Literary Terms Handbook

REFERENCE SECTION

Author Files ...... R1

Foldables ...... R8

Literary Terms Handbook ...... R10

Writing Handbook ...... R17 The Writing Process ...... R17 Writing Modes ...... R20 Research Report Writing ...... R21 Business Writing ...... R25 Using a Computer for Writing ...... R27

Language Handbook ...... R28 Troubleshooter ...... R28 Troublesome Words ...... R33 Mechanics ...... R36 Spelling ...... R43

Listening, Speaking, and Viewing Handbook ...... R45

Study and Test-Taking Skills Handbook ...... R49

Glossary/Glosario ...... R54

Index of Skills ...... R70

Index of Authors and Titles ...... R77

Index of Art and Artists ...... R79

Acknowledgments ...... R81 AUTHOR FILES

Maya Angelou (1928– ) Avi (1937– ) arguerite; Maya is the nt, and his parents were • was originally named M • his grandmother, an au er as a child ainters and another name her brother called h writers; two uncles were p sent to live with her • at the age of three, was a composer the only black-owned , it was discovered that grandmother who ran • late in his school career f Stamps, Arkansas airment that causes general store in the town o he has dysgraphia, an imp Wake Forest University misspell words • has been a professor at him to reverse letters or ears the name “Avi” when for more than twenty y • his twin sister gave him , Italian, Arabic, and Fanti year old • speaks French, Spanish they were both about a rn Ghana) fluently ideas. The vital (a language of southe Quote: “Everybody has o with them?” question is, what do you d

Ray Bradbury (1920– ) y even though he writes • does not like technolog mbara (1939–1995) computer, Toni Cade Ba doesn’t drive a car, use a nd France about it; he acting and mime in Italy a • studied irplanes e New York State or fly in a ed as an investigator for th fantastic to be • work at much of his work is too o years • feels th partment of Welfare for tw ch he said he felt De sidered science fiction, whi other to be creative con was encouraged by her m ities for the future • ad to be based on possibil ilms as a writer and h • contributed to several f 0 books and 600 short • has written more than 3 commentator stories permission to wonder, to Quote: “She gave me my life has been Quote: “The great fun in dawdle, to daydream.” and rushing to the getting up every morning typewriter…”

) dolyn Brooks (1917–2000 Gwen wis Carroll (1832–1898) s, but lived most of Le as born in Topeka, Kansa on, the third of eleven • w • Charles Lutwidge Dods life in Chicago e Lewis Carroll in his her children, took the pen nam to win the Pulitzer Prize • was the first black writer ed twenties first black woman appoint er, but a (1950) and the e a clergyman like his fath gress • wanted to b ultant to the Library of Con most public poetry cons tutter prevented him from reate of severe s Carl Sandburg as Poet Lau • followed ing eath in 2000 speak in 1968; served until her d ooks for which Illinois ddition to the children’s b my particular • in a “I am interested in telling ished more than ten Quote: he is best known, he publ s I have seen it.” truth a books on mathematics

Author Files R1 ) ) Sandra Cisneros (1954– Judith Ortiz Cofer (1952– mily of seven children ish at home but learned • was the only girl in a fa • grew up speaking Span s for two years because become a writer and • was in the news in Texa English well enough to of the color of her house college professor dowment for the Arts m that has been in her • has been a National En • lives in Georgia on a far ican Book nd was awarded the Amer d’s family for generations AUTHOR FILES fellow a husban olumbus Foundation do not have to choose Award from the Before C • believes that immigrants apher. I’m and says she uses her uote: “I feel like a cartogr one identity over another Q g ry void.” en [her] cultures…travelin determined to fill a litera art “as a bridge betwe t fear and confusion” back and forth withou

000) –1996) Robert Cormier (1925–2 Harold Courlander (1908 ough his classroom n, an editor, a press • in eighth grade, saw thr • was a farmer, a historia s on fire; was not window that his house wa officer, and a writer family until he had ment suit against Roots allowed to check on his • won a copyright infringe recited the rosary author Alex Haley lts, The Chocolate War, udying and recording • his book for young adu • worked “in the field” st aiti, Cuba, Ethiopia, was banned in many cities the folktales of people in H living in a ghetto- ific Islands, and the Quote: “I was a skinny kid Nigeria, Ghana, the Pac ting the world to know type neighborhood wan American Southwest that I existed.”

62) E. E. Cummings (1894–19 Will Eisner (1917–2005) ervice in World War I g role in creating the • joined the ambulance s • is credited with a leadin iolence was wrong because he believed that v graphic novel form ts, including books of any other famous comic • published over forty tex • helped the careers of m and Bob Kane poetry, artwork, and plays artists, such as Jack Kirby self as “an author of es in the service of his • once characterized him • used his drawing abiliti ted into the Army pictures” country when he was draf

try by bending or breaking us Eisner-Iger studio • changed modern poe • co-founded the famo ion, and even the rules of grammar, punctuat age placement of words on a p

R2 Author Files ) 2) Robert Frost (1874–1963 John Gardner (1933–198 eat change; was born tractor he was riding ran • lived during times of gr • when he was eleven, a e Civil War and died other less than ten years after th over his seven-year-old br e a man walked on the twenty-five years less than ten years befor • wrote thirty-five books in cident moon • died in a motorcycle ac en he was sixteen sh-teacher mother and a • decided to be a poet wh • was the son of an Engli had six children; Elinor ather • married Elinor White and preacher/ dairy farmer f died during his lifetime it seeks to improve and four of the children Quote: “True art is moral; loped a style of quoting • was very shy but deve life, not debase it.” of the most popular poetry that made him one overseas performers in America and

–1932) Nikki Giovanni (1943– ) Kenneth Grahame (1859 lande, the same as her f the Bank of England • her real first name is Yo • became the Secretary o ye, with a severe squint mother’s • was born blind in one e as known as the “Princess • during the 1960s she w in the other s character, Toad, to of Black Poetry” • created his most famou Year” three times by young son Alastair • named “Woman of the amuse and educate his s were brought up by well-known publication • he and his two siblings t Show in 1972 e illness of their father • appeared on The Tonigh elderly relatives, after th nge. The only r uote: “Everything will cha and death of their mothe Q e or decaying.” y Hope Hawkins, wrote Th question is growing up • his cousin, Sir Anthon Prisoner of Zenda

Jim Haskins (1941–2005) Kristin Hunter (1931– ) for marching on was made into a movie • in college, was arrested • her novel The Landlord , as part of the Civil Rights 968 Council on Montgomery, Alabama • was awarded both the 1 ren Award and the movement Interracial Books for Child r by keeping a diary of f Award • started his writing caree 1971 Lewis Carroll Shel as teaching public school job as a teenager; for his thoughts when he w • landed her first writing and college student, in Harlem six years, as a high school tton Club, which was ewspaper • wrote the book The Co wrote a column for a n a wonder. Every one made into a movie Quote: “Every one of us is 100 books • published more than of us has a story.” s a child, because he • read the encyclopedia a regated town library could not use the seg

Author Files R3 – ) Francisco Jiménez (1943 Bill Littlefield (1948– ) grant migrant worker; oks and essays, • is a former illegal immi • in addition to writing bo degrees ewspapers went on to earn advanced frequently contributes to n in the United States lic Radio commentator • has taught in universities • has been a National Pub and in Mexico since 1984 ks, his rds ards for his children’s boo six Associated Press Awa AUTHOR FILES • won aw • has won ng the Harvard University nonfiction, and his teachi taught writing courses at • graphical short stories e John F. Kennedy School • his collection of autobio Summer School and th nto Spanish, Chinese, Masters Candidates has been translated i Summer Program for Japanese, and Korean

) Jack London (1876–1919) Norma Fox Mazer (1931– ailor, a hobo, and a she and her husband • was a coal shoveler, a s • to support their family, red high school; he n’s romance and convict, all before he ente wrote fiction for the wome search of gold then went to the Yukon in confession market novels, as well as ame was “the Cold One” • wrote nearly two dozen • as a teenager, her nickn s hundreds of short storie • has published 31 books Jennie” after mental iter when she was • was reared by his “Aunt • decided to become a wr o weak to care for him illness made his mother to thirteen

ashington, D.C., to protest aders read to find • in 1894, marched on W Quote: “I write and my re s, secrets, problems, mass unemployment out the answers to question land, California, in 1901 pest mystery of • ran for mayor of Oak to be drawn into the dee all—someone else’s life.”

issack, Jr. (1944– ), Patricia C. & Fredrick McK Pat Mora (1942– ) iography, a board (1939– ) written picture books, a b ether on • has wife team has worked tog d two retellings of • husband and book, a counting book, an s more than fifty book olktales t Mayan f ir biographies of importan ring the • best known for the randparents left Mexico du aders • her g ans, written for younger re lent raids of Pancho African Americ volution to escape the vio King re awarded the Coretta Scott • were jointly Villa ice enty major awards Award tw • winner of more than tw hing in the Civil Rights inding out how I Quote: on marc ote: “Writing is a way of f m the Qu In a sense we marched fro erything.” Movement, “ feel about anything and ev ca.” Old South to a new Ameri

R4 Author Files ) 49– ) Lensey Namioka (1929– Mary Pope Osborne (19 son in the world named for six weeks • says she is the only per • lived in a cave in Crete e up the name mily and had lived on Lensey; her father mad • grew up in a military fa ist (an expert in than six army posts • is the daughter of a lingu two continents and more riter languages) and a doctor/w before she was fifteen parents to love music, as worked as a drama • was encouraged by her • loves the theater and h r many of her books which became a subject fo teacher usband is from Japan, so in northern Afghanistan • is from China and her h • survived an earthquake about both places she is interested in writing and a riot in Kabul for more than thirty plus our reading • has been writing books Quote: “Our imaginations erous awards us wherever we want years and has won num and writing skills … take to go.”

Richard Peck (1934– ) Cynthia Rylant (1954– ) nda was a bestseller and s book in one hour; drew • his book Amanda/Mira • wrote her first children’ ine languages in the Appalachian has been translated into n on her own life as a child ovels have been made and many others three of his young adult n Mountains for that book • ies, and poems for young into TV movies • has written novels, stor r young people after young adults • started writing books fo children, teenagers, and her 0 books and won the being a high school teac • has written more than 6 ople of the word, 3 Quote: “You and I, we pe Newbery Medal in 199 cross the famous er because I want spend our lives hollering a Quote: “I love being a writ hear an answering n earth to make it generation gap, hoping to to leave something here o echo.” better, prettier, stronger.”

– ) Stan Sakai (1953– ) Luis Omar Salinas (1937 rk of Stan Ditko, and four; lived with his aunt • grew up reading the wo • orphaned at the age of them his parents Marvel and DC comics and uncle and considered fficer of Usagi Studios, hing audiences by • is the Chief Executive O • particularly enjoys reac himself which has one employee— reading his poetry aloud ed with his family to niversity and also • was born in Kyoto; mov • attended Fresno State U instructor there Hawaii at the age of two became a creative writing ard several times harsh, and the poet • winner of the Eisner Aw Quote: “Sometimes life is research for his comic set e.” • does his own historical has to find a way to escap in Japan’s past

Author Files R5 58) 99) Robert Service (1874–19 Shel Silverstein (1930–19 ny different countries xophone, and trombone • lived and traveled in ma • played guitar, piano, sa fter his first book was ayboy magazine • was an instant success a • was first published in Pl oy Named Sue,” a song published • wrote and recorded “A B ar I as a correspondent y Cash • worked during World W made famous by Johnn ist, musician, ambulance driver as a writer, cartoonist, lyric AUTHOR FILES and an • worked made into movies actor • had several of his books composer, and even an d after him in Alaska and n was made into an • has three schools name • his first book for childre n a Canadian stamp Canada and was honored o animated movie oet in North America but • was the most popular p er’ and an ‘inkslinger’” called himself “only a ‘rhym

904–1991) Isaac Bashevis Singer (1 Gary Soto (1952– ) ze in Literature xican American • won the 1978 Nobel Pri • is a third-generation Me rks in Yiddish and ons; written poetry, • wrote almost all his wo • has edited story collecti English and children’s books; sometimes rewrote them in essays, novels, young adult both his grandfathers • son of a Hassidic rabbi; and made movies ano Studies at the were also rabbis • taught English and Chic hort stories, volumes of Berkeley • published hundreds of s University of California, novels, and even more asketball, traveling, and autobiography, a dozen • enjoys theater, tennis, b children’s books working in the garden rite in his own reading builds a life Quote: “A writer has to w Quote: “I discovered that language or not at all.” inside the mind.”

