Business Grammar, Style & Usage
Alicia Abell
Aspatore Books | 140 pages | CHM | 0.9 MB

Based on the actual writing and speaking styles of leading business executives worldwide, this book features easy-to-follow instructions and techniques for preparing polished written documents and writing and speaking in an articulate manner. Focusing on how leading business professionals really communicate, the basics of writing and speaking, including traditional grammar and speaking dos and don'ts, are covered. Examined are the particular styles in which business professionals communicate with each other and how to develop a personal professional style. Featured are special sections on writing memos, offer letters, e-mails, and other business documents that business professionals need to master.

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Teach Yourself Grammar and Style in 24 Hours
Pamela Rice Hahn, Ph.D. Dennis E. Hensley
Alpha | 448 Pages | PDF | 1.2 MB

Adults often begin writing and realized that they don't remember all the rules they learned in Mrs. Peacock's 8th grade English class. Most adults in the workplace today have purchased -- on at least one occasion -- a writing guide. Grammar, style, punctuation, sentence structure and irregular verbs are all elements of grammar and style that we often just don't know anymore. And for anyone who has to communicate professionally -- whether a formal business presentation or a general improvement in their everyday conversational ability -- has gone to the bookstore to look for a grammar and style guide. Teach Yourself Grammar and Style in 24 Hours is a straightforward guide to everything from basic nouns and verbs to expressing clear thought in writing. Based on the proven Teach Yourself formula, the authors will construct 24 1-hour lessons on grammar and style that build sequentially. Since grammar and style work together, readers can see how one chapter affects the next as they progress. Best of all -- at $17.99, readers can purchase one all inclusive grammar and style book for more coverage and a better price.
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There are two cases of inversion:

1) Inversion may be required by the grammatical structure of a given type of the sentence. Thus, in interrogative sentence, the finite verb must, as a rule, precede the subject:

Eg: Is she a student of your department?

Have they come yet?

The same word order is obligatory for a subordinate clause of unreal condition when the conjunction “IF” is omitted:

Eg: Had we time, we should readily go with you.

Were she not so busy, she would help us.

2) Inversion may be the result of emphasis. When some word in the sentence is put in prominent position to make it emphatic, the structure of the sentence may require an inverted order of subject and predicative verb:

Eg: Never has she sung beautifully.

Out rushed the children.

An inverted order of subject and predicative verb takes place in the following cases:

1- In questions, except an interrogative word (who, whose, which, what, how, etc.) is the subject of the sentence or modifies the subject.

Eg: Has the road been opened to the public?

How did you manage to do that hard task?

But: Who teaches English here? How many of you are going to start next week?

2- In sentences expressing Wish and Concession (nhượng bộ):

Eg: Long live the Vietnamese Nation!

So be it!

3- In the Imperative Mood if there is a subject expressed by a pronoun in set phrases – survival of the old word order:

Eg: Mind you what I say. Don’t you forget to do that.

4- In Conditional Clause if the conjunction is omitted, but only when the predicate contains an auxiliary or modal verb, or when the verb to be and to have are used as predicates:

Eg: Should my friend call, kindly tell him to wait for me.

Had I seen the car earlier, I should have warned her.

Had he more time, he would go with them.

5- When Auxiliary Verb or Modal Verb is repeated to apply a preceding statement to a new subject. Affirmative sentences open with ‘So’ , negative sentences open with ‘Neither’, ‘Nor’, ‘No More’:

Eg: A says: I have finished my work. à B says: So have I.

He got up at six thirty. So did everybody in the room.

He didn’t do his homework. Neither did she.

I am not pleased with his work. No more am I.

6- When the sentences begin with the following words: here, there, now, then, but only if the subject is a noun. If the subject is a personal pronoun, no inversion takes place.

Eg: Here are a few funny stories.

There goes the last train. We have missed it.

Now come the end of our lesson today.

But: Here they are. There she comes.

7- If a long adverbial expression, especially preposition one, opens the sentence; but only if the subject group is lengthy:

Eg: Through the open windows came the roaring sound of the big factory.

In the center of the room, under the chandelier, stood the head of the family to host that big party.

8- Often with the verb to say, to answer, to ask, etc. except when the verb is in an analytical form or followed by an object denoting the person addressed:

Eg: “Where do you come from?”, asked he.

“If you do not hurry, we will miss our train,” said Mrs. Bailey to her friend.

