using quantifiers in english university students:...

AL-USTATH Special Fifth Scientific Conference for the year 2017 --1 438 e Issue

79

Using Quantifiers in English University Students:

Problems and Strategies

Mr. Ali Hussein Hazem*

University of Al-Hamdaniya /College of Education

Dept. Of English

Abstract The present study is an attempt to investigate some difficulties that university students

of English face when using quantifiers in their written performance. English quantifiers

create special problems for native language learners. It aims at investigating the Iraqi

university students of English the ability to recognize and produce quantifiers and

Suggesting remedial treatment for the alleviation of these difficulties. It is hypothesized

that Students of English are not fully aware of using quantifiers; therefore, they use

them randomly. Consequently, students might be interrupted by interference of their

native language so; they fail to master the recognition and production of quantifiers. To

investigate the validity of the hypothesis, twenty samples of 3rd year students of

English written performance have been selected and analyzed to detect their ability to

distinguish each type of quantifiers. The study concludes that students make

grammatical errors concerning quantifiers due to two main reasons: interlingual and

intralingual; both affect the way they compose their essays.

The findings and conclusions arrived at in this study are expected to be worthy to

pedagogical planners and planning, and for other academic purposes.

Key Words: Quantifiers, errors, grammar, definite, indefinite

طلبة اللغة االنكليزية استخدام محددات الكمية في االداء الكتابي ل

(المشكالت واالستراتيجيات) الجامعيين

علي حسين حازمالباحث:

قسم اللغة االنكليزية -كلية التربية/ جامعة الحمدانية

الملخص:

عض الصعوبات التي تواجه طالب اللغة اإلنجليزية الجامعيين عند استخدامهم لبعض تحاول الدراسة التحقيق في باساليب التي تدل على محددات الكمية في االداء الكتابي . وتفترض الدراسة بأن الطالب ال يدركون تماما هذا

حة هذه الفرضية، فقد االسلوب . وبالتالي، فإنها تستخدم بشكل عشوائي بسبب تداخل لغتهم األم. وللتحقق من صتمت دراسة وتحليل عشرين عينة من طالب السنة الثالثة في تخصص اللغة االنكليزية في المرحلة الجامعية بهدف وصف وتصنيف هذه االخطاء من اجل الوصول الى معرفة كيفية صياغتها وبالتالي التمكن من ايجاد طريقة

ة على ان الطالب يواجهون هذه االخطاء النحوية نتيجة تاثير لغة لتحسين االداء الكتابي االنواع وخلصت الدراساالم على اللغة المكتسبة في كتاباتهم المقالية . ومن المتوقع أن تكون النتائج واالستنتاجات التي تم التوصل إليها

في هذه الدراسة مفيدة للمخططين التربويين والتخطيط، ألغراض أكاديمية أخرى.


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1. Introduction

Quantifiers are terms that express quantificational relations between sets,

such as “all” and “both”. When a quantifier is followed by a noun, it is a

determiner, but if not it is a pronoun Hornby (2005: 1233). Consider the

following examples:

1. Hand me all the books on the table. Jawad, (2005)

Here in this example the quantifier element (all +noun) functioning as

determiner.

2. I want all.

In sentence (2) the quantifiers (all on its own, functioning as pronoun)

Crystal (2008: 398) explains that “quantifier is a term used in semantic or

logical analysis, referring to a set of items which expresses contrasts in

quantity, such as all, some, and each.” Consider the following examples

from Jawad, (2005)

3. Each has his own worries.(Proverb)

4. Some students didn’t answer any question

It is, therefore, quantifier is a word such as some or many or a phrase such

as a few and a lot showing how much or how many we are talking about.

Moreover, quantifiers belong to the wider class of determiners that precede

a noun phrase to tell us something about its quantity. For example, “little”

in the following proverb specifies the size or quantity of the nests.

5. Birds in their little nests agree. ( An English proverb)

1.2 Aims of the study

This study aims at:

1. investigating the students' perception of the position and order of English

quantifiers.

