ref –

• https://linguaholic.com/linguablog/comma-usage-fanboys/
• https://eslgrammar.org/coordinating-conjunction-fanboys/

1 subj – action verb
2 subj – transitive verb – direct object
3 subj – intransitive verb – preposition – preposition object
4 subj + [is/am/are] + subject complement
5 subj + sense [look/see/taste/smell/hear/feel/become] + subject complement
6 subj + emotion verb [prefer/want/love/like/hope] + to verb (infinitive as object)
7 subj – am/is/are/was/were/have/has/get/find/found/buy/borrow/rent] + (object) + [to verb]
8 subj + [have/has] + past participle

Story 1

A turtle lives in a forest.
His name is Ted.

A turtle lives in a forest, [and] his name is Ted.

Ted is a great swimmer.
He loves to swim in the pond.

Ted is a great swimmer, [so] he loves to swim in the lake.

His head is small and round, [and] a heavy shell sits on his back.
He moves slow, [but] he thinks fast.
He is [intelligent but naive].
His friend the rabbit dislikes him, [for] they always argue.

When not to put commas

Correct: It looks strange but cool.
Correct: It looks strange, but it is cool.

Also, we should not place a comma after “and” if it only joins two words or phrases in a sentence.

Although we may tend to pause out of hesitation when speaking the following sentences, we should not imitate the pause in writing.

Correct: Dylan is talented and handsome.

Here are some examples of how to use coordinating conjunctions:

Joining two independent clauses:
A coordinating conjunction can join two independent clauses (simple sentences) to make a compound sentence. Comma is added in front of the and.

For example, “I am hungry, [and] I do not have any food.”

In this sentence, the coordinating conjunction “and” joins the two independent clauses “I am hungry” and “I do not have any food.”

Joining two words or phrases: A coordinating conjunction can also join two words or phrases of equal importance.

For example, “I want to buy a car or a motorcycle.” In this sentence, the coordinating conjunction “or” joins the two phrases “buy a car” and “buy a motorcycle.”

No comma is needed.

Joining two adjectives:
A coordinating conjunction can join two adjectives that describe the same noun. For example, “The cake is delicious and moist.” In this sentence, the coordinating conjunction “and” joins the two adjectives “delicious” and “moist.”

No comma is needed.

Joining two verbs: A coordinating conjunction can join two verbs that have the same subject. For example, “I like to swim and bike.” In this sentence, the coordinating conjunction “and” joins the two verbs “swim” and “bike.”

No comma is needed.

Story 2

My name is Ricky.
I attend Basis International.
My name is Ricky, [and] I attend Basis International.

It is a good school
It is too competitive.
It is a good school, [but] it is too competitive.

We learn at [two grades above] standard level.
We try to catch up.
We(subj) learn(v) at [a level two grades above the standard], [so] we feel helpless.

I love (my family and friends).
They are my support system.

I love my family and friends [for] they are my support system.

If independent clause is before our ‘for’, and has a negative verb, we need a comma.
I couldn’t join any sports classes, [for] I have no time.

(Neither) [my friends] (nor) [I] have any energy left after school.

We can (either) [continue to work hard] (or) [transfer to a different school].

He said this, yet he did that.
Avoid commas if “yet” is an adverb modifying adjective/verb within sentence.

• She looks beautiful yet unremarkable.
• We escaped yet went nowhere.

We enjoy the school’s prestige, yet we can’t keep up.
Our struggle(s) continues (v) [yet] there is no escape.
Its beautiful(adj) [yet] so very tragic.

At sunset, when the elder brother returned, the carpenter had just finished his job. The elder brother was shocked by what the carpenter made. The carpenter has built a bridge from one side to the other.

“I only wanted you to build me a wall that would prevent my brother from looking in. Why did you build me a bridge instead?” cried the older brother.

“The wooden bridge is a symbol that shows the deep connection between you and your brother” replied the carpenter.

He calmly explained to the elder brother that the conflict with his younger brother is a tragedy. Blood runs thicker than water and this rift should be resolved. The carpenter wanted to build something that symbolized the brothers’ forty years of growth and teamwork, so he built a wooden bridge that connected the two households. Before the elder brother could say another word, the younger brother walked across the bridge and gave him a warm hug.

