Escolar Documentos
Profissional Documentos
Cultura Documentos
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Acknowledgements
To all who have encouraged me along the way and made this
journey possible.
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Contents
Abstract
1.1
The Study
1.2
1.3
1.4
1.5
Conclusion
10
2.1
English in Singapore
10
11
14
19
21
2.2
(Alsagoff, 2001)
21
22
28
49
3.1
The Hypothesis
50
3.2
52
3.2.1 Tense
53
55
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61
3.3
Data Collection
79
3.4
The Subjects
86
3.5
Statistical Methods
88
91
4.1
Overview of Corpus
92
4.2
93
97
100
102
104
107
109
111
112
113
115
119
122
125
127
4.3
4.4
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130
5.1
130
5.2
139
5.3
148
5.4
Future Research
149
157
6.1
Overview of Study
157
6.2
Pedagogical Implications
158
6.3
Conclusion
160
Bibliography
165
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62
72
96
99
101
103
106
107
110
114
Table 12: Result of Chi Square Test for Aspectual Classes (TenseAspect)
118
121
124
126
128
Table 17: Summary of number of verbs and number errors within the
foreground and background of narrative texts
143
Table 18: Result of Chi Square Test for Verbs in Foreground and
Background of Narratives
144
152
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154
154
155
156
Charts
Chart 1: Distribution of lexical verbs in corpus
92
94
95
98
100
102
104
116
117
120
123
125
127
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Figures
Figure 1: Expanding triangles of English expressions
18
84
84
85
85
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Annexes
Annex A:
The Corpus
Annex B:
Annex C:
Annex D:
Annex E:
Annex F:
Annex G:
Annex H:
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Abbreviations
SE
Singapore English
SCE
SSE
STE
StdBrE
StdE
Standard English
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Abstract
This thesis is an investigation of tense and aspect errors in compositions of
Singapore secondary students from a lexical semantic perspective. In
particular, it seeks to provide a systematic understanding of the differences
in the marking of tense-aspect in Singapore English writing through a
quantitative investigation that examines data in relation to the Aspect
Hypothesis (AH). The AH examines the acquisition of tense and aspect
errors in relation to the meaning of verbs, in particular, meanings which are
related to how the verb denotes an event, i.e. its lexical aspect. In
acquisition literature, it predicts that a learner will acquire and appropriately
use morphological tense-aspect marking for telic verbs (i.e. achievements
and accomplishments) before atelic verbs (i.e. states and activities)
(Salaberry and Shirai 2002, Andersen and Shirai 1996, Bardovi-Harlig
2000). From this, it was extrapolated that as learners first acquire the use
of past marking and/or perfective marking on telic verbs, learners will less
frequently make errors in past and perfective marking among telic verbs.
Conversely, learners are expected to make past and perfective marking
errors more frequently among atelic verbs. In this study, we formulate and
test the hypothesis that aspectual classes of verbs can explain patterns of
errors in past tense and perfective marking.
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1.
2.
3.
The results of the study were positive, with both sub-hypotheses (H1a) and
(H1b) being validated and the main hypothesis (H1) has been validated
with clear significance. What this means is that aspectual classes of verbs
(i.e. State, Activity, Accomplishment and Achievement) can explain the
patterns of errors in tense and perfective aspect marking.
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Chapter One
Introduction
1.1
The Study
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test the hypothesis that aspectual classes of verbs can explain patterns of
errors in past tense and perfective marking.
1.
2.
3.
(a)
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(b)
(c)
1.2
Corder (1981) also noted that much of linguistic and psychological theory
when applied to the study of language learning attributes learners errors in
language acquisition primarily to the interference in the learning of a
second language from the habits of the first language. Many studies
concerning Singapore English (SE) also attribute variations in grammar to
influences of base languages such as Malay, Chinese or even Singapore
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However, studies of tense and aspect errors, which include the Aspect
Hypothesis, suggest that the patterns of acquisition of tense and aspect
morphology are universal, systematic and predictable regardless of the
target language (Andersen & Shirai 1996, Bardovi-Harlig 2000, Salaberry &
Shirai 2002).
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1.3
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The patterns of errors discovered in this thesis can serve as a basis for the
systematic teaching of grammar focussing on areas where learners are
most likely to encounter problems.
1.4
This thesis will be organised into six chapters. The present chapter,
chapter 1 introduces the study and provides the background and rationale
of the research as well as the significance of the study.
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1.5
Conclusion
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Chapter Two
Literature Review
2.0
Overview
(Andersen & Shirai, 1996) will be discussed, as it will form the theoretical
basis of the framework adopted for this study as well as the analysis of
findings presented in chapters 3 and 4 respectively.
2.1
English in Singapore
10
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English has been called the de facto national language of Singapore and is
also seen as the main working language of the government, judiciary,
education and international business in Singapore (Llamzon 1977, Kuo
1988; Bloom 1986, Foley 1988, 2001). This has arisen from the rapid
globalisation of the world economy and the need for Singapore to be
plugged into the global economy. In order to participate in the global
economy, the ability to transcend cultures and communicate is especially
important (Heller 1999, Wee 2003). The English Language being spoken in
so many parts of the world is seen as the language that will give speakers
the natural edge in gaining access to the world (Foley 2001).
11
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This view is also reflected in the national syllabus for English Language in
Singapore, which recognises English as the language of public
administration, education, commerce, science and technology, and global
communication, and it has become the medium by which most
Singaporeans gain access to information and knowledge from around the
world. The ability to speak and write English effectively, therefore, has
become an essential skill in the workplace, and a mastery of English is vital
to Singapores pupils (Singapores Ministry of Education English Language
Syllabus, 2001:2).
12
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Foley (2001) pointed out that the growing level of language proficiency in
English in society may lead to the establishment of a standard form of the
local variety. Furthermore, he put forward the argument that the developing
standard variety of English is being established primarily through the
school system. However, this is not something that will happen at a
13
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predetermined time, but will eventually emerge from the community itself.
Until such a standard emerge, this thesis takes the view that where English
is acquired as a first language by Singapore children, it is actually
Singapore Colloquial English (SCE) that is acquired rather than Standard
English (Gupta, 1994). Therefore, although the English Language is
perceived to be the first language of the nation in terms of it being the main
working language and the way it is taught in schools, English (i.e. Standard
English) will not be seen as the first language in terms of language
acquisition in this thesis. In the following section, whether or not learners of
English in Singapore are considered as first language (L1) or second
language (L2) learners will be further clarified with the analysis of the
various approaches to studying SE.
This has great impact on the study because whether English is seen as a
first or second language will affect the way the data is analysed and
pedagogies recommended to help students acquire target standard of
English.
14
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15
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the acrolect into the H form, which is also known as Standard Singapore
English (SSE), while basilectal and mesolectal varieties (also known as
SCE) are classified as the L form. As SE is viewed as a post Creole
continuum, there is a large group of people who command both SCE and
SSE. While SSE is used in formal contexts, SCE performs the different
function of socialisation and building camaraderie among friends.
One problem with the diglossic view is that it does not allow the possibility
of differing levels of proficiency among speakers of the language (Bao,
2001). While accepting the diglossic view, Pakirs (1995) notion of the
expanding triangles put forward the view that within the lectal varieties
under the continuum view, there can be different proficiency level.
16
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17
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SSE
Formal
Advanced
Careful
Adept
Consultative
Intermediate
Casual
Basic
Intimate
CSE
Rudimentary
These speakers tend to be highly educated users of English and are found
at the top ends of both speech clines. Their movement along the clines is
fluid and far-ranging as compared to others less proficient. They are
capable of moving along the whole diglossic continuum, from top to bottom,
and yet cross over to the proficiency continuum, often remaining at the top
end and occasionally stretching down to the intermediate level or even
lower (Pakir, 1995:4).
The three views of SE presented above are relevant to this thesis because
they show how the study of SE has been done, both historically and
currently.
18
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Chinese,
Malay
and
even
SCE
(Tay
1979,
Gupta,
1994,
19
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20
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2.2
In this section, an overview of tense and aspect will first be presented. This
overview includes literature on how tense and aspect is represented
morphologically in StdE and how morphological representation of tense
and aspect in SE differs from StdE. Studies related to tense and aspect in
SE is also discussed in this section.
In SCE, the use of time adverbials is also preferred over the morphological
marking of perfective aspect (Alsagoff, 2001). However, Alsagoff (2001)
noted that morphological markings for perfective aspect are not completely
21
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22
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a high degree of marking for past while analysing a spoken corpus. In Hos
(2003) study, she classified the verbs in the corpus according to three
semantic categories: punctual, non-punctual and stative. According to Ho
(2003), a verb is used punctually if it refers to a single completed event or
transaction while a verb is used non-punctually if it refers to an action that
takes place over a period of time or to a habitual activity. A verb is used
statively if it describes a state of affairs rather than an action (Ho, 2003).
The data from her study revealed that only 23% of verbs used nonpunctually were marked for past while 56% of verbs used punctually are
marked for past. The non-punctual category included stative verbs as well.
This is because stative verbs are durative and non-punctual. A verb is
durative if an action that takes place over a period of time. Her study
shows that punctual verbs are more likely to be marked for past tense.
Ho (2003) also found that when discussing habitual tasks, learners tended
switch from the past to present tense. Ho (2003) also pointed out that the
same pattern of not marking verbs for past habitual actions is seen in the
written English texts of Navajo speakers as seen in studies by Bartelt
(1983).
23
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24
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1)
2)
3)
In her quantitative study, Yip (2004) wanted to see if any of the three areas
could be used to explain past tense marking errors amongst primary five
pupils.
25
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Yip (2004) found that errors in past tense marking were not predictable
from aspectual classes of the verbs in any statistically significant way.
Grammatical features were also not significant factors in contributing to
patterns of past tense errors. Only morpho-phonological factors yielded
statistically significant results, and could therefore be used to predict errors
in past tense marking. She found that primary five pupils tend to make
more past tense marking errors with verbs which have base forms ending
in consonant sounds.
Yip (2004), however, did not provide an explanation for this finding. The
perceptual salience hypothesis (PSH) might provide an explanation for this
observation. The perceptual salience hypothesis (PSH) (following works of
Shirai & Kurono, 1998 and Man, 1990) states that a second language
learner will perceive and produce a syllabic grammatical suffix more
26
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However, Yip (2004) did not distinguish syllabic vs. non-syllabic syllables,
as such we cannot assess the validity of PSH although Yips (2004) study
seems to show that primary school students are more likely to be
influenced by phonology of verbs.
Yips (2004) finding that the analysis of the aspectual classes of verbs does
not help in predicting tense and aspect marking is contrary to research in
the area of Aspect Hypothesis as reported in Andersen and Shirai (1996).
According to the Aspect Hypothesis, it is expected that learners first
acquire tense and aspect morphology in telic verbs (i.e. accomplishment
and achievements), which means that there is a direct correlation between
past tense morphology and telicity.
Several reasons can explain Yips (2004) finding that the aspectual classes
of verbs do not help in predicting tense and aspect marking errors in her
subjects writings.
27
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One of the reasons could be the relative small sample size of the study. In
her study, only 20 samples of primary five pupils writings were analysed.
Furthermore, the length of each composition tends to be short, about 150
words long. Therefore, the sample size of 20 compositions, with a corpus
of about 3000 words, may also not be significant enough for the data to be
generalised. Therefore in this research study, compositions from secondary
three students will be collected. 50 samples of writings, with a significantly
larger corpus of over 22,000 words will be considered. It is hoped that this
larger corpus will yield more significant and revealing findings.
Another reason could be the relative young age of her subjects as studies
by Lenneberg (1967) proposed that there is a critical period for language
learning, he reasoned that lateralization for language takes place by
puberty and the brains left hemisphere is no longer able to acquire
language. Therefore, Yips (2004) subjects might be too young to fully
master verbal morphology.
2.3
The Aspect Hypothesis is based on the study of lexical aspect (BardoviHarlig 2000). Lexical aspect is different from grammatical aspect.
Grammatical aspect is concerned with the internal temporal constituency
of one situation (Comrie 1976: 5) while lexical aspect is concerned with
the semantics of verbs and their arguments (Bardovi-Harlig, 2000).
Definitions of some key terms relating to lexical aspect will be briefly
28
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presented here because the review will include these terms. Fuller
explanations of these terms will be covered in Chapter Three.
Predicates that are telic have a natural end while atelic predicates do not
(Bardovi-Harlig 2000). Punctual Verbs such as die occur instantaneously
while non-punctual verbs like run and construct require duration in time
(Bardovi-Harlig, 2000). With a state, unless something happens to change
that state, then the state will continue. In a dynamic situation, the situation
will only continue if it is continually subject to a new input of energy (Comrie
1976). A verb that requires a causer for the event to occur is said to be
agentive (Kearns, 2000).
29
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causers will. When the causer decides to cease the action, the event
stops. In terms of binary semantic categories, activity verbs are telic, punctual - stative and +agentive. Accomplishments, on the other hand,
represent changing situations with in intrinsic natural culmination (build,
destroy). In terms of binary semantic categories, state verbs are + telic, punctual - stative and + agentive. Finally, achievements denote situations
where the inherent end is instantaneously achieved (explode, kill). In
terms of binary semantic categories, state verbs are + telic, + punctual stative and - agentive.
1.
and
accomplishment
verbs,
eventually
2.
In
languages
that
encode
the
perfective-imperfective
verbs,
then
extends
to
accomplishment
or
achievement verbs.
30
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3.
begins
with
activity
verbs,
then
extends
to
The Aspect Hypothesis attempts to account for the observation that past
tense verbal morphology does not appear with all types of verbal
predicates at the same time and the emergence of past-tense verbal
morphology is guided by the lexical aspect of verb predicates (BardoviHarlig, 2002).
The Aspect Hypothesis stated above, consisting three parts, need not be
seen as a single hypothesis. According to Bardov-Harlig (2002), the Aspect
Hypothesis can be broken down into four separate hypotheses.
1.
2.
In
languages
that
encode
the
perfective/imperfective
31
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3.
begins
with
activities,
then
extends
to
4.
Bardovi-Harlig 2002:130
32
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more errors are associated with certain lexical classes of verbs can be
obtained.
The next claim of the aspect hypothesis that imperfective marking is initially
restricted to atelic predicates (activities and states) will not be included in
this study. This is because the English language does not encode the
perfective/imperfective distinction like other European languages such as
French and Italian.
Errors in progressive marking are also not included in this study. This is
because from the review of literature, errors in the marking of progressive
aspect do not seem to be a common problem in Singapore English
(Alsagoff, 2001). In fact, it is noted that the progressive form is commonly
marked in SE, although the progressive auxiliary be might be left out
(Alsagoff, 2001). According to Saravanan (1989) who studied speakers of
SE, whose base language is Tamil, found that the incorrect use of
progressive marking is mainly confined to speakers of lower education
level. This is further supported by the corpus used in this study, which
reveals that such errors only make up about 0.3% of all errors in the
corpus.
Therefore, the most salient part of the aspect hypothesis to this study is the
first part of the aspect hypothesis, i.e., the selection and use of perfective
and/or past marking is initially restricted to the marking of telic predicates;
that is achievements and accomplishments (Andersen and Shirai, 1996,
33
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The current Aspect Hypothesis, according the Bardovi-Harlig (2000) has its
genesis in the defective tense hypothesis following Weist et al (1984). The
defective tense hypothesis states that in the beginning stages of language
acquisition only inherent aspectual distinctions and not tense or
grammatical aspect are encoded by verbal morphology. The defective
tense hypothesis consists of three parts. Firstly only telic verbs receive past
tense inflections, secondly, tense distinctions are redundant and only
accompany aspectual distinctions and lastly, only references to immediate
past situation are made. However, it must be noted that Bloom et al (1980)
pointed out, earlier, that children do not necessarily only learn tense after
they have learnt aspect. Therefore, researchers such as Andersen (1989),
Shirai and Andersen (1995) and Andersen and Shirai (1996) put forward
that a relative interpretation of the defective tense hypothesis is more likely
34
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and can be better defended, thus giving rise to the Aspect Hypothesis
(Andersen & Shirai 1996).
35
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The Aspect Hypothesis has also been tested against many languages with
positive results. Bardovi-Harlig (2000) noted the following examples of
target languages studied: Catalan (Comajoan, 1998), Dutch (Housen,
1993, 1994), English (Kumpf 1984, Flashner 1989, Robison 1990, 1995,
Bayley 1991, 1994, Bardovi-Harlig 1992, Bardovi-Harlig and Reynolds
1995, Rohde 1996, Collins 1997 and many others), French (Kaplan 1987,
Bergstrom 1995, 1997, Salaberry 1998 and others), Italian (Giacalone
Ramat & Banfi, 1990, Giacalone Ramat, 1995c, 1997), Japanese (Shirai
1995, Shirai & Kurono, 1998), Portuguese (Leira 1994, Leira & Mendes
1995), Russian (Leary 1999) and Spanish (Andersen 1986, 1991, Ramsay
1990, Salaberry, 1997, 1999 and many others).
36
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Although the view put forward above is from the language acquisition
perspective and many linguists would consider basing a study on Aspect
Hypothesis is within the purview of language acquisition and not the
analysis and explanation of patterns of tense and aspect marking errors,
the Aspect Hypothesis relevant to this study. This is because studies on
language acquisition of verbal morphology can provide explanations as to
why certain morphological errors occur among learners at a particular
stage in their language acquisition process.
37
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The participants in this particular study were all enrolled in at the Centre for
English Language Training at a university in the United States of America.
Learners of various proficiency levels were also selected and grouped
according to the prevalence of tense marking in their samples. A total of 74
oral and narrative samples from 37 participants were chosen. The learners
were drawn from five L1 backgrounds. There were 14 Arabic students, 10
Koreans, 6 Japanese, 6 Spanish and 1 Mandarin. Each verb in the
narrative was coded for use of a past tense form in past time contexts,
which include simple past, past progressive and past perfect. The non-use
of the past form in past time contexts was also coded. It was noted that the
occurrence of past perfect among the narratives was rare.
Each verb was also assigned to one of four aspectual classes according to
the tests established for aspectual categories by Vendler (1967). The tests
by Dowty (1979) were used to categorise these verbs. These tests will also
be elaborated on and discussed in chapter three of the current study.
38
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also show greater occurrence of the progressive than any other aspectual
class. This finding is consistent throughout among learners of different
proficiency levels. The oral narratives also exhibit the same patterns as
written narratives.
Bardovi-Harligs (1998) study provides support for all claims of the aspect
hypothesis that applies to English. She found that achievement and
accomplishment verbs are more likely to be marked for the perfective past
and progressive marking occur more frequently in activity verbs than any
other aspectual classes and state verbs are not incorrectly marked for
progressive. The findings of her study are consistent with AH for both
written and oral narrative texts.
39
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Von Stutterheim and Klein (1987) also noted that a second language
learner does not need to acquire the underlying concepts of tense and
aspect. This is because adult learners of second languages have access to
a full range of semantic concepts from their previous linguistic and
cognitive experience. Research by Dietrich et al (1995), Giacalone Ramat
& Banfi (1990) and Meisel, (1987) show that the expression of temporality
exhibits a sequence from pragmatic to lexical to grammatical devices.
There is a progression from the use of discourse principles such as
chronological order and scaffolding to lexical means such adverbials and
connectives and finally the use of verbal morphology.
40
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41
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This situation is also made more complex by the fact that many mother
tongue languages that students are familiar with such as Malay and
Chinese languages do not posses a tense marking system and verbal
morphology. Consider the following examples.
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Tense and aspect are manifested using devices such as time adverbials or
time markers such as suda for Malay and le for Mandarin to signal
completion and past event. In the case of SCE, the use of the time
adverbial already also performs the same function. Students are exposed
to many devises to signal tense and aspect in Singapore. Therefore, as
these students enter school, they have already with them many linguistic
devises at their disposal, which are viewed as non-standard in English.
The existence of tense and aspect errors is not only confined to L2 learners
of languages. Bardovi-Harlig (2000) also noted that studies of L1
acquisition by children found that these children are more sensitive to
lexical aspect in encoding of verbal morphology regarding past events.
Bardovi-Harlig (2000) noted that research by Antinucci and Miller (1976)
found that seven Italian-speaking and one English-speaking children
between the age of 1; 6 to 2; 5 used the past participle with change of state
verbs with clear results. However, state verbs and activity verbs were not
used in the past. Similar results were also reported by research done by
Bronckart and Sinclair (1973) working with 74 French-speaking children
(ages 2;11 to 8;7). These children used perfective past forms for actions
with clear results and present forms for inherently durative events.
It can be seen from the literature that there is a difference in the way verbal
morphology of a language is acquired between L1 and L2 learners. L2
43
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constraints.
Giacalone-Ramat
(2002)
also
suggests
that
44
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45
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Housen (2002) also notes of the effects of the first language or the base
language on the second language acquisition. Housen (2002) speculated
that L2 learners approach the acquisition of the tense and aspect system
of their target language taking into account of their tense and aspect
distinctions in their L1. If there are any similarities found, it will be used as a
basis for reconstructing the target language system. However, if no
similarities are found, learners might resort to universal semantic
prototypes to help them process these unfamiliar tense and aspect
systems. In the case of SCE, Malay and Chinese, these languages do not
employ verbal morphology to signal tense and aspect (Platt and Weber
1980, Poedjosoedarmo 2000, Deterding 2000 and many others).
Therefore, there is a likelihood that learners of English in Singapore resort
to universal semantic prototypes to help them process these unfamiliar
tense and aspect systems which Housen (2002) spoke about.
The researcher recognises that there are many other factors, as listed
above, to be considered in the study of tense and aspect morphology. As
this research study is primarily concerned with the structural problem of
errors in the production of verbal morphology concerning tense and
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From the literature review, both Ho (2003) and Saravanans (1989) findings
are consistent, to a certain degree, with the Aspect Hypothesis (Andersen
& Shirai 1996) in that punctual verbs, which are also telic, are more likely to
be marked for tense. However, due to the way Ho (2003) and Saravanan
(1989) categorised the verbs according to three semantic categories of
punctual, non-punctual and stative verbs, we cannot be sure that this
finding is entirely consistent with the Aspect Hypothesis. This is because
Ho (2003) defines verbs that are used punctually as events that are
completed or fully transacted while, in terms of lexical aspect, telic verbs
are verbs with natural end points (Bardovi-Harlig, 2000). The lexical aspect
of verbs, such as telicity, typically remains constant regardless whether an
event is completed or not, therefore the semantic categories used in Ho
(2003) and Saravanans (1989) studies are not directly comparable to the
aspectual classes used in studies addressing AH.
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Chapter Three
3.0
In the literature review (Chapter 2), studies relating to tense and aspect
morphology were discussed. One of the key issues raised was the
relationship between lexical aspect and verbal morphology. Studies by Ho
and Platt (1993), Saravanan (1989), Ho (2003) as well as the numerous
studies addressing aspect hypothesis (Andersen & Shirai, 1996) all point to
this. It was also discussed that the aspect hypothesis offers the clearest
framework to the study of tense and aspect morphology due to the finer
distinctions between aspectual classes using Vendlers (1967) four-way
classification as well as the universality of its claims. There is also a large
amount of work done internationally using the aspect hypothesis
framework.
In this chapter, the framework and methodology of this study based on the
aspect hypothesis will be presented. Also included in this chapter are the
definitions and classifications of tense and aspect as well as data collection
procedures.
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3.1
The hypothesis
In order to test and investigate this hypothesis, it is further divided into two
sub-hypotheses.
(H1a)
Aspectual
classes
of
verbs
(i.e.
State,
Activity,
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1a (i) Telicity
1a (ii) Punctuality
1a (iii) Stativity
1a (iv) Agentivity
(H1b)
Aspectual
classes
of
verbs
(i.e.
State,
Activity,
1b (i) Telicity
1b (ii) Punctuality
1b (iii) Stativity
1b (iv) Agentivity
To test this hypothesis, I will disprove the null hypothesis that there is no
significant relationship between the aspectual classes of verbs and tense
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3.2
Central to this research are the theoretical concepts of tense and aspect. It
is therefore important to understand what complex terms such as tense
and aspect mean. In this section, I will be explaining what tense and aspect
mean by looking at some of the other cited literature. This section also
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3.2.1 Tense
Tense is a deictic category that locates an event on the time line with
reference to the time of speaking (Comrie, 1976), Dahl, 1985, BardoviHarlig, 2000, Alsagoff, 2001 and Salaberry and Shirai, 2002). Comrie
(1976) provides us with a very clear illustration of what tense is. In English,
Tense and its associated verbal morphology can typically be divided into
present and past. The present tense is located temporally simultaneous
with the moment of speaking (e.g. John is at home). The past tense is
located prior to the moment of speaking (e.g. John was at home).
Past
1b.
Present/Singular
1c.
Present/Plural
1d.
Past/Plural
2a.
Past
2b.
Present/Singular
2c.
Present/Plural
2d.
Past
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Such verbs can be inflected for past tense ed, e.g. walked and baked, and
carry subject-verb agreement marking to indicate if the subject of the
clause is singular or plural. Non-finite verbs, on the other hand, such as the
infinitive help, cannot be inflected for past tense or carry the singular and
plural verb. For example,
3a.
3b.
3c.
In English, past tense is marked with the ed form for regular verbs.
Irregular verbs manifest past tense by taking on its respective past form.
For example,
4a.
Present
4b.
Past
5a.
Present
5b.
Past
StdE has no future tense (Alsagoff, 2001). Instead, the future time is
marked by the addition of a modal auxiliary before the main lexical verb
(e.g. John will be at home).
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Tense in SCE is very different from SSE. Verbs in SCE tend to appear
mostly in their bare form without any overt tense marking (Alsagoff, 2001).
There is no morphological marking to indicate past time. For example,
6a.
SCE
6b.
SSE
The time and aspectual information that the verbal inflection in StdE carries
is, instead, often borne by a time adverbial, e.g., yesterday in (6a)
(Alsagoff, 2001). This lack of morphological marking cannot be due to the
phonological reduction of consonant because even with a subclass of
strong verbs whose past forms have vowel changes, e.g., swim swam,
go went, there is no difference between the present tense and the past
forms (Platt & Weber, 1980).
7.
8.
While tense is a deictic category that locates an event on the time line with
reference to the time of speaking, aspect, on the other hand, is concerned
with the internal temporal constituency of one situation. Difference
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between tense and aspect can be characterised as one between situation internal time ([grammatical]) aspect) and situation -external time (tense)
(Comrie, 1976: 5).
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9a.
9b.
Progressive aspect
In the examples above, all sentences involve a cake being baked by John.
However, the grammatical aspect differs. In (9a) the situation is viewed in
its entirety and the end point is included in the sentence. The action is
regarded as completed. The completion of the event in (9a) is signalled by
the use of the perfect tense, with the use of the auxiliary have and the en
form, in the main verb bake. This is an example of perfective or completive
aspect, which can be seen as bounded (Alsagoff, 2001, Bardovi-Harlig,
2000, Salaberry and Shirai, 2002). In (9b), the endpoint in not included.
This means that the hearer will not know when John will finish baking the
cake and the action was still ongoing at the point of utterance. This is
signalled by the use of the present progressive/continuous tense is baking
which denote an ongoing process. This is an example of progressive
aspect, which can also seen as unbounded (Alsagoff, 2001, BardoviHarlig, 2000, Salaberry and Shirai, 2002). From the examples above, it can
be seen that grammatical aspect in English is very much signalled by
verbal morphology of the main verb within the verb phrase.
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Harlig (2000, 2002) considers the past tense to have perfective aspect in
English. For example,
9c.
Present Tense/-Perfective
9d.
Past Tense/+Perfective
9e.
9f.
In (9c), the sentence reflects a state and the event is not completed and
there is no absolute endpoint. Therefore, (9c) does not have perfective
aspect. In (9d to 9f), the events are completed and the endpoints can be
seen. Therefore, these sentences are considered to have perfective
aspect.
However,
according
to
Alsagoff
(2001),
tense
is
different
from
10a.
I am driving.
10b.
I have driven.
11a.
I was driving.
11b.
I had driven.
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In English, the auxiliary verb have is often used to mark the perfective
aspect. With the use of have, the main verb is inflected with an en marking.
This can be seen in a verb such as driven.
12a.
CSE
12b.
SSE
13a.
CSE
13b.
SSE
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12c.
CSE
13c.
It is also common for speakers of CSE to mark the perfective aspect with a
past tense verb followed by the adverbial already (Alsagoff, 2001):
13d.
CSE
14a.
She told you she going to the cinema with us or not? CSE
14b.
Did she tell you whether she was going to the cinema
with us?
SSE
Alsagoff, 2001:85
Furthermore, CSE often marks the progressive aspect with the adverb still,
e.g.:
15a.
CSE
15b.
SSE
Alsagoff, 2001:85
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16a.
16b.
Although (16a) and (16b) have different grammatical aspects, the lexical
aspect of the verb build remains the same for both sentences. If the verb
build is analysed semantically, the lexical aspect of the verb build is telic as
opposed to atelic, is dynamic as opposed to stative and is non-punctual as
opposed to punctual. The verb build also requires an agent or causer for
the event to occur.
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State
Activity
Accomplishment Achievement
+/- Telic
+
+
+/- Stative
+
+/- Punctual
+
+/- Agentive
+
+
Table 1: Componential analysis of how Vendlers (1967) four-way
classification is related binary semantic categories.
Predicates that are telic have a natural end while atelic predicates do not
(Bardovi-Harlig, 2000). Similarly, Tenny (1994) defines telic verbs as verbs
that are working towards a goal. For example,
15a.
Telic
15b.
Atelic
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The predicate build in (15a) is telic while the predicate love in (15b) is
atelic. Once the plane has been completed, the process must end.
Therefore, the word construct in (5) is analysed as a telic verb. In contrast
to build, the verb love in (15b) does not have a natural end. Therefore the
predicate loves in (15b) is analysed as an atelic verb.
16.
Stative
In the example above, Mary will continue to know John unless something
happens to Mary that causes her to lose her memory. Therefore, the
predicate know is analysed as a stative verb.
17.
John ran.
Dynamic
In the case of (17), the predicate run is a dynamic verb. John can only
continue running if he puts in energy to lift up his leg one at a time and
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One form of dynamic verbs are iterative verbs. A verb that is iterative refers
to a situation that is repeated. For example,
18a.
Iterative
18b.
Non-Iterative
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19a.
19b.
The examples above show that the same verb may be used punctually or
non-punctually. Therefore, the situation in which the event occurs must be
taken note of when determining whether a verb is punctual or nonpunctual. In fact, the verb kick in the sentence I kicked many things on the
way to school is iterative.
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Predicates that require a causer or an agent for the event to occur are
analysed as agentive. For example,
20a.
Agentive
20b.
Non-Agentive
In (20a), the predicate drive is agentive because the act of driving cannot
occur unless an agent (John) is involved. The car cannot be driven on its
own volition. However, the predicate feel in (20b) is non-agentive because
such an event does not depend on the volition of the agent. In a sense the
agent does not have control over the event. For example, the causer
cannot volitionally decide to feel upset or not.
The discussion thus far shows that there are many ways to classify lexical
aspect in terms of binary categories. However, it is highly possible to group
predicates together which are highly dissimilar using binary classifications
(Bardovi-Harlig, 2000). For example, verbs such as run and build are
considered dynamic, non-punctual and agentive. This means that both
predicates run and build involve a change in state, require a causer and
the events require a period of time for it to materialize and these verbs
seem to be semantically similar. However run is atelic while build is telic,
which means that the predicate build has a natural end whereby the
building can no longer be built further whereas, theoretically, there is no
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natural end to running in case of the predicate run. The running will only
come to an end when the runner chooses to. Therefore, classifying lexical
aspect in terms of binary categories may not provide the fine distinction
between different lexical aspectual classes.
21.
22.
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23a.
Atelic
23b.
Telic
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24.
As John builds the house, it will take shape until it is fully completed
according to his building plans. The predicate build in (24) has a natural
end over a period of time (duration). The process of building the house
cannot be carried on further after a period of time after the house has been
built. Accomplishments are agentive, dynamic, telic and non-punctual.
25a.
25b.
25c.
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Telicity
Agentivity
State
State verbs are
atelic because the
event has no end
point
as
it
undergoes
no
change.
State verbs are nonagentive. This is
because
events associated
with state verbs do
not depend on the
volition of the agent.
In a sense the agent
does
not
have
control over the
event. For example,
the causer cannot
volitionally
feel
happy or sad.
Activity
Activity verbs are
atelic because the
event will continue
so long as causer
puts in effort e.g.
walk, run
Activity verbs are
agentive.
Whether or not the
event continues is
totally dependent on
the causer. The
causer
has
full
control over the
event. So long as
the causer puts in
effort, the events
continues. E.g. Run
Accomplishment
Accomplishment verbs are
telic because such events
have natural end points.
E.g. Build.
Achievement
Achievement verbs are
telic because there is a
natural end point. The
start and end point of
the
event
is
instantaneous.
Achievement verbs are
agentive.
The
event
is
not
dependent
on
the
causers
will.
For
example, an explosion
as a result of two
chemicals
coming
together occurs without
an agent.
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Punctuality
Stativity
(Stative
Dynamic)
State
State verbs are nonpunctual
and
durative. The event
occurs indefinitely
as there is no
natural end point.
The event occurs
over a period of
time.
Activity
Activity verbs are
non-punctual
and
durative. The event
occurs indefinitely
so long as the
causer puts in effort.
The event occurs
over a period of
time.
Accomplishment
Accomplishment verbs are
non-punctual and durative.
The event requires a period
of time before it can be
completed.
Achievement
Achievement verbs are
punctual
and
nondurative. The event
occurs and completes
instantaneously.
The
event does not occur
over a period of time.
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As can be seen from the table above, there is a close relationship between
the binary categories of verbs and Vendlers four-way classification. Using
Vendlers four-way classification classification, verbs fall into one of four
categories based on the lexical meanings of the verb, which is also
dependent on their context of use. As other research studies pertaining to
verbal morphology also use Vendlers four-way classification in their
analysis, using the same classification in this study will also facilitate the
cross-examination of other research data and findings. Bardovi-Harlig
(2000) noted that examples of empirical studies addressing the aspect
hypothesis using Vendlers four-way classification include Comajoan
(1998), Bardovi-Harlig (1992, 1998), Bardovi-Harlig & Reynolds (1995),
Robison (1995), Bardovi-Harlig & Bergstrom (1996), Rohde (1996), Collins
(1997), Lee (1997), Salaberry (1997, 1998), Shirai (1995), Shirai & Kurono
(1998), Shibata (1998), Leary (1999), Andersen (1986a, 1991) and many
others.
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In this section, tests which are used to classify verbs in the respective
aspectual classes according to Vendlers four-way classification, will be
discussed. In order to classify verbs into the various aspectual classes
according to Vendlers four-way classification, verbs are first tested for +/telic, +/- Agentive, +/-Punctual and +/-Stative. From here, based on the
componential analysis in Table 1, we can classify verbs into the aspectual
classes of state, activity, achievement and accomplishment.
Verbs with aspectual classes of State and Activity are atelic and they do
not have natural end points (Baker, 1995). Therefore, such verbs can take
on an adverbial phrase such as for ten minutes whereas verbs with
aspectual classes of Achievement and Accomplishment do have natural
end points and taking on an adverbial phrase such as for ten minutes will
not be grammatical. Consider the following:
26a.
26b.
26c.
26d.
State:
Activity:
Achievement:
Accomplishment:
However,
verbs
with
aspectual
classes
of
Achievement
and
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27a.
27b.
27c.
27d.
State:
Activity:
Achievement:
Accomplishment:
28a.
28b.
28c.
28d.
State:
Activity:
Achievement:
Accomplishment:
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29a.
29b.
29c.
29d.
State:
Activity:
Achievement:
Accomplishment:
30a.
30b.
30c.
30d.
State:
Activity:
Achievement:
Accomplishment:
*Feel afraid!
Sit there!
*Decide to go.
Arrive there in ten minutes.
Therefore, the test for agentivity can be used to differentiate activity from
state verbs (among atelic verbs) and accomplishment from achievement
(among telic verbs) because activity and accomplishment verbs require
agency.
In this thesis, the author devised a test to distinguish between punctual and
non-punctual verbs (among telic verbs) by using the adverb suddenly.
Following Kearns (2000), the word suddenly shows the instantaneous
nature of the achievement verbs as opposed to accomplishment verbs that
require a period of time for the entire event to play out. Consider the
following,
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31a.
31b.
Punctual:
Non-Punctual:
State verbs are differentiated from the other aspectual classes because
only state verbs are [+ stative]. As activity verbs can take progressive form
but not state verbs (Baker, 1989), we can use this to test for stative verbs
among atelic verbs. Atelic verbs that cannot take the progressive form can
be classified as stative verbs.
32a.
32b.
State:
Activity:
From the examples above, it can be seen that among atelic verbs, state
can be differentiated for activity verbs because stative verbs cannot take
progressive form while activity verbs can.
The table below summarizes all the tests described above to classify verbs
under Vendlers four-way classification for lexical aspect. These tests are
employed in the analysis of verbs in this thesis.
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Tests
Telicity
Atelic verbs can
take on
for
ten
minutes
Telic verbs can
take on
in ten minutes
State
Activity
Atelic
Atelic
Yes
Yes
I felt a little afraid for ten A group of guys sat
there
for
ten
minutes.
minutes.
No
No
*I felt a little afraid in ten *A group of guys sat
there in ten minutes.
minutes.
Accomplishment
Telic
No
*We decided for
minutes to go.
Agentivity
deliberately
Non-agentive
Agentive
No
Yes
*I deliberately felt a little A group of guys
afraid.
deliberately
sat
there.
No
Yes
*John persuaded me to John persuaded the
feel afraid.
guys to sit there.
Agentive
Yes
No
*Feel afraid!
Yes
Arrive there in ten minutes.
carefully
persuade
Imperative
Punctuality
Yes
Sit there!
Achievement
Telic
No
ten *We reached there for
ten minutes.
Yes
Yes
We decided in ten minutes We reached there in
to go.
ten minutes.
Non-agentive
No
*We carefully decided
to go.
Yes
No
John persuaded us to arrive *John persuaded us
there in ten minutes.
to decide to go.
Non-punctual
*We suddenly
there.
No
*Decide to go.
Punctual
reached We suddenly decided
to go.
Stativity
Stative
Non-Stative
Cannot take progressive Can
take
form
progressive form
Table 3: Summary of tests to classify verbs under Vendlers Four-Way classification
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3.3
Data Collection
The data for this research consists of middle of year (2004) examination
composition scripts from a secondary school in a public housing (HDB)
estate. Most of the students enrolled in this school reside either in this HDB
housing estate or other neighbouring HDB housing estates. This school
can be considered as a neighbourhood school (i.e. a school admitting
students of average ability) because students who are enrolled in this
school belong to the average ability range with a mean Primary School
Leaving Examination (PSLE) score of about 225 for the Express stream
and 190 for the Normal stream. Schools that are not considered as a
neighbourhood schools (in other words premier schools) typically enrol
students with a PSLE score of about 245 and above. A neighbourhood
school was chosen for this study, as this would be more representative of
the general student population in Singapore.
The data for this research was collected from six classes of the secondary
three cohort comprising students from both the Express and Normal
Academic Streams. These students were 15 years old when the data was
collected. A total of 205 scripts were collected. 88 scripts were collected
from the Normal Academic stream and 117 scripts were collected from the
Express stream.
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The average length of each composition was about 430 words and each
composition contained approximately 75 verbs and verb phrases. From
these 205 scripts, 50 scripts that exhibited morphological errors in past
tense marking were selected and transcribed.
