Unit 4: Pronoun Reference

A pronoun is a word that substitutes for or refers to a noun or another pronoun. The noun or pronoun to which a pronoun refers is called the pronouns antecedent. A pronoun must agree with its antecedent in person, number and gender. Read the sentence below and find out which nouns the bold-typed pronouns refer to: After the campers discovered the cave, they mapped it for the next group, which was arriving next wee . !. Personal pronouns ta e the place of nouns or pronouns that name people or things. A personal pronoun changes form to indicate person (1st, 2nd and 3rd), gender "masculine, feminine or neutral), num er "singular or plural), and case "su !ecti"e, o !ecti"e or possessi"e). $irst person #econd person %hird person - $asculine - %eminine - &eutral #ingular #, me, my, mine you, your, yours he, him, his she, her, hers #t, its Plural we, us, our, ours you, your, yours they, them, their, theirs

'ithin the increasingly decentrali(ed education systems across the region, school headmasters will play a greater role in instructional supervision, community relations, and school management than they have in the past. Rapid moderni(ation processes appear to have much influence upon employment opportunities for women and their professional development that might increase the number of women in teaching and educational administration within many developing countries.

). &emonstrati"e pronouns refer to particular people or things. The demonstrative pronouns are this, that, these and those. The red shuttle buses stop here. %hese go to the airport every hour. $emories exist in individuals, and, when individuals have shared nowledge and experience, such as that evolving from participation in an organi(ation, they may also have shared memories.

*. Relati"e pronouns relate groups of words to nouns or other pronouns and introduce ad+ective clauses. The relative pronouns that refer to people are who, whom, and whose. The relative pronouns that refer to things are that, what, which and where. #n some grammar boo s ,where might be called a relati"e ad"er ' 'e read some articles that were written by former school administrators. They will ta e new responsibility for decisions that were previously planned, funded, and for the most part implemented centrally.

-. #ynonyms or nouns which ha"e similar meaning can also be used to refer to the antecedents in academic writing. The first thing that a new researcher needs to now is some standard terminology. %his (nowledge helps that person understand other concepts to be introduced and puts him or her in a position to communicate with more experienced people in the discipline.

Now read the following passages and say what the underlined words or phrases refer to. !. .ne ey element in conducting useful research is gathering reliable information. And the basis for doing "a/ that is designing 0uestions and 0uestionnaires "b/ that get the ind of information from "c/ which the researcher can draw valid conclusions. !. that 1 222222222222222222222222222222222222 ). that 1 222222222222222222222222222222..................... *. which 1 22222222222222222222222222222222222 ). 3er(berg "!454/ constructed a two-dimensional paradigm of factors affecting people6s attitudes about wor . "a/ )e concluded that "b/ such factors as company policy, supervision, interpersonal relations, wor ing conditions, and salary are hygiene factors rather than motivators. According to the theory, the absence of hygiene factors can create +ob dissatisfaction, but "c/ their presence does not motivate or create satisfaction. !. )e 1 2222222222222222222222222222222222222 ). such factors 1 22222222222222222222222222222222 *. their 1 22222222222222222222222222222222222.. *. According to various literatures on motivation, individuals often have problems consistently articulating what "a/ they want from a +ob. Therefore, employers have ignored what individuals say that they want, instead telling employees what "b/ they want, based on what managers believe most people want under the circumstances. %re0uently, "c/ these decisions have been based on $aslow6s needs hierarchy. As a person advances through an organi(ation, "d/ his employer supplies or provides opportunities to satisfy needs higher on $aslow6s pyramid. !. they 1 222222222222222222222222222222222222 ). they 1 222222222222222222222222222222222222 *. these decisions 1 222222222222222222222222222222.. -. his 1 222222222222222222222222222222222222.. -. The word ,collaborate derives from the 7atin com "together/ and ,laborate "to wor /. The same derivation leads to two usages reflecting contrasting positions. "a/ *ne is to wor with others on a +oint pro+ect, fre0uently of a creative nature8 "b/ the other is to collaborate with an enemy. #n a number of ways "c/ this duality reflects tensions occurring in any endeavor such as this pro+ect, "d/ where the situation is very dynamic. Thus collaboration may be seen to imply a creative tension, "e/ which will re0uire resolution to avoid fragmentation. !. *ne 1 222222222222222222222222222222222222 ). the other 1 222..222222222222222222222222222222 *. this duality 1 22222222222222222222222222222222.. -. where 1 2222222.222222222222222222222222222.. 5. which 1 22222222222222222222222222222222222

