IDEA ENGINEERING

English grammar

Understanding and solution use of classifications of words in writing English

Lecturer: Drs. Willem Saragih., M.Pd

Assigned by: Doni Setiawan Sinaga

2191121001

English Education Class A 2019

Faculty of Language and Art

 PREFACE

All thanks are to the Almighty God who gave me a breath of life and helped his servant complete this
engineering idea entitled "" with ease. Without their help, the composer might not be able to finish well. And
don't forget to thank Dr. Drs. Willem Saragih., M.Pd as a lecturer who has given this task to me, as a
training and additional insight, as well as various parties who have helped me complete this task well.  The
engineering of this idea is arranged to meet one of the English grammar courses, which in submitting his
ideas is based on understanding and what is known by the author.  On this occasion, I would like to thank
you for your attention to this idea summary. I hope that this engineering of ideas will benefit myself and its
readers.

Medan, October 2019

                                                                                    Composer
 TABLE OF CONTENTS

PREFACE …………………………………………………………. .......

Table of Contents ……………………………………………………………………

CHAPTER I INTRODUCTION
A. Background ………………………………………………… …
B. Purpose ………………………………………………………… ....................
C. Benefits ………………………………………………………… …………….
Chapter II DIsscussion……………………………………………………………………………
Chapter III Closing
A. Conclution
B. Suggestion
 INTRODUCTION
A. BACKGROUND

Nowadays we often find a lot of information written in various mass media both electronic and print such
as novels, tabloids, newspapers, articles, magazines, and others. This information is needed by the
community one of them for students who can be used as learning in universities. Sometimes students even
use print media such as reference books that are made references in various research and lecturer
assignments In these books sometimes there are sentences containing words that have more than one
category. The categories in question are categories of words contained in a sentence such as verb, noun,
adjective, adverb, and others. For example, the word contains the noun category, the word contains the
verb category, the good contains the adjective category. The category of a word that can have more than
one function, often unconsciously we encounter in various readings, for example in sentences (1) I taste
the butter. The word butter in sentence (1) has a category or class as a noun. which is categorized as a
noun. But if we look at sentence (2) she butter the bread, the word butter in sentence (2) in the original
state has a different word class that is the category as verb. From the explanation in the examples above,
the author wants to explain that the event is very important for us to understand because each word can
have a different category from the initial word class to new word classes or in other words can have more
than one category even though it doesn't change the writing and spelling. From this, of course the meaning
contained also has a different meaning if the word has a different category or class of words. Therefore the
writer wants to examine this matter in this idea engineering so that the reader or writer can understand the
correct words in a sentence context.

B. PURPOSE OF IDEA ENGINEERING

From the background above it can be seen that the purpose of writing this engineering idea is to help find
ideas in writing English that is good and right and look for problems writers in writing English in the words
used so as to improve the quality of English writing

C. BENEFITS OF IDEA ENGINEERING

From this writing the author intends to improve good grammar English writing through word classification
because this is a supporting aspect of English writing. And solve the problem of writing English through the
classification of words from the author so as to improve understanding and English writing skills.
 DISCUSSION

In the study of linguistics there is a branch of linguistics namely morphology, one of which discussed the
process of word formation. George Yule (1985: 51) states that "the process of word formation is a way to
form new words or terms from the use of old words. The process consists of affixation, compounding,
mixing, clamping, reshaping, conversion, conversion, acronyms, and derivation "He argues that the process
of forming words includes affixation, compounding, mixing, clipping, reshaping, conversion, acronyms, and
derivations. Related to the explanation in paragraph three, the process of forming words related to this is
called Conversion. Oh Grady and Guzman (1996: 132) state that "Conversion is the process of giving an
existing word to a new syntactic category. Although it does not add a prefix, conversion is often considered
as a type of derivation due to changes in the categories and meanings that result ". Conversion is the
process of forming words that have more than one or more word class functions that change from the initial
word class without changing the writing and spelling even though the meaning changes meaning which
means the original word class. A word class is a division of types of words based on the similarity of
meaning, function, and form. The word classes that play a role in the conversion process include verbs,
nouns, and adjectives. The following is an example of a review of Conversions. For example:

a) He tells very funny jokes.

b) If I concentrate on my work and he just wants to joke, it bothers me.

