23 Mei, 2011

BIOGRAFI DIAN SASTROWARDOYO


Karir Dian Sastro di dunia hiburan bermula setelah dia menjadi juara cover girl majalah Gadis pada 1996. Sejak saat itu, Dian mendalami dunia model.

Dia mulai terlibat di dunia akting tatkala menjadi model bagi video klip band ‘Sheila on 7' pada 1999. Setelah itu, dia turut terlibat klip video ‘The Fly' serta ‘Kla Project.' Pada 2000, anak tunggal pasangan almarhum Ariawan Rusdianto Sastrowardoyo, dan Dewi Parwati Setyorini ini mulai dapat tawaran bermain film indie berjudul ‘Bintang Jatuh'.

Pengalaman itu membuat Dian jatuh cinta pada dunia film. Aktingnya menuai pujian banyak pihak. Film indie pertamanya, Bintang Jatuh (2000), karya Rudi Sudjarwo, diedarkan di kampus-kampus, dan tidak ditayangkan di bioskop. Dian beradu akting dengan Marcella Zalianty, Garry Iskak dan Indra Birowo.

Dia melakoni peran lebih serius, saat berakting dalam Pasir Berbisik (2001) bersama Christine Hakim, Slamet Rahardjo dan Didi Petet. Lewat film ini pula Dian menyabet pemeran wanita terbaik pada Festival Film Internasional Singapura (2002), dan Festival Film Asia di Deauville, Perancis (2002). Alumnus SMU Tarakanita I ini memenangi Piala Citra 2004, sebagai Pemeran Utama Wanita Terbaik dan Aktris Terbaik dalam Festival Film Asia di Perancis.

Sumber: http://id.shvoong.com/books/biography/2030673-biografi-dian-sastrowardoyo/#ixzz1NA3X5CpH
Setahun kemudian, dia berperan dengan sangat baik sebagai Cinta dalam film Ada Apa Dengan Cinta (AADC) pada 2002. Film itu disebut-sebut melecut kembali gairah film nasional yang lesu. AADC bercerita tentang remaja Jakarta, dan kisah cinta yang tidak cengeng, laris menjadi tontonan di dalam dan luar negeri. Selama berbulan-bulan film itu bertengger di peringkat tertinggi di bioskop tanah air, maupun luar negeri.

Dua pemeran utama AADC, Dian Sastro dan Nicholas Saputra, berkeliling ke tujuh kota di Jepang, karena film itu diputar di 30 bioskop di negeri Sakura itu. Antara lain, di Tokyo, Osaka, Sapporo, Nagoya, Kyoto, Fukuoka dan Kobe.

Mencoba Sinetron

Meski sebelumnya enggan bermain sinetron, dia akhirnya terjun dalam sinetron Dunia Tanpa Koma (2006). Selain itu, Dian juga tampil membawakan beberapa acara televisi. Dia kembali berduet akting dengan Nicholas Saputra di film 3 Doa 3 Cinta (2008), enam tahun setelah kisah sukses mereka di AADC. Di ajang International Festival of Asian Cinema V Seoul, 3 Doa 3 Cinta mendapat penghargaan Grand Prize of the International Jury.

Kecintaannya pada film pun kian kuat. Dalam Drupadi (2009), Dian membuktikan diri sebagai aktis sekaligus produser film.

Seni peran juga menantangnya tampil di panggung teater. Saat peluncuran novel "9 Dari Nadira" karya Leila S Chudori, awal Desember 2009, dia tampil memainkan satu karakter dari novel itu. Setelah debut perdana di panggung teater, Dian mengaku lelah menghafal naskah teater yang panjang. Dia lebih menikmati peran di layar lebar.

ASMARA

Sejak bersinar dalam AADC, kehidupan pribadi Dian selalu menjadi perhatian. Begitu juga kisah asmara di seputar artis ini. Sejumlah lelaki disebut-sebut pernah dekat dengan Dian, misalnya pembalap Moreno Soeprapto. Kisah cinta Dian dengan Moreno tak bertahan lama, keduanya berpisah dan memilih jalan masing-masing.

Dian sempat berpacaran dengan Abi Yapto, anak pengusaha ternama, Yapto S Soerjosoemarno. Hubungan Dian dengan Abi berjalan lumayan lama. Kisah cinta itu berakhir Agustus 2006. Meski tak jelas sebabnya, keretakan cinta mereka diduga karena orang ketiga yang dekat dengan Dian. Tak jelas siapa lelaki yang disebut-sebut membuyarkan hubungan Dian dan Abi itu. Pada saat itu, Dian juga dekat dengan penyiar radio Prambors, Warman Nasution.

Putus dari Abi, Dian lama tak terlihat menggandeng pria. Bintang sabun Lux ini mengaku menikmati masa kesendiriannya itu. Awal November 2009 berhembus kabar jika cucu tokoh pergerakan nasional Prof Mr Sunario Sastrowardoyo ini bertunangan dengan kekasihnya, Indraguna Sutowo. Hubungan itu rupanya serius. 18 Mei 2010, Dian dinikahi kekasihnya itu.

Sumber: http://id.shvoong.com/books/biography/2030673-biografi-dian-sastrowardoyo/#ixzz1NA3cjdXD
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18 Mei, 2011

DEGREE OF COMPARISON

In English grammar the degree of comparison of an adjective or adverb that describes the relational value of one thing with something in another clause of a sentence. An adjective may simply describe a quality, (the positive); it may compare the quality with that of another of its kind (comparative degree); and it may compare the quality with many or all others (superlative degree). [1] In other languages it may describe a very large degree of a particular quality (in Semitic linguistics, called an elative).
The degree of comparison may be expressed morphologically, or syntactically. In English, for example, most monosyllabic and some disyllabic adjectives have morphological degrees of comparison: green (positive), greener (comparative), greenest (superlative); pretty, prettier, prettiest; while most polysyllabic adjectives use syntax: complex, more complex, most complex.
1. The positive degree is the most basic form of the adjective, positive because it does not relate to any superior or inferior qualities of other things in speech.
2. The comparative degree denotes a greater amount of a quality relative to something else. The phrase “Anna is taller than her father” means that Anna's degree of tallness is greater than her father's degree of tallness.
3. The superlative degree denotes the most, the largest, etc., by which it differs from other things.
Rhetorical use of unbalanced comparatives
In some contexts, such as advertising or political speeches, absolute and relative comparatives are intentionally employed in a way that invites a comparison, and yet the basis of comparison is not established. This is a common rhetorical device used to create an implication of significance where one may not actually be present. Although such usage is common, it is sometimes considered ungrammatical.[citation needed]
For example:
• Always!
• Why pay more?
• We work harder.
• We sell for less!
English usage
Traditional English grammar uses the comparative form when comparing exactly two things, and the superlative when comparing three or more, but in informal usage this may not hold.[clarification needed]
Positive Comparative Superlative
Good Better Best
Beautiful More Beautiful Most Beautiful
Big Bigger Biggest
Tall Taller Tallest
Sincere More Sincere Most Sincere
Small Smaller Smallest

source: http://en.wikipedia.org/wiki/Degree_of_comparison
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PASSIVE VOICE

PASSIVE VOICE (IN POSITIVE FORM)
Penjelasan:
1. Kalimat pasif ialah suatu kalimat yang subjeknya dikenai oleh suatu perbuatan
atau yang predikatnya berawalan di…/ ter…
2. Kata kerja yang digunakan harus kata kerja transitive, yaitu kata kerja yang
bisa diikuti oleh suatu objek atau benda.
3. Rumus kalimat pasif dalam bahasa inggris adalah sebagai berikut:
S + To be + V3…………………………………by…
4. To be berfungsi untuk menentukan Tenses dari suatu kalimat dan untuk
membentuk awalan : di….atau: ter…
5. To be dapat dijabarkan dalam 16 Tenses (lihatlah 16 Tenses pada rumus
kalimat aktif)


Pelajarilah Rumus dibawah ini :
1. Present Future Tense: S + will be + V3…by…
2. Present Future Continuous Tense: S + will be + being + V3…by…
3. Present Future Perfect Tense: S + will have been + V3
4. Present Future Perfect Continuous Tense: S + will have been + being + V3….
5. Simple Present Tense: S + am/is/are + V3…
6. Present Continuous Tense: S + am/is/are + being +V3…
7. Present Perfect Tense: S + have/has + been + V3
8. Present Perfect Continuous Tense: S + have been/has been +being +V3…
9. Past Perfect Tense: S + had been +V3…
10. Past Perfect Continuous Tense: S + had been + being + V3…
11. Simple Past Tense: S + Was/were + V3…
12. Past Continuous Tense: S + was/were + being + V3…
13. Past Future Tense: S + would be + V3…
14. Past Future Continuous Tense: S + would be being +V3…
15. Past Future Perfect Tense: S + would have been + V3…
16. Past Future Perfect Continuous Tense: S + would have been + being + V3…
Penjelasan :
1. Kata kerja yang dipakai dalam kalimat pasif ialah V3 (bukan V1, V2, V4)
2. Tenses dalam kalimat pasifditentukan aleh bentuk To be nya
3. TO BE bisa terdiri dari:
a. Satu kata saja (am/is/are/was/were) lihat nomor 5 dan 11.
b. Dua kata(will be,have been, has been, had been, would be) lihat nomor1, 7, 9, 13. (am being-is being-are being-was being-were being) no. 6 dan no. 12.
c. Tiga kata (will be being, will have been, have been being, has been being, had been being, would be being and would have been) lihat nomor 2, 3, 8, 10, 14 dan 15.
d. Empat kata (will have been being dan would have been being ) no. 4
dan 16.
4. Being dalam kalimat pasif menunjukan: Continuous.

PASSIVE – VOICE IN NEGATIVE FORM

1. Present Future Tense
= S tak akan di…………………
Example : Engkau tak akan dimarahi olehnya.

2. Present Future Continuous Tense
= S tidak sedang akan di……
….
Example : Rapat tidak sedang akan dimulai oleh mereka pukul 9 besok pagi.

3. Present Future Perfect Tense
= S belum akan di…………
Example : Nasi belum akan dimasak olehnya sore ini

4. Present Future Perfect Continuous Tense
Example : Rumah itu belum lagi akan disita oleh Bank pada akhir tahun ini.

5. Simple Present Tense
Example : Pengacau-pengacau itu tidak dikenakan hukuman oleh Hakim.

6. Present Continuous Tense
Example : Mobil saya tidak sedang direparasi sekarang

7. Present Perfect Tense
Example : Saya belum diajak dalam percakapan bahasa Inggris oleh kawan-
kawan saya.
Communicative English Course
23
S + Won’t be + V3……….(by him)………
S + Won’t be + being + V3…(by them)….
S + Won’t have been + V3….(by her)
S + Won’t have been + V3….(by the Bank)………
S + (am not/isn’t/aren’t) + V3….(by the Judge)
S + (am not/isn’t/aren’t) + being + V3… (by……)
S + (hasn’t/haven’t) + been +


8. Present Perfect Continuous Tense
Example : Korupsi masih belum diberantas oleh pemerintah sejak bertahun-tahun
yang lalu.