95) ephen Spender (1909–19 ildred D. Taylor (1943– ) St M of the “Oxford poets”; rps in Ethiopia, she taught • primarily known as one • as part of the Peace Co nked with W. H. years his name was frequently li English and history for two dies program at the Auden • helped create a Black Stu omic and Scientific • served on the UN Econ University of Colorado ; her family moved to Committee (UNESCO) • was born in Mississippi laiming that the novel , Ohio, when she was • in 1993, filed a lawsuit c newly integrated Toledo taken from his own While England Sleeps was only three months old ing Award for three of autobiography • won the Coretta Scott K • knighted in 1983 her books was political and social • much of his early poetry protest

R6 Author Files 92) 44– ) Yoshiko Uchida (1921–19 Alma Luiz Villanueva (19 hool in just two and a rict of San Francisco until • graduated from high sc • lived in the Mission dist half years she was eleven years old ed in a Japanese- ndowment for the Arts • during World War II, liv • served on the National E p for about a year American internment cam fiction panel tion fellowship in 1952 i Indian grandmother and • received a Ford Founda • was raised by her Yaqu er children’s books; has • is known primarily for h Mexican-American aunt nonfiction for adults y in her early thirties also written fiction and • began publishing poetr e our common he source, the Quote: “I write to celebrat Quote: “Poetry for me is t ements of humanity oon, and stars.” humanity, for the basic el mother tongue, the sun, m gs.” are present in all our strivin

Judith Viorst (1931– ) Mary Whitebird er came when she was riter/filmmaker who is • her first break as a writ • is the pen name of a w ASA man hired to write a book for N neither an Indian nor a wo gazine column, m a Cherokee reader • her credits include a ma • once received a letter fro ns of poetry, and ’s work, “Only an nonfiction works, collectio who said about Whitebird this.” picture books Indian could have written riter and political analyst rote: “It’s obvious that, • she and her husband, w • another correspondent w ons erned with feminist Milton Viorst, have three s as a woman, you are conc en’s book is Alexander • her most famous childr issues.” No Good, Very Bad and the Terrible, Horrible, Day

Jane Yolen (1939– ) Paul Zindel (1936–2003) uthors; her father also d—said in an interview, “I • is the daughter of two a • had a troubled childhoo d her mother created dared to speak and act popularized kite flying, an felt worthless as a kid, and azines y and secret” crossword puzzles for mag my feelings only in fantas t e the gap between teens • studied music and balle • wrote stories that involv 0 books, which have understand them has written more than 25 and the adults who don’t • el languages man and Me, and the nov been translated into 22 • wrote a memoir, The Pig authors for twenty years • ran a workshop for new The Pigman ng people interested inuing battle to get Quote: “My advice for you Quote: “I know it’s a cont Read and read and n twelve and twenty … in writing: read and write. through the years betwee r point of view.” read.” so I write always from thei

Author Files R7 FOLDABLES™

by Dinah Zike, M.Ed., Creator of Foldables™ Reading and Thinking with Foldables™ As you read the selections in each unit, the following Foldables will help you keep track of your ideas about the Big Questions. Follow these directions to make your Foldable, and then use the directions in the Unit Warm Up for labeling your unit Foldable. Foldable 1 and Foldable 5—For Units 1 and 5

Step 1 Stack three sheets of paper with their top edges 1 2 about a half-inch apart. These top edges will be tabs, so be sure to keep them straight. Step 2 Fold up the bottom edges of the papers to form six tabs. Align the edges so that all of the layers or tabs are the same distance apart. Crease the bottom tightly. Step 3 Follow steps 1 and 2 again to make a second set of tabbed pages. Then place the two sets of tabbed pages back-to-back and staple 3 them together at the bottom. Step 4 On the top page of one side of the tabbed pages, write the unit number and the big question. Then, working your way up, label the tabs in order with the titles of the reading selections in the Reading Workshops and the Comparing Literature or Reading Across Texts Workshop. Use both tabbed sides. Step 5 Below each title, write My Purpose for Reading. A third of the way down from that, write the label The Big Question. Foldable 2 and Foldable 7—For Units 2 and 7

Step 1 Fold a sheet of paper in half so that one side is 1 one inch longer than the other side. Fold the one-inch tab over the short side to form a fold. On the fold, write the workshop number and the Big Question for that unit. Step 2 Cut the front fl ap in half toward the top crease to create two fl aps. Write the title of the fi rst selection in Reading Workshop 1 on the left fl ap and the title of the second selection on the right fl ap. 2 Step 3 Open the fl aps. At the very top of each fl ap, write My Purpose for Reading. Below each crease, write The Big Question. Step 4 Repeat these steps for each remaining Reading Workshop and the

Continued on page R9

R8 Foldables Continued from page R8 ™ Reading Across Texts or Comparing Literature Workshop. 5 Step 5 Fold a 11 x 14 sheet of paper in half. Open the paper and fold up one of the long sides two inches to form a pocket. Glue the outer edges of the pocket. Refold the paper so that the pockets are on the inside. Keep your Foldables for the unit inside. Foldable 3 and Foldable 6—For Units 3 and 6 FOLDABLES

Step 1 Fold ten sheets of paper in half. 1

Step 2 On the top fl ap of each folded paper, make a cut one inch 2 from the side (top fl ap only). Step 3 Stack the folded papers on top of one another. Staple the ten sections together. Write the unit number and Big Question on the stapled edge. Step 4 On the top fl ap, write the fi rst selection title from Reading 3 Workshop 1. Open the fl ap. Near the top of the page, write My Purpose for Reading. Below the crease, write The Big Question. Step 5 Repeat these steps for each remaining selection in the Reading Workshops and the Comparing Literature Workshop.

Foldable 4 and Foldable 8—For Units 4 and 8

Step 1 Fold six sheets of paper in half and cut the 1 2 sheets in half along the fold line.

Step 2 Fold each section of paper in half, but fold one side one-half inch shorter than the other side. This will form a tab that is one-half inch long. 3 Step 3 Fold each tab over the shorter side and then fold it back the opposite way. Step 4 Glue the straight edge of one section into the tab valley of another section. Glue all the sections together to form an accordion. 4 Step 5 On the front cover, write the unit number and the Big Question. Turn the page. Across the top, write the selection title. To the left of the crease, write My Purpose for Reading. To the right of the crease, write The Big Question. Repeat until you have all the titles from the Reading Workshops and the Comparing Literature or Reading Across Texts Workshop in your Foldable.

Foldables R9 LITERARY TERMS HANDBOOK

A older plays—you will ﬁ nd many in Shakespeare’s plays— but are infrequent in modern drama. Act A major unit of a drama. A play may be subdivided into several acts. Many modern plays have two or three Assonance The repetition of vowel sounds, especially acts. A short play can be composed of one or more in a line of poetry. scenes but only one act. See also RHYME, SOUND DEVICES. See also SCENE. Author’s purpose The intention of the writer. For Alliteration The repetition of consonant sounds, example, the purpose of a story may be to entertain, to usually at the beginnings of words or syllables. describe, to explain, to persuade, or a combination of Alliteration gives emphasis to words. For example, these purposes. Over the cobbles he clattered and clashed Autobiography The story of a person’s life written by Allusion A reference in a work of literature to a well- that person. I know Why the Caged Bird Sings by Maya known character, place, or situation in history, politics, or Angelou, is an example of autobiography. science or from another work of literature, music, or art. See also BIOGRAPHY, MEMOIR. Analogy A comparison between two things, based on one or more elements that they share. Analogies can B help the reader visualize an idea. In informational text, Ballad A short musical narrative song or poem. Folk analogies are often used to explain something unfamiliar ballads, which usually tell of an exciting or dramatic in terms of something known. For example, a science episode, were passed on by word of mouth for book might compare the ﬂ ow of electricity to water generations before being written down. Literary ballads moving through a hose. In literature, most analogies are are written in imitation of folk ballads. expressed in metaphors or similes. See also NARRATIVE POETRY. See also METAPHOR, SIMILE. Biography The account of a person’s life written by Anecdote A brief, entertaining story based on a single someone other than the subject. Biographies can be interesting or humorous incident or event. Anecdotes short or book-length. are frequently biographical and reveal some aspect of a person’s character. See also AUTOBIOGRAPHY, MEMOIR.

Antagonist A person or force that opposes the C protagonist, or central character, in a story or a drama. The reader is generally meant not to sympathize with Character A person in a literary work. (If a character the antagonist. is an animal, it displays human traits.) Characters who show varied and sometimes contradictory traits are See also CONFLICT, PROTAGONIST. called rround.ound. Characters who reveal only one personality Anthropomorphism Representing animals as if they trait are called ﬂ a t . A sstereotypetereotype is a ﬂ at character of a had human emotions and intelligence. Fables and fairy familiar and often-repeated type. A ddynamicynamic character tales often contain anthropomorphism. changes during the story. A sstatictatic character remains primarily the same throughout the story. Aside In a play, a comment made by a character that is heard by the audience but not by the other characters Characterization The methods a writer uses onstage. The speaker turns to one side, or “aside,” away to develop the personality of the character. In from the other characters onstage. Asides are common in ddirectirect ccharacterization,haracterization, the writer makes direct

R10 Literary Terms Handbook statements about a character’s personality. In iindirectndirect Dialect A variation of language spoken by a particular ccharacterization,haracterization, the writer reveals a character’s group, often within a particular region. Dialects differ personality through the character’s words and actions and from standard language because they may contain through what other characters think and say about the different pronunciations, forms, and meanings. character. Dialogue Conversation between characters in a literary Climax The point of greatest emotional intensity, work. interest, or suspense in a narrative. Usually the climax See also MONOLOGUE. comes at the turning point in a story or drama, the point at which the resolution of the confl ict becomes clear. Drama A story intended to be performed by actors on The climax in “Icarus and Daedelus” occurs when Icarus a stage or before movie or TV cameras. Most dramas forgets his father’s warning and fl ies too high. before the modern period can be divided into two basic types: tragedy and comedy. The script of a drama Comedy A type of drama that is humorous and has a includes dialogue (the words the actors speak) and stage happy ending. A heroic comedy focuses on the exploits directions (descriptions of the action and scenery). of a larger-than-life hero. In American popular culture, See also COMEDY, TRAGEDY. comedy can take the form of a scripted performance involving one or more performers—either as a skit that is TERMS HANDBOOK LITERARY part of a variety show, as in vaudeville, or as a stand-up E monologue. Elegy A mournful or melancholy poem that honors See also HUMOR. someone who is dead. Some elegies are written in rhyming couplets that follow a strict metric pattern. Confl ict The central struggle between opposing forces in a story or drama. An eexternalxternal conflconfl ictict exists when Epic A long narrative poem, written in a dignifi ed style, a character struggles against some outside force, such that celebrates the adventures and achievements of one as nature, society, fate, or another person. An iinternalnternal or more heroic fi gures of legend, history, or religion. cconflonfl ictict exists within the mind of a character who is torn See also NARRATIVE POETRY. between opposing feelings or goals. See also ANTAGONIST, PLOT, PROTAGONIST. Essay A short piece of nonfi ction writing on a single topic. The purpose of the essay is to communicate Consonance A pleasing combination of sounds, an idea or opinion. A fformalormal eessayssay is serious and especially in poetry. Consonance usually refers to the impersonal. An iinformalnformal eessayssay entertains while it repetition of consonant sounds in stressed syllables. informs, usually in a light conversational style. See also SOUND DEVICES. Exposition The part of the plot of a short story, novel, Couplet Two successive lines of verse that form a unit novella, or play in which the characters, setting, and and usually rhyme. situation are introduced.

Extended metaphor An implied comparison that D continues through an entire poem. Description Writing that seeks to convey the See also METAPHOR. impression of a setting, a person, an animal, an object, or an event by appealing to the senses. Almost all writing, ﬁ ction and nonﬁ ction, contains elements of description. F Fable A short, simple tale that teaches a moral. The Details Particular features of things used to make characters in a fable are often animals who speak and act descriptions more accurate and vivid. Authors use details like people. The moral, or lesson, of the fable is usually to help readers imagine the characters, scenes, and stated outright. actions they describe.

