this is just a forwarded text msg that i receive early this afternoon. im not againts to this politician involve but i just wanna share this to you
and i quote.....
" now the cat's out of the bag...MANNY VILLAR is the secret candidate of PRES. GMA. MIKE ARROYO himself met with MANNY VILLAR at the house of MIKE DEFENSOR last January 7 2010. VILLAR secretly agreed to make GMA speaker of the house and protect her should Villar win the presidency. Villar agreed GMA'S offer of massive logistical support among GMA'S commisioners in the COMELEC wh will assure VILLAR'S victory..." unqoute
i repeat im not againts manny villar we have the right to choose who will support for presidential race. im not doing this and making this story because just because i support another presidentiable.
we are on the democratic country we have the right what ever we want to choose who will be the best leader for us...im not doing this to influence anybody especially you who can read this blog..
and lastly im not into black propanda,batuhan ng putik ,ng kabulukan ng iba..if all the politician here in the philipines have their good intention and one of those is to serve his/her countrymen in a nice way as a good leader why not? right?
as a voter this may 2010 election lets be vigilant and be wise for who deserves to vote..ok?
Wednesday, February 24, 2010
Friday, February 19, 2010
Digital Literacy
Digital literacy is the set of attitudes, understanding and skills to handle and communicate information and knowledge effectively, in a variety of media and formats
The concept of digital literacy, as the term is now generally used, was introduced by Paul Gilster, in his 1997 book of the same name. The term itself had been used occasionally during the previous decade, though with a more restricted meaning; the ability to deal with hypertextual information. Gilster's idea was much broader, and did not involve the enumeration of lists of particular skills, competences or attitudes defining what it is to be digitally literate. Rather, he explained the concept quite generally, as an ability to understand and to use information from a variety of digital sources, and regarded it simply as literacy in the digital age. It is therefore the current form of the traditional idea of literacy per se; the ability to read, write and otherwise deal with information using the technologies and formats of the time. In an 'information society' and a 'knowledge economy', it is plainly an essential life skill. This generic expression of the idea, although it has irritated some commentators, is one of the strengths of Gilster’s concept, allowing it to be applied without concern for the sometimes restrictive ‘competence lists’ which have afflicted some other descriptions of the literacies of information.
Despite some continuing inconsistency in the use of the term, we see that several authors, following Paul Gilster, are using ‘digital literacy’ to denote a broad concept, linking together other relevant literacies, based on computer/ICT competences and skills, but focused on ‘softer’ skills of information evaluation and knowledge assembly, together with a set of understandings and attitudes.
This is also referred to by other names, particularly e-literacy and, by some, information literacy. However, the former has not gained popularity, while the latter is strongly associated with various linear models, espoused particularly by the library community. It has also been adopted by UNESCO as an important tool for national and international development, as expressed in the Prague Declaration of 2003 and in the Alexandria Proclamation of 2005.
A typical explanation, from the American Library Association is:
Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.
Information literacy is therefore seen as a linear series of sequential steps, typically:
* recognising a need for information
* identifying what information is needed
* finding the information
* evaluating the information
* organising the information
* using the information
Variations abound: 'communicating' may be included, for example, while 'deleting' and 'preserving' are given mention by those with a records management perspective. Greater granularity may be included, with 'finding' sometime broken down into sub-processes, such as 'choosing a source', 'retrieving' and 'acessing'.
While this is sometimes a useful concept, particularly for in planning training programmes, it is rather too prescriptive, and too limited to a 'library-style' formal information request, to be useful for describing all that is needed in dealing with the modern information environment.
Gilster’s idea of digital literacy, particularly as developed by a number of writers since, seems a suitable candidate. ‘Digital literacy’ seems an appropriate name, in an age where information comes mainly in this form; though with the caveat that an important part of digital literacy is knowing when to use a non-digital source.
The concept of digital literacy, as the term is now generally used, was introduced by Paul Gilster, in his 1997 book of the same name. The term itself had been used occasionally during the previous decade, though with a more restricted meaning; the ability to deal with hypertextual information. Gilster's idea was much broader, and did not involve the enumeration of lists of particular skills, competences or attitudes defining what it is to be digitally literate. Rather, he explained the concept quite generally, as an ability to understand and to use information from a variety of digital sources, and regarded it simply as literacy in the digital age. It is therefore the current form of the traditional idea of literacy per se; the ability to read, write and otherwise deal with information using the technologies and formats of the time. In an 'information society' and a 'knowledge economy', it is plainly an essential life skill. This generic expression of the idea, although it has irritated some commentators, is one of the strengths of Gilster’s concept, allowing it to be applied without concern for the sometimes restrictive ‘competence lists’ which have afflicted some other descriptions of the literacies of information.
Despite some continuing inconsistency in the use of the term, we see that several authors, following Paul Gilster, are using ‘digital literacy’ to denote a broad concept, linking together other relevant literacies, based on computer/ICT competences and skills, but focused on ‘softer’ skills of information evaluation and knowledge assembly, together with a set of understandings and attitudes.
This is also referred to by other names, particularly e-literacy and, by some, information literacy. However, the former has not gained popularity, while the latter is strongly associated with various linear models, espoused particularly by the library community. It has also been adopted by UNESCO as an important tool for national and international development, as expressed in the Prague Declaration of 2003 and in the Alexandria Proclamation of 2005.
A typical explanation, from the American Library Association is:
Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.
Information literacy is therefore seen as a linear series of sequential steps, typically:
* recognising a need for information
* identifying what information is needed
* finding the information
* evaluating the information
* organising the information
* using the information
Variations abound: 'communicating' may be included, for example, while 'deleting' and 'preserving' are given mention by those with a records management perspective. Greater granularity may be included, with 'finding' sometime broken down into sub-processes, such as 'choosing a source', 'retrieving' and 'acessing'.
While this is sometimes a useful concept, particularly for in planning training programmes, it is rather too prescriptive, and too limited to a 'library-style' formal information request, to be useful for describing all that is needed in dealing with the modern information environment.
Gilster’s idea of digital literacy, particularly as developed by a number of writers since, seems a suitable candidate. ‘Digital literacy’ seems an appropriate name, in an age where information comes mainly in this form; though with the caveat that an important part of digital literacy is knowing when to use a non-digital source.
“Education for the 21st Century: The Basics”
The Partnership for 21st Century Skills has developed six elements for 21st century educators. The elements provide a framework for teaching and learning in the 21st century and help focus on areas that need to be reformed within teaching. They center on core subjects that are legally mandated by the No Child Left Behind Act. They also focus on the new content areas of global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health/wellness awareness. In addition, they address learning and thinking skills that include critical thinking and problem solving skills; communication; creativity and innovation; collaboration; contextual learning; and information media literacy. They also concentrate on life skills such as leadership, ethics, accountability, personal responsibility, and self-direction.
The author suggests that 21st Century Educators need the following skills:
The teacher must be able to adapt the curriculum to teach digital tools. He/she must be able to adapt software that is made for a business so that it is suitable for various age groups. The 21st Century Educator must be a visionary. He/she must be able to look at other’s ideas and see how they could be used within the classroom. The teacher must be able to look at other disciplines and fields and integrate it into the students’ learning. The teacher must be able to utilize collaboration within his/her classroom using electronic mediums such as Blogger and MySpace. The teacher must be willing to take risks to further student knowledge of technology. The 21st Century teacher must be a learner and continue to stay current on the technological advances. The teacher must be able to effectively communicate using technologies. The teacher must also model behaviors they expect their students to display. Finally, the 21st Century teacher must be an effective leader.
Furthermore, the article suggests that there are three factors that must be present for integration and implementation of information and communication technology to work.