9. Past Perfect Tense
Example : Tomy belum dituduh sebagai penghianat, sebelum Jaksa Agung
terbunuh.

10. Past Perfect Continuous Tense
Example : Buchary masih belum dicalonkan Walikota, ketika otonomi
dilimpahkan ke-propinsi.

11. Simple Past Tense
Example : Tindakan keras tidak dilakukan oleh pemerintah terhadap para
koruptor.

12. Past Continuous Tense
Example : Pasien tidak sedang dioperasi ketika ia meninggal kemarin.
•No. 13 s/d No. 16, hanya menambahkan kataNot, pada kata bantu yang pertama.
Lihat pada 16 Tenses kalimat pasip bentuk berita.
Communicative English Course
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S + (hasn’t/haven’t) + been + being + V3…by…..
S + hadn’t been + V3…by…..
S + hadn’t been + being + V3…(by……….)
S + (wasn’t/weren’t) + V3…(by……….)
S + (wasn’t/weren’t) + V3…(by……….)

PASSIVE VOICE IN INTERROGATIVE

1. Present Future Tense
= Yes/No,………
Example : Apakah Bahasa Inggris akan dipakai di Pontianak ?
When +……………………………… ? = Few years from now.

2. Present Future Continuous Tense
= Yes/No,………………...
Example : Apakah rapat sedang akan diadakan pukul 9 besok ?
What time +………………... ? = At 9 o’clock.

3. Present Future Perfect Tense
= Yes/No,………………...
Example : Apakah pekerjaanmu sudah akan diselesaikan sore ini ?
What +…………………….. ? = Your job.

4. Present Future Perfect Continuous Tense
= Yes/No,……………….
Example : Apakah norma-norma hukum tengah akan diberlakukan sesudah negara
bangkrut ?
Why +…………………………... ? = Because none is hones in
government.

5. Simple Present Tense
= Yes/No,………………
Communicative English Course
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Will + S + be + V3…(by..) few years from now ? Will + S + have been + V3…………… ?
Will + S + have been + V3……………?
Will + S + have been + being + V3………… ?
(Am /Is/Are) + S + V3…………

6. Present Continuous Tense
= Yes/No,………………...
Example : Apakah penari-penari itu sedang dijemput sekarang ?
Where +……………………. ? = At the airport.

7. Present Perfect Tense
= Yes/No,………………...
Example : Sudahkah tiket-tiket itu dibeli olehmu ?
How many tickets + ……….. ? = 5 tickets

8. Present Perfect Continuous Tense
= Yes/No,………………
Example : Apakah Budi tengah diopname di rumah sakit ?
How long +…………………. ? = For 3 days.

9. Past Perfect Tense
= Yes/No,………………
Example : Apakah perampok-perampok itu sudah tertembak dikakinya sebelum
mereka menyerahkan diri ?
Who +………………… ? = The robbers.

10. Past Perfect Continuous Tense
= Yes/No,………………
Example : Apakah ia tengah diperbantukan sebelum kepada Departemen
Pendidikan sebelum ia menjadi Menteri ?
Communicative English Course
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(Am/Is/Are ) + S + being + V3………. ?
(Has/Have) + S + been + V3………… ?
(Has/Have) + S + been + being + V3………. ?
Had + S + been + V3………. ?
Had + S + been + being + V3……………. ?

How long +…………………. ? = More than 3 year.

11. Simple Past Tense
= Yes/No,………………
Example : Apakah masalah Tomy dibicarakan di DPR ?
What +………………………. ? = Tomy’s problem.

12. Past Continuous Tense
= Yes/No,………………
Example : Apakah proyek perumahan sedang direncanakan di kota ini ketika saya
ada di luar negeri tahun lalu ?
By whom +………………… ? = By the mayor.

13. Past Future Tense : Hanya mengubah : Will dengan Would dan keterangan
waktu

14. Past Future Continuous Tense
: sama di atas (kalimat dikarang sendiri)

15. Past Future Perfect Tense
: sama di atas (kalimat dikarang sendri)

16. Past Future Perfect Continuous Tense : sama di atas (kalimat dikarang sendiri)
Communicative English Course
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(Were/Was) + S + V3…………. ?
(Were/Was) + S + being + V3………… ?

Source: http://www.scribd.com/doc/15803659/16-tenses-in-English
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CONDITIONAL SENTENCES

BENTUK UMUM :

MAIN CLAUSE + IF CLAUSE

DI MANA :

Main clause selalu mempunyai modal auxiliary
If clause selalu berupa : simple present, simple past, atau past perfect

1. conditional sentences type 1 : true in the present or future

S + MODAL V1 + V1 . . IF + S + V1 ATAU TO BE V1

FACT :
Mengubah kata if dengan on condition that, provided, atau unless

contoh :
conditional : I may study in university if i graduate from senior high school
fact : i may study in university on condition that i graduate from senior high school

2. conditional sentences type 2 : untrue in the present

S + MODAL V2 + V2 . . IF + S + V2 ATAU TO BE V2
FACT :
1. Ubah kata if menjadi because
2. Ubah tense menjadi simple present dan hilangkan modal
3. Ubah kalimat negatif menjadi positif dan sebaliknya

contoh :
conditional : I might study in university if i graduated from senior high school
fact : I don't study in university because i don't graduate from senior high school
3. conditional sentences type 3 : untrue in the past

S + MODAL V2 + HAVE + V3 . . IF + S + HAD + V3 ATAU HAD BEEN

FACT :
1. Ubah kata if menjadi because
2. Ubah tense menjadi simple present dan hilangkan modal
3. Ubah kalimat negatif menjadi positif dan sebaliknya

contoh :
conditional : I might have studied in university if i had graduated from senior high school
fact : I didn't study in university because i didn't graduate from senior high school

source: http://student.eepis-its.edu/~gal/condi1.html
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NOUN CLAUSE

Noun Clause adalah Clause yang digunakan sebagai pengganti noun atau berfungsi sebagai noun (kata benda). Selain Noun Clause ini, sebenarnya masih ada clause lainnya seperti Adverb Clause dan Adjective Clause. Untuk mendalami penjelasan mengenai Noun Clause, silahkan perhatikan penjelasan di bawah ini:

Menurut jenis kalimat asalnya, Noun Clause dapat diklasifikasikan menjadi 4 macam, yaitu:
1. Statement (pernyataan)
2. Question (pertanyaan)
3. Request (permintaan)
4. Exclamation (seruan).
Penjelasan:

1. Statement

a. Conjunction yang dipakai adalah: "that"

b. Fungsi Klausa ini adalah sebagai:

1) Subjek Kalimat
• Kangaroo lives in Australia (statement)
• That Kangaroo lives is Australia is well known to all (Noun Clause)
2) Subjek Kalimat setelah "It"
• It is well known to all that Kangaroo lives in Australia
3) Objek Pelengkap
• My conclusion is that Kangaroo lives in Australia
4) Objek Kata Kerja
• All people understand well that Kangaroo lives in Australia
5) Apositif
• My conclusion that Kangaroo lives is Australia is correct.
2. Question

A. Yes/No Question

a. Conjunction yang dipakai adalah: "whether (or not/or if)"

b. Fungsi Klausa ini adalah sebagai:

1) Subjek Kalimat
• Can she drive the car? (Question)
• Whether she can drive the car doesn't concern me. (Noun Clause)
= Whether or not she can drive the car doesn't concern me. (Noun Clause)
= Whether she can drive the car or not doesn't concern me. (Noun Clause)
= Whether or if she can drive the car doesn't concern me. (Noun Clause)
2) Objek Pelengkap
• My question is whether she can drive the car.
3) Objek Kata Kerja
• I really wonder whether she can drive the car (or not).
4) Objek Kata Depan
• We discussed about whether she can drive the car.
B. Wh- Question

a. Conjunction yang dipakai adalah: "kata Tanya itu sendiri"

b. Fungsi Klausa ini adalah sebagai:

1) Subjek Kalimat
• What is he doing? (Question)
• What she is doing doesn't concern me. (Noun Clause)
2) Objek Pelengkap
• My question is what she is doing.
3) Objek Kata Kerja
• I really wonder what she is doing.
4) Objek Kata Depan
• We discussed about what she is doing.
Catatan:

Posisi kembali normal, tidak seperti posisi sebuah pertanyaan normal.

3. Request

a. Conjunction yang dipakai adalah: "that"

b. Fungsi Klausa ini adalah sebagai:

1) Objek Kata Kerja
• Read the book! (Request)
• He suggested that I read the book. (Noun Clause)
Catatan:

Tanda seru hilang.

