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Text Connectives

The texts connectives contribute to the cohesion of the text. These are also named connectors,
discourse markers or signal words. They provide the reader with signposts indicating how the text
is developing. If the writer wants to show that a summary is coming up, for example, a phrase such
as In short or briefly can be used. If the text is giving a sequence of points, these can be
highlighted by the use of such words as to begin, Secondly, In conclusion
Express opinion In my opinion! to my view!point of view! "s I see it! I think that! I believe that! from
my viewpoint on
#ro$ cons! for$ against
%uggestions and solutions
#resentations
"n assessment of actual condition
"ctual & fact, reality
"ctually' in reality, in fact
In present, nowadays, as we speak
()*E+),-
.hoose three ha/ardous substances'taste, colour, aroma enhancers, preservatives, etc, in
". 0ood
1. .lothing
.. .osmetics 1ody products' shampoos, oils, cleaning products
2. (ouse cleaning products3 laundry'detergents,
E. 1uilding materials
.hoose 4 toxic substances which are used in these previous categories, show their effects
)n human health, suggest possible eco alternatives, to replace them or traditional methods
that can be used.
Express your opinion on using plastic materials on wrapping food, cooking and storing it.
#lastic bottles for water, plastic wrappings
It is a common believe that every good prt has a bad one as well. "nd this,obviously , applies
to plastic materials on wrapping food,cooking and storing it .
In my opinion , the use of plastic comes in very handy,especially the plastic bottles for water .
Imagine how the world would be without it5 (ow could you carry your water5 1ut, of cours , the
bad part comes it . The plastic does not conserve all the water properties .
+hen it comes to wrapping food , the plastic is almost ideal because it assures you a clean
transportation of the food .
"ll in all, even though the use of plastic has it6s bad parts , in the end I believe that it is crucial
for a better way of living.
I6ve heard that food and water wrapped in plastic can absorb from it a certain substance that
has an estrogenic effect on the organism stimulating the production of feminine hormones,
changing the body6s balance.
I do not know what to believe. There are many theories to go along with this statement, we
could say this is one of the causes of homosexuality, feminine attitudes in men, feminine
outfits on men, we could even 7oke about how this substance, causing empathy for men with
feminine attitudes, is one of the reasons that a transvestite has won the Eurovision competition.
In my opinion the substance alone cannot affect people. I believe that where there is a
predisposition for exaggeration for certain behavior, emotion, thinking, there such a substance
could have effect the same way a person with an indecent behavior will have even more of an
indecent behavior after consuming alcohol.
%o perhaps firstly, it is our attitudes we should be working on.
Introduction' where we state the topic, express our opinion, present the facts
1ody of presentation' the topic supported, sustained by at least three arguments!reasons!
motivations34 examples
.onclusion' where the close the sub7ect, give a conclusion, enforce our opinion, come up with new
suggestions and solutions to tackle! handle! manage! cope with the issue
8etworking, a method to influence the public! get the public6s attention, catch people6s interest in
your company, group, products, promote the image of an organi/ation,
#romote'sampling, presentations, spreading the word, related to a strategy
"dvertise implies slogans, logos, commercial! advertisement, notice,
2o a #lan do9 a 7ob, a study, a survey, carry out, stick to rules, regulations in operating a
system, in acting, playing by the rules, do sport, do exercises, meet the requirements in achieving
your output!results, comply with, follow, obey
*ake a plan make9 a plan, a strategy, a framework'guidelines, principles, to create, draft,
design, to apply, put in practice, make war, make a loss, rebrand, make arrangements,
accommodations, reservation, build, evolve, emerge
The following is a list of commonly used text connectives
Clarify=EXPLAIN,
MAKE IT CLEAR
Showing
causeresul!
