ADVERBIAL CLAUSES

b. adverb clause
By Richard Nordquist , About.com
1. Definition
A dependent clause used as an adverb within a sentence to indicate time, place, condition, contrast, concession, reason, purpose, or result. An adverb clause (also known as an adverbial clause) begins with a subordinating conjunction (such as if, when, because, although) and includes a subject and a predicate.
Adverbial is a word, phrase or clause that performs the function of an adverb. Adverbs and adverbials are similar but not the same. Though they share the same modifying function, their characters are different. An adverbial is a sentence element or functional category. It is a part of a sentence that performs a certain function. An adverb, on the other hand, is a type of word or part of speech. We can say that an adverb may serve as an adverbial, but an adverbial is not necessarily an adverb."
(M. Strumpf and A. Douglas, The Grammar Bible. Owl, 2004)

The class of adverbial] includes
a. manner and degree adverbs (e.g. happily, clumsily, quickly, very),
b. temporal adverbials (e.g. now, when, today),
c. spatial adverbials (here, north, up, across),
d. attitudinal adverbials (certainly, hopefully),
e. modal adverbials (not, no, probably, etc.),
f. expectation adverbials (only, even, again), and
g. textual adverbials (firstly, finally)."
(W. McGregor, Semiotic Grammar. Oxford Univ. Press, 1997)

In reality, adverbials are very free in their placement, appearing in different positions in the sentence, not just sentence final but as the followings:
a. sentence initial -- [Yesterday], I ran a marathon.
b. sentence final -- I ran a marathon [yesterday].
c. preverbal -- I [always] run well in the heat.
d. postverbal -- I handed the baton [quickly] to the next runner.
e. within the verb group -- I have [never] won a race.

The various types of adverbials behave differently, however; while all can occur sentence finally, time adverbials are acceptable sentence initially and sometimes preverbally, place adverbials are clumsy sentence initially, and manner adverbials frequently occur preverbally but are less good sentence initially. One position which is impossible for adverbials is between the verb and the direct object."
(Laurel J. Brinton, The Structure of Modern English. John Benjamins, 2000)


2. a. Building Sentences with Adverb Clauses (part one)
An Introduction to Building and Combining Sentences with Adverb Clauses
By Richard Nordquist , About.com Guide

Here we'll practice building sentences with adverb clauses. Like an adjective clause, an adverb clause is always dependent on (or subordinate to) an independent clause.

Function of adverbial clauses
The function of adverbial clauses is as an ordinary adverbs
a. an adverb clause usually modifies a verb,
b. though it can also modify an adjective,
c. an adverb, or
d. even the rest of the sentence in which it appears.
Adverb clauses show the relationship and relative importance of ideas in our sentences.

From Coordination to Subordination

Consider how we might combine these two sentences:
The national speed limit was repealed.
Road accidents have increased sharply.
One option is to coordinate the two sentences:
The national speed limit was repealed, and road accidents have increased sharply.
Coordination with and allows us to connect the two main clauses, but it doesn't clearly identify the relationship between the ideas in those clauses. To clarify that relationship, we may choose to change the first main clause into an adverb clause:
Since the national speed limit was repealed, road accidents have increased sharply.
In this version the time relationship is emphasized. By changing the first word in the adverb clause (a word called a subordinating conjunction), we can establish a different relationship--one of cause:
Because the national speed limit was repealed (dicabut), road accidents have increased sharply.
Notice that an adverb clause, like an adjective clause, contains its own subject and predicate, but it must be subordinated to a main clause to make sense.

Common Subordinating Conjunctions
An adverb clause begins with a subordinating conjunction--an adverb that connects the subordinate clause to the main clause. The subordinating conjunction may indicate a relationship of cause, concession, comparison, condition, place, or time. Here's a list of the common subordinating conjunctions:

1. Cause
as
because
in order that
since
so that

Example:
"I'm not a vegetarian because I love animals. I'm a vegetarian because I hate plants."
(A. Whitney Brown)

2. Concession and Comparison
although
as
as though
even though
just as
though
whereas
while

Examples:
"You will find that the State is the kind of organization which, though it does big things badly, does small things badly, too."
(John Kenneth Galbraith)

"It is a waste of energy to be angry with a man who behaves badly, just as it is to be angry with a car that won't go."
(Bertrand Russell)

3. Condition
even if
if
in case
provided that
unless

Example:
"If you have ever lain awake at night and repeated one word over and over, thousands and millions and hundreds of thousands of millions of times, you know the disturbing mental state you can get into."
(James Thurber)

4. Place
where
wherever

Example:
"Read over your compositions, and wherever you meet with a passage which you think is particularly fine, strike it out."
(Samuel Johnson)

5. Time
after
as soon as
as long as
before
once
still
till
until
when
whenever
while

Example:
"As soon as you trust yourself, you will know how to live."
(Johann Wolfgang von Goethe)

Practice in Building Sentences with Adverb Clauses

These five short exercises in sentence combining will give you practice in developing sentences with adverb clauses. Follow the instructions that precede each set of sentences. After you have completed the exercise, compare your new sentences with the sample combinations on page two.

a. Combine these two sentences by turning the second sentence into an adverb clause beginning with an appropriate subordinating conjunction of time:
In a Junction City diner, a sunburned farmer comforts his squirming son.
His wife sips coffee and recalls the high school prom.

b. Combine these two sentences by turning the second sentence into an adverb clause beginning with an appropriate subordinating conjunction of place:
Diane wants to live somewhere.
The sun shines every day there.

c. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of concession or comparison:
Work stops.
Expenses run on.

d. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of condition:
You're on the right track.
You'll get run over if you just sit there.

e. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of cause:
Satchel Paige was black.
He was not allowed to pitch in the major leagues until he was in his forties.
sample combinations

Here are sample answers to the exercise on page one: Practice in Building Sentences with Adverb Clauses.
a. "In a Junction City diner, a sunburned farmer comforts his squirming son while his wife sips coffee and recalls the high school prom."
(Richard Rhodes, The Inland Ground)

b. Diane wants to live where the sun shines every day.
c. Even though work stops, expenses run on.

d. "Even if you're on the right track, you'll get run over if you just sit there."
(Will Rogers)

e. Because Satchel Paige was black, he was not allowed to pitch in the major leagues until he was in his forties.

b. Building Sentences with Adverb Clauses (part two)
Practice in Arranging and Punctuating Adverb Clauses
By Richard Nordquist , About.com Guide

As discussed in part one, adverb clauses are subordinate structures that show the relationship and relative importance of ideas in sentences. They explain such things as when, where, and why about an action stated in the main clause. Here we'll consider ways of arranging, punctuating, and revising sentences with adverb clauses.
Arranging Adverb Clauses
An adverb clause, like an ordinary adverb, can be shifted to different positions in a sentence. It may be placed at the beginning, at the end, or occasionally even in the middle of a sentence.

An adverb clause commonly appears after the main clause:
Jill and I waited inside the Cup-A-Cabana Diner until the rain stopped.

However, if the action described in the adverb clause precedes the action in the main clause, it is logical to place the adverb clause at the beginning:
When Gus asked Merdine for a light, she set fire to his toupee.


Placing an adverb clause at the beginning can help to create suspense (membimbangkan) as the sentence builds toward a main point:
As I shuffled humbly out the door and down the front steps, my eyes to the ground, I felt that my pants were baggy, my shoes several sizes too large, and the tears were coursing down either side of a huge putty nose.
(Peter DeVries, Let Me Count the Ways)

When working with two adverb clauses, you may want to place one in front of the main clause and the other behind it:
When a bus skidded into a river just outside of New Delhi, all 78 passengers drowned because they belonged to two separate castes and refused to share the same rope to climb to safety.

Punctuation Tips:
When an adverb clause appears at the beginning of a sentence, it is usually separated from the main clause by a comma. A comma is usually not necessary when the adverb clause follows the main clause.
An adverb clause can also be placed inside a main clause, usually between the subject and verb:

The best thing to do, when you've got a dead body on the kitchen floor and you don't know what to do about it, is to make yourself a good strong cup of tea.
(Anthony Burgess, One Hand Clapping)

This middle position, though not a particularly common one, can be effective as long as the reader doesn't lose track (tidak kehilangan pemahaman) of the idea in the main clause.

Punctuation Tip:
An adverb clause that interrupts a main clause, as show in the example above, is usually set off by a pair of commas.
Reducing Adverb Clauses

Adverb clauses, like adjective clauses, can sometimes be shortened to phrases:
1) If your luggage is lost or destroyed, it should be replaced by the airline.
2) If lost or destroyed, your luggage should be replaced by the airline.

The second sentence has been shortened by omitting the subject and the verb is from the adverb clause. It is just as clear as the first sentence and more concise. Adverb clauses can be shortened in this way only when the subject of the adverb clause is the same as the subject of the main clause.


Editing Tip:
To cut the clutter (kekacauan) from your writing, try reducing adverb clauses to phrases when the subject of the adverb clause is the same as the subject of the main clause.
Practice in Revising Sentences with Adverb Clauses and the answer

Rewrite each set below according to the instructions in parentheses. When you are done, compare your revised sentences with those on page two. Keep in mind that more than one correct response is possible.
(Shift the adverb clause--in bold--to the beginning of the sentence, making it the subject of the adverb clause.)
1) The forest supports incessant warfare, most of which is hidden and silent, although the forest looks peaceful.

(Shift the adverb clause to a position between the subject and verb in the main clause and set it off with a pair of commas.)
2) While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.

(Reduce the adverb clause to a phrase by dropping the subject and verb from the adverb clause.)
3) While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.

(Turn the first main clause into an adverb clause beginning with the subordinating conjunction whenever.)
4) The sea builds a new coast, and waves of living creatures surge against it.

(Make this sentence more concise by dropping the subject and the verb was from the adverb clause.)
5) Although she was exhausted after the long drive home, Pinky insisted on going to work.

(Move the adverb clause to the beginning of the sentence, and make the sentence more concise by reducing the adverb clause to a phrase.)
6) Clutching his teddy bear, the boy hid under the bed because he was frightened by the lightning and thunder.

(Emphasize the contrast in this sentence by converting the first main clause into an adverb clause beginning with although.)
7) Teachers who contend with blank or hostile minds deserve our sympathy, and those who teach without sensitivity and imagination deserve our criticism.

(Omit the semicolon and convert the first two main clauses into an adverb clause beginning with after.)
8) The storm has passed, and the flash floods dump their loads of silt into the Colorado River; water still remains in certain places on rimrock, canyon beach, and mesa top.


Here are sample answers to the exercise on page one: Revising Sentences with Adverb Clauses.

1) Although it looks peaceful, the forest supports incessant warfare, most of which is hidden and silent.

2) Billy Pilgrim, while he was on maneuvers in South Carolina, played hymns he knew from childhood.

3) While on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.

4) Whenever the sea builds a new coast, waves of living creatures surge against it.