4. Exclamation

a. Conjunction yang dipakai adalah: "kata Tanya yang dipakai pada kalimat itu sendiri"

b. Fungsi Klausa ini adalah sebagai:

1) Objek Kata Kerja
• What a pretty girl she is? (Exclamation)
• I never realize what a pretty girl she is. (Noun Clause)
2) Objek Kata Depan
• We are talking about what a pretty girl she is.
Catatan Tambahan:
• Noun Clause dengan "that" digunakan sebagai subjek dari suatu kalimat hanya dengan kata kerja tertentu. Dan kata kerja (verb) yang penting adalah linking verb, khususnya BE.
• Noun Clause dengan "that" sering menjadi objek dari verb (kata kerja), beberapa verb berikut ini biasanya mempunyai subjek yang me�nunjukkan manusia. Kata-kata tersebut terutama sekali adalah verb yang digunakan dalam Indirect Speech Berta verb yang menyatakan kegiatan mental.
Kata Kerja Kalimat Tak Langsung

Admit, agree, allege, announce, argue, assert, assure, declare, aver, boast, claim, complain, confess, convince, deny, disagree, explain, foretell, hint, inform, insist, maintain, notify, persuade, pray, predict, proclaim, promise, relate, remark, remind, report, say, state, swear, teach, tell, threaten, warn

Kata Kerja Aktivitas Mental

Ascertain, assume, believe, calculate, care (untuk kalimat negative atau interrogative), conceive, conclude, consider, convince, decide, discover, doubt, dream, expect, fancy, feel, find out, forget, grant, guess, hear, hold (pendapat), hope, imagine, indicate, know, judge, learn, mean, mind (untuk kalimat negative atau interrogative), notice, perceive, presume, pretend, prove, question, realize, recall, reckon, recollect, reflect, regret, rejoice, remember, reveal, see, show, suppose, surmise, think, trust, understand, wish

Contoh:
1. Alex thinks that Mary is ill.
2. Bob told me that he had finished breakfast.
3. Henry says that Jack is very busy.
4. He insists that there is a mistake.
5. He complained to his friend that his wife couldn't cook.
• Dalam percakapan yang tidak resmi (informal) "that" sering dihilangkan dari objek Clause jika artinya (maksudnya) sudah jelas dapat dimengerti tanpa adanya "that".
Contoh:
1. I am sorry (that) I couldn't meet you at the station.
2. He says (that) they plan to come to the dance.
3. We thought (that) you had already left for abroad.
4. The reason we returned so early is, (that) one of the children got sick.
• Noun Clause dari question (pertanyaan) yang terletak sesudah verb yang memerlukan 2 objek mungkin berfungsi sebagai salah satu atau kedua objek dari verb tersebut.
Contoh:
1. Give the man (Indirect Object) what is in this envelope (Direct Object)
2. Give what is in the envelope to the man.
• Noun Clause dari pertanyaan mungkin diawali dengan kata-kata tanya yang berfungsi sebagai: Pronouns, Adjectives, atau Adverbs. Kata-kata yang dipakai adalah: Pronoun = who (ever), what (ever(, which. (ever), Adjective = whose, what (ever), which (ever), Adverb = how (ever), when (ever), where (ever), why.
Contoh:
1. We don't know who will be coming from the employment agency. (who adalah subjek dari will be coming)
2. We don't know whom the employment agency will send. (whom adalah objek dari will send)
3. We will ask whoever comes from the employment agency. (whoever adalah subjek dari comes)
4. We will ask whomever the employment agency sends. (whomever adalah objek dari sends)
• Dalam Noun Clause dari pertanyaan, subjek dan verb mempunyai susunan yang umum, yakni terletak sesudah introductory word.
• Noun Clause dari permintaan dimulai dengan that- Clause ini paling sering merupakan objek dari verb yang menyatakan permintaan, saran, atau keinginan dan sebagainya.
Contoh:
1. He is requesting that a company car be placed at his disposal.
2. The doctor recommended that he take a vacation.
3. It was suggested that she leave immediately.
4. It was proposed that the meeting be adjourned.
• Kadang-kadang "that" yang merupakan kata permulaan Clause dapat digantikan dengan susunan infinitive setelah kata-kata kerja yang menunjukkan permintaan seperti advise, ask, beg, command, desire, forbid, order, request, require, argue.
• Subjek dari that-Clause sering dalam bentuk passive dari verbs of requesting dengan susunan anticipatory it.

source: http://ismailmidi.com/berita-170-noun-clause.html
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GERUNDS

Gerunds atau verbals atau verbal nouns adalah kata kerja berbentuk ing yang dipakai sebagai kata benda.

A. Bentuk
Gerund dibentuk dari : kata kerja + ing (V1 + ing)
Misalnya: smoking, shoping, hunting dan sebagainya.
Bentuk gerund adalah sama seperti bentuk present participle, dan keduanya merupakan bagian dari kata kerja. Perbedaannya gerund merupakan sejenis kata benda, tetapi present participle adalah semacam kata sifat. Oleh karena itu, meskipun serupa tetapi keduanya sangat berbeda dalam sifatnya.
Gerund mempunyai empat macam bentuk :
Tense
Present or continuous
Perfect active
doing
having done Passive
being done
having been done

B. Sifat
Sifat ganda gerund:
Gerund merupakan part of speech ganda. Suatu kata benda dan kata kerja yang digabungkan. Oleh karena itu, kita harus menjelaskannya dalam tiap sifat ini :
1) Sebagai kata benda
2) Sebagai bagian kata kerja
C. Pemakaian
1) Karena gerund merupakan sejenis kata benda, maka ia dapat digunakan sebagai berikut :
a) Sebagai subjek untuk kata kerja
contoh: Sleeping is necessary to life
b) Sebagai objek untuk kata kerja
contoh: I don’t like smoking
c) Sebagai komplemen untuk kata kerja
contoh: My chief delight is riding
d) Sebagai objek untuk preposisi
contoh: He gave up smoking
2) Gerund dengan objek
Karena gerund adalah bagian kata kerja, ia dapat menggunakan objek di belakangnya.
a) Objek langsung
contoh: He is clever at teaching mathematics (mathematics = objek langsung)
b) Objek tak langsung
contoh: He is clever at teaching us mathematics (us = objek tak langsung)
c) Objek yang tetap dipertahankan dalam kalimat pasif
contoh: She is pleased at being taught mathematics
d) Objek yang artinya mirip dengan kata kerja itu sendiri
contoh: She is proud of having sung a fine song
e) Objek refleksif
contoh: She is in the habit of oversleeping herself
3) Gerund dengan genitif
Kata benda atau kata ganti, asalkan menunjukkan orang atau binatang, haruslah dalam kasus genitif, bilamana kata benda atau kata ganti itu diletakkan di depan gerund.
Contoh: I am pleased at your coming
Perhatikan :
a) Pemakaian gerund yang didahului kata benda atau kata ganti genitif yang berikut ini kadang-kadang terjadi :
Contoh: This was a creative work of my doing
b) Kadang-kadang huruf “a” diletakkan di depan gerund dalam pengertian preposisi. Di sini “a” merupakan perubahan atau singkatan dari preposisi on :
Contoh:
The man has gone a-hunting
He has gone a-fishing
4) Yang memiliki bentuk ing, selain gerund, masih ada present participle dan kata benda asli, haruslah kita bedakan dengan jelas.
a) A sleeping carriage (a carriage used for sleeping), di sini sleeping merupakan gerund
b) A sleeping child (a child that is sleeping), di sini sleeping merupakan present participle yang dipakai sebagai kata sifat
c) Rising early is good for health, di sini rising adalah kata kerja yang diterangkan kata keterangan early, merupakan gerund yang berfungsi sebagai subjek.
d) Early rising is good for health, di sini rising diterangkan oleh kata sifat early, dengan demikian rising adalah part of speech dan merupakan kata benda asli.
5) Gerund dalam bentuk present perfect:
Contoh:
He regrets having done so (he regrets that he has done or did so)
He regretted having done so (he regretted that he had done so)
Gerund dan bukan infinitive harus dipakai:
a) Sesudah preposisi atau ungkapan berpreposisi :
Without, etc + gerund
Contoh: Do your work without speaking. Kerjakanlah pekerjaanmu tanpa berbicara
Look forward to + gerund
Contoh: I look forward to seeing you soon. Saya mengharapkan dengan senang hati menemui anda segera
Instead of, etc + gerund
Contoh: You had much better work instead of idling away your time. Sebaiknya Anda bekerja daripada buang-buang waktu
b) Sesudah kata-kata yang secara tetap menggunakan preposisi :
Fond of + gerund
Contoh: He is always fond of hunting. Ia selalu suka berburu
Insist on + gerund
Contoh: He insisted on going to Kudus. Ia bersikeras untuk pergi ke Kudus
Object to + gerund
Contoh: I object to smoking. Saya keberatan merokok
Prevent from + gerund
Contoh: I was prevented from going because of illness. Saya terhalang pergi karena sakit
Succeed in + gerund
Contoh: He succeeded in solving the problem. Ia berhasil memecahkan masalah itu
Think of + gerund
Contoh: I often think of going to France. Saya sering bermaksud pergi ke Perancis
Tired of + gerund
Contoh: I’m tired of eating foreign food every day. Saya bosan makan makanan asing tiap hari
Used to + gerund
Contoh: I’m used to getting up early. Saya biasa bangun pagi-pagi
c) Sesudah katakata kerja tertentu
Avoid + gerund
Contoh: We can’t avoid making mistakes. Kita tak dapat menghindari membuat kesalahan
Can’t bear + gerund
Contoh: He can’t bear being laughed at. Ia tak dapat tahan ditertawakan orang
Can’t help + gerund
Contoh: I can’t help laughing. Saya tak dapat menahan tertawa
Catatan 1 :
Cannot help dan cannot but mempunyai arti yang sama tidak dapat menahan, tetapi pemakaiannya berbeda. Cannot help diikuti oleh gerund tetapi cannot but diikuti oleh infinitive tanpa to.
contoh :
I cannot but laugh
Can’t stand + gerund
Contoh: She can’t stand being laughed at. Ia tak tahan ditertawakan orang
Delay + gerund
Contoh: I delayed answering you owing to pressure of work. Saya menunda untuk menjawab anda karena sibuk
Enjoy + gerund
He enjoys playing a game of football. Ia senang sekali bermain sepak bola
Catatan 2 :
Kata-kata kerja yang berarti “to like” atau “to dislike” boleh diikuti infinitive atau gerund.
Contoh:
He likes reading English literature (he likes to read English literature). Ia suka membaca
kesusastraan Inggris
She dislikes swimming (he dislike to swim). Ia tak suka berenang
Escape + gerund
Contoh: He narrowly escaped drowning. Ia nyaris tenggelam
Finish + gerund
Contoh: I haven’t finished speaking. Saya belum selesai berbicara
Catatan 3 :
Kata kerja yang berarti “to begin” diikuti oleh infinitive atau gerund
Go on (= continue) + gerund
Contoh: The rain went on falling all night. Hujan terus turun sepanjang malam
Keep (on) + gerund
Contoh: He was kept waiting a long time, but he kept his temper. Ia dibiarkan menunggu lama, tetapi ia menahan amarahnya
Mind (= object to) + gerund
Contoh: Would you mind shutting the window? berkeberatankah anda menutup jendela itu?
Miss + gerund
Contoh: He narrowly missed getting killed. Ia nyaris terbunuh
Postpone + gerund
Contoh: I shall postpone writing till I learn full particulars. Saya akan menunda menulis surat sampai saya mendengar/mengetahui data yang lengkap
Remember + gerund
Contoh: I remember meeting you at the theatre. Saya ingat pernah menjumpai anda di dalam gedung bioskop
Stop + gerund
Contoh: My watch stopped ticking. Jam saya mati
Understand + gerund
Contoh: He understands managing his business. Ia mengerti bagaimana mengurus bisnisnya
d) Sesudah kata-kata sifat tertentu
Busy + gerund
Contoh: I am busy writing letters. Saya sibuk menulis surat
Worth + gerund
Contoh: This book is worth reading. Buku ini patut dibaca
e) Sesudah ungkapan-ungkapan tertentu
It is no use + gerund
Contoh: It’s no use begging like a beggar. Tak ada gunanya meminta-minta seperti orang minta-minta
It is no good + gerund
Contoh: It’s no good getting angry at once. Tak ada gunanya segera menjadi marah
There is no + gerund
Contoh: There’s no getting around it. Hal itu tak dapat dielakkan
There is no harm in + gerund
Contoh: There’s no harm in trying. Tak ada ruginya bila mencoba
Have the pleasure of + gerund
Contoh: I had the pleasure of meeting him. Saya senang sekali bertemu dengannya
Take pleasure in + gerund
Contoh: He takes pleasure in visiting the sick. Dengan senang hati ia mengunjungi orang sakit
To be interested in + gerund
Contoh: He was interested in learning more about my work. Ia berminat belajar lebih banyak tentang pekerjaanku
To be ashamed of + gerund
Contoh: The girl was ashamed of having been beaten in class by her brother. Gadis itu malu karena telah dipukul di kelas oleh saudara laki-lakinya
Gerund dipakai pada papan tanda yang menyatakan suatu larangan, yaitu sesudah no
Contoh:
No, talking! diamlah!
No, passing! dilarang melintas!
No, smoking! dilarang merokok!
No, spitting! dilarang meludah! etc.
Dipakai dalam ungkapan
Contoh: Seeing is believing. Kalau sudah melihat baru percaya

