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<div id="main-column" class="span9"> <article id="modifiers-quality" style="margin-top: 16px;">
<h1 class="section-title">Modifiers - quality</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Language System</span><span class="divider">/</span></li><li><span class="gray">Language of Instruction</span><span class="divider">/</span></li><li><span class="gray">Modifiers in use</span><span class="divider">/</span></li><li><span class="active">Modifiers - quality</span></li></ul>
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<p>Some modifiers tell us about the <em>type</em> or <em>quality</em> or <em>nature </em>of the ideas that they introduce. For instance, if we say that something is 'generally true', we mean something different than if we say that something is 'particularly true'.</p>
<p>These 'quality modifiers' are used a great deal in intellectual discourse at any level, and they can often pass more or less unperceived. However, in fact, they perform two significant functions :-</p>
<ul>
<li>they change how we perceive the ideas that they introduce - e.g. adding emphasis or importance, or reducing credibility</li>
<li>they may link or relate ideas, by comparing or contrasting how we should view them, thus providing overall structure</li>
</ul>
<p>I present the words in two groups below. This is partly for convenience and clarity of exposition, but more significantly because it seems to me that the two groups reflect two significant modes of thought - which should in turn help the students to use the modifiers more appropriately and skilfully.</p>
<p>.</p>
<p>.</p>
<h2>What is <u>really</u> happening ?</h2>
<p>.</p>
<h3><span style="color:#FF0000;">'should' versus 'is'</span></h3>
<h4><span style="color:#B22222;">We can look at ideas which <u>should</u> be true - but we should never ignore that which <u>is</u> true</span></h4>
<p>.</p>
<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/modifiers-quality-1.jpg" style="width: 850px; height: 248px;"></p>
<p>.</p>
<p>.</p>
<p>We can learn lots of <strong>theories</strong> - but it may be that these theories are not completely true or accurate ... as we learn when we try to put them into <strong>practice</strong> and discover that they don't quite fit the real world!</p>
<p>Also, just because a lot of people <strong>think</strong> something is true doesn't mean that it actually <strong>is</strong> true. In addition, what we think when we see <strong>part</strong> of the evidence may turn out to be wrong when we see <strong>all </strong>of the evidence.</p>
<p>Let's look at each of these mini-groups in more detail ...</p>
<p>**</p>
<p><img alt="" class="left" src="../../../ib/englishb/images/modifiers-theory.jpg" style="width: 260px; height: 77px;">These modifiers are very often used together, to contrast what <u>ought</u><em> </em>to happen with what actually <u>does</u> happen.</p>
<p>Notice the related adjectives : <em>'theoretical'</em> and <em>'practical'</em></p>
<p>e.g.<em> "The theoretical answer would be to... ; but practical experiments showed that..."</em></p>
<p>**</p>
<p><img alt="" class="left" src="../../../ib/englishb/images/modifiers-apparently.jpg" style="width: 200px; height: 128px;">Notice that these all mean something slightly different :-</p>
<p><em>'apparently' </em>= what we might think from the <u>appearance</u>, from first impressions</p>
<p><em>'presumably'</em> = what we can <u>guess</u>, or infer, from first impressions</p>
<p><em>'supposedly'</em> = what we are <u>supposed</u> to think about something (but it may be a trick)</p>
<p><em>'allegedly'</em> = what people <u>say</u> about something - but it hasn't yet been proved</p>
<p>(And while we're about it, note the related verbs - <em>something appears to be... - we presume something - we suppose something OR - something is supposed (to be true) - we allege something about somebody )</em></p>
<p>**</p>
<p><img alt="" class="left" src="../../../ib/englishb/images/modifiers-actually.jpg" style="width: 130px; height: 81px;">Notice that these three almost always come after a statement which is opposed in some way to what you are about to say ... as in: <em>"People say Christiano Ronaldo is brilliant, but actually, I think he's ..."</em></p>
<p>Less common versions<em> : ... really ... factually ... the actual truth is... the real situation is...</em></p>
<p>.</p>
<p>.</p>
<p>.</p>
<h2>How we explore ideas...</h2>
<p>.</p>
<h3><span style="color:#FF0000;">How we make sense</span></h3>