5) Although exhausted after the long drive home, Pinky insisted on going to work.

6) Frightened by the lightning and thunder, the boy hid under the bed, clutching his teddy bear.

7) Although teachers who contend with blank or hostile minds deserve our sympathy, those who teach without sensitivity and imagination deserve our criticism.

8) After the storm has passed, and the flash floods dump their loads of silt into the Colorado River, water still remains in certain places on rimrock, canyon beach, and mesa top.

c. Building and Combining Sentences with Adverb Clauses (part three)
Practice Exercise in Building and Combining Sentences
By Richard Nordquist , About.com Guide

As discussed in part one and part two, adverb clauses are subordinate structures that show the relationship and relative importance of ideas in sentences. They explain such things as when, where, and why about an action stated in the main clause. Here we'll practice building and combining sentences with adverb clauses.

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Practice Exercise:
Building & Combining Sentences with Adverb Clauses

Combine the sentences in each set below by turning the sentence(s) in bold into an adverb clause. Begin the adverb clause with an appropriate subordinating conjunction. When you are done, compare your new sentences with the sample combinations on page two, keeping in mind that multiple combinations are possible.

Example:
Sailors wear earrings.
The earrings are made of gold.
Sailors always carry the cost of a burial.
They carry the cost on their own bodies.

Combination 1:
So that they always carry the cost of a burial on their bodies, sailors wear gold earrings.
Combination 2:
Sailors wear gold earrings so that they always carry the cost of a burial on their bodies.
1)
It is unlikely that Cleopatra actually committed suicide with an asp.
The species is unknown in Egypt.

2)
The boy hid the gerbil.
No one would ever find it.

3)
Our neighbors installed a swimming pool.
The pool is in their backyard.
They have gained many new friends.

4)
My parents and I watched in awe.
We watched on a hot August evening.
Erratic bolts of lightning illuminated the sky.
The bolts of lightning were from a distant storm.

5)
Benny played the violin.
The dog hid in the bedroom
The dog whimpered.

6)
Natural rubber is used chiefly to make tires and inner tubes.
It is cheaper than synthetic rubber.
It has greater resistance to tearing when wet.

7)
A Peruvian woman finds an unusually ugly potato.
She runs up to the nearest man.
She smashes it in his face.
This is done by ancient custom.

8)
Credit cards are dangerous.
They encourage people to buy things.
These are things that people are unable to afford.
These are things that people do not really need.

9)
I kissed her once.
I kissed her by the pigsty.
She wasn't looking.
I never kissed her again.
She was looking all the time.

10)
Some day I shall take my glasses off.
Some day I shall go wandering.
I shall go out into the streets.
I shall do this deliberately.
I shall do this when the clouds are heavy.
I shall do this when the rain is coming down.
I shall do this when the pressure of realities is too great.

Here are sample answers to the practice exercise on page one: Building and Combining Sentences with Adverb Clauses. Keep in mind that multiple combinations are possible.

1) Because the species is unknown in Egypt, it is unlikely that Cleopatra actually committed suicide with an asp.

2) The boy hid the gerbil where no one would ever find it.

3) Since our neighbors installed a swimming pool in their backyard, they have gained many new friends.

4) On a hot August evening, my parents and I watched in awe as erratic bolts of lightning from a distant storm illuminated the sky.

5) Whenever Benny played the violin, the dog hid in the bedroom and whimpered.

6) Natural rubber is used chiefly to make tires and inner tubes because it is cheaper than synthetic rubber and has greater resistance to tearing when wet.

7) By ancient custom, when a Peruvian woman finds an unusually ugly potato, she runs up to the nearest man and smashes it in his face.

8) Credit cards are dangerous because they encourage people to buy things that they are unable to afford and do not really need.

9) I kissed her once by the pigsty when she wasn't looking and never kissed her again although she was looking all the time.
(Dylan Thomas, Under Milk Wood)

10) Some day, when the clouds are heavy, and the rain is coming down and the pressure of realities is too great, I shall deliberately take my glasses off and go wandering out into the streets, never to be heard from again.
(James Thurber, "The Admiral on the Wheel")



f. Expanding Sentences With Adverb Clauses
A Sentence-Expanding Exercise
By Richard Nordquist , About.com Guide
This exercise will give you practice in applying the principles and guidelines in these two articles:
An Introduction to Building and Combining Sentences with Adverb Clauses
Practice in Arranging and Punctuating Adverb Clauses

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Instructions:

(a) Some of the word groups below are complete sentences. Expand each one by adding information in an adverb clause that answers the question in parentheses.
Example
Gus installed a burglar alarm. (When or why did Gus install the alarm?)
Gus installed a burglar alarm after his house had been broken into while he was on vacation.

(b) The other word groups below are adverb clauses. Attach each adverb clause to a main clause that answers the question in parentheses.
Example
Before he roasted the turkey (What did Charles do or forget to do before he roasted the turkey?)
Charles forgot to remove the giblets before he roasted the turkey.

Of course, there's no single set of correct answers to this exercise. Rely on your imagination to create original sentences, and then compare your new sentences with those of your classmates.
We were having a good time at the party.
(You were having a good time until what happened?)

whenever you begin to feel sorry for yourself
(What should we do whenever this happens?)

It is unwise to strike a match.
(When is it unwise to strike a match?)

because our TV set has been broken for the past week
(How has your family coped with this misfortune?)

although tarantulas pose no threat to human beings
(How do many people respond to these large hairy spiders?)

Classes were canceled today.
(Why were classes canceled?)

The baby cried loudly.
(What was going on while the baby cried?)

when I received my new iPod
(What did you do when you received your new media player?)

if the power goes out while you're alone in the house
(What should we do when the electricity goes out?)

I threw out the chicken.
(Why did you throw out the chicken?)

Adding Adjectives and Adverbs to the Basic Sentence Unit
By Richard Nordquist , About.com Guide

As shown in Basic Sentence Structures, a common way of expanding a simple sentence is with modifiers--words that add to the meanings of other words. The simplest modifiers are adjectives and adverbs. Adjectives modify nouns, while adverbs modify verbs, adjectives, and other adverbs. For instance, in the sentence below, the adjective sad modifies the noun smile (the subject of the sentence).
The clown's sad smile touched us deeply.
In this same sentence, the adverb deeply modifies the verb touched. Used carefully, adjectives and adverbs can make our writing clearer and more precise.

Arranging Adjectives

Adjectives most often appear just in front of the nouns that they modify:
The old, cranky caretaker refused to answer our questions.
Notice that when two (or more) adjectives precede a noun, they are usually separated by commas. But occasionally adjectives follow the nouns they modify:
The caretaker, old and cranky, refused to answer our questions.
Here the commas appear outside the pair of adjectives, which are joined by the conjunction and. Placing the adjectives after the noun is a way of giving them added emphasis in a sentence.

Adjectives sometimes appear in a third position in a sentence: after a linking verb such as am, are, is, was, or were. As their name implies, these verbs link adjectives with the subjects they modify. See if you can identify the adjectives in the sentences below:
His voice was rough.
Your children are cruel.
This seat is wet.
In each of these sentences, the adjective (rough, cruel, wet) modifies the subject but follows the linking verb (was, are, is).

Arranging Adverbs

Adverbs usually follow the verbs they modify:
I dance occasionally.
However, an adverb may also appear directly in front of the verb or at the very beginning of a sentence:
I occasionally dance.
Occasionally I dance.
Because not all adverbs are this flexible in all sentences, you should try them out in different positions until you find the clearest arrangement.
Practice in Adding Adjectives

Many adjectives are formed from nouns and verbs. The adjective thirsty, for example, comes from thirst, which may be either a noun or a verb. Complete each sentence below with the adjective form of the italicized noun or verb. When you're done, compare your answers with those at the end of the exercise.
In 2005, Hurricane Katrina brought great destruction to the Gulf coast. It was one of the most _____ hurricanes in recent decades.
All of our pets enjoy good health. Our collie is exceptionally _____, despite its advanced age.
Your suggestion makes a great deal of sense. You have a very _____ idea.
Microsoft made record profits last year. It is one of the most _____ companies in the world.
Dr. Kraft's job requires patience and skill. He is a _____ negotiator.
Answers
1. destructive; 2. healthy; 3. sensible; 4. profitable; 5. patient.
Practice in Adding Adverbs

Many adverbs are formed by adding -ly to an adjective. The adverb softly, for instance, comes from the adjective soft. Note, however, that not all adverbs end in -ly. Very, quite, always, almost, and often are some of the common adverbs that are not formed from adjectives. Complete each sentence below with the adverb form of the italicized adjective. When you're done, compare your answers with those at the end of the exercise.
The exam was easy. I passed _____.
Leroy's careless act set the warehouse on fire. He _____ tossed a cigarette into a tank of gasoline.
Paige is a brave little girl. She fought _____ against the poltergeists.
Howard is a graceful dancer. He moves _____.
Tom's apology sounded quite sincere. He said that he was _____ sorry for misusing the tax funds.

Answers
1. easily; 2. carelessly; 3. bravely; 4. gracefully; 5. sincerely.


C. Noun Clauses

(Arrange the material of noun clauses using certain source/s by writing its/their author/s)
Selengkapnya...

Example of res paper chap 1-5

CHAPTER I
INTRODUCTION

A. Background of the Study
In the real communication people convey their ideas through utterances. There are many kinds of utterances. One of them is warning utterances. Warning utterances is a part of commisive utterance which commits the speaker to some future course of action (Levinson, 2000: 240). Warning according to Oxford Learner’s Dictionary (2003: 458) is a statement to tell somebody about a possible danger or difficulty in future. Warning utterances uttered by someone who warn somebody else about the possible danger in the future. Sometimes warning utterances uttered by a people who have more authority to the people who have lower authority or the contrary in the hazard situation. Warning utterances commonly found in the public conversation, novel, daily conversation and movie manuscript.
This research is combining two theories, they are socio pragmatics and translation. According to Leech (in Peccei, 1999: 7) pragmatics can be usefully defined as the study of how utterances have meaning in situation. When it has close relationship with the social context, it will become socio pragmatics. According to Nida (in Sutopo, 2001: 1) translation consists of reproducing in the receptor language the closest natural equivalent of the source language message. Both of the theories will construct a study of socio-pragmatics on source language implicature and target language implicature found in certain utterances. Then, the aims of this study are to know the equivalences of implicature between source and target language and also to know the equivalences of politeness strategies on source language implicature and target language implicature.
In this study the writer deals with analyzing the warning utterances to the humorous action movie manuscripts and its subtitling. The movies are Kung Fu Panda, Teenage Mutant Ninja Turtle (TMNT), and Ice Age 3. Those movies are an animated movie and collaborated with comedy and action acts. Those movies are containing best actions and meaningful dialogues especially in warning utterances. Generally, warning utterances are formed by direct exclamatory sentences that have a purpose in order the hearer must be careful for the possible dangers. But in those movies, the writer finds some of warning utterances that formed by imperative, declarative and interrogative sentences that have a purpose not only to warn somebody about the possible dangers but also contains some jokes in certain condition that the speaker and the hearer face it. Below is the example of the analysis on warning utterances found in one of three movies that the writer chooses. The first movie entitled Kung Fu Panda and its subtitled into Indonesian (TL).
0001/SL/TL/KP/Q
(Morning day, there is conversation between Master Shifu and Master Oogway in the main castle of Master Oogway’s kung fu institution. Master Oogway called Master Shifu for his vision about something wrong will happen in a few days later, so Master Oogway called Master shifu to meet him)
SL: Master shifu: “Master Oogway, you summoned me? Is something wrong?”
Master Oogway: “Why must something be wrong for me to want to see my old friend?”
Master shifu: “So, nothing's wrong?”
Master Oogway: “Well, I didn't say that.”