D. Gerund sejenis kata benda abstrak
Gerund sebenarnya merupakan sejenis kata benda abstrak dan mempunyai arti yang sama seperti abstract noun atau seperti noun infinitive:
Gerund : Sleeping is necessary to health
Abstract Noun : Sleep is necessary to health
Noun infinitive : To sleep is necessary to health
Ketiga kalimat tersebut di atas semuanya berarti suatu hal yang sama yaitu tidur perlu untuk kesehatan.

sumber :http://englishtutorial.co.cc/?p=10
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TENSES

1.PRESENT CONTINUOUS TENSE

1.1 THE USE OF PRESENT CONTINOUS TENSE

We use The Present Continuous Tense when we talk about something which is
happening at the time of speaking.
Example :Please don’t make so much noise. I’m studying.
We also use The Present Continuous Tense when we talk about something
which is happening around the time of speaking, but not necessarily exactly at
the time of speaking.
Example : Silvia is learning English at the moment.
We often use the Present Continuous when we talk about a period around the
present.
Example :You’re working hard today. Yes, I have a lot of to do
We use the present continuous when we talk about the changing situation.
Example : The population without jobs is increasing very fast.

1.2. THE ADVERBS OF TIME USED

The adverbs of time used in Present Continous tense are “NOW, RIGHT NOW,
TOMORROW,ETC

1.3. THE PATTERN OF PRESENT CONTINOUS TENSE

The patterns of Present continous tense consist of :
1.3.A. Positive Pattern
S + am/is/are + Verb 4…………………………………………….Now
S + sedang + 4……………………………………..sekarang

Examples :
1. I am studying English now.
2. We are going to Jakarta tomorrow (akan)
3. You are singing now.
4. He is making a cake now.
5. she is sewing a shirt no
6. They are playing football in the field now.
7. Tom and Ani are doing their homework tomorrow.
8. The students are doing sport now.
1.3.b The Negative Pattern
S + am/is/are + Not + Verb 4…………………………………… Now
S + tidak sedang + 4…………………………………….sekarang
Example :
1. I am not studying now
2. He is not sleeping now
3. My father is not watching television now.
4. we aren’t going to Jakarta Tomorrow.
1.3.c. The Interrogative Pattern
Am/Is/Are + S + Verb 4…………………………………………..Now?
Apakah + S + sedang + 4…………………………sekarang ?
Examples :
1. Are you studying English now ? Yes, I am/ No, I am not
2. Is he eating fried rice now? Yes, he is/ No, he isn’t
3. Is your father working in the office now? Yes, He is/No, He isn’t
1.3.d. Qusetion-word Pattern
QW + Am/Is/Are + S + Verb 4…………………………………...Now?
QW + yang + S + 4……………………………………..sekarang?
Examples :
1. what are you doing now ? studying
2. Where is he studying English now ? at school


2.PAST TENSE

2.1. The Use of Simple Past Tense

We use the past simple to talk about actions or situations in the past.
2.2. The Adverbs of time used
The adverbs of time used in this tense are Yesterday, last….., a week ago, this morning , last night, yesterday morning, yesterweek, yestermonth, yesteryear, etc.
2.3. The Patterns of Simple Past Tense
2.3.1. The Positive Pattern
S + Verb 2…………………………………………………… Yesterday
S + 2…………………………………………………..
Examples :
1. John saw a crocodile in the river yesterday.
2. We studied English here last week.
3. They played football in the field yesteryear
2.3.2. The Negative Pattern
S + didn’t + Verb 1…………………………………… ……..Yesterday
S + tidak + 1…………………………………kemarin
Examples :
1. John didn’t see a crocodile in the river yesterday.
2. We didn’t study here last week.
3. They didn’t play football in the field yesteryear.
2.3.3. The Interrogative Pattern
Did + S + Verb 1……………………………………………..Yesterday?
Apakah + S + 1…………………………………………kemarin?
Examples:
1. Did John see a crocodile in the river yesterday ? Yes, he did/No, he didn’t
2. Did you study here last week ? Yes, we did/ No, we didn’t

3. Did they play football in the field yesteryear? Yes, they did/No, they idn’t
2.3.4. The Question-word Pattern
QW + did + S + Verb 1……………………………….………Yesterday?
Qw + yang + S + 1…………………………………….?
Examples:
1. What did John see in the river yesterday ? a crocodile
2. When did John see a crocodile in the river? yesterday
QW + Verb 2……………………………….………Yesterday? S + did
QW + 2……………………………..?
Examples :
1. Who saw a crocodile in the river yesterday ? John did
2. What grew in the rice-field last year? A coconut tree di


3. PRESENT FUTURE TENSE

We often usew ill in this situation:
Offering to do something:
e.g. That bag looks heavy. I’ll help with it.
Agreeing and refusing to do something:
e.g. I’ve asked john to help me but he won’t
Promising to do something.
e.g. I will come to your house tonight. I promise.
Asking someone to do something.
Will you close the window,please!
The pattern :
S + will/shall + Verb 1…………………………………… Tomorrow
S + won’t/shan’t + Verb 1…………………… ………… Tomorrow
Will/Shall + S + Verb 1………………………………….. Tomorrow?
QW + will/shall + S + Verb 1…………………….………Tomorrow?
We often use will to be going to when we say what we have already decided to do,
what we intend to do in the future.
e.g. A:There’s a film on television tonight.A re you going to watch it?
B: No, I am too tired. I am going to have an early night.
The pattern :
S + am/is/are + going to + Verb 1……………………………………
S +am/is/are + not + going to + Verb 1…………………… …………
Am/is/are + S + going to + Verb 1………………………………….. .?
QW + am/is/are + S + going to + verb 1…………

4. PRESENT TENSE

Present Tense is used to talk about something in general. And it is also used to talk
about something which is happened repeatedly or habituallly activities.
e.g. + The earth goes round the sun
- The earth doesn’t go round the sun
? Does the earth go round the sun ?
+ I get up at 8 o’clock every morning
- I don’t get up at 8 o’clock every morning
? Do you get up at 8 o’clock very morning?
The pattern :
S + Verb 1 (s/es)…………………………………… Everyday/today
S + don’t/doesn’t + Verb 1…………………… ……Everyday/today
Do/Does + S + Verb 1………………………………Everyday/today?
QW + Do/does + S + Verb 1…………………….…Everyday/today?
We use the present simple when wse say how often we do things:
e.g. How often do you go to the dentist ?
Mary doesn’t often drink tea.

5. PAST CONTINUOUS TENSE

We use past continuous Tense to say that someone was in the middle of doing
something at a certain time. The action or situation had already started before this
time but hadn’t finished:
This time last year I was living in Brazil
We often use the past continuous Tense and the past simple together to say that
something happened in the middle of something else:
When I was working in the garden, I hurt my back.
The pattern :
S + was/were + verb 4………………….When + s + Verb 2…….……
S + was/were + not + Verb 4…………….When + s + Verb 2…………
Was/were + S + verb 4…………………. When + s + Verb 2 ……. ….?
QW + was/were + S + verb 4……………When + s + Verb 2…………?
e.g. + She was cooking rice when Tom came yesterday
- She wasn’t cooking rice when Tom came yesterday
? Was she cooking rice when Tom came yesterday ?
6. PRESENT PERFECT TENSE

We often use the present perfect Tense to give new information or to announce
recent happening:
e.g. Do you know about Mary ? She’s gone to Jakarta.
We can use the Present Perfect Tense withalready to say that something has
happened sooner than expected :
e.g. Don’t forget to post this letter, will you? I’vealready posted it.
We can use the Present Perfect Tense withjust (= a short time ago)
e.g. Would you like something to eat? ‘No, thanks. I’vejust had lunch’.
We talk about a period of time that continuous up to the present, we use the
present perfect.
e.g. Dave: Have you travelled a lot, Nora?
Nora: Yes, I have been to 47 different countries.
We often useever andnever with the present perfect:
e.g. have youeve r eaten caviar?
We havenever had a car.
We have to use present perfect Tense with This is the first time…, It the first
time…
e.g. This is the first time he has driven a car. (not drives)
We often use the present perfect with yet. Yet shows that the speaker is expecting
something to happen. Use yet only in questions and negative sentences: e.g. Has it
stopped raining yet ? (not ‘did it stop’).
The pattern:
S + have/has + verb 3……………………….etc
S + haven’t/hasn’t + Verb 3…………….….etc
Have/has + S + verb 3………………….. ….etc?
QW + have/has + S + verb 3………………..etc?

7. PAST PERFECT TENSE

We use the Past perfect to say that something had already happened before this
time :
Example :
- When I arrived at the party, Tom had already gone home
- When I got home, I found that someone had broken into my flat and had
stolen my fur coat.
- George didn’t want to come to the cinema with us because he had already
seen the film twice.
- It was my first time in an aeroplane. I was very nervous because I hadn’t
flown before.
The pattern:
S + had + verb 3…………when/before S + V2
S + hadn’t + Verb 3……… when/before S + V2
Had + S + verb 3………… when/before S + V2 ?
QW + had + S + verb 3……… when/before S + V2 ?
8. PRESENT PERFECT CONTINUOUS TENSE
S + have/has + been + verb 4…………etc S + haven’t/hasn’t + been + verb 4……etc Have/has + S + been + verb 4……….etc ? QW + have/has + S + been + verb 4…etc ?
Example :
-Pelajar pelajartengah menyanyi sejak pagi ini
+ The students have been singing since this morning
- The students haven’t been singing since this morning
? Have the students been singing since this morning ?