“You are really kind and tolerant, my brother,” the younger brother said. “I am thankful that you built a bridge to gap our misunderstandings. Please forgive me for my insolent behavior”, the younger brother begged. The older brother was touched by his brother’s resolve and hugged him back. Seeing that the dispute has been resolved, the carpenter lifted his toolbox on his shoulder and got ready to leave.

“Thank for your what you’ve done. We hope that you could stay for a while.”, asked the brothers.
“I would like to. But I have other places to be.”, the carpenter replied. He left the brothers an endearing message that still holds them together to this day: “Remember that kinship will always triumph”.

Objects that pair with prepositions function differently from direct and indirect objects, which follow verbs.

Subj + verb + [prepositions + object]

These nouns and verbs reference a preposition and modify the action of the larger sentence. For example:

He sat [in the basement] [of the building], [among the boxes], reading a book [on his break].

the prepositional objects are “basement,” “building,” “boxes,” and “break.”

Like direct objects, prepositional objects receive the action of the subject in the sentences yet need a preposition for the sentence to make sense.

Subj + verb + [preposition + (prepositional object)]

I live [in the (forest)].
She sits [on the (ground)].
We’ll meet [at the (park)].
I play [with the (kids)].
The birds fly [into the (sky)].

ref – https://www.grammar-monster.com/glossary/participle_phrases.htm

ref – https://englishan.com/passive-voice-with-modal-verbs/

1) Many developed countries spend a large amount of money every year on manufacturing weapons to defend themselves although they are actually not at war. paraphrase, then thesis

2) Why is this the case? List your reaasons. first, second

3) Do you think these countries should spend the money on helping citizens of poor countries? Talk about for both side

Intro

So let’s see what’s happening. In the intro paragraph, we see a paraphrase of 1) and a thesis for 3):

“In is a fact that many developed countries spend a huge amount of money every year on developing and manufacturing weapons to defend themselves although they are not at war with any other country. ”

Then the 2nd sentence which is the thesis and addresses 3):

“In the meantime, millions of people in underdeveloped countries still live in extreme poverty and are in desperate need of fresh water, food and basic medicine.”

The author is saying this is in fact happening.

First Paragraph address the questions “Why is this the case?”

For the first paragraph, the author answers 1) by saying there are two reasons. Remember that when we have a question, we need to list points to answer the question:

1) “The main one is that many leaders and politicians in developed countries are realists who tend to view conflicts, both domestic and international ones, as imminent threats to national security.”

He then backs it up with some examples and data. Then he addresses the second reason, which is lobbying:

2) Besides this hard-line attitude of government heads and politicians, there is another factor at play in this matter. Successful lobbying in parliament…etc

The second paragraph address the next issue which is 3) the author is saying ‘yes we should help!’:

“In the light of this come people have come with the idea that rich countries should use the money currently spend on making weapons to help people living in poor countries”.

When we see a ‘should’ in a question, we should argue for both sides. The author argues why rich countries should use money to help the poor, and then he also goes to the other side and says that he understands most rich countries are already generous donors and have their plates full.

ref – https://inkforall.com/ai-writing-tools/essay-outline-tool/for-and-against-essay-outline/

For and against

A for-and-against essay is an argumentative essay that requires writers to formulate arguments for and against the main topic. After presenting both arguments, the author will then choose a side and explain the reason for their decision.

Should fast food companies be allowed to aim their marketing at children?

Introduction paragraph – Paraphrase and thesis
[For companies be allowed to market to children] Body Paragraph
[Against companies be allowed to market to children] Body Paragraph
[Writer’s Opinion] Body Paragraph
Conclusion Paragraph

Whenever you see a ‘should’. It means you are to write for and against. Analyze both sides.

Problem–Solution

A problem is outlined, and one or more solutions are described. The author justifies why one particular solution is the most appropriate.

Outline the arguments given by supporters and critics of genetically modified food. Give your opinion on the issue.