TL: Master shifu: “Guru oggway, kau memanggilku? Ada masalah?”
Master Oogway: “Kenapa musti ada masalah hanya untuk bertemu sahabat?
Master shifu: “Jadi tak ada masalah?
Master Oogway: “Aku tak bilang begitu.”


The conversation above occurred between Master Shifu and Master Oogway. The relationship between them is a master and a student who has become a master of several students in his kung fu institution. Master Oogway will warn Master Shifu about the Tai-lung arrival for a few times later. Master Oogway knew that Tai Lung is an ex-student of Master Shifu who sent to jail because his bad behavior. Because of that Maser Oogway tells Master Shifu with a weight words, so that master Shifu does not look too blank.
The form of the utterance Well, I didn't say that is declarative sentence because it has a subject I and a predicate say with a normal word order and ends by the period. It is in the form of negative sentence. The context of the situation on conversation above happens when Master Oogway gets the vision that the most danger enemy (Tai Lung) will come to take revenge. Then master Oogway summoned Master Shifu in order that he and his students will prepare themselves to fight Tai Lung.
The utterance Well, I didn't say that is included on conversational implicature because the meaning that is intended by the speaker needs to infer based on the speech context by the hearer. The conversation above violated the maxim of clarity and maxim of relevance because the speaker does not give the information in the way the hearer will understand the speaker’s intention.
The utterance Well, I didn't say that belongs to warning utterances. The implicature is that Master Oogway will warn Master shifu that there is a something wrong that will happen in future whereas Master Oogway hopes that Master Shifu wants to hold kung fu tournament to get the dragon warrior. In the TL, the utterance Aku tak bilang begitu also implies that Master Oogway will warn Master shifu that there is a something wrong that will happen in future whereas Master Oogway hopes that Master Shifu wants hold kung fu tournament to get the dragon warrior. So the two utterences are equivalent.
The utterance Well, I didn't say that is included to Off-Record strategy, because the speaker tries to remove the pressure of the threat. Even though Master Oogway more senior than Master Shifu, he tends to keep the pressure in order Master Shifu does not surprisingly with the vision that Master Oogway had. The TL also employs Off-Record strategy because Master Oogway tends to keep the pressure in order Master Shifu does not surprisingly with the vision that Master Oogway had. Based on the phenomenon above, lastly the writer decides to do the research entitled Socio Pragmatics Analysis on Warning Utterances in Humorous Action Movie Manuscripts and its Subtitling.

B. Previous Study
This research deals with some previous researches but it has difference in some matters. This previous study will be mentioned here to prove that this research is different from others. The writer proposes two findings of previous studies conducted by the students of Muhammadiyah University of Surakarta.
The first research was conducted by Yulianti (UMS, 2010) Translation Analysis of Promising Utterances in the Novel of Twilight Translated into Twilight (Pragmatic Perspective). Her research aims at describing the translation variation of linguistic form, the equivalence of implicature, and the equivalence of politeness pattern employs in the novel. The type of her research is descriptive qualitative. Her research used observation and documentation method by selecting the promising utterances which can be found in the novel of Twilight and its translation. The results of her study show that: first, the translation variation of language forms of promising utterances are word translated to word, word translated to phrase, positive declarative sentence translated to positive declarative sentence, negative declarative sentence translated to negative declarative sentence, and positive declarative sentence translated to negative declarative sentence. Second, the implicatures found are conventional and conversational implicature and also in the form of equivalent and non-equivalent. Third, the politeness strategies of directive utterance are: Bald on Record, Positive Politeness, Negative Politeness and Off-Record strategy.
Another research is conducted by Suryaningsih (UMS, 2010), entitled A SocioPragmatics Analysis on Teasing Utterances in Comedy Movie Manuscript. Her goals on that research are finding the implicatures and politeness strategies of teasing utterances. The object is teasing utterances in comedy movie manuscripts entitled Cinderella Story, Legally Blonde, and Juno. Her research is applying descriptive qualitative as her method to analyzing the data by observations and non-participant documentations by selecting teasing utterances, which can be found in comedy movie manuscripts entitled Cinderella Story, Legally Blonde, and Juno. The results of her research show that there are 2 asserting, 2 expressing anger, 1 expressing dislike, 1 expressing surprise, 4 expressing disbelief, 2 suggesting, 6 mocking, 6 teasing, 1 threatening, 1 asking, and 4 refusal and also there are bald on record strategy (26,7 %), positive politeness (16,7 %), and off-record strategy (56,7 %). There is one type of politeness strategies that not exist in the teasing utterances in comedy movie manuscripts, it is negative politeness strategy.
The similarity of the first previous study is the focus of study on translation work based on the pragmatics and translation perspective in utterances. Then the similarity of the second previous study is the focus on comedy movie. The difference between the first previous study and the writer’s research is in the object of the study, the writer concerns with the socio-pragmatics analysis of warning utterances which are found in the humorous action movie manuscripts which is subtitled into Indonesian. Then, the difference between the second previous study is in the movie’s selection, the writer chooses three movies entitled Kung Fu Panda, TMNT (Teenage Mutant Ninja Turtle and Ice Age 3, besides the writer conducts this research in order to get equivalence between the implicature and politeness strategies in source language and target language.

C. Limitation of the Study
In this research paper, the writer only focuses on the language form, equivalence of implicature and politeness of warning utterances in the humorous action movie of Kung Fu Panda, Teenage Mutant Ninja Turtle (TMNT), and Ice Age 3 manuscripts and its subtitling. The writer only limits on warning utterances because those humorous action movies contain more warning utterances than the other utterances that the writer finds in the movie manuscripts and its subtitle. The data will be analyzed using sociopragmatics theory written by Peceei (1991) and translation theory written by Baker (1992).
D. Problem Statement
Based on the phenomena mentioned on the background of this study, the writer formulates the following problems.
1. What are the variations of language forms of warning utterances on the humorous action movie manuscripts and their subtitling?
2. How are the equivalences of the implicature of warning utterances on the humorous action movie manuscripts and their subtitling?
3. How is the equivalence of the politeness pattern of warning utterances on the humorous action movie manuscripts and their subtitling?

E. Objective of the Study
Based on the problems above, the writer formulates the objective of the study in the following.
1. To identify the variations of language forms of warning utterances on the humorous action movie manuscripts and its subtitling.
2. To clarify the equivalences of the implicature of warning utterances on the humorous action movie manuscripts and its subtitling.
3. To describe the equivalences of the politeness pattern of warning utterances on the humorous action movie manuscripts and its subtitling.

F. Benefit of the Study
From this research, the writer hopes that this study has the benefits that are divided into theoretical and practical benefits, they are as follows.
1. Theoretical Benefit
a Students
The writer hopes this result of the study can enrich the students’ knowledge of pragmatics and translation theories relating to the study.
b Teachers
The writer hopes this study can be useful for additional information and suggestion that can be applied by the teacher in the process of teaching learning of socio-pragmatics and translation study.
c Lecturer
The result of the research hopefully can be useful input for the lecturers to give example research to the students in teaching linguistics especially in the socio-pragmatics analysis on warning utterances.
2. Practical Benefit
a. Other Researcher
This research hopefully will be useful for the other researcher who interested in the study of socio-pragmatics and translation study especially in the warning utterances.
b. Subtitler
The result will be useful for the subtitler to make better subtitling of other movies.

G. Research Paper Organization
The writer divides this research paper into five parts. They are chapter 1 introduction consisting of background of the study, previous study, limitation of the study, problem statement, objective of the study, benefit of the study, and research paper organization.
Chapter 2 is underlying theory. It deals with ……………………..(mention all here your subs based on your theory)
Chapter 3 is research method presenting type of research, object of research, data and data source, method of collecting data, and method of analyzing data.
Chapter 4 is research finding and discussion. The research finding will be elaborated into………………………. (write all subs of your research finding based on your objectives)
Chapter 5 is conclussion and suggestion. After chapter 5, the writer presents bibliography, virtual reference, and appendix.



CHAPTER II
UNDERLYING THEORY

In this chapter, the writer presents the theories that support the analysis of the data. In this part the writer describes notion of pragmatics and socio pragmatics, aspects language studies in pragmatics, maxim, utterance, politeness, context, the explanation of translation, subtitling, the explanation of language form, and language of movie.
A. Pragmatics
1. Notion of Pragmatics
Pragmatics is
Etc (write based on your used theories)





CHAPTER III
RESEARCH METHOD

The research method of this study is elaborated into five points, namely; (1) type of research, (2) object of research, (3) data and data source, (4) method of collecting data, and (5) method of analyzing data. The explanation of each component will be discussed further into wide explanation below.
A. Type of the Research
In doing this research, the writer uses descriptive qualitative research. She takes qualitative research because the writer intends to identify the variation of language form of warning utterances on the humorous action movie manuscripts and its subtitling, clarify the equivalences of the implicature of warning utterances on the humorous action movie manuscripts and its subtitling, and describe the equivalences of the politeness pattern of warning utterances on the humorous action movie manuscripts and its subtitling.

B. Object of the Research
The object of the study is warning utterances and their subtitling found in humorous action movie manuscripts.

C. Data and Data Source
The data in this study are sentences containing warning utterances fund in the data source which is the manuscripts and the subtitles of humorous action movies. The data sources are
a. Kung Fu Panda written by ...........published by (publisher) in 20….(year) and its subtitling.
b. Teenage Mutant Ninja Turtle Movie written by………… published by (publisher) in 20….(year) and its subtitling.
c. Ice Age 3 written by………… published by (publisher) in 20….(year) and its subtitling.