The classroom must be equipped with up-to-date technology. The teacher must be proficient in his/her ability to use a variety of pedagogical integration strategies. Finally, the curriculum must implement technology so that it mirrors the world that our students will live in. Finally, the learning space must have a shift from the traditional setting. It must move away from teacher-centered and move toward student-centered. It must be flexible and support technology.
I believe that it is very important to integrate technology into our lessons. The more we teach our students how to use technology, the better they will be prepared to work in the real world. As time progresses, technology will become more and more a part of our everyday lives. Therefore, it is important that student become as proficient as they can in the use of various forms of technology.
Reference:
Education for the 21st Century: The Basics. Retrieved February 13, 2010 from
http://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxjd3UzMTZlZHRlY2h8Z3g6NTI0ZDFmOWIwNGNiMDQwMg&pli=1
The author suggests that 21st Century Educators need the following skills:
The teacher must be able to adapt the curriculum to teach digital tools. He/she must be able to adapt software that is made for a business so that it is suitable for various age groups. The 21st Century Educator must be a visionary. He/she must be able to look at other’s ideas and see how they could be used within the classroom. The teacher must be able to look at other disciplines and fields and integrate it into the students’ learning. The teacher must be able to utilize collaboration within his/her classroom using electronic mediums such as Blogger and MySpace. The teacher must be willing to take risks to further student knowledge of technology. The 21st Century teacher must be a learner and continue to stay current on the technological advances. The teacher must be able to effectively communicate using technologies. The teacher must also model behaviors they expect their students to display. Finally, the 21st Century teacher must be an effective leader.
Furthermore, the article suggests that there are three factors that must be present for integration and implementation of information and communication technology to work.
The classroom must be equipped with up-to-date technology. The teacher must be proficient in his/her ability to use a variety of pedagogical integration strategies. Finally, the curriculum must implement technology so that it mirrors the world that our students will live in. Finally, the learning space must have a shift from the traditional setting. It must move away from teacher-centered and move toward student-centered. It must be flexible and support technology.
I believe that it is very important to integrate technology into our lessons. The more we teach our students how to use technology, the better they will be prepared to work in the real world. As time progresses, technology will become more and more a part of our everyday lives. Therefore, it is important that student become as proficient as they can in the use of various forms of technology.
Reference:
Education for the 21st Century: The Basics. Retrieved February 13, 2010 from
http://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxjd3UzMTZlZHRlY2h8Z3g6NTI0ZDFmOWIwNGNiMDQwMg&pli=1
Critical Thinking
* What do we mean by critical thinking?
* How does critical thinking differ between disciplines?
* How does critical thinking apply to academic reading?
* How does critical thinking apply to academic writing?
* How can I add quality to my writing?
* Critical thinking as a generic skill for life
What do we mean by critical thinking?
When you are thinking critically, you are not just thinking passively and accepting everything you see and hear. You are thinking actively. You are asking questions about what you see and hear, evaluating, categorising, and finding relationships.
Some critical thinking activities are listed below:
SOME OF THE ACTIVITIES INVOLVED IN CRITICAL THINKING
Interpreting according to a framework
Relating theory to practice
Making a claim and supporting it
Using appropriate evidence
Making links between ideas
Asking questions
Evaluating
Predicting
Describing
Analysing
Synthesising
Categorising
Establishing cause and effect
Comparing and contrasting
Identifying problems and solutions
Critical thinking is the essence of tertiary learning. As a university student, you will be expected to apply mental actions such as these to all your academic reading, writing, listening and discussing.
Back to top
How does critical thinking differ between disciplines?
Different disciplines are characterised by particular approaches to critical thinking, and a lage part of studying those disciplines means learning to think like an exponent of that discipline. So, for example, if you are studying geology, you will have to learn to think like a geologist. Geologists typically:
* categorise rocks and land formations
* explain how they evolved
* predict what can be found in similar circumstances.
You need to work out what are the typical ways of thinking in your discipline. Talk to your lecturer or tutor about it; ask questions; copy the style and tone of writing in your discipline.
All disciplines will require you to ask questions, relate theory to practice, find and use appropriate evidence, evaluate, find links, and categorise.
Science is often concerned with interpreting within a framework, describing, explaining, predicting, and identifying cause and effect.
Management is often concerned with identifying problems and solutions, relating theories to practice, and making comparisons and contrasts.
IT is often concerned with analysing complex situations into component parts.
Literature and History are often concerned with making claims and supporting them, usually in the light of a particular framework of analysis (eg feminism, postmodernism etc).
Back to top
How does critical thinking apply to academic reading?
In reading academic texts you need to develop a personal (but nevertheless academic and rational) response to the article/ theory/ chapter through:
* developing an understanding of the content
* evaluating and critiquing the article
Before reading a text closely, you should read the introduction or abstract and skim read the text (see Reading and Remembering for information about skim reading), to give you a preliminary idea of what it is about. Then read it closely and critically.
Some questions to help you read critically
* What are the main points of this text?
* Can you put them in your own words?
* What sorts of examples are used? Are they useful? Can you think of others?
* What factors (ideas, people, things) have been included? Can you think of anything that has been missed out?
* Is a particular bias or framework apparent? Can you tell what 'school of thought' the author belongs to?
* Can you work out the steps of the argument being presented? Do all the steps follow logically?
* Could a different conclusion be drawn from the argument being presented?
* Are the main ideas in the text supported by reliable evidence (well researched, non-emotive, logical)?
* Do you agree or disagree with the author? Why?
* What connections do you see between this and other texts?
* Where does it differ from other texts on the same subject?
* What are the wider implications—for you, for the discipline?
Some techniques to help you read critically
* When you take notes, divide your notepad into two columns. Jot down the main ideas in the left hand column, and the supporting comments in the right hand column. Add your own comments in another colour, or in brackets.
* Talk to other people (anyone who is interested!) about what you have read.
* Relate this text to others by looking for similar or contrasting themes.
* Think of how you might explain what the text means to, say, a high school student. What would you have to add to make it intelligible? (This will help you to see the underlying, unstated assumptions.)
* Ask yourself: 'Is it possible to disagree with any of this?'
* Ask yourself: 'How can I convince my peers/teachers that I understand what this is about?'
How does critical thinking apply to academic writing?
Look at the assignment question, and formulate some questions of your own (See the page on Answering the Question to help you understand how to read assignment questions).
* Work out what sort of critical thinking will be involved—comparing? problem solving? looking for cause and effect? evaluating?
* What is the lecturer looking for?
* If you want to say something which is new or unusual, or which your lecturer may disagree with, make sure you have EXTRA evidence and support.
* Make sure everything you say is backed up by evidence and references.
* Link what you are saying into the overall field of the discipline.
* Think about why this essay topic is worth writing about—what makes it particularly significant.
* Look at both sides of an argument
Back to top
How can I add quality to my writing?
Your writing needs to be critical in the broadest sense: categorising the factors involved, establishing cause-effect chains, making comparisons and contrasts, pointing out problems and suggesting solutions, evaluating theories and relating them to practice, and so on.
Your writing must also be rational, balanced, well-argued, and based on evidence and wide reading.
However, really excellent writing is distinguished because it says something substantial. Excellent writing is insightful and thought-provoking; it gives many relevant and interesting examples and other supporting details; and it shows evidence of deep thinking.
Your conclusion is particularly important in this regard. Use the conclusion to:
* say why this topic is particularly important
* make a prediction about the future (based on what you have written)
* make an evaluation (make sure it is not too extreme and is well supported by the body of your text)
* suggest a solution to the problems you have described
* restate your central argument in convincing terms (make sure you have supported the argument rigorously through the body of your text).
A conclusion should never say ‘Everything is fine and beautiful’ because nothing is ever perfect. Even the best theory has flaws and is open to criticism. Your writing will be judged as simplistic if you look only at the good points (or only at the bad points, for that matter).
Back to top
Critical thinking as a generic skill for life.