2. Attempting to shed light on the areas of difficulty that students encounter

regarding the use of English quantifiers.

3. Identifying the type of errors students commit concerning the position

and order of English quantifiers.

4. Giving some recommendations that may help to reduce errors committed

when using English quantifiers.

Jawad (2005: 3) states that "choosing the correct quantifier is somewhat not

easy, especially on the part of learners of English language as a foreign

tongue because of the close similarity of many indefinite quantifiers

.Consequently, foreign learners fall in one of two frequent misuses: either

neglect using them or choose the wrong quantifier."

1.3. Hypothesis

It is hypothesized that Students of English are not fully aware of using

quantifiers; therefore, they use them randomly.

1.4. Problem of the study


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Students might be interrupted by interference of their native language so;

they fail to master the recognition and production of quantifiers.

1.5. Model of the Study

The present study is adopted to A University Grammar of English, by

Randolph Quirk and Sidney Greenbaum, 1985. The researcher refers to

some essays of English to see if they are following any rules. In any case

Quirk’s Grammar will be the select model.

1.6. Data Collection and Procedures

The data of theoretical part are collected from authentic books of English

grammar by stating types of quantifiers. The data of practical part are

collected from twenty samples of 3rd

year students of English at Al

Hamdaniya university for the academic year 2015-2016 written

performance have been selected and analyzed to detect their ability to

distinguish each type of quantifiers Then, we analyze the given data

according to Quirk et al’s model (1985). Then the analysis responses in

terms of interlingual and intralingual and developmental processes to relate

these responses to their possible causes.

1.7. Value of the Study

By doing research, I am greatly hope to give benefits to the linguistics field

because there hasn’t been much work done on the uses of quantifiers. It is

also expected to be worthy to pedagogical planners and planning, and for

other academic purposes.

2. What is Quantifier?

A quantifier is a word which can come as a prenominal element in a noun

phrase.

Robert C May(1977) is the pioneering work which attempted a detailed

analysis of the scope properties of the Quantifier phrases of natural

languages in generative grammar. Quantifiers are words like every,. some,

many, few, any, a.„ ore, two, etc. in English. They occupy the Specifier

position in the noun phrase. These quantifier phrases like their counterparts

in other languages, lack referential features. May (1977), Ramkishan,

(1997) evolved ways of interpreting such NF's ire syntax. (liven the EST

model of grammar In 12). May (1917) argued that the name rules and

constraints of grammar which apply in mapping constituents from El-

structure to surface structure, also apply in mapping structure to logic

form, In other words, the transformational rules apply to phrase markers at

surface structure to generate a similar phrase markers at logic form.

Chomsky (1973) assumes that when a constituent undergoes movement in

syntax, it leaves 'a trace' at the original site. The trace has the features of the

moved item except. the phonetic matrix. So, when the Quantifier phrase

undergoes the process of raising , It leaves trace. The trace function's as a


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variable, i.e. a trace co-indexed with the raised. Jawad,2005 mentions, the

uses of a quantifier should be taken into consideration the grammatical

rules carefully. Therefore, in order to choose the suitable quantifiers, we

have to pay attention to the following points: Types of the head noun, i.e.

whether it is a singular, plural, countable or uncountable, Form of the

sentence, whether it is a negative, interrogative imperative or affirmative.

Meaning limits our choice of quantifiers, i.e. whether we select a quantifier

in place of a definite or indefinite article. Position of the noun phrase

within a sentence. (Most quantifiers are used at the beginning of a sentence

functioning as determiners and others at the end of it, functioning either as

pronouns or adverbs.(Alexander, 1988:88, Jawad 2005:4)

"Quantifiers can be classified in terms of their meaning. Some quantifiers

have a meaning of inclusiveness. That is, they refer to an entire

group. Both refers to two members of a group of two, few to a subgroup of

the entire group, and all to the totality of members of a group of

unspecified size. Every and each refer to single members of a group. The

difference between all, a few, and both on the one hand

and each and every, is reflected in subject verb agreement.