In"ica!ing !i#e
Se$uencing
i"eas
A""ing infor#a!ion
Con"i!ion
concession
In other words
So=asa ca, prin
urmare
Then=atunci Firstly, first Too=de asemeni In that case
I mean
Therefore=PRIN
URMAR
Ne!t=urmatorul
In the first
place
In addition= inplus
"therwise=daca
nu, if not
To put it another
way
Then Afterwards=dupa A#A First of all Indeed=intr$ade%ar If not
For e!ample= For
instance
#onse&uently At the same time To start with
Apart from that=in
afara de ac
'owe%er=totusi
For instance
In(as a
conse&uence
)efore that To *e+in Also=de asemeni
Ne%ertheless=cu
toate acestea
To *e more precise As a result In the end For a start
Furthermore=more
than that
,espite this
Rather=Mai
de+ra*a
For that reason Finally
Second, third,
fourth -
"n top of that
)esides= in afara
de
In particular
,ue to, owin+ to
-=,AT"RITA
Soon At this point *esides= in afara de .et= inca
In fact=IN
RA/IT.=A#TUA//.
Accordin+ly=IN
#"NS#INTA
After a while
To +et *ac0 to
the point
A*o%e all= mai
presus de
"n one hand, "n
the other hand=pe
alta parte
As a matter of fact
)ecause of
this=,IN #AU1A
A# FAPT
At this point Then
Alon+ with=impreuna
cu
'owe%er
That is= aceea
inseamna
In that case Meanwhile=intre timp
In short=pe
scurt
2hat is more=more
than that
,impotri%a="n the
contrary
Namely=A,I#A At this moment All in all A+ain Anyhow, anyway=
To illustrate /ater )riefly /et alone= not only
Instead of= in loc
sa

Pre%iously=*eforehand
anterior
To
summarise(to
sum
up=re3uma
As well Still=inca
Finally
/i0ewise=de
asemenea
%en so=chiar si
asa
A final point
Moreo%er=more than
that
All the same=ac
lucru

To conclude=a
conclu3iona
Similarly
In any
case=oricum
In conclusion &ually At least=cel putin
4i%en the In the same way Thou+h(althou+h
a*o%e points

In li+ht of the
a*o%e

,espite this=in
ciuda ac lucru, in
afara de ac
In my opnion!

Useful connectives
A%%IN& SE'(ENCIN& EMP)ASI*IN& C+MPARIN&
And Ne!t A*o%e all &ually
Also Then In particular In the same way
As well as First, second, third, specially Similarly
Moreo%er Finally Indeed /i0ewise$de asemeni
Too Meanwhile Nota*ly As with
After Si+nificantly /i0e
CA(SE AN%
E,,ECT
'(ALI,-IN& ILL(STRATIN& C+NTRASTIN&
)ecause 'owe%er=totusi For e!ample 2hereas
So
Althou+h$desi, cu toate
acestea
Such as Instead of
Therefore Unless= daca nu For instance Alternati%ely
Thus=astfel !cept As re%ealed *y "therwise$ if not
#onse&uently If In the case of Unli0e
As lon+ as "n the other hand
Apart from$ cu e!ceptia
.et

.roa" Meaning
Connec!i/e A"/er0s an"
Phrases
Con1unc!ions
A""i!ion
Also, too, similarly, in addition,
e%en, indeed, let alone
And, as, li0e
+22osi!ion 'owe%er, ne%ertheless$cu
toate acestea(, on the other
)ut, or, 5al6 thou+h, whereas$
in timp ce, while
hand, in contrast, thou+h,
alternati%ely, anyway, yet, in
fact, e%en so
Reinforcing )esides, anyway, after all In that
E32laining
For e!ample, for instance, in
other words, that is to say, i7e7,
e7+7
And
Lis!ing
First 5ly6 - second 5ly6, first of
all, finally, lastly, for one thin+
- for another, in the first
place, to *e+in with, ne!t, in
sum, to conclude, in a nutshell
)ecause, since, as, for, if,
unless, now 5that6, so 5that6, in
case, pro%ided 5that6, whether
- or -
In"ica!ing resul!