Introduction paragraph – Paraphrase and thesis
[Supporters of genetically modified food] Body Paragraph
[Critics of genetically modified food] Body Paragraph
[Writer’s Opinion] Body Paragraph
Conclusion Paragraph

Childhood obesity is a growing problem in many parts of the world. How can this be most effectively dealt with?

Introduction paragraph – Paraphrase and thesis
[Supporters of ‘your solution to childhood obesity’] Body Paragraph
[Critics of ‘your solution to childhood obesity’] Body Paragraph
[Writer’s Opinion] Body Paragraph
Conclusion Paragraph

Cause and Effect

You may be asked to describe a situation and suggest what caused it. Alternatively, you may have to write about the effects something has had.

In many countries, there has been a sharp rise in the amount of convenience food consumed. Why do you think this it?

Introduction paragraph – Paraphrase and thesis
[Supporters of ‘Why you think it is’] Body Paragraph
[Critics of ‘Why you think it is’] Body Paragraph
[Writer’s Opinion] Body Paragraph
Conclusion Paragraph

Essay Structure

Although there are different types of academic essay, the overall structure and principles tend to be the same.

Introduction

The first paragraph presents a general overview of what the piece of writing is going to be about and provides important background information. Paraphrase + Thesis

Body paragraphs

These develop the main ideas outlined in the introduction and include relevant evidence and supporting information of the prompt.

Conclusion

The last paragraph presents a short summary of the essay topic and the conclusions or recommendations of the writer.

ref – https://www.superenglishgrammar.com/2024/05/object-complement.html

List of verbs that take object complements:

‘Is’ test

He paints the wall green. wall ‘is’ green
We found the house empty. house ‘is’ empty
We consider the matter very important. matter ‘is’ important
I find the dish repulsive. dish ‘is’ repulsive
That case made the lawyer famous. lawyer ‘is’ famous
We name our daughter Lexus. daughter ‘is’ Lexus
The Americans elect Trump president. Trump ‘is’ president
The boss declares the store bankrupt.
The boulder knocks the man unconscious.
I got him angry. he ‘is’ angry.
He considers me a fool. I ‘am’ a fool.

He painted the wall green.

We found the house empty.

We consider the matter very important

find – I find the dish repulsive

make – That case made the lawyer famous.

name – We name our daughter Benz.

consider – I consider you a failure.

color – We paint the house blue.

elect – The americans elect Trump president.

declare – The boss declares the store bankrupt.

knock – The boulder knocks the man unconscious.

shoot – We shoot the ball far.

get – I got him angry.

consider – We consider this matter very important.

Nouns as Object Complements

They elected John leader. (“leader” = noun object complement; “John” = direct object)
I named the dog cracker. (“cracker” = noun object complement; “the dog” = direct object)
He considers me a fool. (“a fool” = noun object complement; “me” = direct object)

Noun Phrases as Object Complements

He made me a better person. (“a better person” = noun phrase as object complement; “me” = direct object)

The students elected John class leader. (“class leader” = noun phrase as object complement; “John” = direct object)

The workers consider Smith their true representative. (“their true representative” = noun phrase as object complement; “Smith” = direct object)

Adjectives as Object Complements

An adjective object complement describes the direct object, providing additional information about its qualities or state.

The judges found her innocent. (“innocent” = adjective as object complement; “her” = direct object)

I’ll paint my office green. (“green” = adjective as object complement; “my office” = direct object)

The company found him able. (“able” = adjective as object complement; “him” = direct object)

Adjective Phrases as Object Complements

Adjective phrases, a group of words whose head word is an adjective, can function as an object complement.

The company found her worthy of the position. (“worthy of the position” = adjective phrase as object complement; “her” = direct object)

b. The judges declared him guilty of the crime. (“guilty of the crime” = adjective phrase as object complement; “him” = direct object)

c. They painted their house light blue. (“light blue” = adjective phrase as object complement; “their house” = direct object)

Relative Clause as object complement:

A relative clause, a group of words containing a subject and predicate and describing and giving more information about a noun or pronoun, can also be used as an object complement.