The skills that you develop at university in critical thinking will support you in your future professional lives. Professionals constantly need to make decisions based on critical thinking, to evaluate processes and outcomes, and to reflect upon their practice.
* How does critical thinking differ between disciplines?
* How does critical thinking apply to academic reading?
* How does critical thinking apply to academic writing?
* How can I add quality to my writing?
* Critical thinking as a generic skill for life
What do we mean by critical thinking?
When you are thinking critically, you are not just thinking passively and accepting everything you see and hear. You are thinking actively. You are asking questions about what you see and hear, evaluating, categorising, and finding relationships.
Some critical thinking activities are listed below:
SOME OF THE ACTIVITIES INVOLVED IN CRITICAL THINKING
Interpreting according to a framework
Relating theory to practice
Making a claim and supporting it
Using appropriate evidence
Making links between ideas
Asking questions
Evaluating
Predicting
Describing
Analysing
Synthesising
Categorising
Establishing cause and effect
Comparing and contrasting
Identifying problems and solutions
Critical thinking is the essence of tertiary learning. As a university student, you will be expected to apply mental actions such as these to all your academic reading, writing, listening and discussing.
Back to top
How does critical thinking differ between disciplines?
Different disciplines are characterised by particular approaches to critical thinking, and a lage part of studying those disciplines means learning to think like an exponent of that discipline. So, for example, if you are studying geology, you will have to learn to think like a geologist. Geologists typically:
* categorise rocks and land formations
* explain how they evolved
* predict what can be found in similar circumstances.
You need to work out what are the typical ways of thinking in your discipline. Talk to your lecturer or tutor about it; ask questions; copy the style and tone of writing in your discipline.
All disciplines will require you to ask questions, relate theory to practice, find and use appropriate evidence, evaluate, find links, and categorise.
Science is often concerned with interpreting within a framework, describing, explaining, predicting, and identifying cause and effect.
Management is often concerned with identifying problems and solutions, relating theories to practice, and making comparisons and contrasts.
IT is often concerned with analysing complex situations into component parts.
Literature and History are often concerned with making claims and supporting them, usually in the light of a particular framework of analysis (eg feminism, postmodernism etc).
Back to top
How does critical thinking apply to academic reading?
In reading academic texts you need to develop a personal (but nevertheless academic and rational) response to the article/ theory/ chapter through:
* developing an understanding of the content
* evaluating and critiquing the article
Before reading a text closely, you should read the introduction or abstract and skim read the text (see Reading and Remembering for information about skim reading), to give you a preliminary idea of what it is about. Then read it closely and critically.
Some questions to help you read critically
* What are the main points of this text?
* Can you put them in your own words?
* What sorts of examples are used? Are they useful? Can you think of others?
* What factors (ideas, people, things) have been included? Can you think of anything that has been missed out?
* Is a particular bias or framework apparent? Can you tell what 'school of thought' the author belongs to?
* Can you work out the steps of the argument being presented? Do all the steps follow logically?
* Could a different conclusion be drawn from the argument being presented?
* Are the main ideas in the text supported by reliable evidence (well researched, non-emotive, logical)?
* Do you agree or disagree with the author? Why?
* What connections do you see between this and other texts?
* Where does it differ from other texts on the same subject?
* What are the wider implications—for you, for the discipline?
Some techniques to help you read critically
* When you take notes, divide your notepad into two columns. Jot down the main ideas in the left hand column, and the supporting comments in the right hand column. Add your own comments in another colour, or in brackets.
* Talk to other people (anyone who is interested!) about what you have read.
* Relate this text to others by looking for similar or contrasting themes.
* Think of how you might explain what the text means to, say, a high school student. What would you have to add to make it intelligible? (This will help you to see the underlying, unstated assumptions.)
* Ask yourself: 'Is it possible to disagree with any of this?'
* Ask yourself: 'How can I convince my peers/teachers that I understand what this is about?'
How does critical thinking apply to academic writing?
Look at the assignment question, and formulate some questions of your own (See the page on Answering the Question to help you understand how to read assignment questions).
* Work out what sort of critical thinking will be involved—comparing? problem solving? looking for cause and effect? evaluating?
* What is the lecturer looking for?
* If you want to say something which is new or unusual, or which your lecturer may disagree with, make sure you have EXTRA evidence and support.
* Make sure everything you say is backed up by evidence and references.
* Link what you are saying into the overall field of the discipline.
* Think about why this essay topic is worth writing about—what makes it particularly significant.
* Look at both sides of an argument
Back to top
How can I add quality to my writing?
Your writing needs to be critical in the broadest sense: categorising the factors involved, establishing cause-effect chains, making comparisons and contrasts, pointing out problems and suggesting solutions, evaluating theories and relating them to practice, and so on.
Your writing must also be rational, balanced, well-argued, and based on evidence and wide reading.
However, really excellent writing is distinguished because it says something substantial. Excellent writing is insightful and thought-provoking; it gives many relevant and interesting examples and other supporting details; and it shows evidence of deep thinking.
Your conclusion is particularly important in this regard. Use the conclusion to:
* say why this topic is particularly important
* make a prediction about the future (based on what you have written)
* make an evaluation (make sure it is not too extreme and is well supported by the body of your text)
* suggest a solution to the problems you have described
* restate your central argument in convincing terms (make sure you have supported the argument rigorously through the body of your text).
A conclusion should never say ‘Everything is fine and beautiful’ because nothing is ever perfect. Even the best theory has flaws and is open to criticism. Your writing will be judged as simplistic if you look only at the good points (or only at the bad points, for that matter).
Back to top
Critical thinking as a generic skill for life.
The skills that you develop at university in critical thinking will support you in your future professional lives. Professionals constantly need to make decisions based on critical thinking, to evaluate processes and outcomes, and to reflect upon their practice.
Thursday, February 4, 2010
clarification if RIZAL was the father of HITLER
Rizal Sired Hitler
By: Ambeth R. Ocampo
Philippines Daily Inquirer
Lifestyle (C3)
Monday, June 19, 1995
EVERYWHERE I lecture on Rizal, one question never fail to arise in the open forum—"Is it true that Adolf Hitler is the son of Rizal?
This is absolutely absurd, but since some fairly educated people actually want to believe it, I write this column.The argument is that Rizal had a German connection, he studied in Heildelberg, and being the Pinoy Don Juan he probably sired a son (why not a Daughter?) who later turned out to Adolf Hitler. Hitler was born 1889, and Rizal left Germany in 1887. Unless Hitler was a delayed baby, that is highly improbable.
Although there is no resemblance between the two, it is argued that unlike the tall, blond and blue-eyed Germans, Hitler wanted to propagate into the "master race,’ Hitler himself was small of stature had dark hair and dark eyes. I would counter this argument by explaining that, contrary to popular belief, Hitler was Austrian not a German.
But then Rizal visited in Austria in May 1887 and according to Rizal’s traveling companion, Max Viola, he did spend a night with an unknown Austrian woman. Viola remembers that they were billeted in the Hotel Metropole, Vienna and Rizal "…encountered the figure of a temptress in the form of Viennese woman, of the family of the Camelliasor Margarite of extraordinary beauty and irresistible attraction, who seemingly had been expressly invited to offer for a moment the cup of mundane pleasure to the apostle of the Philippine freedom who until the had enjoyed among his intimates the fame worthy of his glorious namesake, St. Joseph. With the exception of this case I knew of no other slip of Rizal during more than six months of our living together."
Amazing, what yarns can be pulled off a one-night stand with a Viennese prostitute.