The total size of corpus is about 22,000 words made up of the 50 scripts
that exhibited morphological errors in tense-aspect marking. As this study
is examining the reasons for errors in tense-aspect marking and not the
percentage of errors amongst students writing, the data for this study is
made up of the 50 scripts, which exhibit past tense marking errors. It is
important to note that the thesis seeks to study the patterns of errors and
their correlation with lexical aspect rather than a count of the percentage of
errors. It was therefore decided that only scripts that exhibited errors in at
least 5% of the verbs would be used. On average, 22% of all verbs in
corpus contain tense and aspect marking errors.
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Examination scripts are used for the data in this survey, as this will ensure
that there will be no teacher input in the students writing. These students
would have had a minimum of 8.5 to 9 years of formal education within the
national curriculum that teaches English Language as a first language from
the onset.
The data for the corpus is made up of narrative texts and recount texts.
These are chosen because the narrative text and recount text typically
require the writers to use the past tense (Derewianka 1990, also the MOE
Syllabus Guide). Using texts that require writers to use the past tense are
helpful in this case as the non-marking of tense and perfective aspect will
be very obvious. Furthermore, the use of narrative and recount texts is also
consistent with other studies conducted internationally to address Aspect
Hypothesis.
This study adopts a corpus approach to the analysis of the written texts.
According to Meyer (2002), it is important to base ones analysis of
language on real data based on actual instances of speech or writing rather
than data that are contrived or made up as in the case of using cloze
passages to elicit data. Therefore, an analysis will be more complete and
accurate if it is based on a body of real data. In the case of this study,
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In this study, all samples of the corpus are first transcribed with line
numbers (Annex A) and all main verbs are tagged (V) and verbs with tense
and aspect marking errors are tagged (X).
On a cool breezy morning where the atmosphere is (V) (X) (S) moist
and there are (V) (X) (S) morning dew on the grass and leaves, I
decided (V) (Ach) to jog (V) (Act) in the park.
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The total number of verbs for each sample and the total number of verbs
belonging to the different aspectual classes for each sample were obtained
by using ConcApp to sort each sample individually. These data are
attached as annexes.
To ensure accuracy and accountability for every error, each error identified
in the corpus is manually listed using a Microsoft Excel spreadsheet. On
this spreadsheet, (Annex B) information captured include the specific
details as to where these errors can be found in the corpus by stating the
Sample and Line numbers. Other information such as whether the error is
a tense or aspect error is also included. There are instances where an error
can be considered as both a tense and aspect error. Such information is
also recorded on this list. Where an error is considered a tense error as
well as an aspect error, these errors will be included the list for tense errors
as well as the list for aspect errors.
To further illustrate how the verbs are sorted using ConcApp, consider the
following examples. The verbs in the following examples shown (from
figures 2 to 5) have been tagged (V) to the right of each verb followed by
their
respective
aspectual
class
(Ach
for
Achievement,
Acc
for
Accomplishment, Act for Activity and S for State). The corpus after having
been tagged is then sorted using a concordancing program called
ConcApp showing the aspectual class in the middle of the figure.
ConcApp is a freeware concordancing program that can be downloaded
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from
the
Internet
(http:
www.edict.com.hk/PUB/concapp/).
The
The excerpt below from the corpus gives examples of state verbs. The data
have been sorted using the ConcApp program.
54
55
56
57
58
59
60
61
62
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
a
a
a
a
a
a
a
a
a
81
82
83
84
85
86
87
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
and
and
and
and
and
and
and
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183
184
185
186
187
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
my
my
my
my
my
117
118
119
120
121
122
123
124
125
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
The focus of the study is on tense and aspect. Consequently, several types
of errors in verbal morphology are not included in this study.
1)
because non-finite verb does not carry absolute tense (Comrie 1976).
2)
Spelling errors are also not included in the study. Consider the
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In the examples above, the writers have correctly attempted to use the
[lexical verb + ed] form. In this case, these are not counted as errors.
3)
4)
Infinitives are not included in the study. In English all lexical verbs
that occur after to and modal auxiliaries are infinitives. These lexical verbs
must occur in their root form. Such verbs do not reflect tense or
grammatical aspect.
3.4
The Subjects
According to Gleason (1993), by the time children are of school going age,
they are in control of all of the major grammatical and semantic features.
Gleason (1993) asserts that language development proceeds throughout
the life cycle; as individuals grow older, they acquire new skills at every
stage of their lives. Lenneberg (1967) proposes that there is a critical
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difficult for most people after puberty. Secondary three students are chosen
as subjects for this study because these students would have completed
nearly nine out of ten years of compulsory education in Singapore and
these students would have completed most of the English Language
curriculum by age 15.
In this research study, the researcher does not distinguish students from
the Normal (Academic) and the Express Stream. This is because as shown
in Chapter Two, the syllabus for both streams of students are identical and
that both groups of students are expected to show mastery in the same
grammatical features in their writings at Secondary Two. Furthermore, the
syllabus requirements for both these groups of students are identical ever
since these pupils were in primary school. The only difference is that
students from the express stream are required to write longer composition
of about 100 words more. Therefore, these students would have been
taught the same content in term of text-type features.
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3.5
Statistical Methods
Having tagged the data and sorted into lexical aspectual classes, the data
is analysed in the following manner.
1)
2)
3)
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4)
5)
In order to show that the data collected exhibit a distinct and significant
pattern, some form of statistical means must be used. In the study, to show
significance of data, the chi square test is used.
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Chapter Four
Findings
4.0
Overview
In this chapter, the findings from the analysis of the data will be presented.
The findings will be divided into several sections. An overview of the corpus
in terms of distribution of lexical verbs in terms of aspect classes is first
presented. This is followed by a presentation of findings with regard to the
hypotheses of this thesis. As the hypothesis (H1) is divided into two subhypotheses (H1a) and (H1b), the findings of these two sub-hypotheses will
first be presented. This is followed by a presentation of the findings related
to the main hypothesis (H1). For each of the hypotheses, the findings will
also be presented in terms of whether the lexical aspect, from the
perspective of telicity, punctuality, stativity and agentivity can explain the
patterns of tense-aspect errors.
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4.1
Overview of Corpus
In the corpus of more than 22,000 words, there are a total of 3898 lexical
verbs used.
1418
1214
764
St
at
e
Ac
hm
en
m
pl
is
Ac
co
Ac
hi
ev
em
en
tiv
ity
502
1600
1400
1200
1000
800
600
400
200
0
Lexical Verbs
As can be seen from the chart above, highest incidence of verbs comes
from the aspectual class of state verbs, with a total of 1418 main verbs
(and verb phrases) in this aspectual class. This is followed by 1214
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accomplishment verbs (and verb phrases), 764 activity verbs (and verb
phrases) and 502 accomplishment verbs (and verb phrases). The high
number of state verbs can be expected due the common use of the lexical
verbs be and have in all samples. The higher frequency of occurrence of
state verbs in the corpus also causes learners to have higher chances of
committing errors with respect to tense and aspect marking of state verbs.
The hypothesis, which is the focus of this thesis, will be discussed in parts,
in relation to the two sub-hypotheses (1a) and (1b) which was presented in
the previous chapter.
4.2
Activity,
Accomplishment
and
Achievement)
and
The hypothesis tested in this section is; (H1a) Aspectual classes of verbs
(i.e. State, Activity, Accomplishment and Achievement) can explain the
patterns of errors in tense marking.
In order to test the hypothesis above, a count of every tense marking errors
in the corpus was done. The chart below illustrates the distribution of tense
marking errors across semantic categories. In terms of absolute numbers,
it can be seen that state verbs have the highest number of tense marking
errors (447). This is followed by activity verbs (141). Accomplishment verbs
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1086
971
1000
764
800
623
600
502
451
447
400
141
128
200
51
at
e
St
Ac
ti v
ity
t
hm
en
m
pl
is
Ac
co
Ac
hi
ev
em
en
t
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35%
30%
25%
20%
15%
10%
5%
0%
18%
St
at
e
pl
ish
m
en
t
Ac
co
m
en
t
ve
m
Ac
hi
e
Ac
t iv
it y
11%
10%
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Correct
451
403.2227
1086
975.1242
623
613.6696
971
1138.984
Chi Square
Achievement: Correct
Achievement: Incorrect
Accomplishment: Correct
Accomplishment: Incorrect
Activity: Correct
Activity: Incorrect
State: Correct
State: Incorrect
(O-E)2/E
5.661072
23.10928
12.60706
51.46377
0.141863
0.579103
24.77515
101.1356
Chi Square
219.4729
Incorrect
51
98.77732
128
238.8758
141
150.3304
447
279.0164
Total
502
502
1214
1214
764
764
1418
1418
df 3
Significant
p<0.05
Null hypothesis: There is no difference between the numbers.
Alternate Hypothesis: There is a difference between the numbers.
Conclusion: Reject null hypothesis that there is no difference
between the numbers.
The chi square test reveals that these differences are statistically
significant (Chi Square = 219.5, df = 3, p<0.05).
This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of aspectual classes of verbs.
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It must be noted that not only individual aspectual classes are tested to see
if aspectual classes of verbs can explain patterns of errors in past tense
marking but clusters of aspectual classes will also be tested. These
aspectual classes are clustered into semantic features such as telicity,
punctuality, stativity and agentivity for analysis. In the following sections,
we discuss these features in turn.
The first statistical operation will be to see if the errors pattern along telicity,
i.e. if achievement and accomplishment verbs show fewer errors than state
and activity verbs in a significantly differentiated manner. To do this, we
calculate the percentages of errors as shown in the chart below.
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27%
25%
20%
15%
10%
10%
5%
0%
Telic
Atelic
Past tense marking errors occur in 27% of all atelic verbs compared to 10%
of all telic verbs. The chi-square test is used to check if the difference in
numbers (of correct and incorrect verbs) in terms of telicity is statistically
significant. The table below shows the result of the test.
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(O-E)2/E
18.2616
74.54639
14.36155
58.62585
Chi Square
165.7954
Total
1716
1716
2182
2182
df 1
Significant
p<0.05
Null hypothesis: There is no difference between the numbers.
Alternate Hypothesis: There is a difference between the numbers.
The chi square test reveals that these differences are statistically
significant (Chi Square = 165.7, df = 1, p<0.05).
This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of telicity.
Table 5 shows that the observed number of errors in tense marking for
atelic verbs (588) is higher than the expected number (429.3). While the
observed number of errors in tense and aspect marking for telic verbs
(179) is lower than the expected number (337.7). This finding is significant
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because one of the key points of aspect hypothesis (Andersen and Shirai,
1996) is that the aspect hypothesis claims that the selection and use of
perfective and/or past marking is initially restricted to the marking of telic
predicates; that is achievements and accomplishments. Therefore, one can
expect that tense and grammatical aspect marking errors occurring more
frequently in verbs whose lexical aspects are atelic, i.e. states and
activities, and less frequently in verbs whose lexical aspects are telic, i.e.
achievements and accomplishments. The figures shown in Table 4 also
reflected this.
The next statistical operation will be to see if the errors pattern along
punctuality,
i.e.
if
achievement
verbs
show
fewer
errors
than
21%
20%
15%
10%
10%
5%
0%
Punctual
Non-Punctual
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(O-E)2/E
5.661072
23.10928
0.836825
3.416036
Chi Square
33.02321
df 1
p<0.05
Significant
The chi square test reveals that these differences are statistically
significant (Chi Square = 33.02, df = 1, p<0.05).
101
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This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of punctuality.
Table 6 shows that the observed number of errors in tense marking for
non-punctual verbs (consisting of accomplishment, activity and state verbs)
(716) is higher than the expected number (668.2). While the observed
number of errors in tense marking for punctual verbs (achievement verbs)
(51) is lower than the expected number (98.8).
To see if the tense marking errors pattern along stativity, i.e. if state verbs
show more errors than accomplishment, achievement and activity verbs in
a significantly differentiated manner, we first calculate the percentages of
errors as shown in the chart below.
32%
13%
Dynamic
Stative
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Past tense marking errors occur in 32% of all stative verbs compared to
13% of all dynamic verbs. The chi-square test is used to check if the
difference in numbers (of correct and incorrect verbs) in terms of stativity is
statistically significant. The table below shows the result of the test.
Chi Square
Dynamic Correct
Dynamic Incorrect
Stative Correct
Stative Incorrect
(O-E)2/E
14.16579
57.82671
24.77515
101.1356
Chi Square
197.9032
df 1
p<0.05
Significant
The chi square test reveals that these differences are statistically
significant (Chi Square = 198, df = 1, p<0.05).
103
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This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of stativity.
Table 7 shows that the observed number of errors in tense marking for
stative verbs (447) is higher than the expected number (279). While the
observed number of errors in tense marking for dynamic verbs
(achievement, accomplishment and activity verbs) (320) is lower than the
expected number (488).
4.2.4 Agentivity
To see if the tense marking errors pattern along agentivity, i.e. whether or
not agentive verbs (activity and accomplishment) show fewer errors than
non-agentive verbs (state and achievement) in a significantly differentiated
manner, we first calculate the percentages of errors as shown in the chart
below.
% of errors in terms of Agentivity
30%
25%
20%
15%
10%
5%
0%
26%
14%
Agentive
Non-Agentive
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Correct Incorrect
1709
269
1588.794 389.2063
1422
498
1542.206 377.7937
Chi Square
Agentive Correct
Agentive Incorrect
Agentive Correct
Agentive Incorrect
(O-E)2/E
9.094664
37.12567
9.369398
38.24718
Chi Square
93.83692
df 1
p<0.05
Total
1978
1978
1920
1920
Significant
The chi square test reveals that these differences are statistically
significant (Chi Square = 93.8, df = 1, p<0.05).
105
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This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of agentivity.
Table 8 shows that the observed number of errors in tense marking for
non-agentive verbs (state and achievement verbs) (498) is higher than the
expected number (377.8). While the observed number of errors in tense
marking for agentive verbs (accomplishment and activity verbs) (269) is
lower than the expected number (389.2).
This finding is interesting. While punctual verbs and stative verbs can be
subsumed under telic verbs and atelic verbs respectively, agentive verbs
can be both telic (Accomplishments) and atelic (Activity). Therefore, this
finding reveals that there might be another dimension to the explanation of
past tense marking errors along the line of agentivity.
As can be seen from sections above, when errors in tense marking are
analyzed in terms of telicity, punctuality, stativity and agentivity, the findings
also point to a statistically significant relationship between aspectual
classes of verbs and errors in tense marking.
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4.3
H1(b):
The hypothesis tested in this section is; (H1b) Aspectual classes of verbs
(i.e. State, Activity, Accomplishment and Achievement) can explain the
patterns of errors in perfective aspect marking.
From the corpus of this study, it is found that, unlike past tense marking
errors, perfective aspect marking errors only make up 2.68% of all errors in
the corpus.
% Incorrectly
marked for
aspect
Correct
Incorrect
Achievement
1%
497
5
Accomplishment
0.8%
1204
10
Activity
0.3%
762
2
State
0.3%
1414
4
Table 9: Distribution of aspect marking errors across semantic categories
107
Total
502
1214
764
1418
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From table 9 on page 107, it can be seen that learners make very few
errors in perfective aspect marking errors. Other studies have also shown
that the use of past perfect in narrative texts among learners is generally
rare (Bardovi-Harlig 1998). A check with the corpus reveals that there are
only 52 instances of present perfect and 67 instances of past perfect used
in the corpus.
The number of errors in perfective aspect marking is too small for chisquare test to be appropriately carried out to test the significance of
difference in numbers. This is because as the observed number of errors
among stative verbs and activity verbs are only 4 and 2 respectively,
therefore, the expected frequencies for two cells will be less than 5. For a 2
X 4 or 3 X 3 or larger table, if all expected frequencies but one are at least
5 and if the one small cell is at least 1, chi-square is still a good
approximation (Connor-Linton, 2003). In this case, two of the expected
frequencies are less than 5. In other words, the expected frequency is less
than 5 in more than 20% of the cells. Therefore, the use of chi-square test
is inappropriate in this case and the data cannot be tested.
Like the previous section, clusters of aspectual classes will also be tested.
These aspectual classes are clustered into semantic features such as
telicity, punctuality, stativity and agentivity for analysis.
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The first statistical operation will be to see if the errors pattern along telicity,
i.e. if achievement and accomplishment verbs show fewer errors than state
and activity verbs in a significantly differentiated manner. To do this, we
calculate the percentages of errors.
Perfective aspect marking errors are found in 0.9% of all telic verbs while
perfective aspect marking errors can be found in 0.3% of all atelic verbs.
The numbers are to small to be represented meaningfully on a chart.
The chi-square test is used to check if the difference in numbers (of correct
and incorrect verbs) in terms of telicity of verbs is statistically significant.
The table below shows the result of the test.
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(O-E)2/E
0.019407
3.582903
0.015262
2.817718
Chi Square
6.43529
df 1
p<0.05
Significant
The chi square test reveals that these differences are statistically
significant (Chi Square = 6.4, df = 1, p<0.05).
Therefore, from the results of the chi-square test, it is found that aspectual
classes of verbs in terms of telicity can explain errors in patterns of
perfective aspect marking.
On closer study of the chi-square test (table 10), it is found that telic verbs
have a higher proportion of perfective aspect marking error than atelic
verbs. Furthermore the observed value of incorrectly marked telic verbs
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(15) is higher than the expected value (9.2) while the observed value of
incorrectly marked atelic verbs (6) is lower that the expected value (11.8).
This finding is contrary to what is expected. According to the aspect
hypothesis on which this study is based, learners are expected to first mark
for the perfective aspect among telic verbs before moving on to atelic verbs
(Andersen & Shirai, 1996). Therefore, we can extrapolate that as learners
first acquire perfective marking among telic verbs, learners should make
less perfective marking errors among telic verbs compared to atelic verbs.
However, it must also be noted that the number of errors related to the
perfective aspect marking is too small in the corpus to make any firm
conclusions. The percentages of errors in both categories of verbs in terms
of telicity are both below 1% of the number of verbs in each semantic
category.
The next statistical operation will be to see if the errors pattern along
punctuality,
i.e.
if
achievement
verbs
show
fewer
errors
than
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There are a total of 5 punctual verbs that are incorrectly marked for
perfective aspect and 16 non-punctual verbs that are incorrectly marked for
perfective aspect. The number of errors in perfective aspect marking is too
small for chi-square test to be appropriately carried out to test the
significance of difference in numbers. This is because as the observed
number of errors among punctual verbs is only 5, therefore, the expected
frequency will be less than 5. This means that the expected frequency is
less than 5 in more than 20% of the cells (in a 2X2 table) and this makes it
inappropriate to use the chi-square test. Therefore, whether punctuality can
explain perfective aspect marking errors cannot be tested.
To see if the perfective aspect marking errors pattern along stativity, i.e. if
state verbs show more errors than accomplishment, achievement and
activity verbs in a significantly differentiated manner, we first calculate the
percentages of errors.
Perfective aspect marking errors are found in 0.3% of all stative verbs while
perfective aspect marking errors can be found in 0.7% of all dynamic verbs.
The percentages are too small to be represented meaningfully on a chart.
112
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There are a total of 4 stative verbs that are incorrectly marked for perfective
aspect and 17 dynamic verbs that are incorrectly marked for perfective
aspect. The number of errors in perfective aspect marking is too small for
chi-square test to be appropriately carried out to test the significance of
difference in numbers. This is because as the observed number of errors
among stative verbs is only 4, therefore, the expected frequency will be
less than 5. This means that the expected frequency is less than 5 in more
than 20% of the cells (in a 2X2 table) and this makes it inappropriate to use
the chi-square test. Therefore, whether stativity can explain perfective
aspect marking errors cannot be tested.
To see if the perfective aspect marking errors pattern along agentivity, i.e.
whether or not agentive verbs (activity and accomplishment) show fewer
errors than non-agentive verbs (state and achievement) in a significantly
differentiated manner, we first calculate the percentages of errors as shown
in the chart below.
Perfective aspect marking errors are found in 0.6% of all agentive verbs
while perfective aspect marking errors can be found in 0.5% of all nonagentive verbs. The percentages are too small to be represented
meaningfully on a chart.
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There are a total of 12 agentive verbs that are incorrectly marked for
perfective aspect and 9 non-agentive verbs that are incorrectly marked for
perfective aspect. The chi-square test is used to check if the difference in
numbers (of correct and incorrect verbs) in terms of agentivty is statistically
significant. The table below shows the result of the test.
Correct Incorrect
1966
12
1967.344 10.65623
1911
9
1909.656 10.34377
Chi Square
Agentive Correct
Agentive Incorrect
Agentive Correct
Agentive Incorrect
(O-E)2/E
0.000918
0.169451
0.000946
0.17457
Chi Square
0.345884
df 1
p<0.05
Total
1978
1978
1920
1920
Not Significant
The chi square test reveals that these differences are not statistically
significant (Chi Square = o.35, df = 1, p<0.05).
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This means that the null hypothesis is accepted and that there is no
relationship between aspectual classes of verbs and errors in tense
marking in terms of agentivity.
4.4
Activity,
Accomplishment
and
Achievement)
and
The hypothesis tested in this section is; (H1) Aspectual classes of verbs
(i.e. State, Activity, Accomplishment and Achievement) can explain the
patterns of errors in tense and perfective aspect marking.
In order to test the hypothesis above, a count of every tense marking errors
in the corpus was done. The chart below illustrates the distribution of tense
115
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1418
1400
1214
1079
1200
1000
764
800
502
600
450
447
400
200
621
143
135
55
te
St
a
iv
ity
Ac
t
m
en
Ac
co
m
Ac
h
ie
v
pl
is
h
em
en
t
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35%
30%
25%
19%
20%
15%
11%
11%
10%
5%
St
at
e
Ac
t iv
it y
pl
ish
m
en
t
Ac
co
m
Ac
hi
e
ve
m
en
t
0%
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Table 12: Result of Chi Square Test for Aspectual Classes (TenseAspect)
Correct Incorrect
Total
Achievement: Observed values
447
55
502
Achievement: Expected values
401.1621 100.8379
502
Accomplishment: Observed values
1079
135
1214
Accomplishment: Expected values 970.1411 243.8589
1214
Activity: Observed values
621
143
764
Activity: Expected values
610.5336 153.4664
764
State: Observed values
968
450
1418
State: Expected values
1133.163 284.8368
1418
Chi Square
Achievement: Correct
Achievement: Incorrect
Accomplishment: Correct
Accomplishment: Incorrect
Activity: Correct
Activity: Incorrect
State: Correct
State: Incorrect
Chi Square
df 3
p<0.05
(O-E)2/E
5.237558
20.83652
12.21499
48.59474
0.179426
0.713807
24.07321
95.77016
207.6204
Significant
The chi square test above reveals that these differences are statistically
significant (Chi Square = 207.6, df = 3, p<0.05).
118
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This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of aspectual classes of verbs.
It must be noted here that that not only individual aspectual classes are
tested to see if aspectual classes of verbs can explain patterns of errors in
past tense marking but clusters of aspectual classes will also be tested.
These aspectual classes are clustered into semantic features such as
telicity, punctuality, stativity and agentivity for analysis.
The first statistical operation will be to see if the errors pattern along telicity,
i.e. if achievement and accomplishment verbs show fewer errors than state
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30%
25%
20%
15%
11%
10%
5%
0%
Telic
Atelic
Past tense marking errors occur in 27% of all atelic verbs compared to 11%
of all telic verbs. The chi-square test is used to check if the difference in
numbers (of correct and incorrect verbs) in terms of telicity is statistically
significant. The table below shows the result of the test.
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Correct
1526
1371.303
1589
1743.697
Chi Square
Telic: Correct
Telic: Incorrect
Atelic: Correct
Atelic: Incorrect
(O-E)2/E
17.45135
69.4265
13.72434
54.59939
Chi Square
155.2016
df 1
p<0.05
Incorrect
190
344.6968
593
438.3032
Total
1716
1716
2182
2182
Significant
The chi square test reveals that these differences are statistically
significant (Chi Square = 155.2, df = 1, p<0.05).
This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of telicity.
Table 13 shows that the observed number of errors in tense marking for
atelic verbs (593) is higher than the expected number (438.3). While the
observed number of errors in tense and aspect marking for telic verbs
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(190) is lower than the expected number (344.7). This finding is significant
because one of the key points of aspect hypothesis (Andersen and Shirai,
1996) is that the aspect hypothesis claims that the selection and use of
perfective and/or past marking is initially restricted to the marking of telic
predicates; that is achievements and accomplishments. Therefore, one can
expect that tense and grammatical aspect marking errors occur more
frequently in verbs whose lexical aspects are atelic, i.e. states and
activities; and less frequently in verbs whose lexical aspects are telic, i.e.
achievements and accomplishments. The figures shown in Table 13
reflected this.
The next statistical operation will be to see if the errors pattern along
punctuality,
i.e.
if
achievement
verbs
show
fewer
errors
than
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21%
20%
15%
11%
10%
5%
0%
Punctual
Non-Punctual
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Correct
447
401.1621
2668
2713.838
Chi Square
Punctual: Correct
Punctual: Incorrect
Non Punctual: Correct
Non Punctual: Incorrect
(O-E)2/E
5.237558
20.83652
0.774221
3.080074
Chi Square
29.92837
df 1
p<0.05
Incorrect
55
100.8379
728
682.1621
Total
502
502
3396
3396
Significant
The chi square test reveals that these differences are statistically
significant (Chi Square = 29.9, df = 1, p<0.05).
This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of punctuality.
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To see if the tense-aspect marking errors pattern along stativity, i.e. if state
verbs show fewer errors than accomplishment, achievement and activity
verbs in a significantly differentiated manner, we first calculate the
percentages of errors as shown in the chart below.
32%
30%
20%
13%
10%
0%
Dynamic
Stative
Past tense marking errors occur in 32% of all stative verbs compared to
13% of all dynamic verbs. The chi-square test is used to check if the
difference in numbers (of correct and incorrect verbs) in terms of stativity is
statistically significant. The table below shows the result of the test.
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Incorrect
333
498.1632
450
284.8368
Total
2480
2480
1418
1418
(O-E)2/E
13.76444
54.75891
24.07321
95.77016
188.3667
Significant
The chi square test above reveals that these differences are statistically
significant (Chi Square = 188.4, df = 1, p<0.05).
This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of stativity.
Table 15 shows that the observed number of errors in tense marking for
stative verbs (450) is higher than the expected number (284.8), while the
observed number of errors in tense marking for dynamic verbs
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To see if the tense marking errors pattern along agentivity, i.e. whether or
not agentive verbs (activity and accomplishment) show fewer errors than
non-agentive verbs (state and achievement) in a significantly differentiated
manner, we first calculate the percentages of errors as shown in the chart
below.
% of errors in terms of Agentivity
30%
25%
20%
15%
10%
5%
0%
26%
14%
Agentive
Non-Agentive
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Correct Incorrect
1700
278
1580.675 397.3253
1415
505
1534.325 385.6747
Chi Square
Agentive Correct
Agentive Incorrect
Agentive Correct
Agentive Incorrect
(O-E)2/E
9.007879
35.83594
9.279992
36.91849
Chi Square
91.0423
df 1
p<0.05
Total
1978
1978
1920
1920
Significant
The chi square test reveals that these differences are statistically
significant (Chi Square = 91, df = 1, p<0.05).
This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of agentivity.
Table 16 shows that the observed number of errors in tense marking for
non-agentive verbs (state and achievement verbs) (505) is higher than the
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verbs
respectively,
agentive
verbs
can
be
both
telic
As can be seen from sections above, when errors in tense marking are
analyzed in terms of telicity, punctuality, stativity and agentivity, the findings
point to a statistically significant relationship between aspectual classes of
verbs and errors in tense and perfective aspect marking.
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Chapter Five
Discussion of Findings
5.0
Overview
5.1
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This hypothesis was then further broken down into two sub-hypotheses.
Hypothesis (H1) was validated and accepted and it was found that
aspectual classes of verbs (i.e. State, Activity, Accomplishment and
Achievement) can explain the patterns of errors in tense and perfective
aspect marking. It was found that past tense errors occur most frequently
among stative verbs and least frequently among punctual and telic verbs.
Past tense marking errors also occur more frequently among non-agentive
verbs than agentive verbs.
Hypothesis (H1a) was validated and accepted and it was found that
aspectual classes of verbs (i.e. State, Activity, Accomplishment and
Achievement) can explain the patterns of errors in tense marking. It was
found that past tense errors occur most frequently among stative verbs and
least frequently among punctual and telic verbs. Past tense marking errors
also occur more frequently among non-agentive verbs than agentive verbs.
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Hypothesis (H1b) was also validated and it was found that aspectual
classes of verbs (i.e. State, Activity, Accomplishment and Achievement)
can explain the patterns of errors in perfective aspect marking. However, it
was found that errors only pattern along telicity.
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not distinguish tense and aspect marking in studies using both spoken and
written texts as data. Bardovi-Harlig (2000) views the past tense as also
having perfective aspect as the past tense denotes situations that are
completed. Therefore, tense and aspect marking errors are analysed as a
whole so that the findings can be compared with other works done
internationally.
The main reason for separating (H1) into (H1a) and (H1b) is that the notion
of tense and aspect can also be viewed separately. This is because, as
discussed in the literature review and the framework of study,
perfective/completive aspect can occur in both present and past tense
although the grammatical aspect remains the same (Alsagoff, 2001).
Findings concerning (H1a) are also consistent with findings of (H1). The
study reveals that the hypothesis (H1a) is accepted. It is found that
learners make fewer errors in past tense marking among telic verbs as
compared to atelic verbs. Learners also make fewer errors among punctual
verbs compared to non-punctual verbs. It is also found that learners make
the most past tense marking errors among stative verbs. Therefore, it can
be seen that aspectual classes of verbs can explain errors in past tense
marking.
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Deterding (2000) also shares the view that the lack of verbal morphology in
SE might be due the influence of base languages as reflected in the quote
on page 135,
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Bardovi-Harlig (2000) and Collins (2002), on the other hand, reported that
research on the L2 acquisition of tense and aspect morphology shows that
there is in fact very limited influence of L1 on the L2 acquisition of tense
and aspect morphology. Influence is limited to situations whereby the
grammatical structures of the L1 and L2 are very similar. Collins (2002)
finds that francophone learners of English confuse the English perfective
with the French perfective in terms of word order as the construction of the
perfective between the two languages are similar. In such cases, learners
might use these structures inter-changeably. Collins found that other than
this, learners generally exhibit universal patterns of tense-aspect
acquisition.
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There are, however, studies that do not support the findings of this
research concerning errors in past tense marking in Singapores context.
Yip (2004) in her studies of past tense marking errors in compositions of
primary 5 students found no significant relationship between aspectual
classes of verbs and errors in past tense marking. However, Yip (2004)
found that there is a significant relationship between morpho-phonological
factors and errors in past tense marking. Yip (2004) found that primary 5
students make fewer past tense marking errors among verbs which have
base forms ending in vowel sounds.
Findings for (H1) and (H1a), so far, are consistent with literature
addressing the aspect hypothesis. However, findings concerning (H1b)
reveal an interesting observation. Although the study reveals that the
hypothesis (H1b) can be accepted, this finding is contrary to what is
expected. The analysis of data reveals that perfective marking errors occur
more frequently among telic verbs than atelic verbs. From the perspective
of the aspect hypothesis, it is expected that perfective marking errors will
occur more frequently among atelic verbs because perfective marking is
first acquired among telic verbs before moving on to atelic verbs.
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It must also be noted that as the number of perfective errors in the corpus
is so small that it cannot be confidently asserted that this finding could be
generalised.
One possible reason for the lack of perfective aspect marking errors among
learners is that fact that the notion of aspect is universal among all
languages. Unlike tense, students might not need to resort to universal
semantic prototypes when acquiring perfective aspect marking.
Although verbs are not morphologically marked for the perfective aspect in
SCE, perfective aspect is present in SCE. It is signalled by the use of an
adverbial such as already (Bao 1995, Alsagoff 2001). Therefore, it can be
argued that students in Singapore, whose base language might be Malay,
Chinese or even SCE (Gupta, 1994), already posses the concept of the
aspect, i.e., the notion of whether an event is completed or is still ongoing
(Alsagoff, 2001), as shown by the presence of the adverbial already to
signal the perfective aspect as well as the common use of the progressive
marking in SCE.
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5.2
marking
The study thus far suggests strongly that telicity plays an important role in
determining whether or not a learner uses tense-aspect morphology. To
further expand this study to see to what extent is this notion of telicity (an
event having a natural end point and is, therefore, completive) is relevant to
tense-aspect marking; the study includes an analysis of lexical aspect in
relation to tense-aspect marking at the discourse level. The following
paragraphs briefly provide some background before presenting the
analysis and findings proper.
Lexical aspect can also be studied at the discourse level, above the word
level (Bardovi-Harlig 2000). In all narrative discourse, studies have shown
that the distinction between foreground and background is a common
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On the other hand, Bardovi-Harlig (2000) also notes that information in the
narrative text that serves the purpose of supporting the foreground is seen
as the background. Another criterion for background is that the information
is out of sequence with respect to the foreground and to other background
events. The background on its own does not tell the story that the text sets
out to do but provides supporting information, which elaborates or
evaluates the events in the foreground.
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Having accepted the hypothesis (H1) that aspectual classes of verbs can
explain errors in tense marking, it will be interesting to see if patterns of
tense marking errors can be analysed at the discourse level and whether
the findings from these two perspectives can provide a fuller explanation to
verbal morphology marking errors.
In order to ascertain this, a smaller study was also carried out. 15 narrative
texts from the corpus were selected and analyzed into foreground and
background following Reinhart (1984) and Drys (1983) criteria for
foreground and background. Then, each text is counted manually for the
total number of verbs (including verb phrases) and number of verbs with
tense and aspect marking errors within the foreground and background
respectively. An example can be seen in the excerpt below taken from the
corpus.
In the short excerpt above, the portion that is not underlined introduces a
new event. This portion serves as the foreground of the text. In the next
sentence, the author went on to elaborate on what the tree looked like. This
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portion serves as the background to the first sentence. As can be seen, the
author chose to use the present tense to describe the tree in the
background when the past tense is required for the narrative text. The table
below presents the raw data of errors found in narrative texts in the corpus.
Foreground
S/No
Sample
%
Errors
Background
%
Errors
No. of
No. of
No. of
No. of
Verbs
Errors
Verbs
Errors
1
3
49
8
16.33
30
14
2
12
23
1
4.35
35
8
3
13
29
2
6.90
38
11
4
23
69
4
5.80
42
11
5
24
28
2
7.14
25
9
6
25
41
7
17.07
26
12
7
26
13
3
23.08
48
29
8
29
39
2
5.13
33
11
9
31
31
4
12.90
24
13
10
32
46
11
23.91
28
13
11
37
59
3
5.08
84
29
12
42
85
4
4.71
53
11
13
43
43
4
9.30
27
17
14
45
28
2
7.14
48
18
15
50
32
3
9.38
53
18
Total
615
60
9.76
594
224
Table 17: Summary of number of verbs and number errors within the
foreground and background of narrative texts
As can be seen from the table above, the percentage of tense and aspect
marking errors in the foreground of narrative texts is 9.76% of all verbs
(including verb phrases) while the percentage of tense and aspect marking
errors in the background of narrative texts is 37.88% of all verbs.
Considering the raw data it seems that the results is consistent with
predictions made by the interlanguage discourse hypothesis (BardoviHarlig, 2000).
143
46.67
22.86
28.95
26.19
36.00
46.15
60.42
33.33
54.17
46.43
34.52
20.75
62.96
37.50
33.96
37.71
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The chi-square test is again used to check if the difference in numbers (of
correct and incorrect verbs) in terms of foreground and background among
narrative texts is statistically significant. The table below shows the result of
the test.
Table 18: Result of Chi Square Test for Verbs in Foreground and
Background of Narratives
Correct
555
470.5335
370
454.4665
Chi Square
Foreground: Correct
Foreground: Incorrect
Background: Correct
Background: Incorrect
(O-E)2/E
15.16277
49.38577
15.69882
51.13173
Chi Square
131.3791
df 1
p<0.05
Significant
Incorrect
60
144.4665
224
139.5335
Total
615
615
594
594
The chi square test reveals that these differences are statistically
significant (Chi Square = 131.4, df = 1, p<0.05).
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It must be noted that that the corpus used to investigate errors in the
foreground and background of narrative texts is derived from the corpus
used to test the hypothesis (H1). Therefore, it can be seen that the single
corpus supports both the aspect hypothesis as well as the interlanguage
discourse hypothesis.
One possible reason for the lower frequency of errors in the foreground can
be associated with how parts of a text are classified as foreground.
Following Reinharts (1984) classification, events that are 1) punctual, 2)
complete and 3) sequential are considered as the foreground of the text.
These three conditions are very much related to the notion of an event
being telic, i.e. events with natural end points. Therefore, it is not surprising
that verbs in the foreground are more likely to be marked for tense-aspect.
This is also consistent with the aspect hypothesis, which predicted that telic
verbs would be marked first for tense-aspect. Furthermore, there is a
strong probability that even atelic verbs (states and activity verbs) located
in the foreground might take on the semantic properties of telic verbs
because the events in the foreground are considered to be complete,
punctual and sequential (Bardovi-Harlig, 2000).
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From the discussion above, it seems that whether or not a verb is marked
for tense-aspect morphology is closely related to the notions of telicity and
completeness. This can be seen from the findings of the main study in this
thesis which show that aspectual classes of verbs can explain tense-aspect
marking errors in that telic verbs are less frequently and therefore less
likely to be marked incorrectly for tense-aspect while the smaller study
relating to discourse structures also point to the fact that verbs in the
foreground (consisting of events that are complete, punctual and
sequential), are more likely to be marked for tense-aspect than verbs in the
background.
This argument is also consistent with Loh (1999). Loh (1999) explored the
syntax and semantics of Past Tense marking (PTM) in SCE. Loh (1999)
finds that the syntactic distribution of grammatical entities in SCE must take
into account the aspectual property of delimitedness (Tenny, 1994) and
finds that the past tense marking in SCE delimits the action in certain
syntactic environments. She argues that lexical semantics of the tense and
aspect markings plays an important role in the description of their
distribution and alternation.
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From her qualitative study, Loh (1999) found that the unmarked form of the
verb is used to indicate that the event commenced without suggesting its
completion while the past tense marking is used to indicate the event was
commenced and completed. Events that are completed are events with
clear end points. Therefore, such events are also considered telic.
Both Loh (1999) and this current study suggest that the notion of
completeness and telicity are very important concepts in explanation errors
of past tense errors. Lohs (1999) discovery that past tense marking is used
to indicate events that have commenced and completed in her qualitative
study is also supported by the findings of this current quantitative study that
telic verbs (events with end points) are more likely to be marked for tense
correctly than atelic verbs (events without clear end points) in contexts that
require the text to be written in the past tense at the word level, while
events that are completed, punctual and sequential at the discourse level
are also more likely to be marked for tense and aspect. Therefore, it can be
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5.3
Lim (2000) showed that traditional tests done to show the aspectual
classes such as those of Dowtys (1979) diagnostics are not always reliable
for SCE. This is because according to Lim (2000), a SCE stative VP can
take the progressive, and a SCE activity VP can occur as the complement
of finish, when according to Dowty, this cannot happen.
Lim (2000) also argues that the same verb that occurs in SCE and in
Standard English may not belong to the same aspectual class. Lims
(2002) findings are interesting and relevant to this study. This is because
her findings highlight some difficulties faced when analysing the data and
ascribing the relevant aspectual class to the verbs in the corpus. It was
mentioned in Chapter Two that students are expected to produce the
standard variety of English in the formal context in school. Unavoidably,
some students will fall short of the target standard and make use of some
148
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Other than the difficulty in classifying verbs into different aspectual classes,
another possible limitation of this study is the size of the corpus. Although
the corpus used in this study is more than seven times larger than Yips
(2004) at 22,000 words, an even larger corpus might give a more accurate
analysis especially pertaining to the perfective aspect marking.
