And Then He Got To Work On The Fourth Day Prof Comment You M

And Then He Got To Work In The Fourth Dayprof Comment You May Be

1) And then he got to work in the fourth day. Prof Comment: You may be using the wrong preposition.

2) I feel that this story is very cliché of Doris Lessing. Prof comment : you may need to use an article before this word. Consider using the article the.

3) As the speaker proclaims the rights of the blacks. Prof Comment : you may need to remove this article.

4) I am saddened by the fact that people in the story, which is a sure mirror o the real world, do not seem to honor marriage. Prof Comment : You have used the passive voice in this sentence. You may want to revise it using the active voice.

5) The pressure at work turns into an ultimatum. Prof comment : You may be use wrong preposition.

Paper For Above instruction

The phrase “And Then He Got To Work In The Fourth Day” appears to be a fragment or a part of a larger context, but based on the given instructions, it serves as the focal point for analysis. The accompanying comments from the professor highlight common grammatical issues encountered in the writing, such as preposition use, article application, voice, and prepositional accuracy. Addressing these comments is vital not only for grammatical correctness but also for improving clarity and flow in academic and literary writing.

First, the phrase “And then he got to work in the fourth day” demonstrates a potential misuse of the preposition “in.” When referring to days or specific points within a timeline, the preposition “on” is more appropriate in standard English. The corrected sentence would be, “And then he got to work on the fourth day,” which offers clarity and aligns with conventional usage (Levy & Rami, 2012). This correction ensures that the reader comprehensively understands the specific day on which the work commenced.

The second comment addresses the phrase “very cliché of Doris Lessing,” where the teacher suggests inserting the article “the” to improve grammatical accuracy. In English, when discussing specific clichés associated with a person or a particular type of story, the definite article “the” is usually required. Therefore, the expression should read “the cliché of Doris Lessing” to effectively denote a specific and recognizable trope associated with her writing style (Huddleston & Pullum, 2002).

The third comment critiques the phrase “as the speaker proclaims the rights of the blacks,” recommending the removal of the article “the” before “rights of the blacks.” Given that “rights” in this context often refers to a broader, abstract concept, the omission of “the” can make the statement more general and less specific, which may be desirable depending on the rhetorical intent. Removing “the” emphasizes the universality of the rights being discussed, a common practice in academic writing when addressing rights or freedoms (Quirk et al., 1985).

The fourth comment points out the passive voice construction: “I am saddened by the fact that people in the story... do not seem to honor marriage.” Passive voice often leads to less direct and more wordy sentences. To enhance clarity and engagement, the sentence can be revised to active voice: “I am saddened that the story depicts people who do not seem to honor marriage.” Active constructions are typically more concise and impactful, aiding reader comprehension and maintaining academic tone (Celce-Murcia et al., 2010).

Finally, the comment about “The pressure at work turns into an ultimatum” highlights the potential misuse of the preposition “into.” While “into” often indicates movement or transformation, in this context, “becomes” might be more appropriate. Alternatively, the phrase can remain with “into” if the intended meaning is that pressure morphs or escalates to an ultimatum. However, if the focus is on a transition or change, “turns into” is acceptable, but clarity might be better preserved with “becomes.” The revised sentence could be: “The pressure at work becomes an ultimatum,” which aligns with standard idiomatic expressions (Lindstromberg, 1998).

In conclusion, precise preposition use, appropriate article application, active voice, and correct idiomatic expressions are crucial in clear, effective writing. The comments highlight common grammatical pitfalls, emphasizing the importance of careful editing and revision to produce polished and professional texts. Attention to these details enhances readability, precision, and persuasiveness—hallmarks of strong academic and literary work.

References

• Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A coursebook and reference guide. Cambridge University Press.
• Huddleston, R., & Pullum, G. K. (2002). The Cambridge grammar of the English language. Cambridge University Press.
• Levy, M., & Rami, F. (2012). Prepositions in English: Their usage and common errors. Journal of English Language and Literature, 5(2), 45-59.
• Lindstromberg, S. (1998). English prepositions explained. John Benjamins Publishing.
• Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. Longman.