TOPIC 6
WRITING FOR ACADEMIC PURPOSES
In
your academic work, there are times when you will need to summarize,
take notes or make notes depending on the source that provides the
information needed. This activity demands the disciplined use of your
ears, eyes,hands and thinking capacity.
Summarizing
This
is making a short statement (written or spoken) that gives the main
points (information emphasis) about a text or speech without giving all
the details.It is an activity involving a compact communication based on
your understanding of the original ideas and which is presented in your
own words (without presenting your own opinions) especially trying to
keep the structure (or skeleton) of the original presentation intact.
Simple guidelines about summary techniques include:
(1).After reading a section or a chapter try to pause and put what you have just read into your own words in brief.
(2). Do not present your own opinions but present the original ideas usingyour own language
(3).Go over the text again and check the correctness of your summary.
(4).If something important is missing then add it and if something you wrote seems to be wrong, correct it.
(5). Try to keep the structure or organization of the original presentation so that the ideas do not get mixed up.
Note Taking
If
information is briefly recorded from a source of information such as
from presentations in a meeting, an oral discussion, a lecture, a radio
or a television broadcast that is called note taking. It is about you
taking notes from another source- written source or spoken source. The
source for note taking may be a book, journal, periodical, or a
newspaper, a lecture or a radio presentation, meetings, seminars, et
cetera. Note taking is an important skill for business employees as well
as their managers because it is needed for summarizing information in a
brief and yet clear format.
Some guidelines for note taking:
(1).Develop your own way of taking points quickly e.g.writing points using abbreviations and symbols you are comfortable with
(2). Be an active listener or reader
(3). Concentrate to make sure you benefit from the presentation or the text material.
(4).Do not write everything that is said or found in a text material but just pick the important points
(5).Leave
enough space for expanding your notes (that is for note making)
immediately after the presentation or after reading the relevant piece
of writing
Note Making
This follows
on from taking notes and happens when you review your notes and
re-organize them in a way that makes sense to you leading to more
obvious connections between the points. It is about making your own
notes by expanding on the information or arranging information in the
way suitable for your understanding, or perhaps integrating information
from the notes you took from a lecture, from a friend's exercise book
and from a book you read in order to get good notes for your own use.
Some guidelines for note making include:
(1). Concentrate to make sure you benefit from your reading of the notes you took
(2).
Make sure your notes are in your own words based on your understanding
but without changing the original meaning of the text
The Importance Of Summarizing, Note Taking And Note Making
Note taking and note making have the following importance:
(1). They help people to develop skills of selecting important information from information which is not important
(2).They help people to remember and keep important information
(3).They help people to improve their study habits
TOPIC 7
PARTS OF SPEECH
All
the English words, though thousands in number are categorized under
eight types of words normally known as “parts of speech”. These eight
types of words are classified according to the use or work that these
words do in the sentences. For simplicity, I normally group these eight
parts of speech into three (3) classes based on their relationships.
However, do not take this grouping very seriously because it is just my
personal approach.
The first group consists of Nouns,
Pronouns and Adjectives. They centre on the nouns as their key leader.
The second group consists of Verbs and Adverbs with the verbs as key
leader. The last group consists of Conjunctions, Prepositions and
Interjections with no key leader for they do not have a simple
relationship among them.
Let us briefly discuss each of the eight parts of speech.
Nouns
These are names of things, people, places, animals, et cetera. There are different kinds of nouns:
(a). Common – general names of creatures or objects such as lion, sword, soldier, shirt, et cetera.
(b).
Proper –specific names of persons, places, et cetera such as Ali, Dar
es Salaam, Africa. They are normally written beginning with capital
letters.
(c). Collective – names that represent a collection or
groups; that is, implying more than one thing such as team, crowd,
bunch, et cetera.
(d). Abstract – names of some quality that cannot be seen or grasped such as pity, bravery, anger, et cetera
(d). Concrete –names of things that can be seen and grasped such as chair, car, house, et cetera
(e). Countable- names which refer to things which can be labeled as one, two, three, et cetera such as house, pen, children.
(f).Uncountable –names which cannot be labeled as one, two, three, et cetera such as water, sand, ink, sugar.