D. Technique/Method of Collecting Data
The writer uses documentation as the method of collecting the data in this research. The steps are as follows.
1. Watching the original Movie of Kung Fu Panda, TMNT, and Ice Age 3.
2. Noting all the warning utterances in the script of Kung Fu Panda, TMNT, and Ice Age 3 movie manuscripts and their subtitling.
3. Re-typing all the sentences contain warning utterances in Kung Fu Panda, TMNT, and Ice Age 3 movie manuscripts and their subtitling.
4. Coding the data which contain warning utterances in Kung Fu Panda, TMNT, and Ice Age 3 movie manuscripts and their subtitling. For the coding of the data the writer uses certain system such as;
0001/KP/SL1/TL2/Q/NQ, which means;
0001 = Number of data
KP = Kung Fu Panda Movie
TMNT = Teenage Mutant Ninja Turtle Movie
ICA3 = Ice Age 3 Movie
SL1 = Source Language page 1
TL2 = Target Language page 2
Q = Equivalence
NQ = Non Equivalence

E. Technique/Method of Analyzing Data
The technique of analyzing data is comparing method. In this case, she compares between the source language and the target language, especially the warning utterances and their subtitles. The writer uses pragmatics theory of …(author).. and translation of…(author)……. It is conducted as the following procedures.
1. Identify the language form of warning utterances found in the script of humorous action movie manuscripts and their subtitling by referring to the language form.
2. Clarify the equivalence and non equivalence of the implicature of warning found in the script of humorous action movie manuscripts and their subtitling by referring to the Grice’s theory of implicature.
3. Describe the equivalence and non equivalence of the politeness strategies of warning utterances found in the script of humorous action movie manuscripts and its subtitling by referring to the Brown and Levinson’s theory of human politeness behavior.
4. Draw conclusion based on the data analysis of warning utterances found in the script of humorous action movie manuscripts and their subtitling.





CHAPTER IV
RESEARCH FINDING AND DISCUSSION




















CHAPTER V
CONCLUSION AND SUGGESTION






BIBLIOGRAPHY

VIRTUAL REFERENCE
Selengkapnya...

covr n apprv of res paper

SOCIO-PRAGMATICS ANALYSIS ON WARNING UTTERANCES IN HUMOROUS ACTION MOVIE MANUSCRIPTS
AND THEIR SUBTITLING





RESEARCH PAPER


Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department



Proposed by

RENI DIAH SETIOWATI
A 320 070 306



SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2011








APPROVAL
(for chapter 1-5)

SOCIOPRAGMATICS ANALYSIS ON WARNING UTTERANCES IN HUMOROUS ACTION MOVIE MANUSCRIPTS
AND THEIR SUBTITLING


RESEARCH PAPER


Proposed by:
RENI DIAH SETIOWATI
A 320 070 306


Approved to be Examined by
First Consultant Second Consultant

Dra. Dwi Haryanti, M. Hum. …………………….



TABLE OF CONTENT
COVER…………………………………………………………………………i
APPROVAL……………………………………………………………………ii
ACCEPTANCE ……………………………………………………………….iii
TESTIMONY…………………………………………………………………..iv
MOTTO…………………………………………………………………………v
DEDICATION ………………………………………………………………...vi
LIST OF ABBRIVIATION …………………………………………………..vii
LIST OF TABLE …………………………………………………………….viii
ACKNOWLEDGEMENT…………………………………………………….ix
SUMMARY……………………………………………………………………x
TABLE OF CONTENT………………………………………………………xi
(you can add subs based on the content of your research paper)
CHAPTER I : INTRODUCTION
A. Background of the Study
B. Previous Study (you can write here or on chapter 2 sub A)
C. Limitation of the Study
D. Problem Statement
E. Objective of the Study
F. Benefit of the Study
G. Research Paper Organization
CHAPTER II: UNDERLYING THEORY
A. Previous Study
B. …………………
C. …………………….
CHAPTER III: RESEARCH METHOD
A. Type of Research
B. Object of Research
C. Data and Data Source
D. Method of Collecting Data
E. Method of Analyzing Data
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. The Language Form of Warning Utterances
2. The Equivalence and Non Equivalence of the Implicature of Warning Utterances
a. E
b. NE
3. The Equivalence and Non Equivalence of the Politeness Strategies of Warning Utterances
B. Discussion
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion (suitable with problem statement, objectives, and research finding)
B. Suggestion (related to benefit of the study)
BIBLIOGRAPHY
VIRTUAL REFERENCE/S
APPENDIX
Appendix: Data Source/s

Selengkapnya...

EXAMP OF RES PROPSL

SOCIOPRAGMATICS ANALYSIS ON WARNING UTTERANCES IN HUMOROUS ACTION MOVIE MANUSCRIPTS AND THEIR SUBTITLING

A. Background of the Study
In the real communication people convey their ideas through utterances. There are many kinds of utterances. One of them is warning utterances. Warning utterances is a part of commisive utterance which commits the speaker to some future course of action (Levinson, 2000: 240). Warning according to Oxford Learner’s Dictionary (2003: 458) is a statement to tell somebody about a possible danger or difficulty in future. Warning utterances uttered by someone who warn somebody else about the possible danger in the future. Sometimes warning utterances uttered by a people who have more authority to the people who have lower authority or the contrary in the hazard situation. Warning utterances commonly found in the public conversation, novel, daily conversation and movie manuscript.
This research is combining two theories, they are socio pragmatics and translation. According to Leech (in Peccei, 1999: 7) pragmatics can be usefully defined as the study of how utterances have meaning in situation. When it has close relationship with the social context, it will become socio pragmatics. According to Nida (in Sutopo, 2001: 1) translation consists of reproducing in the receptor language the closest natural equivalent of the source language message. Both of the theories will construct a study of socio-pragmatics on source language implicature and target language implicature found in certain utterances. Then, the aims of this study are to know the equivalences of implicature between source and target language and also to know the equivalences of politeness strategies on source language implicature and target language implicature.
In this study the writer deals with analyzing the warning utterances to the humorous action movie manuscripts and its subtitling. The movies are Kung Fu Panda, Teenage Mutant Ninja Turtle (TMNT), and Ice Age 3. Those movies are an animated movie and collaborated with comedy and action acts. Those movies are containing best actions and meaningful dialogues especially in warning utterances. Generally, warning utterances are formed by direct exclamatory sentences that have a purpose in order the hearer must be careful for the possible dangers. But in those movies, the writer finds some of warning utterances that formed by imperative, declarative and interrogative sentences that have a purpose not only to warn somebody about the possible dangers but also contains some jokes in certain condition that the speaker and the hearer face it. Below is the example of the analysis on warning utterances found in one of three movies that the writer chooses. The first movie entitled Kung Fu Panda and its subtitled into Indonesian (TL).
0001/SL/TL/KP/Q
(Morning day, there is conversation between Master Shifu and Master Oogway in the main castle of Master Oogway’s kung fu institution. Master Oogway called Master Shifu for his vision about something wrong will happen in a few days later, so Master Oogway called Master shifu to meet him)
SL: Master shifu: “Master Oogway, you summoned me? Is something wrong?”
Master Oogway: “Why must something be wrong for me to want to see my old friend?”
Master shifu: “So, nothing's wrong?”
Master Oogway: “Well, I didn't say that.”

TL: Master shifu: “Guru oggway, kau memanggilku? Ada masalah?”
Master Oogway: “Kenapa musti ada masalah hanya untuk bertemu sahabat?
Master shifu: “Jadi tak ada masalah?
Master Oogway: “Aku tak bilang begitu.”


The conversation above occurred between Master Shifu and Master Oogway. The relationship between them is a master and a student who has become a master of several students in his kung fu institution. Master Oogway will warn Master Shifu about the Tai-lung arrival for a few times later. Master Oogway knew that Tai Lung is an ex-student of Master Shifu who sent to jail because his bad behavior. Because of that Maser Oogway tells Master Shifu with a weight words, so that master Shifu does not look too blank.
The form of the utterance Well, I didn't say that is declarative sentence because it has a subject I and a predicate say with a normal word order and ends by the period. It is in the form of negative sentence. The context of the situation on conversation above happens when Master Oogway gets the vision that the most danger enemy (Tai Lung) will come to take revenge. Then master Oogway summoned Master Shifu in order that he and his students will prepare themselves to fight Tai Lung.
The utterance Well, I didn't say that is included on conversational implicature because the meaning that is intended by the speaker needs to infer based on the speech context by the hearer. The conversation above violated the maxim of clarity and maxim of relevance because the speaker does not give the information in the way the hearer will understand the speaker’s intention.
The utterance Well, I didn't say that belongs to warning utterances. The implicature is that Master Oogway will warn Master shifu that there is a something wrong that will happen in future whereas Master Oogway hopes that Master Shifu wants to hold kung fu tournament to get the dragon warrior. In the TL, the utterance Aku tak bilang begitu also implies that Master Oogway will warn Master shifu that there is a something wrong that will happen in future whereas Master Oogway hopes that Master Shifu wants hold kung fu tournament to get the dragon warrior. So the two utterences are equivalent
The utterance Well, I didn't say that is included to Off-Record strategy, because the speaker tries to remove the pressure of the threat. Even though Master Oogway more senior than Master Shifu, he tends to keep the pressure in order Master Shifu does not surprisingly with the vision that Master Oogway had. The TL also employs Off-Record strategy because Master Oogway tends to keep the pressure in order Master Shifu does not surprisingly with the vision that Master Oogway had. Based on the phenomenon above, lastly the writer decides to do the research entitled Socio Pragmatics Analysis on Warning Utterances in Humorous Action Movie Manuscripts and its Subtitling.

B. Previous Study
This research deals with some previous researches but it has difference in some matters. This previous study will be mentioned here to prove that this research is different from others. The writer proposes two findings of previous studies conducted by the students of Muhammadiyah University of Surakarta.
The first research was conducted by Yulianti (UMS, 2010) Translation Analysis of Promising Utterances in the Novel of Twilight Translated into Twilight (Pragmatic Perspective). Her research aims at describing the translation variation of linguistic form, the equivalence of implicature, and the equivalence of politeness pattern employs in the novel. The type of her research is descriptive qualitative. Her research used observation and documentation method by selecting the promising utterances which can be found in the novel of Twilight and its translation. The results of her study show that: first, the translation variation of language forms of promising utterances are word translated to word, word translated to phrase, positive declarative sentence translated to positive declarative sentence, negative declarative sentence translated to negative declarative sentence, and positive declarative sentence translated to negative declarative sentence. Second, the implicatures found are conventional and conversational implicature and also in the form of equivalent and non-equivalent. Third, the politeness strategies of directive utterance are: Bald on Record, Positive Politeness, Negative Politeness and Off-Record strategy.
Another research is conducted by Suryaningsih (UMS, 2010), entitled A SocioPragmatics Analysis on Teasing Utterances in Comedy Movie Manuscript. Her goals on that research are finding the implicatures and politeness strategies of teasing utterances. The object is teasing utterances in comedy movie manuscripts entitled Cinderella Story, Legally Blonde, and Juno. Her research is applying descriptive qualitative as her method to analyzing the data by observations and non-participant documentations by selecting teasing utterances, which can be found in comedy movie manuscripts entitled Cinderella Story, Legally Blonde, and Juno. The results of her research show that there are 2 asserting, 2 expressing anger, 1 expressing dislike, 1 expressing surprise, 4 expressing disbelief, 2 suggesting, 6 mocking, 6 teasing, 1 threatening, 1 asking, and 4 refusal and also there are bald on record strategy (26,7 %), positive politeness (16,7 %), and off-record strategy (56,7 %). There is one type of politeness strategies that not exist in the teasing utterances in comedy movie manuscripts, it is negative politeness strategy.
The similarity of the first previous study is the focus of study on translation work based on the pragmatics and translation perspective in utterances. Then the similarity of the second previous study is the focus on comedy movie. The difference between the first previous study and the writer’s research is in the object of the study, the writer concerns with the socio-pragmatics analysis of warning utterances which are found in the humorous action movie manuscripts which is subtitled into Indonesian. Then, the difference between the second previous study is in the movie’s selection, the writer chooses three movies entitled Kung Fu Panda, TMNT (Teenage Mutant Ninja Turtle and Ice Age 3, besides the writer conducts this research in order to get equivalence between the implicature and politeness strategies in source language and target language.