For examples:

Hard work made me what I am today. (“what I am today” = relative clause as object complement; “me” direct object)

I like the room that’s painted blue. (“that’s painted blue” = relative clause as object complement; “the room” = direct object)

I can’t tell the person who doesn’t listen to me. (“who doesn’t listen to me” = relative clause as object complement; “the person” = direct object)

Gerund Phrase as Object Complement

A gerund or gerund phrase, verb+ing, can also act as an object complement and give us more information about an object in a sentence.

For examples:

She found him stealing the money. (“stealing the money” = gerund phrase as object complement; “him” = direct object)

I found her sleeping in the office. (“sleeping in the office” = gerund phrase as object complement; “her” = direct object)

They caught him helping the criminal. (“helping the criminal” = gerund phrase as object complement; “him” = direct object)

Infinitive Phrase as Object Complement

An infinitive phrase, a group of words whose head word is an infinitive, can function as an object complement and give us more information about an object within a sentence.

For examples:

He wants me to be his spoken English tutor. (“to be his spoken English tutor” = infinitive as object complement; “me” = direct object)

I want you to be my spiritual guru. (“to be my spiritual guru” = infinitive as object complement; “you” = direct object)

I encourage you to be an online tutor. (“to be an online tutor” = infinitive as object complement; “you” = direct object)

Prepositional Phrase as Object Complement

She considers the project in its final stages.
We found the book on the shelf.
They named the team after their hometown.
The committee elected him as their spokesperson.
I always want my coffee with a dash of cinnamon.
The teacher left the students in a state of confusion.
The artist painted the wall with vivid colors.
The coach deemed the players ineligible for the tournament.

Participial Phrases as Object Complements

A participial phrase, a group of words usually ending in:

• -ing [present participle]
• -ed [past participle]

can also do the task of an object complement and give us more information about an object in the sentence.

For examples:

I saw the cat bleeding. (“bleeding” present participle as object complement; “the cat” = direct object)

I like the argument presented. (“presented” = past participle as object complement; “the argument” = direct object)

I take the medicine prescribed. (“prescribed” = past participle as object complement; “the medicine” = direct object)

Comparing Object Complements with Other Elements

1. Object Complement vs Direct Object:

• An object complement identifies or describes a direct object:
  subj – transitive verb – direct object <-- [object complement]
• A direct object receives the action performed by the subject of a sentence.
  subj – transitive verb – direct object

Compare the object complement with the direct object below:

Example of Object Complement:

He painted his office yellow. (“yellow” = object complement which describes the direct object “his office”)

Example of Direct Object:

I have eaten the apple. (“the apple” = direct object which receives the action of “eating” performed by the subject “I”)

2. Object Complement vs Subject Complement:

An object complement is used after a direct object, and it gives us more information about the direct object

a subject complement is used after a linking verb, and it gives us more information about the subject of the sentence.

Example of Object Complement:

We found him innocent. (“innocent” = object complement used after the direct object “him”)

Example of Subject Complement:

John is innocent. (“innocent” subject complement used after the linking verb “is”)

3. Adjectives Modifying Nouns vs Adjective Object Complements:

Adjectives modifying nouns are different from the adjectives that are used as object complements. Adjectives modifying nouns are generally used before the words they modify,

Adjectives used as object complements are the adjectives that are used after direct objects.

(Note that the adjectives are in bold and the modified words are italicized in the following examples.)

Example of Adjective Modifying Noun:

My new bike is very fast. (“new” = adjective modifying the noun used before the noun it modifies: “bike”)

Example of Adjective Used as Object Complement:

They painted the bike blue. (“blue” = object complement used after the direct object it modifies: “the bike”)

4. Object Complements vs Adverbs:

An object complement completes the direct object,
whereas an adverb modifies a verb, adjective or another adverb.

Example of Object Complement:

I called the man a fool. (“a fool” = object complement completing the direct object “the man”)

Example of Adverb:

I called the man yesterday. (“yesterday” = adverb modifying the verb “called”)

my correction
My comments

Some people regard increasing business and cultural contact between countries as a positive development. Others, however, feel that this will lead to the loss of national identities.

Discuss both views and give your opinion.

Your introduction:

Most recently, whether increasing business and cultural contact between countries is a positive development stimulates wider discussion. Some people consider it as a beneficial trend, while others believe that this will lead to the loss of national identities. Let’s delve into both perspectives before giving my opinion.