<h4><span style="color:#B22222;">First of all, we see an idea </span><span style="color:#800080;">generally</span><span style="color:#B22222;">, in broad terms ... then we start to pick out </span><span style="color:#800080;">significant</span><span style="color:#B22222;"> details ... and we seek the</span><span style="color:#800080;"> fundamental</span><span style="color:#B22222;">, underlying concept(s) ... and finally, above all we try to decide what we should </span><span style="color:#800080;">crucially</span><span style="color:#B22222;"> learn and remember.</span></h4>
<p>.</p>
<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/modifiers-quality-2.jpg" style="width: 850px; height: 260px;"></p>
<p>.</p>
<p>.</p>
<p>The process involves diving into a subject, looking in detail, and then stepping back to see it overall.</p>
<p>Let's look at each of the steps of this process in more detail ...</p>
<p>**</p>
<p><img alt="" class="left" src="../../../ib/englishb/images/modifiers-basically.jpg" style="width: 175px; height: 91px;">* The most useful, and common, here is <strong>'basically'</strong>, as in <em>"Basically, what all this means is ..."</em></p>
<p>* The terms <strong>'basically'</strong>, <strong>'generally'</strong> and <strong>'broadly</strong>' all lead to the idea of overall summary</p>
<p>* <strong>'Approximately'</strong> is more concerned with vague generalisation, as in the phrase <em>"more or less"</em></p>
<p>* Compare 'basically' with <strong>'fundamentally'</strong> (below), which suggests <u>thought-out</u> summary</p>
<p>.</p>
<p>**</p>
<p><img alt="" class="left" src="../../../ib/englishb/images/modifiers-significantly.jpg" style="width: 134px; height: 80px;">* <strong> 'specifically'</strong> and <strong>'particularly'</strong> mean <em>"Let's look at details..." </em></p>
<p>* <strong>'significantly'</strong> means <em>"Let's look at details which are really <u>important</u>..."</em></p>
<p>.</p>
<p>.</p>
<p>**</p>
<p><img alt="" class="left" src="../../../ib/englishb/images/modifiers-fundamentally.jpg" style="width: 155px; height: 99px;">* <strong>'fundamentally</strong>' and <strong>'essentially'</strong> introduce the idea of grasping the <u>central</u> meaning of an argument - the key concept or the underlying theory (considered summary, rather than the 'first glance' summary implied in 'basically', above)</p>
<p>* <strong>'principally'</strong> and <strong>'primarily'</strong> suggest <u>relative importance</u>: that you are concentrating on ideas which are the most important among others</p>
<p>* All of these are most useful when you've thought through and grasped the meaning of a text</p>
<p>.</p>
<p>**</p>
<p><img alt="" class="left" src="../../../ib/englishb/images/modifiers-above-all.jpg" style="width: 220px; height: 104px;">* These five terms are all slightly but significantly different. Note the following :-</p>
<p>* <strong>'crucially' </strong>indicates that you are talking about the most difficult and significant part of an argument - the one which could change everything else</p>
<p>* <strong>'above all'</strong> emphasises that this point is the most important</p>
<p>* <strong>'ultimately'</strong> suggests that this point is the deciding one that controls all the rest - <em>"Ultimately, it comes down to whether you believe in democracy or you don't"</em></p>
<p>*<strong> 'finally' </strong>and <strong>'in the end' </strong>mean much the same as 'ultimately', but more simply suggest that this is the end of the sequence</p>
<p>.</p>
<div class="pinkBg">
<h3>qBank resources</h3>
<p><span style="color:#B22222;"><strong>Modifiers - quality</strong></span> ... exercises practising the more complex level of modifying - indicating the exact type or category of ideas e.g. 'apparently' ... 'fundamentally'</p>
</div>
<div class="blueBg">
<h3>LINKS</h3>
<p><a href="../21184/framing-ideas.html" title="Language System » Language of Instruction » Language of caution » Framing ideas">> Framing ideas</a> ... provides a much expanded range of words and phrases which 'frame' core ideas by indicating how the audience is supposed to consider the ideas</p>
<p><a href="../1180/sequence-markers.html" title="Language System » Key Language Issues » Sequence markers">> Sequence markers</a> ... demonstrates the use of several of the qualifiers mentioned above to indicate the sequence of ideas - which overlaps with, but may not be the same as, the notion of indicating the quality of ideas </p>
<p><a href="../20850/modifiers-degree.html" title="Language System » Language of Instruction » Modifiers in use » Modifiers - degree">> Modifiers - degree</a> ... explains the use of modifiers which indicate the quantity or strength with which an idea is described - as in "fairly interesting" or "not particularly successful" - another way of adding precision and subtlety to the explanation of ideas </p>
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