C. Limitation
(write your object, objectives, data source, theory with its author)
example:
In this research paper, the writer only focuses on the language form, equivalence of implicature and politeness of warning utterances in the humorous action movie of Kung Fu Panda, Teenage Mutant Ninja Turtle (TMNT), and Ice Age 3 manuscripts and its subtitling. The writer only limits on warning utterances because those humorous action movies contain more warning utterances than the other utterances that the writer finds in the movie manuscripts and its subtitle. The data will be analyzed using socio-pragmatics theory written by Peceei (1991) and translation theory written by Baker (1992)

D. Problem Statement
Based on the phenomena mentioned on the background of this study, the writer formulates the following problems.
1. What are the variations of language forms of warning utterances on the humorous action movie manuscripts and their subtitling?
2. How are the equivalences of the implicature of warning utterances on the humorous action movie manuscripts and their subtitling?
3. How is the equivalence of the politeness pattern of warning utterances on the humorous action movie manuscripts and their subtitling?

E. Objective of the Study
Based on the problems above, the writer formulates the objective of the study in the following.
1. To identify the variations of language forms of warning utterances on the humorous action movie manuscripts and its subtitling.
2. To clarify the equivalences of the implicature of warning utterances on the humorous action movie manuscripts and its subtitling.
3. To describe the equivalences of the politeness pattern of warning utterances on the humorous action movie manuscripts and its subtitling.

F. Benefit of the Study
From this research, the writer hopes that this study has the benefits that are divided into theoretical and practical benefits, they are as follows.
1. Theoretical Benefit
a Students
The writer hopes this result of the study can enrich the students’ knowledge of pragmatics and translation theories relating to the study.
b Teachers
The writer hopes this study can be useful for additional information and suggestion that can be applied by the teacher in the process of teaching learning of socio-pragmatics and translation study.
c Lecturer
The result of the research hopefully can be useful input for the lecturers to give example research to the students in teaching linguistics especially in the socio-pragmatics analysis on warning utterances.

2. Practical Benefit
a. Other Researcher
This research hopefully will be useful for the other researcher who interested in the study of socio-pragmatics and translation study especially in the warning utterances.
b. Subtitler
The result will be useful for the subtitler to make better subtitling of other movies.

G. Underlying Theory
In this chapter, the writer presents the theories that support the analysis of the data. In this part the writer describes notion of pragmatics and socio pragmatics, aspects language studies in pragmatics, maxim, utterance, politeness, context, the explanation of translation, subtitling, the explanation of language form, and language of movie.
1. Pragmatics
2. Etc

H. Research Method
The research method of this study is elaborated into five points, namely; (1) type of research, (2) object of research, (3) data and data source, (4) method of collecting data, and (5) method of analyzing data. The explanation of each component will be discussed further into wide explanation below.

1. Type of the Research
In doing this research, the writer uses descriptive qualitative research. She takes qualitative research because the writer intends to identify the variation of language form of warning utterances on the humorous action movie manuscripts and its subtitling, clarify the equivalences of the implicature of warning utterances on the humorous action movie manuscripts and its subtitling, and describe the equivalences of the politeness pattern of warning utterances on the humorous action movie manuscripts and its subtitling.

2. Object of the Research
The object of the study is warning utterances and their subtitling found in humorous action movie manuscripts.

3. Data and Data Source
The data in this study are sentences containing warning utterances fund in the data source which is the manuscripts and the subtitles of humorous action movies. The data sources are
a. Kung Fu Panda written by ...........published by (publisher) in 20….(year) and its subtitling.
b. Teenage Mutant Ninja Turtle Movie written by………… published by (publisher) in 20….(year) and its subtitling.
c. Ice Age 3 written by………… published by (publisher) in 20….(year) and its subtitling.

4. Technique of Collecting Data
The writer uses documentation as the method of collecting the data in this research. The steps are as follows.
a. Watching the original Movie of Kung Fu Panda, TMNT, and Ice Age 3.
b. Noting all the warning utterances in the script of Kung Fu Panda, TMNT, and Ice Age 3 movie manuscripts and their subtitling.
c. Re-typing all the sentences contain warning utterances in Kung Fu Panda, TMNT, and Ice Age 3 movie manuscripts and their subtitling.
d. Coding the data which contain warning utterances in Kung Fu Panda, TMNT, and Ice Age 3 movie manuscripts and their subtitling. For the coding of the data the writer uses certain system such as;
0001/KP/SL1/TL2/Q/NQ, which means;
0001 = Number of data
KP = Kung Fu Panda Movie
TMNT = Teenage Mutant Ninja Turtle Movie
ICA3 = Ice Age 3 Movie
SL1 = Source Language page 1
TL2 = Target Language page 2
Q = Equivalence
NQ = Non Equivalence

5. Technique of Analyzing Data
The technique of analyzing data is comparing method. In this case, she compares between the source language and the target language, especially the warning utterances and their subtitles. The writer uses pragmatics theory of …(author).. and translation of…(author)……. It is conducted as the following procedures.
a. Identify the language form of warning utterances found in the script of humorous action movie manuscripts and their subtitling by referring to the language form.
b. Clarify the equivalence and non equivalence of the implicature of warning found in the script of humorous action movie manuscripts and their subtitling by referring to the Grice’s theory of implicature.
c. Describe the equivalence and non equivalence of the politeness strategies of warning utterances found in the script of humorous action movie manuscripts and its subtitling by referring to the Brown and Levinson’s theory of human politeness behavior.
d. Draw conclusion based on the data analysis of warning utterances found in the script of humorous action movie manuscripts and their subtitling.

I. Research Paper Organization
This research paper organization is divided into five chapters.
CHAPTER I : INTRODUCTION
A. Background of the Study
B. Previous Study
C. Limitation of the Study
D. Problem Statement
E. Objective of the Study
F. Benefit of the Study
G. Research Paper Organization
CHAPTER II: UNDERLYING THEORY
A. …………………
B. …………………
C. …………………….
CHAPTER III: RESEARCH METHOD
A. Type of Research
B. Object of Research
C. Data and Data Source
D. Method of Collecting Data
E. Method of Analyzing Data
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. The Language Form of Warning Utterances
2. The Equivalence and Non Equivalence of the Implicature of Warning Utterances
a. E
b. NE
3. The Equivalence and Non Equivalence of the Politeness Strategies of Warning Utterances
B. Discussion
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion
B. Suggestion
BIBLIOGRAPHY
VIRTUAL REFERENCES
APPENDIX
Appendix: Data Source






BIBLIOGRAPHY





VIRTUAL REFERENCE Selengkapnya...

EXAMPLE OF COV N APPRV RES PROP

SOCIOPRAGMATICS ANALYSIS ON WARNING UTTERANCES
IN HUMOROUS ACTION MOVIE MANUSCRIPTS
AND THEIR SUBTITLING





RESEARCH PROPOSAL



Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department



Proposed by

RENI DIAH SETIOWATI
A 320 070 306



SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2011







APPROVAL

SOCIOPRAGMATICS ANALYSIS ON WARNING UTTERANCES
IN HUMOROUS ACTION MOVIE MANUSCRIPTS
AND THEIR SUBTITLING




RESEARCH PROPOSAL




Proposed by:
RENI DIAH SETIOWATI
A 320 070 306


Approved by


First Consultant Second Consultant


Dra. Dwi Haryanti, M. Hum. …………………….










TABLE OF CONTENT

COVER…………………………………………………………………………..............i
APPROVAL……………………………………………………………………............ii
TABLE OF CONTENT………………………………………………………........iii
TITLE ………………………………………………………………………….............1
A. Background of the Study ………………………………………………….1
B. Previous Study ……………………………………………………………......3
C. Limitation of the Study ……………………………………………………6
D. Problem Statement ……………………………………………………….....7
E. Objective of the Study …………………………………………………….7
F. Benefit of the Study ………………………………………………………..8
G. Underlying Theory………………………………………………………....….
H. Research Method………………………………………………………......……
1. Type of Research ……………………………………………….....……….
2. Object of Research………………………………………………....……..
3. Data and Data Source…………………………………………...………..
4. Method of Collecting Data……………………………………………..
5. Method of Analyzing Data……………………………………………...
I. Research Paper Organization………………………………………..
BIBLIOGRAPHY………………………………………………………………...........
VIRTUAL REFERENCES…………………………………………………….........
APPENDIX……….……………………………………………………………............
Appendix 1: Data Source……………………………………………………..
Appendix 2: Reference………………………………………………………...

Selengkapnya...

Interpreting Schedule

schedule of interpreting can be downloaded here

http://www.mediafire.com/?ey9lumomm9dnnsm Selengkapnya...