Therefore, conse&uently, as a
result, so, then
2hen, *efore, after, since,
until, till, while, as, once,
whene%er
In"ica!ing !i#e
Then, meanwhile, later,
afterwards, *efore 5that6, since
5then6, meanwhile
:et9I haven6t seen her yet
0ew!little
There is few coffee left in the cup
There is a little sugar in the cupboard
" few!a little
%till9 I still see her, even she moved to another district
FIRST/.
S#"N,/.,
FURT'RM"R,
M"R"8R, IN
A,,ITI"N
FINA//.
IN #"N#/USI"N, IN
SUMMAR., T'US$astfel
This can *e used for
the first supportin+
ar+ument7
These can *e used for
any further supportin+
ar+uments 5e!cept, of
course, for 9Secondly:
which can only *e used
for the second67
This can *e used for
the last supportin+
ar+ument7 Note; this is
not a concludin+
connecti%e and also
you can use
9Furthermore:,
9Moreo%er: or 9In
addition: for the last
ar+ument if you wish
These all carry rou+hly
the same meanin+7
They should *e used to
indicate that you are
ma0in+ final
statements that co%er
all the supportin+
ar+uments in a %ery
+eneral way7
Also
As long as
Because of (this
By the way
Even so
Even though
Even if
Firstly
Fro now on
!owever
In any case
In conclusion
In y o"inion
In this way
In this res"ect
In short
In soe way
It sees to e that
I thin#
$i#ewise% de aseeni
&oreover
'n the other hand
'ne way or another
(egarding
So
Soething li#e that
Therefore
"s you build paragraphs, you6ll need some ;glue< to bind your sentences together. )therwise, your
readers will have trouble making the logical 7umps from one sentence to the next. Even though the
connections between your sentences may be clear to you, you can6t count on your readers to
supply those links. ,emember that a paragraph should form a single logical unit. If it doesn6t create
a single idea in your readers6 minds, it6s not doing its 7ob.
English supplies us with useful linking words called C'))ECTI*ES, which form the logical bridges
between ideas. If you keep these verbal guideposts in mind and use them as you write, you will
almost automatically provide the interrelations among ideas that every reader looks for.
(ere is a list of some connectives. =ike the subordinating con7unctions, these are the good guys>
use them liberally ?but correctly and appropriately@, and I guarantee that your writing will become
more effective. They are hard to overuse.
Connective words that describe relationshi"s+
"=%) ' ()+EAE, ' "=T()BC( & I8.I2E8T"==: ' T(E,E0),E & 1E%I2E% & =I-E+I%E &
T(B% & *E"8+(I=E & *),E)AE, & B%B"==: & 0B,T(E,*),E & 8EDT & +("TEAE, &
CE8E,"==: & :ET & "..),2I8C=: & 8EAE,T(E=E%% & I8%TE"2 & I8 .)8T,"%T & 0),
ED"*#=E.
Connectives that give a sense of tie+
0I,%T ' %E.)82=: & 0I8"==: ' 8)+ & )8.E ' +(E8 & B=TI*"TE=: ' EAE8TB"==: &
".TB"==:'I8 0".T I8 ,E"=IT:, I8 #,E%E8T'8)+'I8 T(E *E"8 TI*E'"% +E %#E"-'
8)+"2":%, ="%T=: ' ="TE, ' *E"8+(I=E & #,EAI)B%=: & T(E8 ' %))8 & 0),*E,=: &
%)*ETI*E%, ".TB"=9,E"=9),ICI8"=
'ther Connective "hrases+
T) 1ECI8 +IT( & )8 T(E )T(E, ("82 & I8 1,IE0 & I8 CE8E,"= & I8 %B**",: ' *),E
%#E.I0I."==: & I8%TE"2 )0 ' I8 "22ITI)8 T) & I8 )T(E, +),2% & "8)T(E, +": T) &
0), T(E %"*E ,E"%)8 ' 8) *"TTE, +("T & %B.( " & T("T6% +("T!+(: & I8 0".T &
+("T6% *),E & I8 T(E %"*E +": & )8 T(E .)8T,",: & .)8AE,%E=: & "% " ,E%B=T
& %B**I8C B# & I0 %) ! 8)T.