Unit 4: +,ercise
&o eep the 0uestionnaire brief and concise. 9ome 0uestionnaires give the impression that "!/ their authors tried to thin of every conceivable 0uestion ")/ that might be as ed with respect to the general topic of concern. The result is a very long 0uestionnaire causing annoyance and frustration on the part of the respondents resulting in non-return of mailed 0uestionnaires and incomplete or inaccurate responses on 0uestionnaires administered directly. To avoid "*/ this first potential pro lem the investigator must define precisely the information desired and endeavor to write as few 0uestions as possible to obtain "-/ it. !. their 1 222222222222222222222222222222222222 ). that 1 2222222222222222222222222.22222222222 *. this first potential pro lem 1 2222222222222222222222222.. 222222222222222222222222222222222222222. -. it 1 2222222222222222222222222222222222222.. :ritical thin ing is an important and vital topic in modern education. All educators are interested in teaching critical thin ing to "5/ their students. $any academic departments hope that ";/ their professors and instructors will become informed about the strategies of teaching critical thin ing s ills, identifying areas in ones courses as the proper places to emphasi(e and teach critical thin ing, and developing and using some problems in exams "</ that test students6 critical thin ing s ills. This critical thin ing manual has been prepared to inform and aid you to accomplish "=/ these things, and "4/ it has been ept brief and straightforward so that all faculty members will have the time and opportunity to read it and follow the suggestions it contains. 5. their 1 222222222222222222222222222222222222 ;. their 1 2222222222222222222222222.22222222222 <. that - 222222222222222222222222222222222222.. =. these things 1 22222222222222222222222222222222.. 2222222222222222222.22222222222222222222. 2222222222222222222.22222222222222222222. .' it 1 2222222222222222222222222222222222222.. 'hile we as professors have the ability ourselves to thin critically, many students never develop critical thin ing s ills. 'hy> There are a number of reasons. The first goal of education, ?what to thin ,? is so traditionally obvious that instructors and students may focus all "!@/ their energies and efforts on the tas of transmitting and ac0uiring basic nowledge. #ndeed, many students find that this goal alone is so overwhelming that "!!/ they have time for little else. .n the other hand, the second goal of education, ?how to thin ? or critical thin ing, is often so subtle that instructors fail to recogni(e "!)/ it and students fail to reali(e its absence. !@. their 1 222222222222222222222222222222222222 !!. they 1 2222222222222222222222222.22222222222 !). it 122222222222222222222222222222222222222

:hildren are not born with the power to thin critically, nor do "!*/ they develop "!-/ this a ility naturally beyond survival-level thin ing. :ritical thin ing is a learned ability "!5/ that must be taught. $ost individuals never learn "!;/ it. :ritical thin ing cannot be taught reliably to students by peers or by most parents. Trained and nowledgeable instructors are necessary to impart the proper information and s ills. !*. they 1 222222222222222222222222222222222222222 !-. this a ility 1 2222222222222222222222222.22222222222 !5. that - 222222222222222222222222222222222222222. !;. it 122222222222222222222222222222222222222222 According to 7eithwood et al.")@@-/, Aleadership is second only to classroom instruction among all school-related factors that contribute to what students learn at schoolB and Ais widely regarded as a ey factor in accounting for differences in the success with which schools foster the learning of their students.B Curr, Drysdale, and $ulford found in their case study research on Australian principals that Athe principal remains an important and significant figure in determining the success of a schoolB "p. 5-=/. !<. that 1 222222222222222222222222222222222222222.. !=. which 1 222222222222222222222222222222222222222 !4. their 1 222222222222222222222222222222222222222.. )@. their 1 222222222222222222222222222222222222222.. EEEEEEEEEEEEEEEEEEE