Literary Terms Handbook R11 Falling action In a play or story, the action that follows Free verse Poetry that has no ﬁ xed pattern of meter, the climax. rhyme, line length, or stanza arrangement. See also PLOT. See also RHYTHM.

Fantasy A form of literature that explores unreal worlds of the past, the present, or the future. G Genre A literary or artistic category. The main literary Fiction A prose narrative in which situations and genres are prose, poetry, and drama. Each of these characters are invented by the writer. Some aspects of a is divided into smaller genres. For example: PProserose fi ctional work may be based on fact or experience. Fiction includes fi ction (such as novels, novellas, short stories, includes short stories, novellas, and novels. and folktales) and nonfi ction (such as biography, See also NOVEL, NOVELLA, SHORT STORY. autobiography, and essays). PPoetryoetry includes lyric poetry, dramatic poetry, and narrative poetry. DDramarama includes Figurative language Language used for descriptive tragedy, comedy, historical drama, melodrama, and farce. effect, often to imply ideas indirectly. Expressions of fi gurative language are not literally true but express H some truth beyond the literal level. Although it appears LITERARY TERMS HANDBOOK LITERARY in all kinds of writing, fi gurative language is especially Haiku Originally a Japanese form of poetry that has prominent in poetry. three lines and seventeen syllables. The fi rst and third See also ANALOGY, FIGURE OF SPEECH, METAPHOR, lines have fi ve syllables each; the middle line has seven PERSONIFICATION, SIMILE, SYMBOL. syllables.

Figure of speech Figurative language of a specifi c Hero A literary work’s main character, usually one with kind, such as aanalogy,nalogy, mmetaphor,etaphor, ssimile,imile, or admirable qualities. Although the word hero is applied ppersonifiersonifi cation.cation. only to males in traditional usage (the female form is heroine), the term now applies to both sexes. First-person narrative. See POINT OF VIEW. See also LEGEND, MYTH, PROTAGONIST, TALL TALE.

Flashback An interruption in a chronological narrative Historical fi ction A novel, novella, play, short story, that tells about something that happened before that or narrative poem that sets fi ctional characters against a point in the story or before the story began. A fl ashback historical backdrop and contains many details about the gives readers information that helps to explain the main period in which it is set. events of the story. See also GENRE.

Folklore The traditional beliefs, customs, stories, Humor The quality of a literary work that makes the songs, and dances of the ordinary people (the “folk”) of characters and their situations seem funny, amusing, a culture. Folklore is passed on by word of mouth and or ludicrous. Humorous writing can be as effective in performance rather than in writing. nonfi ction as in fi ction. See also FOLKTALE, LEGEND, MYTH, ORAL TRADITION. See also COMEDY. Folktale A traditional story passed down orally long before being written down. Generally the author of a I folktale is anonymous. Folktales include animal stories, Idiom A fi gure of speech that belongs to a particular trickster stories, fairy tales, myths, legends, and tall tales. language, people, or region and whose meaning cannot See also LEGEND, MYTH, ORAL TRADITION, TALL TALE. be obtained, and might even appear ridiculous, by joining the meanings of the words composing it. You Foreshadowing The use of clues by an author to would be using an idiom if you said you caught a cold. prepare readers for events that will happen in a story.

R12 Literary Terms Handbook Imagery Language that emphasizes sensory M impressions to help the reader of a literary work see, Main idea The most important idea expressed in a hear, feel, smell, and taste the scenes described in the paragraph or an essay. It may or may not be directly work. stated. See also FIGURATIVE LANGUAGE. Memoir A biographical or autobiographical narrative Informational text One kind of nonﬁ ction. This emphasizing the narrator’s personal experience during a kind of writing conveys facts and information without period or at an event. introducing personal opinion. See also AUTOBIOGRAPHY, BIOGRAPHY. Irony A form of expression in which the intended Metaphor A ﬁ gure of speech that compares or meaning of the words used is the opposite of their literal equates seemingly unlike things. In contrast to a simile, meaning. Verbal irony occurs when a person says one a metaphor implies the comparison instead of stating it thing and means another—for example, saying “Nice directly; hence, there is no use of connectives such as guy!” about someone you dislike. Situational irony like or as. occurs when the outcome of a situation is the opposite of what was expected. See also FIGURE OF SPEECH, IMAGERY, SIMILE. LITERARY TERMS HANDBOOK LITERARY Meter A regular pattern of stressed and unstressed J syllables that gives a line of poetry a predictable rhythm. Journal An account of day-to-day events or a record See also RHYTHM. of experiences, ideas, or thoughts. A journal may also be called a diary. Monologue A long speech by a single character in a play or a solo performance.

L Mood The emotional quality or atmosphere of a story Legend A traditional story, based on history or an or poem. actual hero, that is passed down orally. A legend is See also SETTING. usually exaggerated and gains elements of fantasy over the years. Stories about Daniel Boone and Davy Crockett Myth A traditional story of unknown authorship, often are American legends. involving goddesses, gods, and heroes, that attempts to explain a natural phenomenon, a historic event, or the Limerick A light humorous poem with a regular origin of a belief or custom. metrical scheme and a rhyme scheme of aabba. See also HUMOR, RHYME SCHEME. N

Local color The fi ctional portrayal of a region’s Narration Writing or speech that tells a story. Narration features or peculiarities and its inhabitants’ distinctive is used in prose fi ction and narrative poetry. Narration ways of talking and behaving, usually as a way of adding can also be an important element in biographies, a realistic fl avor to a story. autobiographies, and essays.

Lyric The words of a song, usually with a regular rhyme Narrative poetry Verse that tells a story. scheme. Narrator The person who tells a story. In some cases See also RHYME SCHEME. the narrator is a character in the story. Lyric poetry Poems, usually short, that express strong See also POINT OF VIEW. personal feelings about a subject or an event. Nonfi ction Factual prose writing. Nonfi ction deals with real people and experiences. Among the categories of nonfi ction are biographies, autobiographies, and essays.

Literary Terms Handbook R13 See also AUTOBIOGRAPHY, BIOGRAPHY, ESSAY, FICTION. emotional pitch. The ffallingalling aactionction is the logical result of the climax, and the rresolutionesolution presents the fi nal Novel A book-length fi ctional prose narrative. The novel outcome. has more scope than a short story in its presentation of plot, character, setting, and theme. Because novels are Plot twist An unexpected turn of events in a plot. not subject to any limits in their presentation of these A surprise ending is an example of a plot twist. elements, they encompass a wide range of narratives. See also FICTION. Poetry A form of literary expression that differs from prose in emphasizing the line as the unit of composition. Novella A work of fi ction shorter than a novel but Many other traditional characteristics of poetry— longer than a short story. A novella usually has more emotional, imaginative language; use of metaphor and characters, settings, and events and a more complex plot simile; division into stanzas; rhyme; regular pattern of than a short story. stress, or meter—apply to some poems.

Point of view The relationship of the narrator, or O storyteller, to the story. In a story with ﬁ rst-personrst-person Ode A lyric poem, usually rhymed, often in the form of ppointoint ooff vview,iew, the story is told by one of the characters, LITERARY TERMS HANDBOOK LITERARY an address and usually digniﬁ ed or lofty in subject. referred to as “I.” The reader generally sees everything See also LYRIC POETRY. through that character’s eyes. In a story with a llimitedimited tthird-personhird-person ppointoint ooff vview,iew, the narrator reveals Onomatopoeia The use of a word or a phrase the thoughts of only one character, but refers to that that actually imitates or suggests the sound of what it character as “he” or “she.” In a story with an oomniscientmniscient describes. ppointoint ooff vview,iew, the narrator reveals the thoughts of See also SOUND DEVICES. several characters.

Oral tradition Stories, knowledge, customs, and Props Theater slang (a shortened form of properties) beliefs passed by word of mouth from one generation to for objects and elements of the scenery of a stage play or the next. movie set. See also FOLKLORE, FOLKTALE, LEGEND, MYTH. Propaganda Speech, writing, or other attempts to infl uence ideas or opinions, often through the use of P stereotypes, faulty generalizations, logical fallacies, and/or emotional language. Parallelism The use of a series of words, phrases, or sentences that have similar grammatical form. Parallelism Prose Writing that is similar to everyday speech and emphasizes the items that are arranged in the similar language, as opposed to poetry. Its form is based on structures. sentences and paragraphs without the patterns of rhyme, See also REPETITION. controlled line length, or meter found in much poetry. Fiction and nonfi ction are the major categories of prose. Personifi cation A fi gure of speech in which an animal, Most modern drama is also written in prose. object, or idea is given human form or characteristics. See also DRAMA, ESSAY, FICTION, NONFICTION. See also FIGURATIVE LANGUAGE, FIGURE OF SPEECH, METAPHOR. Protagonist The central character in a story, drama, or dramatic poem. Usually the action revolves around the Plot The sequence of events in a story, novel, or play. protagonist, who is involved in the main confl ict. The plot begins with eexposition,xposition, which introduces the story’s characters, setting, and situation. The plot See ANTAGONIST, CONFLICT. catches the reader’s attention with a nnarrativearrative hhook.ook. The Pun A humorous play on two or more meanings of the rrisingising aactionction adds complications to the story’s confl ict, same word or on two words with the same sound. Today or problem, leading to the cclimax,limax, or point of highest

R14 Literary Terms Handbook puns often appear in advertising headlines and slogans— takes place in a speciﬁ c setting and time. An act may for example, “Our hotel rooms give you suite feelings.” have one or more scenes. See also HUMOR. See also ACT.

R Science fi ction Fiction dealing with the impact of real science or imaginary superscience on human or alien Refrain A line or lines repeated regularly, usually in a societies of the past, present, or future. Although science poem or song. fi ction is mainly a product of the twentieth century, nineteenth-century authors such as Mary Shelley, Jules Repetition The recurrence of sounds, words, phrases, Verne, and Robert Louis Stevenson were pioneers of lines, or stanzas in a speech or piece of writing. the genre. Repetition increases the feeling of unity in a work. When a line or stanza is repeated in a poem or song, it is called Screenplay The script of a fi lm, usually containing a refrain. detailed instructions about camera shots and angles in See also PARALLELISM, REFRAIN. addition to dialogue and stage directions. A screenplay for an original television show is called a teleplay. Resolution The part of a plot that concludes the falling

See also DRAMA. TERMS HANDBOOK LITERARY action by revealing or suggesting the outcome of the conﬂ ict. Sensory imagery Language that appeals to a reader’s ﬁ ve senses: hearing, sight, touch, taste, and smell. Rhyme The repetition of sounds at the ends of words See also VISUAL IMAGERY. that appear close to each other in a poem. EEndnd rrhymehyme occurs at the ends of lines. IInternalnternal rrhymehyme occurs Sequence of events The order in which the events in within a single line. SSlantlant rrhymehyme occurs when words a story take place. include sounds that are similar but not identical. Slant rhyme usually involves some variation of cconsonanceonsonance Setting The time and place in which the events of a (the repetition of consonant sounds) or aassonancessonance (the short story, novel, novella, or play occur. The setting repetition of vowel sounds). often helps create the atmosphere or mood of the story.

Rhyme scheme The pattern of rhyme formed by the Short story A brief ﬁ ctional narrative in prose. end rhyme in a poem. The rhyme scheme is designated Elements of the short story include pplot,lot, ccharacter,haracter, by the assignment of a different letter of the alphabet ssetting,etting, ppointoint ooff vview,iew, ttheme,heme, and sometimes symbol to each new rhyme. For example, one common rhyme and irony. scheme is ababcb. Simile A ﬁ gure of speech using like or as to compare Rhythm The pattern created by the arrangement of seemingly unlike things. stressed and unstressed syllables, especially in poetry. Rhythm gives poetry a musical quality that helps convey Sonnet A poem containing fourteen lines, usually its meaning. Rhythm can be regular (with a predictable written in iambic pentameter. Sonnets have strict patterns pattern or meter) or irregular, (as in free verse). of rhyme and usually deal with a single theme, idea, or See also METER. sentiment.