Monday, February 1, 2010
November 2009 Top 10 Nurses
1. CLARIE MORALES BONTOL, ILIGAN MEDICAL CENTER COLLEGE, INC. - 87.80%
2. BRYAN NOEL CUETO ASIS, LYCEUM OF BATANGAS - 87.60%
3. DICKSON ARAZA LAUDE, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 87.00%
4. SARAH BETH ZAPANTA BENDOY, FIRST ASIA INSTITUTE OF TECHNOLOGY and HUMANITIES - 86.60%
4. CYREL ALEXANDRA INFISTAN DIOLAZO, ARELLANO UNIVERSITY-MANILA - 86.60%
5. CLIFF RICHARD DE DIOS BERMUDEZ, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.40%
5. KATRINA ISABEL VILLA DOROMAL, SAINT PAUL UNIVERSITY-ILOILO - 86.40%
5. RIO MICHELLE YAP RENOMERON, SAN PEDRO COLLEGE-DAVAO CITY - 86.40%
6. GREATSKY CALAYAG CASTUCIANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 86.20%
6. JOBILEE SAHAGUN FORONDA, DE LOS SANTOS-STI COLLEGE,INC-(DELOS SANTOS S.N.) - 86.20%
6. DONALD BANCUD PALOMA, SAINT PAUL UNIVERSITY-TUGUEGARAO - 86.20%
6. KARLA ANDREA CORNEJA YAP, UNIVERSITY OF SAINT LA SALLE - 86.20%
7. CHASTINE DELA CRUZ JAMBALOS, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. FELINA JOYCE LLAMADO POSADAS, SAINT PAUL UNIVERSITY-ILOILO - 86.00%
7. PERLA BARGO SANTIAGO, SAINT DOMINIC SAVIO COLLEGE - 86.00%
7. CAMILLE ABIERA SISTOSO, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. DENNIS MICHAEL ESTEBAN ZEQUERRA, COTABATO MEDICAL FOUNDATION COLLEGE - 86.00%
8. JOANNA MARIE SAJISE ALVARO, CENTRAL PHILIPPINE UNIVERSITY - 85.80%
8. KAREN LIM CHENG, XAVIER UNIVERSITY - 85.80%
8. KRIZZIA MAE VILLAREAL DE GUZMAN, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.80%
8. RICHARD WILLIAM DULALAS DOMONDON, RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY-IBA - 85.80%
8. ANGELO GARCIA GALVAN, CENTRAL LUZON DOCTOR'S HOSPITAL EDUCATIONAL INSTITUTION - 85.80%
8. LILIA CALLE PIRAMIDE, SAINT DOMINIC SAVIO COLLEGE - 85.80%
8. ROBERT CARANDANG REÑA, LYCEUM OF BATANGAS - 85.80%
8. VYKLYN JIMENO TESTA, AKLAN STATE UNIVERSITY(AKLAN S.C.A.)-BANGA - 85.80%
8. CORNELIO CEZAIL FLORES VILLANUEVA, MABINI COLLEGE - 85.80%
9. SHEILA PERICO CASANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.60%
9. KRYSTLE GO DIN, SAINT PAUL UNIVERSITY-ILOILO - 85.60%
9. JOHN STEPHEN TIONGSON HUMIWAT, SAINT MARY'S UNIVERSITY - 85.60%
9. WOODROSE CHARM PACIENTE KWAN, DR. CARLOS S. LANTING COLLEGE-Q. C. - 85.60%
9. NERISSA NAVAL LAYAG, SAINT DOMINIC SAVIO COLLEGE - 85.60%
9. KRISTIN ANGELI PASTOR LEGISLADOR, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. MYRTLE SHEKINAH CABUYAO LOPEZ, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.60%
9. SUZANNE JOIE NAPOD MAÑO, ADVENTIST UNIVERSITY OF THE PHILIPPINES - 85.60%
9. MANELEE PESCADILLA MIJARES, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. JUAN ALFRED GERMINO NORTE, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.60%
9. GARLENE ANNE ESTANISLAO REBOLLOS, SULTAN KUDARAT EDUCATIONAL INSTITUTION - 85.60%
10. JOANNA IRIS LEE AVENA, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. ERWIN GARCES BODIONGAN, MISAMIS UNIVERSITY-OZAMIS CITY - 85.40%
10. STEVE OLIVER YAP COO, CENTRAL PHILIPPINE UNIVERSITY - 85.40%
10. STEPHEN ALBERT LIM DE CASTRO, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.40%
10. PRINCESS CAMILLE RODRIGUEZ DE GUZMAN, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.40%
10. FELAMIE ANNE VIGO DUCOTAN, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. MARY KRISTINE TERAZA LABANTA, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 85.40%
10. GISELLE DAWN VIJAR MAMARIL, WEST VISAYAS STATE UNIVERSITY-LA PAZ - 85.40%
10. SAMUEL JOHN SAYOC SALUDEZ, SAINT PAUL UNIVERSITY-TUGUEGARAO - 85.40%
10. ANGELO JOHN VILLASANA TACUBAN, WEST NEGROS COLLEGE - 85.40%
10. MARIA CECILIA CERVANTES TEJEDOR - SAINT DOMINIC SAVIO COLLEGE - 85.40%
2. BRYAN NOEL CUETO ASIS, LYCEUM OF BATANGAS - 87.60%
3. DICKSON ARAZA LAUDE, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 87.00%
4. SARAH BETH ZAPANTA BENDOY, FIRST ASIA INSTITUTE OF TECHNOLOGY and HUMANITIES - 86.60%
4. CYREL ALEXANDRA INFISTAN DIOLAZO, ARELLANO UNIVERSITY-MANILA - 86.60%
5. CLIFF RICHARD DE DIOS BERMUDEZ, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.40%
5. KATRINA ISABEL VILLA DOROMAL, SAINT PAUL UNIVERSITY-ILOILO - 86.40%
5. RIO MICHELLE YAP RENOMERON, SAN PEDRO COLLEGE-DAVAO CITY - 86.40%
6. GREATSKY CALAYAG CASTUCIANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 86.20%
6. JOBILEE SAHAGUN FORONDA, DE LOS SANTOS-STI COLLEGE,INC-(DELOS SANTOS S.N.) - 86.20%
6. DONALD BANCUD PALOMA, SAINT PAUL UNIVERSITY-TUGUEGARAO - 86.20%
6. KARLA ANDREA CORNEJA YAP, UNIVERSITY OF SAINT LA SALLE - 86.20%
7. CHASTINE DELA CRUZ JAMBALOS, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. FELINA JOYCE LLAMADO POSADAS, SAINT PAUL UNIVERSITY-ILOILO - 86.00%
7. PERLA BARGO SANTIAGO, SAINT DOMINIC SAVIO COLLEGE - 86.00%
7. CAMILLE ABIERA SISTOSO, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. DENNIS MICHAEL ESTEBAN ZEQUERRA, COTABATO MEDICAL FOUNDATION COLLEGE - 86.00%
8. JOANNA MARIE SAJISE ALVARO, CENTRAL PHILIPPINE UNIVERSITY - 85.80%
8. KAREN LIM CHENG, XAVIER UNIVERSITY - 85.80%
8. KRIZZIA MAE VILLAREAL DE GUZMAN, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.80%
8. RICHARD WILLIAM DULALAS DOMONDON, RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY-IBA - 85.80%
8. ANGELO GARCIA GALVAN, CENTRAL LUZON DOCTOR'S HOSPITAL EDUCATIONAL INSTITUTION - 85.80%
8. LILIA CALLE PIRAMIDE, SAINT DOMINIC SAVIO COLLEGE - 85.80%
8. ROBERT CARANDANG REÑA, LYCEUM OF BATANGAS - 85.80%
8. VYKLYN JIMENO TESTA, AKLAN STATE UNIVERSITY(AKLAN S.C.A.)-BANGA - 85.80%
8. CORNELIO CEZAIL FLORES VILLANUEVA, MABINI COLLEGE - 85.80%
9. SHEILA PERICO CASANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.60%
9. KRYSTLE GO DIN, SAINT PAUL UNIVERSITY-ILOILO - 85.60%
9. JOHN STEPHEN TIONGSON HUMIWAT, SAINT MARY'S UNIVERSITY - 85.60%
9. WOODROSE CHARM PACIENTE KWAN, DR. CARLOS S. LANTING COLLEGE-Q. C. - 85.60%
9. NERISSA NAVAL LAYAG, SAINT DOMINIC SAVIO COLLEGE - 85.60%
9. KRISTIN ANGELI PASTOR LEGISLADOR, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. MYRTLE SHEKINAH CABUYAO LOPEZ, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.60%
9. SUZANNE JOIE NAPOD MAÑO, ADVENTIST UNIVERSITY OF THE PHILIPPINES - 85.60%
9. MANELEE PESCADILLA MIJARES, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. JUAN ALFRED GERMINO NORTE, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.60%
9. GARLENE ANNE ESTANISLAO REBOLLOS, SULTAN KUDARAT EDUCATIONAL INSTITUTION - 85.60%
10. JOANNA IRIS LEE AVENA, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. ERWIN GARCES BODIONGAN, MISAMIS UNIVERSITY-OZAMIS CITY - 85.40%
10. STEVE OLIVER YAP COO, CENTRAL PHILIPPINE UNIVERSITY - 85.40%
10. STEPHEN ALBERT LIM DE CASTRO, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.40%
10. PRINCESS CAMILLE RODRIGUEZ DE GUZMAN, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.40%