ADJECTIVE CLAUSES

Dependent clauses include adjective clauses, adverb clauses,and noun clauses
(By Richard Nordquist) (http:// grammar.about.com)


1. Adjective Clauses
By Richard Nordquist (About.com Guide)

A dependent clause used as an adjective within a sentence.
An adjective (or adjectival) clause usually begins with a relative pronoun (which, that, who, whom, whose), a relative adverb (where, when, why), or a zero relative. Also known as a relative clause.

a. Relative pronoun (who/ever, whom, which, that, whose, when/ever, where/ever, why)
What are relative pronouns?
A defining relative clause states defining information about a person or a thing. It is used to define one object/thing or a person from another. Without this information the sentence would not be clear. The relative pronouns in English are which, that, who, whom, and whose. Who and whom refer only to people. Which refers to things, qualities, and ideas--never to people. That and whose refer to people, things, qualities, and ideas.
Note: The relative pronoun replaces the noun.
Examples:
• Who is that man in there street?
• Whose husband is that waiting in the car?
• Is that cake good?
• When are you going to call her?
• Why are you so tired?
• Which house is yours?
Relative Pronouns
- Time Reason Person Place Thing
Subject -- -- Who, That Where That, Which
Object When Why Who/Whom/That - That, Which
Possessive Whose - Whose - Whose


Use of Relative Pronouns in Complex Sentences
Whom is used when referring to the object of the sentence, not the subject.
For example;
I saw the boy to whom I spoke.
In this sentence, "I" is the subject and "the boy" is the object.
Another way to know whether you should use whom is to look at the preposition that is being used ; such as
To, against, from, for, about,
That is; against whom, for whom, about whom, etc.
However, you do not use "whom" when dealing with things.
The play, about which, I had much to say.
Other examples
I talked to the girl ___ car had broken down in front of the shop.Correct answer: I talked to the girl whose car had broken down in front of the shop. 2) Mr Richards, ___ is a taxi driver, lives on the corner.Correct answer: Mr Richards, who is a taxi driver, lives on the corner. 3) We often visit our aunt in Norwich ___ is in East Anglia.Correct answer: We often visit our aunt in Norwich which is in East Anglia. 4) This is the girl ___ comes from Spain.Correct answer: This is the girl who comes from Spain. 5) That's Peter, the boy ___ has just arrived at the airport.Correct answer: That's Peter, the boy who has just arrived at the airport. 6) Thank you very much for your e-mail ___ was very interesting.Correct answer: Thank you very much for your e-mail which was very interesting. 7) The man, ___ father is a professor, forgot his umbrella.Correct answer: The man, whose father is a professor, forgot his umbrella. 8) The children, ___ shouted in the street, are not from our school.Correct answer: The children, who shouted in the street, are not from our school. 9) The car, ___ driver is a young man, is from Ireland.Correct answer: The car, whose driver is a young man, is from Ireland. 10) What did you do with the money ___ your mother lent you?Correct answer: What did you do with the money which your mother lent you?

Examples of Identifying relative pronouns in the following clauses

a) "How can you govern a country which has 246 varieties of cheese?"
b) (Charles De Gaulle)
c) "On the plus side, death is one of the few things that can be done just as easily lying down."
d) (Woody Allen)
e) "An atheist is a man who has no invisible means of support."
f) (John Buchan)
g) "Even if you do learn to speak correct English, whom are you going to speak it to?"
h) (Clarence Darrow)
i) "Never play cards with a man called Doc. Never eat at a place called Mom's. Never sleep with a woman whose troubles are worse than your own."
j) (Nelson Algren)

"Three relative pronouns stand out as being particularly common in English: who, which, and that. The zero relativizer [or dropped relative pronoun] is also relatively common. However, . . . the relative pronouns are used in very different ways across registers.
For example:
That and zero are the preferred choices in conversation, although relative clauses are generally rare in that register.
Fiction is similar to conversation in its preference for that.
In contrast, news shows a much stronger preference for which and who, and academic prose strongly prefers which.
In general, the relative pronouns that begin with the letters wh- are considered to be more literate.
In contrast the pronoun that and the zero relativizer have a more colloquial flavor and are preferred in conversation."
(Douglas Biber, Susan Conrad, and Geoffrey Leech, Longman Student Grammar of Spoken and Written English. Pearson, 2002)


Exercise 1
Turn these simple sentences into complex sentences. You are NOT allowed to use conjunctions; only relative pronouns – who, whom, which, whose.
1. I saw a boy. His bag was large. I said hello to him
2. I was riding my bike. I love that old bike. I used it to get to my friend’s house.
3. The guests arrived. We have invited them.
4. The shoes are expensive. I have bought them.
5. This is the gentleman. I am speaking with him.
6. The house is big. We live in this house.
7. I met the lady. Her son is ill.
8. We spoke to the man. His car is here.
9. The edition of the novel is good. I bought the novel.
10. The lawyer’s daughter has just arrived. She telephoned earlier.
11. The lawyer’s daughter has just arrived. He was happy to see her.
12. The man’s wife has just arrived. She spoke to me earlier.
13. The man’s wife has just arrived. He is unhappy.
14. The man’s wife has just arrived. I spoke about him. He is unhappy.
15. The train arrived at 3PM. I ran towards it. I almost missed it.
16. I saw the boy. I threw a ball at him. I have fought against him. I dislike him.
17. This is the woman. I was speaking with her. I had had a fight with her. I had thrown her against the wall.
18. The man was sleeping. He started to snore. I threw a cushion at him.
19. The man ate a cake. He liked it. He was angry.
20. We spoke to a man. His car is here. I spoke to him.
Exercise 2
Identify the relative pronoun of the following sentences
1) "He who can no longer pause to wonder and stand rapt in awe is as good as dead."
(Albert Einstein)
2) "Creatures whose mainspring is curiosity enjoy the accumulating of facts far more than the pausing at times to reflect on those facts."
(Clarence Day)
3) "Among those whom I like or admire, I can find no common denominator, but among those whom I love, I can: all of them make me laugh."
(W. H. Auden)
4) "Love, which was once believed to contain the Answer, we now know to be nothing more than an inherited behavior pattern."
(James Thurber)
5) "The means by which we live have outdistanced the ends for which we live. Our scientific power has outrun our spiritual power. We have guided missiles and misguided men."
(Martin Luther King, Jr.)
6) "The IRS spends God knows how much of your tax money on these toll-free information hot lines staffed by IRS employees, whose idea of a dynamite tax tip is that you should print neatly."
(Dave Barry)
7) "On I trudged, past the carefully roped-off breeding grounds of terns, which chirruped a warning overhead."
(Will Self, "A Real Cliff Hanger," 2008)
8) The man that hit my motorcycle gave me false insurance information.
9) "The man who first abused his fellows with swear words, instead of bashing their brains out with a club, should be counted among those who laid the foundations of civilization."
(John Cohen, 1965)

Subordination with Adjective Clauses
By Richard Nordquist, About.com Guide

Coordination is a useful way of connecting ideas that are roughly equal in importance. But often we need to show that one idea in a sentence is more important than another. On these occasions we use subordination to indicate that one part of a sentence is secondary (or subordinate) to another part. One common form of subordination is the adjective clause--a word group that modifies a noun.

Consider how the following sentences might be combined:
My father is a superstitious man.
He always sets his unicorn traps at night.
One option is to coordinate the two sentences:
My father is a superstitious man, and he always sets his unicorn traps at night.
When sentences are coordinated in this way, each main clause is given equal emphasis.


What if we want to place greater emphasis on one statement than on another? We then have the option of reducing the less important statement to an adjective clause. For example, to emphasize that father sets his unicorn traps at night, we can turn the first main clause into an adjective clause:
My father, who is a superstitious man, always sets his unicorn traps at night.

As shown here, the adjective clause does the job of an adjective and follows the noun that it modifies--father. Like a main clause, an adjective clause contains a subject (in this case, who) and a verb (is). But unlike a main clause an adjective clause can't stand alone: it has to follow a noun in a main clause. For this reason, an adjective clause is considered to be subordinate to the main clause.
Identifying Adjective Clauses

The most common adjective clauses begin with one of these relative pronouns: who, which, and that. All three pronouns refer to a noun, but who refers only to people and which refers only to things. That may refer to either people or things.

The following sentences show how these pronouns are used to begin adjective clauses:
Mr. Clean, who hates rock music, smashed my electric guitar.
Mr. Clean smashed my electric guitar, which had been a gift from Vera.
Mr. Clean smashed the electric guitar that Vera had given me.
In the first sentence, the relative pronoun who refers to Mr. Clean, the subject of the main clause. In the second and third sentences, the relative pronouns which and that refer to guitar, the object of the main clause.

Exercise 3 and answer
PRACTICE: Identifying Adjective Clauses
Only some of the sentences below contain adjective clauses. See if you can pick out the adjective clauses, and then compare your responses with the answers at the end of the exercise.
1) I bought a car from Merdine, and it turned out to be a lemon.
2) The car that I bought from Merdine turned out to be a lemon.
3) Pandora, who had recently celebrated a birthday, opened the box of gifts.
4) Lila, who has been the fire warden for 30 years, lives in a trailer with some scrappy dogs and cats.
5) Lila, who lives in a trailer with some scrappy dogs and cats, has been the fire warden for 30 years.
6) People who smoke cigarettes should be considerate of nonsmokers.
7) Jacob, who smokes cigarettes, is considerate of nonsmokers.
8) Mr. Mann has small, dark eyes, which peer inquisitively from behind metal-rimmed glasses.
9) My wedding ring is worth at least ten dollars, and now I have lost it.
10) I have lost my wedding ring, which is worth at least ten dollars.


Answers of exercise 3
1. (no adjective clause)
2. that I bought from Merdine
3. who had recently celebrated a birthday
4. who has been the town fire warden for nearly 30 years
5. who lives in a trailer with some scrappy dogs and cats
6. who smoke cigarettes
7. who smokes cigarettes
8. which peer inquisitively from behind metal-rimmed glasses
9. (no adjective clause)
10.which is worth at least ten dollars
Punctuating Adjective Clauses

These three guidelines will help you decide when to set off an adjective clause with commas:
Adjective clauses beginning with that are never set off from the main clause with commas.
Food that has turned green in the refrigerator should be thrown away.
Adjective clauses beginning with who or which should not be set off with commas if omitting the clause would change the basic meaning of the sentence.
Students who turn green should be sent to the infirmary.
Because we don't mean that all students should be sent to the infirmary, the adjective clause is essential to the meaning of the sentence. For this reason, we don't set off the adjective clause with commas.

Adjective clauses beginning with who or which should be set off with commas if omitting the clause would not change the basic meaning of the sentence.
Last week's pudding, which has turned green in the refrigerator, should be thrown away.
Here the which clause provides added, but not essential, information, and so we set it off from the rest of the sentence with commas.
Exercise 4 and answer
PRACTICE: Punctuating Adjective Clauses
In the following sentences, add commas to set off adjective clauses that provide additional, but not essential, information. Don't add commas if the adjective clause affects the basic meaning of the sentence.
1) Caramel de Lites which are cookies sold by the Girl Scouts contain 70 calories each.
2) These are the times that try men's souls.
3) I refuse to live in any house that Jack built.
4) I left my son at the campus day-care center which is available to all full-time students with young children.
5) Students who have young children are invited to use the free day-care center.
6) A physician who smokes and overeats has no right to criticize the personal habits of her patients.
7) Gus who gave Merdine a bouquet of ragweed has been exiled to the storm cellar for a week.
8) Professor Legree lost his only umbrella which he has owned for 20 years.
9) Healthy people who refuse to work should not be given government assistance.
10) Felix who was once a hunter in the Yukon stunned the roach with one blow from a newspaper.

Answers of exercise 4
1. Caramel de Lites, which are cookies sold by the Girl Scouts, contain . . ..
2. (no commas)
3. (no commas)
4. . . . day-care center, which is available to all full-time students with young children.
5. (no commas)
6. (no commas)
7. Gus, who gave Merdine a bouquet of ragweed, has . . ..
8. . . . umbrella, which he has owned for 20 years.
9. (no commas)
10. Felix, who was once a hunter in the Yukon, stunned . . ..