Rising action The part of a plot that adds Sound devices Techniques used to create a sense of complications to the problems in the story and increases rhythm or to emphasize particular sounds in writing. For reader interest. example, sound can be controlled through the use of oonomatopoeia,nomatopoeia, aalliteration,lliteration, cconsonance,onsonance, aassonance,ssonance, See also FALLING ACTION, PLOT. and rrhyme.hyme. See also RHYTHM. S Scene A subdivision of an act in a play. Each scene

Literary Terms Handbook R15 Speaker The voice of a poem—sometimes that of Teleplay A play written or adapted for television. the poet, sometimes that of a ﬁ ctional person or even a thing. The speaker’s words communicate a particular Theme The main idea of a story, poem, novel, or play, tone or attitude toward the subject of the poem. usually expressed as a general statement. Some works have a sstatedtated ttheme,heme, which is expressed directly. More Stage directions Instructions written by the dramatist frequently works have an iimpliedmplied ttheme,heme, which is to describe the appearance and actions of characters, as revealed gradually through other elements such as plot, well as sets, costumes, and lighting. character, setting, point of view, symbol, and irony.

Stanza A group of lines forming a unit in a poem. Third-person narrative. See POINT OF VIEW. Stanzas are, in effect, the paragraphs of a poem. Title The name of a literary work. Stereotype A character who is not developed as an individual but as a collection of traits and mannerisms Tone The attitude of the narrator toward the subject, supposedly shared by all members of a group. ideas, theme, or characters. A factual article would most likely have an objective tone, while an editorial on the Style The author’s choice and arrangement of words same topic could be argumentative or satiric.

LITERARY TERMS HANDBOOK LITERARY and sentences in a literary work. Style can reveal an author’s purpose in writing and attitude toward his or her Tragedy A play in which the main character suffers a subject and audience. downfall. That character often is a person of digniﬁ ed or heroic stature. The downfall may result from outside Suspense A feeling of curiosity, uncertainty, or even forces or from a weakness within the character, which is dread about what is going to happen next. Writers known as a tragic ﬂ aw. increase the level of suspense in a story by giving readers clues to what may happen. V See also FORESHADOWING, RISING ACTION. Visual imagery Details that appeal to the sense of Symbol Any object, person, place, or experience that sight. means more than what it is. SSymbolismymbolism is the use of images to represent internal realities. Voice An author’s distinctive style or the particular speech patterns of a character in a story. T See also STYLE, TONE. Tall tale A wildly imaginative story, usually passed down orally, about the fantastic adventures or amazing feats of folk heroes in realistic local settings. See also FOLKLORE, ORAL TRADITION.

R16 Literary Terms Handbook WRITING HANDBOOK

The Writing Process The writing process consists of five stages: prewriting, drafting, revising, editing/proofreading, and publishing/presenting. By following the stages in order, you can turn your ideas into polished pieces of writing. Most writers take their writing through all five stages, and repeat stages when necessary.

The Writing Editing/ Publishing/ PrewritingDrafting Revising Process Proofreading Presenting

Prewriting The plan might be an organized list or outline. It does not have to use complete sentences. Prewriting is the process of gathering and organizing your ideas. It begins whenever you start to consider what Drafting you will write about or what will interest your readers. Try keeping a small notebook with you for several days and Drafting is the stage that turns your list into sentences and using it to jot down possible topics. Consult the chart paragraphs. Use your prewriting notes to remember what below for tips on using the prewriting techniques known you want to say. Begin by writing an introduction that as listing, questioning, and clustering. gets the reader’s attention. Move ahead through the topic, paragraph by paragraph. Let your words flow. This is the Listing, Questioning, and Clustering time to express yourself or try out a new idea. Don’t worry about mistakes in spelling and grammar; you can correct LISTING List as many ideas as you can—whatever them later. If you get stuck, try one of the tricks below. comes into your head on a particular subject. This is called brainstorming. Then go back over the list and Tips for drafting circle the ideas you like best. Eventually you’ll hit on • Work on the easiest part first. You don’t have to an idea you can use. begin at the beginning. QUESTIONING If your audience is your class- • Make a diagram, sketch, or drawing of the topic. mates, ask yourself questions such as the following: • Focus on just one sentence or paragraph at a time. • What do my friends like to learn about? • Freewrite your thoughts and images. You can • What do my friends like to read about? organize them later. • What have I done that my friends might like to • Pretend that you are writing to a friend. hear about? • Ask more questions about your topic. CLUSTERING Write your topic in the middle of a • Speak your ideas into a tape recorder. piece of paper. Organize related ideas around the • Take a break. Take a walk or listen to music. Return topic in a cluster of circles, with lines showing how to your writing later. the ideas are related. Clustering can help you decide which part of a topic to write about. Revising When you have selected your topic, organize your ideas The goal of revising is to make your writing clearer and around the topic. Identify your main ideas and support- more interesting. When you revise, look at the whole ing ideas. Each main idea needs examples or facts to piece of writing. Ask whether the parts go together support it. Then write a plan for what you want to say. smoothly and whether anything should be added or

Writing Handbook R17 deleted. You may decide to organize the draft in a dif- your sentences. Take time to correct errors in spelling, ferent way. Some writers make several revisions before grammar, capitalization, and punctuation. Refer to the they are satisfied. Ask yourself these questions: Proofreading Checklist on page R19 and on the inside ❑✔ Did I stick to my topic? back cover of this book. ❑✔ Did I accomplish my purpose? Editing for style ❑✔ Did I keep my audience in mind? Use the following checklist: ❑✔ Does my main idea come across clearly? ❑✔ Have I avoided clichés? ❑✔ Do all the details support the main idea? ❑✔ Have I avoided wordiness? ❑✔ Did I give enough information? too much? ❑✔ Is the tone of my writing appropriate to my ❑✔ Did I use transition words such as first, then and purpose? next to make my sentences flow smoothly? WRITING HANDBOOK ❑✔ Have I made clear connections between ideas? ✔ Tips for revising ❑ Do my sentences and paragraphs flow smoothly? • Step back. If you have the time, set your draft aside for a while. When you look at it again, you may Publishing/Presenting see it from a new point of view. You may notice that some information is missing or that part of the Now your writing is ready for an audience. Make a clean, paper is disorganized. neat copy, and add your name and date. Check that • Read your paper aloud. Listen carefully as you read the paper has a title. If you wish, enclose the paper in a your paper aloud. How does it sound? folder or binder to give it a professional look. Hand it in to your teacher, or share it in one of the ways described • Have a writing conference with a peer reviewer, below. When the paper is returned, keep it in your writ- one of your friends or classmates. A second opinion ing portfolio. helps. Your reader can offer a fresh point of view. Ideas for presenting Peer review You can direct peer responses in one or more of the • IllustrationsIllustrations A photograph, diagram, or drawing following ways. can convey helpful information. • Ask readers to tell you what they have read in their • OralOral presentationpresentation Almost any writing can be own words. If you do not hear your ideas restated, shared aloud. Try including music, slides, or a group revise your writing for clarity. oral reading. • Ask readers to tell you the part they liked best and • ClassClass bbookook A collection of class writing is a nice why. You may want to expand those parts. contribution to the school library. • Repeat what the readers have told you in your own • NewspaperNewspaper Some schools have a school news- words. Ask the readers if you have understood their paper. Local newspapers often publish student writ- suggestions. ing, especially if it is about local people and events. • Discuss your writing with your readers. Listen to • LiteraryLiterary mmagazineagazine Magazines such as Cricket and their suggestions carefully. MidLink publish student writing. Some schools have a literary magazine that publishes student writing As you confer, make notes of your reviewers’ once or twice a year. comments. Then revise your draft, using your own • BulletinBulletin bboardoard A rotating display of student writing judgment and including what is helpful from your is an effective way to see what your classmates have reviewers’ comments. written. Illustrations and photographs add interest. Some writing, such as journal writing, is private and not Editing/Proofreading intended for an audience. However, even if you don’t share your paper, don’t throw it away. It might contain When you are satisfied with the changes you’ve made, ideas that you can use later. edit your revised draft. Replace dull, vague words with lively verbs and precise adjectives. Vary the length of

R18 Writing Handbook Proofreading Help Use this proofreading checklist to help you check ❑✔ for errors in your writing, and use the proofread- Have I avoided run-on sentences and sentence ing symbols in the chart below to mark places fragments and punctuated sentences correctly? that need corrections. ❑✔ Have I used every word correctly, including plurals, possessives, and frequently confused words? ❑✔ Do verbs and subjects agree? Are verb tenses correct? ❑✔ Do pronouns refer clearly to their antecedents and agree with them in person, number, and gender? ❑✔ Have I used adverb and adjective forms and

modifying phrases correctly? WRITING HANDBOOK ❑✔ Have I spelled every word correctly, and checked the unfamiliar ones in a dictionary?

Proofreading Symbols Lieut Brown Insert a period. to No one came the party. Insert a letter or a word.

I enjoyed paris. Capitalize a letter. The Class ran a bake sale. Make a capital letter lowercase. The campers are home sick. Close up a space. They visited N.Y. Spell out. Sue please come I need your help. Insert a comma or a semicolon. He enjoyed feild day. Transpose the position of letters or words. alltogether Insert a space. We went to to Boston. Delete letters or words. She asked, Whos coming? Insert quotation marks or an apostrophe. mid January Insert a hyphen. “Where?” asked Karl. “Over there,” said Ray. Begin a new paragraph.

Writing Handbook R19 Writing Modes There are four main types, or modes, of writing—expository, descriptive, narrative, and persuasive. Each mode has its own purpose and characteristics.

Expository Writing Descriptive Writing Expository writing communicates knowledge. It provides Descriptive writing can make a person, place, or thing and explains information; it may also give general direc- come to life. The scene described may be as unfamiliar tions or step-by-step instructions for an activity. and far away as the bottom of the sea or as familiar and WRITING HANDBOOK close as the gym locker room. By presenting details that Use this checklist as you write. awaken the reader’s senses, descriptive writing can help ✔ ❑ Is the opening paragraph interesting? your readers see the world more clearly. ❑✔ Are my explanations accurate and complete? Is information clear and easy to read? Use this checklist to help you revise your description. ❑✔ ❑✔ Is information presented in a logical order? Does my introduction identify the person or place that will be described? ❑✔ Does each paragraph have a main idea? Does all ❑✔ the information support the main idea? Are my details vivid? Are nouns and adjectives precise? ❑✔ Does my essay have an introduction, a body, and ❑✔ a conclusion? Do all the details contribute to the same impression? ❑✔ Have I defined any unfamiliar terms? ❑✔ Is it clear why this place or person is special? ❑✔ Are my comparisons clear and logical? ❑✔ Are transitions clear? Do the paragraphs follow a Kinds of expository writing logical order? Expository writing covers a wide range of styles. The ❑✔ Does each paragraph contain a main idea? chart below describes some of the possibilities. ❑✔ Have I communicated a definite impression or mood?

Kinds of Examples Expository Writing Instructional writing Explain how to train for a cross-country race, how to arrange a surprise party, or how to avoid cleaning up your room. Compare-and-contrast essay Compare two athletes or two sports, two fictional characters, two books or movies, two places, or two kinds of vacations. Step-by-step Give directions for building a model plane, making apple pie, or directions drawing on a computer screen. Information and explanation Explain what causes sunspots, how plants grow in the desert, or why camels have a hump. Report or essay Write a book report, a report on the Buddhist religion, or a report on a new wildlife center.

R20 Writing Handbook Narrative Writing Persuasive Writing Narrative writing tells a story, either real or fictional. It Persuasive writing presents an opinion. Its goal is to answers the question What happened? make readers feel or think a certain way about a situation or an idea. The writer includes facts and opinions A well-written narrative holds the reader’s attention by often designed to urge readers to take action. Good per- presenting interesting characters in a carefully ordered suasive writing can sometimes be hard to resist. series of events. As you revise your persuasive writing, use this checklist This checklist will help you improve your narrative. as a guide. ❑✔ Does my first sentence get the reader’s ❑✔ Is my main idea expressed in a clear statement? attention? ❑✔ Have I presented good reasons to support my

❑✔ WRITING HANDBOOK Are the characters and setting introduced with point of view? enough detail? ❑✔ Have I supported my reasons with facts and ❑✔ Do the characters speak and behave realistically? opinions? ❑✔ Are the events narrated in an order clear enough ❑✔ Have I taken account of the opposing points of for the reader to follow? view? ❑✔ Are there places where dialogue should be ❑✔ Have I addressed the interests of my audience? added? ❑✔ Have I ended with a strong closing statement? ❑✔ Is my ending satisfying to the reader?