9- If an adverb, a conjunction, or an emphatic particle with a negative or restrictive meaning begins the sentence: hardly, little, neither, nor, no sooner…than, not only, scarcely…when, etc. :

Eg: Nowhere was the life so hard and terrible as that east-end mountain.

Never before have they suffered such a serious discrimination.

No sooner had she got onto the compartment than the light went out.

Seldom have I seen such wonderful flowers.

Little did she know the true meaning of love.

Only then did they realize that they had been in the big trap.

Hardly did I think it possible.

10- If the predicate begins the sentence, the inversion is used though sometimes the normal word order remains:

Eg: Fine and sunny was the morning when we started our journey.

Clearly and loudly did he speak that everybody could hear him.

11- If an emphasized “So” preceding an adverbial modifier, or an emphasized “Thus” is put at the head of the sentence:

Eg: So rapidly did she gain confidence that she could have her own keys to the house.

Thus was the country plundered by the invaders.

He was so good a man.

Read more "Inversion"

The English language uses the following means to make a word or a word-group prominent:

1) Using intonation in spoken language, prominent stress in word-group, or using bold type, italics, underlines, … can be used to express emphasis.

Eg: I have seen him. I have seen him lately.

2) A word or a word-group becomes emphatic when it is put in any abnormal position:

Eg:

Strangely fast fled his days in the valley.

Down, down they ski off the hill.

Foot steps, quick and light, mounted the stairs and went into the next room.

(Click "Read More" to see full details)

3) Constructions with an anticipatory “it” also serves the purpose of emphasis:

Eg:

It was he who broke the window.

It was in the middle of the night that the fierce fire burst out.

4) Sentences with the construction: of + objective case of the personal pronoun is also an emphatic construction:

Eg:

Not for the life of me could I do such a stupid thing.

It will be the unavoidable death of him.

I can not bear the terrible sight of it.

5) The so-called repetition group are another favorite device to make a word prominent:

Eg:

He added improvement after improvement to his machine.

She thought of it again and again.

It was miles and miles of winding forest path.

6) Abstract noun and names of materials are made emphatic when used in the plural:

Eg:

The snows and frosts of an Arctic winter killed them.

A thousand pardons were produced when she made a mistake.

7) The auxiliary verb “do” is used for emphasis:

Eg:

Do begin now!

Do be quiet!

We do understand what you say.

They never did get on together smoothly.

8) The reflexive pronoun is used for emphasis:

Eg:

He himself did it.

I do homework by myself.

You should do that on your own.

Read more "Emphasis"

MARKS OF PUNCTUATION

I. Definition: The punctuation marks separate, group, and qualify words and elements in sentences. They help us to suggest the pauses, intonations, and gestures that would be used in speech.

II. Classification:

2 main kinds: Separate Punctuation Marks and End Punctuation Marks.

1) The Comma ( , ):

--> Is used within sentences to reflect structure and to clarify meaning.

Eg: This novel, a best seller, has no real literary merit.

--> Is used to separate independent clauses joined by coordinative conjunction.

Eg: The sky was clear and the weather was fine at Philadelphia, and the pilot requested permission to land there.

But when the clauses are short, the comma can be omitted.

Eg: The sky was clear and the pilot landed.

--> Is used between words, phrases, or clauses in a series.

Eg: The closet contains worn clothes, old shoes, and dirty hats.

--> Is used after a long introductory subordinate phrase or clause.

Eg: Living for centuries, redwoods often reach a height of three hundred feet.

--> Is used to set off non-restrictive appositives, phrases and clauses (non-defining clauses).

Eg: Oil, which is lighter than water, rises to the surface.

--> Is used with sentence modifiers, conjunctive adverbs, and sentence elements out of normal word order.

Eg: Only a very few poets, unfortunately, earned their living by writing.

Her exams, I believe, will be successful.

He arrived late, however, he didn’t say an excuse.

--> Is used to mark off narrative from a direct quotation that is neither a question or an exclamation.

Eg: Mary said, ‘I have done it ahead of time”.

--> Is used to separate a question tag from the rest of the sentence.

Eg: Haven’t learnt it, have you?

--> Is used for grouping numbers into units of three in separating thousand, million,…

Eg: 1,000,000

--> Is used with degrees, titles, elements in dates, places, and addresses,…

Eg: David Moors, M.A., Ph. D., came to the reception.

--> Is used with mild interjections, words like YES/NO in direct address, and after the salutation of a personal letter.

Eg: Well, I don’t think that you are correct this time.