10. FELAMIE ANNE VIGO DUCOTAN, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. MARY KRISTINE TERAZA LABANTA, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 85.40%
10. GISELLE DAWN VIJAR MAMARIL, WEST VISAYAS STATE UNIVERSITY-LA PAZ - 85.40%
10. SAMUEL JOHN SAYOC SALUDEZ, SAINT PAUL UNIVERSITY-TUGUEGARAO - 85.40%
10. ANGELO JOHN VILLASANA TACUBAN, WEST NEGROS COLLEGE - 85.40%
10. MARIA CECILIA CERVANTES TEJEDOR - SAINT DOMINIC SAVIO COLLEGE - 85.40%
Thursday, January 28, 2010
ADVERBS OF MANNER AND ADVERBS USED IN COMPARISONS
http://www.wordpower.ws/grammar/gramch25.html
ADVERBS OF MANNER AND ADVERBS USED IN COMPARISONS
1. Adverbs of manner
Adverbs of manner are the largest group of adverbs. Most adverbs of manner are closely related to corresponding adjectives. Although some words can be used as either adjectives or adverbs, in most cases, adverbs of manner are formed by adding ly to the corresponding adjectives.
a. Spelling rules for adding ly
In most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
bad badly
complete completely
normal normally
surprising surprisingly
i. Adjectives ending in ic
However, when the adjective ends in ic, the syllable al is usually added before the ly ending. For example:
Adjective Adverb of Manner
dramatic dramatically
scientific scientifically
specific specifically
ii. Adjectives ending in le
When the adjective ends in le preceded by a consonant, the final e is usually changed to y, to form the ly ending. For example:
Adjective Adverb of Manner
favorable favorably
humble humbly
simple simply
When the adjective ends in le preceded by a vowel, in most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
agile agilely
sole solely
However, in the case of the adjective whole, the final e is removed before the ending ly is added:
Adjective Adverb of Manner
whole wholly
iii. Adjectives ending in ll
When the adjective ends in ll, only y is added. For example:
Adjective Adverb of Manner
dull dully
full fully
shrill shrilly
iv. Adjectives ending in ue
When the adjective ends in ue, the final e is usually omitted before the ending ly is added. For example:
Adjective Adverb of Manner
due duly
true truly
v. Adjectives ending in y
When the adjective ends in y preceded by a consonant, the y is usually changed to i before the ending ly is added. For example:
Adjective Adverb of Manner
busy busily
easy easily
happy happily
However, in the case of the adjectives shy and sly, ly is simply added to the positive form of the adjective:
Adjective Adverb of Manner
shy shyly
sly slyly
When the adjective ends in y preceded by a vowel, in most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
coy coyly
grey greyly
However, in the case of the adjective gay, y is changed to i before the ending ly is added:
Adjective Adverb of Manner
gay gaily
See Exercise 1.
It should be noted that while most adverbs which end in ly are adverbs of manner, other types of adverb may also end in ly. For instance, consequently and subsequently are connecting adverbs. The following are adverbs of frequency which are formed by adding ly to the corresponding adjectives.
Adjective Adverb of Frequency
frequent frequently
rare rarely
usual usually
b. Adverbs which do not use the ending ly
The adverb of manner well appears unrelated to the corresponding adjective, good. Good and well both have the comparative form better and the superlative form best.
Adjective Adverb of Manner
good well
It should be noted that in addition to being used as an adverb, the word well can also be used as an adjective with the meaning healthy. The adjective well is most often used as a predicate adjective.
e.g. Well used as an Adjective: I hope you are well.
Well used as an Adverb: He did well on the examination.
In the first example, well is a predicate adjective, modifying the pronoun you. In the second example, well is an adverb of manner, modifying the verb did.
The following table gives examples of adverbs of manner, location, time and frequency which have the same forms as the corresponding adjectives.
Adjective Adverb of Manner
fast fast
hard hard
little little
loud loud or loudly
much much
straight straight
Adjective Adverb of Location
far far
high high
low low
near near
wide wide
Adjective Adverb of Time
early early
first first
late late
long long
Adjective Adverb of Frequency
daily daily
monthly monthly
weekly weekly
yearly yearly
See Exercise 2.
It should also be noted that there are several adjectives ending in ly which have no corresponding adverbs:
friendly
likely
lively
lonely
silly
ugly
When it is desired to use one of these words to modify a verb, an adverb phrase of manner may be used. In the following examples, the adverb phrases are underlined.
e.g. He behaved in a friendly manner.
They acted in a silly way.
The following table gives examples of pairs of adverbs which are closely related, but which have different meanings.
Adverbs With and Without ly Endings
Adverb Meaning Adverb Meaning
hard with effort hardly scarcely
high opposite of low highly very; very well
late opposite of early lately recently
near opposite of far nearly almost
wide opposite of narrow widely commonly
The meanings of these adverbs are illustrated in the following examples.
e.g. I worked hard.
I have hardly enough time to finish.
He threw the ball high into the air.
He is highly successful in what he does.
The class began late.
The weather has been cold lately.
I held my breath as the squirrel crept near to get the nuts.
I have nearly finished reading the book.
I opened the door wide.
That theory is widely believed.
c. The differing functions of adjectives and adverbs
When an adverb differs in form from a corresponding adjective, it is necessary to distinguish between the functions of adjectives and adverbs in order to determine which form should be used in a given situation.
Whereas adjectives modify nouns, pronouns, and expressions which serve the same grammatical functions as nouns; adverbs modify verbs, adjectives and adverbs.
i. Adjectives which modify nouns compared with adverbs which modify verbs
The following examples illustrate the distinction which must be made between adjectives which modify nouns and adverbs which modify verbs. The adjectives and adverbs are printed in bold type, and the words which are modified are underlined.
e.g. Adjective: It has been a quiet afternoon.
Adverb: The afternoon passed quietly.
Adjective: She is a good musician.
Adverb: She plays the flute very well.
In the first pair of sentences, the adjective quiet modifies the noun afternoon, whereas the adverb quietly modifies the verb passed. In the second pair of sentences, the adjective good modifies the noun musician, whereas the adverb well modifies the verb plays.
In informal English, adjectives are sometimes used to modify verbs.
e.g. She plays good.
In this example, the adjective good is used to modify the verb plays. However, this use of adjectives is considered to be grammatically incorrect.
