INPUT ARTICLE: Article: The antecedent is the noun that a pronoun is replacing. Every pronoun must have a clear antecedent. The antecedent usually appears before the pronoun in a sentence or in the previous sentence. "Gabby always wanted to go to the zoo, and now she had her chance." In this example, Gabby is the antecedent of she. "The gulls were chattering as they flew." Gulls is the antecedent of they. Personal pronouns are pronouns that refer to people or things. They are the most basic form of pronouns. Personal pronouns should always be the same number (singular or plural) and gender (masculine, feminine, or neuter) as their antecedent. There are three types of personal pronouns: subject, object, and possessive. First person singular: I, me, mine First person plural: we, us, ours Second person, singular and plural: you, yours Third person masculine singular: he, him, his Third person feminine singular: she, her, hers Third person neuter singular: it, its Third person plural (all genders): they, them, theirs The subject pronouns are I, we, you, he, she, it, and they. Subject pronouns are usually used at the beginning of sentences or clauses. They will usually come before a verb. If your pronoun is doing the action, you should use a subject pronoun. "She drives to work every day." She is doing the action of driving. Therefore, she is the subject. "They practice basketball in the morning." They are doing the action of practicing. Therefore, you use a subject pronoun. The object pronouns are me, us, you, him, her, it, and them. If the pronoun is receiving the action, it is called a direct object. Object pronouns are always used when the antecedent is a direct object. "Bob threw it across the room." It is receiving the action of throwing. Therefore, you use an object verb. "Dad patted him on the back." Him is receiving the action of patting. Therefore, you use an object verb. Object pronouns also come after prepositions. In this case, the pronouns are replacing the indirect object. Prepositions are words like "before," "to," "after," "through," and "above." They indicate position. After prepositions, always use the object pronouns. "Mark passed the ball to him." "Alice walked in between them." "The teacher walked in front of her." Possessive pronouns are pronouns that indicate that something belongs to someone or something else. The possessive pronouns are mine, ours, yours, its, his, hers, and theirs. "The car is hers." "The blue house is theirs." "That book is a favorite of mine."

SUMMARY: Identify the antecedent. Memorize the personal pronouns. Choose subject pronouns if the pronoun is performing the action. Choose object pronouns when the pronoun is receiving the action. Put object pronouns after prepositions. Show ownership with possessive pronouns.

In one sentence, describe what the following article is about: Your English department might have specific guidelines for the course you are teaching, so it is important to check before you start designing your course. For example, you might be required to teach specific texts, give certain assignments, or incorporate specific concepts. Ask your department chair or another supervisor if you can see other professors' syllabi to get ideas about how your course should look. Use these syllabi to help you determine how you can meet the department's requirements for the course. If you are teaching a special course for your department, then you may already have a theme. However, you can always add a theme for even more focus. If the course does not have a theme, then you may find it easier to identify readings and craft assignments by choosing a theme. Some common literature course themes include: African American literature Author courses, such as Shakespeare, Chaucer, or Dickens Family Food Gender Myth Rural or Urban literature Symbolism Time periods, such as the 20th century, the Enlightenment, or the Renaissance Types of literature, such as poetry, short stories, drama, or novels Utopian or dystopian literature Women writers Once you have identified your theme, start listing potential texts that you could teach for that course. This list may include far more books or other works than you could realistically teach. Just keep in mind that you can narrow down your list later on. You can also ask colleagues for suggestions. Someone who has taught for a long time might be able to suggest texts that work really well for the course you are teaching. For example, if you wanted to teach a course that focuses on women writers, then you might include on your list works by Virginia Woolf, Sylvia Plath, Toni Morrison, and Zora Neale Hurston. Once you have decided on the works that you will include in your course, you will need to develop a reading schedule. First, decide what order you would like your students to read the texts. Then you can devise a schedule for how much of each text you will read each week. Consider the length of the texts as you develop your reading schedule. For books and other long works, you will need to break the readings into manageable sections. For short works, such as poems or short stories, you may be able to read the entire piece for one class. Most literature classes require students to write at least one paper, but you can also include different types of assignments. For example, you might also include presentations, discussion leading activities, or quizzes and exams. Make sure that you check the course requirements to determine what (if any) assignments are required by your department.
Summary: Check the departmental requirements. Consider choosing a theme. Make a list of books and other texts. Develop a reading schedule. Choose assignments.

INPUT ARTICLE: Article: Many young recruitment consultants make the mistake of trying to be friends with all of their potential contractors. You are likely to lose respect and lose contractors if you don't focus on your best business and meeting skills. A positive and realistic attitude is important because you will be dealing with people during a large part of your day. Come to work motivated, ready to listen and focused on motivating others. The role of recruitment consultant is a highly social role. If you are not driven to communicate with others and pitch to new clients, you are unlikely to succeed. Few new recruitment consultants can get by with a 40 hour work week. While you are developing your list of contractors and your business clients, you will need to spend hours researching and contacting people, outside of producing job descriptions, interviewing contractors and arranging appointments. Once you develop a good list of businesses and contractors, you should start to get new customers through referrals. Once business and contractor referrals are coming in regularly, you can cut back your time spent looking for new business, in order to focus on keeping quality contacts. Market yourself to businesses where you believe you can successfully place candidates regularly. Focus on producing a prospective client kit, generating reviews from other businesses and keeping your business contacts happy so that they provide you with a steady stream of positions to fill. You should be adept and phone calling, interviewing and emailing. Many recruitment consultants struggle with finding a balance of keeping in touch but not pressuring the contractors. Check in with your contractors to see if they are happy with their job. If you are trying to find a job for someone who is currently employed, their work situation can change weekly or monthly. Schedule times to meet when you want a more in-depth view of their perspective. Try recommendations from company employees, word of mouth, job postings and developing your own website to post positions.

SUMMARY:
Remain professional. Focus on your attitude. Expect to work hard, especially in the beginning. Focus on developing relationships with businesses. Maintain excellent, open lines of communication. Use a number of avenues to fill your positions.