"ll of these words and phrases link ideas and assure continuity in your writing. "nother useful
principle to assure continuity in your writing and tie your sentences together is
' T,: T) ("AE " +),2 ), #(,"%E %)*E+(E,E I8 E".( %E8TE8.E T("T ,E0E,%
T) %)*ET(I8C I8 " #,EAI)B% %E8TE8.E.
)ne easy way to follow this principle is to use pronominal ad7ectives like these to refer to nouns in
previous sentences
T(I% & T("T & T(E%E & +(I.( & T(EI, & (I% & IT% & (E,
For example 2r. Euark testified that the only scientific value of creationism lies in its position
among primitive superstitions and mythologies. !is testiony helped strike down laws requiring
its teachings to be included in biology textbooks.
"nother way to assure continuity in your writing is simple repetition> that is, carry the same nouns
from one sentence to the next.
For example %cientists map the winds and precipitation inside hurricanes by flying specially
instrumented aircraft through them. These aircraft must withstand stresses of up to six times the
force of gravity.
I)TE)SI*ES+
"nother way to tie ideas together is with intensives. Intensives help you emphasi/e what6s
important and to set the important apart from the incidental & a ma7or goal of all scientific and
technical writing. .ompare the following two sentences, the first without intensives and the second
with intensives added
The whale is the largest living mammal. The largest whales weigh over 150 tons, are 100 feet long,
and consume 5 tons of food each day.
The whale is by far the largest living mammal. In fact=ACTUALL the largest whales weigh as
much as 150 tons and grow as long as 100 feet. These enormous animals consume 5 tons of
food each day.
!ere is a list of soe useful intensives+
E%#E.I"==: ' "% *B.( "% ' EAE8 I0!T()BC( & I8.,E"%I8C=: ' 1: 0", & %)T("T &
*),E I*#),T"8T=: & (IC(=: & )8=: & #",TI.B=",=: & I8 0".T ' AE,:
%IC8I0I."8T=: & EBITE ' %B.( & *)%T ' B8IEBE ' "T "== & "1)AE "== & I82EE2 & I8
"8: ."%E.
."BTI)8 *isusing or overusing intensives ?most notoriously, the word very@ can weaken your
writing. Bse them like garlic & sparingly. Eliminate intensives that are thrown in gratuitously or that
don6t make a definite contribution by emphasi/ing an important fact or idea. =ittering your writing
with intensives where they are not needed makes your writing sound trite and strains your
credibility.
This lesson focuses on the use of modal verbs of probability and advice in the past tense. " difficult
problem is presented and students use these forms to talk about the problem and offer suggestions
for a possible solution to the problem. +hile the focus is on the past forms of modal verbs of
probability and advice ?i.e., must have been, should have done, etc.@, it also serves as a great
starting point for a discussion of issues that are sure to be hotly debated.
"im Bse of past forms of modal verbs of probability and advice, reasoning, discussing difficult
issues
.)B=2'."8
*IC(T'*":
("2 T), 8EE2E2 T), ,EEBI,E2 T), .)*#=IE2 T)!.)*#=: T)! +IT(
"ctivity ,eading comprehension, problem analysis, conclusions and critical 7udgments
=evel Bpper'intermediate to advanced
)utline
,eview past forms of modal verbs of probability and advice
"sk students to read the following short excerpt concerning work group development efficiency and
effectiveness
.larify concepts of effectiveness, efficiency,
%plit students into small groups.
"sk students to complete the sheet including 0acts, .onclusions, and Fudgment. #oint out that
they should use modal verbs of probability or advice when appropriate ?i.e., must have been,
should have done, etc.@.
)nce students have reached their decisions, have a class debate asking the various groups to
share and debate their opinions.
.ontinue the conversation by asking students to think of similar situations that they have heard of
or been involved with.

.)8.=B%I)8% "1)BT T(E #,)1=E*
FB2C*E8T% "82 "2AI.E

*odal Aerbs of #robability
*odal verbs of probability are used to express an opinion of the speaker based on information that
the speaker has.
