Relief

Dissatisfaction

Satisfaction

Of all the materials that I received. I understand it is difficult to distinguish the first and second sentences. for example, text descriptions and reports. Other than that I quite understand the materials that have been given. :)

Between of futher and futhermore

Further (If seen as an adjective) - in addition, moreover
Eg: "computer chess games are getting cheaper all the time; furthermore, their quality is improving"

Now if Further seen as a Adverb : Meaning.. More distant in degree, time, or space..
Brief Explanation : It is again a comparative form of the very FAR, and here the meaning of further becomes just equal to Further more.

So, Too, Either, Neither

So , Too , Neither and Either
If there are two sentences that the subject or predicate or object or the same information , we can combine the two sentences using " so" , "too " , "Neither " , and " Either " .
These four words have the same meaning , which is " well " ." So" and "too " is used in a positive sentence , while the "Neither " and " either " is used in a negative sentence .
 So and Too pattern :S1 + V + ... , so + Aux + S2+ ... + V S1 , S2 + aux + too .( Aux = Auxiliary Verb = auxiliary verb - for example, am , is , are , do, does , can , will , should , etc. )
Example :

•  I like reading novels , so does she . 
•  I like reading novels , she does too . 
•  They wen to Jakarta last week , so did we .
•  They went to Jakarta last week , we did too . 

Neither and Either pattern :S1 + Aux + V + not ... , Neither + Aux + S2 .S1 + Aux + V + not ... , S2 + Aux + not either
Example :  

• I do not like reading novels , Neither does she
• I do not like reading novels , she does not either
• They did not go to Jakarta last week , Neither did we 
• They did not go to Jakarta last week , we did not either

Short Report and Memo

In Academic Settings

Short reports are written for teachers who want to evaluate the accuracy and completeness of your work. You may be asked to include some or all of these parts or others not included here:

• Introduction: the purpose, problem, and scope
• Apparatus: the equipment and/or tools used (This section is included only when needed because something beyond the usual apparatus is required.)
• Procedures: the methods (These are described in detail only if asked for or if unusual.)
• Body: the data obtained, discussed and evaluated
• Conclusions and recommendations

In Industry and Government

Short reports are written for readers who need to know the results of your work so that they can make a decision. Include your conclusions and recommendations only if they are specifically asked for. Be as brief as possible, preferably one page or less.

Short Memo or Letter Reports

Heading:

Use either stationery with the company letterhead or printed forms with standard headings such as To, From, Subject, Date, and other information that a company may wish to include, for example, reference numbers, names of people who receive carbon copies (cc:), and so on. State the subject clearly and concisely, and put the most important words at the beginning of the subject line in the heading.

Introductory statement:

State the general problem first to give the reader a context or “big picture.” Then explain the specific question or task arising from that problem that you will be dealing with. Finally, explain why the report is being submitted or what it is intended to do. This brief, but crucially important overview should usually be no longer than two or three sentences.

Findings or results:

Present your findings clearly and concisely, in whatever method is most appropriate (a list, a table, and so on, with adequate explanation). Arrange your results so that the ones most important to the project or the reader are placed first. Present the rest of your results in descending order of importance. Since your findings are usually the major reason for the memo, this section may be the longest part of the report.

Conclusions and recommendations:

Determine and present the most significant implications or recommendations for action. You may need to put this section before the findings, or you may not need to include this section at all unless it is requested. Company policy dictates whether or not this section is included.

Format considerations:

• Be brief.
• Use headings and mark your key points so that your readers can survey the contents and can quickly find what they want.
• Place your strongest arguments first when your purpose is to persuade.

Evaluating a Short Memo Report

When evaluating a short memo, the writer should follow a very specific format to keep their document standard. This format includes questions that the writer should ask themselves, the different parts of the memo, headings that should be used as wells as arguments to add. These aspects allow the creation of a short memo to be easy as the formatting will eventually become second nature.

Listed below are the basic questions every report writer should ask himself or herself before writing the report:

• Who will read the report?
• What do they want to know?
• How should the report be structured?

Heading: Lists information such as To, From, Subject, Date, and so on, and states the subject clearly and concisely with the most important words at the beginning of the subject line.

• Is all the relevant information included?
• Is the subject stated clearly and concisely?
• Are the important words first?

Introductory Statement: States the general problem first, then explains the specific question or task being dealt with in the memo, and then explains why the report is being submitted or what it is intended to do.

• Are all three parts of the introductory statement included and stated clearly?

Findings or Results: Presents the findings clearly and concisely with the most important results first. Tables and other information not needed by all readers are, of course, attached separately.

• Are the findings or results clearly indicated and easy to locate on the page?

Conclusions and Recommendations: Presents the significant implications and recommendations for action (if—and only if—conclusions and recommendations have been asked for).

• If the report contains conclusions and recommendations, are they clearly presented and easily located on the page?

Format Considerations: Make headings and to mark your key points so that your readers can quickly survey the contents and find what they want.

• Are the headings throughout the report adequate?
• Are key points marked?
• Are your strongest arguments first when writing a persuasive document?

Written News

Writing
The writing process
Writing is a process, a logical sequence of steps. You follow a pattern in getting dressed each day, in baking a cake or in changing a flat tire. In the same way, your writing should be the product of a logical process. The successful writer gathers, focuses, orders, drafts and revises. These are the same basic steps upon which this Web site is built: prewriting, writing and rewriting.

1. The first step in the process is gathering. Good writing begins with good reporting. The writer must find the details that reveal meaning. You can't write writing; you have to have facts.