5.4
Future Research
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The corpus used in this study also reveals other interesting verbal
morphology variations that are not directly related to tense-aspect marking
and therefore not included in this study. It must also be noted that due to
the size of the corpus, the number of these variations observed are not
large enough to be studied in depth. A larger corpus will yield higher
instances of such variations, which will facilitate further investigations.
Never the less, these variations observed from the corpus are presented
below.
The first form of structural variation involves the use the modal auxiliary. In
English, the main verb that follows after the modal auxiliary should appear
in its bare form (or unmarked for tense-aspect). This is because the modal
auxiliary being the first verb in the sentence would have carried the tense
marking. Data from the corpus reveals that the main verbs that appear after
the modal auxiliary posses verbal morphology. The examples are shown in
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the table below. The data was generated using the concordancing program
ConcApp.
day, she would locked (V) (X structural) (Acc) herself in the master b
y wouldnt anyone came (V) (X Structural) (Acc), as this park was (V) (
he would just went off (V) (X Structural) (Acc). But never did I expect
ations we may mistaken (V) (X Structural) (Ach) for someone as you long
ally kids would played (V) (X Structural) (Act) at the playground near
10
cc) and he would hired (V) (X Structural) (Act) him again. But, he said
11
12
) (S) I will not caned (V) (X Structural) (Act) or scold (V) (Act) you
13
her, as it would meant (V) (X structural) (S) no one to take care (V) (
14
worst thing might happened (V structural) (X) (Ach) next. I decided (V)
On closer inspection of the table above, Line 7 and 13 (may mistaken and
would meant) reveal that the verbal morphology used after the modal
auxiliary is the en form (normally used to signal perfective aspect) while
Line 6 (would just went off) reveals that the verbal morphology used after
the modal auxiliary is the ed form (normally used to signal past tense).
The verbal morphology of the rest of the examples do not show clearly
whether the verbal morphology carried is the ed form or the en form as
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these verbs use the same verbal morphology to show past and perfect
tense. It would be interesting to find out should learner make errors such as
these, whether the verbal morphology carried after the modal auxiliary is a
ed suffix signalling past tense or the en suffix signalling the perfective or
does it signify something else even more interesting.
The second form of structural variation found in the corpus involves the use
the auxiliary verb do. In English, the main verb that follows after the
auxiliary verb do should appear in its bare form (or unmarked for tenseaspect). This is because the auxiliary verb do being the first verb in the
sentence would have carried the tense marking. Data from the corpus
reveals that the main verbs that appear after the auxiliary do is marked for
tense-aspect. The examples are shown in the table below. The data was
generated using the concordancing program ConcApp. The patterns shown
below deserve further research.
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cident, I did not told (V) (X Structural) (Acc) my parents what had hap
nd floor I did not saw (V) (X Structural) (Ach) him and went round (V)
parents did not helped (V) (X Structural) (Act) me in making (V) (Acc)
, who did not believed (V) (X Structural) (S) at first, but quietly ret
gh they did not looked (V) (X Structural) (S) like humans, they speaked
did not really wanted (V) (X Structural) (S) to make (V) (Acc) the dec
(S) I
rted (V) (Ach) to wept (V) (X Structural) (Act) like a baby.Since young
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arket as she always visit (V) (X Agreement) (Acc) the supermarket for the
feathers was plucked out (V) (X Agreement) (Acc), stomach was open (V) (A
people was also laughing. (V) (X Agreement) (Act) At that time, I was wish
ary school. All they does (V) (X Agreement) (Act) inside is (V) (S) to stu
all, chickens was hanging (V) (X Agreement) (Act) on a hook, feathers was
c. My parents was pleased (V) (X Agreement) (S) with my decision. Deep ins
(V) (S) boots. There was (V) (X Agreement) (S) a varieties of meat like c
cision and how it benefit (V) (X Agreement) (S) you.I have (V) (S) just ta
10
(V) (Ach) a crowd, we was (V) (X Agreement) (S) curious and went over (V)
11
(X) (Ach) that there was (V) (X Agreement) (S) five chapters for me to st
12
r, important decision are (V) (X Agreement) (S) hard to make. You must fir
13
to the park. There wasnt (V) (X Agreement) (S) many people there. After s
14
the questions, there was (V) (X Agreement) (S) none I knew (V) (S) how to
15
16
17
(Acc) the green beans was (V) (X Agreement) (S) to deal (V) (Acc) with the
18
do (V) (S) you all wants (V) (X agreement) (S) to follow (V) (Acc)? I shu
19
ch) some freaks which was (V) (X Agreement) (S) two heads shorter than my
20
rother and their ears was (V) (X Agreement) (S) two times longer than ours
The final form of structural variation found in the corpus, that deserves
further research, involves verbal morphology to signal passive voice. In
English, the passive voice is signalled by the use of the auxiliary verb
followed by a main verb inflected with the en form. However, it is found
that a number of students do not mark the main verb at all. The main verb
appears in its bare form with one instance (S/No. 6) of the main verb
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appearing in the past form (Aux + Prog + mistake + ed) instead of the
Line No.
Sample No.
S/No.
Semantic
Category
1
3
25 be groom
be groomed
Acc
2
4
20 was open
was opened
Acc
3
3
3
be groom
be groomed
Ach
4
10
27 am convience
will be convinced
Ach
5
13
36 be unsolve
be unsolved
Ach
6
18
4
was being mistook was being mistaken Ach
7
3
17 was broadcast
was broadcasted
Act
8
4
26 being cook
was being cooked Act
9
12
15 was surprise
was surprised
S
10 32
32 was surprise
was surprised
S
11 35
35 was shock
was shocked
S
12 42
4
was too obsess
was too obsessed S
13 48
19 stress out
be stressed out
S
Table 23: Samples of Structural Variation (Passive Voice)
Remarks
passive
passive
passive
passive
passive
passive
passive
passive
passive
passive
passive
passive
passive
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Chapter Six
Conclusion
6.1
Overview of Study
The results of the study were positive, with both sub-hypotheses (H1a) and
(H1b) being validated and the main hypothesis (H1) has been validated
with clear significance. What this means is that such patterns do not occur
by chance and aspectual classes of verbs (i.e. State, Activity,
Accomplishment and Achievement) can explain the patterns of errors in
tense and perfective aspect marking.
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acquire
tense-aspect
marking
for
telic
verbs
(achievement
and
tense-apect
marking
for
telic
verbs
(achievements
and
6.2
Pedagogical Implications
From this study, it can be seen that secondary school students exhibit
some form of universality in the acquisition of tense-aspect marking, in
particular past tense marking. The study shows that students tend to make
more tense-aspect marking errors with atelic verbs than telic verbs. It was
established in this study that this pattern did not occur by chance.
It is also argued in this thesis that learners associate tense with meaning
(Bardovi-Harlig & Reynolds, 1995). Therefore, telic events (events with
natural endpoints) or completed events are more likely to be marked for
tense. Furthermore, it seems that learners are less likely to make tenseaspect errors among agentive verbs.
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Having this knowledge is very important. This will help teachers to focus on
the real needs of students in helping the students to achieve the target
level of grammatical accuracy. To help students achieve such grammatical
accuracy, Bardovi-Harlig & Reynolds (1995) suggest teachers use positive
evidence to help students achieve target like proficiency. Positive evidence
is any input that gives students an accurate understanding of what is
possible in a language (Sharwood Smith, 1991, White, Spada, Lightbown &
Ranta 1991). Exposing learners to positive evidence is important because
this will help learners overcome the problem of under-generalisation in
grammar. The idea is to help learners notice a difference between the input
and their own output in order to revise their own internal understanding of
grammar rules (Schimdt 1990, 1992). However, it must be noted such input
must be made very explicit. This is because it is possible for such inputs to
go unnoticed by learners (Bardovi-Harlig & Reynolds, 1995).
In the context of this study, learners should be exposed to the correct use
of past tense among state and activity verbs when writing narrative and/or
recount texts, as these are the kinds of verbs that are most likely to be
marked incorrectly for tense-aspect.
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and help students understand and apply the correct grammatical features
associated with the different texts. The current MOE English Syllabus 2001
also incorporates this process in the teaching of English Language.
Other than using naturally occurring texts (such as recounts events and
narration of stories) to help students to be more aware of the differences in
between the target standard and their own internal grammars, teachers can
also design tasks such as conceptualised cloze passages, incorporating
state and activity verbs to be use in the past tense so that students will be
required to use these verbs in their correct form.
This study also found that students generally mark very few aspect marking
errors. Lack of perfective aspect errors would mean that teachers could
pay more attention in helping students acquire past tense morphology. This
is because the past tense is the building block for other tenses both
formally
and
conceptually
(Bardovi-Harlig,
1994,
Bardovi-Harlig
&
Reynolds, 1995).
6.3
Conclusion
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In this study, it is found that most tense-aspect marking errors are past
tense marking errors. This study adds to the body of literature as it has
shown that patterns of past tense marking errors among secondary school
students display some form of universality in terms of the acquisition of
tense-aspect morphology of languages. This is a significant finding
because the traditional argument that variations in tense-aspect marking in
SE are due to the influence of home or first language can be refuted.
It is also found that secondary students make fewer errors among telic
verbs, which include punctual verbs, and agentive verbs which means that
they are less likely to make tense-aspect marking errors among telic and
agentive verbs. On the other hand, secondary students make more errors
among atelic verbs with stative verbs, which is part of atelic verbs, having
the highest proportion of tense-aspect marking errors. This means
secondary students are more likely to make tense aspect marking errors
among atelic verbs and most likely among stative verbs.
This study also reveals that students make very few aspect marking errors.
Aspect marking errors only make up 2.68% of all tense-aspect errors. Due
to the small numbers of errors, it cannot be conclusively confirmed that
there is a relationship between (grammatical) aspect and meaning.
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It is also very evident from this study that tense is associated with meaning
and events that are telic (i.e. with natural end points) and completed are
more likely to be marked for tense. Therefore, it can be argued that in SE,
tense can also function as a telic marker rather than simply a deictic
marker. Therefore, as the learners consider tense as a telic marker,
learners will not mark a verb for past tense if the event is not seen as
completed or with a natural end point (i.e. telic) even when the situation
demands so, e.g., in the context of writing narrative and recount texts.
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It was also found that learners are more likely to make tense-aspect
marking errors among non-agentive verbs than agentive verbs. This is
interesting as it adds to another dimension to the explanation of tense and
aspect marking errors that telicity is not the only semantic feature that can
explain tense and aspect marking errors.
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164
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Bibliography:
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Collins, Laura (2002). The roles of L1 influence and lexical aspect in the
acquisition of temporal Morphology Language Learning 52:1 pp4394.
Comrie, B. (1976). Aspect. Cambridge, UK: Cambridge University Press.
Connor-Linton, J. (2003) Chi Square Tutorial, Retrieved 21 July 05, from
Http://www.georgetown.edu/faculty/ballc/ webtools/web_chi_tut.htm
l#requirements.
Corder, P (1981) Error Analysis and Interlanguage London: Oxford
University Press.
Dahl, O (1985). Tense and aspect systems. Oxford: Basil Blackwell.
Davidson, G (2003) Verbs and Tenses. Singapore: Learners Publishing.
Deterding, D (2000) Potential influences of Chinese on written English of
Singapore in Brown, A (ed) English in Southeast Asia 99:
Proceedings of the Fourth English in Southeast Asia Conference
Singapore: NIE, pp 201 209.
Derewianka, B. (1990) Exploring how texts work. Australia: Primary Englsih
Teaching Association.
Dietrich, R. Klein, W., & Noyau, C. (1995), The acquisition of temporality in
second language. Amsterdam: Benjamins.
Dowty, D (1979) Word meaning and Montague grammar. Dordrecht:
Reidel.
Dry, H. (1983). The movement of narrative time. Journal of Literary
Semantics, 12, 19-53.
Edwards, J. (1985) Language Society and Identity. London: Blackwell.
Filip, H (1996). Psychological predicates and the syntax-semantics
interface. In Goldberg, A.E (ed) Conceptual Structures, Discourse
and Language: Stanford: Centre for the Study of Language and
Information.
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168
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169
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170
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172
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173
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Annex A
The Corpus
Sample 1
Write about an occasion when someone mistook you for a local TV teenage star.
One Saturday afternoon, I decided (V) (Ach) to have swim (V) (Act) at Bishan
(X) (Acc). After a few hours of training, I decided (V) (Ach) to leave (V) (Ach)
the pool as night was going (V) (Act) to rise (V) (Ach).
When I was packing (V) (Act) my stuff, heading (V) (Act) towards the toilet I
notice (V) (X) (Ach) a group of guys kept staring (V) (Act) at me. Well, I did not
bother (V) (S) much, I thought (V) (Act) maybe my swimwear was (V) (S) not the
latest one. So, I grabbed (V) (Ach) my stuff and when (V) (X Spelling) (Act) to
the toilet to wash up (V) (Act). Soon, after I had dried (V) (Acc) myself I came out
10
(V) (Ach) the toilet. To my surprise, I saw (V) (Ach) the same group of guys
11
sitting (V) (Act) there starring (V) (X Spelling) (Act) at the exit of the girls toilet
12
13
Without second thoughts, I left (V) (Ach) the swimming complex in a hurry. Out
14
of a suddenly, my handphone rang (V) (Act), the caller was (V) (S) my mom. I felt
15
(V) (S) a little afraid because my sixth sense told (V) (Ach) me that someone was
16
following (V) (Act) me. My mom called (V) (Ach) and asked (V) (Acc) me to
17
settle (V) (Acc) my own dinner outside. So, I went (V) (Acc) to the nearest
18
foodcourt to have (V) (S) my dinner. Then, when I turned (V) (Ach) my back I
19
saw (V) (Ach) those guys again, they seemed (V) (S) to follow (V) (X Prog) (Act)
20
me where I been (V) (X) (S) what do they want (V) (S) from me? crossed (V)
21
22
I quickly ask (V) (X) (Acc) the foodholder to packed (V) (X Structural) (Act) my
23
food into a foamed box, so I could finish (V) (Acc) it at home. I paid (V) (Ach) for
24
my rice and started (V) (Ach) to go (V) (Acc) home quickly. Out of purpose, I
25
walked (V) (Act) to a corner to check (V) (Act) whether are (V) (X) (S) those
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Annex A
The Corpus
26
morons still following (V) (Act) me. I was (V) (S) furious as I did (V) (Act)
27
nothing wrong, and why am (V) (X) (S) I so afraid of them, leading (V) (Act) such
28
a sneakly life.
29
Then I told (V) (Ach) myself to pluck out (V) (Ach) my courage and face (V)
30
(Act) those guys, and theres (V) (X) (S) nothing to be (V) (S) afraid of. So, I
31
decided (V) (Ach) to hide (V) (Act) behind a pillar in the void deck. When I
32
peeped (V) (Ach) at them, they seemed (V) (S) to be looking (V) (Act) for me. I
33
came out (V) (Ach) the pillar and asked (V) (Acc) them politely Excuse me, (V)
34
(Act) May I know, (V) (S) Why are you following (V) (Act) me the whole
35
evening? They said (V) (Act) Sorry to disturb (V) (Act) you, fann, we followed
36
(V) (Act) you is (V) (X) (S) just to obtain (V) (Ach) your signature Oh my, then I
37
told (V) (Act) them that I am (V) (X) (S) not Fann Wong I am (V) (X) (S) just a
38
Ordinary girl named (V) (Ach) Rebecca. Those guys apologized (V) (Ach) and
39
started (V) (Ach) to blame (V) (Act) each another for mistaking (V) (Act) me.
40
Finally, I could finish (V) (Acc) up my rice in peace I said (V) (Acc) to myself,
41
after a day of cat and rat chase I was (V) (S) so exhausted that I went (V) (Acc) to
42
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Annex A
The Corpus
Sample 2
Describe a wet market you have been to.
When I was (V) (S) in the kindergarten, I used (V) (S) to go (V) (Acc) to the wet
market near my house regulargy. It was (V) (S) not a very cean place but there is
(V) (X) (S) alot of nice people around. It is (V) (X) (S) a very noisy place, there is
(V) (X) (S) a lot of bargaining happening in the market, it is (V) (X) (S) so
memorable.
I remember, (V) (Acc) there will always be (V) (X) (S) a fishy smell an there is
(V) (X) (S) a lot of fish sellers selling (V) (Act) fish at the back of the market. I
used (V) (S) to ask my mother the names of all those fishes that the seller sells, (V)
(X) (Act) but my mother just told (V) (Ach) me to stay (V) (Act) there and watch
10
(V) (Act) and she asked (V) (Acc) me to listen to what the fish sellers says. (V)
11
(X) (Act) It was (V) (S) quite fun, but I did not understand (V) (S) what they were
12
saying (V) (Act) in Hokkien. I also remember (V) (Acc) that my parents used (V)
13
(S) to bring (V) (Act) me to the market at night for some supper. It was (V) (S) so
14
delicious! And those uncles whom my father drinks (V) (X) (Act) beer with,
15
always treat (V) (X) (Act) me to KFC to eat anything that I wants, (V) (X) (S)
16
there was (V) (S) also a big brother who will always rides (V) (X structuctural)
17
(Act) his bicycle and bring (V) (X) (Acc) me to places to buy (V) (Act) sweets and
18
19
It was (V) (S) such a nice place for me to go (V) (Acc) to. It was (V) (S) so sweet
20
but it was (V) (S) still a place I used (V) (S) to play (V) (Act) at. I will never forget
21
(V) (Ach) about this place. It will always be (V) (S) a place where I can have (V)
22
(S) all my childhood memories to be buried, (V) (Acc) and if I lose (V) (Ach)
23
them, I will know (V) (S) where to find (V) (Ach) them.
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Annex A
The Corpus
Sample 3
Write about an occasion when someone mistook you for a local TV teenage star.
A teenage star, it is (V) (X) (S) a local television programme which is looking (V)
(X) (Act) for talented teenage in Singapore and a competition is held (V) (X) (S),
and the winner would be groom (V) (X) (Ach) as a star. This is (V) (X) (S) what
recently teenagers wants (V) (X) (S) to be (V) (S), including me.
One evening, while I was watching (V) (Act) the television, I saw (V) (Ach) an
advertism on this Teenage star show, they were looking (V) (Act) for teenagers
who is (V) (X) (S) able to sing (V) (Act) well. I like (V) (X) (S) singing, (V) (Act)
so do my best friend Amanda, so I called (V) (Acc) her up, asking (V) (act)
whether she wants (V) (X) (S) to go (V) (Acc) along. She agreed. (V) (S) Soon it
10
was (V) (S) the audition day, we both were (V) (S) very excited. We saw (V)
11
(Ach) a lot young and beautiful girls there. Suddenly, Amanda called (V) (Acc) me
12
and told (V) (Acc) me that she saw (V) (Ach) someone that looked (V) (S) like
13
me. So I decided (V) (Ach) to went (V) (X Structural) (Act) over and have (V) (S)
14
a look. The girl really look (V) (X) (S) like me, even the hairstyle, the tone of our
15
skin. I was shocked (V) (S). A few weeks after the audition, the person-in-charge
16
called (V) (Acc) my friend and I that we are not chosen, (V) (X) (Acc) we were
17
(V) (S) very sad. The next day, the show was broadcast (V) (X) (Act) on the
18
television, then suddenly I saw (V) (Ach) the girl who looked (V) (S) like me, her
19
name was (V) (S) Cheryl, she really looked (V) (S) very much like me, even my
20
family said (V) (Act) so. Amanda and I were (V) (S) very upset, so we decided (V)
21
(Ach) to go (V) (Acc) to Orchard Road to do (V) (Act) some shopping the
22
following day.
23
When we went (V) (Act) into a bookstore, we saw (V) (Ach) the coverpage of
24
some newspapers and magazine were (V) (S) pictures of Cheryl, as she was (V)
25
(S) the winner of Teenage Star, and she will be groom (V) (X) (Acc) into a pop
26
star. We did not care (V) (S) anymore as we does not want (V) (X) (S) it to affect
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Annex A
The Corpus
27
(V) (Acc) our moods. We went (V) (Act) to other shops. When Amanda went (V)
28
(Act) to the toilet, I was walking (V) (Act) around doing (V) (Act) some window
29
30
Suddenly, a guy behind me and touch (V) (X) (Ach) on my shoulder and ask (V)
31
(X) (Acc) for my signature, I does not know (V) (X) (S) what was happening, (V)
32
(S) until he took (V) (Acc) out a photograph of Cheryl, now then I realize (V) (X)
33
(Ach) that they mistaken (V) (X) (Ach) me for Cheryl, but no matter how I explain
34
(V) (X) (Act) the guy just would not believe (V) (S) that I am (V) (X) (S) not
35
Cheryl, until a group of people passed (V) (Acc) by me, in between them was (V)
36
(S) the real Cheryl, the Teenage Star, the guy realizing (V) (Ach) that he mistook
37
(V) (X) (Ach) the wrong person, he was embrassed (V) (X Spelling) (S) and
38
quickly apologized (V) (Acc) and ran away (V) (Acc). When Amanda came out
39
(V) (Ach) of the toilet, I told (V) (Acc) her about what had happened (V) (Ach),
40
she laughed (V) (Act), and our day seems (V) (X) (S) to be (V) (S) happier. But
41
luckily, after that occasion, no one ever mistaken (V) (X) (Ach) as Cheryl
42
anymore.
Sample 4
Describe a wet market you have been to.
Everyday, my father would wake up (V) (Ach) early to go (V) (Acc) and eat (V)
(Act) his breakfast. But one day, he asked (V) (Acc) me to go (V) (Acc) along
with him. As I have (V) (X) (S) nothing to do (V) (Act), I followed (V) (Act) him.
After we have eaten, (V) (X) (Act) my father would like (V) (S) to go (V) (Acc) to
the wet market and asked (V) (Acc) me to go (V) (Acc) home myself. But I was
(V) (S) curious and I pleaded (V) (Act) him to bring (V) (Act) me along with him.
Finally, he agreed (V) (Ach). It took (V) (Acc) us about ten minutes to reach (V)
(Ach) the wet market. While I was walking, (V) (Act) I smell (V) (X) (Act)
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Annex A
The Corpus
9
something bad, it smell (V) (X) (S) like something is (V) (X) (S) rotting. Then I
10
realized (V) (Ach) that it was (V) (S) from the wet market that my father wanted
11
12
The floor was (V) (S) wet and dirty. And I saw (V) (Ach) fishes was (V) (X
13
Structural) (S) lying on the ice, it was dead. (V) (Ach) It look (V) (X) (S) very
14
disgusting as the eyes were popping (V) (Act) out. Some were (V) (S) white and
15
16
I saw (V) (Ach) a very fat and huge man, holding (V) (Act) to a very large knife,
17
cutting (V) (Act) the fish into pieces, and weighting (V) (X Spelling) (Act) it.
18
Then, I looked (V) (Ach) into another stall, chickens was hanging (V) (X
19
Agreement) (Act) on a hook, feathers was plucked out (V) (X Agreement) (Acc),
20
stomach was open (V) (Acc) and I saw (V) (Ach) an old lady, digging (V) (Act) all
21
the organ out from the stomach! It look (V) (X) (S) worse than a fish being cut (V)
22
(Act) into pieces. I pleaded (V) (Act) my father to go (V) (Acc) home quickly and
23
24
While we were walking (V) (Act) home, I kept (V) (Act) a distance from my
25
26
When it was (V) (S) dinner time, I saw (V) (Ach) the fish, the chicken being cook
27
(V) (X) (Act), it look (V) (X) (S) delicious and I grabbed (V) (Acc) all the best
28
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Annex A
The Corpus
Sample 5
Describe a wet market you have been to.
The wet market nearest my home is (V) (S) Chun Ling wet market. My mum
seldom go (V) (X Agreement) (Acc) to that wet market as she always visit (V) (X
Agreement) (Acc) the supermarket for the groceries. However, my Dad is (V) (X)
(S) not in Singapore, so there is (V) (X) (S) no one to drive her to and from the
The wet market is (V) (X) (S) a very noisy and very bright place. Everyone is
shouting (V) (X) (Act) out to promote (V) (Act) their particular grocery,
sometimes there are (V) (X) (S) also discounts. I found out (V) (Ach) that in the
wet market, you can bargain (V) (Act) till we reach (V) (Acc) a satisfying price to
10
spend (V) (Acc) on. The groceries they sell (V) (X) (Act) are (V) (X) (S) all very
11
fresh, there are (V) (X) (S) vegetables, fruits, fishes, spices, poultrys and many
12
other essential things for cooking (V) Act). When you are walking (V) (Act)
13
around, you will have (V) (S) to watch (V) (Act) your steps and walk (V) (Act)
14
very slowly. The ground is (V) (X) (S) extremely wet, a person can slip (V) (Ach)
15
and fall (V) (Ach) easily. You must also refrain (V) (Act) from wearing (V) (Act)
16
very expensive clothings when you visit (V) (Acc) a wet market, the place there is
17
(V) (S) very messy, you can get (V) (Ach) stains on the shirt and never be able (V)
18
(S) to wash (V) (Act) it off. Its (V) (S) a place where not many youngsters would
19
20
There is (V) (X) (S) a stall there which sell (V) (X) (Act) many kinds of meat,
21
from chicken, turkey, mutton, beef all the way to ostrichs meat. He is (V) (X) (S)
22
our neighbour, we often get (V) (X) (Acc) our meat from him as long as we visit
23
(V) (X) (Acc) the wet market. He is (V) (X) (S) very friendly and humourous, he
24
always add (V) (X) (Acc) more meat than we ask (V) (X) (Acc) for and also gives
25
(V) (X) (Act) discount. I can see (V) (X) (S) he is (V) (X) (S) a very skillful and
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Annex A
The Corpus
26
experience butcher. He wield (V) (X) (Act) and chops (V) (X) (Act) on the meat
27
so accurately and strongly, he makes (V) (X) (S) chopping look (V) (X) (S) so
28
easy.
29
The stall vendors there are (V) (X) (S) all friendly, it might not be (V) (S) a bad
30
idea to visit (V) (Act) that place as you have (V) (S) to learn to shop (V) (Act) for
31
Sample 6
Write about an occasion when someone mistook you for a local TV teenage star.
There was (V) (S) one day when my friend and I were walking (V) (X Agreement)
(Act) to the library to study (V) (Act). Just as we were (V) (S) on the way there,
there was (V) (S) this person who came (V) (Act) forward to talk (V) (Act) to me.
I was (V) (S) very shocked, but I just talk (V) (X) (Act) to him casually. Then we
went (V) (Acc) to the library, there were (V) (S) lots of people, so we each took
(V) (Ach) a book and sat (V) (Act) on the table to read (V) (Act). But the guy still
continued (V) (S) to follow (V) (Act) and talk (V) (X) (Act) to us. We were
starting (V) (Ach) to doubt (V) (Ach) if this man was (V) (S) a con-man or a
person with motives for talking (V) (Act) to us. Then I asked (V) (Acc) him what
10
11
Then he asked (V) (Acc) me if I was (V) (S) one of the teenage star who appeared
12
(V) (Ach) on TV. And he said he wanted (V) (S) to take a picture with me. My
13
friend and I were (V) (S) so shocked and replied (V) (Ach) to him immediately
14
saying (V) (S) that I am (V) (X) (S) not any actor or TV star. Then he was (V) (S)
15
very embarrassed and did not know (V) (S) what to say (V) (Act). Then he told
16
(V) (Acc) me that he was (V) (S) from another TV station, and he found (V) (Acc)
17
that I have (V) (X) (S) the talent to act (V) (Act) in shows. And he asked (V) (Acc)
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Annex A
The Corpus
18
me if I would like (V) (S) to join (V) (Ach) his company to act (V) (Act) in drama
19
shows. I hesitated (V) (Acc) to saying (V) (Acc) yes. I told (V) (Acc) him to give
20
(V) (Acc) me his namecard and said (V) (Acc) that I would call (V) (Act) him
21
22
So I when (V) (X Spelling) (Acc) home to discuss (V) (Act) this with my family.
23
When they heard (V) (Ach) about this, they were very surprised (V) (S) and
24
doubtful. So I told (V) (Acc) them to call (V) (Act) him to clear (V) (Acc) our
25
doubts. Then they called (V) (Ach) him and enquired (V) (Acc) many things about
26
him and the job. So in the end their doubts were cleared (V) (Acc) and asked (V)
27
(Acc) me if I would like to go (V) (Acc) for the audition. Then I agreed (V) (Ach)
28
to it since there was (V) (S) no harm trying (V) (Act). Since then I became (V) (X)
29
(Acc) a part-time actor in some shows and earned (V) (Ach) some income for my
30
Sample 7
Describe a wet market you have been to.
I can remember (V) (Ach) when I was (V) (S) around six to eleven that period of
age. My dad and mum often bring (V) (X) (Act) me to wet market to buy (V)
(Acc) vegetable, meat and all kinds of thing. The wet market where we all know
(V) (X) (S) is (V) (X) (S) a place which have (V) (X) (S) two department. The
other department that we all know (V) (X) (S) is (V) (X) (S) so-called the dry
market. The wet market is (V) (X) (S) wet and smelly and slippery. Whenever I
followed (V) (Acc) my mum to the meat store, there was (V) (S) insect around it. I
felt (V) (S) disgusting about it, the butcher took (V) (Acc) a hard time to chase (V)
(Acc) the bees away. When I went (V) (Acc) to the vegetable store, It is (V) (X)
10
(S) much more noisier than the previous store. People in there arguing (V) (X)
11
(Act) with the price, shouting (V) (X) (Act) for offer. The store which I hate (V)
12
(X) (S) most was (V) (S) the fish store, the smell that came out (V) (Act) of the
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Annex A
The Corpus
13
fish is (V) (X) (S) really smelly and there was (V) (S) blood coming out from the
14
15
The wet market where I know (V) (X) (S) was (V) (S) like war in there, people
16
arguing, (V) (Act) shouting (V) (Act) non-stop. It was (V) (S) really crowded in
17
there. People in there were (V) (S) quite friendly and kind.
18
The dry market which I have mentioned (V) (Acc) before, It was crowded (V) (S)
19
and the floor is (V) (X) (S) not wet but oily. The place smell (V) (X) (S) good, and
20
gave (V) (Acc) you the temptation of eating. We dont (V) (X) (S) often eat at
21
there cause the place is (V) (X) (S) hot and oily. The wet market was (V) (S) very
22
of interesting. The wet market is (V) (X) (S) like a place of gathering to me. I can
23
(V) (S) find my relatives hanging around (V) (Act) there every Sunday. I enjoyed
24
Sample 8
My Mysterious Secret Admirer
One day, when I was having (V) (S) my break in sch, I went (V) (Acc) to the
bookshop to buy (V) (Acc) a pen. When I was (V) (S) on my way there, a small
girl dress (V) (X) (Acc) in home clothing hiding (V) (Act) behind her mother
while they walk (V) (X) (Act) pass me and head (V) (X) (Act) towards the general
office.
When that small girl walked (V) (Act) pass me, my attention was totaling attracted
(V) (Ach) by her. While I was walking (V) (Act) as my view was (V) (S) still on
her, I nearly slip (V) (X) (Ach) and fall. (V) (X) (Ach) Luckily there was (V) (S) a
10
First, I though (V) (X Spelling) (S) she was (V) (S) a lower level student because
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Annex A
The Corpus
11
she looks (V) (X) (S) like a primary school kid. But instead, the next day, she
12
came (V) (Act) to my class. Teacher introduce (V) (X) (Acc) her to our class and
13
say she would be (V) (S) our classmate from that day onwards. Teacher gave (V)
14
(Acc) her permission to join (V) (Acc) our class for the flag raising.
15
She actually stood (V) (Act) the empty places right beside me. I was totally
16
stunned (V) (Ach) and kept (V) (S) quiet for the whole flag raising ceremony. As
17
we were (V) (S) both small sized kids, we were (V) (S) once had (V) (S) a rumor
18
which say we were (V) (S) couple. She was (V) (S) shy and kept arguing (V) (Act)
19
back and said (V) (Acc) that we were (V) (S) not couple. I fall (V) (X) (Ach) in
20
love with her in my first sight as she walk (V) (X) (Act) into the school. Then she
21
22
I admired (V) (S) her for so long and would not dare (V) (S) to tell her. I kept (V)
23
(Act) that in my heart for a few months. When I finally have (V) (X) (S) the gut to
24
say (V) (Acc) that to her, she had already be (V) (X) (S) with my best friend. I
25
regret (V) (X) (S) I did not make (V) (Acc) the first move faster than him. And
26
27
She was (V) (S) my one and only admirer and until now I still like (V) (S) her very
28
much.
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Annex A
The Corpus
Sample 9
The tree in the park
In a village not far from the city, the people had (V) (S) a tradition that when you
fell (V) (X) (Ach) in love with somebody, you have (V) (S) to let others know (V)
(S) and they decided (V) (Ach) to carve (V) (Acc) each of their names onto the
As time passed, (V) (Ach) the couple grew up (V) (Acc) and the young man had
(V)(S) to leave (V) (Acc) to find (V) (Acc) a job in the city. Feeling (V) (S) lonely
and miserable, the young man always took (V) (Ach) a walk in the park every time
he had (V) (S) a chance. The park never had (V) (S) many people, he then took (V)
(Ach) out his pocket knife and wrote down (V) (Acc) Joachim Baril s Jasmine
10
Cortez. After many years, jasmine came (V) (Acc) to visit (V) (Acc) Joachim and
11
he proposed (V) (Ach) to Jasmine under that very tree in the city. A few months
12
later, they were married (V) (Ach) at that tree and many turned up (V) (Ach). A
13
few teenagers at the weeding brought (V) (Acc) their boyfriends or girlfriends and
14
marked (V) (Acc) their names on that tree. Not one of those couples were
15
16
It was beleved (V) (X Spelling) (S) by everyone in the nieghbourhood that the tree
17
was (V) (S) magical but years passed (V) (Ach), spring came (V) (Acc) then
18
summer, followed (V) (Acc) by autumn then winter. Its leaves fell (V) (Ach) and
19
grew (V) (Acc) and the park was (V) (S) to be torn (V) (Acc) apart many protected
20
(V) (Acc) and formed (V) (Acc) a human wall around the tree but many were (V)
21
(S) too tired to carry on (V) (Act) and headed (V) (Acc) home. The tree was (V)
22
(S) finally torn down (V) (Acc) and manufactured (V) (Acc) into writing paper.
23
It is believed (V) (X) (S) that when a person writes (V) (Acc) the lovers name on
24
that paper, they will be (V) (S) unseperatable. It was said (V) (Act) so by the tree
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Annex A
The Corpus
25
Sample 10
Write about an occasion when someone mistook you for a local TV teenage star.
Every Tuesday, Ill always on (V) (Ach) my television to watch light years or
youngsters. These movies show (V) (Acc) how teenagers overcome (V) (Acc)
One afternoon, my friend called (V) (Acc) and told (V) (Acc) me I have (V) (X)
(S) about 70% percentage of the same look with this local TV teenage star. This
teenage star is (V) (X) (S) one of an actor of Light Years. His name is (V) (X)
(S) Richard Ko. I dont really convince (V) (X) (Ach) about what she said (V)
(Act) so I went (V) (Acc) to the mirror and take (V) (X) (Ach) a good look of
myself.
10
My friends and I met (V) (Ach) together to buy (V) (Acc) a gift for a pal. We went
11
(V) (Acc) to Orchard Road and planed (V) (X Spelling) (Acc) what to buy
12
(V)(Ach). As we were walking (V) (Act) to a shop, I noticed (V) (Ach) that two
13
girls kept (V) (Act) following (V) (Act) us quite awhile. I ignored (V) (Act) them
14
and continue (V) (X) (Act) to search (V) (Act) the present. Suddenly, they poped
15
(V) (X Spelling) (Ach) up in front of us and want (V) (X) (S) my autograph. Im
16
(V) (X) (S) curious and asked (V) (Acc) them why they want (V) (X) (S) my
17
autograph. They replied (V) (Acc) that Im (V) (X) (S) Richard Ko of an actor of
18
Light Years. I thought (V) (S) they are pulling (V) (X) (Act) my leg and my
19
friends are all laughing (V) (X) (Act) loudly. I told (V) (Acc) the two girls that
20
they had mistaken (V) (Ach). They were embarrassed (V) (S) and ran away. (V)
(Acc)
21
I asked (V) (Acc) my friends do (V) (X) (S) I look (V) (S) like Richard Ko. They
22
paused (V) (Acc) and think (V) (X) (Act) about it and agreed (V) (Ach) with the
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Annex A
The Corpus
23
two girls. Inside my mind, Im thinking (V) (X) (Act) that I maybe (V) (S) Richard
24
Kos twin brother. Laughing (V) (Act) at myself that this is (V) (X) (S)
25
impossible. May be I could join (V) (Act) a game show in Taiwan which the
26
audience will vote (V) (Acc) whether I look (V) (S) like Richard Ko. This time
27
Sample 11
Write about an occasion when someone mistook you for a local TV teenage star.
One bright day when I was going up (V) (Act); I saw (V) (Ach) a scene about
someone mistook (V) (X Prog) (Ach) someone as a local TV teenage star that
remind (V) (X) (Ach) me of the past of how I myself mistook (V) (Ach) someone
That was (V) (S) about 3 months ago, I meet up (V) (X) (Ach) with my friend at
the MRT station at bishan Junction 8 and we were planning (V) (Act) to go out (V)
(Acc) together to watch (V) (Act) a movie. We took (V) (Acc) the MRT to Pasir
Ris and down there we also meet up (V) (X) (Ach) some of our other friends and
we went (V) (Act) to watch movie together. In the show, I intentionally saw (V)
10
(Ach) a local TV teenage star walk (V) (X) (Act) past me. After the show, I went
11
out (V) (Acc) the room and I went round (V) (Acc) looking for the local TV
12
teenage star and I saw (V) (Ach) him taking (V) (Act) the lift to the ground floor
13
and I hurry went down (V) (Acc) by using (V) (Act) the escalator to catch up (V)
14
(Ach) with him. At the ground floor I did not saw (V) (X Structural) (Ach) him
15
and went round (V) (Acc) the ground floor looking (V) (Act) for him. I walk (V)
16
(X) (Act) round and round and round and finally I saw (V) (Ach) in his back
17
facing (V) (Act) me and the I went up (V) (Ach) to ask (V) (Acc) and I ask (V) (X)
18
(Acc) the name of the star and then after he turn round (V) (X) (Ach), I found out
19
(V) (Ach) that I have mistaken (V) (X) (Ach) him as the star and he was (V) (S)
20
down there laughing (V) (Act) and the surrounding people was also laughing. (V)
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Annex A
The Corpus
21
(X Agreement) (Act) At that time, I was wishing (V) (X) (Act) that there was (V)
22
(S) a hole for me to hide inside as I was so embrassed (V) (X Spelling) (S) at the
23
time but I also found out (V) (Ach) another thing. That guy who I called (V) (Acc)
24
on was my long lost friend who I have lose (V) (X) (Ach) contact with for a very
25
long time. I bought (V) (X Spelling) (Acc) him to meet (V) (Ach) my friend and
26
introduced (V) (Acc) them to each other and then, we went (V) (Act) to have our
27
lunch together.