"Other quantifiers are noninclusive and have a meaning related to size or

quantity. These quantifiers can be classified by the relative size they

indicate. For example, many and much refer to large quantities, some to a

moderate quantity, and little and few to small quantities . . .."

(Cowan, 2008) .

Partitives and Quantifiers

"There is, in fact, a somewhat fuzzy distinction

between partitive structures and inclusives and Quantifiers formed

with of. In a clause such as a lot of students have arrived it is the

noun students which determines number agreement on the Finite (have -

plural). It is not normally possible to say *a lot of students has arrived.

Therefore students is the head of the noun group and a lot of is a complex

Quantifier. Similarly, it is also normal to say a number of students have

arrived not a number of students has arrived, that is, to treat a number

of as a complex Quantifier. . . .

"For beginning learners, it may be best to introduce expressions such as a

lot of and a number of as complex Quantifiers but in other cases to err on

the prescriptive side and encourage agreement with the noun

preceding of."

(Graham Lock, 1996)

https://www.thoughtco.com/partitive-in-grammar-1691587

https://www.thoughtco.com/what-is-agreement-grammar-1689075

https://www.thoughtco.com/prescriptive-grammar-1691668


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2.1 Types of Quantifiers

Quirk etal,1973, classifies quantifiers into

1. Multal

2. Paucal

3. several and enough

The general quantifiers used pronominally. Their use of the above types in

respect to count and non-count reference matches the position outlined in

connection with their determiner function. (ibid: 111).

However, with only plural count nouns, many, (a) few and several are used.

Some linguists like Quirk etal, 1973 among many others, Biber etal.(1999)

argue that

“Many”, indicates a large number. Consider the following example:

Many Lecturers are attended the meeting.

Sara bought many books.

“Much” indicates a large quantity .It is usually followed by uncountable

nouns.

(Jawad 2005)

She doesn’t have much money .

There is much traffic nowadays .

"Several" is rarely (and much virtually never) preceded by a determiner,

and in the case of few and little there is a positive/negative contrast

according as the indefinite article is or is not used:

He took a few biscuits (=several)

He took few biscuits (=not many)

He took a little butter (= some)

He took little butter (=not much)

Since the first of these has a plural count noun and the third a non-count

noun, neither of which co-occurs with the indefinite article, it will be clear

that in these instances a belongs to the quantifier alone. Quirk etal, 1973

The quantifier (a) little must be distinguished from the homonymous

adjective as in:

A little bird was singing.

Many and few can be used predicatively in formal style

(His faults were many), and many has the additional potentiality of

functioning as a predeterminer with singular count nouns preceded by a (n):

Many an ambitious student (=Many ambitious students)

The quantifier "enough" is used with both count and non-count nouns:

There are (not) enough chairs.

There is (not) enough furniture.

Occasionally it follows the noun (especially non-count) but this strikes

many people as archaic or dialectal.


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2.1.2 Moderate or small quantity

2.1.2.1 Some

The modifier " some" specifies a moderate quantity and combines with

uncountable and plural countable nouns. In the light of the above, “some»

is equivalent to “a /an» with a singular noun. (Eastwood,2005 :229),

donsider the following examples:

I have bought some chocolates.

Jawad,2005:303 points out that " some" is used as follows

1. With affirmative verb. For example:

Some students came .

2. In questions where the answer yes is expected. For example:

Did you write some articles ? (I expect you did )

3. In offers and requests : For example:

Could I have some sugar, please ? ( Jawad: 2005 Thomson and Martinet

(1986:67)

2.1.2.2 few and (a) little

Biber etal (1999:276) remarks that ‘‘a few and few specify a small quantity

with plural countable nouns and a little and little with uncountable nouns.’’

There are (a) few computers. (count noun ).

