A facet is seen as depicting a different aspect of something, or the face of something – including their presence or absence in the face. How do we talk about certain facet of something? For example despite the fact that we see one facet in something that is literally just one facet of it, we don’t think about facets in things – think of a diamond with many facets. What is the facets of a diamond?

We often talk about facets of jobs, problems and own characters, but we don’t talk about the people themselves. Your sentence, nevertheless, sound strangely correct as well as definitely wrong. I think this is because the word facet rhymes with the word asset to avoid confusion. Leadership Skills are also a

value asset in a friend.

Easiest Collocation in English is Valuable Asset. Asset or useful thing, as I would like to lay down the dictionary for you, is an asset. Is there any truth behind the noun

of a book, from Oxford Dictionaries Online? (Oct. 1966) A useful or valuable thing

• or person: quick reflexes were his

• chief assets the school is an asset to

the community In case you’re interested in the etymology of facet, here is the entry from the Online Etymology

Dictionary: facet
(N.) 1620s, from French facette (12c. , Old French facete), diminutive of face (see face (n)). In his original sense, diamond cutting is the natural form. Related: Faceted; Facettes.

What’s your review of The Guardian’s Journal?

I noted that she left the meeting early.

She’s in her fort. I saw her leaving early and decided that this was significant. I can’t remember what information I read or the details of the study or article I just copied and pasted here. I have thought this information would be useful for the future. If someone read my emails she knew if I wrote things down, they would really only think about it if they already knew what she was talking about. I knew I started talking to her the day before of?

I marked down that she left the meeting early.

I have a letter in my head that is clearly the first sentence of the letter I wrote. Why. I’ve been thinking it for some time now. I’m not just paranoid.

If you don’t like to use down as a title in an audio and a recording process, but you want to show down then why, why, or why not?

I hope this is helpful!

What is the key thing about any entrepreneur?

What is your professor’s preference for you to be addressed? Nearly all the professors that I know prefer to be addressed by their first name when not in very formal situations – both by colleagues and by students. What is the same with Professors? I can’t vouch for faculty in the US or other countries. This is the situation here in the UK as

there is no disciplinary order in the UK.

There are no speakers of any particular variety of a language who disregard phonetic rules, although individual speakers of any language may have medical conditions such as hearing loss or a speech impediment which may prevent them from speaking conventionally.

Different varieties of a language may have different phonetic and phonological rules but they all have rules, they are all exceptionally complex and sophisticated and difficult to analyse.

It is a feature of almost all varieties of English. Is their mainly general American and Southern English; they share the same origins?

Negative contractions such as can’t, won’t, musn’t and so forth are most likely to be pronounced with a glottal stop at the end of the word, //. A word isn’t, for example, will usually be pronounced . The second most likely realization for negative contractions will be with a complete elision of t/. So, for example, we would expect to see /kn/, for the word can’t in Gen Am. The least likely realisation in bad contractions in English is with a canonical /t/ in the form of an alveolar plosive. In other words, the least likely thing we should expect is .

In varieties of English which use the word ain’t as a negative contraction we should expect the following realisations to be the most frequent: en en

Once in a group of speakers this is the most frequent realisation where t is a phonological difference from a non n en en Only someone who expects a group of speakers to behave abnormally should expect

• this
• as

the most frequent realisation of ain’t :

Do you want to understand the sociology of the t-shirt?

All these are verb heads heading clauses, which in turn are functioning as the Complement of prepositions. These are verbs constructive heading clauses (Supremendations) and non-verbal heading clauses. In traditional grammar (where we don’t distinguish carefully between what is doing and what it is doing), these are the gerunds. It is called a hive. Why do phrases have nouns and are the Complement of a preposition? So-called gerunds are the Heads of clauses which are doing many things which are headed by nouns especially in language. Thus, so-called gerunds are the Heads of clauses which are doing lots of jobs often done by phrases heading by nouns.

What makes a gerund great? Is the use of a fudge a little strange?

When these forms of these verbs do a different job, like being Modifier in a clause or noun phrase or being Complement or verb in traditional grammar, we call them participles. Then there are the cases, in the case of this verb, where there is this verb is as the modifier. What a participle is made of won’t tell you about it; it just says the same thing. Is this a fudge?