8. PRESENT PERFECT CONTINUOUS TENSE
S + have/has + been + verb 4…………etc S + haven’t/hasn’t + been + verb 4……etc Have/has + S + been + verb 4……….etc ? QW + have/has + S + been + verb 4…etc ?

Example :
-Pelajar pelajartengah menyanyi sejak pagi ini
+ The students have been singing since this morning
- The students haven’t been singing since this morning
? Have the students been singing since this morning ?

9. PAST PERFECT CONTINUOUS TENSE
S + had been + verb 4…………when S + V2
S + hadn’t been + Verb 4……… when S + V2
Had + S + been + verb 4………… when S + V2 ?
QW + had + S + been + verb 4……… when S + V2 ?
Example :
-Merekatengah mengerjakan PR ketika saya datang kemarin
+ They had been doing the homework when I came yesterday
- They hadn’t been doing the homework when I came yesterday
? Had they been doing the homework when I came yesterday ?

10. PRESENT FUTURE CONTINUOUS TENSE
S + will be + Verb 4 + O + at…………..o’clock
S + won’t be + Verb 4 + O + at………..o’clock
Will + S + be + Verb 4 + O + at……….o’clock ?
QW + will + S + be +Verb 4…………o’clock ?
Example :
-Kamu sedang akan pergi ke sekolah pukul 7 besok pagi
+ You will be going to school at seven o’clock tomorrow morning
- You won’t be going to school at seven o’clock tomorrow morning
? Will you be going to school at seven o’clock tomorrow morning ?
11. PRESENT FUTURE PERFECT TENSE
S + will have + verb 3 + ……….by the end……
S + won’t have + Verb 3 + ………..by the end….
Will + S + have + Verb 3 + ………by the end…. ?
QW + will + S + have +Verb 3 +…………by the end… ?
Example :
-Kita sudah akan tiba di Jakarta besok sore.
+ We will have arrived in Jakarta tomorrow afternoon
- We won’t have arrived in Jakarta tomorrow afternoon
? Will we have arrived in Jakarta tomorrow afternoon ?

12. PRESENT FUTURE PERFECT CONTINUOUS TENSE
S + will have been + verb 4………since……….
S + won’t have been + verb 4…….since……….
Will + S + have been + verb 4……since……….?
QW + will + S + have been + verb 4….since…..?
Example :
-Mereka tengah akan belajarsejak pagi besok
+ They will have been studying since this morning
- They won’t have been studying since this morning
? Will they have been studying since this morning ?

13. PAST FUTURE TENSE
S + would + V1…IF + S + verb 2………….etc
S + wouldn’t + verb 1….+ object…………..etc
Would + S + verb 1 ….+ object ……….…..etc ?
Example :
1. Saya akan datang ANDAIKATA kamu mengundang saya
I would come if you invited me
2. Tom akan melakukan perjalanan JIKAdia punya uang
Tom would travel if he had more money
14. PAST FUTURE CINTINUOUS TENSE
S + would be + Verb 4……when S + verb 2……….etc
S + wouldn’t + be + verb 4….when S + verb 2………etc
Would + S + be + verb 4 ….. when S + verb 2……etc ?
Example :
-Sedianyamer eka sedang akan pulang KETIKA kami datang
+ They would be going home when we came
- They wouldn’t be going home when we came
? Would they be going home when we came ?


14. PAST FUTURE CINTINUOUS TENSE
S + would be + Verb 4……when S + verb 2……….etc
S + wouldn’t + be + verb 4….when S + verb 2………etc
Would + S + be + verb 4 ….. when S + verb 2……etc ?
Example :
-Sedianyamer eka sedang akan pulang KETIKA kami datang
+ They would be going home when we came
- They wouldn’t be going home when we came
? Would they be going home when we came ?

15. PAST FUTURE PERFECT TENSE
S + would have + verb 3…..IF + S + had + verb 3…….
S + wouldn’t have + verb 3 ……object………..etc
Would + S + have + verb 3 …….object………..etc ?
Example :
-Ia sudah akan menjadi presiden ANDAIKATA partainya menang dalam
pemilihan umum.
- He would have become a presiden if his party had won in general election

16. PAST FUTURE PERFECT CONTINUOUS TENSE
S + would have + been + verb 4…..IF + S + had + verb 3…….
S + wouldn’t have been + verb 4…….object…………etc
Would + S + have been + verb 4.. …….object………..etc ?
Example :
-Sedianyarapat tengah akan dimulai sejak pagi ANDAIKATA walikota
sudah datang tepat pada waktunya
- The meeting would have been starting since this morning if Mayor had come
on time

sumber : http://www.scribd.com/doc/15803659/16-tenses-in-English
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English relative clauses

This article focuses mainly on usage of English relative clauses. For theoretical background on the subject, see the main article on relative clauses.
The relative pronouns in English include who, whom, whose, which, whomever, whatever, and that. (Note: Not all modern syntacticians agree that that is a relative pronoun.) What is a compound relative, including both the antecedent and the relative, and is equivalent to that which; for example, "I did what he desired" means the same as, "I did that which he desired."
In some contexts, there may be a choice between two or more of these forms. The choice of relative pronoun may carry additional meaning or draw a number of distinctions.
Variables in the basic relative clause
Human or non-human
In their choice of relative pronoun, English-speakers will often distinguish between an antecedent that is a human—who(m)—and an antecedent which is a non-human—which. In this regard, English is unique among the Germanic languages as far as bound relatives are concerned. However, as regards free relatives, German uses a strikingly similar strategy distinguishing between 'was'/'was(auch)immer' (cf. English 'what'/'what(so)ever') and wer(auch)immer (cf. English who(so)ever; this distinction may be due to French influence, and is clearly related to the distinction between the interrogative words who(m) and which and that between the (s)he pronouns and it(s).
However, this distinction applies only to the which and who. The alternative that is found with both human and non-human antecedents. While some writers recommend reserving that for nonhuman antecedents, this does not reflect majority use. Examples can be found in Shakespeare (the man that hath no music in himself[1]), Mark Twain (The Man that Corrupted Hadleyburg), and Ira Gershwin (The Man that Got Away).
Although whose, as the possessive form of who, is often reserved for human antecedents, it is commonly found also with nonhuman ones.
Grammatical case
In the Germanic languages, the case of a relative pronoun is generally marked in its form. In English, this survives only in who, which has a possessive case form whose and an objective case form whom. But the form whom is in decline and is now often restricted to formal use.
Since which and that have no possessive forms, whose is now also used for the possessive form of these, or periphrasis is sometimes employed:
There is an old house in our street, whose roof Jack fixed.
There is an old house in our street, the roof of which Jack fixed.
Restrictive or non-restrictive
Restrictiveness is more clearly marked in English than in most languages[citation needed]: prosody (in speaking) and punctuation (in writing) serve this purpose. An English non-restrictive relative clause is preceded by a pause in speech or a comma in writing, whereas a restrictive clause normally is not. Compare the following sentences, which have two quite different meanings, and correspondingly two clearly distinguished intonation patterns, depending on whether the commas are inserted:
(1) The builder, who erects very fine houses, will make a large profit. (non-restrictive)
(2) The builder who erects very fine houses will make a large profit. (restrictive)
The first example, with commas, and with three short intonation curves, contains a non-restrictive relative clause. It refers to a specific builder, and assumes we know which builder is intended. It tells us firstly about his houses, then about his profits. The second example uses a restrictive relative clause. Without the commas, and with a single intonation curve, the sentence states that any builder who builds such houses will make profits.
A simple test is to remove the relative clause. If the underlying meaning of the sentence changes, then it is a restrictive clause. If the clause turns out to have been a supplement to the basic meaning of the sentence, then that means the clause was a non-restrictive clause.
A distinction is also sometimes drawn between that (restrictive) and who/which (non-restrictive); see "That or which" below.
Restrictive relative clauses are also called defining relative clauses, or identifying relative clauses. Similarly, non-restrictive relative clauses are called non-defining or non-identifying relative clauses. For more information see restrictive clause and the relevant subsection of relative clause.
That or which
The distinction between the relative pronouns that and which to introduce relative clauses with non-human antecedents, and that vs. who for human antecedents, is a frequent point of dispute.
For clarity, we can look at a slightly modified version of the example above:
(1) The building company, which erects very fine houses, will make a large profit. (non-restrictive)
(2) The building company that|which erects very fine houses will make a large profit. (restrictive)
Of the two, only which is at all common in non-restrictive clauses.[2] The dispute mainly concerns restrictive clauses: in informal American speech and in formal and informal British English that or which are both commonly (and apparently arbitrarily[citation needed]) used, but in formal American English, references generally specify only that,[3] or reduction to a zero relative pronoun (see below). This rule was championed in 1926 by H.W. Fowler, who observed, "Some there are who follow this principle now; but it would be idle to pretend that it is the practice either of most or of the best writers."[4] Some academics, such as Stanford linguist Arnold Zwicky,[5] claim it is "a silly idea," but in the U.S., the Chicago Manual of Style and other mainstream references insist on it, and most professional writers adhere to it.
The style guide Words into Type offers the rule of thumb that "when a comma can be inserted, the word is which."[6] A simple test is to consider whether the clause is essential to the meaning of the sentence and whether removing it significantly changes the meaning of the sentence; if so, use that. For example:
(1) The pitch that changed the outcome of the game came in the eighth inning.
(2) The fateful pitch, which came on a 2-1 pitch, struck the batter.
Zero relative pronoun
Further information: Reduced relative clause
English, unlike other West Germanic languages, has a zero relative pronoun. It is an alternative to that in a restrictive relative clause:
Jack built the house that I was born in.
Jack built the house Ø I was born in.
Relative clauses headed by zeros are frequently called contact clauses in TEFL contexts. They are also often referred to as "zero clauses".
The zero relative pronoun cannot be the subject of an active verb in the relative clause. Thus one must say:
Jack built the house that sits on the hill.
and never
*Jack built the house Ø sits on the hill.
However, the zero relative pronoun can be the subject of a passive verb in the relative clause. In this case, the auxiliary verb (e.g., "was") must also be removed from the relative clause:[7]
Jack built the house that was sold yesterday.
Jack built the house Ø sold yesterday.
This rule applies regardless of whether the antecedent of the zero relative is an object or a subject in the main clause:
The house that was built in 1970 is Nirmala's favorite.
The house Ø built in 1970 is Nirmala's favorite.
However, when the antecedent is the subject of the main clause, a garden path sentence such as the following may result:
The horse raced past the barn fell.
which is derived from
The horse that was raced past the barn fell.
Use with preposition
In formal writing, a preposition in a relative clause often appears together with the relative pronoun. In this case the pronoun is likely to be either whom or which; never that, and since this is now formal usage, it would be unusual to use who.
Jack is the boy with whom Jenny fell in love.
Jack built the house in which I grew up.
Like most Germanic languages, Old English required this syntax. However, in modern English it is rather more common to place the preposition where it would be if the clause were an independent clause. Though John Dryden raised in 1672 the issue that this preposition-stranding is not considered correct[citation needed], it was already in widespread use by that time, and now has wide usage among English speakers, especially in colloquial situations. Therefore any of the following might be heard in ordinary speech:
Jack is the boy whom Jenny fell in love with.
Jack is the boy who Jenny fell in love with.
Jack is the boy that Jenny fell in love with.
Jack is the boy Jenny fell in love with.
Summary
The most common distribution of the forms is therefore as follows (though variations may be heard).
Restrictive Nonrestrictive
Human Nonhuman Human Nonhuman
Subject who, that which, that who which
Object who, whom, that, Ø which, that, Ø who, whom which
After preposition whom which whom which
Possessive whose, of whom whose, of which whose, of whom whose, of which
Special types and variants
Nominal relative clauses
English allows what is called a fused or nominal relative clause — a relative clause that does not modify an external noun phrase, and instead has a nominal function fused into it. For example:
What he did is clearly impossible, but I saw him do it.
Here, what he did has the sense of that which he did, i.e. the thing that he did, and functions as the subject of the verb is. Nominal relative clauses are inherently restrictive.
English has a number of fused relative pronouns, such as what, whatever, and whoever, but all can introduce other kinds of clauses as well; what can also introduce interrogative content clauses ("I do not know what he did"), for example, and both whatever and whoever can
See also
• English grammar
References
1. ^ The Merchant of Venice
2. ^ Pullum, Geoffrey K. Language Log: An ivory-billed relative clause, Language Log. 1 December 2005.
3. ^ New Hart's Rules (Oxford University Press: 2005), p.68.
4. ^ Fowler, H.W. (1965) [1926]. Sir Ernest Gowers. ed. Fowler's Modern English Usage (second ed.). Oxford University Press.
5. ^ Zwicky, Arnold (2005-05-03). "Don't do this at home, kiddies!". http://itre.cis.upenn.edu/~myl/languagelog/archives/002124.html. Retrieved 2008-12-06. "Most linguists—especially sociolinguists—think this a really silly idea, but some people, like Safire, seem to have never met a rule they didn't like, especially if the rule would bring order into apparent chaos."
6. ^ Skillin, Marjorie E. (1974). Words into Type (3rd ed.). Englewood Cliffs, NJ: Prentice Hall. ISBN 0-13-964262-5
7. ^ Carrol, David W (2008). Psychology of Language (5 ed.). Belmont: Thomson & Wadsworth. p. 136.