See Exercise 3.
ii. Adjectives which modify nouns compared with adverbs which modify adjectives
The following examples illustrate the distinction which must be made between adjectives which modify nouns and adverbs which modify adjectives.
e.g. Adjective: a large wooden building
Adverb: a largely wooden building
Adjective: conspicuous dark clouds
Adverb: conspicuously dark clouds
In the first pair of phrases, the adjective large modifies the noun building, and the adverb largely modifies the adjective wooden. Thus, the phrase a large wooden building has the meaning a big wooden building, whereas the phrase a largely wooden building has the meaning a building mostly made of wood.
In the second pair of phrases, the adjective conspicuous modifies the noun clouds, and the adverb conspicuously modifies the adjective dark. Thus, the phrase conspicuous dark clouds means that the clouds themselves are noticeable; whereas the phrase conspicuously dark clouds means that the darkness of the clouds is noticeable.
See Exercise 4.
iii. Predicate adjectives which modify the subjects of verbs compared with adverbs which modify verbs
As pointed out previously, certain verbs, called linking verbs, can be followed by predicate adjectives. A distinction must be made between predicate adjectives which modify the subjects of linking verbs, and adverbs which modify verbs.
A few linking verbs, such as the verb to be, can be followed by predicate adjectives, but cannot be modified by adverbs of manner. In the following examples using the verb to be, the nouns which are modified are underlined.
e.g. He is happy.
The wind was strong.
In these examples, the predicate adjectives happy and strong modify the subjects he and wind.
However, there are several verbs which can be used either as linking verbs followed by predicate adjectives, or as non-linking verbs modified by adverbs of manner. The following examples illustrate the use of the verb to appear as a linking verb and as a non-linking verb.
e.g. Linking Verb: His uncle appeared kind.
Non-linking Verb: His uncle appeared punctually at ten o'clock.
In the first example, kind is a predicate adjective which modifies the noun uncle. In the second example, punctually is an adverb of manner which modifies the verb appeared.
The verbs below can be used either as linking or non-linking verbs:
to appear to become
to feel to grow
to look to remain
to smell to sound
to taste to turn
If the subject of the verb is to be modified, a predicate adjective is required after such verbs; whereas if the verb is to be modified, an adverb is required. In the pairs of examples below, the verbs to grow, to look and to turn are used first as linking verbs followed by adjectives, and then as non-linking verbs modified by adverbs. The adjectives and adverbs are printed in bold type, and the words which are modified are underlined.
e.g. Adjective: As he became old, he grew slow at remembering dates.
Adverb: The tree grew slowly.
Adjective: They looked anxious.
Adverb: We looked anxiously up the street.
Adjective: The weather turned cold.
Adverb: She turned coldly away from the salesman.
In these examples, the predicate adjectives slow, anxious and cold modify the subjects he, they and weather; whereas the adverbs of manner slowly, anxiously and coldly modify the verbs grew, looked and turned.
See Exercise 5.
2. Adverbs used in comparisons
a. The formation of comparative and superlative forms of adverbs
It should be noted that many adverbs, such as sometimes, never, here, there, now, then, first, again, yesterday and daily have no comparative or superlative forms.
i. Adverbs used with More and Most
Most adverbs used in comparisons, including those formed from corresponding adjectives by adding the ending ly, form the comparative with the word more, and the superlative with the word most. For example:
Positive Form Comparative Form Superlative Form
carefully more carefully most carefully
easily more easily most easily
frequently more frequently most frequently
slowly more slowly most slowly
softly more softly most softly
ii. Adverbs used with the endings er and est
Adverbs which have the same positive forms as corresponding adjectives generally also have the same comparative and superlative forms as the corresponding adjectives. For example:
Positive Form Comparative Form Superlative Form
early earlier earliest
fast faster fastest
hard harder hardest
high higher highest
late later latest
long longer longest
low lower lowest
near nearer nearest
straight straighter straightest
The adverb of time soon also uses the endings er and est:
Positive Form Comparative Form Superlative Form
soon sooner soonest
It should be noted that adverbs formed by adding ly to one-syllable adjectives are sometimes used with the endings er and est.
e.g. We walked slower and slower.
They sang the softest.
However, in modern English, it is generally considered to be more correct to write:
We walked more and more slowly.
They sang the most softly.
iii. Irregular adverbs
The irregular adverbs have the same comparative and superlative forms as the corresponding irregular adjectives:
Positive Form Comparative Form Superlative Form
badly worse worst
far farther or further farthest or furthest
little less least
much more most
well better best
b. Positive forms of adverbs used in comparisons
The constructions employed when adverbs are used in comparisons are very similar to those employed when adjectives are used in comparisons.
i. The construction with As ... As
When used in making comparisons, the positive form of an adverb is usually preceded and followed by as. This construction is summarized below, followed by examples.
as + positive form + as
of adverb
I can run as fast as you can.
He moves as slowly as a snail.
Her eyes shone as brightly as stars.
If desired, an adverb may be placed before the first occurrence of as:
adverb + as + positive form + as
of adverb
I can run twice as fast as you can.
Her eyes shone almost as brightly as stars.
ii. Ellipsis
Ellipsis is often employed in comparisons using adverbs. For instance, in the second half of such comparisons, instead of repeating the verb, the first auxiliary may be used, or the verb may be omitted entirely. In the following examples, the words which would usually be omitted are enclosed in square brackets.
e.g. I can run as fast as you can [run].
He moves as slowly as a snail [moves].
Her eyes shone as brightly as stars [shine].
c. Comparative forms of adverbs used in comparisons
i. The construction with Than
When used in making comparisons, the comparative form of an adverb is usually followed by than. This construction is summarized below, followed by examples.
comparative form + than
of adverb
He can swim farther than I can.
She sings more beautifully than her sister does.
As is the case with comparisons using adjectives, comparisons using adverbs can be combined with phrases or clauses.
e.g. She performs better in front of an audience than she does in rehearsal.
They walked faster when they were on their way to school than they did
when they were on their way home.
In the first example, the two situations being compared are distinguished by the phrases in front of an audience and in rehearsal. In the second example, the two situations being compared are distinguished by the clauses when they were on their way to school and when they were on their way home. The use of ellipsis should be noted. In the first example, the auxiliary does is used instead of repeating the verb performs. In the second example, the auxiliary did is used instead of repeating the verb walked.
See Exercise 6.
ii. Progressive comparisons
The comparative forms of adverbs can be used in progressive comparisons. For adverbs with the ending er, the following construction is used:
comparative form + and + comparative form
of adverb of adverb
e.g. The plane flew higher and higher.
The team performed better and better.
The meanings expressed in these examples can also be expressed as follows:
e.g. The plane flew increasingly high.
The team performed increasingly well.
For adverbs which form the comparative with more, the following construction is used:
more + and + more + positive form
of adverb
He solved the problems more and more easily.
We visited them more and more frequently.
The meanings expressed in these examples can also be expressed as follows:
e.g. He solved the problems increasingly easily.
We visited them increasingly frequently.
iii. The construction with Less and Less
A similar construction, employing the expression less and less, can also be used. The expressions less and less and more and more have opposite meanings.
less + and + less + positive form
of adverb
He solved the problems less and less easily.
We visited them less and less frequently.
The meanings expressed in these examples can also be expressed as follows:
e.g. He solved the problems decreasingly easily.
We visited them decreasingly frequently.
See Exercise 7.
iv. The construction with The ..., the ...
Two clauses, each beginning with the, and each containing a comparative form of an adjective or adverb, can be used together in order to indicate a cause and effect relationship between two different things or events. This construction is summarized below, followed by examples.
comparative 1st part of comparative 2nd part of
The + form of adverb + comparison, + the + form of adverb + comparison
or adjective or adjective
The more they eat, the fatter they get.
The faster we skated, the warmer we felt.
