Simple Future Tense

I will sing

The simple future tense is often called will, because we make the simple future tense with the modal auxiliary will.

How do we make the Simple Future Tense?

The structure of the simple future tense is:

subject	+	auxiliary verb WILL	+	main verb
		invariable		Base
		will		V1

For negative sentences in the simple future tense, we insert not between the auxiliary verb and main verb. For question sentences, we exchange the subject and auxiliary verb. Look at these example sentences with the simple future tense:

	subject	auxiliary verb		main verb
+	I	will		open	the door.
+	You	will		finish	before me.
-	She	will	not	be	at school tomorrow.
-	We	will	not	leave	yet.
?	Will	you		arrive	on time?
?	Will	they		want	dinner?

When we use the simple future tense in speaking, we often contract the subject and auxiliary verb:

I will	I'll
you will	you'll
he will she will it will	he'll she'll it'll
we will	we'll
they will	they'll

For negative sentences in the simple future tense, we contract with won't, like this:

I will not	I won't
you will not	you won't
he will not she will not it will not	he won't she won't it won't
we will not	we won't
they will not	they won't

How do we use the Simple Future Tense?

No Plan

We use the simple future tense when there is no plan or decision to do something before we speak. We make the decision spontaneously at the time of speaking. Look at these examples:

• Hold on. I'll get a pen.
• We will see what we can do to help you.
• Maybe we'll stay in and watch television tonight.

In these examples, we had no firm plan before speaking. The decision is made at the time of speaking.

We often use the simple future tense with the verb to think before it:

• I think I'll go to the gym tomorrow.
• I think I will have a holiday next year.
• I don't think I'll buy that car.

Prediction

We often use the simple future tense to make a prediction about the future. Again, there is no firm plan. We are saying what we think will happen. Here are some examples:

• It will rain tomorrow.
• People won't go to Jupiter before the 22nd century.
• Who do you think will get the job?

Be

When the main verb is be, we can use the simple future tense even if we have a firm plan or decision before speaking. Examples:

• I'll be in London tomorrow.
• I'm going shopping. I won't be very long.
• Will you be at work tomorrow?

Interpreting writers’ points of view, attitudes or intentions

In other words, it can be describe as trying to understand a text through the writer’s perception, which is influenced by his personal beliefs on an issue. In addition, the writer’s beliefs might be neutral (taking no side) or biased (in favor of one side only).

The writer attitude towards an issue is shown through the tone he or she uses in his or her writing. Tone refers to the writer’s use of words and writing styles to demonstrate his or her stand towards the issue in the text. Examples of tone words: abstruse, absurd, ambivalent, angry, apathetic, awestruck, bitter, celebratory, comic, compassionate, complex, condemning, condescending, critical, cynical, dismay, detached, earnest, evasive, excited, formal, impassioned, incredulous, indignant, intense, ironic, malicious, mocking, nostalgic, objective, optimistic, pessimistic.

You can understand the writer’s intention by asking yourself what the writer’s reason(s) for writing is/are,. Writer’s normally write for one of these four reason; to inform, to instruct, to persuade or to entertain.

Analyzing and evaluating reading text

In order to analyses a reading text, you must first able to determine the writer’s point of view, tone and intension. All the skills that have been discussed in the earlier such as making inferences, distinguishing facts and opinions and drawing conclusions can also help you in analyzing a text  before evaluating it.

Below are some examples of flawed reasoning:

1)          Personal attack:  focusing the argument on the person’s personality/background etc rather than the issues at hand.

2)         Over-generalization: forming a general opinion based on inadequate examples.

3)         Jumping on the bandwagon: trying to persuade reads to agree on an idea because the majority does.

4)         Quoting to the wrong authority:  citing a person who is famous but is not an authority on what he or she is taking about.

Pre test argumentative writing…

All of us were divided into 6 groups that consist of 5 members. We get the topic of parent negligence is the main causes of teenagers made up in social problem. 5 members in a group have to choose their part, either introduction, body paragraph or conclusion part. Each of us had been given about 15 minutes to finish their part. I choose to write at body paragraph and I choose the point lack of parental knowledge to elaborate it. As the previous lesson, same when it come to writing the body paragraph, it must have thesis statement, example or supporting details and concluding sentence it also must have at least 70-80 words. When it’s come to my turn to write, I am excited as I love to write more than ever.