In the two example sentences above there is the word joke which has different word class functions. In
sentence (a) the word joke has the class noun. Like a joke in sentence (a) which means something said or
done to make people laugh. This is different from the word joke in the second sentence, the word joke in
sentence (b) has a different class of words, verbs, so the meaning changes to tell a funny story. Therefore
joke words can experience conversion from noun classes to verbs.

In line with the explanation of Ingo Plag (2002: 135), that "different types of conversion can be
distinguished, in particular noun to verb, verb to noun, adjective to verb and adjective to noun. Other types
can also be found, but seems more marginal (for example using prepositions as verbs, like in a can down).
Here is an example and explanation of the Conversion type: Example:

Verb to Noun
a) "Stop it!" I exploded.
b) The next stop is Chicago.

The “stop” words in the example of the two sentences above have different word classes. When the stop
word is used in a sentence (a) the stop word functions to be verbal. However, the stop word in sentence (b)
has a different class of words, nouns. If a word has a class and meaning different from the previous word
without changing the spelling, then the word has been converted. From these two examples, it can be
concluded that stop can experience conversion from verbs to nouns. So the conversion when it stops has
type verb to noun.
How to classify word

The most common way to classify words is by their parts of speech. Traditional English grammar
classifies words based on eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition,
conjunction and interjection. You can categorize a word into one of these groups by analyzing its function
or role in a sentence. Think about how the word affects or relates to the words around it. Some words may
fall into more than one category.

Identifying Nouns and Pronouns

To classify a word as a noun or pronoun, ask yourself if the word tells who or what the sentence is about.
Nouns and pronouns act as the subject of a sentence. A noun is defined as a person, place or thing. For
example, "dog," "Joseph" and "school" are nouns. If a noun stands for more than one person or item, it is
called a plural noun, such as "houses." Some nouns can also act as adjectives, such as the word "cold" in
these sentences: "She caught a bad cold." "It was a cold day." A pronoun is like a noun in that it is also a
person, place or thing. But pronouns are less specific and take the place of a more descriptive noun. For
example, "it," "he" and "they" are pronouns.

The most common way to classify words is by their parts of speech. Traditional English grammar
classifies words based on eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition,
conjunction and interjection. You can categorize a word into one of these groups by analyzing its function
or role in a sentence. Think about how the word affects or relates to the words around it. Some words may
fall into more than one category.

Deciding if a Word Is a Verb

A verb is an action word. The action does not need to be energetic or physical. "Run" is a verb, for
instance, but "remember" is also a verb. Determine if a word is a verb by thinking about its relationship to
the noun in the sentence. A verb tells what the noun is doing. Verbs can appear in many different tenses,
such as past, present or present perfect. In other words, "jump" could also appear as "jumped, "jumps" or
"jumping." Some verbs can also act as nouns. The word "thought," for instance, may be a verb in one
sentence and a noun in another. "The boy thought about his father." "The boy had a sudden thought."

The most common way to classify words is by their parts of speech. Traditional English grammar
classifies words based on eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition,
conjunction and interjection. You can categorize a word into one of these groups by analyzing its function
or role in a sentence. Think about how the word affects or relates to the words around it. Some words may
fall into more than one category.

Classifying Adjectives and Adverbs

Adjectives and adverbs are considered "modifiers" because they modify other words in a sentence.
Adjectives modify nouns, and adverbs modify verbs. They modify by describing. Classify a word as an
adjective if it offers detail about a noun. For instance, "loud," "fuzzy," "red" and "funny" are adjectives.
Classify a word as an adverb if it qualifies a verb. "Happily," "quickly" and "quite" are examples of adverbs.
Certain clues can help you classify words as adjectives or adverbs, but they are not always reliable. For
example, adjectives are typically sensory words and often appear directly before a noun, but not always.
Adverbs often end in "ly," but not always.

The most common way to classify words is by their parts of speech. Traditional English grammar
classifies words based on eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition,
conjunction and interjection. You can categorize a word into one of these groups by analyzing its function
or role in a sentence. Think about how the word affects or relates to the words around it. Some words may
fall into more than one category.