The following are further examples of the use of this type of construction. In these examples, the comparative forms are underlined.
e.g. The more cleverly we hid the Easter eggs, the more enthusiastically the children searched for them.
The more I scold her, the worse she behaves.
As shown in the examples, in this type of construction the two clauses beginning with the must be separated by a comma.
d. Superlative forms of adverbs used in comparisons
i. The construction with The
When used in making comparisons, the superlative form of an adverb is usually preceded by the. This construction is summarized below, followed by examples.
the + superlative form
of adverb
He jumped the highest of all the boys in the class.
Our team plays the best of all the teams in the league.
They sing the most sweetly of all the choirs I have heard.
See Exercises 8 and 9.
In the case of adverbs which form the superlative with the ending est, the superlative is sometimes preceded by a possessive adjective, instead of by the definite article, the. In the following examples, the possessive adjectives are printed in bold type.
e.g. He ran his fastest.
I did my best.
ii. The construction with The Least
Adverbs may also be preceded by the expression the least. This construction is summarized below, followed by examples. The words least and most have opposite meanings.
the + least + positive form
of adverb
She speaks the least loudly of all the children.
This bus runs the least often.
ADVERBS OF MANNER AND ADVERBS USED IN COMPARISONS
1. Adverbs of manner
Adverbs of manner are the largest group of adverbs. Most adverbs of manner are closely related to corresponding adjectives. Although some words can be used as either adjectives or adverbs, in most cases, adverbs of manner are formed by adding ly to the corresponding adjectives.
a. Spelling rules for adding ly
In most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
bad badly
complete completely
normal normally
surprising surprisingly
i. Adjectives ending in ic
However, when the adjective ends in ic, the syllable al is usually added before the ly ending. For example:
Adjective Adverb of Manner
dramatic dramatically
scientific scientifically
specific specifically
ii. Adjectives ending in le
When the adjective ends in le preceded by a consonant, the final e is usually changed to y, to form the ly ending. For example:
Adjective Adverb of Manner
favorable favorably
humble humbly
simple simply
When the adjective ends in le preceded by a vowel, in most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
agile agilely
sole solely
However, in the case of the adjective whole, the final e is removed before the ending ly is added:
Adjective Adverb of Manner
whole wholly
iii. Adjectives ending in ll
When the adjective ends in ll, only y is added. For example:
Adjective Adverb of Manner
dull dully
full fully
shrill shrilly
iv. Adjectives ending in ue
When the adjective ends in ue, the final e is usually omitted before the ending ly is added. For example:
Adjective Adverb of Manner
due duly
true truly
v. Adjectives ending in y
When the adjective ends in y preceded by a consonant, the y is usually changed to i before the ending ly is added. For example:
Adjective Adverb of Manner
busy busily
easy easily
happy happily
However, in the case of the adjectives shy and sly, ly is simply added to the positive form of the adjective:
Adjective Adverb of Manner
shy shyly
sly slyly
When the adjective ends in y preceded by a vowel, in most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
coy coyly
grey greyly
However, in the case of the adjective gay, y is changed to i before the ending ly is added:
Adjective Adverb of Manner
gay gaily
See Exercise 1.
It should be noted that while most adverbs which end in ly are adverbs of manner, other types of adverb may also end in ly. For instance, consequently and subsequently are connecting adverbs. The following are adverbs of frequency which are formed by adding ly to the corresponding adjectives.
Adjective Adverb of Frequency
frequent frequently
rare rarely
usual usually
b. Adverbs which do not use the ending ly
The adverb of manner well appears unrelated to the corresponding adjective, good. Good and well both have the comparative form better and the superlative form best.
Adjective Adverb of Manner
good well
It should be noted that in addition to being used as an adverb, the word well can also be used as an adjective with the meaning healthy. The adjective well is most often used as a predicate adjective.
e.g. Well used as an Adjective: I hope you are well.
Well used as an Adverb: He did well on the examination.
In the first example, well is a predicate adjective, modifying the pronoun you. In the second example, well is an adverb of manner, modifying the verb did.
The following table gives examples of adverbs of manner, location, time and frequency which have the same forms as the corresponding adjectives.
Adjective Adverb of Manner
fast fast
hard hard
little little
loud loud or loudly
much much
straight straight
Adjective Adverb of Location
far far
high high
low low
near near
wide wide
Adjective Adverb of Time
early early
first first
late late
long long
Adjective Adverb of Frequency
daily daily
monthly monthly
weekly weekly
yearly yearly
See Exercise 2.
It should also be noted that there are several adjectives ending in ly which have no corresponding adverbs:
friendly
likely
lively
lonely
silly
ugly
When it is desired to use one of these words to modify a verb, an adverb phrase of manner may be used. In the following examples, the adverb phrases are underlined.
e.g. He behaved in a friendly manner.
They acted in a silly way.
The following table gives examples of pairs of adverbs which are closely related, but which have different meanings.
Adverbs With and Without ly Endings
Adverb Meaning Adverb Meaning
hard with effort hardly scarcely
high opposite of low highly very; very well
late opposite of early lately recently
near opposite of far nearly almost
wide opposite of narrow widely commonly
The meanings of these adverbs are illustrated in the following examples.
e.g. I worked hard.
I have hardly enough time to finish.
He threw the ball high into the air.
He is highly successful in what he does.
The class began late.
The weather has been cold lately.
I held my breath as the squirrel crept near to get the nuts.
I have nearly finished reading the book.
I opened the door wide.
That theory is widely believed.
c. The differing functions of adjectives and adverbs
When an adverb differs in form from a corresponding adjective, it is necessary to distinguish between the functions of adjectives and adverbs in order to determine which form should be used in a given situation.
Whereas adjectives modify nouns, pronouns, and expressions which serve the same grammatical functions as nouns; adverbs modify verbs, adjectives and adverbs.
i. Adjectives which modify nouns compared with adverbs which modify verbs
The following examples illustrate the distinction which must be made between adjectives which modify nouns and adverbs which modify verbs. The adjectives and adverbs are printed in bold type, and the words which are modified are underlined.
e.g. Adjective: It has been a quiet afternoon.
Adverb: The afternoon passed quietly.
Adjective: She is a good musician.
Adverb: She plays the flute very well.
In the first pair of sentences, the adjective quiet modifies the noun afternoon, whereas the adverb quietly modifies the verb passed. In the second pair of sentences, the adjective good modifies the noun musician, whereas the adverb well modifies the verb plays.
In informal English, adjectives are sometimes used to modify verbs.
e.g. She plays good.
In this example, the adjective good is used to modify the verb plays. However, this use of adjectives is considered to be grammatically incorrect.
See Exercise 3.
ii. Adjectives which modify nouns compared with adverbs which modify adjectives
The following examples illustrate the distinction which must be made between adjectives which modify nouns and adverbs which modify adjectives.
e.g. Adjective: a large wooden building
Adverb: a largely wooden building
Adjective: conspicuous dark clouds
Adverb: conspicuously dark clouds
In the first pair of phrases, the adjective large modifies the noun building, and the adverb largely modifies the adjective wooden. Thus, the phrase a large wooden building has the meaning a big wooden building, whereas the phrase a largely wooden building has the meaning a building mostly made of wood.
In the second pair of phrases, the adjective conspicuous modifies the noun clouds, and the adverb conspicuously modifies the adjective dark. Thus, the phrase conspicuous dark clouds means that the clouds themselves are noticeable; whereas the phrase conspicuously dark clouds means that the darkness of the clouds is noticeable.
See Exercise 4.
iii. Predicate adjectives which modify the subjects of verbs compared with adverbs which modify verbs
As pointed out previously, certain verbs, called linking verbs, can be followed by predicate adjectives. A distinction must be made between predicate adjectives which modify the subjects of linking verbs, and adverbs which modify verbs.