Example (e must be at the gym,
It is GH oIclock.
In this case, the speaker is GHH J sure that the person is at work based on the speakerIs
knowledge that the person in question usually works at during the day.
Examples
Bsage
They must be in the training session by now.
%he must have done well on the test.
Bse ImustI plus the verb when you are GHHJ ?or almost GHHJ@ sure that something is the case.
%he might win the gold medal.
%he might have performed the whole programme well.
Bse ImightI or ImayI to express an opinion that you think has a good possibility of being true.
(e could be at the gym.
They could have arrived late.
Bse IcouldI to express a possibilty, which is one of many. This form is not as strong as ImightI or
ImayI. It is 7ust one of a number of possibilities.
:ou canIt be seriousK
They canIt have trained so hardK.
Bse IcanItI to express an opinion that you are GHHJ sure is 8)T true.
8otice that the past form remains IcanIt have doneI
Enhanced .ompetencies and %kills through %ports

skills for
employability including soft skills such as communication, teamwork, and leadership. In addition to
providing trainings to better aid individuals and groups, further partnerships formed with sport
institutions will aid in achieving several global initiatives including the *illennium 2evelopment
Coals, specifically poverty alleviation, gender equality, environmental sustainability, and global
partnerships for development
#age G
-ey .ompetencies and %kills for the =abour *arket
through %port
#age L
-ey .ompetencies and %kills for the =abour *arket through %port
Introduction
The I=)6s promotion of development through sport began in GMLL with a visionary partnership
formed between the International )lympic .ommittee6s first president, 1aron #ierre de .oubertin
and the then 2irector'Ceneral of the I=), "lbert Thomas. Their first challengeNhow best to fill a
;worker6s spare time< in light of a newly shortened workweekNwas resolved at the GMLO
International =abour .onference. Therein, the I=) and the I). 7ointly announced that they would
promote local sport and leisure activities, overseen by local committees composed of employers,
workers, and community organi/ation representatives in an effort to integrate physical activity into
a
worker6s free time.
The I=) and the I). continued to work together during the late twenties, focusing on the
promotion
of physical activities, university education, and sporting services. Today, their partnership remains
open to new collaborations in "lbania and *o/ambique at the field level on (IA!"I2% and at the
policy level, where sport offers access to income'generating activities for youth and 7obs for
women,
among others.
.urrently, I=)!BniversitasNa programme designed to establish partnerships among
I=) sectors, B8 agencies, and donors to promote and support innovative solutions in education
and
training initiativesNhas developed a network of resources with the methodologies and tools
necessary to develop skills programs through sport. I=)!Bniversitas has also created the
I=)!:outh
%port #rogramme, a partnership with sport partners, sporting goods industry, local development
institutions, and universities.
In this respect I=)!Bniversitas has developed evidence and resources aimed at developing skills
for
employability including soft skills such as communication, teamwork, and leadership. In addition to
providing trainings to better aid individuals and groups, further partnerships formed with sport
institutions will aid in achieving several global initiatives including the *illennium 2evelopment
Coals, specifically poverty alleviation, gender equality, environmental sustainability, and global
partnerships for development.
)b7ectives
The overall goal of this course is to provide participants with the practical skills and portable
competencies necessary to understand the global labour market challenges and to apply sport'
related solutions locally in sustainable, economic activities.
Bpon completion of this course, participants will be able to promote coherent policies on
sustainable
growth, employment, and skills development, in particular they will
P be able to identify core competencies and skills for employability through sport>
P better understand the socio'economic role of sports in local development, 7ob creation, and
employment>
P advance the instruction of the various target groups represented, as well as expand networks
and further partnerships with sport'related organi/ations, universities, local sporting events,
and businesses>
P apply action research methodologies for evaluating the impact of local sporting events on
skills and on local economy.
