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English grammar in context
The use of grammar is more complex than it appears. This unit...
The use of grammar is more complex than it appears. This unit looks at the way grammar can be used as a tool for adapting our communications (both written and spoken) in ways which present us and our message in different lights.
By the end of this unit, you should have developed a knowledge and understanding of:
- the differences between spoken and written English;
- the factors that influence use of grammar and vocabulary in speech and writing;
- the different ways in which grammar has been described.
- Duration: 15 hours
- Published on: Thursday 16th June 2011
- Level: Advanced
- Posted under: Educational Practice
English grammar in context
Introduction

Some people think that the difference between speech and writing is that people use longer words in writing. In some writing this is true, but there are also significant differences, many of which are grammatical. In this unit you will develop knowledge and understanding of the differences between spoken and written English, factors that influence our use of grammar and vocabulary in speech and writing, and different ways in which grammar has been described.
This unit is an adapted extract from the course English grammar in context (E303) [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] . If you are looking to improve your English language skills our English for learning study site offers a range of activities to help you assess and develop your language skills.
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Many thanks
This course looks like just what I need to compliment my Creative Writing course, which I hope to start in October.
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- Creative-Commons: The Open University is proud to release this free course under a Creative Commons licence. However, any third-party materials featured within it are used with permission and are not ours to give away. These materials are not subject to the Creative Commons licence. See terms and conditions. Full details can be found in the Acknowledgements section.
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