28
Come to think of it, I glad that that time, I went out (V) (Acc) round and round
29
looking (V) (Act) for him. If not, I would not have re unite (V) (X) (Acc) with my
30
long lost friend and also my long lost pal. After 3 months when I think (V) (X)
31
(Act) about it, I am (V) (X) (S) still very happy that I have reunite (V) (X) (Ach)
32
with him.
Sample 12
Write about an occasion when someone mistook you for a local TV teenage star.
The sunlight streamed (V) (Acc) into my bed room. Morning has arrived (V) (X)
(Ach). I quickly ran down (V) (Acc) the stairs so that I would be (V) (S) the first to
use (V) (Act) the bathroom. However, the moment I reached (V) (Ach) the bottom
of the stairs, someone was (V) (S) already there. My sister Anchalee, who is (V)
(X) (S) five years older than me stood (V) (Act) before the bathroom door grinning
(V) (Act) at me as if she had won (V) (Acc) a big challenge against me.
Instead of throwing (V) (Acc) my usual tantrum, I went (V) (Acc) to the living
room to make (V) (Acc) a phone call. I had planned (V) (Act) to go (V) (Act) to
the mall with Bandy, my best pal in school. Unfortunately, her mother told (V)
10
(Acc) me that Bandy had (V) (S) influenza and is (V) (X) (S) unable to leave the
11
house. Since no one was (V) (S) able to accompany (V) (Act) me although it was
12
(V) (S) Sunday, I decided (V) (Ach) to go (V) (Act) just by myself.
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Annex A
The Corpus
13
At last, my sister came out (V) (Ach) of the bathroom. She said, Tiffany, since
14
you didnt throw (V) (Acc) any tantrums, I had prepare (V) (X) (Acc) a warm
15
bubble bath for you. I was surprise (V) (X) (S) that Anchalee could be (V) (S) so
16
17
I got dressed (V) (Acc) in my Sundays best clothes and went off (V) (Ach) to the
18
mall, which is (V) (X) (S) just a stone throw from my house. However, the
19
moment that I was (V) (S) about to step into the mall, I was mobbed (V) (Acc) by
20
a group of teenagers shouting (V) (Act) a very familiar name, Ashley Kate.
21
I realized (V) (Ach) that the teenagers had mistaken (V) (Ach) me for the teenage
22
TV star. As my dad was (V) (S) an Irish and my mom, a mix blood of Chinese,
23
French and Thai, my hair was (V) (S) blond and had (V) (S) fair skin and big eyes.
24
So I was easily mistaken (V) (Ach) as Ashley, whose looks were (V) (S) about the
25
same as mine. The crowd was getting (V) (Acc) rowdy until the security guards
26
27
They pulled (V) (Acc) me away to their office, which is (V) (X) (S) also on the
28
ground floor and locked (V) (Ach) the door to fence off (V) (Acc) Ashley fans. Of
29
course, they soon found out (V) (Acc) about my real particulars and even find (V)
30
31
A security guard went out (V) (Ach) to explain (V) (Acc) the truth to the
32
teenagers, who did not believed (V) (X Structural) (S) at first, but quietly retreated
33
34
I heaved (V) (Acc) a sigh of relieve and thanked (V) (Acc) the security guards for
35
helping (V) (Act) me. I guessed (V) (S) my plans are (V) (X) (S) once again ruined
36
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Annex A
The Corpus
Sample 13
The Tree in the Park
On a cool breezy morning where the atmosphere is (V) (X) (S) moist and there are
(V) (X) (S) morning dew on the grass and leaves, I decided (V) (Ach) to jog (V)
After wearing (V) (Acc) my favourite pair of sport shoes, I walked (V) (Act) to the
park. There wasnt (V) (X Agreement) (S) many people there. After some warm
up exercises, I started (V) (Ach) to jog (V) (Act). As you jog (V) (Act), you can
breathe (V) (Act) in fresh air and it is (V) (X) (S) very relaxing.
Halfway through the path of park, there was (V) (S) sometime which caught (V)
(Ach) my attention. It was (V) (S) a tree. I stopped (V) (Acc) to look at the tee.
10
The tree grew (V) (Act) in a very unique way. It grow (V) (X) (Act) differently
11
from other tree in the park. I got (V) (Acc) nearer to have (V) (S) a closer look.
12
13
It have (V) (X) (S) two hands which stretch (V) (X) (Act) high above as branches
14
and five other smaller branches grew (V) (Act) from that bigger branche. The
15
trunk of the tree was (V) (S) like a human figure. There was (V) (S) a part of the
16
trunk which looks (V) (X) (S) like a face of a human. I got (V) (Acc) more curious
17
as I look (V) (X) (Act) closer at the tree. My imagination ran (V) (Act) wild by
18
thinking (V) (Act) that was (V) (S) a human and he was (V) (S) under a spell. The
19
spell causes (V) (X) (Acc) him to be (V) (S) a tree for a 100 years. The more I
20
thought (V) (Act) of it the more I believe (V) (X) (S) that it was (V) (S) true.
21
I told (V) (Act) myself that this was (V) (S) not true. Tree is (V) (X) (S) a nature
22
living thing. It grows (V) (X) (Act) naturally. I could not get (V) (Acc) my eyes
23
off the tree as I was (V) (S) very curious about the tree and the unique way the tree
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Annex A
The Corpus
24
25
As the weather was getting (V) (Acc) hotter, I decided (V) (Ach) to leave (V)
26
(Acc) the park. I wanted (V) (S) to come (V) (Ach) again and have (V) (S) a look
27
so I decided (V) (Ach) to make (V) (Acc) a marking by drawing (V) (Acc) a stick
28
29
When I got (V) (Acc) home, I told (V) (Acc) my mum about the tree and she did
30
not believe (V) (S) me at first but she was (V) (S) also very curious to look (V)
31
(Acc) at the tree and she even asked (V) (Acc) me to show (V) (Acc) her the tree
32
some day.
33
After that day, I was still thinking (V) (Act) about that mysterious tree in the park.
34
I even went (V) (Acc) to school and consult (V) (X) (Acc) my teacher but she was
35
(V) (S) also not very sure. I guess (V) (S) the mystery of the tree will have (V) (S)
36
to be unsolve (V) (X) (Ach) as that was (V) (S) nature after all.
Sample 14
The Tree in the Park
John were (V) (X Agreement) (S) supposed to go (V) (Acc) to the super market to
buy (V) (Acc) some shagatti source home for mom. He was (V) (S) to playful that
he went (V) (Acc) to the soccer field and had (V) (S) a soccer game with his
friends.
When he was (V) (S) on the way home he suddenly remembered (V) (Ach) that he
is (V) (X) (S) supposed to go to a super market instead. He was feeling, (V) (S) his
whole body is (V) (X) (S) wet. Water is (X) (S) dripping (V) from his shirt, but he
got (V) (Acc) to be (V) (S) fast so he ran (V) (Act) to the super market through a
short cut.
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Annex A
The Corpus
10
As he ran (V) (Act) he saw (V) (Ach) a tree he had never seen (V) (S) it in the
11
park before. It is (V) (X) (S) so beautiful, leafs that had turned (V) (Acc) brown is
12
dropping (V) (X) (Act) and the wind is blowing (V) (X) (Act), so cooling. A nice
13
scenery that John wont get (V) (Acc) to see (V) (Acc) in Singapore but he saw
14
(V) (Ach) it at the moment. He stopped (V) (Ach) and walked (V) (Act) towards
15
the tree. It gives out (V) (X) (S) a very nice aroma. It makes (V) (X) (Acc) feels
16
(V) (X) (S) relax and like living (V) (Act) in heaven. And then John felt (V) (X
17
18
He came (V) (Acc) into a very weird dream. He dreamed (V) (Acc) about himself
19
in a very beautiful place with a lot of white clouds flying (V) (Act) around. He saw
20
(V) (Ach) his house, his mom getting (V) (Acc) very worried about John because
21
he was (V) (S) out for an hour. Mom went (V) (Acc) to look for John at the super
22
market but he wasnt (V) (S) there, then he saw (V) (Ach) a well with a person
23
sitting (V) (Act) on it. A man in white, with long hair and beard he looked (V) (S)
24
25
He called (V) (Acc) John, come (V) (Acc) to me. John went (V) (Acc) near, it
26
was (V) (S) Jesus. Jesus asked (V) (Acc) him if he loves (V) (X) (S) his mother.
27
It is (V) (S) moms birthday and John made (V) (Acc) her worried so much. Jesus
28
asked (V) (Acc) then why you when (V) (X spelling) to play (V) (Act) soccer with
29
you friends instead of going (V) (Act) to the super market dont (V) (S) you feel
30
(V) (S) guilty? You shouldnt (V) (S) had done (V) (Acc) this do (V) (S) you
31
know (V) (S) that your mom loves (V) (S) you a lot you should change (V) (Acc),
32
change to someone who is (V) (S) better. said (V) (Acc) Jesus.
33
Then John suddenly wakes (V) (X) (Ach) up he dont (V) (X) (S) see the tree
34
anymore. He bought (V) (Acc) the thing and went (V) (Acc) back home, he gave
35
(V) (Acc) his mom a tight hug and said (V) (Acc) I love (V) (S) you. Later he told
36
(V) (Acc) his mom that he will never make (V) (Acc) his mom worried (V) (X) (S)
37
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Annex A
The Corpus
38
He sang (V) (Act) a birthday song for his mother, and gave (V) (Acc) her a
39
birthday cake. He bought (V) (Ach) it when he went (V) (Acc) to the super market.
40
He never see (V) (X) (S) the tree again, every time he walked (V) (Act) pass he
41
will look (V) (Act) but never did (V) (S) he see (V) (S) it again in his entire life.
Sample 15
Write about an occasion when someone mistook you for a local TV teenage star.
One day while shopping (V) (Act) at Junction 8 with my friends, I notice (V) (X)
(Ach) that there is (V) (X) (S) the secondary school kept following (V) (Act) me.
Then the girl approached (V) (Ach) me and asked (V) (Acc) if I am (V) (X) (S) the
channel 8 TV star Nacy Tan. I said (V) (Acc) no and walked (V) (Act) away.
The girl then approach (V) (X) (Acc) me again insisting (V) (Act) that I was (V)
(S) Nacy. As i always wanted (V) (S) to be (V) (S) a star, i told (V) (Acc) the girl
that I was (V) (S) Nacy. The girl then introduce (V) (X) (Acc) herself to me. He
name is (V) (X) (S) called Mary. Shes (V) (X) (S) a fan of Nacy. She asked (V)
(Acc) for my contact number and email address. I felt (V) (S) so good faking (V)
10
11
The following day, Mary called (V) (Acc) me out and introduce (V) (X) (Acc) me
12
to her friends she was showing off (V) (Act) that she had (V) (S) a TV star friend.
13
Her friends all treated (V) (Act) me very good and friendly. As the all belived (V)
14
15
It have been (V) (X) (S) so good posing (V) (Act) as a TV star as I am treated (V)
16
17
I begain (V) (X spelling) (Ach) to mix (V) (Act) with mary and company. Day by
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Annex A
The Corpus
18
day we got (V) (Acc) closer. I then start (V) (X) (Ach) to feel (V) (S) guilty as i
19
bluff (V) (X) (Act) them that i was (V) (S) nacy. I knew (V) (S) the lie would be
20
21
One day while shopping (V) (Act) with mary and her friends at orchard, we saw
22
(V) (Ach) a crowd, we was (V) (X Agreement) (S) curious and went over (V)
23
(Acc) and have (V) (S) a look. It was (V) (S) nacy tan, the TV star flimming (V)
24
(X spelling) (Act). I was shocked (V) (Ach) and walk (V) (X) (Act) away as I had
25
26
Nacy and her friends all catched up (V) (X Spelling) (Acc) with me and I was so
27
embarssed. (V) (X Spelling) (S) I apologise (V) (X) (Ach) and went away (V)
28
(Acc). Mary then told (V) (Acc) me that the long ago knew (V) (S) that I wasnt
29
(V) (S) nacy tan. They said (V) (Act) they wanted (V) (S) to be friends with me
30
31
They said (V) (Acc) they truly want (V) (X) (S) me as a friend even if i'm (V) (X)
32
(S) not a star. After hearing (V) (Acc) those words, I was very touched (V) (S). I
33
felt (V) (S) ashame at what i have done (V) (X) (Act) in the past. I am (V) (S) glad
34
that I get (V) (Acc) to know (V) (Acc) mary. She is (V) (S) such as good friend.
Sample 16
Describe a wet market you have been to.
I was (V) (S) at the age of six when I first started (V) (Ach) going (V) (Act) to the
wet market with my mother. My mother wanted (V) (S) to train (V) (Acc) me to
buy (V) (Acc) groceries in the wet market as she wanted (V) (S) me to be (V) (S)
independent. I could still remember (V) (Acc) what was (V) (S) my first reaction
to it when my mother told (V) (Acc) me that I will be going (V) (Act) to the
market with her. I was (V) (S) not afraid or neither unhappy to go (V) (Acc) to the
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Annex A
The Corpus
7
wet market with, but I was rather excited (V) (S) and so eager to go (V) (Acc) as I
wanted (V) (S) to know (V) (Acc) and learn (V) (Acc) more things.
The day finally came (V) (Acc); it was (V) (S) on the Sunday that my mother
10
decided (V) (Ach) to bring (V) (Acc) me to the wet market. She told (V) (Acc) me
11
that there will be (V) (S) alot of people on Sunday as most homemakers or
12
housewives would buy (V) (Acc) more groceries for the week. Then my mother
13
told (V) (Acc) me to bring (V) (Acc) a basket so that she could put (V) (Acc) the
14
groceries inside.
15
We went down (V) (Acc) to the wet market and wow! Indeed there were (V)
16
(S) lots of people, I thought (V) (Act) to myself. My mother told (V) (Acc) me to
17
follow (V) (Act) her closely or I will get lost (V) (Ach). I decided (V) (Ach) to
18
hold (V) (Act) her shirt so that I would not get lost (V) (Ach).
19
Our first stop was (V) (S) at the fish and prawn seller. My mother told (V) (Acc)
20
me that if you were (V) (S) to buy (V) (Acc) a good and fresh fish, then you have
21
(V) (X) (S) to see (V) (Acc) whether the fish eyes seem to be (V) (X) (S) bulging
22
out (V) (Acc) or to notice (V) (Ach) the scales. Better still, if the seller is not
23
noticing (V) (X) (Ach) you, you can press (V) (Acc) the fish to see (V) (Acc)
24
whether or not is (V) (S) soft, a slightly hard fish would be (V) (S) better. While
25
the prawns, my mother told (V) (Acc) me if the head seems (V) (S) dropping out
26
(V) (Acc) means its (V) (S) not fresh. My mother was (V) (S) lucky, the prawns
27
were (V) (S) all fresh and she bought (V) (Acc) one kilo of prawns and one red
28
29
Next, we when (V) (X spelling) (Acc) to the vegetable stall. My mother bought
30
(V) (Acc) some green leafy vegetables like chai sim, kai lan and cabbage. She
31
also bought (V) (Acc) carrots and brinjals. The auntie gave (V) (Acc) her some
32
lime and parsley as my mother was (V) (S) a regular customer there.
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Annex A
The Corpus
33
Then we went (V) (Acc) to the poultry stall, where my mother has brought (V) (X)
34
(Acc) some cut chickens and eggs. By now, the basket that my mother was holding
35
(V) (Act) would be (V) (S) very heavy. I wanted (V) (S) to help (V) (Acc) her
36
carry (V) (Act) but she insisted (V) (S) not to.
37
Anyway, the last stall that we went (V) (Acc) was (V) (S) the fruit stall. My
38
mother picked (V) (Acc) some red juicy apples and she told (V) (Acc) me that I
39
could help (V) (Acc) her to pick (V) (Acc) the plums. Then we paid up (V) (Ach)
40
41
After one morning at the wet market, my mother and I were exhausted (V) (S) but
42
I felts (V) (X spelling) (S) that going (V) (Act) to the wet market was (V) (S) an
43
interesting and memorable one as that was (V) (S) my first and only wet market I
44
Sample 17
Describe a wet market you have been to.
My parents are always working (V) (X) (Act) and they usually do not have (V) (X)
(S) the time to bring (V) (Acc) me out not even to the wet market. Since young, I
always stayed (V) (Act) at home with my maid. My parents only buy (V) (X)
(Acc) our food supply from the supermarkets. I also wonder (V) (X) (S) how a wet
market is (V) (X) (S) like. My own impression of wet market is (V) (X) (S) dirty,
smelly the fishes is (V) (X) (S) just disgusting, but everything changed (V) (Acc)
when my parents, for the first time they brought (V) (Acc) me to the wet market in
Chinatown. At first I was not even excited (V) (S) at all as I thought (V) (S) that
wet market was (V) (S) the most disgusting place on earth.
10
I took (V) (Acc) my first step into Chinatowns wet market. It was (V) (S) huge
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Annex A
The Corpus
11
and there were (V) (S) so many stalls. The first stall I saw (V) (Ach) was (V) (S)
12
turtles meat. I pity (V) (X) (S) the turtles as I am (V) (X) (S) a pet lover. The place
13
was (V) (S) quite dirty and wet but it was (V) (S) not as bad as I expected (V) (S).
14
I did not really like (V) (S) the way the stall holder dress (V) (X) (Acc) as the men
15
were (V) (S) half naked and the ladys are (X) (S) behaving (V) like man but I
16
guess is (V) (X) (S) just their way of living. Anyway, I visited (V) (Acc) the fish
17
stalls and there were (V) (S) about more than five stalls all together. They were
18
shouting (V) (Act) in all kinds of languages tying to attract (V) (Acc) customers
19
with their offer. I was pretty interested (V) (S) in what kind of fishes they were
20
selling (V) (Act) but I only know (V) (X) (S) some of the fishes like sea bass,
21
grouper, promfet and tuna fish. The rest of the fishes are (V) (X) (S) flat, round,
22
23
Soon, I arrived (V) (Acc) at stalls selling Chinese herbs. Most of the herbs are (V)
24
(X) (S) dried plants like ginseng. My mom bought (V) (Acc) some herbs for her
25
complexion as you know I rolled (V) (Act) my eyes up to the sky. I noticed (V)
26
(Ach) that the prices were (V) (S) reasonable but there were still bargaining (V)
27
28
Ever since that day, my impression of a wet market has changed (V) (Acc). Now,
29
to me, the wet market is (V) (S) the best of the best place to visit. I wish (V) (S) I
30
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Annex A
The Corpus
Sample 18
Write about an occasion when someone mistook you for a local TV teenage star.
Being (V) (S) a human being, we tend (V) (S) to make (V) (Acc) mistakes. There
are (V) (S) a lot of situations we may mistaken (V) (X Structural) (Ach) for
someone as you long-lost friends, relatives and even a local TV teenage star. I
once met up (V) (Acc) with this kind of embarrase situation where I was being
mistook (V) (X) (Ach) as a local TV teenage star. At that moment, I was (V) (S)
utterly embarrassed.
It happened (V) (Ach) in the holidays. That day, I was (V) (S) supposed to meet
(V) (Acc) my friend at the junction of the road which was (V) (S) a distance away
from my house. But I was (V) (S) late as I spent (V) (Acc) the time dressing up
10
(V) (Acc) neatly for my uncles wedding dinner in the late evening. I dressed up
11
(V) (Acc) in a formal way as it was (V) (S) such a big event.
12
On my mid-way, a man in his twenties approached (V) (Ach) me. At that moment,
13
I was taken (V) (Ach) aback. He ask (V) (X) (Acc) me if I am (V) (X) (S) a local
14
TV teenage star which acted (V) (Act) in the latest TV programme named The
15
Girl. I replied (V) (Acc) in a polite manner saying (V) (Acc) no and he had
16
mistaken. (V) (Ach) I thought (V) (S) he would just went off (V) (X Structural)
17
(Acc). But never did I expected (V) (X Structural) (Ach), he insisted (V) (S) I am
18
(V) (X) (S) the local star. I was (V) (S) helpless at that moment. I ignored (V)
19
20
21
down (V) (Acc) from my face to my rosy cheek. I panicked (V) (Ach) and walk
22
(V) (X) (Act) even faster. Luckily, I saw (V) (Ach) my friend who has been
23
waiting (V) (Act) impatiently. I told (V) (Acc) him about the situation which had
24
happened (V) (Acc) to me just now. My friend approached (V) (Acc) him and told
25
(V) (Acc) him that if he continue (V) (X) (Act) to follow (V) (Act) me, we would
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Annex A
The Corpus
26
report (V) (Acc) it to the police. He panicked (V) (Ach) and walked off (V) (Acc).
27
I was then relieved (V) (S). Although it was (V) (S) an unpleasant situation which
28
I encountered (V) (Acc). This would stayed (V) (X Structural) (Acc) in my mind.
29
Humans beings tend to be (V) (S) careless and made (V) (Acc) mistakes in their
30
life and I also understand (V) (S) why I do made (V) (X Structural) (Acc) mistakes
31
oftenly.
Sample 19
The tree in the park
From the age of three years, I had start (V) (X) (Acc) going out (V) (Act) without
my parents with my siblings and the place where I ofenly went (V) (Acc) is (V)
(X) (S) the park near my house. Usually kids would played (V) (X Structural)
(Act) at the playground near their house but my siblings and I and some other kids
who lived (V) (Act) near my estate did not hang (V) (Act) around at the
In the park, there was (V) (S) a big tree which attracted (V) (Acc) kids included
my siblings and I and we chosed (V) (X Spelling) (Acc) to enjoy (V) (S) at the big
tree rather than the playground. In the tree, there was (V) (S) a trunk which
10
naturally bent (V) (Acc) down and it acts (V) (Act) liked a slide and these was (V)
11
(S) also a wooden swing tied (V) (Acc) with ropes five centimeters in diameter.
12
There was (V) (S) once early in the morning at around 7 oclock, we had ate (V)
13
(X Spelling) (Act) our breakfast and since it was (V) (S) the holiday and with my
14
mothers permission we went (V) (Acc) to the park where the big tree is located
15
(V) (X) (S). When we reached (V) (Ach) the park and while we were climbing (V)
16
(Act) the tree, my younger brother who was (V) (S) at the bottom heard (V) (Ach)
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Annex A
The Corpus
17
some mumburing from the tree. When we get down (V) (X) (Acc) and get near (V)
18
(X) (Act) the tree, the mumburing was (V) (S) softer and uncleared. We had
19
played (V) (Act) with tree so long and now we had just noticed (V) (Ach) that
20
there was (V) (S) a hole which (V missing) (X) (S) as big as us at the lowest part
21
of the tree. It was covered (V) (Acc) by tall grass and some fungis. When we bent
22
down (V) (Acc) the grass and looked (V) (Act) into the hole, we saw (V) (Ach)
23
some freaks which was (V) (X Agreement) (S) two heads shorter than my younger
24
brother and their ears was (V) (X Agreement) (S) two times longer than ours. The
25
thing that surprised (V) (S) us was although they did not looked (V) (X Structural)
26
(S) like humans, they speaked (V) (X Spelling) (Act) our languaged.
27
One of the freaks saw (V) (Ach) us and he hit (V) (Ach) onto the wall which was
28
(V) (S) ten metres for us a few times and came up (V) (Acc). Without any
29
comments, he draged (V) (X spelling) (Act) us down the ten metres high hole. We
30
were amazed (V) (S) that inside a normal hole it was (V) (S) so crowded. The
31
freak which brought (V) (Acc) us in again bought (V) (X Spelling) (Act) us to a
32
place which had (V) (S) fifty over freaks guarded (V) (Act) and a freak which was
33
dressed (V) (Acc) on nice suit sitting high on a beautiful seat. He ordered (V)
34
(Acc) a some of his guards to bring (V) (Acc) us to somewhere and we get (V) (X)
35
(Acc) to know (V) (S) that he locked (V) (Acc) us in the prison of theirs. We were
36
(V) (S) so frightened that we could hardly seat (V) (X spelling) (Act) probably.
37
After a while, my elder brother calmed down (V) (Acc) and he overheard (V)
38
(Ach) the conversation of those freaks. He said (V) (Acc) that the objective of
39
those freeks of catching (V) (Acc) us was to eat (V) (Act) kids so that they could
40
be (V) (S) powerful to expand (V) (Acc) their world outside the tree.
41
After we had heard (V) (Ach) them were were (V) (S) not afraid of them, we were
42
(V) (S) angry with them and we decided (V) (Ach) to save our world. My elder
43
brother strangled (V) (Acc) one of the freaks near the prison and I went (V) (Act)
44
to snatch (V) (Ach) the keys in his pocket and unblocked (V) (Acc) their prison.
45
We went up (V) (Acc) and in order to prevent (V) (Acc) the freaks from sawing
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Annex A
The Corpus
46
(V) (X structural) (Act) us, we leaned (V) (Acc) on the wall while walking (V)
47
(Act). When we are (V) (X) (S) halfway throughout, we step (V) (X) (Ach) on a
48
board and we sink (V) (X) (Acc) into the ground. There were (V) (S) five freaks
49
there and near there, there was (V) (S) a moving train. The five freaks ran (V)
50
(Act) towards us and with their weapons, one of them cut (V) (Ach) my younger
51
brother and my elder brother graped (V) (X spelling) (Ach) his hand and threw (V)
52
(Ach) him backwards and hit (V) (Ach) the other three. I went (V) (Acc) near the
53
last freaks and he gave (V) (Acc) me a punch and I bent down (V) (Acc) and
54
banged (V) (Acc) his waist and then grap (V) (X) (Acc) his head and knee (V)
55
(Acc) him. After, we went up (V) (Acc) the train and dont (V) (X) (S) even whats
56
57
We had reached (V) (Ach) a place which was (V) (S) very quiet we went (V)
58
(Acc) into a big house and when we went (V) (Acc) into it, suddenly it was locked
59
(V) (Ach). A lot of wild animals rushed out (V) (Acc). They were (V) (S) too
60
strong that we could not fought (V) (X Structural) (Acc) with them. So we went
61
(V) (Acc) to the kitchen and find (V) (X) (Acc) some windows to go out (V) (Acc)
62
n. Two animals came in (V) (Acc) and my brother had (V) (S) no way, so he threw
63
(V) (Acc) the eggs on the two animals then he used (V) (Acc) the pan and wack
64
(V) (X) (Acc) one of the freak head. I plug off (V) (X wrong word) (Ach) the wire
65
connected (V) (Acc) to the oven, then I switched on (V) (Ach) the switch and
66
throw (V) (X) (Acc) the wire on the other animal body. I use (V) (X) (Act) the
67
oven to wack (V) (Acc) open the window and we get out (V) (X) (Acc).
68
After we went out (V) (Acc), we went up (V) (Acc) a ladder and we saw (V) (Ach)
69
a fat woman. The fat woman was (V) (S) once the entirely of the underworld of the
70
tree. She gave (V) (Acc) my elder brother a packed of green beans and took out
71
(V) (Acc) three rust pole from the cupboard. She said (V) (Acc) the green beans
72
was (V) (X Agreement) (S) to deal (V) (Acc) with the king of the freaks. After
73
what she had said, (V) (Acc) she pressed (V) (Acc) on the red button and we went
74
off (V) (Ach) down through a slide. It was (V) (S) a nice ride which took (V)
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Annex A
The Corpus
75
76
After the ride, we came back (V) (Ach) to the hall which was guarded (V) (Act) by
77
fifty over freaks and the king. The fifty over freaks rushed (V) (Ach) towards us
78
and one wacked (V) (Acc) with our pole, one of the freaks died (V) (Ach). After
79
all the freak died (V) (Ach), the king fly (V) (X) (Act) his blanket and a gust of
80
wind blowned (V) (X Spelling) (Acc) toward us and we flew (V) (Act) and hit (V)
81
(Ach) our backs. My brother took out (V) (Acc) his green horns and threw (V)
82
(Acc) at the king. The king thought (V) (S) he can reflect (V) (Ach) the beans but
83
when he fly (V) (X) (Act) his blanket and pull back (V) (X) (Acc) he collected (V)
84
(Acc) all the green beans in his blanket and he exploded (V) (Ach).
85
Behind him, there was (V) (S) a door. We open (V) (X) (Acc) the door and we saw
86
(V) (Ach) a lot of kids and our friends playing (V) (Act) at the playground.
Sample 20
Describe a wet market you have been to.
It was (V) (S) a Sunday morning. I got up (V) (Ach) early to accompany (V) (Act)
my mother to the market and also help (V) (Act) her carry the stuff she buys (V)
(Acc). I went off (V) (Acc) with her after having (V) (Acc) a quick breakfast. We
want (V) (X) (S) to get there as early as possible because the place is usually
When I reached (V) (Acc) there, the first thing I smell (V) (X) (Act) was (V) (S)
the smell of fresh fishes because the stall was (V) (S) at the start of the market.
There were (V) (S) many people walking (V) (Act) in and out of the stall and I
noticed (V) (Ach) the floor is (V) (X) (S) wet and it is (V) (X) (S) also slippery. I
10
went in (V) (Acc) with my mother as she wanted (V) (S) to buy some fishes. They
11
were (V) (S) different kind of fishes. Some are (V) (X) (S) big and some are (V)
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Annex A
The Corpus
12
(X) (S) rather small. Some has (V) (X) (S) spots on their body and others had (V)
13
(S) strips. After buying the fishes, we went (V) (Acc) to the neighbouring stall. It
14
15
When I got in (V) (Ach), I saw (V) (Ach) many flies buzzing (V) (Act) around and
16
I do not really like (V) (X) (S) the smell of meat. All of the people working (V)
17
(Act) there wore (V) (S) boots. There was (V) (X Agreement) (S) a varieties of
18
19
After that, we went (V) (Acc) to the vegetables stall. There, you can see (V) (Ach)
20
many baskets of vegetables there. A truck would come (V) (Acc) to deliever (V)
21
(X Spelling) (Act) these vegetables and to be sold (V) (Ach). My mother told (V)
22
(Acc) me that buying (V) (Acc) vegetables is (V) (S) not easy. You have (V) (S) to
23
choose (V) (Acc) carefully for the fresh ones and not the rotten ones.
24
After spending (V) (Act) ten minutes at the stall, we moved on (V) (Acc) to the
25
next stall and it was (V) (S) the last stall. It was (V) (S) the flower stall. There, you
26
can see (V) (Act) many kinds of flowers and also flowers of different colours.
27
There is (V) (X) (S) a nice scent in the stall. The place is (V) (X) (S) neat and tidy
28
too. The lights were (V) (S) bright and thus making (V) (Act) the flowers look (V)
29
30
After buying (V) (Acc) everything we needed (V) (Acc), it is (V) (X) (S) time to
31
go (V) (Act) and I look (V) (X) (Act) at every stall one last time and I hope (V) (S)
32
to come again the next time round and perhaps to see (V) (Ach) a new stall.
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Annex A
The Corpus
Sample 21
The tree in the park
During the June holidays, my friends and I will meet (V) (X) (Act) at the tree in
the park. It is (V) (X) (S) our meeting place. On one bright and sunny day, like
almost everyday, I decided (V) (Ach) to go (V) (Acc) to our meeting place early as
there was (V) (S) nothing to do (V) (Act) and watch (V) (Act) at home.
When I reached (V) (Ach) there, I saw (V) (Ach) Eugene talking (V) (Act) to
some stranger who I did not recognize (V) (Ach). From my point of view at that
time, I suspected (V) (S) that the stranger was (V) (S) up to no good. I decided (V)
(Ach) to wait for Eugene so that we can go (V) (Acc) there together while spying
10
In a flash of light, that stranger shoved (V) (Acc) Eugene into a car and drove off
11
(V) (Acc) quickly. I panicked (V) (Ach) as I knew (V) (S) that Eugene was (V) (S)
12
in some kind of trouble and need (V) (X) (S) help immediately. I quickly got into
13
(V) (Acc) a nearby cab and followed (V) (Act) the car, I copied (V) (Acc) the cars
14
number urgently. Soon, the car stopped. (V) (Ach) And I got off (V) (Acc) the cab
15
16
I noticed (V) (Ach) the surroundings and found out (V) (Acc) that it was (V) (S) at
17
Eugenes chalet. After they went in (V) (Acc), I hurriedly went back (V) (Acc) to
18
the meeting place and told (V) (Acc) them that Eugene was kidnapped (V) (Ach).
19
They did not seem (V) (S) shocked or surprised as they know (V) (X) (S) it was
20
21
Eugene was always boosting (V) (Act) about his money and liked (V) (S) to bully
22
(V) (Act) kids. When I remembered (V) (Acc) the time he tricked (V) (Acc) all of
23
us, I had (V) (S) an idea and told (V) (Acc) them all about it. They smiled (V)
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24
(Acc) as they knew (V) (S) this was (V) (S) a good idea, that was (V) (S) to act
25
normal and pretended (V) (Act) nothing happened (V) (Ach). As we knew (V) (S),
26
27
The next day, when we were (V) (S) at the tree in the park, Eugenes father came
28
(V) (Acc) and asked (V) (Acc) us whether we saw (V) (Ach) Eugene. At that point
29
of time, we all seemed (V) (S) surprised as we thought (V) (S) Eugene would be
30
saved (V) (Acc). When he saw (V) (Ach) our surprised looks, he wanted (V) (S) to
31
know (V) (S) the story as our looks gave us away (V) (Acc).
32
By the time we finished (V) (Acc) our story, he quickly called (V) (Acc) the police
33
to surround (V) (Acc) the chalet as fast as possible. He drove (V) (Act) all of us to
34
the chalet, while driving (V) (Act) he warned (V) (Acc) us that if anything
35
happened (V) (Ach) to Eugene we will pay (V) (Acc) for it.
36
When we reached (V) (Acc) there, the police had already surrounded (V) (Acc) the
37
place and asked (V) (Acc) the stranger to surrender (V) (Acc). But, the stranger
38
wanted (V) (S) to talk (V) (Act) to Eugenes father and us first. We went in (V)
39
(Acc) and was shocked (V) (X Agreement) (S) by who was (V) (S) it, he was (V)
40
(S) one of Eugenes bodyguard who was (V) (S) friendly and nice to us.
41
While threatening (V) (Act) to kill (V) (Ach) Eugene, he asked (V) (Acc) David,
42
Eugenes father, why did (V) (S) he sack (V) (Ach) him when he did (V) (Act)
43
nothing wrong. David answered (V) (Ach) as he need (V) (X) (S) to sack (V)
44
(Ach) someone to show (V) (Act) his power so nobody will be (V) (S) lazy.
45
David asked (V) (Acc) him to calm down (V) (Acc) and he would hired (V) (X
46
Structural) (Act) him again. But, he said (V) (Acc) that all is (V) (X) (S) too late
47
and fired (V) (Acc) the trigger, and killed (V) (Ach) Eugene, while firing (V)
48
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Annex A
The Corpus
49
David cried (V) (Acc) and the police went in (V) (Acc) after the shot. We calmed
50
(V) (Acc) David down, and said (V) (Acc) it was (V) (S) all fate. Whenever we
51
meet (V) (Act) at the tree in the park we would thought (V) (X Structural) (Act) of
52
Eugene and I would blame (V) (Act) myself for all that had happened. (V) (Ach)
Sample 22
The tree in the park
I had just shifted (V) (Acc) my house to Yishun, it is (V) (X) (S) a beautiful place
with a park and playground near my flat, it is (V) (X) (S) a very convenient place.
The wet market, the supermarket and a shopping centre were (V) (S) just opposite
my flat.
The place is (V) (X) (S) very near from my school and I need not (V) (X) (S) take
One day when my parents were (V) (S) out, my friends invited (V) (Acc) me to a
party, the party lasted (V) (Acc) for five hours and sky is getting (V) (X) (Acc)
dark.
10
After the party my friends planned (V) (Acc) to watch (V) (Act) a movie, so I
11
thought (V) (S) that it was (V) (S) only seven oclock and I still had (V) (S) time
12
so I followed (V) (Act) them. We went (V) (Acc) to Junction 8 to watch (V) (Act),
13
the earliest we can watch (V) (X) (Act) is (V) (X) (S) at eight, so we went (V)
14
(Acc) to have our dinner first. After our dinner it was (V) (S) seven forty five and
15
we went back (V) (Acc) to the cinema and catch (V) (X) (Acc) the movie.
16
The movie lasted (V) (Acc) for three hours and it was (V) (S) very late. I went (V)
17
(Acc) to the MRT station and take (V) (X) (Acc) a train back to Yishun.
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Annex A
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18
On the way home I need (V) (X) (S) to walk (V) (Act) pass the park to reach (V)
19
(Acc) my block, most of the lights which were (V) (S) still switched on (V) (Acc),
20
the park was (V) (S) dark and eerie, when I was walking (V) (Act) halfway
21
through, I saw (V) (Ach) a young beautiful lady sitting (V) (Act) under a tree, her
22
hair reaches (V) (X) (Acc) her waist covering (V) (Act) her face, it was (V) (S)
23
very scary, suddenly I stopped (V) (Ach) and I cannot move (V) (X) (Act) my leg I
24
felt (V) (S) like as though it was rooted (V) (Acc) to the ground and I cannot move
25
(V) (X) (S) at all, then she stood up (V) (Acc) and turn around (V) (X) (Ach) to
26
face (V) (Act) the tree, I can see (V) (X) (Act) that there was (V) (S) a hole at her
27
abdomen and I can see (V) (X) (Act) through it, I can see (V) (X) (Act) the bark
28
of the tree.
29
I am very scared (V) (X) (S) and do not know (V) (X) (S) what to do (V) (Act),
30
suddenly she turn around (V) (X) (Ach) and facing (V) (S) to my direction. I can
31
see (V) (X) (Act) her face was filled (V) (S) with worms and maggots it was very
32
disgusting (V) (S), then she hover (V) (X) (Act) towards me and when I look (V)
33
(X) (Act) at her leg I realise (V) (X) (Ach) that she had (V) (S) no legs, I am so
34
35
She came (V) (Acc) nearer and nearer when she was (V) (S) about two metres a
36
part and she told (V) (Acc) me to care (V) (Act) of her tree then she vanishes, (V)
37
(X) (Ach) then I heard (V) (Ach) footsteps when I turn (V) (X) (Act) behind I saw
38
(V) (Ach) my neighbour he had just came back (V) (X Structural) (Acc) from
39
work, he came (V) (Ach) to me and asked (V) (Acc) me why am I standing (V)
40
(X) (Act) there alone and I told (V) (Acc) him nothing I just looking (V) (Act) at
41
42
When I reach (V) (X) (Acc) home my parents were (V) (S) already asleep and I
43
am very scared (V) (X) (S) that the lady may come (V) (Acc) and haunt (V) (Act)
44
me again, so I went (V) (Acc) to my room and sleep (V) (X) (Act) at once. After
45
that incident I never want (V) (S) to go (V) (Acc) home late at night unless I am
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Annex A
The Corpus
46
(V) (S) not alone and I never tell (V) (Acc) incident to anybody.
Sample 23
The tree in the park
I was walking (V) (Act) in a deserted park forlornly. It was (V) (S) after the last
exam that I was having. (V) (S) Im (V) (X) (S) here for some peace and quiet so I
can relax (V) (X) (Act) and enjoy (V) (S) the beautiful serenity of the park.
There were (V) (S) benches for people to sit (V) (Act) but there seems (V) (X) (S)
no one in this park. Probably it was (V) (S) to deserted. I am thinking (V) (X)
(Act) why wouldnt anyone came (V) (X Structural) (Acc), as this park was (V)
(S) magnificent. At least they can just take (V) (Acc) a little trouble to walk (V)
(Act) here. It was (V) (S) a waste for this beautiful park to be (V) (S) here.
