The terms
Literacy and Orality are also common in
communication studies. The literacy
communication skills are those that are learnt over a period of time in the
formal setting. Hence, you need to be
‘schooled’ in the art, act and science of acquiring the literacy skills of
writing and reading, and thus become literate.
However, the orality skills of speaking and listening do not require any
formal tutelage, but are inborn, naturally acquired communication skills. They
may only need formal ‘touch’ for repositioning, as in therapeutic training
(e.g. speech defects) or for enhancing performance or competence (as in public
speaking classes). Our model of communication skills is shown in figure 1:
From the model, expressive skills
denote those communication skills with which we express ourselves (our ideas,
thoughts, beliefs, attitudes etc.). Hence, when we speak and write, we engage
ourselves in expressive communication. On a larger plane, however, expressive
skills include other non-verbal communication behaviours as well as symbol
systems designed for special people (e.g. Braille and Sign language). The receptive skills, on the other hand,
stands for communication skills with which we internalize all the products of
the expressive skills. We are able to link writing and reading as the literacy
skills and also speaking and listening as the orality skills.
The two primary organs
of the human anatomy for appreciating these receptive communication skills are
the eyes and the ears. These have come
to be known as the visual and aural organs. Those that appeal to the eyes are
visual (or video) and those that appeal to the ears are aural (or audio). The
human Central Nervous System (CNS) switches to the tactile organ (the skin as
it responds to touch) to either substitute the primary organs or complement
them. Tasting and smelling, which of course are extensions of the CNS also have
communication value.
READING SKILLS
You are expected to do
much more reading at university than at school or college; it's not called
‘reading for a degree' for nothing.
Here are five tips to
help you improve your reading:
1. Styles of reading
2. Active reading
3. A tip for speeding up your active reading
4. Spotting authors' navigation aids
5. Words and vocabulary
2. Active reading
3. A tip for speeding up your active reading
4. Spotting authors' navigation aids
5. Words and vocabulary
1. Styles of reading
There are three styles of reading which we use in different
situations:
Scanning: for a specific focus
The technique you use when you're looking up a name in the
phone book: you move your eye quickly over the page to find particular words or
phrases that are relevant to the task you're doing.
It's useful to scan parts of texts to see if they're going
to be useful to you:
- the introduction or preface of a book
- the first or last paragraphs of chapters
- the concluding chapter of a book.
Skimming: for getting the gist of
something
The technique you use when you're going through a newspaper
or magazine: you read quickly to get the main points, and skip over the detail.
It's useful to skim:
- to preview a passage before you read it in detail
- to refresh your understand of a passage after you've read it in detail.
Use skimming when you're trying to decide if a book in the
library or bookshop is right for you.
Detailed reading: for extracting
information accurately
Where you read every word, and work to learn from the text.
In this careful reading, you may find it helpful to skim
first, to get a general idea, but then go back to read in detail. Use a
dictionary to make sure you understand all the words used.
2. Active reading
When you're reading for your course, you need to make sure
you're actively involved with the text. It's a waste of your time to just
passively read, the way you'd read a thriller on holiday.
Always make notes to keep up your concentration and
understanding.
Here are four tips for active reading.
Underlining and highlighting
Pick out what you think are the most important parts of
what you are reading. Do this with your own copy of texts or on photocopies,
not with borrowed books.
If you are a visual learner, you'll find it helpful to use different colours to highlight different aspects of what you're reading.
If you are a visual learner, you'll find it helpful to use different colours to highlight different aspects of what you're reading.
Note key words
Record the main headings as you read. Use one or two
keywords for each point. When you don't want to mark the text, keep a folder of
notes you make while reading.
Questions
Before you start reading something like an article, a
chapter or a whole book, prepare for your reading by noting down questions you
want the material to answer. While you're reading, note down questions which
the author raises.
Summaries
Pause after you've read a section of text. Then:
- put what you've read into your own words;
- skim through the text and check how accurate your summary is and
- fill in any gaps.
3. A tip for speeding up your active reading
You should learn a huge amount from your reading. If you
read passively, without learning, you're wasting your time. So train your mind
to learn.
Try the SQ3R technique. SQ3R stands
for Survey, Question, Read, Recall and Review.
Survey
Gather the information you need to focus on the work and
set goals:
- Read the title to help prepare for the subject
- Read the introduction or summary to see what the author thinks are the key points
- Notice the boldface headings to see what the structure is
- Notice any maps, graphs or charts. They are there for a purpose
- Notice the reading aids, italics, bold face, questions at the end of the chapter. They are all there to help you understand and remember.
Question
Help your mind to engage and concentrate. Your mind is
engaged in learning when it is actively looking for answers to questions.
Try turning the boldface headings into questions you think
the section should answer.
Read
Read the first section with your questions in mind. Look
for the answers, and make up new questions if necessary.
Recall
After each section, stop and think back to your questions.
See if you can answer them from memory. If not, take a look back at the text.
Do this as often as you need to.
Review
Once
you have finished the whole chapter, go back over all the questions from all
the headings. See if you can still answer them. If not, look back and refresh
your memory.
READING DIFFICULTIES
Refer to your lecture notes on the following:
· Vocalization
· Sub-vocalization
· Head movement
· Reading word by word
· Pointing at the
words/Finger-Tracing the words
DOVER COMPUTER COLLEGE RESEARCH THING HERE