In some modern grammars people find it difficult to distinguish between the job a person is doing and the things that he/she does does. In these grammars these verb forms are called gerund-participles. Is it recognised that these verbs can head clauses which do different types of job. Can you describe the job that they are doing by calling them Subjects or Complements of prepositions or Modifiers in a noun phrase…

The Original Poster notes in the comments that these words don’t seem like adjectives or nouns. How do I know if the original poster is correct? In these sentences these phrases are doing a job often done by noun phrases; they are being Complements of prepositions. What in traditional grammar is the use of gerunds? This does not mean that these words are nouns, they are verbs. Note that they have direct objects, and just like in the command line they have direct objects. How do verbs have direct objects in their sentences, while nouns never do.

In the modern grammars they would be recognised as verbs Heading a clause. Are they the complement of prepositions?

Some steps of creating schwa: (1) Stand

in front of a mirror. (Stop reading). Why don’t you simply open your mouth? Make a sound as if it’s coming from your throat or chest (in reality it will be coming from your vocal folds). Can you spell schwa in English? Can you see the face or the arm and stomach moving in the mirror? If I recorded this video of you practising Schwa, but the sound was not, we would not know that you were making a sound and when you were silent, because my tongue, jaw, lips and head should be relaxed and not moving at all.

(2) Try to make the sound /b/, as in the word big, but just /b/ on its own. Now try the sound /d/ as in dog, and then the sound /g/ as in girl. Do this two or three times. When we say these sounds on their own, we automatically put a little vowel on the end – we have to because they are voiced. Why? If you said the sounds correctly and then it happens /b/, /d/ and /g/.. that is probably correct. The schwa is a little vowel. Why it is here now? Why did you not try to make a vowel in the letters they are replacing the decimal vowel? Is this because you wanted it to be unique?

Schwa occurs in unstressed syllables, according to Unicode. Why are our syllables called short? We need the other stressed syllables to be more durable, or to stand out. Schwas are very quick to make because we don’t need to move any of the articulators (the parts of our mouth that we use to make consonants or change the sounds of vowels). If we make a big articulation, a big movement of our mouths, like we do for // in cat, we need to move our articulators a long way. What do I need to do because most people spread their lips wide, drop their jaw very low and move the ‘front’ of our tongue slightly up towards the roof of our mouth, etc. For example, we have to spread our lips very wide, and drop our jaw very low and stop eating praline. It causes nose pressure in my throat. I mean this all takes a lot of time. Because of this, // is actually quite a long sound, even though it belongs to the so-called’short vowels’. For a Schwa you don’t need to move anything! How do you make a good schwa sound?

Why would you vote for me?

I have just had my first cup of coffee. Is there any food in the cupboard to take with it? I’m not drinking coffee at the moment. I also want to watch more. If someone asks me how I’m feeling, I might say that I’ve just had a coffee. That’s a description of my current state.

Is it true that people don’t smoke while drinking coffee? How does smoking make coffee taste better when it goes down? I always have a strong urge to smoke so after coffee, I can’t stop myself from thinking about it further. I don’t want to smoke when I’m smoking, but I want to have a cigarette after having a coffee.

What does it feel like when you have some

• coffee when you want to smoke it? (not good)

The problem here is that the sentence sounds like it’s describing me wanting to smoke while I’m drinking coffee. I really want to describe the situation I’m in when I’ve already had my coffee. In a coffee, I want to go to a

• cigarette I got, but then want to finish off with a cold cup. How is the present perfect?

Where does a person says when having cigarette he needs coffee? Apparently this sentence was written before the war. Notice that it is not about the past. I’ve been lying for over 2 weeks now about my thoughts and opinions. What is the general time? I am always into a cigarette and that should the last thing I want when I’ve had a cup of coffee.

Now think about the speaker in the original poster as an example. They often have to give patients bad News. If you phone a patient up up and ask them how they are, they might say I have had to give a patient bad news. I just wanted to make this better. They’re using the present perfect here because the making bad news action is finished, but the phrase have had to give a patient patient bad news tells you something about their present situation.