There are (a) little traffic. (non count noun)

‘‘A few and a little are close in meaning to some; few and little suggest that

the quantity is less than expected.” (ibid: 276) i.e., a few and a little have a

positive meaning, whereas without “a” they have negative meaning.

(Jawad, 2005):

A little help is worth a deal of pity (proverb)

2.1.3 Arbitary/negative number or amount

2.1.3.1 Any

There some quantifiers which combine with both countable and

uncountable nouns. Any is one of quantifiers that can be used like this case

(Biber etal, 1999:276): For Example:

You can read any newspaper.

2.1.3.1.1 Uses of the quantifier "any"

The quantifier " any can be used in negative sentences and for referring to

a generic reference, Hewings (2005: 96) . Consider the following

examples:

The lecturer refused any comment.

In the above example "any" refers to a negative sense.

You can choose any question you like .

From the above sentence, "any is used generically.

Jawad, 2005:305 adds "When any means “ if there is /are” , in questions

where the answer yes isn’t expected or in if clause: For example:


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Any questions should be sent to the director.

Here, the meaning of the sentence implicates ( If there questions……….).

Do you have any better suggestion?

Hence, the answer implicates "no".

If you meet any difficulty, you can ask him. ( Conditional)

2.2 Phrasal Quantifiers

There is also a large open class of phrasal quantifiers. Some can co-occur

equally with non-count and plural count nouns, Quirk, 1973. For example:

The room contained plenty of students.

The room contained a lot of furniture.

The room contained lots of furniture.

These (especially lots) are chiefly used informally, though plenty of is

stylistically neutral in the sense 'sufficient'. Others are restricted to

occurring with non-count nouns:

The room contained a {great} deal of money.

The room contained {(small)} {amount of money

or to plural count nouns:

The room contained a (large) number of students

As these examples suggest, it is usual to find the indefinite article and a

quantifying adjective, the latter being obligatory in Standard English with

deal.

The phrasal quantifiers provide a means of imposing countability on non-

count nouns as the following partitive expressions illustrate:

General Partitives : For example:

Two pieces of information

Typical Partitives: For example:

A slice of cake

Measures : For example:

A spoonful of medicine.

Biber etal (1999:275 ) say that these quantifiers combine with both

uncountable and plural countable nouns. The quantifier “lots of» refers to a

greater amount than “a lot of» does .

There are plenty of eggs. There is plenty of milk.

There are a lot of eggs. There is a lot of milk.

There are lots of eggs. There is lots of milk.

A great / good many and a great / good deal of

This factory uses a great / good many workers. (plural count noun)

The machine uses a great / good deal of electricity. (non–count noun)

(Ibid)


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2.4 Definite Quantifiers

Many linguists such as(Eckersley and Eckercely,1960: 89) among many

others Close (1975:140), Jawad,005) believe that “All the cardinal

numbers (one, two, three,.. etc.) are adjectives of quantity» add that

“cardinal numbers are definite quantifiers.” Obviously cardinals indicate

the numerical exactness of any countable nouns. ”The number one

combines with a singular countable noun.” (Alexander, 1988:91) and they

are not inflected for gender and case as Arabic one: For example:

I went with one boy.

2.4.1 One

“One man sows and another reaps.» (An English proverb)

”Don’t put all your eggs in one basket» (An English proverb)

In the three sentences mentioned above, "one" is used as a quantifier inspite

of occupying various positions in each sentence. Moreover, English

cardinals often precede a head noun . (Jawad,2005)

2.4.2 Multpliers

Yule (2006 :93)defines a multiplier as a word or a phrase such as: once ,

twice, double ,or three times … etc , used as a quantifier before determiners

to say how often, or how many times an action occurs or how much more

something is. (Jawad,2005)

They pray five times a day.

Quirk et al (1985:260 -261) add that “multipliers occur with the nouns

denoting quantity “.They are usually followed by “a” or “the” plus (un)

countable nouns.

He needs double the amount of food.

I should take the medicine twice a day.

Sometimes multipers are placed at the end of a sentence.

