The information here is taken from several sources and is used only for educational purposes.

1. WHAT DO THESEWORDSHAVE IN COMMON?
Which Us
He Ones
This Those
Former Himself
Them such

2. PRONOUNS
A pronountakesthe place of a nounornouns.
 Pronouns can be singular or plural, andthey
can be masculine, feminineorneuter.
 They can be in thenominativeortheobjective
case.
 Thepronounsthat are usedmostfrequently are
called personal pronouns.

3. EXAMPLE
Artisonly a
substitutewhilethebeautyoflifei
sstilldeficient. Itwilldisappear
in proportion as lifegains in
equilibrium.
• Piet Mondrian

4. PRONOUNS
 Anantecedentisthenounornounstowhich a
pronounrefers.
 A pronounshouldagreewithitsantecedent in
number, person, andsometimesgender.
 There are
manydifferentkindsofpronouns, theimportant
thingistolearntorecognizetheirantecedents,
which can occurbeforeorafterthepronoun in
thetext.
 A pronoun’santecedent can be onewordor a
complete sentenceor idea.

5. EXAMPLE
Even before he began
it, Picasso knew that the
Demoiselles d’Avignonwas no
ordinary work. The sources on
which he drew to create this
remarkable work have been
frequently discussed and
analysed.

6. EXAMPLE
Even before he began
it, Picasso knew that the
Demoiselles d’Avignonwas
no ordinary work. The sources
on whichhe drew to
createthisremarkable work
have been frequently discussed
and analysed.

7.  Itwas in 1919 when Walter Gropiousopenedthe
Bauhaus in Weimar.
Thiswastobecometheschoolthatpioneeredthete
achingandpracticeofmodern industrial
andarchitecturaldesign.
Thepainterwhodominatedtheschoolduringitsfirst
fouryearswas Johannes
Itten, whosestudentsvariedconsiderably in
abilitiesandinclinations.
Thus, Ittendiscoveredwhatbecamethebasicorfou
ndationcourse, whichwasdesignedtofamiliarizet
hestudentwiththecharacterofthematerialshehan
dledandthepotentialitiesofhisownart.

8. I / YOU / HE / SHE / IT / WE / YOU / THEY
Taylordiagnosedthethre
emainproblemsof
industrial psychology.
Hetriedtoprovehispoint
by comparingresults.

9. ME / YOU / HIM / HER / IT / US / YOU / THEM
When a
childsellsroses at
thestreetandyoubuyt
hem, you are
participating in
theundergroundecon
omy.

10. THIS / THAT / THESE / THOSE
Undergroundeconom
yisalsoknown as
theinformal market.
Thisisoneofthemanyt
ermsit has received.

11. People produce
goodsandservices
.
Thisoriginatesmar
kets.

12. People produce
goodsandservice
s.
Thisoriginatesm
arkets.

13. ONE / ONES
Thecollapseofanecon
omyistheresultofmany
factors.
Oneisthattheconversi
onofprofittointernalsav
ingsisnotautomatic.

14. Thecollapseofanec
onomyistheresultof
manyfactors.
Oneisthattheconvers
ionofprofittointernals
avingsisnotautomati
c.

15. SUCH (+ NOUN)
Our era isdistinguished by
muchdiscussiononpatriotism,
social
welfare, law, andorder.
Somepeoplebelievethatsuch
talk isonly a
masktohideprivateindifferenc
etopublicissues.

16. Our era isdistinguished by
muchdiscussiononpatriotis
m, social
welfare, law, andorder.
Somepeoplebelievethatsu
ch talk isonly a
masktohideprivateindiffere
ncetopublicissues.

17. SO
Thetreasurerisworrieda
boutthepresenteconomic
situation. He
thinkstherateofinflationwi
llrise. I think so, too.

18. Thetreasurerisworried
aboutthepresentecono
micsituation.
Hethinkstherateofinflati
onwillrise. I
thinkso, too.

19. THEFORMER / THELATTER
Industrious, useful human
beings may be
dividedintotwoclasses:
peopleforwhomworkisworkandpl
easureispleasureandpeopleforw
homworkandpleasure are one.
Theformer are themajority.

20. Industrious, useful human
beings may be
dividedintotwoclasses:
peopleforwhomworkisworkan
dpleasureispleasureandpeopl
eforwhomworkandpleasure
are one. Theformer are
themajority.

21. Politicalauthorityand
education are
commonsourcesof
social status.
Thelatter, however, is
usuallyeasytoachieve
.

22. Politicalauthorityand
education are
commonsourcesof
social status.
Thelatter, however, i
susuallyeasytoachiev
e.

23. THERE
 Engels
returnedfromEngland a
changedman, what he
witnessedthereledhimtowrit
ehisbookontheconditionofth
eEnglishworkingclass, as
seenfrom a
socialistperspective.

24. EngelsreturnedfromEnglan
d a changedman, what he
witnessedthereledhimtowri
tehisbookontheconditionoft
heEnglishworkingclass, as
seenfrom a
socialistperspective.

25.  For more informationseethegrammarbook:
 Unit 10 “The Use ofAntecedents”
 pp 155 - 163

26.  1. The simplest Keynisian theory of the
business cycle called the multiplier
accelerator theory provides only a brief
outline of reality but it is an excellent
analytical framework for other realistic
theories.
 2. The Western philosophies most
influential in 20th century China have been
pragmatism and materialism. The
former, illustrated in the writings of Hu
Shi, conceived of ideas as instruments to
cope with actual situations and
emphasized results.

27.  3. Market forces are capable of
regulating the economy, however
experience tells us that this is not true.
 4. Although in recent years people
frequent cinemas less and less, film
making is still a major industry. There
are a number of reasons for this.
 Although many economists agree with
Keynesian theories, they are too simple
to explain many of the complexities of
today’s economies.

28.  6. States interested in stimulating
economic growth compete for jobs and
new businesses in a variety of ways. They
provide tax incentives and special funds to
lure foreign or domestic companies to
move to their state.
 7. Keynes not only explained the
possibility of depressions and inflation
but also laid down possible solutions for
these problems within the private
enterprise system.

29.  8. In the world of business
executives, images of status and
achievement pedominate.
These, however, are so uniform that it is
often difficult to evaluate any act that does
not conform to an absolute standard.
 9. In spite of the increased risk associated
with socially undesirable
activities, prohibition of these makes
them highly lucrative and profitable. It is
debatable whether the legalization of some
products and theirdistribution would
make themdisappear or diminish.

30.  10. In what may behismost famous
contribution, Thorstein Veblen challenged
the assumptions built into the laws of
supply and demand.
 11. The practice of employing children
to work in factories proved profitable and
popular from the outset of the Industrial
Revolution in the late 1700s. This was
highly critized by state governments in the
19th and early 20th century and actions
were initiated to abolish it.

31.  12.Most of the work involved with credit
card operations is now handled by
comoputers. Charges for the use of credit
cards are sometimes paid directly by the
cardholder, and sometimes borne by the
reail establishments that accept them.
In the latter case, the cost is absorbed
into the price of the merchandise.