Research Report Writing When you write a research report, you explore a topic by gathering factual information from several different resources. Through your research, you develop a point of view or draw a conclusion. This point of view or conclusion becomes the main idea, or thesis, of your report.

Select a Topic in books, magazines, and newspapers, on CD-ROMs and the Internet, and from personal interviews when Because a research report usually takes time to prepare this seems appropriate. Use the computerized or card and write, your choice of topic is especially important. catalog in the library to locate books on your topic. Follow these guidelines. Then search for up-to-date information in periodi- • Brainstorm a list of questions about a subject you cals (magazines) or newspapers and from electronic would like to explore. Choose one that is neither sources, such as CD-ROMs or the Internet. If you need too narrow nor too broad for the length of paper help in finding or using any of these resources, ask the you will write. Use that question as your topic. librarian. • Select a topic that genuinely interests you. As you gather information, make sure each source • Be sure you can find information on your topic from you use relates closely to your topic. Also be sure that several different sources. your source is reliable. Be extra careful if you are using information from the Internet. If you are not sure about Do Research the reliability of a source, consult the librarian or your teacher. Start by looking up your topic in an encyclopedia to find general information. Then find specific information

Writing Handbook R21 Make Source Cards This sample note card shows information to include.

In a research report, you must document the source of Sample Note Card 2 your information. To keep track of your sources, write the 1 Functions of Wetlands 15 author, title, publication information, and location of each Besides furnishing a home for a variety of source on a separate index card. Give each source card wildlife, the wet, spongy soil of wetlands a number and write it in the upper right-hand corner. These cards will be useful for preparing a bibliography. maintains the level of the water table. p. 79 3 Sample Source Card 2 1 Douglas, Majory Stoneman. 15 3 Everglades: River of Grass. WRITING HANDBOOK 4 Marietta, Georgia: Mockingbird 1 Write a key word or phrase that tells you what the 5 Books, 1986. information is about. 2 Write the source number from your source card. 3 Write the number of the page or pages on which 6 7 Carrollton Public Library 654.3 S2 you found the information.

Develop Your Thesis 1 Author 2 Source number As you begin researching and learning about your topic, 3 Title think about the overall point you want to make. Write one sentence, your thesis statement, that says exactly 4 City of publication/Publisher what you plan to report on. 5 Date of publication 6 Location of source Sample Thesis Statement 7 Library call number Everglades National Park is a beautiful but endangered animal habitat. Take Notes As you read, you encounter many new facts and ideas. Taking notes will help you keep track of information and Keep your thesis in mind as you continue to do research focus on the topic. Here are some helpful suggestions: and think about your topic. The thesis will help you • Use a new card for each important piece of infor- determine what information is important. However, be mation. Separate cards will help you to organize prepared to change your thesis if the information you your notes. find does not support it. • At the top of each card, write a key word or phrase that tells you about the information. Also, write the Write an Outline number of the source you used. • Write only details and ideas that relate to your topic. When you finish taking notes, organize the information • Summarize information in your own words. in an outline. Write down the main ideas that you want to cover. Write your thesis statement at the beginning of • Write down a phrase or a quote only when the your outline. Then list the supporting details. Follow an words are especially interesting or come from an outline form like the one on the next page. important source. Enclose all quotes in quotation marks to make clear that the ideas belong to someone else.

R22 Writing Handbook 1 In-text number for note: Everglades National Park is a beautiful but The Declaration of Independence was read in public for endangered animal habitat. the first time on July 6, 1776.3 I. Special aspects of the Everglades Footnote at bottom of page: A. Characteristics of wetlands 3 John Smith, The Declaration of Independence 2 B. Endangered birds and animals (New York: DI, 2001) 221. II. Pressures on the Everglades A. Florida agriculture Parenthetical Documentation B. Carelessness of visitors In this method, you give the source for your information III. How to protect the Everglades in parentheses at the end of the sentence where the infor- A. Change agricultural practices

mation appears. You do not need to give all the details WRITING HANDBOOK B. Educate park visitors of the source. Just provide enough information for your 1. Mandatory video on safety for readers to identify it. Here are the basic rules to follow. 3 individuals and environment 2. Instructional reminders posted • Usually it is enough to give the author’s last name throughout the park and the number of the page where you found the information. The declaration was first read in public by militia 1 The thesis statement identifies your topic and the colonel John Nixon (Smith 222). overall point you will make. • If you mention the author’s name in the sentence, 2 If you have subtopics under a main topic, there must you do not need to repeat it in the parentheses. be at least two. They must relate directly to your According to Smith, the reading was greeted with main topic. wild applause (224). 3 If you wish to divide a subtopic, you must have at least two divisions. Each must relate to the subtopic • If your source does not identify a particular author, above it. as in a newspaper or encyclopedia article, give the first word or two of the title of the piece. The anniversary of the reading was Document Your Information commemorated by a parade and fireworks You must document, or credit, the sources of all the (“Reading Celebrated”). information you use in your report. There are two com- Full information on your sources goes in a list at the end mon ways to document information. of your paper.

Footnotes Bibliography or Works Cited To document with footnotes, place a number at the end At the end of your paper, list all the sources of informa- of the information you are documenting. Number your tion that you used in preparing your report. Arrange notes consecutively, beginning with number 1. These them alphabetically by the author’s last name (or by numbers should be slightly raised and should come after the first word in the title if no author is mentioned) as any punctuation. The documentation information itself shown below. Title this list Works Cited. (Use the term goes at the bottom of the page, with a matching number. bibliography if all your sources are printed media, such as books, magazines, or newspapers.)

Writing Handbook R23 1 Indent all but the first line of each item. Works Cited 1 2 Newspaper article 2 Bertram, Jeffrey. “African Bees: Fact or Myth?” 3 Magazine article Orlando Sentinel 18 Aug. 1999: D2. 4 Book with one author 3 Gore, Rick. “Neanderthals.” National Geographic. 5 On-line article 8 January 1996: 2–35. 6 Encyclopedia 4 Gould, Stephen J. The Panda’s Thumb. New York: 7 Interview W. W. Norton & Co., 1982. 8 Include page numbers for a magazine article but not 5 “Governor Chiles Vetoes Anti-Everglades 9 for a book, unless the book is a collection of essays Bills–5/13/98.” Friends of the Everglades. May by different authors.

WRITING HANDBOOK 1998. 26 Aug 1998 . (online), computer service, and date of access. 6 “Neanderthal man.” The Columbia Encyclopedia. 5th Edition. New York: Columbia University Press, 1993. 7 Pabst, Laura (Curator of Natural History Museum), Interview. March 11, l998.

R24 Writing Handbook Business Writing Two standard formats for business letters are block style and modified block style. In block style all the parts of the letter begin at the left-hand margin.

Business Letter The following business letter uses modified block style

1 10 Pullman Lane 1 In the heading, write your Cromwell, CT 06416 WRITING HANDBOOK January 16, 2006 address and the date on separate lines. 2 Mr. Philip Fornaro 2 In the inside address, write Principal the name and address of Cromwell School the person to whom you are 179 West Maple St. sending the letter. Cromwell, CT 06416 3 Use a colon after the greeting. 4 In your introduction, say who 3 Dear Mr. Fornaro: 4 you are and why you are writ- My friends and I in the seventh grade at Brimmer Middle School feel ing. that there is not enough to do in Cromwell during the winter vacation 5 In the body of your letter, week. Some students can afford to go away for vacation. Many families, provide details concerning however, cannot afford to go away, or the parents have to work. your request. 5 I would like to suggest that you keep the Brimmer Middle School gym open during the vacation week. If the gym were open, the 6 Conclude by restating your basketball teams could practice. The fencing club could meet. We could purpose and thanking the meet our friends there instead of going to the mall. person you are writing to. 6 Thanks for listening to my request. I hope you will think it over. 7 In the closing, use Sincerely, Sincerely yours, or Yours truly 7 Sincerely, followed by a comma. Include Kim Goodwin both your signature and your printed or typed name. Kim Goodwin

General guidelines • Include all necessary information. Follow these guidelines when writing a business letter. • If you are making a request, be specific. Make sure • Use correct business-letter form. Whether you write what you are asking is reasonable. Express your by hand, or use a computer, use 8 1⁄2-by-11-inch appreciation at the end of the letter. white or off-white paper. Be sure your letter is neat • Be considerate. Request only information you can- and clean. not get another way. • Use Standard English. Check your spelling carefully. • When expressing an opinion or a complaint, state • Be polite, even if you are making a complaint or your reasons clearly and logically. Avoid emotional expressing a negative opinion. language. • Be brief and to the point. State your reason for writ- • When requesting an interview, make it easy for the ing within the first two or three sentences. interviewee to meet with you. Suggest a few dates.

Writing Handbook R25 Writing a Memo A memo, or memorandum, is a brief, efficient way of communicat- ing information to another person or group of people. It begins with a header that provides basic information. A memo does not have a formal closing.

TO: Brimmer Banner newspaper staff FROM: Terry Glinski SUBJECT: Winter issue WRITING HANDBOOK DATE: January 18, 2006

Articles for the winter issue of the Brimmer Banner are due by February 1. Please see Terry about your assignment as soon as possible! The following articles or features have not yet been assigned:

Cafeteria Mess: Who Is Responsible? Teacher Profile: Mr. Jinks, Ms. Magee Sports roundup

R26 Writing Handbook Using a Computer for Writing Using a computer offers advantages at every stage of the writing process.

Prewriting • ThesaurusThesaurus If you want to replace an inappropriate or overused word, you can highlight the word and A computer can help you gather and organize ideas and the computer will suggest synonyms. information. • SearchSearch aandnd rreplaceeplace If you want to change or correct something that occurs several times in your Brainstorming document, the computer can quickly make the

While brainstorming for topics or details, you can dim change throughout the document. WRITING HANDBOOK the computer screen and do “invisible writing.” Some writers find that this technique allows their ideas to TIP flow more freely. The grammar checker, spelling checker, and thesaurus Researching cannot replace your own careful reading and judg- Use the Internet or a CD-ROM encyclopedia to find ment. Because English grammar is so complex, the not only text and pictures, but also sound, animated suggestions that the grammar checker makes may not cartoons or graphics, and live-action video clips. be appropriate. Also, the spelling checker will not tell you that you have typed brake when you meant break, Outlining for example, because both are valid words. The the- Some word-processing programs offer an outlining fea- saurus may offer you several synonyms for a word, but ture that automatically indents headings and uses dif- you need to consider the connotations of each before ferent type styles for main headings and subheadings. deciding which, if any, fits your context.

Drafting/Revising Presenting Most word-processing programs make it easy to do the The computer allows you to enhance the readability, following. attractiveness, and visual interest of your document in • insert new text at any point in your document many ways. • delete or copy text Formatting your text • move text from one position to another The computer gives you a variety of options for the • undo a change you just made layout and appearance of your text. You can easily add • save each draft or revision of your document or change the following elements. • print copies of your work-in-progress for others • margin width to read • number of columns • type size and style Editing/Proofreading • page numbering • header or footer (information such as a title that You can edit and proofread directly on the computer, or appears at the top or bottom of every page) you can mark your changes on a printout, or hard copy, and then input the changes on screen. The following Visual aids word-processing features are helpful. Some word-processing programs have graphic func- • GrammarGrammar ccheckerhecker The computer finds possible tions that allow you to create graphs, charts, and errors in grammar and suggests revisions. diagrams. Collections of clip art, pictures you can copy • SpellingSpelling ccheckerhecker The computer finds misspellings and paste into your document, are also available. and suggests corrections.

Writing Handbook R27 LANGUAGE HANDBOOK

Troubleshooter Use the Troubleshooter to recognize and correct common writing errors.

Sentence Fragment Run-on Sentence A sentence fragment does not express a complete A run-on sentence is two or more sentences written thought. It may lack a subject or verb or both. incorrectly as one sentence.