Now this writer regularly has to give patients bad news. After telling them bad news, he often thinks about whether he gave the bad news in a bad way. How much time might someone have for this? Maybe he sleeps for a few hours, maybe a couple days. When he thinks about it, he never knows if he gave him the news in a good way or not. What does there look like?

What do the writers know about things? He thinks about it afterwards when he is in an I’ve recently had to give someone good news situation. I’ve definitely been affected. Considering I have a bad news to break, when

• you have been told good news, you’ve got

to break bad news… This sentence isn’t about the past, it’s about my every time that my professor is saying “‘Now i’ve got that bad news now’. What happens when we talk about whether someone broke the news poorly or not; we are going to be thinking about it for another 6 or 7 days. What will happen? I don’t

know when I shall be in this world. The one who said it, it’s how I know.

Here he uses the present simple to indicate it is always how he feels in this post-breaking bad news situation.

Let

us talk about “the anchor time” i.e. the time the author wants to break bad news. Is there any good news before Christmas when bad it happens? He uses the Present Simple for the second clause because it describes the mental state he always has during this anchor time, the post breaking bad news situation.

If they are going to change some words in the sentence to make it less complicated, how would they make it clearer? They could use whenever instead of when. How does one understand that this may be a recurring situation? Secondly, the writer could use the word recently or simply. If I’ve just had to break bad news to someone, I never know whether I’ve done it well or not.

But now I can’t have this problem.

What is the best way to discuss this subject/topic with a foreign language professional?

1. In the park is Mary.
2. In a park the girls of St. Mary are.
3. Mary is in a park.

Sentence (1)

(1) In the park is Mary

The way the information is organised in this sentence is very interesting. If you look at it quick, you may think that In the park is the subject of the verb be – but it isn’t! When we use constructions like that, we rearrange parts of the sentence for a special reason. Afterwards, it is not always easy to comprehend what function the different parts of the sentence have. What is the grammar of the sentence?

What is subject? .

What exactly is a sentence? In a park is a

• statue of a boy. What does this mean?
• In the park are two statues.

Nouns in English agree with their subjects for number and his/her person. Here we can see that the adjective be is taking the third person singular form, and the pluriform form are in the second. The only thing which is different about the two sentences are that in 1) a statue is singular and in 2) two statues are plural. What is the significance of the statue in the story?

What in tha park really is is not a perfect ‘thing’? Is that the subject, but we can use an ordinary verb form with words like “Mom/Fomum/Words” or “Expression”? What could be some evidence of Mary in the park?

• What does Mary do? Do

you think it is wrong to ask this question? In this construction the verb must agree with the noun phrase. What are the supporting evidences supporting Mary in Chapter1 of Proverbs 8:5-6? When a poet has the same sentence as Mary in the park, what kind of effect

• does that have?

Both sentences have the same meaning. This sentence has the same words as sentence 1. In This sentence Mary is definitely the subject!

I like the rest of the sentence.

What is in the park you are in, If Mary is the subject of 1)? I look at it adverbial and it isn’t used in this sentence. If you listen to it, do it now for a minute? Compare these two examples:

• I am playing football in the park. I’m playing it for the game of ‘Running’ I play it with all my friends, but I can’t move nor come straight, so I don’t understand how people feel about one another.
• Mary is in the park.

An example of a first sentence in a local park gives extra information about an incident described in the sentence. Is it essential? Is structure of sentence important? Can I leave it alone and make a sentence that was fine? So here in the park is an adjunct – it is extra. In the second sentence, the phrase, in a park seems to be essential information. As I am playing football, the meaning of it is really bad. There’s a better explanation.

• (correct)
• She is. * (X)

in the second sentence the verb be needs a complement – another phrase to complete the sentence. If that is the case, the sentence is flat, if the case will not have it. Here, in the park is the complement of the verb be ( – in similar way that cheese is the complement of the like in the sentence I like cheese ). It is not to add extra information.