Finding Prepositions, Conjunctions and Interjections

Classify words as prepositions or conjunctions if they are linking words. These words help connect other
main words in a sentence. Conjunctions can connect clauses, whole sentences or individual words.
Conjunctions include words like "and," "but," "for," "or," "yet" and "nor." Prepositions specifically link nouns
to other words. "To," "at," "after" and "on" are prepositions. These linking words are essential in forming
smooth flowing sentences that are grammatically correct. Interjections are short exclamations such as "Hi!"
"Ouch!" or "Oh." They usually do not play a vital role in a sentence and are more often used in speech than
in writing.

Problem in classification word in writing english

Some words are difficult to classify. Not all grammatical descriptions will place them in the same word
class. This, these or those are sometimes classified as demonstrative (or distinctive) adjectives or
pronouns. Possessives, like my, his, their, are sometimes classified as pronouns (showing the word from
which they are formed), sometimes as adjectives, showing their grammatical function of qualifying nouns:
usually they are pronouns when alone (I like that) and adjectives when they precede a noun ( I like this
cupof tea). Traditional lists of adverbs contain words like very which qualify other adverbs or adjectives.
This word class is sometimes called a “dustbin class”, because any word for which there is no obvious
class will be put in it! Among words which have sometimes been classified as adverbs are the following:
however, just, no, not, quickly, tomorrow and when.

Problem solution in writing english

This incoherence has long been recognized by grammarians who subdivide adverbs into further categories,
such as adverbs of time, place or manner.

In trying to organize words into coherent classes, linguists will consider any or all of the following:

 what they mean (semantics),

 their form (morphology),
 provenance (historical origin or derivation) and
 function in a phrase, clause or sentence (syntax).

Every statement is a combination of words, and every statement says something to communicate
information. The simplest possible kind of statement - for example, Dogs bark - has two kinds of words in it.
It has a what word, dogs, and a what happens word, bark. These kinds of words are the most basic parts of
any statement. If a person only says dog, no statement is made, and no information is conveyed. A sound
is made that calls to mind a common, four-footed animal, but nothing regarding it is learned. The what
words are called nouns. They tell what is being talked about. They are identifying words, or names. Nouns
identify persons, places, or things. They may be particular persons, places, or things: Michael Jackson,
Reykjavik, World Trade Center. Or they may be general nouns: singer, town, building. Concrete nouns
indicate things that can be seen such as car , teapot, and potato. Abstract nouns denote concepts such as
love, honesty,and beauty.

A writer's job is to create meaning for readers. Expository writers in particular are responsible for clearly
spelling out the relationships between ideas and for leading readers convincingly to a desired conclusion. In
the business world that most students will enter, this reader-oriented, presentational writing will be in high
demand. Even in college, when an instructor asks you to write 2,000 words, he means 2,000 good words.
You must cut out wordiness and use precise language.

This sheet offers two ways to move beyond simple grammatical correctness. It teaches you to streamline
writing by using the following:

 Precise language: A vocabulary of precise nouns and vivid verbs helps you create strong
mental pictures and avoid wordiness.
 Concise language: Using the fewest possible words without sacrificing meaning makes
your writing more understandable. Especially avoid unnecessary use of the verb "to be"
when it contributes to nominalizations and expletives.

Precise language

Never sacrifice clarity to novelty. This sometimes occurs when student writers work with a thesaurus in one
hand, choosing substitutes from a list of approximately similar, though unfamiliar, words. "Visage" replaces
"face," "endeavors" replaces "tries," "cogitation" replaces "thought," "subsequent to" replaces "after." Or, as
a result of late-night brainstorming (or having read too many bad financial aid packets, perhaps?), "at the
present time" replaces "now," "in the event of" replaces "if," and "in the majority of instances" replaces
"usually."

For example, a speech writer for President Franklin D. Roosevelt wrote the first sentence below; FDR
himself revised it:

We are endeavoring to construct a more inclusive society.

We're going to make a country in which no one is left out.

Never sacrifice meaning to novelty . That is, never search for a synonym just to dress up an idea, and
never use an unfamiliar word from the thesaurus to replace a perfectly good familiar word. Thesaurus
words may be similar or related, yet not be identical or even equivalent in meaning. Unfamiliar words may
carry the wrong connotation or be simply unsuitable for your audience. Learn a word's meaning and usage
before using it.
For example, the second sentence below is not identical in meaning with the first (or indeed even
comprehensible!), although the word substitutions come from a standard thesaurus:

In addition to studying Western culture, students should be required to study Asian, African, or other
cultures. This expanded cultural study would foster understanding of the modern global community.