• Problem: Fragment that lacks a subject • Problem: Two main clauses separated only by a The lion paced the floor of the cage. Looked comma hungry. frag Roller coasters make me dizzy, I don’t enjoy them. run-on Solution: Add a subject to the fragment to make a complete sentence. Solution A: Replace the comma with a period The lion paced the floor of the cage. He looked or other end mark. Start the second hungry. sentence with a capital letter. Roller coasters make me dizzy. I don’t enjoy them.

• Problem: Fragment that lacks a predicate Solution B: Replace the comma with a semicolon. I’m painting my room. The walls yellow. frag Roller coasters make me dizzy; I don’t enjoy them. Solution: Add a predicate to make the sentence complete. • Problem: Two main clauses with no punctuation I’m painting my room. The walls are going to be between them yellow. Acid rain is a worldwide problem there are no solutions in sight. run-on • Problem: Fragment that lacks both a subject and Solution A: Separate the main clauses with a a predicate period or other end mark. Begin the We walked around the reservoir. Near the second sentence with a capital letter. parkway. frag Acid rain is a worldwide problem. There are no solutions in sight. Solution: Combine the fragment with another sentence. Solution B: Add a comma and a coordinating We walked around the reservoir near the parkway. conjunction between the main clauses. TIP Acid rain is a worldwide problem, but there are no You can use fragments when talking with friends or solutions in sight. writing personal letters. Some writers use fragments to produce a special effect. Use complete sentences, • Problem: Two main clauses with no comma however, for school or business writing. before the coordinating conjunction Our chorus has been practicing all month but we still need another rehearsal. run-on

R28 Language Handbook Problem:Asentencethatbeginswith • Problem:Asubjectthatisseparated fromthe • plural subjectcallsforaformoftheverb. A singularsubjectcallsforaformoftheverb. Lack ofSubject-Verb Agreement

tence withouttheprepositionalphrase. tional phrase,checkforagreementbyreadingthesen- When subjectandverbareseparatedbyapreposi- T there prepositionalphraseverb byanintervening IP still needanotherrehearsal. Our chorushasbeenpracticing allmonth,butwe There are myauntanduncle. Here comesthelastbustoPelham Heights. Solution: There ismyauntand uncle. Here comethelast bus toPelham Heights. money. The members ofmybaby-sitting clubare saving bored. The two policemenattheconstructionsitelook Solution: money. The members ofmybaby-sitting clubissaving bored. The two policemenattheconstructionsite looks Solution:

agr Addacommabeforethecoordinating Insentencesthatbeginwith Makesure thattheverbagreeswith agr conjunction. with thesubject. verb. Makesurethattheverbagrees there subject. the object ofaprepositionisnever the objectofpreposition.The the subjectofsentence,notwith , lookforthesubjectafter agr here here or agr or Problem:Acompoundsubjectthatisjoinedby • Problem:Anindefinitepronounasthesubject • Problem:Acompoundsubjectthatisjoinedby • and or Peanut butterandjellyisdelicious. boat. Fishing tackleandalifejacketwas stowed inthe All oftheproblems onthetestwere hard. Each ofthecandidatesisqualified. Solution: All oftheproblems onthetestwas hard. Each ofthecandidatesare qualified. this meatloaf. Neither onionsnorpepperimproves thetasteof parents’ night. Either myauntorparents plantoattend Solution: meatloaf. Neither onionsnorpepperimprove thetasteofthis parents’ night. Either myauntorparents planstoattend Solution B: boat. Fishing tackleandalifejacketwere stowed inthe Solution A: Peanut butterandjellyare delicious. or nor agr Someindefinitepronounsare Maketheverbagreewithsubject agr If the parts ofacompoundsubject Iftheparts Ifthecompoundsubjectsreferto verb. personorthing,useasingular same refertothe name oneunitorifthey make suretheverbagreeswithit. pronoun issingularorplural,and to. Determinewhethertheindefinite refer depending onthenounthey can beeithersingularorplural, singular; someareplural;and that isclosertoit. verb. different peopleorthings,useaplural agr Language Handbook agr agr agr R29

LANGUAGE HANDBOOK LANGUAGE HANDBOOK R30 Problem:Improperuseofthepastparticiple • thepast formand Problem:Confusionbetween • Problem:Animproperlyformedirregularverb • Problem:Anincorrectormissingverb ending • takes place. Verbs havedifferenttensestoshowwhentheaction Incorrect Verb Tense orForm the pastparticiple of thecafeteria. Our seventh grade hasdrawn amural forthewall Solution: the cafeteria. Our seventh grade drawn amural forthewall of The castfor Solution: rehearsals. The castfor I caughttheflyballandthrew ittofirst base. Wendell hasstoodinlinefortwo hours. Solution: base. I catchedtheflyballandthrowed ittofirst Wendell hasstandedinlinefortwo hours. Solution: beds. They have alsoplantflowers inalltheflower last week. The Parks Departmentinstallanewwater fountain beds. They have alsoplantedflowers inalltheflower fountain lastweek. The Parks Departmentinstalledanewwater Language Handbook tense tense To formthepasttenseandpart Add the auxiliary verb Addtheauxiliary formofan Usethepastparticiple intheirpast and Irregular verbsvary The MusicMan The MusicMan tense tense participle, add participle, form acompleteverb. ofanirregularverbto past participle verb you usetheauxiliary irregular verb,notitspastform,when ones youarenotsureof. forms.Lookupthe past participle tense hasbegunrehearsals. hasbegan -ed toaregularverb. have have tothe . tense pronouns refertoobjectsinasentence. Subject pronounsrefertosubjectsinasentence. Object Problem:Apronounthatcouldreferto more • ent. Apronounmustrefertoits The nounthatapronounreferstoiscalleditsanteced- Incorrect UseofPronouns Problem:Personal pronounsasobjects • Problem:Personal pronounsassubjects • the verbsthatyouusemostoften. itisusefultomemorize Because irregularverbsvary, than oneantecedent T IP the otherkids. Gary andMikeare coming, butGarydoesn’t know Solution: the otherkids. Gary andMikeare coming, buthedoesn’t know Ms. Wang helpedhimandmewiththeproject. science fair. Ms. Wang askedReggie andmetoenterthe Solution: Ms. Wang helpedheand Iwiththeproject. fair Ms. Wang askedReggie andItoenterthescience Lori andIdecidednottoauditionforthemusical. hours. He andJohnwere freezing forthree afterskating Solution: musical. Lori andmedecidednottoauditionforthe hours. Him andJohnwere freezing forthree afterskating

pro pro Substitute anounforthepronounto Useanobjectpronounasthe Use asubjectpronounasthe pro make yoursentenceclearer. of averborpreposition. ofasentence. part ant aantecedent n t e c e d e n t clearly. pro Problem: Incorrectuseofcomparative and Problem: Incorrectuseof Problem: Incorrectuseof paring morethantwothings. for comparingtwothingsandsuperlativeformscom- Some adjectiveshaveirregularforms: comparativeforms Incorrect UseofAdjectives superlative adjectives Solution: Appalachians. Mount Washington isthe mosthighestofthe the Rockies. The AppalachianMountainsare more olderthan Solution: garage. Mike’s basementwas inbaddershapethanhis seen. The flooding onEastStreet was thebaddestI’ve Solution: They have more betterequipmenttoo. ours. Their teamismore goodatsoftballthan Appalachians. Mount Washington isthehighestof the Rockies. The AppalachianMountainsare olderthan They have betterequipmenttoo. Their teamisbetteratsoftballthanours. garage. Mike’s basementwas inworse shapethanhis The flooding onEastStreet was theworst I’ve seen. adj adj Donotuseboth The comparativeandsuperlative Thecomparativeandsuperlative adj forms of forms of and not use not use -er adjectives. forms ofcomparativeandsuperlative adj or adj most -est more more bad good at the same time. atthesame with bad, worse,worst good, better,best are or or are bad -er most most worse better . and ortheendings beforeirregular and and more adj worst best or -est . Do . Do Problem: Missingcommaswithdirectquotations Problem: Missingcommasinaseriesofthreeor and helptoclarifymeaning. ofasentence Commas signalapausebetweenparts Incorrect UseofCommas Problem: Missingcommaswithnonessential more items appositives hurt you.” “A littlecoldwater” theswimcoachsaid“won’t his hotdog. Sergio putmustard, catsup,andbeansprouts on Solution: hot dog. Sergio putmustard catsupandbeansprouts onhis mud. My sneakers, anewpair,are covered with Solution: mud. My sneakers anewpairare covered with hurt you.” “A littlecoldwater,” theswimcoachsaid,“won’t Solution: com Iftherearethreeormoreitemsina Determine whethertheappositive ofaninterrupted The firstpart com com conjunction. including theitempreceding series, useacommaaftereachone, the appositivewithcommas. sentence. Ifitisnotessential,setoff tothemeaningof is important by acomma. interrupting wordsarealsofollowed byquotationmarks.The followed quotation endswithacomma Language Handbook R31

LANGUAGE HANDBOOK LANGUAGE HANDBOOK R32 Problem: Possessive personalpronouns Problem: Plural possessivenounsnotendingin Problem: Plural possessivenounsendingin Problem: Singularpossessivenouns missing lettersinacontraction. possession.Itcanalsoindicate An apostropheshows Incorrect UseofApostrophes The bus’s colorwas brightyellow. A parrot’s toesare usedforgripping. while herfriendsfoundtheirs. Jenny foundthelockerthatwas hers; shewaited Solution: while herfriendsfoundtheir’s. Jenny foundthelockerthatwas her’s; shewaited gymnast. The people’s applausegave courage totheyoung Solution: gymnast. The peoplesapplausegave courage totheyoung Solution: compartment. The guideputseveral touristsluggageinone The visitors centerclosesatfive o’clock. Solution: The buscolorwas brightyellow. A parrots toesare usedforgripping. compartment. The guideputseveral tourists’ luggageinone The visitors’ centerclosesatfive o’clock. Language Handbook Useanapostropheand Donotuseapostropheswith Use anapostropheand Use anapostrophealonetoformthe poss even onethatendsin even the possessiveofasingularnoun, possessive personalpronouns. does notendin the possessiveofapluralnounthat in possessive ofapluralnounthatends s. poss s. poss poss s. poss s s toform toform poss -s -s Problem: Words thatrefertoafamilymember Problem: Words referringtoethnicgroups, sentences alwaysbeginwithacapitalletter. Proper nouns,properadjectives,andthefirstwordsof Incorrect Capitalization Problem: Thefirstwordofadirectquotation be sureyouunderstandtherule. words.Checkwithyourteacherto the ruleinyourown rewriting If youhavedifficultywitharuleofusage,try car.My father boughtanew member whenitisprecededbyapossessiveadjective: Do notcapitalizeawordthatidentifiesfamily nationalities, andlanguages T T IP IP Don’t forget togive Dadacall. Yesterday AuntDoreen askedmetobaby-sit. Solution: Don’t forget togive dadacall. Yesterday auntDoreen askedmetobaby-sit. French. Many Canadiansintheprovince ofQuebecspeak Solution: french. Many canadiansintheprovince ofquebecspeak The judgedeclared, “Thecourtisnowinsession.” Solution: session.” The judgedeclared, “thecourtisnowin

cap Capitalize words that are used as part wordsthatareusedaspart Capitalize propernounsand Capitalize Capitalize thefirstwordinadirect Capitalize cap name. of orinplaceafamilymember’s nationalities, andlanguages. adjectives thatrefertoethnicgroups, quotation. cap cap are not; adverb thatmeans“before”or “bythistime.” “completely ready.” All ready, all ready,already discourage itsuseinformalwriting. should alwaysbewrittenastwowords.Someauthorities The expression a lot person. Insteadofusing wordsofacharacterorreal you arequotingtheexact Ain’t ain’t anoun, accomplish.” As influence.” Affect affect, effect Accept accept, except is never usedinformalspeakingorwritingunless isnever The pizzaisn’t going toarrive foranotherhalfhour. hour. The pizzaisnotgoing toarrive foranotherhalf had already arrived. By thetimefireworks displaywas all ready, we Many ofmyfriendsare learning Spanish. A lotofmyfriendsare learning Spanish. The gloomyweather hadabadeffectonmymood. patient’s condition. The newmedicineeffectedanimprovement inthe Bad weather willaffectourplansfortheweekend. bag. Everything fitsinmysuitcaseexceptsleeping award. Phillip walked proudly tothestageaccept isaverbmeaning“tocausechangein”or means“toreceive.” or usecontractionssuchas writtenastwowords,isaphrase thatmeans Effect often confusingormisused. This sectionwillhelpyouchoosebetweenwords andexpressions thatare a lot asaverbmeans“tobringaboutor Already, means“much”or“many”and ain’t, effect Except Troublesome Words written asoneword,isan say orwrite say means“result.” means“other than.” I’m not,sheisn’t. am not,is “completely.” All together all together,altogether The expression all right,alright another adverb. Badly Bad bad, badly number Use amount, number Use Use among, between ally notasapreferredspelling. Some dictionariesdolistthesingleword isanadjective;itmodifiesanoun. amount between among they couldfighttheBritishsoldiers. The rebel farmers were notaltogethersure that Lexington Green. The Minutemenstoodalltogetherattheendof Joseph badlywants tobeonthetrack team. kitchen. The badlyburntcookiesleft a badsmellinthe Saturday’s bookfair. A record numberofstudentsattended last This recipe callsforanunusualamountofpepper. Street. Our soccerfieldliesbetween thegymand Main among theteammembers. Mr. Kendalldividedthejobsforcarwash Tom hurthisankle, but hewillbeallright. isanadverb;itmodifiesaverb,adjective,or withnounsthatcanbecounted. means“inagroup.” forthreeormorepeople,things,groups. withnounsthatcannotbecounted.Use fortwopeople,things,orgroups. all right should bewrittenastwowords. Language Handbook Altogether alright means butusu- R33