Argumentative writing

þ Brainstorm ideas on the subject.

þ Identify the main topics.

þ Use these topics as headings for organising your notes.

þ Decide which side you are on i.e. which arguments are most convincing. Make sure you choose the side that you can fully support.

þ Plan and write an outline for your essay noting down the information you will include in each paragraph.

Example outline

Thesis Statement:

I absolutely agree that the building of nuclear reactors should not be continued  in any country due to its cost, risk and less safety

Topic Sentence 1:

The first problem with nuclear reactors is its cost.

Topic Sentence 2:

Another problem is the serious consequences of accidents.

Topic Sentence 3:

Less safety precautions of its constructions is also one of the major problems of nuclear reactors building in any develop country.

Concluding Statement:

Refutation:

Some people might claim that there is no real alternative to nuclear power.

Conclusion:  

In short, although nuclear power is an attractive option, it has too many disadvantages.

Introductory paragraph

Your introduction should:

l Introduce the topic with a general statement

l State why it is important

l State there is a difference of opinion about this topic

l Thesis statement must state what YOUR claim is and can include the  “parts” of the argument you are going to state.

Body paragraph

l Arguments for:  The reasons “parts” of your thesis statement will be in your body paragraphs. 

l Give clear arguments for your claim with support (examples, statistics, explanations, etc.)

l Use transition words as you move from paragraph to paragraph (Firstly, secondly, furthermore, in addition, moreover, finally).

l You can also use any of the transitions from the other essay types as long as they are appropriate for your argument. (You may want to compare/contrast things, give reasons/results, descriptions, definitions etc.)

Refutation paragraph

l This is also used to support your claim.

l Use the counter arguments to show that your idea is the stronger one.

l Do not focus only on the opposing ideas.

l When you can think of the opposing opinion but you have not seen it written anywhere:

                   could be claimed  

It                 may be  asserted  that...   However,

                   might be  argued

l        When you have seen the opposing opinion written in another text:

claimed  

  It  has been asserted  that...   However,

argued

Concluding paragraph

Your conclusion should:

l Restate the main claim

l Present one or two general sentences which accurately summarise your arguments which support the main premise

l Provide a general warning of the consequences of not following the premise that you put forward and/or a general statement of how the community will benefit from following that premise

Passive-voice

The passive-voice is used when the emphasis is more on the object of a sentence rather than the doer (subject) be mentioned, the passive sentence will include a ‘by’ phrase. Passive sentences are common in formal writings such as business correspondence and in scientific and technical writings.

	Subject	Verb	Object
Active voice	Jasmine	unplugged	the microwave
Passive voice	The microwave	was unplugged	(by) Jasmine

Passive verb forms

tense	active	passive
Simple present	Adrian places an egg in a box	An egg is placed in a box by Adrian Verb ‘be’ + past participle of main verb
Simple past	Adrian places an egg in a box	An egg was placed in a box by Adrian Verb ‘be’ + past participle of main verb
Present continuous	Adrian is placing an egg in a box	An egg is being placed in a box by Adrian Verb ‘be’ + being + past participle of a main verb
Past continuous	Adrian was placing an egg in a box	An egg was being placed in a box by Adrian Verb ‘be’ + being + past participle of a main verb
Present perfect	Adrian has placed an egg in a box	An egg has been placed in a box by Adrian Has/have been + past participle of the main verb
Past perfect	Adrian had placed an egg in a box	An egg had been placed in a box by Adrian Had been + past participle of the main verb
future	Adrian will place an egg in a box	An egg will be placed in a box by Adrian Will be + past participle of the main verb

Direct and indirect object

In an active sentence, there might be two objects, the direct and the indirect one. Usually, the indirect object refers to the receiver of something.

Subject	Verb	Indirect object	Direct object
I	bought	my sister	a book

Thus, the passive form of the above sentence can either have the direct object or the indirect object as the subject:

A book was bought for my sister.       (Direct object as subject)

My sister was bought a book.             (Indirect object as subject)