2. Once you have the facts, decide on a focus or theme. Each news story should have one dominant idea. That is the focus or reason for writing the story. Without a focus, stories wander and confuse the reader. To find the focus, ask yourself, what's the point? Imagine that you had to write a six-word headline for the story. What one sentence tells the meaning of the story?

3. Next, decide which of your facts are most important and place them in a logical order. Discard all facts that don't flow from your focus statement. Like a blueprint, each story needs a plan. Each point should grow from the previous point and lead to the next one. Poor organization loses more readers than anything else. For the reader, the easiest thing is to stop reading.

4. Write quickly from beginning to end so that you can spend time with the middle of your story and with the ending.

5. After you have written, edit your story to make it more powerful. Make sure that you have written what you intended to write. Read it aloud to someone. Take a break, then come back to it and revise. Be merciless in removing anything that doesn't belong.

6. This process is not necessarily a straight line from gathering to revising. The writer will go back and forth, including other facts as she is revising, or changing the order as she gathers. A key point to remember is that much of the work in writing a news story is done before the first words are put to paper.

Noun Clause

Pengertian Noun Clause

• Noun Clause adalah dependent clause yang berfungsi sebagai noun (kata benda).
• Klausa kata benda ini dapat berfungsi sebagai subject maupun object di dalam suatu clause atau phrase lain.
• Karena berfungsi sebagai kata benda, maka dapat digantikan dengan pronoun “it“. 

Contoh:

• I forgot the fact. (noun)
• I forgot it. (pronoun)
• I forgot that the fact was very important. (noun clause)

Rumus Noun Clause

Noun clause dapat diawali oleh noun clause markers berupa question word, if atau whether, dan that. Adapun contoh noun clause pada clause lain beserta detail marker-nya dapat dilihat pada tabel sebagai berikut.

Marker	Detail	Contoh Kalimat  Noun Clause
Question Word	Question word: what(ever), what (time, kind, day, etc), who(ever), whose, whom(ever), which(ever), where(ever), when(ever), how (long, far, many times, old, etc)	The class listened carefully what the teacher instructed. (Seluruh kelas mendengarkan dengan teliti apa yang guru instruksikan.)
		The kitten followed wherever the woman went. (Anak kucing mengikuti kemanapun wanita itu pergi.)
		Many people imagine how many time the man was failed before success. (Banyak orang membayangkan berapa kali pria itu gagal sebelum sukses.)
if atau whether	biasanya digunakan untuk kalimat jawaban dari pertanyaan yes-no question	Where does Andy live? (Dimana Andy tinggal?)I wonder if he lives in West Jakarta. (Saya pikir dia tinggal di Jakarta Barat.)
		Is Andy live on Dewi Sartika Street? (Apakah Andy tinggal di jalan Dewi Sartika?)I don’t know if he live on Dewi Sartika Street or not. atau I don’t know whether or not he lives on Dewi Sartika street. (Saya tidak tahu jika dia tinggal di jalan Sartika atau tidak.)
that	biasanya that-clause untuk mental activity. Berikut daftar verb pada main clause yang biasanya diikuti that-clause:assume, believe, discover, dream, guess, hear, hope, know, learn, notice, predict, prove, realize, suppose, suspect, think	I think that the group will arrive in an hour. (Saya pikir rombongan itu akan tiba dalam satu jam.)
		Many people proved that the man was a big liar. (Banyak orang membuktikan bahwa pria itu pembohong besar.)

Adjective Clause

The Adjective Clause

Recognize an adjective clause when you see one.

An adjective clause—also called an adjectival or relative clause—will meet three requirements:

• First, it will contain a subject and verb.
• Next, it will begin with a relative pronoun [who, whom, whose, that, or which] or a relative adverb [when, where, or why].
• Finally, it will function as an adjective, answering the questions What kind? How many? or Which one?

The adjective clause will follow one of these two patterns:

relative pronoun or adverb + subject + verb

relative pronoun as subject + verb

Here are some examples:

Whose big, brown eyes pleaded for another cookie

Whose = relative pronoun; eyes = subject; pleaded = verb.

Why Fred cannot stand sitting across from his sister Melanie

Why = relative adverb; Fred = subject; can stand = verb [not, an adverb, is not officially part of the verb].

That bounced across the kitchen floor

That = relative pronoun functioning as subject; bounced = verb.

Who hiccupped for seven hours afterward

Who = relative pronoun functioning as subject; hiccupped = verb.

Avoid writing a sentence fragment.

An adjective clause does not express a complete thought, so it cannot stand alone as a sentence. To avoid writing a fragment, you must connect each adjective clause to a main clause. Read the examples below. Notice that the adjective clause follows the word that it describes.

Diane felt manipulated by her beagle Santana, whose big, brown eyes pleaded for another cookie.

Chewing with her mouth open is one reason why Fred cannot stand sitting across from his sister Melanie.

Growling ferociously, Oreo and Skeeter, Madison's two dogs, competed for the hardboiled egg that bounced across the kitchen floor.

Laughter erupted from Annamarie, who hiccupped for seven hours afterward.

Punctuate an adjective clause correctly.

Punctuating adjective clauses can be tricky. For each sentence, you will have to decide if the adjective clause is essential or nonessential and then use commas accordingly.
Essential clauses do not require commas. An adjective clause is essential when you need the information it provides. Look at this example:

The vegetables that people leave uneaten are often the most nutritious.

Vegetables is nonspecific. To know which ones we are talking about, we must have the information in the adjective clause. Thus, the adjective clause is essential and requires no commas.
If, however, we eliminate vegetables and choose a more specific noun instead, the adjective clause becomes nonessential and does require commas to separate it from the rest of the sentence.