LANGUAGE HANDBOOK LANGUAGE HANDBOOK R34 third-person singular( The subjectofthecontraction doesn’t, don’t choose, Choose choose, chose permission todosomething. Can may can, more distantone.” one.” Bring bring, take Beside beside, besides traction speaking andwritingformally. informal speech,adistinctionshouldbemadewhen Although T impliestheabilitytodosomething. IP Dad choseacard withafunnyjokeinside. grandmother. Dad helpedmechooseabirthdaycard formy remember whichbustogeton. You maytakealaterbushomeifyou can afternoon. Don’t forget totakeyour artprojects homethis school tomorrow. Please bring abaglunchandsubway moneyto Besides thezoo,Iliketovisitaquarium. The zebra isgrazing besideawildebeest. We don’t needticketsifwe standinthebackrow. Tanya doesn’t have anyticketsfortheconcert. Language Handbook means “to carry fromadistantplacetocloser means“tocarry

Take means “next to.” means“next means“toselect.” don’t means “selected.” means “to carry fromanearbyplaceto means“tocarry can (donot) issometimesusedinplaceof he is Besides or I, you,we, Chose, she doesn’t ). Thesubjectofthecon- means“inadditionto.” thepasttenseof or

(does not) they. May

implies may isthe in side toward theinside. side toward counted. Fewer less fewer, or degree. Farther farther, further apostrophe. possessive ofthepersonalpronoun Use anapostrophetoformthecontractionof it’s, its In in, into meaning “ingoodhealth.” ablysomethingisdoneorasanadjective telling how or “able.” Good good, well that areregardedassingleamounts. cannot becounted.Inaddition, means“inside.” into theauditorium. The doors opened,andtheeagercrowd rushed auditorium. Refreshments willbe soldinthelobbyof I willnotcontinuethisargument further. school. Our newapartmentisfartheraway from the products daily. The computerindustryseems tochange its It’s hard tokeepupwithcomputertechnology. not well enoughtocorrect ourtests. Because Ms.Rodriguezhadaheadache,shewas Marco writeswell. That isagoodhaircut. individual dollars.] [The moneyistreated asasingle sum,notas Try tospendlessthan tendollars onapresent. There islessfatinthiskindofpeanutbutter. Fewer peoplewere waiting inlineafterlunch. isoftenusedasanadjectivemeaning “pleasing” isusedtoreferthingsorqualitiesthatcanbe referstophysicaldistance. Less Well isusedtoreferthingsorqualitiesthat maybeusedasanadverbofmanner Into indicatesamovementfromout- less Further isusedwithfigures it doesnottakean referstotime it is. The misplace” or“tofailtowin.” move upward.” Raise raise, rise Loose loose, lose should notbeusedbeforeaclauseinformal English. a subordinateclause.Manyauthoritiesbelievethat phrase. Use Use like, as the word Leave leave, let knowledge.” Learn learn, teach Lay lay, lie

went to the costume party asagiantpumpkin. went tothecostumeparty As T means“toplace.” canbeaprepositionincaseslikethefollowing: IP like, lose it. If you keepwiggling thatloosetooth,you might morning sky. The hotairballoonbeganto rise slowlyinthe Farmers inthispartofFloridaraise sugarcane. as sheexaminedtheroom. The detective lookedcarefully attheemptysuitcase Andy sometimesactslikeaclown. Leave mealone.Let Mr. Davioletsthebandpractice inhisbasement. Huang hastoleave ateighto’clock. My uncleisteaching mehowtojuggle. I don’t learnvery quickly. Help! Idon’t want tolienextahillofred ants! I willlaymybeachtowel here onthewarm sand. meansto“cause tomoveup.” means “to gain knowledge.” means“togainknowledge.” means“notfirmlyattached.” means“togoaway.”

apreposition,tointroduceprepositional alone, as, asubordinatingconjunction,tointroduce you mayuseeither Lie means“torecline.” Let means“toallow.” With Teach Lose let Rise or means“to means“to means“togive leave. like Jack

an excessive degree.” an excessive oneself inaseatedposition.” cnrcin of contraction Their their, they’re means “atthattime”or“afterthat.” Than than, then Set set, sit sive formof Who’s who’s, whose Who who, whom To to, too,two means“inthedirectionof.” means“toplace”orput.” and catchmybreath. After running thefifty-yard dash,Ihadtositdown starting line. I setthetipsofmyrunning shoesagainstthe vacation. They’re visiting PlymouthPlantationduring their The parkistoocrowded andhotthen. the summer. I’d rather gotoDisneyWorld inthewinterthan Mr. Russoisthemantowhomwe owe ourthanks. Who hasfinishedthetestalready? It’s myfavorite group too. The musicwas tooloud. I boughttwo ticketstotheconcert. making so much noise. The policemandiscovered whosecaralarmwas Who’s going towake meupinthemorning? isasubjectpronoun. isthepossessiveformofthey. introduces the second part ofacomparison. introducesthesecondpart isthecontractionof who. they are. Two isthenumberafterone. Whom who is.Whose Too Language Handbook Sit isanobjectpronoun. means“also”or“to means“toplace They’re istheposses- isthe R35 Then

LANGUAGE HANDBOOK Mechanics This section will help you use correct capitalization, punctuation, and abbreviations in your writing.

Capitalization Capitalizing Names and Titles of People Rule: Capitalize the names of people and the initials Capitalizing Sentences, Quotations, and that stand for their names. Salutations Example: Malcolm X J. F. K. Rule: A capital letter appears at the beginning of a Robert E. Lee Queen Elizabeth I sentence. LANGUAGE HANDBOOK Example: Another gust of wind shook the Rule: Capitalize a title or an abbreviation of a title house. when it comes before a person’s name or when it is used in direct address. Rule: A capital letter marks the beginning of a direct Example: Dr. Salinas quotation that is a complete sentence. “Your patient, Doctor, is waiting.” Example: Sabrina said, “The lights might go out.” Rule: Do not capitalize a title that follows or is a substitute for a person’s name. Rule: When a quoted sentence is interrupted by Example: Marcia Salinas is a good doctor. explanatory words, such as she said, do not begin the He asked to speak to the doctor. second part of the sentence with a capital letter. Example: “There’s a rainbow,” exclaimed Rule: Capitalize the names and abbreviations of aca- Jeffrey, “over the whole beach.” demic degrees that follow a person’s name. Capitalize Jr. and Sr. Rule: When the second part of a quotation is a new Example: Marcia Salinas, M.D. sentence, put a period after the explanatory words; Raoul Tobias, Attorney begin the new part with a capital letter. Donald Bruns Sr. Example: “Please come inside,” Justin said. Ann Lee, Ph.D. “Wipe your feet.” Rule: Capitalize words that show family relationships Rule: Do not capitalize an indirect quotation. when used as titles or as substitutes for a person’s Example: Jo said that the storm was getting name. worse. Example: We saw Uncle Carlos. She read a book about Mother Rule: Capitalize the first word in the salutation and Teresa. closing of a letter. Capitalize the title and name of the person addressed. Rule: Do not capitalize words that show family Example: Dear Dr. Menino relationships when they follow a possessive noun or Dear Editor pronoun. Sincerely Example: Your brother will give us a ride. I forgot my mother’s phone number.

Rule: Always capitalize the pronoun I. Example: After I clean my room, I’m going swimming.

R36 Language Handbook Capitalizing NamesofPlaces Capitalizing

nouns: andprepositionsinproper Do notcapitalizearticles T monuments, andotherstructures. Rule: Rule: Rule: indicate direction. Rule: specific sectionofacountry. Rule: and regionsoftheworld. Rule: other geographicalfeatures. Rule: countries, andcontinents. Rule: IP Example: Example: Example: Example: Example: Example: Example: Example:

Capitalize thenamesofcities,counties,states, Capitalize Capitalize thenamesofbuildings,bridges, Capitalize thenamesofstreetsandhighways. Capitalize Donotcapitalizeadjectivesindicatingdirection. Donotcapitalizecompasspointswhenthey refertoa compasspointswhenthey Capitalize thenamesofsectionsacountry Capitalize thenamesofbodieswaterand Capitalize the RockofGibraltar, theStatueofLiberty. Canada is the Northwest the South the World the the N C w E S D the S A M t. outh ast hesapeake ustralia orchester ew estern Utah arin L M P D G ouis, A acific reat reat E ust idwest A sia C T ngland merica rade rade ounty B M L n owl R akes A orth oftheUnitedStates. issouri im B venue C ay enter B ridge C ape C R od oute 22 Adjectives OtherProperNounsand Capitalizing Rule: months, andholidays. Rule: them. following Rule: businesses, institutions,andpoliticalparties. Rule: from thenamesofethnicgroupsandnationalities. Rule: nationalities, andlanguages. Rule: andchapterofabook. magazine, newspaper, series, song, film,television article, poem,essay, story, wordsinthetitleofabook,play,short all important Rule: Example: Example: Example: Example: Example: Example: Example: Donotcapitalizethenamesofseasons. thenamesofdaysweek, Capitalize brandnamesbutnotthenouns Capitalize thenamesofclubs,organizations, Capitalize Capitalize properadjectivesthatareformed Capitalize thenamesofethnicgroups, Capitalize thefirstword,lastand Capitalize

B C S “ T S Z the H J S E L N w W ewish holiday J atino Japanese ippo brand energy bar tar aturday hetland pony hanksgiving uropean hapter 12 oys and ingle ot ouston inter, orld F W W ood and ithout B B ars s ook ells” pring, O G ilers irls E L Language Handbook ncyclopedia D D aughter C s rug ay ummer, lub J S une A panish dministration f all R37