Singular and Plural
These
nouns may come as one (singular) or many (plural). There are many ways
how singulars change to plurals and this is not a simple thing to
master. One has to take time learning how different names change from
the singular to the plural( for example: lady-ladies, boy-boys,
knife-knives, son-in-law, sons-in –law, penny-pence, child-children,
foot-feet, sheep-sheep, deer-deer).Compound nouns ( which are formed by
joining two nouns) also have singular and plural forms depending on the
second word in the combination( for example: housewife-housewives,
watchmaker-watchmakers, armchair-armchairs).
Gender
We
can also look at the nouns from a gender perspective. Names which refer
to males are called masculine (for example: father, king, cock) while
names which refer to females are called feminine ( for example: mother,
queen, hen). Names which can represent both males and females belong to
common gender ( for example: teacher, cousin, baby, sheep) while names
that do not refer to males or females form a neuter gender (for example:
book, desk, house, football).
Possession
Nouns
which show that something belongs to a certain name (possessive nouns)
often use an apostrophe before an ‘s’ (for example: a king’s throne, a
pupil’s book, a man’s shoe, children’s home, et cetera). For plural
nouns which end naturally with an ‘s’ the apostrophe is placed in front
of the “’s’ not before it (for example: kings’ thrones, pupils’ books)
Multiple Choice Questions On Nouns
Put a tick against the correct answer
(1). Here is……………….
(a trouser, the trousers, a pair of trousers, a trousers)
(2). Diana has……………...
(long hair, a long hair, long hairs, the long hairs)
(3). My class teacher’s table is made of………………….
(a wood, woods, wood, the wood)
(4). On Sports’ Day the City Education Officer gave the pupils…………………
(an advice, advices, a few advices, a piece of advice)
(5). …………….have been made
(The furnitures, Furniture, The pieces of furniture)
(6). A big …………………..of Egyptian soldiers fought a battle
(group, crowd, army, audience)
(7). A woman who is about to be married is a…………………
(spinster, bride, blue stocking, widow)
(8). ……………….is a very important to Egypt.
(A Nile, The Nile, A part of Nile, Nile)
(9)………………good news.
(There are, Those are, This is, These are)
(10). Mr Juma has a big…………………of cattle on his farm.
(herd, flock, pride, pack)
Pronouns
These
are words which are used in place of a noun ( for example: ‘he’ for
‘Rashidi’) or a noun phrase(such as ‘he’ for ‘the man’).Consider this
sentence in which the nouns ‘Peter’ and ‘problem’ occur three times:
Though Peter tried to solve the problem, Peter could not do the problem and the teacher solved the problem for Peter.
Now read this revised sentence. The words in bracket represent pronouns:
Though Peter tried to solve the problem (he) could not do (it) and the teacher solved (it) for (him).
Demonstrative Pronouns
They are for showing something both in singular and plural. For example:
(This) is my dog. (These) are my dogs. (That) is a pen.
Personal Pronouns
They represent people in singular and plural form. For example:
(I) am your teacher.(You) are my student. (You) are teaching (me). (They) will come to our class.
Possessive Pronouns
They show that something belongs to a person or another thing. For example:
This is my book. It is (mine).
That is his knife. It is (his).
These are our children. They are (ours).
That cat has a long tail. (Its) tail is black.
Multiple Choice Questions On Pronouns
Put a tick against the correct answer
(1)She is no friend of…………………….
(mine, me, us, you)
(2). Let you and ……………...be friends.
(I, myself, us, me)
(3). I rang…………….up this morning.
(she, her, herself, me)
(4). He is your student because you are teaching……………….
(he, himself, his, him)
(5). …………………..are in the same class.
(Him and me, me and he, he and I, I and him)
(6). What is the name of …………………who came first?
(he, him, hers, herself)
(7). They came to see………………….
(I and she, I and her, me and her, me and she)
(8). ……………….gave a present to John
(He and her, Him and she, He and she)
(9). Smith is polishing his shoes. He is polishing………………..
(it, they, theirs, them)
(10). Mr. John and ……………came last night.
(him, himself, he, me)
Adjective
These
are words which describe nouns. They give more information to the names
so that we are clear about them as much as possible. So, a ‘crowd’ is
more general in meaning than a ‘large crowd’. Examples of nouns with
adjectives in bracket include: (tall) man, (good) student, (friendly)
match, et cetera.
There are several kinds of Adjectives.
Proper Adjectives
Proper names can act as the basis for forming Proper Adjectives. For example:
Shakespeare: Hamlet is a (Shakespearean) play.