No, she quite disagreed with my suggestion.

Dear John, it has been some time since I have written…

2) The Semi-colon ( ; ):

--> Is used to link main clauses not joined by conjunction.

Eg: Some people can write well; others can not.

--> Is used to link main clauses joined by conjunctive adverbs ( however, furthermore, consequently ):

Eg: Speeding is illegal; Furthermore it is very dangerous.

--> Is used to link clauses which themselves contain commas even when such clauses are joined by conjunctions.

Eg: She lives in a small cottage in Cooma, miles from the nearest town; The cottage is without gas, running water or electricity.

3) The Colon ( : ):

--> Is used quotations, statements and series which are introduced formally.

Eg: Three countries were represented: England, France and Italy.

He began his speech: “Ladies and Gentlemen…”

--> Is used between two independent clauses when the second explains or amplifies the first.

Eg: Music is more than something mechanical: it is an expression of deep feeling and ethical values.

--> Is used before formal appositives, including those introduced by such expressions as: namely and that is.

Eg: Our conduct, the dean said, would have one result: dismissal.

He gave us only one warning: namely, that we should not demonstrate again.

--> Is used between hours and minutes to indicate time in bibliographical (thư mục) entries, etc.

Eg: The plane took off at 15:45’.

Boston: Houghton Mifflin Company.

4) The Full stop or period ( . ):

--> Is used to end a sentence which is neither a question or an exclamation.

Eg: She didn’t come as she had promised.

--> Is used after most abbreviation and contractions.

Eg: Mr., Dr., Ave., B.C.,…

5) The Exclamation mark ( ! ):

--> Is used after a word, phrase, or sentence to signal strong exclamatory feeling.

Eg: What a nice day!

“Help! Help!”, she cried loud.

6) The Question mark ( ? ):

--> Is used to end a direct question.

Eg: Do you understand what I say?

It is good for you, isn’t it?

--> Is used to indicate the writer’s uncertainty.

Eg: Pythagoras, who died in 497 B.C. (?) , was a great mathematician.

7) The Dash ( - ):

--> Is used to indicate interruption and special emphasis, and to introduce summaries.

Eg: He replied, “I will consider the – No, I won’t either.”

Attic fans, window fan, air conditioners – nothing would counteract the fierce humidity of that summer.

--> Is used to mark an abrupt change or break in the continuity of a sentence.

Eg: There are many doctors – indeed, some surgeons – who have never witnessed a heart transplant.

--> Is used to replace a word or part of a word that is considered taboo.

Eg: Oh, dear! Where is the – ing key?

--> Is used to indicate duration or distance between two points in time or space.

Eg: 1945 – 1998.

Southamton – New York.

8) The Parentheses ( ):

--> Are used to enclose loosely related comment or explanation within a sentence, and to enclose figures numbering items in a series.

Eg: The oil company refused to buy the land (1) because the owner had no clear title to the property and (2) because it was too far from the company’s other wells.

He is hoping (as we all are) that this time he will succeed.

He was vice chairman of that company (1992 – 1995).

9) The Square Brackets [ ]:

--> Are used to enclose interpolations in quotations.

Eg: I have read some famous literature works , such as: Don Quixote [by Miguel de Servantes], and Ivanhoe [by Sir Walter Scott].

10) The Quotation marks ( “ ” or ‘ ’ ):

--> Are used to enclose direct quotations and dialogue.

Eg: He said: “I am leaving tomorrow morning.”

--> Are used to enclose the titles of essays, articles, short stories, short poems, etc.

Eg: “The secret life of Walter Mitty” is the story of a day-dreamer.

--> Are used to enclose words or phrases borrowed from others or used in a special way.

Eg: He called him “emperor” but he was really just a director.

--> Are used to disclaim responsibility for an expression.

Eg: He was arrested for smuggling “crag”.

Her “hubby” had bought her a new car.

11) The Apostrophe ( ' ):

--> Is used to indicate the possessive case of nouns and indefinite pronouns.

Eg: This is Mary’s bag.

To make up one’s mind is not easy sometimes.

--> Is used to mark omission in contracted words.

Eg: isn’t, didn’t,…

12) The Hyphen ( - ):

--> Is used to mark the break an unfinished word at the end of a line.

--> Is used between a prefix and a proper name or when the emphasis is on the prefix.

Eg: Co-ordination, Ex-directory, Post-Renaissance…

--> Is used in compound numerals form twenty-one to ninety-nine.