sumber: http://en.wikipedia.org/wiki/English_relative_clauses
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05 Mei, 2011

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17 April, 2011

TUGAS 1 EA 10

April 4th, 2011 by sujana

1. This new service will be available to all users _______ up for paid membership.
A. that signed
B. that signed it
C. which signed
D. sign

2. That is a story of hardship _______ our own situation into perspective.
A. puts
B. it puts
C. that it puts
D. that puts3. John Smith, _______ of economic crimes, tax evasion and fraud, is being accused of attempted murder now.

A. of that he was accused
B. that was accused
C. whom he was accused
D. who was accused

4. The process uses an innovative digital technology __________ the products with as many colors as the image contains.

(A) imprints
(B) that imprints it
(C) that imprints
(D) that it imprints

5. The police were greatly outnumbered by rioters, _______ ran into the hundreds.

A. whose figures
B. those figures
C. that its figures
D. its figures that

Adverb Clauses

1. __________ getting the highest result in the class, John still had problems with the teacher.

(A) Despite of
(B) In spite of
(C) Even though
(D) Nonetheless

2. _______ air is composed of about 78 percent nitrogen and only about 21 percent oxygen, is a little known fact on the streets.

A. How that
B. That
C. When
D. However

3. _______ he was seen to be an aggressive politician, he was a quiet and loving family man at home.

A. Although
B. Despite
C. In spite of
D. Nevertheless

4. _______ the variable drops by a unit of 1, the rank drops by X amount.

A. Why
B. Whenever
C. How
D. What

5. This method is widely used _______ algorithm is not only effective but also very simple.

A. because its
B. because
C. it is because
D. because of its

Main Subject

1. It is said he was a man, _________ to have the vision of an eagle and courage of a lion.

(A) who appeared
(B) he appeared
(C) that appears
(D) and appears

2. Before Johnson & Smith reached great heights in the business world, ______ encountered many great difficulties in promoting their theories and methods.

A. they
B. who
C. which
D. and

3. After the discovery of the abandoned getaway vehicle, ________ believed to be hiding in the nearby Riverside forest region.

A. that the bank robber is
B. the bank robber who
C. the bank robber is
D. the bank robber who is

4. A gifted scientist, Newton _______ some of the most fundamental laws in the history of science.

A. keeps discovering
B. who discovered
C. the discoverer of
D. discovered

5. George Washington once said that _______ have virtue enough to withstand the highest bidder.

A. few men
B. the few men
C. few are the men
D. the men are few
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31 Maret, 2011

ADJECTIVE CLAUSE

See The Sentence for definitions of sentence, clause, and dependent clause.
A sentence which contains just one clause is called a simple sentence.
A sentence which contains one independent clause and one or more dependent clauses is called a complex sentence. (Dependent clauses are also called subordinate clauses.)
There are three basic types of dependent clauses: adjective clauses, adverb clauses, and noun clauses. (Adjective clauses are also called relative clauses.)
This page contains information about adjective clauses. Also see Adverb Clauses and Noun Clauses
A. Adjective clauses perform the same function in sentences that adjectives do: they modify nouns.
The teacher has a car. (Car is a noun.)
It’s a new car. (New is an adjective which modifies car.)
The car that she is driving is not hers.
(That she is driving is an adjective clause which modifies car. It’s a clause because it has a subject (she) and a predicate (is driving); it’s an adjective clause because it modifies a noun.)
Note that adjectives usually precede the nouns they modify; adjective clauses always follow the nouns they modify.
________________________________________
B. A sentence which contains one adjective clause and one independent clause is the result of combining two clauses which contain a repeated noun. You can combine two independent clauses to make one sentence containing an adjective clause by following these steps:
1. You must have two clauses which contain a repeated noun (or pronoun, or noun and pronoun which refer to the same thing). Here are two examples:
The book is on the table. + I like the book.
The man is here. + The man wants the book.
2. Delete the repeated noun and replace it with a relative pronoun in the clause you want to make dependent. See C. below for information on relative pronouns.
The book is on the table. + I like which
The man is here. + who wants the book
3. Move the relative pronoun to the beginning of its clause (if it is not already there). The clause is now an adjective clause.
The book is on the table. + which I like
The man is here. + who wants the book
4. Put the adjective clause immediately after the noun phrase it modifies (the repeated noun):
The book which I like is on the table.
The man who wants the book is here.
________________________________________
C. The subordinators in adjective clauses are called relative pronouns.
1. These are the most important relative pronouns: who, whom, that, which.
These relative pronouns can be omitted when they are objects of verbs. When they are objects of prepositions, they can be omitted when they do not follow the preposition.
WHO replaces nouns and pronouns that refer to people. It cannot replace nouns and pronouns that refer to animals or things. It can be the subject of a verb. In informal writing (but not in academic writing), it can be used as the object of a verb.
WHOM replaces nouns and pronouns that refer to people. It cannot replace nouns and pronouns that refer to animals or things. It can be the object of a verb or preposition. It cannot be the subject of a verb.
WHICH replaces nouns and pronouns that refer to animals or things. It cannot replace nouns and pronouns that refer to people. It can be the subject of a verb. It can also be the object of a verb or preposition.
THAT replaces nouns and pronouns that refer to people, animals or things. It can be the subject of a verb. It can also be the object of a verb or preposition (but that cannot follow a preposition; whom, which, and whose are the only relative pronouns that can follow a preposition).
2. The following words can also be used as relative pronouns: whose, when, where.
WHOSE replaces possessive forms of nouns and pronouns (see WF11 and pro in Correction Symbols Two). It can refer to people, animals or things. It can be part of a subject or part of an object of a verb or preposition, but it cannot be a complete subject or object. Whose cannot be omitted. Here are examples with whose:
The man is happy. + I found the man’s wallet. =
The man whose wallet I found is happy.
The girl is excited. + Her mother won the lottery. =
The girl whose mother won the lottery is excited.
WHEN replaces a time (in + year, in + month, on + day,...). It cannot be a subject. It can be omitted. Here is an example with when:
I will never forget the day. + I graduated on that day.=
I will never forget the day when I graduated.
The same meaning can be expressed in other ways:
I will never forget the day on which I graduated.
I will never forget the day that I graduated.
I will never forget the day I graduated.
WHERE replaces a place (in + country, in + city, at + school,...). It cannot be a subject. It can be omitted but a preposition (at, in, to) usually must be added. Here is an example with where:
The building is new. + He works in the building. =
The building where he works is new.
The same meaning can be expressed in other ways:
The building in which he works is new.
The building which he works in is new.
The building that he works in is new.
The building he works in is new.
________________________________________
D. Adjective clauses can be restrictive or nonrestrictive.
1. A restrictive adjective clause contains information that is necessary to identify the noun it modifies. If a restrictive adjective clause is removed from a sentence, the meaning of the main clause changes. A restrictive adjective clause is not separated from the main clause by a comma or commas. Most adjective clauses are restrictive; all of the examples of adjective clauses above are restrictive. Here is another example:
People who can’t swim should not jump into the ocean.
2. A nonrestrictive adjective clause gives additional information about the noun it modifies but is not necessary to identify that noun. If a nonrestrictive adjective clause is removed from a sentence, the meaning of the main clause does not change. A nonrestrictive adjective clause is separated from the main clause by a comma or commas. The relative pronoun that cannot be used in nonrestrictive adjective clauses. The relative pronoun cannot be omitted from a nonrestrictive clause. Here is an example:
Billy, who couldn’t swim, should not have jumped into the ocean.
________________________________________
E. Adjective clauses can often be reduced to phrases. The relative pronoun (RP) must be the subject of the verb in the adjective clause. Adjective clauses can be reduced to phrases in two different ways depending on the verb in the adjective clause.
1. RP + BE = 0
People who are living in glass houses should not throw stones. (clause)
People living in glass houses should not throw stones. (phrase)
Mary applied for a job that was advertised in the paper. (clause)
Mary applied for a job advertised in the paper. (phrase)
2. RP + OTHER VERB (not BE) = OTHER VERB + ing
People who live in glass houses should not throw stones.(clause)
People living in glass houses should not throw stones. (phrase)
Students who sit in the front row usually participate more. (clause)
Students sitting in the front row usually participate more. (phrase)