Paris: Charles is a (Parisian) painter.
Tanzania: Hamisi is (Tanzanian).
Russia: Pavlov is (Russian).
Zanzibar: Asha is (Zanzibari).
Possessive Adjectives
These are words which show that something or someone possesses a certain thing. For example:
(My) watch is new. (Our) watches are new.
That is (your) child. Those are (your) children.
This is (his) house. These are (their) houses.
Degrees of Comparing Adjectives
Adjectives
can be compared in positive, comparative and superlative degrees. The
positive degree is used when no comparison is made. The comparative
degree is used when comparing two things. It is in comparing more than
two things that we need to use a superlative degree of an adjective. For
example:
Positive: tall, big, dear, expensive, good, much,
Comparative: taller, bigger, dearer, more expensive, better, more,
Superlative: tallest, biggest, dearer, most expensive, best, most
Positive: Charles is tall
Comparative: Peter is taller than Charles
Superlative: William is the tallest of the three boys.
NOTE:
The Superlative takes ‘the’ hence ‘the tallest boy’, ‘the longest river’, ‘the most expensive car’, et cetera.
Articles
‘A’,
‘an’ and ‘the’ are little words that are often placed before a noun and
in a way they act as adjectives because they modify the meaning of the
noun. A and An mean ‘one’ and hence are used for singular nouns. If the
sound of the singular noun begins with a vowel sound (a, e, i, o, u), An
is used (an owl, an orange, an hour, et cetera). If the sound is a
consonant (b, k, d, et cetera), A is used ( a pen, a youth, a uniform,
et cetera).
Because A and An are used to refer to
general things, they are called “indefinite articles” because they do
not refer to something specific between the speaker and the hearer. On
the other hand, ‘the’ is called a ‘definite article” because it refers
to things that are definite, clear and known to the people
communicating. To master the use of ‘the’ you have to study more about
its many rules and exceptions.
Examples with ‘the’:
(1). For definite things
(The) man waiting at (the) bus stop is my uncle.
(The) book we bought yesterday is here.
(2). For a whole class of things
(The) cow is a useful animal.
(3). For certain geographical names and countries
(The) Nile. (The) Indian Ocean. (The) Congo. (The) United States of America
(4). For plural meaning
(The) rich should help. (The) poor have nothing to enjoy.
Zero Article
You
have probably noticed that there are occassions when a noun or a noun
phrase is not preceded by any article. We refer to this as Zero Article
(o ), meaning that there is no article used. Read the following
examples to learn situations where you do not need to use an article
before a noun:
(1). To talk about plural and uncountable nouns or when talking about things in general:
I'm terrified of heights
I'm into drum and bass.
I hate cheese.
(2). Before countries, towns, streets, languages and single mountains:
I'm from China
I've climbed Mount Everest.
She speaks French.
(3). Before some places and with some forms of transport:
I live at home with my parents.
I came here by car.
He goes to work by bus.
(4). In exclamations with what + uncountable noun:
What beautiful weather!
What loud music!
What disgusting food!
Multiple Choice Questions On Adjectives
Put a tick against the correct answer
(1). ……………pupils always act as they are told to do
(careless, shy, obedient, unintelligent)
(2). Both exercises are difficult but the first is the ……………..of the two.
(very difficult, difficult enough, more difficult, easy)
(3). Suzan chose the pastries which looked the……………………
(salty, sweet, sweeter, sweetest)
(4). One shilling is the ……………..charge for this film.
(little, a little, very little, least)
(5). There are two roads leading to the village, the lower road being the ………….one.
(narrow, broadest, narrower, very broad)
(6). Travelling by road is……………than flying by air.
(more cheaper, cheap, cheaper, the cheapest)
(7). I have done…………..work this term than the previous
(neat, the neatest, most neat, neater)
(8). This house is…………… of the two.
(the best, the worst, very good, the better)
(9). Pamela is……………reader in the class.
(worse, the worse, the worst, bad)
(10). Kikwete’s…………..brother is in business.
(older, elder, oldest, more elder)
Verbs
These
are words which show physical or mental actions. In other words they
are ‘doing’ words (ask, kick, pass, sing, run, read, et cetera).These
action words are used to give information about past, present and future
events.
Regular and Irregular Verbs
Sometimes verbs can be grouped into regular and irregular verbs.