If a man deceives me once , shames on me , if he deceives me twice,

shame me (An English proverb)

2.4.3 Fractions

According to Yule, (2006: 93), fractions are used with of before

determiners and pronouns. They have singular verbs with singular or

uncountable nouns, and plural verbs with plural nouns. Consider the

examples from Jawad, 2005:

The operation takes three quarters of an hour.

Two –thirds of the news was repeated.

Half (of)his suggestions are workable.

2.4.4 Percentages Percentages are used before nouns , or with of before determiners and

pronouns. They have singular verbs with singular uncountable nouns , and


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plural verbs with plural ones) (Yule, 2006 : 93 ).They can be written either

by words or figures. Examples from Jawad,2005:

Over sixty per cent of the victims were civil.

I make use thirty per cent of his ideas .

There is a 10 % decrease.

2.5 Indefinite Quantifiers

Biber et al (1999 : 275) classify indefinite quantifiers into four classes on

the basis of quantity. These classes are: inclusive, large, and moderate (or

small quantity), and arbitrary / negative member of a group or amount of

mass. These quantifiers are followed by (in) definite noun phrases.

All news…….. all (of) the news

Some boy……. all (of) the students

2.5.1 Inclusive Quantifiers

Inclusive Quantifiers are those quantifiers that includes: all, both , every ,

each.

2.5.1.1 All

“All” refers to the whole of a group or mass; it goes with (un)countable

nouns. (ibid : 275). It indicates three or more items.(swan , 2005: 30) As a

predeterminer, it usually precedes a head noun / noun phrase. (Jawad,2005)

:

All students attend the syntax lecture.

All information is confidential.

All the world is a stage , and all men and women are merely players

(Shakespeare)

All(of) the streets are busy.

The quantifier "all" with "of construction" does not occur before certain

singular noun , especially in adjunct phrases, . All is often used with the

zero article. "day, night, week , month , year, summer, etc.” " of the” is

normally absent. (Quirk et al: 1973 : 64 ; Close 1975:143)

I haven’t seen him all day .

On the other hand “all" can follow its head noun. Leech and Svartvik 1994

: 361)

The waiters all wear local dress.(= All the waiters wear local dress).

In this example, the first all functions as a pronoun, whereas the second is a

determiner. Sometimes, the meaning is contextually understood by certain

structural forms. Consider the example from Jawad. 2005:

"All aren’t thieves that dogs bark at’’(proverb)

2.5.1.2 Both

A noun after a quantifier is put when you are talking about members of a

group in general…


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Few snakes are dangerous.

Both brothers work with their father.

I never have enough money.

But if you are talking about a specific group of people or things, use of the

… as well

Few of the snakes are dangerous.

Note that, if we are talking about two people or things we use the

quantifiers both, either and neither:

Biber etal (1999:275)say that ‘‘both is used with reference to two entities

with plural countable nouns .” For example:

Both lecturers are teaching.

Some linguists such as (Swan,2005:91; Yule ,2006:88) among many others

( Quirk et al, 1985 , Jawad 2005) argue that the quantifier " both " has dual

meaning i.e. each of two: Consider te following examples:

Use both hands to hold it.

Both of them live in Baghdad.

Both of my friends are syntactician .

Moreover, Leech and Svartvik (1994:361)add that both can occur after its

head noun.

They both love swimming . (=Both of them love swimming).

In negative structures we normally use neither instead of both…not’’

(Swan, 2005:91). The following example illustrate:

Neither of you has passed.(Not Both of you has not…)

2.5.1.3 Each and Every

Biber etal (1999:275) explain that "each and every" refer to the individual

members of a group and only combine with countable nouns."

Consequently, each and every are usually followed by a singular verb,

Jawad.2005: For example:

Every /each one knows their aims.

Jawad (2005: 303) states that the difference between every and each is that

the former refers to members (people / thing of a group i.e. together.

Whereas the latter refers to members of a group separately i.e. one by

one.For example:

Every child needs love and attention.