Sentence (1) is a example of subject-complement inversion. This means that the subject moves to the end of the sentence and the complement moves to the beginning. I use complement to say where and when something happened. I usually look in places rather than look for more than one thing. With the verb be, this kind of inversion is only possible with a complement and not with an adjunct (read adverbial phrase). My

• only friend is in the garden. Compare: In the garden is my only friend. My
• only friend is happy in the garden / In the garden is happy my only friend. (wrong)

With other verbs we can sometimes do subject assistant inversion, but only for very special peoples reasons. It is more rare. Do you remember an example of an Internet cafe? Notice that there is no auxiliary verb necessary here. – This is not subject-auxiliary inversion:

• Five years later came the first World War.

What is subject-complement inversion and when are I supposed to use it?

Inversion is used because we want to include new or interesting information at the end of the sentence where it has more focus on the sentence. Sometimes we do it because we want to link the complement with something we have already been talking about. Is it true that we have already been talking about the subject but we haven’t been talking about the complement?

• In the garden were Grizzly bears. They were out of sight. Before
• the end of the 19th century the palace had a garden and that garden became the site of the Royal family’s Palace. In front of the long hallway was the courtyard. What

is with

Mary in the park?

This is the same sentence as (1), but the information is arranged slightly differently. We see the adjunct at the beginning of the sentence. It starts with the subject Mary and at the end of the sentence we have the verb is. It is quite an unusual sentence. It is an example of topicalisation. When we look at old information at the end of a sentence, the other portion of the sentence gets more emphasis. So, here is how we might use this

• sentence: Bob said that Mary might be in the park, and in the park Mary is!

Here we want to give contrastive stress to is. This means that we want to give the sentence sharp positive concentration. How are the previous names taken from the Park and then put their names in the back of the clause on it’s own? Is it at the end of a sentence where the emphasis is already there? Mary is still at the park but we don’t know once we read the first word in her title. Is it really true? This means that this information still counts as new information for us.

What is a topicalisation?

• What do you hate most about Mary? You, I love you.

Here the writer wants to contrast love and hate. Partial or all-inclusive, by listing the direct objects Mary and You with topic at the beginnings of the sentence, verbs hate and love have more emphasis as they are now at the end of the sentence.

How

info packaging works. What are some interesting questions. How do you organize quotes in a sentence? How does the normal way to package information in a sentence are subject, verb then Complement

• as ins Mary is in the park.

Usually when we rearrange the order in a sentence, it is because we want to emphasize the information at the END of the sentence. In English, you can’t always put old information at the end of a sentence. Since you aren’t good at decoding old information, it is “no proof”. We put the new information there.

Subject complement-inversion is very, very common with the verb BE: But opposite

• the cinema is the post office.
• In the park was a handsome tiger.
• In the box was a tiny key.
• In the beginning was word.

What is the important thing to remember is old information at the beginning of which new information is at the end of each and every sentence. For example: How does it have to do with memory?

Topography is quite rare. How do we make certain words at the end of a sentence include important or even just important words? If we move a word at the beginning of a sentence will usually be old information. What are some examples? The sentence should end with the most important information.

What is the best advice you have got learned?

What is a good argument against wasting time and resources?

I don’t need an auxiliary verb and I’m not going to use it. Adding an auxiliary verb is important. Why are some people putting off attending classes but when will they actually be? Explain the question before heading with the question and choose subject auxiliary inversion rather than inversion, simply changing Subject. That allows for a correct structure.

Interestingly, the word whose is not the subject here, but a Determiner within the noun phrase whose dogs. When the Subject is the “Part of the Subject” the real rule is that if it is subject part- or post- subject, you don’t need to use subject auxiliary inversion, and don’t need to have an auxiliary. In the Poster’s examples, the word whose is part of the Subject Noun phrase Whose dog? If I wrote auxiliary DO files then I don’t need to use

it.

The word

• “galore”

is, so far as I know only used post-positively. This is to say, a noun follows itself, therefore you’re always correct. And for that reason, it always follows the noun you’re modifying.

• There was whisky in Europe.

I suppose other words such as this (said by a linguist as being a post-positive determiner!) which are only post-modify nouns, would be well-nigh impossible to start a sentence with. With example of the word aplenty. What is an ungrammatical example: Aplenty

• of treats. Is

there any word that can be cited at the beginning of a sentence?

Why is this not important to OP?

What do I have to do to give my husband this opportunity?