#age G
-ey .ompetencies and %kills for the =abour *arket
through %port
#age L
-ey .ompetencies and %kills for the =abour *arket through %port
Introduction
The I=)6s promotion of development through sport began in GMLL with a visionary partnership
formed between the International )lympic .ommittee6s first president, 1aron #ierre de .oubertin
and the then 2irector'Ceneral of the I=), "lbert Thomas. Their first challengeNhow best to fill a
;worker6s spare time< in light of a newly shortened workweekNwas resolved at the GMLO
International =abour .onference. Therein, the I=) and the I). 7ointly announced that they would
promote local sport and leisure activities, overseen by local committees composed of employers,
workers, and community organi/ation representatives in an effort to integrate physical activity into
a
worker6s free time.
The I=) and the I). continued to work together during the late twenties, focusing on the
promotion
of physical activities, university education, and sporting services. Today, their partnership remains
open to new collaborations in "lbania and *o/ambique at the field level on (IA!"I2% and at the
policy level, where sport offers access to income'generating activities for youth and 7obs for
women,
among others.
.urrently, I=)!BniversitasNa programme designed to establish partnerships among
I=) sectors, B8 agencies, and donors to promote and support innovative solutions in education
and
training initiativesNhas developed a network of resources with the methodologies and tools
necessary to develop skills programs through sport. I=)!Bniversitas has also created the
I=)!:outh
%port #rogramme, a partnership with sport partners, sporting goods industry, local development
institutions, and universities.
In this respect I=)!Bniversitas has developed evidence and resources aimed at developing skills
for
employability including soft skills such as communication, teamwork, and leadership. In addition to
providing trainings to better aid individuals and groups, further partnerships formed with sport
institutions will aid in achieving several global initiatives including the *illennium 2evelopment
Coals, specifically poverty alleviation, gender equality, environmental sustainability, and global
partnerships for development.
)b7ectives
The overall goal of this course is to provide participants with the practical skills and portable
competencies necessary to understand the global labour market challenges and to apply sport'
related solutions locally in sustainable, economic activities.
Bpon completion of this course, participants will be able to promote coherent policies on
sustainable
growth, employment, and skills development, in particular they will
P be able to identify core competencies and skills for employability through sport>
P better understand the socio'economic role of sports in local development, 7ob creation, and
employment>
P advance the instruction of the various target groups represented, as well as expand networks
and further partnerships with sport'related organi/ations, universities, local sporting events,
and businesses>
P apply action research methodologies for evaluating the impact of local sporting events on
skills and on local economy.
#age 4
Target Croups and .lients
The following is a list of possible participant groups for which this course is geared
P #rimary target group' .oaches, trainers, and athletes, who may wish!need to enhance their
vision and their capacity to address some ?basic@ labour market issues and particularly the
development of skills through sport>
P %econdary target group' *anagers ?non'sport and sport'related@ who need to review their
competences and wish to move forward in their career>
P I=) .onstituents.
"dditional target groups may be composed of
P Bniversity students!graduates studying sport sciences!development who would like to
increase their knowledge on skills development via sport ?events and practice@>
P "s well as %port 0ederation representatives> and %port Industry representatives.
2epending on the composition of course participants, the workshop content will be adapted to fit
the specific needs and interests of those in attendance. 0or example, after an appropriate
screening
of the candidates, the course may be more labour!skills development'oriented and!or more sport'
management.
The course is delivered in English and all participants must demonstrate an adequate level of
English
language proficiency. %elected courses can also be organi/ed in 0rench upon the request of
participants, provided the number of participants is GL or more.
.ourse *ethodology
The course delivery methodology is a combination of presentations by experts in the field,
participatory and interactive discussions, facilitator techniques, as well as site visits to local sport
and
small enterprise development pro7ects!events ?i.e. participating in the organi/ing of selected sport
events@. The I=) will draw on its expertise in the labour market, employment, and social protection
services for instruction of the course. I=)!Bniversitas will integrate its network of partnerships with
sports affiliates, sport development initiatives, and best practices with skill development into the
course through collaboration with external experts from the academy, the world of sport, and local
development officials
"ll necessary course materials, including training modules and reference material, will be provided
to
course participants.