There is a syntax lecture every week.

Each (of the) nurse (s) was very kind .

Quirk et al (1985:963)explain that ‘‘there are some instances of idioms in

which determiners are coordinated .’’ e .g:

The secret was kept by each and every of us .


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Take another example where there is almost no difference in using either

each or every :

The novel seems more interesting each / every time I read it .

Eastwood (2005:228) states that ‘‘every is used to talk about things

happening at regular intervals’’ e.g. every Monday / morning / weekend /

year . etc.

2.5.1.4 No and None

Yule (2006 : 86) says that no and none are used to emphasize no any. The

former is before singular / plural nouns whereas the latter is used as a

pronoun with of phrase.

No one has come.

I saw no disks.

2.5.1.5 Either and neither

Hornby (2005:491) states that the meaning of " either " is one or the other

of two.

It doesn’t make difference which a singular verb is used before it. He also

adds that , “either” is an acceptance of both of two .

I have a magazine and newspaper . You can borrow either .

Either Ahmed or Raad is bound to come.

On the other hand, “neither” means not one nor the other of two things or

people. A singular verb is used after it. (Jawad,2005: 306). In other words ,

neither is a rejection of both of two .

Neither (of the team) played very well.

Neither Ali nor Ahmed is at university .

2.6 Reasons behind Using Quantifiers

We use quantifiers when we want to give someone information about

the number of something: how much or how many.

Sometimes we use a quantifier in the place of a determiner:

Most children start school at the age of five.

We ate some bread and butter.

We saw lots of birds.

“Many” and “much» are used in forming Questions and negative contexts:

How many letters did they write ?

There were not many people there .

Do you have much time ?

Sally didn’t pay much attention

Eastwood , 2005:222 points out that using many and much after ' very ,

so , too, as, and how in positive statements is possible.

That was so many

He talks too much .


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3. Results and Data Analysis

The results of sorting out the quantifiers in the written performance of

the samples of the study (twenty 3rd

year students) and their percentages

can be represented in the following table (1) and Figure (1) below,

respectively:

Use of quantifiers in Students' Written Performance

Figure (1) Percentages of Students' Written Performance

The percentages of data from the above table summarize all the data that

have been taken from students' samples. They show that there are in

general, differences between students' responses regarding quantifiers.

Adequate use of multal quantifiers was 75 %, whereas 10% of these was

used paucal quantifiers. 25% of students' written performance was about

the using of other types of quantifiers.

Through the above figures there are about 75% of students performance

characterized by the use of multal quantifiers. This means that the majority

of the students are prefer to use this kind of quantifiers in their writing and

they are used with correct spelling without differentiate between them

adequately …… However,

Other Quantifiers

Paucal Quantifier

Multal Quantifier

Test Subject

1 1 1 1

1 2

4 3 1 4 2 5

1 6

1 7 4 8

1 9

1 10

1 11

1 12

1 13

1 14 2 15

4 16

1 17

1 18

1 19

1 20

8 2 22 Total


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A set of three kinds, suggested by Quirk et al ( 1973) is adopted in

analyzing the students' written performance.

3.1. Multal Type as one main type of quantifiers by Quirk,1973

Through students written performance the multal type is used widely by

students. This indicate that there were concentrate on this type during their

previous studies and neglecting to use and understand the other types of

quantifiers:

And there are many similarities and difference between them.

I think there isn't anybody don't write a letter.

3.2. Paucal Type

This type is not used and appeared too much like first type. This means that

some of students have read passages and use or heard from native speakers

this type , but they are not too much :

that both of them use for the same purposes which is communicative.

3.3 Using several and enough.

Through the analyzing the students written performance , this type is not

appeared.

What build up, the students do not pay attention to use these quantifiers

considering that all types of quantifiers are the same. Moreover, the most

students when they want to express about quantity, they focus on only

countable and non-count nouns.

The quantifiers " many and much" are preferable for them. The students

think that " many is for countable purposes while much for non-count ones.