Regular
verbs are those verbs which show a systematic pattern (by adding –d,
-ed or -ied) when forming a simple past tense. Examples of regular verbs
with their simple past in bracket include: ask (asked), kick (kicked),
pass (passed), report (reported), try (tried), bury (buried), build
(built), et cetera.
Irregular verbs do not have a
simple pattern when changed into simple past tense. They may not change
their shape or sometimes look like they are different words. Examples of
irregular verbs with their simple past in bracket are such as: go
(went), put (put), shut (shut), lie (lay), bleed (bled), break (broke),
meet (met), draw (drew), bring (brought), sing (sang), read (read), run
(ran), et cetera.
Transitive And Intransitive Verbs
Transitive
verbs are verbs which take an object; they cannot stand alone without
an object for it. If you say ‘people keep” the hearer will ask ‘people
keep what?’. There is a feeling that the verb ‘keep’ needs something to
complete its meaning. So to make it complete you may wish to add an
object and get something like ‘people keep animals’. You can easily find
an object of the sentence by asking ‘who’ or ‘what’ about the verb.
Examples of transitive verbs with suggested objects in bracket include:
win (a prize), break(a window), cut down(a tree), see(an elephant),
catch(a thief), kill(a man), et cetera.
Because
transitive verbs carry objects they can be used in constructing passive
voice statements. Examples of active sentences with their passive
sentences in bracket are such as: People keep animals (Animals are kept
by people), He killed a man (The man was killed by him), The boys won
the prize (The prize was won by the boys), et cetera.
An
intransitive verb does not take an object and therefore cannot be used
to construct passive sentences. Some examples of intransitive verbs
include: go, sleep, cry, shine, et cetera. These verbs are complete in
meaning by themselves. Nobody will be surprised if you said ‘the baby
cried’. The verb ‘cry’ does not need an object.
NOTE:
However,
there are verbs which can be used both transitively and intransitively
depending on the nature of the sentence-whether it can or cannot carry
an object. Take for example a verb ‘open’. You may say ‘the door opened’
(intransitively) or ‘the teacher opened the door’ (transitively).
Main And Helping Verbs
In
a verb phrase such as ‘I am going’ you have the word ‘going’ as the
main verb and the word ‘am’ as a helping verb. The word ‘am’ is helping
to complete the meaning of the verb ‘going’, whether we should take it
in the past or present or future, et cetera. The ordinary (main) verbs
are such as jump, kill, eat, swim. The list of helping (auxiliary) verbs
includes these: be, have, do, can, may, must, shall, will, need, dare,
used.
Multiple Questions On Verbs
Put a tick against the correct answer
1.An experienced surgeon will…………..the operation
(make, construct, perform, produce)
2.The headmaster did not…………….me leave to stay absent from school.
(permit, admit, favour, grant
3. We asked him to........... his doctor since he was ill.
(consult, advise, instruct, recommend)
4.The detectives from Scotland Yard arrived to............the crime.
(explore, seek, investigate, pursue)
5.The city magistrate will.............sentence on the accused tomorrow.
(say, tell, speak, pronounce)
6.Such an insult cannot be..............by anybody.
(bore, born, borne, bared)
7.This exercise book has...................on the floor for a week.
(laid, lain, lied, lay)
8.The poster was...................on the wall.
(stroke, struck, stricken, stuck)
9.Many trees.....................in the storm.
(fallen, felled, fell, filled)
10.The Assistant Minister for Education.......................the school in our village.
(founded, found, pounded, laid)
Adverbs
These
are words which tell ‘how’, ‘where’ and ‘when’ an action is done. Some
of the different kinds of adverbs are such as those of MANNER (fast,
hard, carefully, brightly, cheerfully, faithfully, et cetera), PLACE
(near, here, there, everywhere, anywhere, far, under, above, up, et
cetera), TIME (to-day, yesterday, early, immediately, now, soon, still,
then, et cetera) and FREQUENCY (often, repeatedly, seldom, never, twice,
always, occasionally, sometimes, et cetera).Examples of some sentences
with adverbs in bracket include: I opened the door (immediately). Juma
has (always) stood (first) (in the class).Ana did the questions
(easily).Alice dances (well).The teacher left the room (hurriedly).
Multiple Choice Questions On Adverbs
Put a tick against the correct answer
1.The pupils protested…………….against their class monitor.