Relative Pronouns and Adjective Clauses
By Richard Nordquist, About.com Guide
As we've seen (in Subordination with Adjective Clauses), an adjective clause is a group of words that works like an adjective to modify a noun. Here we'll focus on the five relative pronouns that are used in adjective clauses.

An adjective clause usually begins with a relative pronoun: a word that relates the information in the adjective clause to a word or a phrase in the main clause.

The most common adjective clauses begin with one of these relative pronouns: who, which, and that. All three pronouns refer to a noun, but who refers only to people and which refers only to things. That may refer to either people or things.

Two other relative pronouns used to introduce adjective clauses are whose (the possessive form of who) and whom (the object form of who). Whose begins an adjective clause that describes something that belongs to or is a part of someone or something mentioned in the main clause:
The ostrich, whose wings are useless for flight, can run faster than the swiftest horse.
Whom stands for the noun that receives the action of the verb in the adjective clause:
Anne Sullivan was the teacher whom Helen Keller met in 1887.
Notice that in this sentence Helen Keller is the subject of the adjective clause, and whom is the object. Put another way, who is equivalent to the subject pronouns he, she, or they in a main clause; whom is equivalent to the object pronouns him, her, or them in a main clause.

Exercise 5 and answer

PRACTICE: Adding Pronouns to Adjective Clauses
Complete each of these sentences by adding an appropriate relative pronoun: who, which, that, whose, whom. Then compare your responses with the answers at the end of the exercise.
1) The creek beds, ---- in May are usually overflowing, are no more now than a trickle.
2) Sundown is an unincorporated town of about 20,000 people, almost all of ---- are over the age of 60.
3) Kathryn DiNitto is the lawyer ---- handled my case.
4) A lawyer, ---- first responsibility is to her client, should still have respect for the law.
5) Howard is majoring in badminton, ---- is not yet an Olympic sport.
6) Lori Alexander, ---- we elected as state senator two years ago, has left government to start her own business.
7) The blue liquid ---- you gave me is not cough syrup.
8) My first car was a ten-year-old Pacer, ---- once was considered "the car of the future."
9) Professor Legree, ---- dissertation has just been published by Vanity Press, has agreed to be the keynote speaker.
10) John Wayne, ---- appeared in over 200 movies, was the biggest box-office attraction of his time.

Answers of Exercise 5
1. which; 2. whom; 3. who; 4. whose; 5. which; 6. whom; 7. that; 8. which; 9. whose; 10. Who

Restrictive and Nonrestrictive Adjective Clauses
By Richard Nordquist, About.com Guide

In Subordination with Adjective Clauses, we learned how an adjective clause functions like an adjective to modify a noun. In Relative Pronouns and Adjective Clauses, we focused on the role played by the relative pronoun. Here we'll learn to distinguish between the two main types of adjective clauses: restrictive and nonrestrictive.

Nonrestrictive Adjective Clauses

An adjective clause set off from the main clause by commas is said to be nonrestrictive. Here's an example:
Old Professor Legree, who dresses like a teenager, is going through his second childhood.
This who clause is nonrestrictive because the information in the clause doesn't restrict or limit the noun it modifies (Old Professor Legree). The commas signify that the adjective clause provides added, not essential, information. This practice is consistent with Comma Guideline #4: "Use a pair of commas to set off interruptions."


Restrictive Adjective Clauses

On the other hand, an adjective clause that is restrictive should not be set off by commas.
An older person who dresses like a teenager is often an object of ridicule or pity.
Here, the adjective clause restricts or limits the meaning of the noun it modifies (An older person). A restrictive adjective clause is not set off by commas.

So let's keep in mind two basic rules:
Nonrestrictive: An adjective clause that can be omitted from a sentence without affecting the basic meaning of the sentence should be set off by commas.
Restrictive: An adjective clause that cannot be omitted from a sentence without affecting the basic meaning of the sentence should not be set off by commas.

Exercise 6 and answer
Practice: Restrictive and Nonrestrictive Clauses

For each sentence below, decide if the adjective clause (in bold) is restrictive or nonrestrictive. When you're done, compare your answers with those at the end of the exercise.
Students who have young children are invited to use the free daycare center.

1) I left my son at the campus daycare center, which is free to all full-time students.
2) John Wayne, who appeared in over 200 movies, was the biggest box-office attraction of his time.
3) I refuse to live in any house that Jack built.
4) Merdine, who was born in a boxcar somewhere in Arkansas, grows homesick every time she hears the wail of a train whistle.
5) Every journalist has a novel in him, which is an excellent place for it.
6) I like to keep a bottle of stimulant handy in case I see a snake, which I also keep handy.
7) The thing that impresses me the most about America is the way parents obey their children.
8) A physician who smokes and overeats has no right to criticize the personal habits of his patients.
9) The beer that made Milwaukee famous has made a loser out of me.

Answers of Exercise 6
restrictive
nonrestrictive
nonrestrictive
restrictive
nonrestrictive
nonrestrictive
nonrestrictive
restrictive
restrictive
restrictive

Sentence Building with Adjective Clauses
Exercises in Building and Combining Sentences
By Richard Nordquist, About.com Guide


So far in our study of adjective clauses, we've learned the following:
The adjective clause--a word group that modifies a noun--is a common form of subordination.
An adjective clause usually begins with a relative pronoun.
The two main types of adjective clauses are restrictive and nonrestrictive.
Now we're ready to practice building and combining sentences with adjective clauses.


Consider how these two sentences can be combined
My mp3 player fell apart after a few weeks.
My mp3 player cost over $200.
By substituting the relative pronoun which for the subject of the second sentence, we can create a single sentence containing an adjective clause:
My mp3 player, which cost over $200, fell apart after a few weeks.
Or we may choose to substitute which for the subject of the first sentence:
My mp3 player, which fell apart after a few weeks, cost over $200.
Put what you think is the main idea in the main clause, the secondary (or subordinate) idea in the adjective clause. And keep in mind that an adjective clause usually appears after the noun it modifies.

PRACTICE: Building Sentences with Adjective Clauses
Exercise 7 and answer
Combine the sentences in each set into a single, clear sentence with at least one adjective clause. Subordinate the information that you think is of secondary importance. When you are done, compare your new sentences with the sample combinations on page two. Keep in mind that many combinations are possible, and in some cases you may prefer your own sentences to the original versions.

1) The first alarm clock woke the sleeper by gently rubbing his feet.
The first alarm clock was invented by Leonardo da Vinci.

2) Some children have not received flu shots.
These children must visit the school doctor.

3) Success encourages the repetition of old behavior.
Success is not nearly as good a teacher as failure.

4) I showed the arrowhead to Rachel.
Rachel's mother is an archaeologist.

5) Merdine was born in a boxcar.
Merdine was born somewhere in Arkansas.
Merdine gets homesick every time she hears the cry of a train whistle.

6) The space shuttle is a rocket.
The rocket is manned.
This rocket can be flown back to earth.
This rocket can be reused.

7) Henry Aaron played baseball.
Henry Aaron played with the Braves.
Henry Aaron played for 20 years.
Henry Aaron was voted into the Hall of Fame.
The vote was taken in 1982.

8) Oxygen is colorless.
Oxygen is tasteless.
Oxygen is odorless.
Oxygen is the chief life-supporting element of all plant life.
Oxygen is the chief life-supporting element of all animal life.

9) Bushido is the traditional code of honor of the samurai.
Bushido is based on the principle of simplicity.
Bushido is based on the principle of honesty.
Bushido is based on the principle of courage.
Bushido is based on the principle of justice.


10) Merdine danced on the roof.
It was the roof of her trailer.
Merdine danced during the thunderstorm.
The thunderstorm flooded the county.
The thunderstorm was last night.
Answers of Exercise 7
Here are sample combinations for the 10 sets of sentence-building exercises on page one. Keep in mind that in most cases more than one effective combination is possible.

1) The first alarm clock, which woke the sleeper by gently rubbing his feet, was invented by Leonardo da Vinci.
2) Children who have not received flu shots must visit the school doctor.
3) Success, which encourages the repetition of old behavior, is not nearly as good a teacher as failure.
4) I showed the arrowhead to Rachel, whose mother is an archaeologist.
5) Merdine, who was born in a boxcar somewhere in Arkansas, gets homesick every time she hears the cry of a train whistle.
6) The space shuttle is a manned rocket that can be flown back to earth and reused.
7) Henry Aaron, who played baseball with the Braves for 20 years, was voted into the Hall of Fame in 1982.
8) Oxygen--which is colorless, tasteless, and odorless--is the chief life-supporting element of all plant and animal life.
9) Bushido, which is the traditional code of honor of the samurai, is based on the principles of simplicity, honesty, courage, and justice.
10) Merdine danced on the roof of her trailer during the thunderstorm that flooded the county last night.
2. Adverb Clauses
3. Noun Clauses
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reading toefl

READING COMPREHENSION

Text 1 (Questions 1-10)

The food we eat seems to have profound effects on our health. Although science has made enormous steps in making food more fit to eat, it has, at the same time, made many foods unfit to eat. Some research has shown that perhaps eighty percent of all human illnesses are related to diet and forty percent of cancer is related to the diet as well, especially cancer of the colon. People of different cultures are more prone to contract certain illnesses because of the characteristic foods they consume.
That food is related to illness is not a new discovery. In 1945, government researches realized that nitrates and nitrites (commonly used to preserve color in meats) as well as other food additives caused cancer. Yet, these carcinogenic additives remain in our food, and it becomes more difficult all the time to know which ingredients on the packaging labels of processed food are helpful or harmful.
The additives that we eat are not all so direct. Farmers often give penicillin to cattle and poultry, and because of this, penicillin has been found in the milk of treated cows. Sometimes similar drugs are administered to animals not for medicinal purposes, but for financial reasons. The farmers are simply trying to fatten the animals in order to obtain a higher price on the market. Although the Food and Drug Administration has tried repeatedly to control these procedures, the practices continue.
A healthy diet is directly related to good health. Often we are unaware of detrimental substances we ingest. Sometimes well-meaning farmers or others who do not realized the consequences add these substances to food without our knowledge.


1. How has science done a disservice to people?
a) Because of science, disease cause by contaminated food has been virtually eradicated.
b) It has caused a lack of information concerning the value of food.
c) As a result of scientific intervention, some potentially harmful substances have been added to our foot.
d) The scientist have preserved the color of meats, but not of vegetables


2. The word “prone” in the first paragraph is nearest in meaning to
a) Supine
b) Unlikely
c) Healthy
d) Predisposed

3. What are nitrates used for?
a) They preserved flavor in packaged foods.
b) They preserved the color of meats.
c) They are the objects of research.
d) They cause the animals to become fatter.