4. Conclusion

The primary significance of this study lies in taking a further step toward

investigating and gaining a comprehensive understanding of this quantifiers

problem. Systematically analyzing students written performance makes it

possible to identify strategies which learners use in language teaching,

identify the causes of learner errors, and obtain information on common

difficulties in language learning as an aid to teaching or in development of

teaching materials. Thus, it can be inferred that language teaching cannot

stand away from the findings of error analysis. Students’ errors have

always been of interest and significance to teachers, syllabus designers and

test developers. This may lead educators to devise appropriate materials

and effective teaching techniques, and constructing tests suitable for

different. Through the study , the researcher discovered that there are

students inadequate in using the part of quantifiers especially several and

few in their written performance. Students are interested in using the multal

type of quantifiers widely. The need for further research in this area goes

without saying. Especially useful would be replication and expansion of the


92

present study to include affective variables such as risk-taking, about which

relatively little is known concerning second language learners. Further,

more qualitative analyses of quantifiers avoidance are still needed and are

certain to provide new insightful evidence on this issue.

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15. London: Longman

16. May, R C. 1977. The Grammar of Quantification. Doctoral

Dissertation.MIT.

17. Cambridge. Massachusesst.

18. Maysaa R. Jawad (2015) A contrastive Study of Quantifiers in

English and 19. Arabic. IJHSSE 2(5), pp: 285-308.

20. Quirk, R and Greenbaum, S. 1973. A University Grammar of

English. London: Longman.


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21. Quirk, Randolph, Sidney Greenbaum , Geoffrey Leech, and Jan

Svartvik. (1985)

22. A Comprehensive Grammar of the English Language. London:

Longman.

23. Ron Cowan. 2008. The Teacher's Grammar of English: A Course

Book and 24. Reference Guide. Cambridge University Press.

25. Swan, Michael (2005) Practical English Usage. Oxford :Oxford

University Press.

26. Thomson, A . J . and .A .v. Marient .(1986) A Practical English

Grammar. Oxford:

27. Oxford University press.

28. Yule, George (2006) Oxford Practice Grammar (Advanced).Oxford

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Appendix

The following samples represent 3rd

year students answers to one of the

questions in Essay and Letter Writing, a course given by Mr. Waleed

Younus Mutib , at the English Department, College of Education,

University of Al Hamdaniya, 2016. The question reads: "Write a well-

Organized comparison / contrast essay about personal letter versus business

letter".

- Samples of Students Performance

Sample (1)

In general many people used letter to contact and to communication with

friends partians and with any one. There are two types of letter the first

one is personal letter and the other is business letter. And there are many

similarities and difference between them.

The difference between them that in business letter we use inside address

which contain names and the address of person we are writing. While in

personal letter there is no inside address. Is that in person letter we write

letter to friend or relative and at the beginning we write " dear " the name

of friend while in business letter we write letter to someone and we begin

the letter with " dear sir " and the name of the person.

We write at the end 'yours sincerely' in personal letter while in business

letter we write " yours faithfully ".

Similarity between personal letter and business letter that both of them use

for the same purposes which is communicative. And another similarities is

that both of them at the end used signature.


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In conclusion that letter is a means of communication and contact with

friend, relative or master and with other people. And there are many

different and similarities between two kind of letter personal and business

letter.

Sample (2)

I think there isn't anybody don't write a letter. Everyone know to write a

letter. Also I should tell you that there are two types of letters. Personal

letter and business letter. Personal letter is a means of communication

between companies, adversements. Between the two types there are

differences and similarities, you should know about them.

Personal letter is differ from business in heading. In personal the heading is

write on the top right cover, while in business letter the heading is consist

of the present address of the writer on the right and the addresses address

on the top left.

Also the two letter we write " Dear " and the name of our friends , but in

business letter we write ' dear Mr., "Dear Miss"

* NOTE: The grammatical mistakes are as in the original answer sheets of theses

samples.

using quantifiers in english university students:...

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