In addition to examination of Western enlightenment, a pupil ought to remain to apply one's mind to
Oriental, African, or choice cultures. Such an enlarged edifying trance would guest of empathy of latter-day
universal public.

Never sacrifice meaning to belonging . That is, avoid jargon, or words and expressions known only to
people with specialized knowledge or interests. Even if readers know the jargon, it is more difficult to read
than plain English and slows down comprehension. Check your writing once expressly to locate jargon, and
cut out as much as you can. If technical words or expressions are unavoidable (and they sometimes are),
define them the first time you use them and try sometimes to substitute a plainer word. The trick is to cut
the verbiage without sacrificing meaning.

Concise language

Writing that is concise packs maximum meaning into the fewest possible words–think of how you would
pack your suitcase for an extended tour of Europe. If you use precise language, you will probably find you
are already using fewer words. However, if you examine how you use "to be" verbs–am, is, are, were, was,
been–you may find even more that you can condense.

As much as possible, replace the verb "to be" with a stronger verb. "To be" is often part of a construction
called an expletive, a filler expression like "there were," "it is," or "here are." The problem with expletives,
besides their meaninglessness, is that they are wordy and their verbs are lackluster. The subject follows
the verb, resulting in an indirect, roundabout expression To avoid expletives, lead with the subject or even
choose a different subject and, if possible, substitute a vivid verb to make the sentence more
straightforward and easier to understand:

There are problems with the lease.

The lease has problems.

There are several good reasons to delay making this decision.

We should delay making this decision for several reasons.

There is a natural desire among adolescents to experience freedom from authority.

Adolescents naturally crave freedom from authority.

Expletives often occur with nominalizations. Nominalizations are nouns created by adding an ending to a
verb or an adjective: "specificity" from the verb "specify," for example, or "validity" from the adjective "valid."
Writing that is overloaded with nominalizations (think government publications) is hard to understand, is
almost always too wordy, and uses weaker verbs. Change the nominalizations back into verbs or adjectives
if possible:
Using nominalizations:
There is a requirement that all students have an evaluation of their transcripts for placement purposes or to
meet a prerequisite.

Changing nominalizations back into verbs:

The college requires that the admissions office evaluate all student transcripts for placement and
prerequisites.

Even complex ideas–especially complex ideas–benefit from a careful effort to condense and to eliminate
unnecessary words. By streamlining your writing you help your readers understand–and that is the point,
after all.
 CLOSING

CONCLUTION

In thinking about words, the First question is how to divide an utterance up into them. The simple answer
is that words are demarcated by spaces, just as they are on this page. But this simple answer depends on
the existence of writing. In speech, we do not normally leave a space or pause between words. Most
languages through out history have not been written down. Surely we do not want to say that only written
languages have words, and, even with written languages, spacing does not provide an entirely satisfying
answer. For example, English compounds can be spelled in three ways: open, closed, or hyphenated, and
some items can be spelled in any of these three ways without being affected in any detectable way
birdhouse, bird-house, bird house. We do not want to say that the First spelling is one word, the last
spelling two words, and the middle one neither one word nor two, which we would have to do if we
accepted spaces as criterial. The better conclusion is that spelling conventions are not a completely reliable
clue to whether something is a word or not. In English grammar, a word class is a set of words that display
the same formal properties, especially their inflections and distribution. The term "word class" is similar to
the more traditional term, part of speech. It is also variously called grammatical category, lexical category,
and syntactic category (although these terms are not wholly or universally synonymous). The two major
families of word classes are lexical (or open or form) classes (nouns, verbs, adjectives, adverbs) and
function (or closed or structure) classes (determiners, particles, prepositions, and others).

SUGGESTION

Based on the results of the writer's thoughts about the problem of word classification in English writing so
that the writer can improve the ability and understanding of writing good and correct English so that readers
who read the results of English writing can be conveyed to the reader. along with the progress of thinking
that is attached to the writing sometimes does not use the correct word writing through the rules of
language. by writing ideas the author can be useful for readers.
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