I spent (V) (Acc) 1 hours getting fresh air and I decided (V) (Ach) that I should be
10
going (V) (Act) home. I started walking (V) (Act), walking (V) (Act) the path that
11
I used (V) (S) to come here. I walked (V) (Act) for half an hour but I seems (V)
12
(X) (S) to be getting nowhere. I am extremely terrified (V) (X) (S) and decided (V)
13
(Ach) to make (V) (Acc) a mark so I would know (V) (S) I was (V) (S) there
14
before.
15
I took (V) (Acc) an empty paper from my bag, stapled (V) (Acc) it onto a tree.
16
17
The sun was setting (V) (Acc), dark clouds were overtaking (V) (Acc) the sky. I
18
was terribly afraid (V) (S) and began (V) (Ach) to run. I noticed (V) (S) that I
19
came (V) (Ach) to the tree with the paper stapled (V) (Ach) onto it. I knew (V) (S)
20
I had lost (V) (Acc) my way going out and suddenly, I discovered (V) (Acc) that
21
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Annex A
The Corpus
22
I went in (V) (Acc), following (V) (Act) the mysterious path. It led (V) (Acc) me
23
to a huge enormous tree. I wondered (V) (Act) what was (V) (S) so special about it
24
25
Out of the blue, a woman dress (V) (X) (Acc) in white dropped (V) (Ach) from the
26
tree! I was taken aback (V) (Acc), I fall (V) (X) (Ach) and struggled (V) (Act) a
27
few steps behind me. The woman was hanged (V) (Ach) on the head, with horribly
28
bloody eyes. She was looking (V) (S) vengenceful, staring (V) (Act) at me
29
motionless.
30
At this point of time, I ran (V) (Act) in an astonishing speed as if running (V)
31
(Act) for my life. I came across (V) (Acc) a building and ran (V) (Act) towards it
32
for shelter and to seek (V) (Acc) some comfort. I was exhausted (V) (S) and
33
catching (V) (Act) my breath when I saw (V) (Ach) an old man that seems (V) (X)
34
35
I told (V) (Acc) him everything about the tree that there was (V) (S) a woman
36
hanged (V) (Ach) on the but he gave (V) (Acc) a laughed. I was stammering (V)
37
(Act) when I talked (V) (Act) to him and he could just laughed. (V) (X structural)
(Act)
38
He told (V) (Acc) me that everything was (V) (S) fine and the woman used (V) (S)
39
to live (V) (Act) here. She was (V) (S) a harmless woman who was actually
40
murdered (V) (Acc) by her psychotic husband 2 years ago. He also told (V) (Acc)
41
me that a lot of people had experienced (V) (Acc) what I had (V) (S) just now.
42
The care taker took (V) (Acc) me to her unit and it was (V) (S) dusty. I saw (V)
43
(Ach) a frame, blew (V) (Act) it to make (V) (Acc) the dust away. It picture (V)
44
(X) (S) her and her husband smiling (V) (Act) beautifully and jubilantly.
45
I then realised (V) (Ach) that she was (V) (S) pitiful and I helped (V) (Act) to tidy
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Annex A
The Corpus
46
47
The care taker provide (V) (X) (Acc) me some food and bed for me to sleep (V)
48
(Act). I took (V) (Acc) a nap and it was (V) (S) morning when I woke up (V)
(Ach).
49
I was going (V) (Acc) to thank (V) (Acc) the care taker but I couldnt find (V)
50
(Acc) him.
51
Anyway, I decided (V) (Ach) to go to that tree and I had picked up (V) (Ach)
52
53
When I reached (V) (Acc) the tree, it was actually gone (V) (Acc). It seems (V)
54
(X) (S) that it had been cut (V) (Ach) down for some time.
55
Nevertheless, I put (V) (Acc) the flowers there and walked away (V) (Acc).
Sample 24
My mysterious secret admirer
When ever I look (V) (Act) at my phone, I would think (V) (Act) of the funny
thing that happen (V) (X) (Acc) to me. It all happen (V) (X) (Acc) one year ago.
While I was eating (V) (Act) with my friends, handphone suddenly rang (V) (Ach)
to show that I had just received (V) (Ach) a massage from somebody. I aspected
(V) (X spelling) (S) it to be my mother but it was (V) (S) not her, it was (V) (S)
In the massage it said (V) (Acc) that that person liked (V) (S) me but she did not
dare (V) (S) to talk (V) (Act) to me. She also mention (V) (X) (Acc) that she was
(V) (S) from my class and she knew (V) (S) my name. I than replay (V) (X) (Acc)
10
her asking (V) (Acc) for her name, but she said (V) (Acc) that she was (V) (S) too
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Annex A
The Corpus
11
12
From that day on, I keep on (V) (X) (Act) getting (V) (Act) messages from her
13
saying (V) (Acc) she would really like (V) (S) to meet (V) (Acc) me in person but
14
unfortunately for her, her dates would fall (V) (Ach) on the day I go out (V) (X)
15
(Act) with friend and I would have (V) (S) to call it off (V) (Acc).
16
Than one day, I borrowed (V) (Acc) one of my friends handphone and went (V)
17
(Acc) into his messaging secting and looked (V) (Acc) into his outgoing message
18
and saw (V) (Ach) the messages he had been sending (V) (Act) pretending (V)
19
20
When I found out, (V) (Acc) I decided (V) (Ach) to play (V) (Act) a trick on him.
21
While we were eating (V) (Act) together I message (V) (X) (Acc) him and his
22
phone rang (V) (Ach) and I ask (V) (X) (Acc) him if he has been massaging (V)
23
(X) (Act) me and he than later admit (V) (X) (Act) that he has been messaging (V)
24
25
In the end, we all had (V) (S) a good laugh and soon we forgot (V) (S) about it
26
Sample 25
The tree in the park
When I was (V) (S) 5 years old. My parents brought (V) (Acc) me to a opening
park. They gave (V) (Acc) me a seed and wanted (V) (S) me to find (V) (Acc) a
We rented (V) (Acc) a family bicycle and went (V) (Acc) for a tour around the
park. We cycle (V) (X) (Act) along the route and I saw (V) (Ach) fountain. I asked
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Annex A
The Corpus
6
(V) (Acc) my dad whether I could plant (V) (Acc) the seed on the fountain and he
I want (V) (X) (S) to plant (V) (Acc) my seed there, so I cried (V) (Act) loudly to
get (V) (Acc) my dad to say (V) (Acc) yes. My mother got (V) (S) a better idea
10
than me, she got (V) (Acc) me an ice-cream and I have (V) (X) (S) no reason to
11
12
I went (V) (Acc) to my mother and she gave (V) (Acc) the ice-cream to me. I
13
grabbed (V) (Acc) it with two hands and started (V) (Acc) to eat (V) (Act) the ice-
14
cream. While I am eating (V) (X) (Act) my ice-cream, my dad came (V) (Acc) and
15
sat (V) (Act) beside me. He tell (V) (X) (Acc) me that the seed will not be able to
16
grow (V) (Act) on the fountain as there is (V) (X) (S) no soil for the seed. I get (V)
17
(X) (Acc) what he is (V) (X) (S) trying to say (V) (Act) and I decided (V) (Ach) to
18
plant (V) (Acc) it right beside the fountain. My dad refused (V) (Acc) my idea
19
again.
20
I got (V) (Acc) angry and I want (V) (X) (S) to go (V) (Acc) home since I cant
21
decide (V) (X) (Acc) the location for the seed. My mother tell (V) (X) (Acc) me
22
that the seed will not be (V) (X) (S) able to grow (V) (Acc) properly as the
23
24
I take a look (V) (X) (Act) around and saw (V) (Ach) a empty land. I pointed (V)
25
(Acc) at that direction and tell (V) (X) (Acc) my dad that the seed will be planted
26
(V) (Acc) there, he agreed. (V) (S) We cycled (V) (Act) there and I took (V) (Acc)
27
out my little shovel and dig (V) (X) (Act) a hole, then I place (V) (X) (Acc) the
28
small little seed and bury (V) (X) (Acc) it. We put (V) (Acc) a stone there to mark
29
30
Now the seed have grown (V) (Acc) up and become (V) (Acc) a tree in the park,
31
which contribute (V) (X agreement) (S) shelter to everyone. I am (V) (S) no longer
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Annex A
The Corpus
32
a child, I am (V) (S) now 15 years old and have (V) (S) to help (V) (Act) out in
33
Sample 26
Write about an occasion when someone mistook you for a local TV teenage star
One Saturday, my friend called (V) (Acc) and ask (V) (X) (Acc) me to go (V)
(Acc) shopping (V) (Act) as exams have just finished, (V) (X) (Acc) and I said (V)
(Acc) OK.
Just a few weeks ago, I had brought (V) (X spelling) (Act) a new dress, shoe, bag
and sunglasses and I decided (V) (Ach) to wear (V) (Act) it today and go (V) (X)
(Act) shopping with my friends. As I have dressed nicely (V) (X) (S), I looked (V)
(Acc) into the mirror. I was really shocked (V) (S) that it dont look (V) (X) (S)
I saw (V) (Ach) my friend waiting (V) (Act) for me, and I went up (V) (Acc) to
10
her. She was shocked (V) (S) that I have dressed differently (V) (X) (S) than
11
before, and we went (V) (Acc) for our shopping happily. As we were shopping,
12
(V) (Act) I have (V) (X) (S) a strange feeling that somebody is following (V) (X)
13
(Act) us for the whole three hours that make (V) (X) (Acc) me feel (V) (S)
14
uncomfortable. I have told (V) (X) (Acc) my friend about this and she agreed (V)
15
(Ach) too. We both have (V) (X) (S) a plan to found out (V) (X Structural) (Acc)
16
who is following (V) (X) (Act) us and we both turn back (V) (X) (Ach) suddenly
17
and there is (V) (X) (S) a group of teenagers behind us holding (V) (Act) camera,
18
19
I am (V) (X) (S) curious and went up (V) (Acc) and asked (V) (Acc) them why are
20
they following (V) (X) (Act) us. They say (V) (X) (Acc) they are (V) (X) (S) my
21
fans, but I answered (V) (Acc) that I dont have (V) (X) (S) any fans and I am (V)
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Annex A
The Corpus
22
(X) (S) not a TV star or whatever. I took off (V) (Ach) my sunglasses and told (V)
23
(Acc) them to stop following (V) (Act) me as I am (V) (X) (S) not a TV star. At
24
last, they decided (V) (Ach) to leave (V) (Acc) and apologised (V) (Acc) to us for
25
the discomfort the have cause (V) (X) (Acc). We both find (V) (X) (Acc) it funny
26
as people has mistaken (V) (X) (Ach) me as a TV star and wanted (V) (S) to take
27
(V) (Acc) photo with me and also want (V) (X) (S) my signature. We both talk
28
about (V) (X) (Act) this as we continues (V) (X) (Act) our shopping. Although
29
today shopping is (V) (X) (S) bad, but I am (V) (X) (S) happy that people have
30
mistaken (V) (X) (Ach) me as a star. After all, today shopping is (V) (X) (S) really
31
Sample 27
Describe a wet market you have been to
When I was (V) (S) young, my mother used (V) (S) to bring (V) (Acc) me to a wet
market. I was (V) (S) always happy when I go (V) (X) (Acc) to the wet market.
Although it sticks (V) (X) (S) and is (V) (X) (S) always wet. The uncles and
There are (V) (X) (S) many stalls there. And the prices are (V) (X) (S) cheap too
compared (V) (Acc) to supermarkets. Some stalls sell (V) (X) (Act) fishes and
seafood, some stalls sell (V) (X) (Act) all kinds of meat, some stalls sell (V) (X)
(Act) fruits and vegetables of all kinds. All of the foods look (V) (X) (S) fresh but
there are (V) (X) (S) a lot of flys flying (V) (Act) around the meat and fish stalls.
10
In a few weeks time, this wet market will be upgraded (V) (Acc). Ive been
11
waiting (V) (X) (Act) to go (V) (Act) to the wet market and after a few months
12
time the wet market was (V) (S) no longer wet. The stalls are painted (V) (X)
13
(Acc) the meat were stored (V) (Acc) in glass shelves. And there are (V) (X) (S)
14
not much flys flying (V) (Act) around. There was (V) (S) even a book store at the
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Annex A
The Corpus
15
corner, the market was (V) (S) much cleaner and it does not stick (V) (X) (S)
16
anymore.
17
After my mother and me fineshed (V) (Acc) shopping, we went (V) (Acc) to a
18
nearby hawker centre to eat (V) (Acc). The hawker centre was also being upgraded
19
(V) (Acc). Even schools have (V) (S) to up upgrade. Even if a wet market is (V)
20
(S) not as clean as a supermarket I still prefer (V) (S) to wet market because of the
21
friendly stall holders and the uncles and auntes shopping there.
Sample 28
Describe a wet market you have been to
One bright Sunday morning, I woke up (V) (Ach) quite early because my father
wanted (V) (S) to bring (V) (Acc) me to the neighbourhood wet market. At first, I
mistook (V) (S) a wet market as a supermarket in the shopping centre, but when
The market open (V) (X) (S) very early in the morning, I saw (V) (Ach) many
stalls there, I saw (V) (Ach) the vegetable stall, the poutry stall, the selling fish
stall and fruits stall. There are (V) (X) (S) many fresh food there and many people
were (V) (S) there buying (V) (Acc) their stuff. My father brought (V) (Acc) me to
poutry stall and bought (V) (Acc) one kilogram of pork and my father started (V)
10
(Acc) haggling (V) (Act) for the price. One thing I noticed (V) (Ach) is (V) (X) (S)
11
that the wet market can haggle (V) (Act) for the price but the supermarket is (V)
12
(S) a fixed price, the wet market is (V) (S) for economic people and the
13
14
My father brought (V) (Acc) me to the vegetable stall and the aunt selling (V)
15
(Act) the vegetable is (V) (X) (S) very kind, she spoke (V) (Acc) to my father
16
politely she told (V) (Acc) us which vegetable is (V) (X) (S) fresh and worth (V)
17
(S) buying (V) (Act) and my father bought (V) (Acc) a packet of spinach. Then, I
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Annex A
The Corpus
18
noticed (V) (Ach) another thing in the wet market, the people in wet market are
19
(V) (X) (S) kind and the people there are (V) (X) (S) also polite. After walking (V)
20
(Act) in the market for some time, I saw (V) (Ach) a fish shop which sells (V) (X)
21
(Act) lot of different species of fish, guppies, gold fish, Japanese koi and fighting
22
fish. I went in (V) (Acc) to the shop and bought (V) (Ach) two fighting fishes and
23
I kept (V) (Acc) them in two different bottles to prevent (V) (Acc) them from
24
fighting (V) (Act) each other. My father went (V) (Acc) to the fruits stall and the
25
seller is (V) (X) (S) also very kind, he told (V) (Acc) my father which mango is
26
(V) (X) (S) ripe and sweet and my father bought (V) (Acc) two mangoes and two
27
bunch of bananas. Another factor I noticed (V) (Ach) in the wet market is (V) (X)
28
(S), the wet market is (V) (X) (S) better because it uses (V) (S) natural air and
29
30
Lastly, my father went (V) (Acc) to the fish stall and there are (V) (X) (S) many
31
types of fish there, not the fishes which meant to see (V) (S) but the edible fishes. I
32
helped (V) (Acc) my father choose (V) (Acc) which type of fish to buy (V) (Acc)
33
as I loved (V) (S) to eat (V) (Act) fish so I chose (V) (Acc) black promfret, my
34
father bought (V) (Acc) two black promfret for tonights dinner and after buying
35
36
I love (V) (X) (S) to go (V) (Act) to the wet market because it is (V) (X) (S) a new
37
discovery to me and there is (V) (X) (S) a new experience for me too. I hope (V)
38
(S) my father will bring (V) (Act) me to the market every Sunday and buy (V)
39
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Annex A
The Corpus
Sample 29
The tree in the park
On my way to school one day, every morning I would go (V) (Acc) to the park to
take (V) (Acc) a stroll and enjoy (V) (Act) the fresh air, and look at those koi fish
swimming (V) (Act). Suddenly, I saw (V) (Ach) a big tree, it was (V)(S) a very old
and big tree that I have never seen (V) (X) (S) it before, although I came (V) (Acc)
The tree looks (V) (X) (S) scary, it had (V) (S) thick layers of trunk, its leaves are
(V) (X) (S) very dry, as if all of them are (V) (X) (S) going to fall off (V) (Acc).
At that moment, I felt (V) (S) scared. I walked out (V) (Acc) of the park and
10
Time goes (V) (X) (Act) by, as usual, school lessons end, and its (V) (X) (S) time
11
12
On the next morning, as usual I took (V) (Acc) a stroll inside the park, to enjoy (V)
13
(S) the fresh air. As I entered (V) (Ach) the park, I saw (V) (Ach) a girl keep
14
staring (V) (Act) at the big tree. As I looked up (V) (Acc) on the tree. I saw (V)
15
(Ach) that all the leaves are (V) (X) (S) all gone. Leaving (V) (Acc) the branches
16
on the tree, and the ground got (V) (S) no fallen leaves lying (V) (Act) on the
17
floor. All the sudden, I shivered. (V) (Act) I felt scared (V) (S) and worried (V)
18
(S). I was thinking (V) (Act) of what if its haunted (V) (X) (S). As I thought (V)
19
(Act) of that I run (V) (X) (Act) as fast as I could (V) (S) to run out (V) (Acc) of
20
the park. I run (V) (X) (Act) home, and told (V) (Acc) my mom. My mom
21
consoled (V) (Acc) me, and calm me down (V) (X) (Acc), I was (V) (S) still very
22
scared, my face was (V) (S) pale, I didnt go (V) (Acc) school, as my mom told
23
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Annex A
The Corpus
24
My mom went (V) (Acc) to the market to buy (V) (Acc) some vegetables for
25
dinner. After buying (V) (Acc) vegetables my mom came back (V) (Acc) and told
26
(V) (Acc) me that she heard (V) (Ach) rumours of a girl had died (V) (Ach) in the
27
park, and was being buried (V) (Acc) under an old tree. When I heard (V) (Ach)
28
that, I remembered (V) (Ach) that I saw (V) (Ach) a girl there, and that means, (V)
29
(S) the girl was (V) (S) a ghost! but her looks and expression looks (V) (X) (S)
30
pitiful. My mom told (V) (Acc) me that the girls parent had killed (V) (Acc) her
31
accidentally while they are quarelling (V) (Act), the little girl is (V) (X) (S)
32
innocent, yet being killed (V) (Ach), and being buried (V) (Acc) by her father.
33
When I heard (V) (Ach) all these things, I did not go (V) (Acc) to the park
34
anymore, instead, I went (V) (Acc) to another garden to take (V) (Acc) a stroll
35
Sample 30
Describe a wet market you have been to.
Last week, my mother has been pestering (V) (X) (Act) me to follow (V) (Act) her
to go (V) (Acc) to the wet market. On that weekend, the Saturday, I followed (V)
(Acc) her. I got up (V) (Acc) early at 7.00 in the morning I bathed (V) (Acc) and
prepared (V) (Acc) myself. At about 8.00, we left (V) (Ach) the house. The sun
was shining (V) (Act) brightly as we got off (V) (Ach) the house.
We walked (V) (Act) to the market as its (V) (X) (S) not far from my home. We
entered (V) (Ach) the market. It was (V) (S) very noisy. We went (V) (Acc) to the
chicken stall as its (V) (X) (S) the first from the entrance. The smell was (V) (S)
not so awful as its chicken. I saw (V) (Ach) how cruelly the man chop (V) (X)
10
(Acc) the chicken. Its (V) (X) (S) scary at that moment. After paying, (V) (Acc)
11
we went (V) (Acc) to buy (V) (Acc) beef. The butcher was (V) (S) the one who
12
was making (V) (Acc) most noise. He took (V) (Acc) a chopper and the meat and
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Annex A
The Corpus
13
start (V) (X) (Ach) to chop (V) (Act) the meat into pieces. I was very astonished
14
(V) (S) at the way he chop (V) (X) (Act) it so professionally. The butcher was
15
wearing (V) (Act) long boots, an apron and hand gloves there was (V) (S) spots of
16
blood on the gloves. It looks (V) (X) (S) very bloody. After that, we went (V)
17
(Acc) to the fish stall. There were (V) (S) kinds of fish. There was (V) (S) also an
18
aunty who was arguing (V) (Act) for a cheaper price. The stench of the fish went
19
(V) (Acc) right onto my nose. My mother took (V) (Acc) quite long to choose (V)
20
(Acc) the right and fresh fish. Finally, my mother decided (V) (Ach) to buy (V)
21
(Acc) one big long fish. My mother want (V) (X) (S) to cook (V) (Act) steamed
22
fish and chicken curry. After all buying (V) (Acc) the food, we went (V) (Acc) to
23
24
We went (V) (Acc) to buy (V) (Acc) green leafy vegetables. We bought (V) (Ach)
25
one a fresh packet of caixin. After buying, (V) (Acc) we walked (V) (Act) towards
26
the exit and saw (V) (Ach) varieties of fruits. I saw (V) (Ach) the grapes and its
27
28
We indeed bought (V) (Acc) a lot of food on that morning luckily, our house is (V)
29
(X) (S) very near the market. On our way home, we talked (V) (Act) about the
30
market. There were (V) (S) a lot of people during weekend. The market was (V)
31
(S) like a pack of sardines. I asked (V) (Acc) my mother why she bought (V) (Acc)
32
so much. She said (V) (Acc) that my cousin will be coming (V) (Acc) to have (V)
33
(S) a visit. I was shocked (V) (Ach) and also very happy.
34
We got (V) (Acc) home and boths of us stinks (V) (X) (S) of fish. After cleaning
35
(V) (Acc) ourselves, we start (V) (X) (Ach) to cook (V) (Act) together.
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Annex A
The Corpus
Sample 31
Write about an occasion when someone mistook you for a local TV teenage star
One sunny Saturday morning, I went out (V) (Acc) with some of my friends to
Orchard Road. We went (V) (Acc) to Orchard Road for shopping, watching (V)
(Acc) a movie I was eating (V) (Act) at KFC with some friends chatting (V)
(Act) happily. Suddenly, a few people taking out (V) (X) (Acc) paper and pen
asking (V) (X) (Act) for my signature. I couldnt believe (V) (S) what is happening
They were saying (V) (Acc) that I was (V) (S) some local TV teenage star. My
friends were (V) (S) so shocked that they did not say (V) (Acc) anything, just
staring (V) (Act) at me. I explained (V) (Acc) to them that I was (V) (S) not the
10
idol they were talking (V) (Act) about. The people dont believe (V) (X) (S) and
11
show (V) (X) (Acc) me the photo of the idol, it look (V) (X) (S) just like me. I was
12
so surprised (V) (S), the fans say (V) (X) (Acc) that her name is (V) (X) (S) FM.
13
Soon, it spread (V) (X) (Acc) through the whole KFC and people were all chasing
14
(V) (Act) me for my autograph. My friends and I couldnt believe (V) (S) what
15
just happened (V) (Acc). I dont believe (V) (X) (S) that there is (V) (X) (S)
16
someone who look (V) (X) (S) so alike to me. Then we went (V) (Acc) to a CD
17
shop. There were (V) (S) all poster about the singer FM. It really look (V) (X) (S)
18
like me. Now, I know (V) (X) (S) that the people were not joking (V) (Act) with
19
us. There was (V) (S) really a singer who look (V) (X) (S) like me.
20
I bought (V) (Ach) the CD of this sing FM. My friends were (V) (S) all so
21
surprised and they keep (V) (X) (Act) joking (V) (Act) and say (V) (X) (Acc) we
22
made (V) (Acc) a singer friend. When I stepped (V) (Ach) out of the shop, the fans
23
that we shaked (V) (X Spelling) (Acc) off came back (V) (Acc) again and started
24
(V) (S) chasing (V) (Act) me again. When I reached (V) (Acc) home, the minute I
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Annex A
The Corpus
25
switched (V) (Ach) on the TV. I saw (V) (Ach) FM on the TV. She was
26
advertising (V) (Act) her new album. It was (V) (S) nice to look (V) (S) like a idol.
27
Sample 32
My mysterious secret admirer
A new school term starts (V) (X) (Ach) again. Half a year have gone (V) (X) (Acc)
so fast as though at all happen (V) (X) (Acc) in one day. Me and my best friend
went (V) (Acc) to school together happily. Her name was (V) (S) Amaris. We
know (V) (X) (S) each other in Sec 2 when she got transferred (V) (Acc) into our
school, we were (V) (S) best friend since then. On our way to school, we saw (V)
We step (V) (X) (Acc) into our class happily when we notices (V) (X) (Ach) a
quiet boy who is sitting (V) (X) (Act) down there nevously. Everyone was looking
(V) (Act) at him curiously at the boy as he was wearing (V) (Act) a different
10
uniform from us. I went (V) (Acc) to him and ask (V) (X) (Acc) him whats (V)
11
(X) (S) his name he say (V) (X) (Acc) he was (V) (S) Arron. He was (V) (S) from
12
Raffles Institution. Because of his marks, he get transferred (V) (X) (Acc) to
13
here.
14
I introduce (V) (X) (Acc) myself and Amaris to him and he was (V) (S) glad that
15
someone was talking (V) (Act) to him. I look (V) (X) (Act) at him curiously. He
16
has (V) (X) (S) a very nice tanned skin, thick brown hair, nice eyes with brown
17
eyeballs. All I can (V) (S) say that he is (V) (X) (S) a very handsome guy!! It was
18
(V) (S) almost love at first sight. But I wanted (V) (S) to concentrate (V) (Act) on
19
my studies this few years, so I didnt think (V) (Act) much about it. From the first
20
day we get to know (V) (X) (S) Arron, he had been following (V) (Act) us
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Annex A
The Corpus
21
22
After getting (V) (Acc) to know (V) (S) Arron for 3 weeks, I have been recieving
23
(V) (X) (Acc) anonymous letter saying (V) (Acc) that if I wanted (V) (S) to be (V)
24
(S) his stead or others. I didnt know (V) (S) who it was (V) (S) from as there is
25
(V) (X) (S) no name written (V) (Acc) on it. It happen (V) (X) (Act) everyday. I
26
did not tell (V) (Act) Amaris and Arron as I do not want (V) (X) (S) them to get
27
28
Weeks past, but letters was continued (V) (Act) sending (V) (Act) to me. 1 day I
29
decided (V) (Ach) to check (V) (Acc) it out. I stayed (V) (Acc) at the block for the
30
whole day wanting (V) (S) to know (V) (S) who he was (V) (S). I saw (V) (Ach)
31
Arron I was going (V) (Acc) to call (V) (Acc) him when I saw (V) (Ach) him
32
putting (V) (Act) one letter into my box. I was surprise (V) (X) (S) it was (V) (S)
33
him. I went (V) (Act) up to him. He was so shocked. (V) (S) I quickly apologized
34
(V) (Acc) to him saying (V) (Acc) that I didnt want (V) (S) to have (V) (S) a
35
stead but we are (V) (X) (S) still friends. Even though he was (V) (S) sad but
36
theres (V) (X) (S) nothing I can do (V) (X) (Act). I love (V) (X) (S) him as a
37
friend only.
Sample 33
Write about an occasion when someone mistook you for a local TV teenage star
1
Walking out (V) (Acc) of the house. On my way walking (V) (Acc) to school.
Every steps I took (V) (Acc), I am trying (V) (X) (Act) to recall (V) (Acc) about
what happened (V) (Ach) for yesterday drama show. The drama had (V) (S)
always place to in our teenagers heart because the lead actor is starring (V) (X) (S)
a teenage star call (V) (X) (S) Joe. With his skillful acting skill at the age almost
same as mine and having (V) (S) face that all girls wanted (V) (S) their boyfriend
to be like, he has become (V) (Acc) our class hot topic. Everyone is talking (V)
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Annex A
The Corpus
9
Our school fun fair day has come (V) (X) (Acc). Dont feel (V) (X) (S) like going
10
(V) (Acc) but it is (V) (X) (S) compulsory that every one taking charge (V) (Acc)
11
of stall must be (V) (S) present. If I go (V) (Acc) I will miss (V) (Acc) my
12
13
Walking (V) (Act) towards the stall, saw (V) (Ach) many unwilling faces.
14
Suddenly all the sad face brighten up (V) (Ach). I am thinking (V) (X) (Act) that is
15
(V) (X) (S) it that I had reach (V) (X) (Acc) so they are (V) (X) (S) so happy,
16
laughing (V) (Act) to myself. Suddenly I bang (V) (X) (Ach) to someone with
17
such a familiar face. Sitting (V) (Act) on the floor in pain so didnt (V) (S) care
18
much who the person is (V) (X) (S). Hearing (V) (Act) many people shouting (V)
19
(Act) Joe. Recalling (V) (Acc) the familiar face, that is (V) (X) (S) the local TV
20
teenage star. He give (V) (X) (Acc) me a hand up. Saying (V) (Act) thank you Joe,
21
he give (V) (X) (Acc) me a shock face, he replied (V) (Acc) my name is (V) (S)
22
not Joe. I ask (V) (X) (Acc) him is (V) (X) (S) he the local TV teenage star call
23
(V) (X) (S) Joe, he say (V) (X) (Acc) no. he is (V) (X) (S) not joe, but he look (V)
24
25
Everyone asking (V) (Acc) for his signature. He explained (V) (Acc) umpteen of
26
times he is (V) (X) (S) not Joe but still many people crowding (V) (Act) around
27
him. I believe (V) (X) (S) that he is (V) (X) (S) not Joe, because he cannot be (V)
28
(X) (S) in our school. Although I miss (V) (X) (Acc) one episode of the real Joe
29
drama but I seen (V) (X) (Acc) a look alike Joe in real life.
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Annex A
The Corpus
Sample 34
Describe a wet market you have been to.
I have been (V) (S) to a wet market of Ang Mo Kio. It is (V) (X) (S) a very
crowded market at Ang Mo Kio, when I went (V) (Acc) to the market with my
mother there were (V) (S) a lot of people buying (V) (Acc) food, vegetable, fish
and all sort of things and all of them are bargaining (V) (X) (Act) for the price and
insist (V) (X) (S) of changing to a fresher item that they bought (V) (Acc).
The market was (V) (S) wet and stink, when I tell (V) (X) (Acc) my mother that
the market stinks (V) (X) (S), she said (V) (Acc) that the market stink (V) (X) (S)
because of all the fishes, preserves vegetable and the dried spices, you will get (V)
(Acc) cheaper price for the item you bought (V) (Acc) and soon you will become
10
11
As a regular customer the seller will always keep (V) (Act) the fresher and better
12
price (V) (X) (S) item for you. When you come (V) (Acc) to the market you just
13
have (V) (S) to pay (V) (Acc) for the item you want (V) (S) and go (V) (Acc), no
14
need to choose (V) (Acc) for the fresher because the seller has already save (V)
15
(Acc) the fresh item for you. As for those old elderly people, they have (V) (S) to
16
wear (V) (Acc) those slippers that are (V) (S) not slippery or else they will fall
17
down (V) (Ach) easily. The market at Ang Mo Kio had been opened (V) (Acc) for
18
about 30 years or so, all the customer there are (V) (S) regular customer.
19
Although the market was (V) (S) dirty and smelly there were (V) (S) a lot of
20
customer at the market. Mostly were (V) (S) from the neighbourhood near the
21
market, the market ever have (V) (X) (S) people staying (V) (Act) at Toa Payoh.
22
They from Toa Payoh come (V) (Acc) all the way to this market just to buy (V)
23
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Annex A
The Corpus
Sample 35
The most important decision I have ever made in my life.
I am (V) (S) in Secondary three now having (V) (Act) examinations around the
corner and my mother keeps (V) (S) nagging (V) (Act) around my ears telling (V)
(Acc) to work (V) (Act) harder in my studies. She said (V) (Acc) that if I failed
(V) (X) (Acc) my overall at the end of the year and have (V) (S) to repeat (V)
(Acc) Secondary three or transferred (V) (X) (Acc) to Normal Academic class, she
When my mother stopped (V) (Ach) nagging (V) (Act) at me, I went (V) (Acc)
back to my room to study (V) (Act) for my examinations. I have (V) (X) (S) so
many subjects to study (V) (Act) but I do not know (V) (X) (S) where to start, (V)
10
(Ach) so I started (V) (Ach) on Social Studies first. Before I start, (V) (X) (Ach) I
11
recalled (V) (Acc) back that when I was (V) (S) in primary six. At that time, the
12
PSLE examination was (V) (S) around the corner too. At the time, I was (V) (S)
13
very lazy, in my mind, all is (V) (X) (S) about play and all I remember (V) (X) (S)
14
is (V) (X) (S) that what television programmes will be (V) (S) up next. During
15
school days, my daily time table was (V) (S) go (V) (Acc) to school, come back
16
(V) (Acc) home, have (V) (S) lunch and have (V) (S) afternoon nap, I did not
17
18
One Saturday morning, I had (V) (S) nothing to do, (V) (Act) nothing to kill (V)
19
(Ach) time. Then I thought (V) (Act) about my furture, I thought (V) (Act) of a lot
20
of things. The first thing I thought (V) (Acc) was (V) (S) that if I study (V) (Act)
21
hard and get (V) (Acc) into express stream in Secondary school, will (V) (S) I get
22
(V) (Acc) high pay job or getting (V) (Acc) lower pay job if I get (V) (Acc) into
23
normal stream. Then I thought, (V) (S) it is (V) (S) better to spend (V) (Acc) four
24
years in secondary school than to spend (V) (Acc) five years in secondary school
25
and not waste (V) (Acc) one year as in one year, we can do (V) (Act) a lot of
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Annex A
The Corpus
26
things.
27
So, I made (V) (Acc) a decision which I thought (V) (Act) at that time that could
28
affect (V) (Acc) my life. I took up (V) (Acc) my books and notes that I found (V)
29
(Ach) and walk (V) (X) (Act) towards my table and started (V) (Ach) revising (V)
30
(Act). I told (V) (Acc) myself that since I made (V) (Acc) this decision, I will
31
carry (V) (Acc) it out by revising (V) (Act) and there is (V) (X) (S) not much time
32
left for revision so I skipped (V) (Acc) lunch especially for this examination.
33
In the end, I managed (V) (Acc) to score (V) (Ach) a grade that could get (V)
34
(Acc) me into the express stream in my secondary school. My mother was shock
35
(V) (X) (S) that I could score (V) (Acc) so well in the examination as she expected
36
37
This decision that I study (V) (Act) for my PSLE is (V) (X) (S) greatest decision I
38
made (V) (Act) so far in my life. Now I have decided (V) (Ach) to work harder in
39
40
examinations.
Sample 36
The most important decision I have made in my life.
When I was (V) (S) young, I hated (V) (S) to go (V) (Acc) to school as I think (V)
(X) (Act) it is (V) (X) (S) not as important as the adult tells (V) (X) (Acc) me. And
so occasionally, I would play (V) (Act) truancy and run away (V) (Acc) from
school. And my parents and the teachers would also talk (V) (Acc) to me about the
seriousness of education but I just couldnt give (V) (Acc) myself a time to think.
(V) (Act)
At that time, I had (V) (S) a few friends who were (V) (S) just like me. They all
dont want (V) (X) (S) to study. I remember (V) (Acc) that it was (V) (S) when I
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Annex A
The Corpus
9
made (V) (Acc) the most important decision I have ever made (V) (Acc) in my
10
life. I want (V) (X) (S) to be (V) (S) different from my friends. I want (V) (X) (S)
11
to see which route is (V) (X) (S) the right way. The reason which I choose (V) (X)
12
(Acc) to study (V) (Act) harder is (V) (X) (S) if I quit (V) (Ach) school and go (V)
13
(Acc) to work (V) (Act) with my friends. I would never win (V) (Ach) them. Or
14
perhaps I will win (V) (Ach) them only by little bits. And so I study (V) (X) (Act)
15
extra harder. Hoping (V) (Act) to get (V) (Acc) good results for my PSLE exams.
16
Two weeks have gone (V) (X) (Acc) since I finished (V) (Ach) the PSLE. And it
17
was (V) (S) the day that I went (V) (Acc) and collected (V) (Acc) the results. And
18
before my form teacher gave (V) (Acc) the result back to me. My palm was (V)
19
(S) already full of my sweat. Then my form teacher called (V) (Acc) out my name.
20
To my surprised he said (V) (Acc) congrats you are (V) (S) in the express streams.
21
It makes (V) (X) (Acc) me feel (V) (S) so wonderful and all of my efforts were not
22
wasted (V) (Acc). But my friends got (V) (Acc) into normal technical streams. But
23
since we all choose (V) (X) (Acc) the same school. We all still have contact (V) (X
24
wrong word) (S). I continued (V) (Act) to put in (V) (Acc) extra effort. But my
25
friends all still continued (V) (Act) to be (V) (S) like dont want (V) (S) to study.
26
Even I have advised (V) (Acc) them for so long. They wont to carrying on (V)
27
(Act) with their lifestyle. Soon it was (V) (S) four years and straight after the O
28
level exams. They all quit (V) (X wrong word) (Acc) school regardless what their
29
grade was (V) (S). As for me, I continued (V) (Act) my studies.
30
After I graduaded (V) (X Spelling) (Acc) from NYP. I came out (V) (Acc) to
31
work. And one day, while I was (V) (S) a salesman and saw (V) (Ach) my old
32
friends gathering. Some of them were (V) (S) construction workers while other
33
others is (V) (X) (S) dishwasher. And I feel (V) (X) (S) pity for them. And I am
34
(V) (X) (S) glad for not following (V) (Act) their steps.
35
I am (V) (S) relive and I made (V) (Ach) the most important decision I have ever
36
made (V) (Acc) in my life was (V) (S) the correct one. Because I know (V) (S) I
37
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Annex A
The Corpus
Sample 37
The most important decision I have made in my life.
It was (V) (S) a cloudy and cooling evening. The clouds are (V) (X) (S) white and
fluffy and the cool breeze makes (V) (X) (Acc) my body chill. I just returned (V)
(Acc) home from my basketball practice. I put down (V) (Acc) my things and was
As I was approaching (V) (Acc) the door, I heard (V) (Ach) things smashing (V)
(Acc) on the floor and there was (V) (S) a hush conversation between my parents.
I wanted (V) (S) to go into the room to calm them (V) (Acc) down but lacked (V)
(S) of the courage. Soon, it was (V) (S) dinner time. As I dared (V) (S) not asked
(V) (X) (Acc) my parents down to have (V) (S) dinner. I asked (V) (Act) my maid
10
to do it.
11
Soon, my sisters and I were (V) (S) already at the dining table. We were waiting
12
(V) (Act) patiently for our parents to come down. Not long later, both of them
13
went down (V) (Acc) to have (V) (S) dinner with us. But I know (V) (X) (S) that
14
both of them were (V) (S) not pleased (V) (S) with each other. Their angry and
15
16
I thought (V) (S) that they were just having (V) (Act) a quarrel, so I did not bother
17
(V) (S) about them. Two days later, I went (V) (Acc) to call (V) (Acc) my mother
18
to answer (V) (Acc) a phone call. To my horror, I found (V) (Ach) her breathing
19
(V) (Act) difficultly and white foams came out (V) (Acc) from her mouth. I sensed
20
(V) (S) something amissed (V) (S) and went (V) (Acc) to contact (V) (Acc) my
21
father. He rushed back (V) (Acc) and when he found (V) (Acc) my mother lying
22
(V) (Act) on the bed motionless, he immediately called (V) (Acc) the ambulance.
23
My heart was pumping (V) (Act) very fast and my face turn (V) (X) (Acc) pale.