A few linking verbs, such as the verb to be, can be followed by predicate adjectives, but cannot be modified by adverbs of manner. In the following examples using the verb to be, the nouns which are modified are underlined.
e.g. He is happy.
The wind was strong.
In these examples, the predicate adjectives happy and strong modify the subjects he and wind.
However, there are several verbs which can be used either as linking verbs followed by predicate adjectives, or as non-linking verbs modified by adverbs of manner. The following examples illustrate the use of the verb to appear as a linking verb and as a non-linking verb.
e.g. Linking Verb: His uncle appeared kind.
Non-linking Verb: His uncle appeared punctually at ten o'clock.
In the first example, kind is a predicate adjective which modifies the noun uncle. In the second example, punctually is an adverb of manner which modifies the verb appeared.
The verbs below can be used either as linking or non-linking verbs:
to appear to become
to feel to grow
to look to remain
to smell to sound
to taste to turn
If the subject of the verb is to be modified, a predicate adjective is required after such verbs; whereas if the verb is to be modified, an adverb is required. In the pairs of examples below, the verbs to grow, to look and to turn are used first as linking verbs followed by adjectives, and then as non-linking verbs modified by adverbs. The adjectives and adverbs are printed in bold type, and the words which are modified are underlined.
e.g. Adjective: As he became old, he grew slow at remembering dates.
Adverb: The tree grew slowly.
Adjective: They looked anxious.
Adverb: We looked anxiously up the street.
Adjective: The weather turned cold.
Adverb: She turned coldly away from the salesman.
In these examples, the predicate adjectives slow, anxious and cold modify the subjects he, they and weather; whereas the adverbs of manner slowly, anxiously and coldly modify the verbs grew, looked and turned.
See Exercise 5.
2. Adverbs used in comparisons
a. The formation of comparative and superlative forms of adverbs
It should be noted that many adverbs, such as sometimes, never, here, there, now, then, first, again, yesterday and daily have no comparative or superlative forms.
i. Adverbs used with More and Most
Most adverbs used in comparisons, including those formed from corresponding adjectives by adding the ending ly, form the comparative with the word more, and the superlative with the word most. For example:
Positive Form Comparative Form Superlative Form
carefully more carefully most carefully
easily more easily most easily
frequently more frequently most frequently
slowly more slowly most slowly
softly more softly most softly
ii. Adverbs used with the endings er and est
Adverbs which have the same positive forms as corresponding adjectives generally also have the same comparative and superlative forms as the corresponding adjectives. For example:
Positive Form Comparative Form Superlative Form
early earlier earliest
fast faster fastest
hard harder hardest
high higher highest
late later latest
long longer longest
low lower lowest
near nearer nearest
straight straighter straightest
The adverb of time soon also uses the endings er and est:
Positive Form Comparative Form Superlative Form
soon sooner soonest
It should be noted that adverbs formed by adding ly to one-syllable adjectives are sometimes used with the endings er and est.
e.g. We walked slower and slower.
They sang the softest.
However, in modern English, it is generally considered to be more correct to write:
We walked more and more slowly.
They sang the most softly.
iii. Irregular adverbs
The irregular adverbs have the same comparative and superlative forms as the corresponding irregular adjectives:
Positive Form Comparative Form Superlative Form
badly worse worst
far farther or further farthest or furthest
little less least
much more most
well better best
b. Positive forms of adverbs used in comparisons
The constructions employed when adverbs are used in comparisons are very similar to those employed when adjectives are used in comparisons.
i. The construction with As ... As
When used in making comparisons, the positive form of an adverb is usually preceded and followed by as. This construction is summarized below, followed by examples.
as + positive form + as
of adverb
I can run as fast as you can.
He moves as slowly as a snail.
Her eyes shone as brightly as stars.
If desired, an adverb may be placed before the first occurrence of as:
adverb + as + positive form + as
of adverb
I can run twice as fast as you can.
Her eyes shone almost as brightly as stars.
ii. Ellipsis
Ellipsis is often employed in comparisons using adverbs. For instance, in the second half of such comparisons, instead of repeating the verb, the first auxiliary may be used, or the verb may be omitted entirely. In the following examples, the words which would usually be omitted are enclosed in square brackets.
e.g. I can run as fast as you can [run].
He moves as slowly as a snail [moves].
Her eyes shone as brightly as stars [shine].
c. Comparative forms of adverbs used in comparisons
i. The construction with Than
When used in making comparisons, the comparative form of an adverb is usually followed by than. This construction is summarized below, followed by examples.
comparative form + than
of adverb
He can swim farther than I can.
She sings more beautifully than her sister does.
As is the case with comparisons using adjectives, comparisons using adverbs can be combined with phrases or clauses.
e.g. She performs better in front of an audience than she does in rehearsal.
They walked faster when they were on their way to school than they did
when they were on their way home.
In the first example, the two situations being compared are distinguished by the phrases in front of an audience and in rehearsal. In the second example, the two situations being compared are distinguished by the clauses when they were on their way to school and when they were on their way home. The use of ellipsis should be noted. In the first example, the auxiliary does is used instead of repeating the verb performs. In the second example, the auxiliary did is used instead of repeating the verb walked.
See Exercise 6.
ii. Progressive comparisons
The comparative forms of adverbs can be used in progressive comparisons. For adverbs with the ending er, the following construction is used:
comparative form + and + comparative form
of adverb of adverb
e.g. The plane flew higher and higher.
The team performed better and better.
The meanings expressed in these examples can also be expressed as follows:
e.g. The plane flew increasingly high.
The team performed increasingly well.
For adverbs which form the comparative with more, the following construction is used:
more + and + more + positive form
of adverb
He solved the problems more and more easily.
We visited them more and more frequently.
The meanings expressed in these examples can also be expressed as follows:
e.g. He solved the problems increasingly easily.
We visited them increasingly frequently.
iii. The construction with Less and Less
A similar construction, employing the expression less and less, can also be used. The expressions less and less and more and more have opposite meanings.
less + and + less + positive form
of adverb
He solved the problems less and less easily.
We visited them less and less frequently.
The meanings expressed in these examples can also be expressed as follows:
e.g. He solved the problems decreasingly easily.
We visited them decreasingly frequently.
See Exercise 7.
iv. The construction with The ..., the ...
Two clauses, each beginning with the, and each containing a comparative form of an adjective or adverb, can be used together in order to indicate a cause and effect relationship between two different things or events. This construction is summarized below, followed by examples.
comparative 1st part of comparative 2nd part of
The + form of adverb + comparison, + the + form of adverb + comparison
or adjective or adjective
The more they eat, the fatter they get.
The faster we skated, the warmer we felt.
The following are further examples of the use of this type of construction. In these examples, the comparative forms are underlined.
e.g. The more cleverly we hid the Easter eggs, the more enthusiastically the children searched for them.
The more I scold her, the worse she behaves.
As shown in the examples, in this type of construction the two clauses beginning with the must be separated by a comma.
d. Superlative forms of adverbs used in comparisons
i. The construction with The
When used in making comparisons, the superlative form of an adverb is usually preceded by the. This construction is summarized below, followed by examples.
the + superlative form
of adverb
He jumped the highest of all the boys in the class.
Our team plays the best of all the teams in the league.
They sing the most sweetly of all the choirs I have heard.
See Exercises 8 and 9.
In the case of adverbs which form the superlative with the ending est, the superlative is sometimes preceded by a possessive adjective, instead of by the definite article, the. In the following examples, the possessive adjectives are printed in bold type.
e.g. He ran his fastest.
I did my best.
ii. The construction with The Least
Adverbs may also be preceded by the expression the least. This construction is summarized below, followed by examples. The words least and most have opposite meanings.
the + least + positive form
of adverb
She speaks the least loudly of all the children.
This bus runs the least often.
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