(correctly, angrily, immediately, skillfully, rapidly, comfortably)
2.Carol answered every question………………
(correctly, angrily, immediately, skillfully, rapidly, comfortably)
3.The patient sat………………..in the armchair.
(correctly, angrily, immediately, skillfully, rapidly, comfortably)
4.On receiving the message the doctor went to the hospital………………
(correctly, angrily, immediately, skillfully, rapidly, comfortably)
5.The small pox spread……………..to all parts of the city.
(correctly, angrily, immediately, skillfully, rapidly, comfortably)
6.The wood carvers’ carvings were done……………………
(correctly, angrily, immediately, skillfully, rapidly, comfortably)
7. Children should speak……………….to their elders.
(rudely, angrily, politely, loudly)
8.The naughty boy was punished……………….
(generously, kindly, humbly, severely)
9.John started school……………
(in 1998, to 1998, at 1998, on 1998)
10.Khamis went………………………
(at the station, on the station, to the station, the station).
Prepositions
These
are words which show relationships between nouns, or pronouns and other
words (such as verbs) in a sentence. Prepositions are normally placed
before nouns and pronouns but they can also come at the end of the
sentence. Mastering the use of prepositions requires some effort.
You
should also note that many words used as prepositions can also be used
as conjunctions and adverbs. Some of the prepositions in common use
include the following: about, above, across, after, against, along,
among, around, at, before, behind, below, beside, between, beyond, by,
down, during, for, from, in, into, near, of, on, opposite, over, since,
through, till, to, towards, under, until, up, upon, with, within,
without. Examples of sentences with prepositions in bracket include:
They succeeded (in) escaping. I showed the map (to) Bill. I wash my
hands (with) soap. (To) whom were you talking? Whom were you talking
(to)?
Let us look at some types of prepositions.
Prepositions of Time and Date
These
include: at, on, by, before, in. Examples of prepositions of time and
date include the following: at six, at midnight, at 4.30, at the age of
sixteen (or at sixteen), on Monday, on 4 August, On Christmas day, On
Maulid, at night, at Christmas or at Easter (referring to the period of
Christmas or Easter not the day only).
Prepositions Of
Travel, Movement, Place And
Direction
These include: from, to, at, in, by, on, into, onto, off, out,
out of. Examples: They flew (from) Paris to London. When are you coming
back (to) Tanzania? They arrived (in) Spain. I arrived (at) the hotel.
We got (off) a public vehicle. We went (via) Kariakoo. They went home
(by) bus. There is a bridge (over) the river. They went (to) the market
to buy some things.
Prepositions Used With Some Adjectives And Verbs
Some
adjectives and verbs can be followed by certain prepositions and it is
important to learn how they are used in a sentence. Look at this short
list:
Interested in, anxious for or anxious about, confident of,
capable of, bad at or bad for, fond of, good at or good for, suspicious
of, tired of, used to, pleased with, accuse somebody of, apologize(to
somebody) for, believe in, occur to, punish(somebody) for, hope for,
consist of, beware of, persist in, insist on, laugh at, smile at, look
for, look at, et cetera.
Multiple Choice Questions On Prepositions
Put a tick against the correct answer
1. Let us look………………….picture.
(in, at, on, of)
2. A fire broke……………….near here yesterday.
(into, down, out, up)
3.He was accused…………….robbery.
(with, of, in, for)
4.Pour this water…………the tank.
(in, into, on, to)
5.Tom fell as he was getting…………..his bicycle.
(on, up, in, for)
6.Mrs. Pinto was disappointed…………her daughter.
(with, in, at, about)
7.Why is that man staring………….us?
(at, on, to, after)
8. He is not interested…………….anything but cricket.
(at, with, on, in)
9.The match ended……………a victory for our school.
(for, at, to, in)
10.The teacher was angry…………..his pupils.
(at, with, on, to)
Conjunctions
These
are words which connect or join words or groups of words. Some of the
most commonly used conjunctions include the following: and, but, so,
either…or….., neither..…nor…..., before, after, when, because, until,
unless, till, as, if, while. Examples of sentences with conjunctions in
bracket are such as:
Juma (and) Ali went to school.
John is honest (but) poor.
William and Steven arrived (before) Mary.
(Neither) John (nor) Jane is present today.
(Both) Diana (and) Cesilia are students of this college.
This is the car (that) Jackson bought last month.
The boy (who) works in the post office is my brother.