24
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Annex A
The Corpus
25
Is (V) (X) (S) my mother going (V) (Act) to die (V) (Ach)? What if I dont have
26
(V) (S) a mother? Just when the next question is going (V) (X) (S) to pop up, my
27
dad pat (V) (X) (Act) on my head and told (V) (Acc) me that everything is (V) (X)
28
(S) fine. My mother was admitted (V) (Acc) to the hospital. After my father
29
returned (V) (Acc) from the hospital, a family meeting was held (V) (Acc). My
30
father told (V) (Acc) us that my mother is commiting (V) (X) (Act) suicide. I
31
accepted (V) (S) that and asked (V) (Acc) him the reason. He stopped (V) (Ach)
32
for a moment and then replied (V) (Acc) that they were having (V) (Acc) a
33
divorce.
34
I was stunned (V) (Ach) and very confused (V) (S). My whole body seems (V) (X)
35
(S) to be melting (V) (Acc) and my heart crashed (V) (Ach). I did not want (V) (S)
36
to ask (V) (Acc) for the reasons as I knew (V) (S) that that would put (V) (Acc)
37
my father in a spot and I also did not want (V) (S) to know (V) (S) as I did not
38
want (V) (S) to suffer (V) (Acc) another blow. I couldnt sleep (V) (Act) at night. I
39
was thinking (V) (Act) the happy days where the whole family is united (V) (X)
40
(S) and the fun and laughter from all the family members. I never thought (V)
41
(Act) that my family that was once envied (V) (Acc) and earned (V) (Acc) the
42
respect of many other people was going (V) (S) to break down (V) (Acc). But at
43
this instance, I did not want (V) (S) to bother about anything except praying (V)
44
(Act) to god to save (V) (Acc) my mother. Luckily, it was (V) (S) just an overdose
45
of sleeping pills.
46
But, my mother liver and lung is damaged (V) (X) (S) and need (V) (X) (S) to be
47
hospitalized (V) (Acc) for a period of time. During that few weeks, I was thinking
48
(V) (Act) of the separation between my parents. I did not shed (V) (Acc) a single
49
tear in school as I want (V) (X) (S) to act (V) (Act) a strong font. Everyone still
50
knows (V) (X) (S) me as who I am (V) (X) (S), the happy of lucky and cheerful
51
me. However, I was crying (V) (Act) sadly and heart broken at home. No one
52
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Annex A
The Corpus
53
A few weeks past (V) (Acc) like the speed of light. Just as I anticipated (V) (Act),
54
my parents are divorcing (V) (X) (Acc). (V) I controlled (V) (Acc) my emotions
55
well and waited (V) (Act) for the question to be asked (V) (Acc) by them. Who do
56
(V) (S) you all wants (V) (X agreement) (S) to follow (V) (Acc)? I shut (V) (Acc)
57
my eyes and did not think (V) (Act) about it. I do not want (V) (X) (S) to make (V)
58
(Acc) the decision. What decision I make (V) (Acc) will hurt (V) (Ach) both
59
parties and I know (V) (X) (S) that the path will be (V) (S) different. My dad has
60
(V) (X) (S) a stable job with quite a high salary. My mother is (V) (X) (S) just a
61
housewife. But, I dont care (V) (X) (S). My mother quit (V) (X) (Ach) her job just
62
to take care (V) (Acc) of my sisters and I. She wasted (V) (Acc) her youth in us.
63
She showered (V) (Acc) her love to us like how god shower (V) (X) (Act) love to
64
all living thing. I know that life would be (V) (S) quite harsh if I follow (V) (X)
65
(Act) my mum. However, the decision is (V) (X) (S) too important.
66
It was (V) (S) the most important decision that I was going (V) (S) to make (V)
67
(Acc) in my life. I decided (V) (Ach) to stay (V) (Act) with my dad for the time
68
being and will often look up (V) (Act) my mother. Therefore, went I saw (V)
69
(Ach) a united family out in the street, my heart will ache (V) (S). Memories will
70
keep coming (V) (Acc) in I hoped (V) (X) (S) that all people that have (V) (S) a
71
happy family must treasured (V) (Act) it and must try (V) (Act) means and way to
72
salvage (V) (Acc) it. Family ties is (V) (S) the only strength that will push (V)
73
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Annex A
The Corpus
Sample 38
The cane
It is (V) (X) (S) Friday morning, its (V) (S) time to go to school! mother
shouted (V) (Act). I immediately prepare (V) (X) (Acc) myself and after eating
(V) (Act) the breakfast, I stepped out (V) (Ach) of the house and crossed (V) (Acc)
the overhead bridge and wait (V) (X) (Act) for the bus to go to school. I feel (V)
(X) (S) very scared and nervous when I reached (V) (Acc) the school. The whole
school was going (V) (Acc) for the morning assembly. I warmed (V) (Acc) myself
through the crowd and went (V) (Acc) to my class. We settled down (V) (Acc) for
a while. Mr Lim, the vice-principal walked (V) (Acc) to the microphone and
announced (V) (Acc) something. My heart starting (V) (X) (S) to tremble, which
10
follow (V) (X) (Act) by saying (V) (Act) my name and two of my other friends.
11
The tree of us went (V) (Acc) toward him. At that time, I regretted (V) (S) the
12
13
It was (V) (S) Wednesday, two of my friends and me had agreed (V) (S) in going
14
out (V) (Acc) to shop (V) (Act) after school. When the school bell rang (V) (Act)
15
which told (V) (Acc) us that the school had finished (V) (Ach), we meet (V) (X)
16
(Acc) each other at the usual place. After that we take (V) (X) (Acc) a bus to
17
Junction 8. I bought (V) (Ach) a pair of school shoes as my other shoe is (V) (X)
18
(S) quite old and raggy. Two of my friends bought (V) (Ach) the latest model of
19
the watch. After which we saw (V) (Ach) an old man was taking out (V) (Acc) his
20
handphone to call (V) (Acc). This does attract (V) (X) (S) us, its (V) (X) (S) his
21
handphoe he using (V) (Act) attracted (V) (Ach) us. It was (V) (S) Nokias
22
handphone latest and quite expensive model, it was (V) (S) 7200. suddenly an evil
23
thought struck (V) (Ach) my mind. I came out (V) (Acc) with the idea of stealing
24
(V) (Acc) the phone, I told (V) (Acc) my friend about it. Unfortunately they
25
agreed (V) (S) with my idea. Hence we walked (V) (Acc) towards the old man. By
26
that time the old man had just finished (V) (Acc) calling and there was (V) (S) no
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Annex A
The Corpus
27
other people around too. We grabbed (V) (Ach) this chance and storm to the old
28
man and I quickly stretched (V) (Acc) my hand out and grabbed (V) (Acc) the
29
phone tightly in my fist. After which we ran (V) (Act) as fast as possible. We were
30
scared (V) (S), one of my friends say (V) (X) (Acc) that whats done (V) (X) (S)
31
(V) is done (V) (X) (S) and they decided (V) (Ach) to sell (V) (Acc) the phone
32
which the tree of us will get (V) (Acc) an equal share of money.
33
After that we realized (V) (Ach) that we should not have done (V) (Acc) that. We
34
were (V) (S) unaware that we were wearing (V) (Act) the school uniform which
35
brings (V) (X) (Act) shame to the school. The next day, we decided (V) (Ach) to
36
confess (V) (Acc) all the truth to Mr Lim. Hence the old man was called (V) (Acc)
37
to the school, Mr Lim returned (V) (Acc) the phone to the old man and we were
38
asked (V) (Acc) to apologized (V) (Acc) to him. Luckily the old man did not want
39
(V) (S) to blow up (V) (Acc) the matter or well be doomed (V) (S). Mr Lim was
40
utterly disappointed (V) (S) with the three of us and because we confess (V) (X)
41
(Acc), we will be caned (V) (Ach) in his office instead in the public.
42
The day had come (V) (Ach), we followed (V) (Act) him to the office. He took out
43
(V) (Acc) a long bamboo stick. I automatically walk (V) (X) (Act) towards him
44
and be the first to be caned (V) (Ach). I put (V) (Acc) my both hands on the chair
45
and he slotted (V) (Acc) an English book at my buttock. Then he swings (V) (X)
46
(Act) the cane onto my buttock ferociously, I feel (V) (X) (S) the pain, then I
47
stepped (V) (Acc) into a corner. Then after my friend was caned (V) (Acc), we
48
said (V) (Acc) sorry to Mr Lim and walked out (V) (Acc) of his office with shame.
49
We promised (V) (Acc) not to do (V) (Acc) this silly things again.
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Annex A
The Corpus
Sample 39
The most important decision I have ever made in my life
It was (V) (S) a cooling Monday morning. I woke up (V) (Ach) very early as I
have got (V) (X) (S) a camp to attend. I started (V) (Ach) to rush (V) (S) for time
because I would like (V) (S) to get (V) (Ach) to camp as fast as possible. Soon, it
was (V) (S) time for me to set off (V) (Acc) for school. This time, the annual camp
was held (V) (Acc) in school. So that the budget for the camp need (V) (X) (S) not
too big.
Within a few minutes time, I reached (V) (Acc) the school, to my surprise, much
more people came (V) (Acc) earlier than me. Soon, we settled down (V) (Acc) and
there comes (V) (X) (Act) the camp commandant and a huge group of student
10
leaders behind. The camp commandant told (V) (Acc) us to sit (V) (Act) according
11
to our classes. Next, he introduced (V) (Acc) the student leaders that will be (V)
12
(S) in charge of our class. Next, we were assigned (V) (Acc) to different
13
classrooms. These classrooms that we were assigned (V) (Acc) to will be (V) (S)
14
15
After settling down (V) (Acc) in the classroom, we were told (V) (Acc) to go (V)
16
(Acc) to the hall for our first activity of the day. It was (V) (S) the ice-breaking
17
game. Later on, it was (V) (S) an outdoor activity. But just as we were (V) (S) to
18
reach (V) (Acc) the ground floor, it started (V) (Ach) to pour. It was raining (V)
19
(Act) cats and dogs. The camp commandant hurried (V) (Acc) us back to the hall.
20
And he decided (V) (Ach) to let this be (V) (S) a free time for us to let us think (V)
21
(Act) of what type of show we want (V) (X) (S) to put up (V) (Acc) for
22
23
Soon, it was (V) (S) time for lunch. We proceed (V) (X) (Acc) to the canteen,
24
waiting (V) (Act) for our time to be served (V) (Acc). Soon, our class name was
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Annex A
The Corpus
25
called (V) (Acc). Every single one of us rush (V) (X) (Act) to the food stall like
26
hungry people that have not been eating (V) (X) (Act) for the past few days. After
27
collecting (V) (Acc) the food, we went back (V) (Acc) to sit (V) (Act) while
28
waiting (V) (Act) for the other people to finish (V) (Ach) collecting (V) (Acc) the
29
food. Soon, everybody was sitted (V) (X Spelling) (Act) quietly at their own place
30
while the camp commandant say (V) (X) (Acc) a few words of prayer before we
31
32
After eating (V) (Act), it was still pouring (V) (S) heavily and it seems (V) (X) (S)
33
like we would have (V) (S) to sit (V) (Act) around and talk (V) (Act) with each
34
other. Soon, it was (V) (S) time to sleep (V) (Act). Everybody went back (V)
35
36
Next morning, when I woke up (V) (Ach), I received (V) (Ach) a call from my
37
mum. My mum told (V) (Acc) me that my grandfather had died (V) (Ach) of heart
38
attack last night. This was (V) (S) a shocking news to me. At that time, I was (V)
39
(S) only left with two choices. One choice was (V) (S) to stay (V) (Act) in the
40
camp and the other was (V) (S) to go (V) (Acc) back home to attend (V) (Acc) the
41
wake of my grandfather.
42
I went up (V) (Acc) to the camp commandant and told (V) (Acc) him everything
43
that had happened (V) (Acc) in the family. He suggested (V) (Acc) that I go (V)
44
(Acc) home to be (V) (S) with my grandfather for the last time. This time, I had
45
(V) (S) to make (V) (Acc) a very important decision. And I decided (V) (Ach) to
46
go (V) (Acc) home. The camp commandant offered (V) (Acc) to send (V) (Acc)
47
me home.
48
Within minutes, I reached (V) (Ach) home. Just as I stepped out (V) (Ach) of the
49
car, I saw (V) (Ach) my grandfathers coffin being carried (V) (Act) in. I ran (V)
50
(Act) towards the coffin and cried out (V) (Acc) loudly. This was (V) (S) the very
51
important decision that I made (V) (Acc) because I wanted (V) (S) to be (V) (S)
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Annex A
The Corpus
52
Sample 40
The Cane
Since I was (V) (S) young, I have always being (V) (X) (S) afraid of the cane as I
was caned (V) (Acc) by my parents whenever I got (V) (Acc) into mischief and
mind you, it really, really hurts (V) (X) (S) a lot! Though I was (V) (S) naughty
and mischievious, I had never get (V) (X) (S) any caning before by the principles
in both my primary and secondary schools. Thus, I could say (V) (Acc) that I have
always maintain (V) (X) (S) a good record of conduct and behaviour whether in
school or outside. Unfortunately, an incident happened (V) (Ach) one day which
had changed (V) (Acc) parts of my life into unwanted memories. It goes (V) (S)
like this.
10
When I was (V) (S) in secondary two last year, I got (V) (Acc) to know (V) (S)
11
three good friends whom had (V) (S) common personalities and almost same
12
characteristics as me and thus, we became (V) (Acc) really close. We often got (V)
13
(Ach) into discipline troubles together such as distracting (V) (Acc) the class,
14
inattentive during lesson times and late coming (V) (Acc) and submitting (V)
15
(Acc) of homeworks and many more! Soon, we were (V) (S) famous and notorious
16
among the school staff members and students and almost everyone knows (V) (X)
17
(S) us. One day, the school organized (V) (Acc) an excursion trip to the Singapore
18
Polytechnics after the mid-year exams. It was meant (V) (S) to be (V) (S) fun and
19
enjoyable for everyone to relax (V) (Acc) after the exams. Sadly, we got (V) (Acc)
20
back into our old ways again at there by playing (V) (Act) soccer with Ching
21
Shengs (whom was the leader of the group) cousin and his friends while
22
everybody was taking (V) (Act) part in a quiz activity involving (V) (Acc) our
23
24
Thus, we were caught (V) (Ach) by several of our schools teachers and was (V)
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Annex A
The Corpus
25
(S) to be brought back (V) (Acc) to school and be handled (V) (Acc) by the
26
principal for heavy punishments. The principal decided (V) (Ach) to cane us for
27
bringing (V) (Acc) shame and humility to the schools name. Scared as I was (V)
28
(S) for the large cane, I felt (V) (S) that it was (V) (S) too harsh of a punishment
29
for such a small mistake! When the scary cane was unleased (V) (Ach) upon our
30
pitiful buttocks we jumped up (V) (Acc) in pain and agony. You could say (V)
31
(Acc) I was feeling (V) (S) really upset at that time not for the pain but for the fact
32
that I was actually caned (V) (V) (Acc) for the first time in my entire school life.
33
When I went (V) (Acc) home after the incident, I did not told (V) (X Structural)
34
(Acc) my parents what had happened (V) (Ach) in school. I reflected (V) (Act)
35
upon my own actions and finally came (V) (Acc) to a conclusion that I would
36
think (V) (S) before I carried out (V) (Act) any actions in the future. Soon, we
37
were (V) (S) in secondary three and were all (V) (Acc) split into different classes
38
according to our grades. From then on, we no longer gets (V) (X) (Acc) into any
39
disciplinary problems with the teachers and gradually became matured (V) (Acc)
40
until now. Till this day, I would never ever forget (V) (S) about what has happened
41
Sample 41
The most important decision I have made in my life
There are (V) (S) many decisions that I have made (V) (Acc) in my life. Some of
these decisions are (V) (X) (S) easy to make as they are (V) (X) (S) of little
importance to me and the results of the decision did not affect (V) (Acc) me a lot.
There are (V) (X) (S) also many important and difficult decisions in my life. The
Choosing (V) (Acc) which secondary school I am (V) (X) (S) to enter is (V) (X)
(S) a big decision as it would determine (V) (Acc) my future. My future depends
(V) (X) (S) on which school I go (V) (Acc) to or which stream I would study (V)
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Annex A
The Corpus
9
(Act) in, what type of job I would do (V) (Act) in the future also depends (V) (X)
10
11
If I were (V) (S) to decide (V) (Ach) to choose (V) (Acc) a school which has (V)
12
(S) a special stream, my chances of entering the school is (V) (S) not high as I did
13
not do (V) (Acc) well in my studies. Studying in the special stream also meant (V)
14
(S) more subjects and more stress and little time for other things and I might not be
15
able (V) (S) to cope (V) (Acc) with the stress. But my future would be (V) (S)
16
brighter as I would be (V) (S) able to get (V) (Acc) a better job.
17
Entering a express stream is (V) (S) quite easy and there is (V) (S) not much stress,
18
but .the amount knowledge I would gain (V) (S) after I graduate (V) (Acc) would
19
be (V) (S) lower. The subjects available are (V) (S) also different and which
20
subject I choose (V) (Acc) would determine (V) (Acc) what I would be (V) (S) in
21
22
Entering the normal stream is (V) (S) easy but the standard of learning is (V) (S)
23
very low. The subjects taught are (V) (S) very little. If I were (V) (S) to choose this
24
stream, I would not have (V) (S) a bright future, so I decided (V) (Ach) not to
25
26
After choosing (V) (Acc) which stream I want (V) (X) (S) to go (V) (Acc) to, I
27
would need (V) (S) to choose (V) (Acc) the school, Many factors need (V) (S) to
28
be considered (V) (Acc). The achievements of the school would show (V) (S) how
29
good the school is (V) (S) and the standard of the students and teachers. So I want
30
(V) (X) (S) to choose (V) (Acc) a school with many achievements. Another factor
31
is (V) (S) the type of CCA which the school has (V) (S). I would like (V) (S) to go
32
(V) (Acc) to a school which contains (V) (S) the CCA that I would like (V) (S) to
33
join (V) (Act). I would also have (V) (S) to consider (V) (Acc) the location and
34
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Annex A
The Corpus
35
After considering (V) (Acc) these factors, I decided (V) (Ach) to choose XXX
36
Secondary School as it has (V) (S) a express stream, has (V) (S) the CCA that I
37
like (V) (S), achievements and is located (V) (S) near my house. So, I have made
38
(V) (Acc) the most important decision in my life and I do not regret (V) (S) it.
Sample 42
The most important decision I have made in my life
One Sunday night, I was (V) (S) at home playing my computer games. As I was
playing (V) (Act), I suddenly remembered (V) (Ach) that there was (V) (S) an
important math test the next day. I knew (V) (S) the test was (V) (S) very
important but I was too obsess (V) (X) (S) with my games to go (V) (Acc) and
study (V) (Act) for it. I thought (V) (Act) to myself that there would still be (V)
The next day, as I was walking (V) (Acc) to school, I went (V) (Acc) to study (V)
(Act) for my math test, it was (V) (S) then I realize (V) (X) (Ach) that there was
(V) (X Agreement) (S) five chapters for me to study (V) (Acc). I kept reading (V)
10
(Act) and reading (V) (Act) but nothing seems (V) (X) (S) to be going into (V)
11
(Acc) my head. I regretted (V) (S) not studying (V) (Act) for the test the night
12
before. In my heart, I knew (V) (S) I was going (V) (Acc) to fail the test again.
13
When I entered (V) (Ach) the classroom, I saw (V) (Ach) my classmate john, who
14
would be sitting (V) (Act) beside me for the test. He seems (V) (X) (S) to be very
15
confident in scoring (V) (Acc) well for the test as he has been studying (V) (X)
16
(Act) for this test since last Friday. I felt (V) (S) that it would be (V) (S)
17
impossible for me to pass (V) (Ach) this test. As I read (V) (Act) through my math
18
19
She asked (V) (Acc) all of us to keep (V) (Acc) all our books and to prepare (V)
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Annex A
The Corpus
20
(Acc) to take (V) (Acc) the test. Just before she gave out (V) (Acc) the test paper,
21
she announced (V) (Acc) to the class that those who fail (V) (Ach) this test would
22
have (V) (S) to stay back (V) (Act) for remedial lessons everyday after school.
23
After I heard (V) (Ach) that. I felt (V) (S) so afraid. I was wondering (V) (Act)
24
25
When the test was given (V) (Acc) to me, I stared (V) (Act) at the questions. My
26
mind was (V) (S) totally blank. The questions on the paper look (V) (X) (S) so
27
unfamiliar to me, as I look (V) (X) (Act) through the questions, there was (V) (X
28
Agreement) (S) none I knew (V) (S) how to do (V) (Acc). I look (V) (X) (Act) at
29
my partner John and saw (V) (Ach) him doing, he seems (V) (X) (S) to be (V) (S)
30
able to do (V) (Acc) all the questions. I felt (V) (S) that the only way to not fail
31
(V) (Ach) this test was (V) (S) to copy (V) (Act) his answers.
32
I looked (V) (Act) around trying to make (V) (Acc) sure no one was looking (V)
33
(Act) at me. Then I started (V) (Ach) copying (V) (Act). I copied (V) (Act)
34
carefully making (V) (Act) sure I didnt (V) (S) copy the steps wrongly. I was (V)
35
(S) also careful in not letting (V) (S) John spot (V) (Ach) me copying (V) (Act) his
36
paper. After a few minutes of copying (V) (Act), it was (V) (S) time to hand in (V)
37
(Acc) the paper. As I handed in (V) (Acc) the paper, I felt (V) (S) very guilty about
38
39
During recess time, I couldnt eat (V) (Act) or drink (V) (Act). I still felt (V) (S)
40
very guilty about it. I knew (V) (S) I was (V) (S) in the wrong but I didnt know
41
(V) (S) what to do (V) (Act). I thought (V) (Act) that if I stop thinking (V) (Act)
42
about it, the feeling (V) (S) of guilt would go away (V) (Acc).
43
After recess, it was (V) (S) math period again, the teacher was going (V) (Act) to
44
give out (V) (Acc) the test result. Then she announce (V) (X) (Acc) to the class
45
that John and I scored (V) (Ach) the highest for the test. After hearing (V) (Acc)
46
that, I felt (V) (S) more guilty. I did not feel (V) (S) happy at all as it was (V) (S)
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Annex A
The Corpus
47
48
After school, I knew (V) (S) I had to make (V) (Acc) a decision. I could have treat
49
(V) (X) (Act) it as though nothing had happened (V) (Ach), or tell (V) (Acc) the
50
truth to my teacher. As I could not live (V) (Act) with that feeling of guilt, I
51
decided (V) (Ach) to own up (V) (Acc) to my mistake. I went (V) (Acc) to tell (V)
52
(Acc) my math teacher the truth. After she heard (V) (Ach) it, she scolded (V)
53
(Act) me and even told (V) (Acc) my form teacher about it. She said (V) (Acc) that
54
I had (V) (S) to attend (V) (Act) the remedial after school everyday until six
55
oclock. She also made (V) (Acc) me go (V) (Acc) for detention classes. I
56
apologise (V) (X) (Ach) to her and told I had regretted (V) (S) my actions. She
57
accepted (V) (Ach) my apology and said (V) (Acc) even though what I did (V)
58
(Act) was (V) (S) wrong, but I had (V) (S) courage to own up (V) (Acc) to my
59
mistake, which show (V) (X) (S) that I was willing (V) (S) to turn over (V) (Acc) a
60
new leaf, it was (V) (S) then I realize (V) (X) (Ach) that this was (V) (S) the most
61
Sample 43
The most important decision I have made in my life
The most important decision I have ever made (V) (Acc) in my life is (V) (X) (S)
the school to be choosen (V) (X Spelling) (Ach) after the Primary School Leaving
thought (V) (S) that it would be (V) (S) easier to get in (V) (Ach).
After collecting (V) (Acc) my results, I realized (V) (Ach) that I had scored (V)
(Ach) beyond expectations, having (V) (S) a score of two hundred and thirty
On the first day in school, I was greeted (V) (Acc) by many friendly teachers. I
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Annex A
The Corpus
9
was (V) (S) in a class with many unfamiliar faces. The class was (V) (S) silent
10
11
On the second day, I was determined (V) (S) to make (V) (Acc) some new friends.
12
I started (V) (Ach) with the person whom I was sitting (V) (Act) beside, Calvin,.
13
He was (V) (S) a nice chap whose interest is (V) (X) (S) in the Japanese culture.
14
He had (V) (S) hair which is (V) (X) (S) rather long for a boy. I also had (V) (S) a
15
little conversation with Reuben. Reuben is (V) (X) (S) a soccer fanatic. He knows
16
(V) (X) (S) everything about soccer. His command of the English language is (V)
17
(X) (S) also fantastic. It is (V) (X) (S) rare of someone his age to have (V) (S) such
18
a calibre. I have also gotten (V) (X) (Acc) to know (V) (S) some of the teachers.
19
Mister Marican was (V) (S) the teacher that left (V) (Acc) me a great impression.
20
He is (V) (X) (S) a nice person who cares (V) (X) (S) a lot for his students.
21
I had to choose (V) (Act) a Co-Curricular Activity as it is (V) (X) (S) required for
22
students to have (V) (S) one. I have choosen (V) (X Spelling) (Act) the air rifle
23
club as it seems (V) (X) (S) interesting I was interested (V) (S) in guns at that
24
point of time and decided (V) (Ach) to join (V) (Acc) it.
25
During practice sessions students of the club would have (V) (S) to make their way
26
to the air rifle range. It was (V) (S) a chore getting (V) (Acc) to the range as it is
27
(V) (X) (S) time consuming. After getting (V) (Acc) to the range, students would
28
have (V) (S) to wait (V) (Act) for their turn to practice (V) (Act). It was (V) (S)
29
tiresome.
30
Soon I lost (V) (Acc) interest in the air rifle. I then joined (V) (Acc) the schools
31
band I had then found (V) (Ach) my calling. Making music is (V) (X) (S)
32
wonderful. I was encouraged (V) (Act) to join (V) (Act) by my friend Wei Hao
33
who was (V) (S) in it. I decided (V) (Ach) to join (V) (Acc) them for one session
34
and found out (V) (Ach) that it was (V) (S) the best Co-Curricular activity there is
35
(V) (X) (S). The people there are (V) (X) (S) very friendly. There is (V) (X) (S)
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Annex A
The Corpus
36
also the conductor, Mr Chong, who is (V) (X) (S) rather fat. I really enjoyed (V)
37
38
Entering XXX Secondary School not only helped (V) (Acc) me achieve excellence
39
but also help (V) (X) (Acc) me find my real hobby. I never regretted (V) (S)
40
Sample 44
The most important decision I have made in my life
It was (V) (S) a hot and humid day. The classroom was (V) (S) like an oven. The
bell rang (V) (Ach) and all the children dashed out (V) (Acc) to the canteen. I was
(V) (S) alone in my classroom. My hands were busy moving (V) (Act) and I just
could not stop (V) (Ach) it from moving (V) (Act). There were (V) (S) tons of
homework piled up (V) (Acc) on my desk. I had never been (V) (S) to the canteen
during recess. My parents were (V) (S) both handling one company. They have
(V) (X) (S) high expectations of me and I know (V) (X) (S) whatever I do (V) (X)
No! No! I cant (V) (S) stop! I have (V) (S) to finish (V) (Acc) them by today! I
10
said (V) (Acc) nervously. Or else my parents will will (V) (S)
11
The bell rang (V) (Ach) again and the children rushed in (V) (Acc). they were (V)
12
(S) all wet. They must have had (V) (S) a lots of fun playing (V) (Act) hide and
13
seek. At this moment, the subject teacher came in (V) (Ach). She started (V) (Ach)
14
to teach (V) (Act). Her mouth was chattering (V) (Act) continuously.
15
Ah! My brain gotta explose (V) (X Spelling) I shouted (V) (Act) in myself. I
16
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Annex A
The Corpus
17
I pushed (V) (Ach) my desk away. The desk landed (V) (Ach) with a loud bang. I
18
ran out (V) (Acc) the class up the stairs to the roof top. The teacher gave chase (V)
19
(Act). But she was (V) (S) too slow, I was (V) (S) already on the edge.
20
Go away! I cried (V) (Acc) If you come (V) (Acc) near, I will jump (V) (Act)!
21
It was (V) (S) five storey high and below was (V) (S) the carpark. The headmaster
22
came (V) (Ach) and tried (V) (Act) to persuade (V) (Acc) me. The suns rays were
23
(V) (S) too strong, I felt (V) (S) like fainting. The headmaster dared not come (V)
24
(S) close to me. I did not care (V) (S) about the words he said (V) (Acc).
25
This was (V) (S) the most important decision I had to make(V) (Acc). I thought
26
(V) (Act) to go (V) (Acc) or not to. Flash of light past (V) (Acc). I saw (V) (Ach)
27
piles of books on my desk, mummys hand with a cane and daddys with a shoe. I
28
wanted (V) (S) to end (V) (Ach) all these. I could not stand (V) (S) it anymore and
29
I decided (V) (Ach) to jump (V) (Act). Just then, I heard (V) (Ach) my parents
30
voice.
31
Mark! Im (V) (S) sorry too! We alway thought (V) (S) that you can cope (V)
32
(Act) with it. Sorry Mark. My expectations on you is (V) (S) too high. I know (V)
33
(S) I shouldnt (V) (S) have cane (V) (X) (Act) you my mother broke (V) (Ach)
34
into tears. Please! Will you come (V) (Acc) to me! I promise (V) (S) I will not
35
caned (V) (X Structural) (Act) or scold (V) (Act) you anymore. Neither will (V)
36
(S) I give (V) (Acc) you homework to do (V) (Act)! I promise! (V) (S)
37
My heart was shattered (V) (Ach) and suddenly I felt (V) (S) a sign of relive. This
38
was (V) (S) the feeling I had never had (V) (S) before. I decided (V) (Ach) to
39
come down (V) (Acc). I come down (V) (X) (Acc) and hugged (V) (Act) my
40
parents. Finally, I could feel (V) (S) the warm of the family and could feel (V) (S)
41
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Annex A
The Corpus
42
Suddenly, I blacked out (V) (Ach) and was send (V) (X) (Acc) to the hospital. I
43
thought (V) (S) I was going (V) (Acc) to die (V) (Ach). But I woke up (V) (Ach)
44
and was told (V) (Acc) I got (V) (Acc) heatstroke. Finally I understand (V) (X) (S)
45
that life is (V) (X) (S) precious and I actually was afraid (V) (S) of death. I
46
understand (V) (X) (S) my parents cared (V) (S) for me and it was (V) (S) a
47
Sample 45
The most important decision I have made in my life
The most important decision I have made (V) (Acc) in my life is (V) (X) (S) the
choice of friends. Once we had (V) (S) a group of friends who were very united
(V) (Acc) and we always spend (V) (X) (Act) our time together. We studied (V)
(Act) and play (V) (X) (Act) hard together nearly everyday, when exam came (V)
(Ach), we will help (V) (Act) those who subjects are (V) (X) (S) weaker. Once
when one of us got (V) (Acc) any problems, we will share (V) (Act) among each
other and help (V) (Act) each other up. We were (V) (S) all very happy when until
a fierce quarrel broke up (V) (Ach) among us during a chalet. We were separated
(V) (Ach) into two groups and I was (V) (S) left in the center of the two bunch of
10
11
At first, I did not really wanted (V) (X Structural) (S) to make (V) (Acc) the
12
decision of choosing (V) (Acc) any of them. I treated (V) (Act) both bunch of
13
friends the same as before, but only that only day when both bunch of friends
14
asked (V) (Acc) me the question on who I decided (V) (Ach) to follow (V) (Acc)
15
and must break (V) (Ach) the friendship of the other bunch. One bunch of friends
16
who spend (V) (Act) their time wisely on play time and study consist of only a few
17
people while other which is (V) (X) (S) in a larger group pick up (V) (X) (Acc)
18
some bad habits and they scolded (V) (Act) vulgur language everywhere they go
19
(V) (X) (Act), but there were (V) (S) very loyal to friends and treated (V) (S) every
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Annex A
The Corpus
20
friend of their good. At that time when I had (V) (S) to make (V) (Acc) the
21
decision between the two bunch of friends is (V) (X) (S) quite a crucial moments
22
as it may affect (V) (Acc) the way I am living (V) (S) now or even my studies and
23
future. It is (V) (X) (S) a very tough decision for me to make (V) (Acc) as both of
24
the groups treated (V) (S) me very good. I sat down (V) (Acc) on the floor and
25
thought (V) (Act) really hard. It took (V) (Acc) me a whole hour for me to make
26
(V) (Acc) the decision. As at first I was thinking (V) (Act) of joining the bigger
27
bunch as I would have (V) (S) more friends but I decided (V) (Ach) to join (V)
28
(Acc) the smaller group. The other bunch of friends were very frustrated (V) (S)
29
and disappointed (V) (S) and our friendship started (V) (Ach) to turn (V) (Acc)
30
sour. When we met (V) (Acc) each other, we did not even talk (V) (Act) anymore
31
or look (V) (Act) at each other. We are (V) (X) (S) like total strangers now, but I
32
never regretted (V) (S) my choice as I know (V) (X) (S) I chooses (V) (X) (Acc)
33
34
Although I lost (V) (Ach) a lot of friends, but I still live (V) (Act) happy with my
35
friends now as the other group of friends started (V) (Ach) to become more vulgar
36
and even started (V) (Ach) smoking. The way they dress (V) (X) (Act) or walk (V)
37
(X) (act) is (V) (X) (S) like gangster and they are (V) (X) (S) like different people.
38
Some of them were even send (V) (X) (Acc) to boys home as they get (V) (X)
39
(Acc) into fights and some of them their studies drop (V) (X) (Acc) a lot as they
40
play (V) (X) (Act) too much. Sometimes I said (V) (Act) to myself that I am (V)
41
(X) (S) lucky I made (V) (Acc) the right choice of decision as now my studies
42
improved (V) (Acc) a lot and I am (V) (X) (S) more happier than before. The
43
decision is (V) (X) (S) a very important decision I made (V) (Acc) in my life.
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Annex A
The Corpus
Sample 46
People make (V) (Acc) decision everyday, whether it is (V) (S) a good one or bad
one. However, important decision are (V) (X Agreement) (S) hard to make. You
must first consider (V) (Act) the outcome if you make (V) (Acc) this decision and
I have (V) (S) just taken my grade for o level and find (V) (X) (Acc) that I did
(V) (Acc) pretty well. I got (V) (Acc) 16 points for 4 subjects and 19 points for 5
subjects. Given my grade, I will be (V) (S) able to enter (V) (Acc) Junior College
If I enter (V) (Acc) JC, I will have (V) (S) a bright future as I am (V) (S) able to
10
learn (V) (Acc) all sorts of new things which people at Polytechnic can not learn
11
(V) (Acc). After I leave (V) (Acc) JC, I would have (V) (S) higher paying job as I
12
had (V) (X) (S) better qualification. People who know (V) (S) that I study (V)
13
(Act) in JC will respect (V) (S) me. My parents will also think (V) (S) well of me.
14
However, the pressure will be (V) (S) higher than in Secondary school. All they
15
does (V) (X Agreement) (Act) inside is (V) (S) to study and all are (V) (S) books. I
16
fear (V) (S) that I will not be able (V) (S) to cope (V) (Acc) with the stress and
17
drop out (V) (Acc). My parents will then be (V) (S) heart-broken and I will be
18
19
If I enter (V) (Ach) polytechnic, I will be (V) (S) able to do (V) (Act) hand works
20
and study (V) (Act) at same time. I will be (V) (S) able to do (V) (Act) the
21
practical myself instead of just reading (V) (Act) from the book. The stress here is
22
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Annex A
The Corpus
23
However, after I leave (V) (Acc) polytechnic, it will be (V) (S) difficult to get (V)
24
(Acc) a job as there are (V) (S) many people with better qualification than you.
25
Even if you get (V) (Acc) a job, the pay (V) (Act) you get (V) (Acc) will be (V)
26
27
Since it is (V) (X) (S) such an important decision, I think (V) (X) (Act) that it is
28
(V) (X) (S) better to consult (V) (Act) my parents first. My parents tell (V) (X)
29
(Acc) me that the decision lie (V) (X) (S) with me as it is (V) (X) (S) my future, I
30
should decide (V) (Ach) it for myself. I felt disappointed (V) (S) as my parents did
31
not helped (V) (X Structural) (Act) me in making (V) (Acc) the decision.
32
Next, I turn (V) (X) (Acc) to my friends and ask (V) (X) (Act) them where they
33
are going (V) (X) (S). Most of them want (V) (X) (S) to go (V) (Acc) to
34
35
Finally, through much thought and consideration, I decided (V) (Ach) to go (V)
36
37
decision. Deep inside me, I felt (V) (S) happy as I had made (V) (Acc) an
38
Sample 47
The most important decision I have made in my life
I flipped open (V) (Ach) the photo album that was lying (V) (Act) in my drawer,
untouched (V) (S) for years. All around, I dared (V) (S) not flipped (V) (X
structural) (Act) through, afraid (V) (S) that I would dropped (V) (X Structural)
(Acc) tears again if I see (V) (Acc) those pictures. There is (V) (X) (S) a portrait of
us on the first page of the album, mum and dad were hugging (V) (Act) my
younger brother and I so tightly. I still remembered (V) (X) (S) that particular day
at the beach, it was (V) (S) the most memorable day that I had (V) (S) with my
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Annex A
The Corpus
8
family.
Flipping through (V) (Act) the pages of the album, all the memories came back
10
(V) (Ach). I still remembered (V) (X) (S) wake up calls by my parents early in the
11
morning, they always had (V) (S) a hard time waking me up (V) (Acc). Dad would
12
then set (V) (Acc) five to six alarm clock ringing to wake me up (V) (Acc). Mum
13
would have already prepare (V) (X) (Acc) our lunch boxes for school, she would
14
never forget (V) (S) my favourite ham and cheese sandwich. Unlike other children,
15
I never get (V) (X) (Acc) sick of my family, instead thinking (V) (Act) about my
16
family would always bring (V) (Ach) a smile upon my face. I loved (V) (S)
17
showing (V) (Act) pictures of my family to my friends and they would always
18
envy (V) (S) on those things that my family and I did (V) (Acc) together. In many
19
ways, every member of my family is (V) (X) (S) different from the rest. My dad
20
would never get (V) (Ach) grouchy over any mistake that we made (V) (Acc), and
21
mum was (V) (S) always there for us when we need (V) (X) (S) a listening ear. I
22
still remembered (V) (X) (S) my younger brothers sweet smile that never fails (V)
23
(X) (S) to cheer me up (V) (Acc) whenever I looked (V) (S) at him.
24
Unfortunately, Nothing good last for long, I woke up (V) (Ach) on 20th June
25
2000, a Sunday morning. It was (V) (S) the earliest Sunday that I have woken up
26
(V) (Ach), I still remembered (V) (X) (S) the time, 7.52am. This I was not woken
27
up (V) (Acc) by any alarm clocks, but the screaming of some people. They seemed
28
(V) (S) to be (V) (S) screaming loudly that it seemed (V) (S) the worst thing might
29
happened (V structural) (X) (Ach) next. I decided (V) (Ach) to get (V) (Acc) my
30
parents to take (V) (Acc) a look about the situation but never will I expect (V) (S)
31
my parents were (V) (S) the one shouting (V) (Act). My mum was (V) (S) in tears,
32
it was (V) (S) the first time that I see (V) (X) (Acc) my mother cried (V) (X) (Act)
33
so hard. My dad slammed (V) (Ach) the door behind my mum and the next thing
34
he did (V) (Acc) was leaving (V) (Acc) the home with his luggage. I was
35
frightened (V) (S) over that situation and I felt (V) (S) so alone then, but I decided
36
(V) (Ach) not to shed (V) (Acc) tears, as I know (V) (X) (S) I got (V) (S) to
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Annex A
The Corpus
37
protect (V) (Act) my younger brother and find out (V) (Acc) what happened (V)
38
(Ach).