.ourse .ontent
The course covers the following topic areas
I. Identifying competences and skills for employability through sport
a@ Team builder and team integration
b@ #erformance, technology, and time management
c@ .onflict negotiation and resolution
d@ ,educing gender disparities
e@ )verseeing the context, focusing on the specifics
f@ .ommunicating a message
g@ Initiating activities and taking responsibility
h@ "chieving success!understanding failure
i@ .oping with setbacks and re'orienting
7@ %haring a vision
k@ %haring knowledge
l@ #laying the roles of actor and observer
II. %kill evaluation and the use of learned outcomes
III. %kills of an athlete and skills for management
IA. The role of coaching and the role of a coach
A. The difference between mentorship and leadership
AI. 1eing healthy and being a life'long athlete
AII. (aving a global perspective, locally grounded
AIII. The harmony beyond the cycle ends and beginnings
ID. .onsciousness and reflection
Text .onnectives

The texts connectives contribute to the cohesion of the text. These are also named connectors,
discourse markers or signal words. They provide the reader with signposts indicating how the text
is developing. If the writer wants to show that a summary is coming up, for example, a phrase such
as In short or briefly can be used. If the text is giving a sequence of points, these can be
highlighted by the use of such words as to begin, %econdly, In conclusion
The following is a list of commonly used text connectives
.larify
%howing cause!result
Indicating time
%equencing ideas
"dding information
.ondition! concession
In other words
%o
Then
0irstly, first
Too
In that case
I mean
Therefore
8ext
In the first place
In addition
)therwise
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florinaolaruGQgmail.com
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T
!ere is an e"ercise to give you #ractice lin$ing your ideas together. Add connectives, intensives
%from the lists a&ove, or ma$e u# your own' and re#eated words to ma$e a coherent #aragra#h(
, Toxic "ersonalities to avoid
By Brett Blumenthal - Sheer Balance
"''''' +e like to think that the people in our lives are well'ad7usted, happy, healthy minded
individuals'''we sometimes reali/e'''' it 7ust isnIt '''.
''''''', IIve had moments ''''''IIll be skipping through my day, happy as can be, thinking life is grand
and 1"*, IIll be blindsided ''''someone '''''manages to knock the happy wind out of my sails.
(''' are the worst of the toxic personalities out there and how to spot them
-. &ani"ulative &ary+ These individuals are experts at manipulation tactics. Is a matter of fact,
you may not even reali/e you have been manipulated '''it is too late. These individuals figure out
''''your IbuttonsI are, ''''push them to get what they want.
)hy they are to"ic( These people have a way of eating away at your belief system and self'
esteem. They find ways to make you do things that you donIt necessarily want to do and
before you know it, you lose your sense of identity, your personal priorities and your ability
to see the reality of the situation. The world all of a sudden becomes centered round their
needs and their priorities.' :)B ",E ,IC(T, 1BT! CET :)B, 0EET )8 C,)B82,
.)*E T) %E8%E%!2)86T 2,E"*
/. )arcissistic )ancy+ These people have an extreme sense of self'importance and believe that
the world revolves around them. They are often not as sly as the *anipulative *arys of the world,
but instead, tend to be a bit overt about getting needs met. :ou often want to say to them RIt isnIt
always about you.R
)hy they are to"ic( They are solely focused on their needs, leaving your needs in the dust.
:ou are left disappointed and unfulfilled. 0urther, they /ap your energy by getting you to
focus so much on them, that you have nothing left for yourself.
0. 1ebbie 1owners+ These people canIt appreciate the positive in life. If you tell them that it is a
beautiful day, they will tell you about the impending dreary forecast. If you tell them you aced a
mid'term, theyIll tell you about how difficult the final is going to be.
)hy they are to"ic( They take the 7oy out of everything. :our rosy outlook on life continues
to get squashed with negativity. 1efore you know it, their negativity consumes you and you
start looking at things with gray colored glasses yourself.
2. 3udgental 3is +hen you see things as cute and quirky, they see things as strange and
unattractive. If you find peopleIs unique perspectives refreshing, they find them IwrongI. If you like
someoneIs eclectic taste, they find it IdisturbingI or IbadI.