4. FDA means
a) Food Direct Additives
b) Final Difficult Analysis
c) Food and Drug Administration
d) Federal Dairy Additives

5. The word “these” in the second paragraph refers to
a) Meats
b) Colors
c) Researches
d) Nitrates and nitrites

6. In the second paragraph, the word “carcinogenic” is closest in meaning to
a) Trouble-making
b) Color-retaining
c) Money-making
d) Cancer-causing

7. All of the following statements are true EXCEPT
a) Drugs are always given to animals for medical reasons
b) Some of the additives in our food are added to the food itself and some are given to the living animals
c) Researchers have known about the potential hazards of food additives for more than forty-five years
d) Food may cause forty percent of the cancer in the world

8. The word “additives” in the second paragraph is closest in meaning to
a) Added substances
b) Dangerous substances
c) Natural substances
d) Benign substances

9. What is the best title for this passage?
a) Harmful and Harmless Substances in Food
b) Improving Health Through a Natural Diet
c) The Food You Eat Can Affect Your Health
d) Avoiding Injurious Substances in Food

10. In the first paragraph, the word “fit” is closest in meaning to
a) athletic
b) suitable
c) tasty
d) adaptable



Text 2 (Questions 11-20)

Interest is the sum charged for borrowing money for a fixed period of time. Principal is the term used for the money that is borrowed, and the rate of interest is the percent per year of the principal charged for its use. Most of the profits for a bank are derived from the interest that they charge for the use of their own or their depositors’ money.
All problems in interest may be solved by using one general equation that may be stated as follows:
Interest = Principal x Rate x Time
Any one of the four quantities-that is, interest, principal, rate or time-may be found when the other three are known. The time is expressed in years. The rate is expressed as a decimal fraction. Thus, 6 percent interest means six cents charged for the use of $1 of principal borrowed for one year. Although the time may be less than, equal to, or greater than one year, most applications for loans are for periods of less than one year. For purposes of computing interest for short periods, the commercial year or 360 days is commonly used, but when large sums of money are involved, exact interest is computed on the basis of 365 days.

11. With what topic is this passage primarily concerned?
a) Profits
b) Rate
c) Interest
d) Principal

12. The word “sum” in the first paragraph could best be replaced by
a) Amount
b) Institution
c) Customer
d) Formula

13. The word “fixed” in the first paragraph is closest in meaning to
a) Definite
b) Short
c) Repeated
d) Trial

14. The word “its” in the first paragraph refers to
a) Principal
b) Percent
c) Rate
d) Interest

15. At 4 percent interest for the use of $1 principal, how much would one pay?
a) Six cents per year
b) Twenty-five cents per year
c) Four cents per year
d) One cents per year

16. Which of the following would be a correct expression of an interest rate as stated in the equation for computing interest?
a) Four
b) .04
c) 4
d) 4/100

17. Most applications for loans are for
a) one year
b) less than one year
c) more than one year
d) 360 days

18. The word “periods” in the last paragraph refers to
a) time
b) loans
c) applications
d) interest

19. A commercial year is used to compute
a) Exact interest
b) Interest on large sums of money
c) Interest on a large principal
d) Interest for short periods of time

20. Which of the following is the best definition of interest?
a) Money borrowed
b) Rate x Time
c) A fee paid for the use of money
d) The number of years a bank allows a borrower in order to repay a loan

Text 3 (Questions 21-30)

Although most universities in the United States are on a semester system, which offers classes in the fall and spring, some schools observe a quarter system comprised of fall, winter, spring, and summer quarters. The academic year, September to June, is divided into three quarters of eleven weeks each beginning in September, January, and March; the summer quarter, June to August, is composed of shorter sessions of varying length.
There are several advantages and disadvantages to the quarter system. On the plus side, students who wish to complete their degrees in less than the customary four years may take advantage of the opportunity to study year round by enrolling in all four quarters. In addition, although most students begin their programs in the fall quarter, they may enter at the beginning of any of the other quarters. Finally, since the physical facilities are kept in operation year round, the resources are used efficiently to serve the greatest number of students. But there are several disadvantages as well. Many faculties complain that the eleven-week term is simply not long enough for them to cover the material required by most college courses. Students also find it difficult to complete the assignments in such a short period of time.
In order to combine the advantages of the quarter system with those of the semester system, some colleges and universities have instituted a three-term trimester system. In fourteen weeks, faculty and students have more time to cover material and finish course requirements, but the additional term provides more options for admissions during the year and accelerates with degree programs for those students who wish to graduate early.


21. Which of the following would be the best title for this passage?
a) Universities in the United States
b) The Academic Year
c) The Quarter System
d) The Semester System

22. A semester system
a) Has eleven-week sessions
b) Is not very popular in the United States
c) Gives students the opportunity to study year round
d) Has two major sessions a year

23. How many terms are there in quarter system?
a) Four regular terms and one summer term
b) Three regular terms and one summer term
c) Two regular terms and two summer terms
d) One regular term and four summer terms

24. When is academic year?
a) September to August
b) June to August
c) August to June
d) September to June

25. The word “customary” in the second paragraph could best be replaced by
a) Agreeable
b) Traditional
c) Lengthy
d) Limited

26. When may students begin studying in a school that uses a quarter system?
a) September
b) Summer semester only
c) At the beginning of any quarter
d) At the beginning of the academic year

27. The word “them” in the second paragraph refers to
a) Faculty
b) Weeks
c) Courses
d) Material

28. The word “instituted” in the third paragraph is closest in meaning to
a) Established
b) Considered
c) Recommended
d) Attempted

29. Which of the following characteristics does NOT apply to trimesters?
a) They allow students to graduate early
b) They provide more options for admission
c) They are long enough to cover the course material
d) They last eleven weeks.

30. Where would this passage most probably be found?
a) In a college catalog for a university in the United States
b) In a general guide to colleges and universities in the United States
c) In an American newspaper
d) In a dictionary published in the United States

Text 4 (Questions 31-40)

Charles Ives, now acclaimed as the first great American composer of the twentieth century, had to wait many years for the recognition he deserved. The son of a bandmaster, Ives entered Yale at twenty to study composition with Horatio Parker, but after graduation, he did not choose to pursue a career in music. He suspected correctly that the public would not accept the music he wrote. Even the few conductors and performers he tried to interest in his compositions felt that they were unplayable. Instead, he became a successful insurance executive, building his company into the largest agency in the country in only two decades. Even during that busy time, he still dedicated himself to composing music in the evenings, on weekends, and during vacations. Although he occasionally hired musicians to play one of his works privately for him, he usually heard his music only in his imagination.
After he recovered from a serious heart attack, he became reconciled to the fact that his ideas, especially the use of dissonance and special effects, were just too different for the musical mainstream. Determined to share his music with the few people who might appreciate it, he published his work privately and distributed it free.
In 1939, when Ives was sixty-five, American pianist John Kirkpatrick played Concord Sonata in Town Hall. The reviews were laudatory. One reviewer proclaimed it “the greatest music composed by an American.” By 1947, Ives was famous. His Second Symphony was presented to the public in a performance by the New York Philharmonic, fifty years after it had been written. The same year, Ives received the Pulitzer prize. He was seventy-three.

31. How was the performance of Concord Sonata received?
a) It established Ives as an important composer.
b) There were no reviews.
c) The public would not accept it.
d) The musicians felt it was unplayable.

32. The word “they” in the first paragraph refers to
a) Interest
b) Conductors
c) Compositions
d) Performers

33. What does the passage mainly discuss?
a) Career choices
b) Modern musical compositions
c) Charles Ives’ life
d) The Pulitzer prize

34. In what year did Ives receive the Pulitzer prize?
a) 1947
b) 1973
c) 1965
d) 1939

35. The phrase “became reconciled to” in the second paragraph is closest meaning to
a) Disputed
b) Neglected
c) Repeated
d) Accepted

36. The word “suspected” in the first paragraph could best be replaced by
a) Guessed
b) Recalled
c) Desired
d) Worried

37. Where was Ives’ work first publicly performed?
a) Yale University
b) Town Hall
c) Europe
d) New York

38. How did Ives make a living for most of his life?
a) He owned a insurance company
b) He conducted a band
c) He published music
d) He taught musical compositions

39. Why didn’t the public appreciate Ives’ music?
a) He did not write it down
b) It was not performed for a long time
c) It was very different from the music of the time.
d) The performers did not play it well

40. How did Ives first share his music?
a) By playing it himself
b) By teaching at Yale
c) By hiring musicians to perform
d) By publishing free copies

Text 5 (Questions 41-50)

Bats are not dirty, bloodthirsty monsters that they are portrayed to be in vampire films. These animals groom themselves carefully like cats and only rarely carry rabies. Of the hundreds of species of bats, only three rely on blood meals. In fact, the majority eat fruit, insects, spiders, or small animals. They consume an enormous number of pests, pollinate many varieties of plant life, and help reforest barren land by excreting millions of undigested seeds.
Almost all bats use echolocation to navigate, especially at night. As they fly, they emit a series of high-pitched squeaks at the rate of about fifty per minute. As these signals bounce off objects in their path, an echo is detected by the bats’ sensitive ears which informs them of the direction and distance of obstacles so that they can undertake corrective or evasive action. But bats are not blind as widely assumed. In fact, all species of bats can see, probably about as well as human beings.
It is also a little-known fact that bats are highly social creatures. Thousands or even millions of individual bats may belong to a colony, hanging upside down in caves or in trees. Within their social systems, bats assume specialized roles. Some may guard the entrance to their caves, others may scout for food, and still others may warn the colony of approaching danger. A nursery colony may be part of a larger colony to provide mother bats with a safe, supportive environment in which to rear their young.

41. The word ”emit” in the second paragraph is closest in meaning to
a) Stop
b) Send
c) Continue
d) Find

42. According to the passage, how are bats like cats?
a) Cats groom themselves, and so do bats
b) Bats use echolocation, and cats do, too
c) They both carry rabies
d) Both cats and bats are pests.

43. The word “some” in the third paragraph refers to
a) Colonies
b) Bats
c) Social systems
d) Specialized roles

44. What is the author’s opinion of bats?
a) They are like the monsters in vampire films
b) They are not very important in the animal world
c) They are dirty and they carry rabies
d) They are clean, helpful members of the animal world

45. Where in the passage does the author refer to the visual range of bats?
a) Lines 10-11
b) Lines 4-5
c) Lines 6-7
d) Lines 7-9

46. The word “enormous” in the first paragraph could best be replaced by
a) Very necessary
b) Very large
c) Very heavy
d) Very regular

47. How do bats help reforest the land?
a) By taking evasive action
b) By excreting seeds
c) By eating pests
d) By hanging upside down in trees at night

48. What do most bats eat?
a) Fruits and insects
b) Large animals
c) Blood meals
d) Leaves and trees

49. According to the passage, how do bats navigate?
a) By beating their wings fifty times per minute
b) By using their sensitive ears to hear the noises in their environment
c) By warning the colony of approaching danger with high squeaks
d) By responding to the echoes of their signals bouncing off objects

50. Which of the following are NOT the characteristic of most bats?
a) They have specialized roles in their colony
b) They use echolocation
c) They eat blood
d) They pollinate plants

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