39
There was (V) (S) silence in the whole house that particular Sunday, I was not
40
given (V) (Acc) a chance to talk (V) (Act) to mother as she did not respond (V)
41
(Acc) with any answer that I asked (V) (Acc). Before I can imagine (V) (Act), I
42
became (V) (Acc) a mad woman in the next few months. I had (V) (S) to do (V)
43
(Act) the house chores, take care (V) (X) (Act) of my younger brother, handle (V)
44
(X) (Act) my school work and took care (V) (Act) or my mother. My mother had
45
change (V) (X) (Acc) completely into another person after that incident, she
46
became (V) (Acc) so quiet and dirty. She never speak (V) (X) (Act) to us anymore,
47
and she would hardly bathe (V) (Act). Each day, she would locked (V) (X
48
49
On the 22nd July 2000, Saturday, my dad came back (V) (Ach) and I thought (V)
50
(S) everything will be (V) (S) fine then. Never have I expect (V) (X) (S) that he
51
brought (V) (Acc) along a petty young lady and a lawyer. He had came (V) (X
52
Spelling) (Act) to ask (V) (Acc) a divource from my mother, and the next question
53
he asked (V) (Acc) me was (V) (S) whether I want (V) (X) (S) to live (V) (Act)
54
with him or my mother. My dad changed (V) (Acc) too, he was (V) (S) not patient
55
anymore, he got (V) (Acc) angry and frustrated (V) (S) when I stumbled (V) (Ach)
56
with the decision. I was (V) (S) mad at him, and told (V) (Acc) him off. I
57
understand (V) (X) (S) the situation now, he left (V) (Acc) us for a young and
58
petty young lady, and change (V) (X) (Acc) into a beast for that woman. He left
59
(V) (Acc) me with a decision on whether to live (V) (Act) with him or my mother
60
and he said (V) (Acc) that either my brother or me will have (V) (S) to follow (V)
61
(Acc) him.
62
That was (V) (S) the worst decision ever, I would never allow (V) (Act) my
63
brother to live (V) (Act) with my dad. My dad had become (V) (Acc) a beast and I
64
could imagine (V) (Act) how that woman and him will (V) (S) ill-treat my brother.
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Annex A
The Corpus
65
I could not live (V) (Act) with my dad either, as it would meant (V) (X structural)
66
(S) no one to take care (V) (Act) of mother. I cried (V) (Act) every other night
67
when I thought (V) (Act) about the situation, I blamed (V) (Act) god for
68
destroying (V) (Act) my family. There wasnt (V) (S) anyone to turn (V) (Acc) to
69
at all, I felt (V) (S) alone and hurt (V) (S). I even have (V) (X) (S) the thought
70
about ending (V) (Ach) my life at times. Then, one night, I had (V) (S) a strange
71
dream. Someone spoke (V) (Acc) to me that night, he asked (V) (Acc) me to stay
72
(V) (Act) with my dad, and he said (V) (Acc) everything will (V) (S) go right and
73
asked (V) (Acc) me not to worry. That dream kept (V) (S) me thinking (V) (Act)
74
for weeks and weeks and I finally decide (V) (X) (Ach) to follow (V) (Act) what
75
76
I lived (V) (X) (Act) with my dad now, in fact I have lived (V) (Act) with him for
77
almost three years already. He was (V) (X) (S) still as bad-tempered and
78
unreasonable, but I did not care (V) (X) (S) much. I was (V) (X) (S) happy and
79
contented that my brother and mother were (V) (X) (S) living happily now. They
80
have migrated (V) (Acc) to Australia, and mother was (V) (X) (S) still there to
81
give (V) (Acc) me that listening ear. I was glad (V) (X) (S) about the decision I
82
have made (V) (Acc), as I believed (V) (X) (S) that it was (V) (X) (S) the best
83
decision ever. It brought (V) (Acc) my brother safety and taught (V) (Acc) me how
84
to become (V) (Acc) a stronger person. Now I believed (V) (X) (S) that when
85
theres (V) (S) a will, theres (V) (S) a way, nothing is (V) (S) impossible,
86
everything will have (V) (S) away when you have (V) (S) confidence in yourself. I
87
learnt (V) (Acc) to cherish (V) (Act) the things around me more as I felt (V) (X)
88
Sample 48
The most important decision I have made in my life
Everyone have (V) (S) to make decisions in life. Some are (V) (S) happy cases like
where to go for holiday while some encounter (V) (Ach) parents divorcing (V)
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Annex A
The Corpus
3
(Acc), which causes (V) (Acc) your family to break up (V) (Acc), and whom you
should follow (V) (Act). It had never occured (V) (Ach) to me what is (V) (S)
really an important decision. However, I got (V) (Acc) to have (V) (S) a taste of
what is (V) (X) (S) it like when I was (V) (S) in secondary two.
Class, go (V) (Acc) home, read (V) (Act) the paper carefully, talk (V) (Acc) to
your parents and return (V) (Acc) to me on next Monday, the teacher told (V)
(Acc) the class and we were dismissed (V) (Ach). It was (V) (S) after the lower
10
Secondary assembly and we were given (V) (Acc) the option form for the subject
11
combinations for secondary three. It was (V) (S) just after the principals talk on a
12
hot Tuesday afternoon and we were excited (V) (S) about the classes in Secondary
13
Three 2004! After receiving (V) (Acc) the option form, I flipped (V) (Acc)
14
through and it was (V) (S) a total disaster for me! Im (V) (S) dead I exclaimed
15
(V) (Ach) to myself, How in the world would I get (V) (Acc) into the top class?
16
I thought (V) (Act) that choosing (V) (Act) a class to go (V) (Act) to next year
17
would be (V) (S) easy, but I was (V) (S) wrong! My dream is (V) (X) (S) to get
18
(V) (Acc) into the top class, which have (V) (X) (S) 3 pure sciences and one
19
additional maths! I was beginning (V) (S) to stress out (V) (X) (S) after looking
20
(V) (Act) at it. Would I go (V) (Acc) crazy if I go (V) (Acc) into the top class? I
21
dare (V) (X) (S) not even think (V) (Act). Not only I am troubled (V) (X) (S), but
22
23
When I went (V) (Acc) home, I sat down (V) (Acc) and have (V) (X) (S) a good
24
talk with my parents. I told (V) (Acc) them that I was (V) (S) unable to choose (V)
25
(Acc) a class, as I was really stressed out (V) (S). My parents suggested (V) (Acc)
26
that I choose (V) (Acc) a class that I like (V) (X) (S), and a class that I would be
27
(V) (S) able to score (V) (Acc)! After looking (V) (Act) through the option form,
28
my parents suggested (V) (Act) that I can take (V) (S) the second class, which
29
have (V) (X) (S) two pure sciences and one additional maths. As compared (V)
30
(Acc) to the first class, it would be (V) (S) an rather easier class for me. However,
31
the main decision still lies (V) (X) (S) within me, nobody can stop (V) (Ach) me
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Annex A
The Corpus
32
from choosing (V) (Acc) the class I want (V) (X) (S), and my parents would
33
support (V) (S) my decision. Sighing deeply, I stare (V) (X) (Act) at the option
34
form blankly! What was I going (V) (Acc) to do (V) (Acc)? I was (V) (S) really
35
helpless and frustrated. I was (V) (S) afraid that I would not be (V) (S) in the same
36
class as my friends any more. After thinking (V) (Act) and struggling (V) (Act) for
37
five days, I made (V) (Acc) the most important decision in my life. It was (V) (S)
38
Sunday night, and I decided (V) (Ach) to let my mother sign (V) (Acc) the option
39
form. Three Peace the second class in secondary three was (V) (S) my final
40
decision as I knew (V) (S) I would not be stressed (V) (S) out. My mother told (V)
41
(Acc) me that I must study (V) (Act) hard, so as to get (V) (Acc) into the class I
42
want (V) (X) (S). My mother was (V) (S) right! I have (V) (X) (S) to study hard
43
(V) (S) for the End-of-Year Examination to strive (V) (Act) for the better results! I
44
might not get (V) (Ach) into the class I want (V) (X) (S) if I dont work (V) (X)
45
(Act) hard.
46
In the November holidays back in 2002, I received (V) (Ach) the letter from the
47
school saying (V) (Acc) that I got (V) (Acc) into 3 Peace. I was (V) (S) really
48
happy. My hard work for all those months did not go (V) (S) down the drain! My
49
friends all called (V) (Acc) to ask (V) (Act) me what class I was (V) (S) in, and I
50
told (V) (Acc) them. Some of my friends got (V) (Acc) into the same class as me,
51
while others dont (V) (X) (S). This became (V) (Acc) the topic for secondary Two
52
53
Now that I am (V) (S) in secondary Three Peace, I realized (V) (Ach) that not only
54
must we work (V) (Act) hard, we must also have (V) (S) a positive learning
55
attitude. In order to survive (V) (Act) in a smart class, we have (V) (S) to be (V)
56
(S) hardworking. Although some of my friends are (V) (S) not in my class
57
anymore, we would (V) (S) always contact (V) (Act) each other every often.
58
Making an important decision in your life would tell (V) (Acc) you how your
59
future would be (V) (S), and what kind of results you will get (V) (Acc). Think (V)
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Annex A
The Corpus
60
(Act) and ask (V) (Acc) for your familys suggestions before making (V) (Acc) an
61
important decision. However, the final decision still lies (V) (S) within you!
Sample 49
The most important decision I have made in my life
The most important decision to make (V) (Acc) in my life, should be (V) (S) the
where I choose (V) (X) (Act) to move out (V) (Acc) of house, and stay (V) (Act)
alone.
It have been (V) (X) (S) two years since I moved out (V) (Acc) of the house. I was
(V) (S) only sixteen when I did (V) (Acc) so. I had (V) (S) enough of the constant
arguments I have (V) (X) (S) with my mother. We quarrel (V) (X) (Act) over
almost any thing, from the little things like what should I eat (V) (Act) to bigger
things like the way I should live (V) (Act) my life. I do not regret (V) (X) (S) my
decision till this very day, and I do not think (V) (X) (Act) I will (V) (S) till the
10
11
I come (V) (X) (S) from a single parent home, with no father, in fact I have (V)
12
(X) (S) two but both left us when I was (V) (S) very young, to even remember (V)
13
(Acc) how they look (V) (X) (S) like. My blood related father was (V) (S) a
14
Korean, he left (V) (Ach) us when I was (V) (S) fourteen months old. He left (V)
15
(Ach) without a word, not leaving (V) (Act) behind anything except me and my
16
pregnant mother, who gave (V) (Ach) birth to a boy. Half a year later, a Chinese
17
man move into (V) (X) (Acc) the house, but he too left (V) (Ach) soon after,
18
leaving (V) (Act) behind me, my brother and yet again a pregnant mother, who
19
gave (V) (Ach) birth to a baby boy. My mum was never married (V) (Ach) to
20
either of them, but they got (V) (Acc) her pregnant and left (V) (Ach) her soon
21
after. No reason was told, (V) (Acc) so I often wonder (V) (X) (Act) are (V) (X)
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Annex A
The Corpus
22
(S) they scared (V) (S) of fatherhood, that they left (V) (Ach) us. Or are (V) (X)
23
24
I know (V) (X) (S) that my mother work (V) (X) (Act) very hard to bring (V)
25
(Acc) the three of us up. Jaggling (V) (X Spelling) (Act) between her two part-
26
time night job and taking care (V) (Act) of the three of us. No matter how hard life
27
was (V) (S), she send (V) (X) (Act) three of us to school, so that we will have (V)
28
(S) better life next time. Although we were (V) (S) poor but she never borrow (V)
29
(X) (Act) money from relatives, as she believes (V) (X) (S) that she must bring (V)
30
31
In spite of these, I decide (V) (X) (Ach) to live (V) (Act) my life the way I want
32
(V) (X) (S) it to be (V) (S), without restrictions or constant nagging (V) (Act).
33
Some people may think (V) (S) that I am (V) (X) (S) stupid or nave, as the world
34
out there is (V) (X) (S) not a paradise. But I am determine (V) (X) (S) to do so, not
35
bothering (V) (Act) about others. To support myself I work (V) (X) (Act) two jobs
36
per day. I am (V) (X) (S) also very thankful and grateful to my landlord as he
37
knew (V) (S) about my plight and pity (V) (X) (S) me so he only charge (V) (X)
38
(Act) me one hundred and eighty dollar per month, including water and electricity
39
bill. Even though, I drop out (V) (X) (Ach) of school previously to support (V)
40
(Act) myself but I am determine (V) (X) (S) to at least get (V) (Acc) a O level
41
certificate. So I register (V) (X) (Acc) myself into a private school, taking (V)
42
(Act) up the minimum 5 subjects to qualify (V) (Acc) for a polytechnique. You
43
may find (V) (acc) that it is (V) (X) (S) very risky as the consequences for failing
44
(V) (Ach) any one of them is (V) (X) (S) horrible. But sad to say (V) (Acc) I have
45
(V) (X) (S) difficulties even paying (V) (Act) for them as it cost (V) (S) over four
46
hundred buck. Luckily I have (V) (X) (S) very supportive friend who lend (V) (X)
47
(Act) me money or else I would not have (V) (S) know what to do (V) (Act).
48
I do (V) (X) (S) a number of volunteerie works eventhough I had (V) (S) many
49
problems of my own. I set up (V) (Acc) a volunteer group called (V) (Acc) keep
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Annex A
The Corpus
50
hope alive to help (V) (Act) the less fortunates. Although the group is (V) (X) (S)
51
small and have (V)(X) (S) about twenty members only but I think (V) (Act) that
52
what most important is (V) (X) (S) the thoughs that counts. We are currently
53
54
Till now, I never ever regret (V) (X) (S) my decision to move out (V) (Acc). By
55
doing (V) (Act) so, I even strengthen (V) (X) (Acc) the relationship between me
56
and my brothers. Although they never tell (V) (X) (Acc) me before, but I believe
57
(V) (S) that they supported (V) (S) my decision to move out (V) (Acc) all along. I
58
live (V) (Act) my life to the fullest each day, not wanting (V) (S) to miss out (V)
59
(Ach) anything.
Sample 50
The most important decision I have made in my life
I stare (V) (X) (Act) at the cane that my grandmother had left (V) (Ach) behind,
the vivid images of her started (V) (Ach) to come (V) (Acc) flooding (V) (Act)
back. Suddenly, the floodgates of my sorrow were unleashed (V) (Ach) once again
and I started (V) (Ach) to wept (V) (X Structural) (Act) like a baby.
Since young, my grandmother has been (V) (X) (S) my closest companion. She is
(V) (X) (S) something like my sister, teacher and friend. I remembered (V) (Acc)
how great she was (V) (S) to me, in my eyes, she is (V) (X) (S) more than just a
grandmother. But one day, something unexpected happens (V) (X) (Ach), my
grandmother started (V) (Ach) to feel (V) (S) very sick, her cough gets (V) (X) (S)
10
from bad to worse and within months, she was reduced (V) (Ach) to a mere skin
11
and bone, and it was (V) (S) not long before she was hospitalized (V) (Acc).
12
Cancer, last stage that was (V) (S) the diagnosis the doctor gave (V) (Ach), I
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Annex A
The Corpus
13
couldnt believe (V) (S) my own ears, my grandmother, had (V) (X) (S) cancer?
14
I curse (V) (X) (Act) and hurl (V) (X) (Act) vulgarities at the doctor, I knew (V)
15
(S) that there got (V) (S) to be a problem in the diagnosis, I couldnt accept (V) (S)
16
the bitter fact that my grandmother is dying (V) (X) (S). My parents, also seems
17
(V) (X) (S) to reject (V) (Acc) this fact. From that day onwards, our family went
18
(V) (Acc) from hospital to hospital, hoping (V) (Act) to find (V) (Ach) a cure for
19
20
As days turns (V) (X) (Acc) to weeks, and weeks to month, the chance of my
21
grandmother surviving (V) (Acc) was getting (V) (Acc) slimmer and slimmer.
22
Soon it dawned (V) (Ach) upon me that her life is (V) (X) (S) going to end soon,
23
but somehow I just couldnt bear (V) (S) to let go, each day and night I prayed (V)
24
(Act) for a miracle, hoping (V) (Act) for the impossible, but as each day
25
progressed (V) (Acc), my grandmother only gets (V) (X) (Acc) weaker and
26
weaker.
27
Though my grandmother knew (V) (S) that her life is slowly slipping (V) (X) (S)
28
away from her grasp, she never lets me see (V) (Acc) her sorrow and anguish. I
29
hated (V) (S) myself for that, I curse (V) (X) (Act) myself for not being able (V)
30
31
Not long after, my grandmother was (V) (S) completely bedridden. She was (V)
32
(S) half paralyzed and even painkiller had loss (V) (X) (Ach) its effect on her, but
33
I just couldnt (V) (S) let go. Each day and night I would stay (V) (Act) vigil at her
34
bedside telling (V) (Acc) her everything is (V) (X) (S) going to be (V) (S) alright.
35
One day, the inevitable happen (V) (X) (Ach), my grandmothers heartbeat became
36
(V) (Ach) erratic and her breath was (V) (S) short. I knew (V) (S) she was (V) (S)
37
in a lot of pain but something just stopped (V) (Ach) her from departing (V) (Acc).
38
At that time, my grandmothers teaching rang (V) (Ach) loud and clear in my
39
head, to love (V) (S) is (V) (S) to let go (V) (Acc) only then did (V) (S) I realize,
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Annex A
The Corpus
40
(V) (Ach) that my grandmother is clinging (V) (X) (Act) on to her life because of
41
me. Tears began (V) (Ach) to cascade down (V) (Acc) my face, with a heavy heart
42
I muttered (V) (Acc), Its (V) (S) ok grandma, you can (V) (S) let go. Upon
43
hearing (V) (Acc) this words my grandmother gave (V) (Acc) me a weak smile
44
45
That day, will forever stay (V) (Act) engraved (V) (Ach) in my heart, because on
46
that day, I have made (V) (Acc) the most important decision of my life, to let go
47
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(B) Sample
No.
Annex B
1
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3
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1
(G) Kind
(J)
of error
(Tense, Semantic
Aspect) Category Remarks
T
Acc
T
Ach
T
S
T
Acc
T
S
T
S
T
S
T
S
T
S
T
S
T
S
T
S
T
S
T
S
T
S
T
Act
T
Act
T
Act
T
Act
T
S
T
Act
T
S
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Annex B
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3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
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4
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4
4
4
1
2
3
4
7
7
9
14
16
26
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30
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33
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41
3
4
8
9
9
13
21
27
is looking
is
is
want
is
like
wants
look
are not chosen
does not want
touch
ask
does not know
realize
mistaken
explain
am
mistook
seems
ever mistaken
have
have eaten
smell
smell
is
look
look
look
was looking
was
was
wanted
were
liked
wanted
looked
were not chosen
did not want
touched
asked
did not know
realized
had mistaken
explained
was
had mistaken
seemed
was ever mistaken
had
had eaten
smelled
smelled
was
looked
looked
looked
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
A
T
T
T
T
T
T
T
T
T
T
Act
S
S
S
S
S
S
S
Acc
S
Ach
Acc
S
Ach
Ach
Act
S
Ach
S
Ach
S
Act
Act
S
S
S
S
S
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Annex B
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52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
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76
77
78
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
6
6
6
3
4
6
6
8
10
10
10
14
20
20
21
22
22
23
24
24
24
25
25
26
26
27
27
29
4
7
14
is
is
is
is shouting
are
sell
are
are
is
is
sell
is
get
visit
is
add
ask
gives
can see
is
wield
chops
makes
look
are
talk
talk
am
was
was
was
was shouting
were
sold
were
were
was
was
sold
was
got
visited
was
added
asked
gave
could see
was
wielded
chopped
made
looked
were
talked
talked
was
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
S
Act
S
Act
S
S
S
S
Act
S
Acc
Acc
S
Acc
Acc
Act
S
S
Act
Act
S
S
S
Act
Act
S
as in buy
always add
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Annex B
79
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81
82
83
84
85
86
87
88
89
90
91
92
93
94
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96
97
98
99
100
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102
103
104
105
106
6
6
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
8
8
8
8
8
8
8
8
17
28
2
3
4
4
5
5
6
9
10
11
11
12
15
19
19
20
21
22
3
4
4
8
8
11
12
19
have
bacame
bring
know
is
have
know
is
is
is
arguing
shouting
hate
is
know
is
smell
don't
is
is
dress
walk
head
slip
fall
looks
introduce
fall
had
have become
brought
knew
was
had
knew
was
was
was
were arguing
were shouting
hated
was
knew
was
smelled
did not
was
was
dressed
walked
headed
slipped
fell
looked
introduced
fell
T
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
Acc
Act
S
S
S
S
S
S
S
Act
Act
S
S
S
S
S
S
S
S
Acc
Act
Act
Ach
Ach
S
Acc
Ach
fall in love
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Annex B
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
8
8
8
8
9
9
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
11
11
11
11
11
11
20
23
24
25
2
23
4
6
6
7
8
14
15
15
16
17
18
18
21
22
23
24
2
5
8
10
15
17
walk
have
had already be
regret
fell
is
have
is
is
don't really convince
take
continue
want
am
want
am
are pulling
are laughing
do
think
am thinking
is
remind
meet up
meet up
walk
walk
ask
walked
had
had already been
regretted
fall
was
had
was
was
was not really convinced
took
continued
wanted
was
wanted
was
were pulling
were laughing
did
thought
was thinking
was
reminded
met up
met up
walked
walked
asked
T
T
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Act
S
S
S
Ach
S
S
S
S
Ach
Ach
Act
S
S
S
S
Act
Act
S
Act
Act
S
Ach
Ach
Ach
Act
Act
Acc
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Annex B
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
11
11
11
11
11
11
11
11
12
12
12
12
12
12
12
12
13
13
13
13
13
13
13
13
13
13
13
13
18
19
21
24
29
30
31
32
1
4
10
14
18
27
29
35
1
1
7
10
13
13
16
17
19
20
21
22
turn round
have mistaken
was wishing
have lose
would not have re unite
think
am
have reunite
has arrived
is
is
had prepare
is
is
find
are
is
are
is
grow
have
stretch
looks
look
causes
believe
is
grows
turned round
had mistaken
wished
have lost
would not have reunited
thought
was
had reunited
had arrived
was
was
have prepared
was
was
found
were
was
were
was
grew
had
stretched
looked
looked
caused
believed
was
grew
T
T
A
A
A
T
T
T/A
T
T
T
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Ach
Ach
Act
Ach
Acc
Act
S
Ach
Ach
S
S
Acc
S
S
Ach
S
S
S
S
Act
S
Act
S
Act
Acc
S
S
Act
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Annex B
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165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
13
14
14
14
14
14
14
14
14
14
14
14
14
14
15
15
15
15
15
15
15
15
15
15
15
15
15
15
34
6
7
7
11
12
12
15
15
15
26
33
33
36
1
2
3
5
7
8
8
11
15
15
18
19
20
24
consult
is
is
is
is
is dropping
is blowing
gives out
makes
feels
loves
wakes up
don't
worried
notice
is
am
approach
introduce
is
is
introduce
have been
am treated
start
bluff
expose
walk
consulted
was
was
was
was
was dropping
was blowing
gave out
made
felt
loved
woke up
did not
worry
noticed
was
was
approached
introduced
was
was
introduced
had been
was treated
started
bluffed
exposed
walked
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Acc
S
S
S
S
Act
Act
S
Acc
S
S
Ach
S
S
Ach
S
S
Acc
Acc
S
S
Acc
S
Act
Ach
Act
Ach
Act
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Annex B
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
15
15
15
15
15
15
16
16
16
16
16
17
17
17
17
17
17
17
17
17
17
17
17
17
17
17
18
18
25
27
30
31
31
33
20
21
22
32
44
1
1
3
4
5
5
6
12
12
14
15
16
20
21
23
13
13
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Ach
Ach
S
S
S
Act
S
S
Ach
Ach
Acc
S
S
Acc
S
S
S
S
S
S
Acc
S
S
S
S
S
Acc
S
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Annex B
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
18
18
18
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
20
20
20
17
21
25
1
2
14
17
17
20
34
47
47
48
54
55
56
61
64
66
66
67
79
83
83
85
4
6
9
am
walk
continue
had start
is
is located
get down
get near
get
are
step
sink
grap
don't
is
find
wack
throw
use
get out
fly
fly
pull back
open
want
smell
is
was
walked
continued
had started
was
was located
got down
got near
was
got
were
stepped
sank
grabbed
did not
was
found
wacked
threw
used
got out
flew
flew
pulled back
opened
wanted
smelled
was
T
T
T
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
Act
Act
Acc
S
S
Acc
Acc
S
Acc
S
Ach
Acc
Acc
S
S
Acc
Acc
Acc
Act
Acc
Act
Act
Acc
Acc
S
Act
S
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Annex B
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
20
20
20
20
20
20
20
20
20
21
21
21
21
21
21
22
22
22
22
22
22
22
22
22
22
22
22
22
9
11
11
12
16
27
27
30
31
1
2
12
19
43
46
1
2
5
5
8
13
13
15
17
18
22
23
24
is
are
are
has
do not really like
is
is
is
look
will meet
is
need
know
need
is
is
is
is
need
is getting
can watch
is
catch
take
need
reaches
cannot move
cannot move
was
were
were
had
did not really like
was
was
was
looked
would meet
was
needed
knew
needed
was
was
was
was
needed
was getting
could watch
was
caught
took
needed
reached
could not move
could not move
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
S
S
S
S
S
S
Act
Act
S
S
S
S
S
S
S
S
S
Acc
Act
S
Acc
Acc
S
Acc
Act
Act
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Annex B
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
23
23
23
23
23
23
23
23
23
23
25
26
27
27
29
29
30
30
32
32
33
33
36
37
39
42
43
44
2
3
4
5
11
12
25
26
33
43
turn around
can see
can see
can see
am very scared
do not know
turn around
can see
hover
look
realise
am so terrified
vanishes
turn
am I standing
reach
am very scared
sleep
am
can relax
seems
am thinking
seems
am extremely terrified
dress
fall
seem
picture
turned around
could see
could see
could see
was very scared
did not know
turned around
could see
hovered
looked
realised
was so terrified
vanished
turned
was I standing
reached
was very scared
slept
was
could relax
seemed
was thinking
seemed
was extremely terrified
dressed
fell
seemed
pictured
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Ach
Act
Act
Act
S
S
Ach
Act
Act
Act
Ach
S
Ach
Act
Act
Ach
S
Act
S
S
S
Act
S
S
Acc
Ach
S
S
here
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Annex B
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
23
23
24
24
24
24
24
24
24
24
24
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
47
53
2
2
8
9
12
14
21
22
22
5
8
10
14
15
16
16
17
20
20
21
22
24
25
27
27
28
provide
seems
happen
happen
mention
replay
keep on
go out
message
ask
has been massaging
cycle
want
have
am eating
tell
is
get
is
want
can't decide
tell
will not be
take a look
tell
dig
place
bury
provided
seemed
happened
happened
mentioned
replied
kept on
went out
messaged
asked
had been messaging
cycled
wanted
had
was eating
told
was
got
was
wanted
could not decide
told
would not be
took a look
told
dug
placed
buried
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Acc
S
Acc
Acc
Acc
Acc
Act
Act
Acc
Acc
Act
Act
S
S
Act
Acc
S
Acc
S
S
Acc
Acc
S
Act
Acc
Act
Acc
Acc
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Annex B
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
1
2
5
6
7
10
12
12
13
14
15
16
16
17
19
19
20
20
21
21
23
25
25
26
27
27
28
29
ask
have just finished
go
have dressed nicely
don't look
have dressed differently
have
is following
make
have told
have
is following
turn back
is
am
are they following
say
are
don't have
am
am
have cause
find
has mistaken
want
talk about
continues
is
asked
had just finished
went
had dressed nicely
did not look
had dresss differently
had
was following
made
told
had
was following
turned back
was
was
were they following
said
were
did not have
was
was
had caused
found
had mistaken
wanted
talked about
continued
was
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T/A
T
T
T
T
T
T
Acc
Acc
Act
S
S
S
S
Act
Acc
Acc
S
Act
Ach
S
S
Act
Acc
S
S
S
S
Acc
Acc
Ach
S
Act
Act
S
Today
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
26
26
26
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
28
28
28
28
28
28
28
28
28
28
29
29
30
2
3
3
4
5
5
6
7
7
8
9
10
12
13
15
5
7
10
15
16
18
19
20
25
25
am
have mistaken
is
go
sticks
is
are
are
are
sell
sell
sell
look fresh
are
have been waiting
are painted
are
does not stick
open
are
is
is
is
are
are
sells
is
is
was
had mistaken
was
went
was sticky
was
were
were
were
sold
sold
sold
looked fresh
were
had been waiting
were painted
were
was not sticky
opened
were
was
was
was
were
were
sold
was
was
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
Ach
S
Acc
S
S
S
S
S
Act
Act
Act
S
S
Act
Acc
S
S
S
S
S
S
S
S
S
Act
S
S
Today
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
28
28
28
28
28
28
29
29
29
29
29
29
29
29
29
29
29
29
29
30
30
30
30
30
30
30
30
30
27
28
30
36
36
37
4
6
6
7
10
10
15
18
19
20
21
29
31
1
6
8
9
10
13
14
16
21
is
is
are
love
is
is
have never seen
looks
are
are
goes
is
are
is haunted
run
run
calm me down
looks
is
has been pestering
is
is
chop
is
start
chop
looks
want
was
was
were
loved
was
was
had never seen
looked
were
were
went
was
were
was haunted
ran
ran
calmed me down
looked
was
was pestering
was
was
chopped
was
started
chopped
looked
wanted
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
S
S
S
S
S
S
S
S
Act
S
S
S
Act
Act
Acc
S
S
Act
S
S
Acc
S
Ach
Act
S
S
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
30
30
30
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
32
32
32
32
32
32
32
32
29
34
35
4
5
5
10
11
11
12
12
13
15
15
16
17
18
19
21
21
1
1
2
4
7
7
8
10
is
stinks
start
taking out
asking
is happening
don't believe
show
look
say
is
spread
don't believe
is
look
look
know
look
keep
say
starts
have gone
happen
know
step
notices
is sitting
ask
was
stank
started
took out
were asking
was happening
did not believe
showed
looked
said
was
spreaded
did not believe
was
looked
looked
knew
looked
kept
said
started
had gone
happened
knew
stepped
noticed
was sitting
asked
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
Ach
Acc
Act
Act
S
Acc
S
Acc
S
Acc
S
S
S
S
S
S
S
Acc
Ach
Acc
Acc
S
Acc
Ach
Act
Acc
Now
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
33
33
33
33
33
33
33
33
33
33
33
33
10
11
12
14
15
16
17
20
22
24
25
26
35
36
36
36
2
4
5
7
9
9
10
14
14
15
15
16
is
say
get transferred
introduce
look
has
is
get to know
have been receiving
is
happen everyday
do not want
are
is
can do
love
am trying
is starring
call
is talking
has come
Don't feel
is
am thinking
is
had reach
are
bang
was
said
got transferred
introduced
looked
had
was
knew
received
was
happened everyday
did not want
were
was
could do
loved
was trying
was starring
called
was talking
had come
Did not feel
was
was thinking
was
had reached
were
banged
T
T
T
T
T
T
T
T
T/A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
A
T
T
S
Acc
Acc
Acc
Act
S
S
S
Acc
S
Act
S
S
S
Act
S
Act
S
S
Act
Acc
S
S
Act
S
Acc
S
Ach
arrive
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
34
34
34
34
34
34
34
34
34
35
35
35
18
19
20
21
22
22
22
22
23
23
26
27
27
27
28
29
1
4
5
6
7
7
12
14
21
3
5
8
is
is
give
give
ask
is
call
say
is
look
is
believe
is
cannot be
miss
seen
is
are bargaining
insist
tell
stinks
stink
price
has save
have
failed
transferred
have
was
was
gave
gave
asked
was
called
said
was
looked
was
believed
was
could not be
missed
saw
was
were bargaining
insisted
told
stank
stank
priced
had saved
had
fail
transfer
had
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
Acc
Acc
Acc
S
S
Acc
S
S
S
S
S
S
Acc
Acc
S
Act
S
Acc
S
S
S
Acc
S
Acc
Acc
S
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
35
35
35
35
35
35
35
35
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
37
37
37
37
9
10
13
13
14
29
31
37
1
2
2
8
10
10
11
11
12
14
16
21
23
33
33
33
1
2
9
13
do not know
start
is
remember
is
walk
is
is
think
is
tell
don't want
want
want
is
choose
is
study
have gone
makes
choose
is
feel
am
are
makes
asked
know
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
Ach
S
S
S
Act
S
S
Act
S
Acc
S
S
S
S
Acc
S
Act
Acc
Acc
Acc
S
S
S
S
Acc
Acc
S
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
38
38
38
23
25
26
27
27
30
34
39
46
46
49
50
50
52
54
57
59
59
60
61
61
63
64
65
70
1
2
4
turn
is
is going
pat
is
is comitted
seems
is united
is
need
want
knows
am
knows
are divourcing
do not want
know
has
is
don't care
quit
shower
follow
is
hoped
is
prepare
wait
turned
was
was going
patted
was
was comitting
seemed
was united
was
needed
wanted
knew
was
knew
were divourcing
did not want
knew
had
was
did not care
quited
showers
followed
was
hope
was
prepared
waited
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Acc
S
S
Act
S
Act
S
S
S
S
S
S
S
S
Acc
S
S
S
S
S
Ach
Act
Act
S
S
S
Acc
Act
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
39
39
39
39
39
39
39
39
39
39
40
40
4
9
10
15
16
17
20
20
30
30
30
35
41
43
45
46
2
5
9
21
23
25
26
30
31
32
1
3
feel
starting
follow
meet
take
is
does attract
is
say
is done
is done
brings
confess
walk
swings
feel
have got
need
comes
want
proceed
rush
have not been eating
say
start eating
seems
have always being
hurts
felt
was starting
followed
met
took
was
attracted
was
said
was done
was done
brought
confessed
walked
swank
felt
had
needed
came
wanted
proceeded
rushed
had not been eating
said
started eating
seemed
have always been
hurt
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
A
T
S
S
Act
Acc
Acc
S
S
S
Acc
Acc
Acc
Act
Acc
Act
Act
S
S
S
Acc
S
Acc
Act
Act
Acc
Act
S
S
S
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
40
40
40
40
40
41
41
41
41
41
41
41
41
41
42
42
42
42
42
42
42
42
42
42
42
42
42
43
4
5
8
16
38
2
2
4
6
6
7
10
26
29
8
10
14
15
26
27
28
29
44
48
56
59
60
1
T
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
A
T
T
T
T
S
S
S
S
Ach
S
S
S
S
S
S
S
S
S
Ach
S
S
Act
S
Act
Act
S
Acc
Act
Ach
S
Ach
S
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
44
44
44
44
44
44
44
44
44
45
13
14
15
15
16
17
18
20
20
21
23
26
31
34
35
35
36
39
6
7
7
33
39
42
44
45
46
1
is
is
is
knows
is
is
have also gotten
is
cares
is
seems
is
is
is
are
is
is
help
have
know
do
have cane
come down
send
understand
is
understand
is
was
was
was
knew
was
was
got
was
cared
was
seemed
was
was
was
were
was
was
helped
had
knew
did
have caned
came down
sent
understood
was
understood
was
T
T
T
T
T
T
T/A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
S
S
S
S
Acc
S
S
S
S
S
S
S
S
S
S
Acc
S
S
Act
Act
Acc
Acc
S
S
S
S
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
46
46
46
46
46
46
46
3
4
5
17
17
18
21
23
31
32
32
36
37
37
37
38
38
39
40
42
43
5
8
12
27
27
28
28
spend
play
are
is
pick up
go
is
is
are
know
chooses
dress
walk
is
are
were even send
get
drop
play
am
is
find
is
had
is
think
is
tell
spent
played
were
was
picked up
went
was
was
were
knew
chose
dressed
walked
were
were
were even sent
got
dropped
played
became
was
found
was
have
was
thought
was
told
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
Act
S
S
Acc
Act
S
S
S
S
Acc
Act
Act
S
S
Acc
Acc
Acc
Act
S
S
Acc
S
S
S
Act
S
Acc
our time
now
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
46
46
46
46
46
46
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
29
29
32
32
33
33
4
6
10
13
15
19
21
22
23
26
32
32
36
43
45
46
50
53
57
58
69
74
lie
is
turn
ask
are
want
is
remembered
remembered
have already prepare
get
is
need
remembered
fails
remembered
see
cried
know
take care
had change
speak
never have I expect
want
understand
change
have
decide
lied
was
turned
asked
were
wanted
was
remember
remember
have already prepared
got
was
needed
remember
failed
remember
saw
crying
knew
took care
had changed
spoke
never had I expected
wanted
understood
changed
had
decided
T
T
T
T
T
T
T
T
T
A
T
T
T
T
T
T
T
T
T
T
A
T
T/A
T
T
T
T
T
S
S
Acc
Acc
S
S
S
S
S
Acc
Acc
S
S
S
S
S
Acc
Act
S
Act
Acc
Act
S
S
S
Acc
S
S
still
still
still
now
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
47
47
47
47
47
47
47
47
47
47
47
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
49
76
77
78
78
79
80
81
82
82
84
87
6
17
18
21
21
23
26
29
31
32
33
42
42
44
45
51
2
lived
was
did not care
was
were
was
was
believed
was
believed
felt
is
is
have
dare
am troubled
have
like
have
lies
want
stare
want
have
want
dont work
don't
choose
am living
is
do not care
am
are
is
am
believe
is
believe
feel
was
was
had
dared
was troubled
had
liked
had
lied
wanted
stared
wanted
had
wanted
did not work
did not
chose
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Act
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
Act
S
S
S
Act
S
Act
now
still
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Annex B
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
4
6
6
8
9
11
11
13
17
21
21
22
24
24
27
28
29
31
32
33
34
34
35
36
37
37
39
40
have been
have
quarrel
do not regret
do not think
come from
have
look
move into
wonder
are
are
know
work
send
borrow
believes
decide
want
am
is
am determine
work
am
pity
charge
drop out
am determine
had been
had
quarreled
did not regret
did not think
came from
had
looked
moved into
wondered
were
were
knew
worked
sent
borrowed
believed
decided
wanted
was
was
was determined
worked
was
pitied
charged
dropped out
was determined
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
Act
S
Act
S
S
S
Acc
S
S
S
S
Act
Act
Act
S
Ach
S
S
S
S
Act
S
S
Act
Ach
S
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex B
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
49
49
49
49
49
49
49
49
49
49
49
49
49
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
41
43
44
44
46
46
48
50
51
52
54
55
56
1
5
5
7
8
9
13
14
14
16
16
20
22
25
27
register
is
is
have
have
lend
do
is
have
is
regret
strengthen
tell
stare
has been
is
is
happens
gets
had
curse
hurl
is dying
seems
turns
is
gets
is slipping
registered
was
was
had
had
lended
did
was
had
was
regretted
strengthened
told
stared
had been
was
was
happened
got
has
cursed
hurled
was dying
seemed
turned
was
got
was slipping
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Acc
S
S
S
S
Act
S
S
S
S
S
Acc
Acc
Act
S
S
S
Ach
S
S
Act
Act
S
S
Acc
S
Acc
S
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Annex B
779
780
781
782
783
50
50
50
50
50
29
32
34
35
40
curse
had loss
is
happen
is clining
cursed
had lost
was
happened
was clinging
T
A
T
T
T
Act
Ach
S
Ach
Act
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1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Annex C
25
4
16
11
4
10
2
5
11
10
19
12
7
8
9
8
2
10
30
7
20
9
17
6
4
8
0
8
11
11
4
6
12
7
15
11
10
20
7
9
20
14
13
20
18
30
17
39
11
21
65
14
41
29
35
18
37
21
10
24
29
32
17
21
30
12
18
21
17
17
7
12
2
13
16
9
18
13
16
8
7
9
26
12
19
23
27
15
13
13
7
11
13
12
11
15
Total S
Total Act
Total Acc
Total Ach
Sample
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
21
23
32
15
23
20
27
22
15
14
5
20
27
33
30
31
29
17
39
28
32
31
34
14
14
20
18
29
21
17
23
32
CS IS %IS
15
6
16
7
20 12
9
6
8 15
18
2
12 15
18
4
14
1
5
9
4
1
15
5
20
7
24
9
22
8
29
2
16 13
15
2
33
6
18 10
27
5
21 10
26
8
14
0
8
6
5 15
9
9
14 15
12
9
10
7
13 10
22 10
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
4
1
11
7
10
14
13
7
3
19
10
19
10
3
15
9
13
20
502
3
1
10
7
9
14
13
6
3
16
10
19
10
3
15
9
11
17
447
1
0
1
0
1
0
0
1
0
3
0
0
0
0
0
0
2
3
55
22
17
28
27
52
44
37
25
23
37
15
22
25
23
50
40
21
19
11 1214
% I Ach
14
15
26
22
48
37
34
25
23
36
13
20
20
19
45
40
17
17
1079
8
2
2
5
4
7
3
0
0
1
2
2
5
4
5
0
4
2
135
11
% I Acc
10
3
17
12
27
14
19
4
4
36
8
19
19
12
35
20
29
14
764
Legend
Ach = Achievement
I Ach = Incorrectly marked Achievement
Acc = Accomplishment I Acc = Incorrectly marked Accomplishment
Act = Activity
I Act = Incorrectly marked Activty
S = State
I S = Incorrectly marked State
Annex C
7
3
2
1
16
1
10
2
23
4
9
5
16
3
4
0
4
0
32
4
8
0
17
2
14
5
11
1
31
4
18
2
20
9
9
5
621 143
22
17
25
30
55
22
28
22
44
47
39
45
25
37
69
54
47
34
19 1418
% I Act
6 16
11
6
18
7
21
9
35 20
15
7
24
4
16
6
35
9
42
5
22 17
40
5
13 12
29
8
45 24
40 14
20 27
24 10
968 450
32
%IS
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ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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2
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35
Annex D
List of state verbs
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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70
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
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140
he playground. 20 It was
(Acc) through and it was
the city, the people had
s (V) (X) (Acc) him to be
Ach) my attention. It was
d. In the tree, there was
ff (V) (Act) that she had
coming (V) (Acc) to have
lk (V) (Act) here. It was
s (V) (S) a will, theres
rket. At first, I mistook
X) (S) that when theres
t the tree that there was
hair and beard he looked
e house. Since no one was
e seems (V) (X) (S) to be
h) polytechnic, I will be
) at same time. I will be
Given my grade, I will be
S) brighter as I would be
) a bright future as I am
d a class that I would be
TV teenage star.That was
laugh and soon we forgot
ish stalls and there were
to my landlord as he knew
rnoon and we were excited
Ashley, whose looks were
ose to me. I did not care
rrel, so I did not bother
er, the moment that I was
r and nearer when she was
I would never ever forget
(V) (X) (S) nothing to be
ess and frustrated. I was
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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162
163
164
165
166
167
168
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170
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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304
305
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308
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
(V)
(V)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
(V)
(V)
(V)
(V)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
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(V)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
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(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
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(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
(V)
(V)
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(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
(V)
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(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(S)
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(S)
(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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(S)
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(S)
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(S)
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(S)
(S)
(S)
(S)
(S)
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(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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(S)
(S)
(S)
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(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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(S)
(S)
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(S)
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(S)
(S)
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(S)
(S)
(S)
(S)
(S)
(S)
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
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to
to
to
to
to
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
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Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
946
947
948
949
950
951
952
953
954
955
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957
958
959
960
961
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963
964
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966
967
968
969
970
971
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973
974
975
976
977
978
979
980
less what their grade was (V) (S). As for me, I continued (V) (A
nteraction will be better (V) (S). However, after I leave (V) (A
not as bad as I expected (V) (S). I did not really like (V) (S)
lt (V) (S) alone and hurt (V) (S). I even have (V) (X) (S) the t
words, I was very touched (V) (S). I felt (V) (S) ashame at what
o know (V) (S) who he was (V) (S). I saw (V) (Ach) Arron I was g
cared (V) (S) and worried (V) (S). I was thinking (V) (Act) of w
CCA which the school has (V) (S). I would like (V) (S) to go (V
m a person I did not know (V) (S). In the massage it said (V) (A
treet, my heart will ache (V) (S). Memories will keep coming (V)
matter or well be doomed (V) (S). Mr Lim was utterly disappoint
I was really stressed out (V) (S). My parents suggested (V) (Acc
) (Ach) and very confused (V) (S). My whole body seems (V) (X) (
c) me there, I was amazed (V) (S). The market open (V) (X) (S) v
) (Ach) a big tree, it was (V)(S) a very old and big tree that I
Acc) and the young man had (V)(S) to leave (V) (Acc) to find (V)
ve contact (V) (X wrong word) (S). I continued (V) (Act) to put
(Acc) a lot and I am (V) (X) (S) more happier than before. The
Acc) that whats done (V) (X) (S) (V) is done (V) (X) (S) and th
(Act) me where I been (V) (X) (S) what do they want (V) (S) fro
top class, which have (V) (X) (S) 3 pure sciences and one additi
ouse to Yishun, it is (V) (X) (S) a beautiful place with a park
) (X) (S) to enter is (V) (X) (S) a big decision as it would det
y early as I have got (V) (X) (S) a camp to attend. I started (V
S) called Mary. Shes (V) (X) (S) a fan of Nacy. She asked (V) (
there will always be (V) (X) (S) a fishy smell an there is (V)
have always maintain (V) (X) (S) a good record of conduct and b
wn (V) (Acc) and have (V) (X) (S) a good talk with my parents. I
suddenly and there is (V) (X) (S) a group of teenagers behind us
e for us when we need (V) (X) (S) a listening ear. I still remem
A teenage star, it is (V) (X) (S) a local television programme w
(X) (Acc) me if I am (V) (X) (S) a local TV teenage star which
nice person who cares (V) (X) (S) a lot for his students.I had t
noisy place, there is (V) (X) (S) a lot of bargaining happening
shy smell an there is (V) (X) (S) a lot of fish sellers selling
Annex D
List of state verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
1013
1014
1015
Annex D
List of state verbs
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
1050
Annex D
List of state verbs
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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1069
1070
1071
1072
1073
1074
1075
1076
1077
1078
1079
1080
1081
1082
1083
1084
1085
Annex D
List of state verbs
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1086
1087
1088
1089
1090
1091
1092
1093
1094
1095
1096
1097
1098
1099
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1110
1111
1112
1113
1114
1115
1116
1117
1118
1119
1120
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1121
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1128
1129
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1141
1142
1143
1144
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1148
1149
1150
1151
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1155
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1156
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1177
1178
1179
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1181
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1183
1184
1185
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1189
1190
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1191
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1199
1200
1201
1202
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1211
1212
1213
1214
1215
1216
1217
1218
1219
1220
1221
1222
1223
1224
1225
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1226
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1233
1234
1235
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1243
1244
1245
1246
1247
1248
1249
1250
1251
1252
1253
1254
1255
1256
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1260
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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uch lower.Since it is
(V) (Ach) that he is
school and I need not
(S) no legs, I am so
e dressed differently
erson. Now I believed
(V) (Acc) in I hoped
you. I was surprise
r with us. But I know
. Never have I expect
around him. I believe
. My mother was shock
y mistake, which show
e (V) (Acc). It seems
it the more I believe
(Acc), as I believed
Finally I understand
ther body only!I know
und me more as I felt
y. I still remembered
ives, as she believes
and I am very scared
th parties and I know
like me. Now, I know
noticed (V) (Ach) is
Acc). I dont believe
member (V) (X) (S) is
paper.It is believed
) (X) (S) that it was
ked (V) (Acc) if I am
) (Acc) in my life is
chicken stall as its
. When I finally have
nsisted (V) (S) I am
amiliar face, that is
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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k ferociously, I feel
nly went (V) (Acc) is
to see which route is
) (Acc) in my life is
) (Ach) that there is
him off. I understand
I do not really like
(V) (Acc) that I have
hat most important is
(V) (S). I even have
y usually do not have
), I still remembered
market. He never see
turtles meat. I pity
rron as I do not want
nything that I wants,
(V) (Ach) us. Or are
der (V) (X) (Act) are
(V) (Act) whether are
to the range as it is
lessons end, and its
eded (V) (Acc), it is
r in school as I want
lf but I am determine
) him doing, he seems
an old man that seems
ently teenagers wants
t), and our day seems
c) in my life. I want
f an hour but I seems
ct) but nothing seems
(V) (X) (S) and need
. My whole body seems
or the test. He seems
mile that never fails
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1331
1332
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1349
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1351
1352
1353
1354
1355
1356
1357
1358
1359
1360
1361
1362
1363
1364
1365
Annex D
List of state verbs
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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1367
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1383
1384
1385
1386
1387
1388
1389
1390
1391
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1393
1394
1395
1396
1397
1398
1399
1400
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
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1401
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1409
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1414
1415
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1417
1418
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S),
(S),
(S),
(S),
(S),
(S),
(S),
(S),
(S).