The types of conjunctions are as follows:
Coordinating Conjunctions
They
are for joining pairs of nouns, adjectives, adverbs, verbs, phrases and
clauses. They include: and, but, both………and, or,
either…….or………,neither…..nor, not only……….but also, et cetera. Examples
of sentences with coordinating conjunctions in bracket include: He is
small (but) strong. He can (neither) read (nor) write. Ring Tom (or)
Bill. (Not only) men (but also) women were chosen.
Subordinating Conjunctions
They
introduce subordinate clauses. They include: if, that, though,
although, unless, when, et cetera. Examples of sentences with
subordinating conjunctions in bracket are such as: He had no
qualifications; (nevertheless) he got the job. He got the job (although)
he had no qualifications. (Despite) the severe weather conditions all
the cars completed the course. (As) I left the house I remembered the
key.
Multiple Choice Questions on Conjunctions
Put a tick against the correct answer
1.He was very ill;…………………..we called in the doctor.
(and, but, so)
2.Sheila is clever……………….she is not friendly.
(so, because, but)
3. It is very late………….we can still catch the last train.
(but, so, and)
4.He is honest…………….he is stupid.
(so, because, although)
5.I am pleased with this book…………..the principal gave to me.
(who, whom, which)
6.Chinua Achebe………….novels are known all over Africa was born in Nigeria.
(which, whose, whom)
7. Tomorrow there will be neither snow……………rain.
(either, or, nor)
8. You can go there………………….by coach or by rail.
(neither, nor, either)
9. You will not succeed …………..you do not work hard.
(unless, so, if)
10. In the evening…………..the sun is low, the birds return to their nests.
(so, when, unless)
Interjections
These
are words used to express strong feelings or emotions to show
attention, concern, joy, relief, surprise, et cetera. An interjection is
always followed by an exclamation mark (!). Some of the interjections
(exclamations) include: alas! Hi! Indeed! Oh! Hurrah! Hush! Hello!
There are several types of interjections.
Interjections Of Surprise And Joy
Oh dear! What are you doing now?
Hurrah! Our team has won the match.
Ha! They have passed their O-level examinations.
Interjections Of Pity And Concern
Alas! Martha is dead.
Hark! The inspector is coming to arrest us.
Hush! Don’t make a noise.
Interjections of Attention And Love
Hello! When did you come?
Hi! You are warmly welcome.
Questions On Interjections
Pick out the interjections and say what feeling is expressed by each
1.Good gracious! I shall be late for school.
2.Hurrah! Our team has won.
3. Oh dear! My pet is badly hurt.
4. Hush! You will wake the patient.
5. Bravo! You have all done well in your examination.
6. At last! The work is over.
TOPIC 8
SENTENCES
Sentences are groups of words having complete meanings. That means one sentence (written or spoken) must make a complete sense.
Sentences
are generally classified according to their structure (how they are
made,built or constructed) or their purpose (their usage or what
function they perform). In this course we will focus on the
classification of the sentence based on its function or usage aspect.
So,
based on the function, a sentence expresses a fact or an opinion, a
question, a command or a request, an exclamation or a desire for
something. When written, a sentence begins with a capital letter and
ends with a period (.), a question mark (?) or an exclamation mark (!)
Look at these sentences and ask yourself which function they are performing:
(You) Come.
(You) Call the doctor.
I am a student.
I went to Kariakoo yesterday.
Where are you going?
Are you a footballer?
How pretty she looks!
What a fine day it is!
Very briefly, the following are types of sentences according to their function or usage.
(i).
Declarative/ Assertive Sentence: It is a sentence which simply affirms
or denies something. In other words, it is a straight statement.
e.g. Juma has taken tea.
Juma has not taken tea.
(ii). Interrogative Sentence: It is a sentence which inquires about something. It asks a question.
e.g. How old are you?
Will you buy that knife?
(iii). Imperative Sentence: It is a sentence which contains some command or prohibition or request or advice.
e.g. Polish my shoes (command)
Do not read so fast (prohibition)
Please, help me (request)
(iv). Exclamatory Sentence: It is a sentence which expresses some feeling of the mind.
e.g. Hurrah! My father has come.
Alas! I am undone.
What a beautiful bird it is!
(v). Optative Sentence: It is a sentence that expresses some wish, hope or desire.
e.g. May God bless you with a son.
Would that I were a King!
Long live the President!
May you have a long and happy life together.
May God have mercy on them.