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CONDITIONAL SENTENCES

GENERAL FORM:

MAIN IF clause + clause

WHERE:

Main clause always has the auxiliary capital
If clause always be: simple present, simple past or past perfect

1. conditional sentences type 1: true in the present or future

CAPITAL S + V1 + V1. . IF + S + V1 V1 OR TO BE

FACT:
Change the word if with on condition that, provided, or unless

For example:
conditionals: I May study in university if i graduate from senior high school
fact: I May study in the university on condition That i graduate from senior high school

2. conditional sentences type 2: untrue in the present

CAPITAL S + V2 + V2. . IF + S + V2 V2 OR TO BE

FACT:
1. Because if the word Change
2. Change the simple present tense and eliminate capital
3. Change negative to positive sentences and vice versa

For example:
conditionals: I Might study in university if i graduated from senior high school
fact: I do not study in university Because I do not graduate from high school senior


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PASSIVE VOICE

The general formula to form a passive sentence
• Active: S + Verb (Word Work) + Object + etc.
• Passive: Object + to be + Verb 3 (Work Words Form III) (+ by the subject) + etc.
To be used
1. Present: is, am, are
2. Past: was, were the resource persons
3. Perfect: been (in front of have, has, or Had)
4. Future: be (after modals)
5. Continuous: being (in front of one of the 7 to be on top)
Things that need to be known and remembered
1. To say a sentence in the passive voice, tenses do not change. Tenses must be the same if we say so in active form. What changed his only verb.
2. The verb has no object (intransitive verb) can not be converted into the passive voice, like, crying, boiling, rising, etc.
Examples of active and passive sentences
1. Jack sings a song (active)
2. A song is sung by Jack (Passive)
1. Jack the a song yesterday (active)
2. A song was sung by Jack yesterday (passive)
1. He has sung a song (active)
2. A song has been sung by Jack (passive)
1. Jack earnest sing a song (active)
2. A song sung by Jack's will from some (passive)
1. Jack is singing a song (active)
2. A song is being sung by Jack (passive)
1. Jack cans sing a song (active)
2. A song sung by Jack cans be (passive)
Some Forms of Passive Sentences

1) Passive Sentence imperative

Formulas:

Let + object + be + Words Work Form III
• Help the poor (active)
• Let the poor be helped (passive)
2) Passive infinitive: It is / was time

Formulas:

It is / was time for + object + to be + verb III
• It is time to send the letter (active)
• It is time for the letter to be sent (passive)
3) Negative imperative Passive Sentence

Formulas:

Subject + be + verb + III notes to + infinitive

(Verb III is often used is: advised, asked, begged, commanded, requested)
• Dont wait for me (active)
• You are advised not to wait for me (passive)
4) Passive Sentence with Verbs of Perception

Formula

Subject + be + adjectives + Pls + subject + be + verb III

(Verb used are: taste, smell, feel)
• This Food Tastes delicious (active)
• This food is delicious Pls it is tasted (passive)
5) Passive Sentence with Certain Verbs followed by That-clause

The verb used is: accept, admit, agree, assume, believe, Decide, Expect, find out, intend, plan, points out, presume, Prove, regret, reports, say, think, understand.
• That the principal regretted We Had to resign from office (active)
• It was regretted That the principal Had to resign from office (passive)
6) Passive Sentence with Nouns or Adjectives as Complements
• I Consider her very pretty (active)
• Considered She is very pretty (passive)
7) Passive Sentence with two objects
• He Gave me a book (active)
• A book was given to me by uterus (passive 1)
• I was given a book by uterus (passive 2)
8) Sentence Passive Verbs with gerund
• The teacher enjoyed teaching the students (active)
• The students enjoyed being taught by the teacher (passive)
9) Agent consisting long expression at the end of sentence

In a passive sentence, if the perpetrator of a long expression, the subject should be placed at the end of the sentence after by.
• We were the resource persons all Surprised by her sudden announcement to get married
• I was confused by his plan to stop the ongoing project and begin a new one.
10) Passive Sentence with unique verbs

The verb used is: require, deserve, need
• This wall needs to be painted (same)
• This wall needs painting.

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22 Maret, 2011

"Imitation of Life" Seen With Fresh Eyes


"Imitation Of Life" is a timeless classic. This is one film that strongly addresses issues that some parents face today. The movie stars Lana Turner who plays Laura Meredith a single mother that wants so desperately to be an actress. She meets Juanita Moore's character Annie Johnson, who is also a single mother. Annie has a biracial daughter named Sarah Jane who looks like her father. She is struggling to raise her as a black girl, but Sarah Jane wants to be white. Sarah Jane meets Laura's daughter Suzy on the beach and the two become friends. Laura and Annie meet and Laura invites Annie and Sarah Jane to live with her and Suzy. Annie agrees and from that moment on Annie and Laura are the best of friends. Annie offers to work for Laura as her maid. Laura accepts the offer. This arrangement affords Laura the time to go on audtions and attend parties and do other activities to further her career.Then one day it all pays off and she lands a part in a play that launches her acting career. She becomes an overnight sensation and Annie is there with her every step of the way. Annie struggles to deal with Sarah Jane, who is willful, and rebelious. Sarah Jane runs away and gets jobs working in dives as a lounge singer where she passes for white. Annie finds her and makes her come back home. Sarah Jane just runs away again. She blames her mother for being Black. Annie makes a statement while she was talking to Laura. She says "How do you tell your child she was born to be hurt?" Things between Annie and Sarah Jane only get worse. Mean while Laura begins to have problems out of Suzy, but compared to Annies troubles Laura and Suzy's are a piece of cake. Suzy just wants her mother's attention and time, which is something that many teenagers crave from their parents today.

Some parents think that since teenagers are old enough to watch themselves they no longer need them anymore. They forget that teenagers are still kids only bigger and they need them now more than ever. Laura lost sight of that and Suzy was the one getting hurt. Finally Laura and Suzy communicate and all is well with them, but Annie has to live with the fact that her daughter is ashamed of who she is. She runs away and when Annie finds her she tells Annie to leave her alone and to forget her. Annie tries to abide by her daughter's wishes but in the end as her mother she couldn't. It is a tragedy what befalls Annie and Sarah Jane, but in the end Sarah Jane returns back home, not realizing that some wishes can come true but they come with a steep price. The lessons learned in this classic are be careful what you wish for, you just might get it. Both Laura and Sarah Jane got what they wanted most, but at what cost? Was it really worth it? Everyone should watch this movie and find out the price they paid.
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FRIENDSHIP


Friendship is more than just being friends. It is a connection deep within the spiritual soul that is an unearned gift of love.

“True friendship is seen through the heart not through the eyes.”
Unknown

Friendship is one of those parts of life that we at times take for granted. It rolls off of our tongues as if we expect it to be present in all areas of our lives. I hear our ‘friendship is forever’ or ‘friends always’ is a common thread that runs through our lives. But in truth how many true friendships do you have? Think for a moment and list those you feel are true friends and those with which you have a close relationship. Are they true friends? Is their friendship from the heart? How many people do you truly see as friends?

“Friendship is a living thing that lasts only as long as it is nourished with kindness, empathy and understanding.”
Author Unknown

Friendship is a gift that two people give to each other. It is not an expected result of meeting but a true and unanticipated gift of enormous potential. True friends form a special connection that will weather any storm. True friends understand being human and give the other room to grow. True friends are there even when they are not expected to be present. True friends know and cherish each other’s gift.
“Friendship is love with understanding.”
Author Unknown

Friendship is a path of unrelenting compassion. It is a view of life that encompasses not just your life but the life of the other. It is a special bond that is created out of genuine affection and is given freely to those who have shown their truth. It is given without the thought of reward but with the essence of the heart which longs for this special connection.

“Life is to be fortified by many friendships. To love and to be loved is the greatest happiness of existence.”
Sydney Smith (1771 - 1845)

When friendship comes from the heart it forms a link to our soul that cannot be broken. It connects so strongly that even death does not sever the cord. That type of friendship exists forever in the realm of wonder for true friendship is genuinely a wondrous thing. It connects the physical with the spiritual and creates an energy that is impossible to describe.

“False friendship, like the ivy, decays and ruins the walls it embraces; but true friendship gives new life and animation to the object it supports.”
Richard Burton

Friendship brings light into your world for it gives you the missing link to your soul. It provides a passageway from one heart to another and allows the transference of peace and solitude. Friendship gives and receives all that your innermost spirit desires for within friendship you will discover the Creator’s love.

“The best mirror is an old friend.”
George Herbert, 1651

When you look at your true friends you will uncover who you are. You will see a reflection of your soul and will in turn become educated in the pathway you follow. You will see your world before you and will see without any doubts the truth of your way. You see true friends are simply your self in disguise. By uncovering that disguise you see before your eyes the world you created and the being your have become.

“What is a friend? A single soul dwelling in two bodies.”
Aristotle (384 BC - 322 BC), from Diogenes Laertius, Lives of Eminent Philosophers

By understanding the true value of a friend you begin to see the importance of looking at the reflection they provide and peering into the life you lead. You will see all the gifts you bring into the world as well as any shortcoming you may possess. You will also become a witness to the beauty, wonder, and peace that you give to the world and understand your contribution to the ongoing discoveries you will make.

“Remember, the greatest gift is not found in a store nor under a tree, but in the hearts of true friends.”
Cindy Lew

Think of your true friends and be grateful for the gifts they bring to your life. Allow your hearts to connect and bring comfort to each other. Expand your world by seeing through their eyes. Give them your love in return for each friend you have is an unearned gift that should be accepted with grace and thankfulness.

“Each friend represents a world in us, a world possibly not born until they arrive, and it is only by this meeting that a new world is born.”
Anais Nin (1903 - 1977)
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FREEDOM


Forty years ago, our nation embarked on two huge federal initiatives aimed at improving the lot of African Americans: the War on Poverty and the 1964 Civil Rights Act. The two programs, so different in their assumptions, turned out to be a giant natural experiment in social policy. With the results clearly in, we can distinguish what works to uplift people from what doesn't.