(S).
(S).
(S).
(S).
(S).
(S).
(S).
(S).
(S).
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1
2
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23
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33
34
35
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
316
317
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321
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
421
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
561
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Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
631
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Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
736
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Annex E
List of Activity Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
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me if I would like to go
I was actually caned (V)
(Acc), no need to choose
just have (V) (S) to pay
he whole school was going
Eugenes father would pay
d not want (V) (S) to ask
he movie.The movie lasted
ant (V) (X) (S) to put up
. Think (V) (Act) and ask
s (V) (S) better to spend
and white foams came out
onwards, our family went
perspiration dripped down
Act) truancy and run away
After my father returned
(V) (X) (Act) me to make
. Hoping (V) (Act) to get
.We went (V) (Acc) to buy
train (V) (Acc) me to buy
ork and my father started
was told (V) (Acc) I got
for his mother, and gave
ch) of the toilet, I told
girls parent had killed
I wanted (V) (S) to help
il at her bedside telling
youth in us. She showered
day onwards. Teacher gave
her of them, but they got
brinjals. The auntie gave
sp, she never lets me see
sked (V) (Acc) me to show
Acc) me that I could help
riend Amanda, so I called
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
281
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283
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310
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314
315
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
316
317
318
319
320
321
322
323
324
325
326
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331
332
333
334
335
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341
342
343
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345
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349
350
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
351
352
353
354
355
356
357
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359
360
361
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366
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368
369
370
371
372
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375
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377
378
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380
381
382
383
384
385
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
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410
411
412
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414
415
416
417
418
419
420
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
421
422
423
424
425
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427
428
429
430
431
432
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434
435
436
437
438
439
440
441
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449
450
451
452
453
454
455
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
456
457
458
459
460
461
462
463
464
465
466
467
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469
470
471
472
473
474
475
476
477
478
479
480
481
482
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485
486
487
488
489
490
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
526
527
528
529
530
531
532
533
534
535
536
537
538
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541
542
543
544
545
546
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549
550
551
552
553
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555
556
557
558
559
560
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
561
562
563
564
565
566
567
568
569
570
571
572
573
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577
578
579
580
581
582
583
584
585
586
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591
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595
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
596
597
598
599
600
601
602
603
604
605
606
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611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
631
632
633
634
635
636
637
638
639
640
641
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643
644
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646
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650
651
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657
658
659
660
661
662
663
664
665
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
666
667
668
669
670
671
672
673
674
675
676
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681
682
683
684
685
686
687
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700
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
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(V)
(V)
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(V)
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(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
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760
761
762
763
764
765
766
767
768
769
770
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
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(V)
(V)
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(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
(V)
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(V)
(V)
(V)
(V)
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(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
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(Acc)
(Acc)
(Acc)
(Acc)
to
to
to
to
to
to
to
to
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to
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to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
841
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
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(Acc)
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(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
to
to
to
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to
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to
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to
to
to
to
to
to
to
to
to
to
to
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
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(V)
(V)
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(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
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(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
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(Acc)
to
to
to
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to
to
to
to
to
to
to
to
to
to
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
(V)
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(V)
(V)
(V)
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(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
(V)
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(V)
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(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
1013
1014
1015
(V)
(V)
(V)
(V)
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(V)
(V)
(V)
(V)
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(V)
(V)
(V)
(V)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
1050
(Acc),
(Acc),
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(Acc),
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(Acc).
(Acc).
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1051
1052
1053
1054
1055
1056
1057
1058
1059
1060
1061
1062
1063
1064
1065
1066
1067
1068
1069
1070
1071
1072
1073
1074
1075
1076
1077
1078
1079
1080
1081
1082
1083
1084
1085
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1086
1087
1088
1089
1090
1091
1092
1093
1094
1095
1096
1097
1098
1099
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1110
1111
1112
1113
1114
1115
1116
1117
1118
1119
1120
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(X)
(X)
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(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1121
1122
1123
1124
1125
1126
1127
1128
1129
1130
1131
1132
1133
1134
1135
1136
1137
1138
1139
1140
1141
1142
1143
1144
1145
1146
1147
1148
1149
1150
1151
1152
1153
1154
1155
(V)
(V)
(V)
(V)
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(Acc)
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(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1156
1157
1158
1159
1160
1161
1162
1163
1164
1165
1166
1167
1168
1169
1170
1171
1172
1173
1174
1175
1176
1177
1178
1179
1180
1181
1182
1183
1184
1185
1186
1187
1188
1189
1190
(V)
(V)
(V)
(V)
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(Acc)
(Acc)
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(Acc)
(Acc)
(Acc)
Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1191
1192
1193
1194
1195
1196
1197
1198
1199
1200
1201
1202
1203
1204
1205
1206
1207
1208
1209
1210
1211
1212
1213
1214
s, he get transferred
e. I have also gotten
somewhere and we get
nny thing that happen
decision.Next, I turn
three or transferred
reason which I choose
for lunch. We proceed
lt. Then she announce
V) (Ach) and was send
lways happy when I go
o avail.As days turns
ing (V) (Act) and say
at we are not chosen,
grandmother only gets
l for the seed. I get
uld not have re unite
me, and calm me down
nd because we confess
parents are divorcing
ition is drawing near
window and we get out
fun fair day has come
omfort the have cause
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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Annex F
List of Accomplishment Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Annex G
List of Achievement Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
(V)
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(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
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(Ach)
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(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
Annex G
List of Achievement Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
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89
90
91
92
93
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95
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99
100
101
102
103
104
105
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
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(V)
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(V)
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(V)
(Ach)
(Ach)
(Ach)
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(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
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(Ach)
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(Ach)
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(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
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(Ach)
(Ach)
Annex G
List of Achievement Verbs
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
106
107
108
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121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
Annex G
List of Achievement Verbs
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141
142
143
144
145
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149
150
151
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171
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175
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
Annex G
List of Achievement Verbs
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176
177
178
179
180
181
182
183
184
185
186
187
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191
192
193
194
195
196
197
198
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200
201
202
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205
206
207
208
209
210
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
Annex G
List of Achievement Verbs
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211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
Annex G
List of Achievement Verbs
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246
247
248
249
250
251
252
253
254
255
256
257
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261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
Annex G
List of Achievement Verbs
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281
282
283
284
285
286
287
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289
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291
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295
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301
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303
304
305
306
307
308
309
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313
314
315
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
Annex G
List of Achievement Verbs
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316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
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349
350
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
Annex G
List of Achievement Verbs
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351
352
353
354
355
356
357
358
359
360
361
362
363
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365
366
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369
370
371
372
373
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375
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377
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380
381
382
383
384
385
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
Annex G
List of Achievement Verbs
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386
387
388
389
390
391
392
393
394
395
396
397
398
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400
401
402
403
404
405
406
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409
410
411
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420
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
Annex G
List of Achievement Verbs
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421
422
423
424
425
426
427
428
429
430
431
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438
439
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449
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451
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455
s blanket and he exploded (V) (Ach). Behind him, there was (V) (S)
as going (V) (Acc) to die (V) (Ach). But I woke up (V) (Ach) and w
r who I did not recognize (V) (Ach). From my point of view at that
the sad face brighten up (V) (Ach). I am thinking (V) (X) (Act) t
) till the very day I die (V) (Ach). I come (V) (X) (S) from a sin
losely or I will get lost (V) (Ach). I decided (V) (Ach) to hold (
Acc) and my heart crashed (V) (Ach). I did not want (V) (S) to ask
be the first to be caned (V) (Ach). I put (V) (Acc) my both hands
ll the memories came back (V) (Ach). I still remembered (V) (X) (S
S) morning when I woke up (V) (Ach). I was going (V) (Acc) to than
h him. Finally, he agreed (V) (Ach). It took (V) (Acc) us about te
ass and we were dismissed (V) (Ach). It was (V) (S) after the lowe
se couples were separated (V) (Ach). It was beleved (V) (X Spellin
vegetables and to be sold (V) (Ach). My mother told (V) (Acc) me t
that I would not get lost (V) (Ach). Our first stop was (V) (S) at
book, the teacher came in (V) (Ach). She asked (V) (Acc) all of us
e subject teacher came in (V) (Ach). She started (V) (Ach) to teac
t (V) (Acc) what happened (V) (Ach). There was (V) (S) silence in
that Eugene was kidnapped (V) (Ach). They did not seem (V) (S) sho
ls that they had mistaken (V) (Ach). They were embarrassed (V) (S)
s going (V) (Act) to rise (V) (Ach).When I was packing (V) (Act) m
er going (V) (Act) to die (V) (Ach)? What if I dont have (V) (S)
pelling) (Acc) what to buy (V)(Ach). As we were walking (V) (Act)
I plug off (V) (X wrong word) (Ach) the wire connected (V) (Acc) t
s time Im convience. (V) (X) (Ach) 11 One bright day when I was
(Acc) and turn around (V) (X) (Ach) to face (V) (Act) the tree, I
o the mirror and take (V) (X) (Ach) a good look of myself.My frien
s the toilet I notice (V) (X) (Ach) a group of guys kept staring (
ppily when we notices (V) (X) (Ach) a quiet boy who is sitting (V)
dont really convince (V) (X) (Ach) about what she said (V) (Act)
ew school term starts (V) (X) (Ach) again. Half a year have gone (
denly she turn around (V) (X) (Ach) and facing (V) (S) to my direc
on her, I nearly slip (V) (X) (Ach) and fall. (V) (X) (Ach) Luckil
ack (V) (Acc), I fall (V) (X) (Ach) and struggled (V) (Act) a few
ling) (S) I apologise (V) (X) (Ach) and went away (V) (Acc). Mary
Annex G
List of Achievement Verbs
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456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
Annex G
List of Achievement Verbs
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491
492
493
494
495
496
497
498
499
500
501
502
classes. I apologise
te of these, I decide
self. Suddenly I bang
n John suddenly wakes
y that I have reunite
months ago, I meet up
eller is not noticing
n after he turn round
ng unexpected happens
the inevitable happen
. Morning has arrived
as I had been expose
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
Annex G
List of Achievement Verbs
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ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Annex H
Sample 3
Write about an occasion when someone mistook you for a local TV teenage star.
Foreground
Background
A teenage star, it is (V) (X) a local
television programme which is (V) (X)
looking for talented teenage in Singapore
and a competition is held, (V) (X) and the
winner would be groom (V) (X) as a star.
This is (V) (X) what recently teenagers
wants (V) (X) to be, (V) including me.
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Annex H
shocked. (V)
A few weeks after the audition, the personin-charge called (V) my friend and I that
we are (X) not chosen, (V)
we were (V) very sad.
The next day, the show was broadcast (V)
on the television, then suddenly I saw (V)
the girl who looked (V) like me, her name
was (V) Cheryl, she really looked (V) very
much like me,
even my family said (V) so. Amanda and I
were (V) very upset, so
we decided (V) to go to Orchard Road to
do (V) some shopping the following day.
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Annex H
signature,
I does not know (V) (X) what was
happening, (V) until he took (V) out a
photograph of Cheryl, now then I realize
(V) (X) that they mistaken (V) (X) me for
Cheryl, but no matter how I explain (V)
(X) the guy just would not believe (V) that
I am (V) (X) not Cheryl, until a group of
people passed (V) by me, in between them
was (V) the real Cheryl, the Teenage Star,
the guy realizing (V) that he mistook (V)
(X) the wrong person, he was embrassed
(V) and quickly apologized (V) and ran
away. (V) When Amanda came out (V) of
the toilet, I told (V) her about what had
happened, (V) she laughed, (V) and our
day seems (V) (X) to be happier.
V: 49
V: 30
E: 8
E: 14
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Annex H
Sample 12
Write about an occasion when someone mistook you for a local TV teenage star.
Foreground
Background
The sunlight streamed (V) into my bed
room. Morning has (X) arrived. (V)
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Annex H
thanked (V) her.
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Annex H
believed (V) (X) at first, but quietly
retreated (V) back to their own plans.
I heaved (V) a sigh of relieve and thanked
(V) the security guards for helping (V) me.
I guessed (V) my plans are (V) (X) once
again ruined. I will be (V) home sweet
home again.
V: 23
V: 35
E: 1
E: 8
Sample 13
The Tree in the Park
Foreground
Background
On a cool breezy morning where the
atmosphere is (V) (X) moist and there are
(V) (X) morning dew on the grass and
leaves,
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Annex H
look at the tee.
The tree grew (V) in a very unique way. It
grow (V) (X) differently from other tree in
the park.
I got (V) nearer to have (V) a closer look.
This tree grew (V) like a human.
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Annex H
I wanted (V) to come (V) again and have
(V) a look so
I decided (V) to make (V) a marking
by drawing (V) a stick man and wrote (V)
down the date.
When I got (V) home, I told (V) my mum
about the tree and she did not believe (V)
me at first but she was (V) also very
curious to look (V) at the tree and she even
asked (V) me to show (V) her the tree some
day.
V: 29
V: 38
E: 2
E: 11
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Annex H
Sample 23
The tree in the park
Foreground
Background
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Annex H
The sun was setting, (V) dark clouds were
overtaking (V) the sky. I was terribly afraid
(V) and began (V) to run.
I noticed (V) that I came (V) to the tree
with the paper stapled (V) onto it. I knew
(V) I had lost (V) my way going out and
suddenly, I discovered (V) that there was
(V) a small unevent path. I went (V) in,
following (V) the mysterious path. It led
(V) me to a huge enormous tree. I
wondered (V) what was (V) so special
about it and I walked (V) around it.
10
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Annex H
be a care taker.
11
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Annex H
but I couldnt find (V) him.
Anyway, I decided (V) to go to that tree
and I had picked up (V) some fresh
beautiful flowers to put (V) on that tree.
V: 69
V: 42
E: 4
E: 11
Sample 24
My mysterious secret admirer
Foreground
Background
When ever I look (V) at my phone, I would
think (V) of the funny thing that happen
(V) (X) to me. It all happen (V) (X) one
year ago.
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Annex H
In the massage it said (V) that that person
liked (V) me but she did not dare (V) to
talk (V) to me. She also mention (V) (X)
that she was (V) from my class and she
knew (V) my name. I than replay (V) (X)
her asking (V) for her name, but she said
(V) that she was (V) too shy to mention (V)
it.
From that day on, I keep (V) (X) on getting
(V) messages from her saying (V) she
would really like (V) to meet (V) me in
person but unfortunately for her, her dates
would fall (V) on the day I go (V) (X) out
with friend and I would have (V) to call
(V) it off.
Than one day, I borrowed (V) one of my
friends handphone and went (V) into his
messaging secting and looked (V) into his
outgoing message and saw(V) the
messages he had been sending (V)
pretending (V) he was (V) my secret
Admirer.
When I found out, (V) I decided (V) to play
(V) a trick on him.
While we were eating (V) together I
message (V) (X) him and his phone rang
(V) and I ask (V) (X) him if he has (X) (S)
been massaging (V) me and he than later
admit (V) (X) that he has (X) (S) been
messaging (V) me to make (V) fun of me.
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Annex H
In the end, we all had (V) a good laugh and
soon we forgot (V) about it while we were
eating. (V)
V: 28
V: 25
E: 2
E: 9
Sample 25
The tree in the park
Foreground
Background
When I was (V) 5 years old.
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Annex H
ice-cream.
While I am (V) (X) eating my ice-cream,.
my dad came (V) and sat (V) beside me.
He tell (V) (X) me that the seed will (X)
not be (V) able to grow (V) on the fountain
as there is (V) (X) no soil for the seed.
I get (V) (X) what he is (V) (X) trying to
say (V) and
I decided (V) to plant (V) it right beside the
fountain. My dad refused (V) my idea
again
I got (V) angry and I want (V) (X) to go
home since I cant (X) decide (V) the
location for the seed. My mother tell (V)
(X) me that the seed will (X) not be (V)
able to grow (V) properly as the sunlight
will be blocked (V) by the fountain.
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Annex H
everyone. I am (V) no longer a child, I am
(V) now 15 years old and have (V) to help
(V) out in some household chores.
V: 41
V: 26
E: 7
E: 12
Sample 26
Write about an occasion when someone mistook you for a local TV teenage star
Foreground
Background
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Annex H
following (V) us for the whole three hours
that make (V) (X) me feel (V)
uncomfortable. I have (X) told (V) my
friend about this and she agreed (V) too.
We both have (V) (X) a plan to found (V)
(X Structural) out who is (X) following (V)
us and we both turn (V) (X) back suddenly
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Annex H
happy that people have mistaken (V) (X)
me as a star. After all, today shopping is
(V) (X) really a funny and happy one.
V: 13
V: 48
E: 3
E: 29
Sample 29
The tree in the park
Foreground
Background
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Annex H
Time goes (V) (X) by, as usual, school
lessons end, and its (V) (X) time to go (V)
home.
On the next morning,
as usual I took (V) a stroll inside the park,
to enjoy (V) the fresh air.
As I entered (V) the park, I saw (V) a girl
keep staring (V) at the big tree.
As I looked (V) up on the tree. I saw (V)
that all the leaves are (V) (X) all gone.
Leaving (V) the branches on the tree, and
the ground got (V) no fallen leaves lying
(V) on the floor.
All the sudden, I shivered. (V) I felt scared
(V) and worried. (V)
I was thinking (V) of what if its (X)
haunted. (V) As I thought (V) of that I run
(V) (X) as fast as I could (V) to run (V)
out of the park.
I run (V) (X) home, and told (V) my mom.
My mom consoled (V) me, and calm (V)
(X) me down, I was (V) still very scared,
my face was (V) pale, I didnt go (V)
school, as my mom told (V) me to stay (V)
at home.
My mom went (V) to the market to buy (V)
some vegetables for dinner.
After buying (V) vegetables my mom came
(V) back and told (V) me that she heard
(V) rumours of a girl had died (V) in the
park, and was being buried (V) under an
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Annex H
old tree.
V: 39
V: 33
E: 2
E: 11
Sample 31
Write about an occasion when someone mistook you for a local TV teenage star
Foreground
Background
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Annex H
asking (V) (X) for my signature.
I couldnt believe (V) what is (X)
happening. (V)
They were saying (V) that I was (V) some
local TV teenage star. My friends were (V)
so shocked that they did not say (V)
anything, just staring (V) at me. I explained
(V) to them that I was (V) not the idol they
were talking (V) about.
The people dont (X) believe (V) and show
(V) (X) me the photo of the idol, it look
(V) (X) just like me. I was (V) so surprised,
the fans say (V) (X) that her name is (V)
(X) FM.
Soon, it spread (V) (X) through the whole
KFC and people were (V) all chasing me
for my autograph. My friends and I
couldnt believe (V) what just happened.
(V)
I dont (X) believe (V) that there is (V)
someone who look (V) (X) so alike to me.
Then we went (V) to a CD shop. There
were (V) all poster about the singer FM.
It really look (V) (X) like me. Now, I know
(V) (X) that the people were not joking (V)
with us. There was (V) really a singer who
look (V) (X) like me.
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Annex H
(V) (X) we made (V) a singer friend.
When I stepped (V) out of the shop, the
fans that we shaked (V) (X spelling) off
came (V) back again and started (V)
chasing (V) me again. When I reached (V)
home, the minute I switched (V) on the
TV. I saw (V) FM on the TV.
She was advertising (V) her new album. It
was (V) nice to look (V) like a idol. But it
was (V) tiring also.
V: 31
V: 24
E: 3
E: 13
Sample 32
My mysterious secret admirer
Foreground
Background
A new school term starts (V) (X) again.
Half a year have (V) (X) gone so fast as
though at all happen (V) (X) in one day.
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Annex H
(V) (X) sitting down there nevously.
Everyone was looking (V) at him curiously
at the boy as he was wearing (V) a different
uniform from us.
I went (V) to him and ask (V) (X) him
whats (V) (X) his name he say (V) (X) he
was (V) Arron. He was (V) from Raffles
Institution.
Because of his marks, he get (X)
transferred (V) to here.
I introduce (V) (X) myself and Amaris to
him and he was (V) glad that someone was
talking (V) to him.
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Annex H
there is (V) (X) no name written on it. It
happen (V) (X) everyday. I did not tell (V)
Amaris and Arron as I do (X) not want (V)
them to get worried. (V)
Weeks past, but letters was (V) (X)
continued (V) sending (V) to me. 1 day I
decided (V) to check (V) it out. I stayed
(V) at the block for the whole day wanting
(V) to know (V) who he was. (V)
I saw (V) Arron I was going (V) to call (V)
him when I saw (V) him putting (V) one
letter into my box.
I was (V) surprise it was (V) (S) him.
V: 46
V: 28
E: 11
E: 13
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Annex H
Sample 37
The most important decision I have made in my life.
Foreground
Background
It was (V) a cloudy and cooling evening.
The clouds are (V) (X) white and fluffy and
the cool breeze makes (V) (X) my body
chill.
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Annex H
dinner very terrible.
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Annex H
commiting (V) (X) suicide. I accepted (V)
(S) that and asked (V) him the reason. He
stopped (V) for a moment and then replied
(V) that they were having (V) a divorce.
I was stunned (V) and very confused. (V)
My whole body seems (V) (X) to be
melting (V) and my heart crashed. (V) I did
not want (V) to ask (V) for the reasons as I
knew (V) that that would put (V) my father
in a spot and I also did not want (V) to
know (V) as I did not want (V) to suffer
(V) another blow.
I couldnt sleep (V) at night.
I was thinking (V) the happy days where
the whole family is (X) united (V) and the
fun and laughter from all the family
members. I never thought (V) that my
family that was once envied (V) and earned
(V) the respect of many other people was
going (V) to break down. (V)
But at this instance, I did not want (V) to
bother about anything except praying (V)
to god to save (V) my mother. Luckily, it
was (V) just an overdose of sleeping pills.
But, my mother liver and lung is (X)
damaged (V) and need (V) (X) to be
hospitalized (V) for a period of time.
During that few weeks, I was thinking (V)
of the separation between my parents. I did
not shed (V) a single tear in school
as I want (V) (X) to act (V) a strong font.
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Annex H
Everyone still knows (V) (X) me as who I
am, (V) (X) the happy of lucky and
cheerful me. However, I was crying (V)
sadly and heart broken at home. No one
knows (V) (X) it.
A few weeks past (V) like the speed of
light.
Just as I anticipated, (V) my parents are (X)
divorcing. (V)
I controlled (V) my emotions well and
waited (V) for the question to be asked (V)
by them. Who do (V) you all wants (V) (X
agreement) (S) to follow? (V)
I shut (V) my eyes and did not think (V)
about it. I do (X) not want (V) to make (V)
the decision. What decision I make (V)
will hurt (V) both parties and I know (V)
(X) that the path will (X) be (V) different.
My dad has (V) (X) a stable job with quite
a high salary. My mother is (V) (X) just a
housewife. But, I dont (X) care. (V) My
mother quit (V) (X) her job just to take care
(V) of my sisters and I. She wasted (V) her
youth in us. She showered (V) her love to
us like how god shower (V) (X) love to all
living thing. I know that life would be (V)
quite harsh if I follow (V) (X) my mum.
However, the decision is (V) (X) too
important.
It was (V) the most important decision that
I was going (V) to make (V) in my life. I
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Annex H
decided (V) to stay (V) with my dad for the
time being and will (X) often look up (V)
my mother.
Therefore, went I saw (V) a united family
out in the street, my heart will ache. (V)
Memories will keep coming (V) in I hoped
(V) (X) that all people that have (V) a
happy family must treasured (V) (X) it and
must try (V) means and way to salvage (V)
it. Family ties is (V) the only strength that
will push (V) a person to his or her greatest
limit.
V: 59
V: 84
E: 3
E: 29
Sample 42
The most important decision I have made in my life
Foreground
Background
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Annex H
The next day, as I was walking (V) to
school, I went (V) to study (V) for my
math test,
it was (V) then I realize (V) that there was
(V) (X) five chapters for me to study. (V) I
kept reading (V) and reading (V) but
nothing seems (V) (X) to be going (V) into
my head.
I regretted (V) not studying (V) for the test
the night before.
In my heart, I knew (V) I was going (V) to
fail the test again.
When I entered (V) the classroom, I saw
(V) my classmate john, who would be
sitting (V) beside me for the test.
He seems (V) (X) to be very confident in
scoring (V) well for the test as he has (X)
been studying (V) for this test since last
Friday.
I felt (V) that it would be (V) impossible
for me to pass (V) this test. As I read (V)
through my math textbook, the teacher
came in. (V)
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Annex H
After I heard (V) that. I felt (V) so afraid. I
was wondering (V) what time I would
reach (V) home everyday.
When the test was given (V) to me, I stared
(V) at the questions. My mind was (V)
totally blank.
The questions on the paper look (V) (X) so
unfamiliar to me, as I look (V) (X) through
the questions, there was (V) (X) none I
knew (V) how to do. (V) I look (V) (X) at
my partner John and saw (V) him doing, he
seems (V) (X) to be (V) able to do (V) all
the questions.
I felt (V) that the only way to not fail (V)
this test was (V) to copy (V) his answers.
I looked (V) around trying to make (V)
sure no one was looking (V) at me. Then I
started (V) copying. (V) I copied (V)
carefully making (V) sure I didnt (V) copy
the steps wrongly. I was (V) also careful in
not letting (V) John spot (V) me copying
(V) his paper. After a few minutes of
copying, (V) it was (V) time to hand (V) in
the paper.
As I handed (V) in the paper, I felt (V) very
guilty about what I did. (V)
During recess time, I couldnt eat (V) or
drink. (V)
I still felt (V) very guilty about it. I knew
(V) I was (V) in the wrong but I didnt
know (V) what to do. (V) I thought (V) that
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Annex H
if I stop thinking (V) about it, the feeling
(V) of guilt would go (V) away.
After recess, it was (V) math period again,
the teacher was going (V) to give out (V)
the test result. Then she announce (V) (X)
to the class that John and I scored (V) the
highest for the test.
After hearing that, I felt (V) more guilty. I
did not feel (V) happy at all as it was (V)
not my own effort.
After school, I knew (V)I had to make (V)
a decision.
I could have treat (V) (X)it as though
nothing had happened, (V) or tell (V) the
truth to my teacher.
As I could not live (V) with that feeling of
guilt, I decided (V) to own up (V) to my
mistake. I went (V) to tell (V) my math
teacher the truth. After she heard (V) it, she
scolded (V) me and even told (V) my form
teacher about it. She said (V) that I had (V)
to attend (V) the remedial after school
everyday until six oclock. She also made
(V) me go (V) for detention classes. I
apologise (V) (X) to her and told I had
regretted (V) my actions. She accepted (V)
my apology and said (V) even though what
I did (V) was (V) wrong, but I had (V)
courage to own up (V) to my mistake,
which show (V) (X) that I was willing (V)
to turn (V) over a new leaf, it was (V) then
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Annex H
I realize (V) (X) that this was (V) the most
important decision I have ever made (V) in
my life.
V: 85
V: 53
E: 4
E: 11
Sample 43
The most important decision I have made in my life
Foreground
Background
The most important decision I have ever
made (V) in my life is (V) (X) the school to
be choosen (V) (X Spelling) after the
Primary School Leaving Examinations. I
have choosen (V) (X) XXX Secondary
School as I thought (V) that it would be (V)
easier to get in. (V)
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Annex H
make (V) some new friends. I started (V)
with the person whom I was sitting (V)
beside, Calvin,. He was (V) a nice chap
whose interest is (V) (X) in the Japanese
culture. He had (V) hair which is (V) (X)
rather long for a boy.
I also had (V) a little conversation with
Reuben.
Reuben is (V) (X) a soccer fanatic. He
knows (V) (X) everything about soccer.
His command of the English language is
(V) (X) also fantastic. It is (V) (X) rare of
someone his age to have (V) such a calibre.
I have (V) (X) also gotten to know (V)
some of the teachers. Mister Marican was
(V) the teacher that left (V) me a great
impression.
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Annex H
as it is (V) (X) time consuming.
After getting to the range, students would
have (V) to wait (V) for their turn to
practice. (V)
It was (V) (S) tiresome.
Soon I lost (V) interest in the air rifle. I
then joined (V) the schools band I had
then found (V) my calling.
Making music is (V) (X)wonderful.
I was encouraged (V) to join (V) by my
friend Wei Hao who was (V) in it. I
decided (V) to join (V)) them for one
session and found (V) out that it was (V)
the best Co-Curricular activity there is. (V)
(X)
The people there are (V) (X) very friendly.
There is (V) (X) also the conductor, Mr
Chong, who is (V) (X) rather fat. I really
enjoyed (V) making music.
Entering Kuo Chuan Presbyterian
Secondary School not only helped (V) me
achieve excellence but also help (V) (X)
(Acc) me find my real hobby. I never
regretted (V) (S) making (V) (Act) this
important decision.
V: 43
V: 27
E: 4
E: 17
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Sample 45
The most important decision I have made in my life
Foreground
Background
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Annex H
One bunch of friends who spend (V) their
time wisely on play time and study consist
of only a few people while other which is
(V) (X) in a larger group pick (V) (X) up
some bad habits and they scolded (V)
vulgur language everywhere they go, (V)
(X) but there were (V) very loyal to friends
and treated (V) every friend of their good.
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(V) (X) I chooses (V) (X) the right choice.
V: 28
V: 48
E: 2
E: 18
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Annex H
Sample 50
The most important decision I have made in my life
Foreground
Background
I stare (V) (X) at the cane that my
grandmother had left (V) behind, the vivid
images of her started (V) to come (V)
flooding (V) back. Suddenly, the
floodgates of my sorrow were unleashed
(V) once again and I started (V) to wept
(V) (X) like a baby.
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Annex H
problem in the diagnosis, I couldnt accept
(V) the bitter fact that my grandmother is
dying. (V) (X) My parents, also seems (V)
(X) to reject (V) this fact.
From that day onwards, our family went
(V) from hospital to hospital, hoping (V) to
find (V) a cure for my dying grandmother,
but to no avail.
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Annex H
effect on her, but I just couldnt (V) let go.
Each day and night I would stay (V) vigil
at her bedside
V: 32
V: 53
E: 3
E: 18
41