Eg: Twenty-four, fifty-seven, eighty-eight.

--> Is used between parts of compound words.

Eg: Form-word, body-building, pocket-book, head-noun…

--> Is used between elements of the modifier in attributive position in order to avoid ambiguity.

Eg: He is a small-businessman.

She has grey-green eyes.

He looked across her with a don’t-ask-me expression

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English Grammar In Use with Answers
Raymond Murphy
Cambridge University Press 3th edition | 390 pages | PDF | 30 MB

- English Grammar in Use Third edition is a fully updated version of the classic grammar title. It retains all the key features of clarity and accessibility that have made the book popular with students and teachers alike.
- Designed to be flexible, the book is available both with and without answers, making it ideal for self-study, but also suitable for reinforcement work in the classroom. The 'with answers' version of the book comes with a handy pull-out reference panel which allows students to review key grammar points at a glance.

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Understanding and Using English Grammar
Betty Azar
Longman | 25.4 MB+24.3 MB + 223 MB | PDF-MDF,MDS
The classic text for students, knowledge of which are in the range from intermediate to advanced level. A clear presentation of the material, accompanied by contributing to his learning illustrations makes the book as special product. The third edition has a greater emphasis on the communicative aspect of the English language in the U.S. ENGLISH ONLY

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The Teacher's Grammar of English
A Course Book and Reference Guide- with answers
Cambridge University Press | PDF | 724 pages | 60 MB

The Teacher's Grammar of English is a comprehensive resource text designed to help ESL/EFL teachers understand and teach American English grammar. The Teacher's Grammar of English is a comprehensive resource text designed to help ESL/EFL teachers and teachers-in-training understand and teach American English grammar. In addition to complete, up-to-date coverage on form, meaning, and usage, each chapter includes practical suggestions for teaching, as well as a unique section that analyzes common errors made by learners from different first-language backgrounds, based on current research in second-language acquisition. Review exercises throughout each chapter make the book an ideal text for a course on English grammar. An answer key is included. A chapter of past and present instructional practices provides an overview of the debate surrounding the teaching of grammar.

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When Bad Grammar Happens to Good People
How to Avoid Common Errors in English
Ann Batko, Edward Rosenheim
Castle Books | 255 pages | PDF | 2,3 MB

Are you worried that how you speak or write is holding you back at work? Do you fear you’re making frequent conversational errors, but just aren’t sure what’s correct? Ever stumble when choosing between “who” and “whom,” “affect” and “effect,” “lay” and “lie”? If so, then When Bad Grammar Happens to Good People should be at the top of your reading list. This comprehensive, easy-to-use reference is a program designed to help you identify and correct the most common errors in written and spoken English. After a short and simple review of some basic principles, this book is organized in the most useful way possible-by error type, such as “Problem Pronouns” or “Mixing up Words that Sound the Same.” You choose how to work your way through, either sequentially or in the order most relevant to you. Each unit contains tests at the end to help you reinforce what you’ve learned.
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TOEFL Listening Practice (Audio CD)
Kaplan Publishing | English | MP3, 192 kbit | 95 Mb

This audio CD is an excellent tool for any and everyone getting ready for and aiming at the TOEFL test. It provides both trainers and students working on their own with a wide and extensive range of listening material typically found in the listening section of the TOEFL test.

Some of those preparing for international exams such as the TOEFL need extra practice for the listening section and it is not that easy to find supplementary material focusing on that specific aspect. As an experienced trainer in the corporate and academic (international exams) world, I strongly recommend this as very good supplementary material, for TOEFL preparation or even for those interested in improving their listening skills in American English.

However, I should say that the reason why I gave it 4 stars and not 5 is because it does not come with any scripts or accompanying exercises, which would definitely optimize the recorded material and its results. Therefore, trainers should develop their own activities in order to maximise results.

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“Cambridge Grammar for IELTS Student's Book with Answers and Audio CD"
Diane Hopkins
Cambridge University Press | 2006-10-23 | 270 pages | PDF + mp3 | 75,1 + 67,2 MB

Cambridge Grammar for IELTS provides complete coverage of the grammar needed for the IELTS test, and develops listening skills at the same time. It includes a wide range of IELTS tasks from the Academic and General Training Reading, Writing and Listening modules, and contains helpful grammar explanations and a grammar glossary.

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IELTS Practice Tests - Peter May (Oxford)
165 Pages | PDF | 9.32 MB

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