The Civil Rights Act was the capstone on America's long and tumultuous effort to make a reality out of its founding assertion, penned by a conflicted slave owner of genius, that all men are created equal. Henceforward, the act declared, Americans could not discriminate by race in employment, in places of public accommodation such as restaurants, gas stations, and motels, or in any federally aided program. Though, of course, racism lingered long afterward, as a practical matter American society and the opportunity it afforded were now open to all.Marked Improvement

The result was dramatic and unequivocal. Beginning in the mid-1960s, the condition of most black Americans improved markedly. While in 1960, one in three blacks aged 25 to 29 was a high-school grad, for example, by 1972 the percentage had doubled to two out of three. The percentage of black college grads also doubled, from 10% in 1965 to 21% in 1977. Job status and pay showed a corresponding improvement during the '60s and '70s. The proportion of black working women who had white-collar jobs rose from 17% to 50%, while for black working men the increase was from 11% to 28%. The median income of black working men rose from 59% of the median white working man's income to 69%; for black working women, the gain was much greater, from 64% to 93% of white working women's income.

But even as the opportunity opened by the Civil Rights Act resulted in such dramatic gains for the vast majority of black Americans, the condition of a minority of blacks, perhaps one in 10, markedly worsened in the years after 1964, so much so that a recognizable underclass -- defined by the self-defeating behavior that kept it mired in intergenerational poverty -- became entrenched in the nation's cities. The data tell that story vividly: the labor-force participation of black men fell from 83% in 1960 to 71% in 1980, and out-of-wedlock births rose from one in six for blacks in 1950 to over one in two in 1983 and nearly two in three by 1989. As the overall crime rate soared between 1960 and 1980, the black arrest rate (correlating closely with the black crime rate and 10 times higher than the white arrest rate) rose by 38%. Since, to repeat, most black Americans were succeeding, most of this rise in social pathology didn't involve the majority of blacks but was concentrated among that one-tenth who made up the underclass.

However small a minority, the new underclass was so spectacularly visible because of the blight and disorder it created in the nation's cities that pundits of all kinds spilled oceans of ink trying to explain its origin. What's clear in retrospect is that racism can't be to blame, since just at the moment that the underclass came into existence the Civil Rights Act was permitting blacks to flood into the mainstream. In addition, the 1960s economic boom makes it hard to ascribe the growth of the underclass to a lack of jobs.

Blame instead the enormous changes unfolding in American culture in exactly those years: the sexual revolution, the counterculture's contempt for the "system," the celebration of drugs, dropping out, and rebellion. When this change in our nation's most fundamental values and beliefs filtered down from the elites who started it to those at the very bottom of the social ladder, the consequences were catastrophic. The new culture devalued virtues that the poor need to succeed and celebrated behavior almost guaranteed to keep them out of the mainstream.

The War on Poverty certainly didn't cause the 1960s Cultural Revolution. Quite the reverse: it was itself the pure emanation of the new culture's world view. But it played such a decisive role in the formation of the underclass because it was one of the principal channels through which the new world view got transmitted to the worst-off Americans who fell into that class.

At the heart of the War on Poverty was the utterly debilitating message that the worst-off were victims: that the larger society, "the system," rather than their own behavior, was to blame for their poverty, their crime, their failure. Either, as War on Poverty architects Lloyd Ohlin and Richard Cloward implausibly argued, there really was no opportunity in the inner city, or, as the much subtler Michael Harrington contended -- in a book that greatly influenced President Kennedy to devise the War on Poverty -- the vast gulf between the worst-off and the prosperous causes the poor to lose heart, to become too demoralized to grasp the opportunity that lies all around them, even to become self-destructive.

In the view of President Johnson, the black poor found themselves so "crippled" by three centuries of racism that they required special help and a different set of standards. As he put it in a speech a year after he launched the War on Poverty on a much more grandiose scale than President Kennedy ever contemplated: "You do not take a person who, for years, has been hobbled by chains and liberate him, bring him up to the starting line of a race and then say, 'you are free to compete with all the others,' and still justly believe that you have been completely fair."

At a moment when poor blacks needed every possible encouragement to move into the mainstream, such a message instead fanned self-doubt and anxiety; indeed, such an imputation of black inferiority as President Johnson's was a kind of soft but corrosive bigotry. What's more, because "the system" was the problem, stacking the deck against blacks so as to defeat their efforts -- and "crippling" them into the bargain -- the War on Poverty, instead of promoting the self-reliance and personal responsibility needed to seize opportunity, emphasized the need for political and legal action to transform the system.

This overall message, mouthed constantly by the legions of politicians and bureaucrats who sponsored and administered the enterprise, was perhaps its most toxic feature. But two programs directly stimulated the growth of the underclass by converting these principles into policy.

The Community Action Program, the War on Poverty's first (and worst) initiative, rests on a bizarre circularity in reasoning: that the poor must become active in improving their lot by demanding more and better services and transfer payments of which they are the passive recipients. As a practical matter, the most spectacular action the program took was the protracted mau-mauing of New York City's welfare offices, which resulted in loosened eligibility requirements, fatter welfare payments, and a huge expansion of the welfare rolls. This campaign went a long way to destigmatizing welfare and establishing it as a right, as if it were reparations for victimization. In this way, Community Action contributed mightily to the long-term dependency that became a defining, and debilitating, feature of underclass life.

So too with another War on Poverty creation, the Legal Services Corporation, designed to use the courts to change "the system." LSC tirelessly sued to raise welfare payments and expand eligibility -- so much so, to take only one example, that a San Francisco affiliate boasted that its efforts had more than doubled California's welfare rolls between 1968 and 1973 and had hiked the average grant by a third, costing the state over a quarter of a billion dollars. Erasing the distinction between the deserving and the undeserving poor, LSC successfully sued to have the drug addiction and alcoholism of many of its clients declared a disability, qualifying them for payments under the government's SSI disability insurance scheme, which thus often became a subsidy for vice. And LSC was equally successful in keeping public-housing tenants from being evicted when family members dealt drugs or even murdered neighbors, making the projects increasingly anarchic for law-abiding residents.

Lax Standards

All this was part of America's decades-long experiment with putting into effect the whole 1960s program for liberating the poor: not just the War on Poverty's generous welfare policies, but also leniency to criminals (so as not to "blame the victim"), lax educational standards aimed at not damaging ghetto kids' self-esteem (which also subverted the War on Poverty's Head Start program), and homeless policies based on the comical fiction that here was yet another class of victims of the system. When the results of such policies became unmistakably clear -- the underclass, a crime wave, decaying cities -- Americans, ever pragmatic and capable of learning from experience, did a U-turn, passing welfare reform and adopting tough-minded Giuliani-style policing in cities across the land. The result: a halving of the welfare rolls and the violent crime rate, and the lowest child-poverty rate ever.

The lesson after 40 years couldn't be clearer. Freedom works; dependency doesn't.

Mr. Magnet is editor of the Manhattan Institute's City Journal, from whose Summer 2004 issue this article is adapted.
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FREESEX


Northwestern University has defended a live sex demonstration on campus, watched by more 100 students as part of a lecture, the Chicago Sun-Times reported Wednesday.

The display - which involved a naked 25-year-old woman, her 45-year-old fiance, and a sex toy - took place in an after-class session in a course called "Human Sexuality."

Four members of Chicago's fetish community had been invited to speak and answer questions about "bondage, discipline, sadism and masochism," but were then invited to demonstrate their sexual behavior, also known as BDSM.

Faith Kroll said she initially thought she would only be answering students' questions about sex before she and partner Jim Marcus, 45, joined the presentation on February 21. However on the day she undressed and took part in the sex display, saying afterwards she was not coerced by the teacher or students.

"The students seemed really intrigued," she said, according to the Sun-Times. Read More..

HONESTY

Once a villager asked to a saint,” Sir! You are visiting place to place. You are having knowledge of various religions, can you tell me any one idiom, which is used in all parts of the world and is an integral part of all the religious learning? The reply was “Honesty is the best policy.”
What we are observing today in our present day to day life, we are using this phrase “Honesty is the best policy” without understanding Honesty in its proper and wide sense, and subsequently we are being encircled by various problem storms. The two most damaging storms of all these are:
1] Creation of self centered nature and
2] Elopement of values from our day-to-day life.

Cross your heart, feel the light of almighty in your heart and then tell honestly, how honest are you? To be an honest person we must have the fallowing seven qualities. The first quality is the Humble nature, which helps to reach the truth. The second quality is the Orderly actions towards the search of the truth and ultimately to reach reality. Third quality belongs to Narration; one must be capable of narrating “truth”, the result of search to mosses. Fourth quality is the Execution; one can work as the executive of the laws of truth and fairness with equal success not only with others but him-self also. The fifth quality is Sacrifice; one must be ready to sacrifice owns interest in the search of truth because without loosing any thing we can’t gain any thing.

The second last quality is the Trust-worthiness; one must have a behavior such that mosses can have a trust in the person. The last quality is Yielding nature; one must be able of producing good thoughts, behavior, even in the worst situations. Let consider a scene of Mahabharat, when Yudhshtra loosed his entire kingdom, him-self, his brothers and wife in the gambling with Shakuni, Yudhshtra was knowing that all will take his side, only he has to say that he was cheated by Shakuni, but his policy of honesty was not allowing him to do so. In fact honesty makes our behavior such, which we wish to have with us from the others.

According to our Hindu faith we are here on earth to work for the achievement of Moksha and the first step to our, this prime object of life is non-else but is the honesty. Literally honesty means the quality of Truth fullness and true means real, hence we can say that honesty is the quality, which is full of reality. As the life is real, similarly Moksha is also real and we can have it only in the exchange of real i.e. honesty.

How honesty makes a person great, immortal and beyond the time, to know this, we have to go in the childhood of late Mahatma Gandhi. Once school inspector came to visit his school and ask all the students of his class to write a few words, Mohandas wrote a word in incorrect way, the teacher ask him to correct it by copping from the adjacent student, but as honesty of Gandhi ji was not allowing for it, hence he refuse to do so and accepted the punishment. This honesty laid down the foundation stone on which his life building was build later on and what a marvelous and splendid was that even after more than half century of demolishing it, we are forced to remember his with all due respect and love as our “Father of Nation”.

Don’t we wish to have a life building, one like of the Mahatama Gandhi, for our self ? Then why we are waiting? Let us , we all , at this moment start working to gain all the seven qualities to bring honesty in our daily life.
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