Paraphrase

After a dependent clause ‘Most recently’, we should not start an independent clause with the subjugate ‘whether’. Find the proper subject instead.

比如：
Increased business and cultural contact between countries have caused widespread debate. One group considers it to be a mutually beneficial trend, while an opposing group believes that it will lead to a loss of national identity.

Thesis

Don’t say ‘before giving my opinion’. Just list write out your opinion.

比如: This essay delve into both perspectives and argue that traveling is not only beneficial, but educational as well.

Body 1

Remember that the prompt wants you to [Discuss both views]. So I see here that you are discussing ‘increasing business and cultural contact’ here.

You have a good mini-thesis but it’s a run on sentence.

Your body 1:
The primary purpose of boosting business and cultural contact between countries is to promote the economic development and let people enjoy all kinds of culture form different countries over the long haul,which can improve people’s happiness. In addition, by increasing business and cultural contact can produce more job opportunities, such as translators, workers, which reduce extremely great job pressure in our society. Many people have more chances to go abroad to broaden their horizons and acquire more knowledge about this world. Most importantly, students who want to go abroad for further education can have more chances to be admitted by their ideal university, which help them have a better life in the future.

可以这样说:
The primary purpose of (boosting/encouraging/increasing) business and cultural contact between countries is to promote economic development and let the citizens enjoy the others’ culture. Over the long haul, this improves happiness.

Be care of run on sentences. Also, you need to define ‘workers’ because its very broad. For example, translators is good! It’s very specific.

可以这样说:
In addition, by increasing business and cultural contact, the respective countries will create more job opportunities such as translators, laborers, and corporate talents. This economic exchange will greatly reduce job pressure for the people.

可以这样说:
People will have more opportunities to travel abroad, which gives them a worldly education and as a result, broadens their horizons.

Most importantly, there may be students in the host country who are tired of being stuck in a hypercompetitive academic environment. By investing in exchange with a partner country, those students can enjoy more scholastic choices offered by the partnership.

Body 2

Remember that the prompt wants you to [Discuss both views]. So I see here that you are discussing why we SHOULD NOT have an exchange.

You body 2:
On the other hand, a quantity of people think that this will lead to the loss of national identities.They think that after most people eat the same food as the other countries and wear the similar clothes for a long period,they will think all of people form the world are friends and have no ethnic discrimination.By exposing the culture from other countries or being sent to the overseas to get education when people were young,they will have different ways to consider their life styles and study habits,and then learn form each other.

I’m not following your logic. You’re saying:

1) After people eat the same food and wear same clothes as citizens from other countries..
2) Think that people all over the world are friends
3) This world has no ethnic discrimination
4) “they will have different ways to consider their life styles and study habits,and then learn form each other.”

Then? How does it discuss why WE SHOULD NOT have the exchange?

Where’s your opinion!? Do you want more exchange? or less exchange? why?

In conclusion,I believe that increasing business and cultural contacts between countries has many benefits ,which not only improve individual development and happiness ,but also solve a variety of problems in society.

Evaluation

Task Response – 4
One part of the prompt is addressed (should exchange).
But the other side (should NOT exchange) is not clear.
Did not give personal opinion (body) either. It is stated in the conclusion, but I need to see the body about it.

Coherence – 5.5
Writer has stated some good points on why we should exchange. But the part about “loss of national identities” is not clear. I don’t follow at all.

Lexical Resource – 5.5
discrimination
long hual
delve
primary
habit

GRA – 5

Lots of run on simple sentences.
Mostly continuous tense, and present simple.
Wrong usage: a quantity of people, all of people

4, 5.5, 5.5, 5.5 = overall 5

• The company would cease operations.
• Her actions has been exceedingly cruel.
• The announcement was the dire culmination of a personal crisis.
• The dark skies ominously foreshadowed his fate on a social media account, expressing his somber farewell.

epilogue – a section or speech at the end of a book or play that serves as a comment on or a conclusion to what has happened.

• This tragic epilogue was the abrupt end to a tragic whirlwind saga that started less than a year earlier.