)hy they are to"ic( Fudgmental people are much like 2ebbie 2owners. In a world where
freedom rings, 7udgment is sooo over. If the world were a homogeneous place, life would be
pretty boring. %pending a lot of time with these types can inadvertently convert you into a
7udgmental person as well.
4. 1rea 5illing 5eiths+ Every time you have an idea, these people tell you why you canIt do it.
"s you achieve, they try to pull you down. "s you dream, they are the first to tell you it is
impossible.
)hy they are to"ic( These people are stuck in what is instead of what could be. 0urther,
these individuals eat away at your self'esteem and your belief in yourself. #rogress and
change can only occur from doing new things and innovating, dreaming the impossible and
reaching for the stars.
6. Insincere Illissas+ :ou never quite feel that these people are being sincere. :ou tell a funny
story, they give you a polite laugh. :ou feel depressed and sad and they give you a Ithere, thereI
type response. :ou tell them you are excited about something and you get a very ho'hum
response.
)hy they are to"ic( #eople who arenIt sincere or genuine build relationships on superficial
criteria. This breeds shallow, meaningless relationships. +hen you are really in need of a
friend, they wonIt be there. +hen you really need constructive criticism, they would rather
tell you that you are great the way you are. +hen you need support, they would rather see
you fail or make a fool of yourself.
7. 1isres"ectful 1annys+ These people will say or do things at the most inappropriate times and
in the most inappropriate ways. In essence, they are subtler, grown up bullies. *aybe this person
is a friend who you confided in and uses your secret against you. *aybe it is a family member who
puts their busy nose into your affairs when it is none of their business. )r maybe, it is a colleague
who says demeaning things to you.
)hy they are to"ic( These people have no sense of boundaries and donIt respect your
feelings or, for that matter, your privacy. These people will cause you to feel frustrated and
disrespected.
,. )ever Enough )ellies+ :ou can never give enough to these people to make them happy. They
take you for granted and have unrealistic expectations of you. They find ways to continually fault
you and never take responsibility for anything themselves.
)hy they are to"ic( :ou will spend so much time trying to please them, so that you will end
up losing yourself in the process. They will require all of your time and energy, leaving you
worn out and your needs sacrificed.
"ll of these personalities have several things in common
G@ The more these people get away with their behavior, the more they will continue.
L@ L@ Bnfortunately, most of these people donIt see that what they do is wrong and as a result,
talking to them about it will fall on deaf ears, leaving you wondering if you are the cra/y one.
4@ *ost of these people get worse with age, making their impact on you stronger with time.
0rankly, life is too short to spend your time dealing with toxicity. If you can, avoid spending mucho
time with people who are indicative of these behaviors and youIll feel a lot happier. (ave you
encountered these personalities5 +hat have you done5 "ny personalities you would add5
On
Above all, over the top, overdo- the meat is overdone, undone, overdue
Inside/in the middle of/in/ into-get inside, the statue is in the middle of the square/come into the office
Core/ in the center
hrough-go through
Around, be around, see you around
!e"t
!ear
Close a deal/ma#e ends meet-$rap
Surround
Cross, across
Behind/ in the bac# of/ in the rear/bac#$ards/
In front of/ facing it/ ahead/for$ard/further
Bet$een, I am among friends
%o up, charge, roc#et, s#y high, e"pand, thrive, boom, increase
%o do$n, decrease, deflate, flatten, fall, plummet, deplete, shrin#, crash do$n, melt,
&ide/ out the sight/ no$here/ in the bac#ground/ bottom
'aded/dull/
As#/enquire/inquire/demand
!eed/requirement/compliance
Buy/purchase
Start/begin
(i#e/)ant/$ish
'ollo$/
Stic# to a *ob, to a promise/ given $ord
%ive/supply
%et/provide/procure
+equire
,emand
Commence
-urchase
)ish
Comply $ith/ follo$ the requirements/ the orders/ demands/

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