LANGUAGE HANDBOOK LANGUAGE HANDBOOK R38 Using Commas Using thePeriod andOtherEndMarks Punctuation acceptable touseone. prepositionalphrase,butitis after asingleshort to makethemeaningclear. Acommaisnotneeded prepositional phrasesorwhenthecommaisneeded address. wordandtosetoffnamesusedindirect introductory a series. sentenceorastrongimperative. exclamatory interrogative sentence. strongfeeling. sentence thatdoesnotexpress sentence. and an introductory participial phrase. participial and anintroductory Rule: Rule: Rule: Rule: Rule: Rule: Rule: Rule: needed) After themoviewe walked home.(nocomma of thestage. From thebackofbalcony,we hadalousyview Please, Stella,canIborrow your nailpolish? weekend. Yes, Ioffered totakecare ofhercanarythis The canaryeatsbird seed,fruit,andsuet. Watch out! How exciting theplaywas! How didyour sneakers getsomuddy? Please setthetable. Revolution. My great-grandfather foughtintheMexican house. Whistling and moaning, thewind shook thelittle Language Handbook Use a comma after two or more introductory Useacommaaftertwoormoreintroductory apauseafteran Usecommastoshow Usecommastoseparatethreeormoreitemsin pointattheendofan Useanexclamation Useaquestionmarkattheendofan Useaperiodattheendofanimperative Useaperiodattheendofdeclarative Use a comma after an introductory participle participle Useacommaafteranintroductory but, nor,so,yet Rule: essential tothemeaningofasentence. Rule: therefore. nevertheless, however, moreover,furthermore, Rule: ofthoughtinasentence. flow Rule: month andtheyeararegiven, donotuseacomma. is usedwithboththemonthandday. Ifonlythe Rule: off anessentialclausefromtherestofsentence. Rule: a sentence. adjective clausethatisnotessentialtothemeaningof Rule: adverb clausethatcomesattheendofasentence. Rule: clause. Rule: chance onbuying themjustbefore theshow. We canbuyourticketsnow,orwe cantakea round inthegolftournament. Ben Wagner, aresident ofPittsfield,won thefirst however, it’s theonlytimeIcango. rinkiscrowdedThe skating onSaturday; Tomorrow, Ithink,ourprojects are due. I was borninMay1985. Texas. On January2,1985,myparents moved toDallas, discount. Anyone whosignsupthismonthwillgeta seen snowbefore. Tracy, whojustmoved here from Florida,hasnever clears. The picnicwillbecanceledunlesstheweather morning. Because Istayed upsolate,I’msleepythis Useacommabeforeconjunction ( Usecommastosetoffanappositiveifitisnot Useacommaafterconjunctiveadverbssuchas Usecommastosetoffwordsthatinterruptthe Usecommasbeforeandaftertheyearwhenit Donotuseacommaorpairofcommastoset Useacommaorpairofcommastosetoffan Inmostcases,donotuseacommawithan adverb Useacommaafteranintroductory ) thatjoinsmainclauses. and, or, and Using SemicolonsandColons conjunction. these clausesarealreadyjoined byacoordinating subdivided bycommas.Usea semicolonevenif sentence whenthemainclauses arelongand Rule: such as compound sentencewhenacoordinatingconjunction, Rule: misreading ofasentence. Rule: a businessletter. letter andaftertheclosingofbothafriendly Rule: quotation. Rule: too Rule: aperson’sname. titleordegreefollowing abbreviated Rule: code. with aZIP city. Donotuseacommaafterthestateifitisused whenitisusedwiththenameofa state oracountry Rule: 7 o’clock sharp. Don’t belateforthedress rehearsal; itbeginsat In math,solutionsalways eludeme. Best regards, Sincerely, Dear Gary, longer!” “My nose,”exclaimedPinocchio,“isgrowing supermarket. We, too,boughtgroceries, from thenewonline medical degree. M.D., thefirst woman intheUnitedStatestoearna The infirmarywas foundedbyElizabethBlackwell, Topsham, ME04086 Please forward my mailto6MadisonLane, The area codeforConcord, NewHampshire, is603. means“also.” Usecommasorapairoftosetoffan Usecommasbeforeandafterthenameofa Use a semicolon to join parts ofacompound Useasemicolontojoinparts ofa Useasemicolontojointheparts toprevent Useacommawhennecessary ofafriendly Useacommaafterthesalutation Useacommaorcommastosetoffdirect Useacommaorcommastosetoff and, or,nor, or but, isnotused. too when Using Quotation MarksandItalics Using Quotation following, ends asentence.Usewordssuchas Rule: comma aftertheconjunctiveadverb. joined byaconjunctiveadverb.Besuretouse Rule: divided quotation. Rule: quotation. Rule: letter. Rule: minutes whenyouwritethetimeofday. Rule: by averborpreposition. Rule: state ofNebraska. reporters, andacongressman from theirhome were atelevisioncamera crew, three newspaper on adangerous mission;butaccompanying them airstrip inthedesert,two pilotsprepared tofly In thegray lightofearlymorning, onaremote repellent. backpack, abaglunch,sunscreen, andinsect Remember tobring thefollowing items:a need arest. We’ve beenclimbing allmorning; therefore, we me three monthstolearn.” “This gymnasticstrick,”explained Amanda,“took “Curiouser andcuriouser,”saidAlice. Director ofthePersonnel Dept.: Dear Dr.Coulombe: My Spanishclassstartsat9:15. after sunscreen, andinsectrepellent. (Nocolonisused Remember tobring abackpack,baglunch, Useacolontointroducelistofitemsthat Useasemicolontoseparatemainclauses Use quotation marks with both parts ofa Usequotationmarkswithbothparts Usequotationmarksbeforeandafteradirect ofabusiness Useacolonafterthesalutation Useacolontoseparatethehourand Donotuseacolontointroducelistpreceded bring. or ) as follows as follows to signalthatalistiscoming. Language Handbook these, the R39

LANGUAGE HANDBOOK LANGUAGE HANDBOOK R40 Using Apostrophes ships, trains,airplanes,andspacecraft. work ofart. or series,magazine,newspaper, play, film,television orbookchapter.article, poem,song,magazineornewspaper essay, story, entire sentence. ofthe outside thequotationmarkswhenitispart quotation. ofthe inside thequotationmarkswhenitispart closing quotationmarks. quotation marks. comma thatprecedesthephraseinsideclosing such as possessive ofasingularnoun. Rule: Rule: Rule: Rule: Rule: Rule: Rule: Rule: airplane: ship: painting: magazine: book: article: “FiftyThings toMakefrom Bottlecaps” poem: “TheFish” short story:“TheNecklace” How Ilove “ThePitandthePendulum”! asked mymother. “Why isthedoorofyour snake’s cageopen?” camping tent.” forlettingScott said,“Thanks meborrow your appointment.” “I willbelate,”saidthecabletechnician,“formy Chris’s hat my brother’s rock collection Language Handbook Useitalicsorunderliningforthenamesof Useitalicsorunderliningforthetitleofabook, Usequotationmarksforthetitleofashort point Placeaquestionmarkoranexclamation point Placeaquestionmarkoranexclamation Placeaperiodthatendsquotationinsidethe Useacommaorcommastoseparatephrase Useanapostropheand Mayflower she said To Kill aMockingbird Air Force One Sunflowers The NewRepublic fromthequotationitself.Place

(’s) toformthe coming forThanksgiving. possession: should show Dad’s car. only thelastnameshouldshowpossession: jointlybytwoormoreindividuals, If athingisowned Rule: of apluralnounthatendsin Rule: possessive ofapluralnounthatdoesnotendin Rule: a year. Rule: a figure,orwordthatisusedasitself. Rule: been omittedinacontraction. Rule: pronoun. Rule: possessive ofanindefinitepronoun. T IP the instruments’ sound the animals’ habitat the oxen’s domestication the geese’s feathers the classof’02 The sentencecontainsthree and’s. The word isspelledwithtwo m’s. Write three 7’s. I +have =I’ve can +not=can’t it +is=it’s One ofthesedrawings mustbehers. Yours isthebestentryin contest. The dogknockedover itsdish. someone’s homework everyone’s homework

Useanapostropheand Useanapostrophealonetoformthepossessive Useanapostropheand Use an apostrophe to show missingnumbersin Useanapostrophetoshow Useanapostrophetoformthepluralofaletter, Useanapostrophetoreplacelettersthathave Donotuseanapostropheinapossessive If the ownership isnotjoint,eachname Iftheownership Mom andDad’sparentsare s. s (’s) s

(’s) toformthe toformthe Mom and s. Using Hyphens,Dashes,andParentheses

missible. Avoid dividingpersonalnames,ifpossible. One-letter divisions(forexample, T or changeinthoughtspeech. Rule: word thatbeginswithacapitalletter. Rule: self- Rule: precedes theworditmodifies. Rule: nouns. Rule: Rule: compound word. Rule: syllables. the endofaline.Alwaysdividewordbetweenits Rule: IP cousin. Daniel—he’s kindofapest—is myyoungest mid-January un-American self-conscious ex-president all-star The storywas well written. A well-known musicianvisitedourschool. merry-go-round great-grandmother Two-thirds ofthevotes have beencounted. We won thevote byatwo-thirds majority. He soldforty-sixicecreams inonehour. their trash. gram, more residents are recycling With thenewrecycling pro-

when they arejoinedtoanynounoradjective. whenthey Use a hyphen to show thedivisionofawordat Useahyphentoshow Use a dash or dashes to show asuddenbreak Useadashordashestoshow Useahyphentoseparateanyprefixfrom Useahyphenaftertheprefixes Hyphenateacompoundmodifieronlywhenit compound Useahyphenorhyphensincertain Useahypheninfraction. Useahypheninnumberwrittenas e-lectric all-, ex-, ) arenotper- and Abbreviations as words. Exceptions are as words.Exceptions thatarepronouncedletterbyor abbreviations Rule: The titles professional oracademicdegreethatfollowsaname. Dr. Rule: awordinthesentence. helpfully explain Rule: Use periodswithEnglishunitsbutnotmetricunits. Rule: and lists. Rule: lord,” afterChrist). sometimes, noon”). For yearsuse “before noon”)and Rule: which douseperiods. 5000 Martin LutherKing Jr. Luisa Mendez,M.A.(MasterofArts) Dr. StanleyLivingston (doctor) is awindinstrument. The transverse flute( ee()m milliliter(s)ml yard(s) yd. meter(s) m inch(es) in. Thurs., Nov.27 Wed., Nov.11 Mon.,Sept.3 School willbeclosedon 8:15 unidentifiedflying object MADD Mothers UFO Against National Associationforthe NAACP Driving Drunk before a person’s name. Also abbreviate any beforeaperson’sname.Alsoabbreviate In scientific writing abbreviate unitsofmeasure. Inscientificwritingabbreviate Usecapitallettersandnoperiodswith thetitles Abbreviate Useparenthesestosetoffwordsthatdefineor Abbreviate days and months only in charts daysandmonthsonlyincharts Abbreviate timesuse Withexact A B . M . Jr. C 6:55 . . and a.d. ( Advancement ofColored People Sr. anno Domini, are p.m. b.c. transverse not ( A U.S. post meridiem, (beforeChrist)and, . Mr., Mrs.,Ms., D precededbyacomma. . 235 a.m. and Language Handbook P . “intheyearof M ( . ante meridiem, means“sideways”) Washington, D.C., “after and R41

LANGUAGE HANDBOOK LANGUAGE HANDBOOK R42 Writing Numbers number. thesentencesothatitdoesnotbeginwitha reword words. two words. or tables. numerals. Otherrulesapplytonumbersnotincharts names andstatenames. spelloutstreet and statenames.Ingeneraltext, Rule: Rule: Rule: Rule: Rule: The babyelephantwas born143days later. elephant was born. One hundred forty-three days laterthebaby The tallestmountaininMexicorises17,520feet. We carriedenoughsuppliesfortwenty-three days. Ostos, Lai, Student A. Test StudentTestW. Scores 78 9086 1 Test 82 8994 2 Test 3 Hampshire. Karen lives onGrandville Street inTilton,New Tilton, NH03276 347 Grandville St. Ms. Karen Holmes Language Handbook Spelloutanumberthatbeginssentence,or Useanumeralfornumberofmorethantwo inoneor Spelloutanumberthatisexpressed andtables,alwayswritenumbersas Incharts streetnames Onenvelopesonly,abbreviate abbreviation abbreviation timeorusingthe unless youarewritingtheexact Rule: Rule: numerals forallthenumbers. way. Ifonenumbermustbewrittenasanumeral,use Rule: bythe word followed Rule: Write outtheword ofmorethantwowords,andpercentages. money telephone numbers,pageamountsof androomnumbers, street numbers,apartment Rule: Welcome toourfifteenthannualconvention. Mexico City. There are 15millionpeopleliving inornear 5:45 My guitarlessonisatfive o’clock. Itendsby weekends. There are 365days intheyear, butonly52 24 percent Apartment 9F 9 DavioDr. August 5,1999 Use words to express thetimeofday Usewordstoexpress Spelloutanordinalnumber( Relatednumbersshouldbewritteninthesame Write largenumberasanumeral avery Use numerals to express dates,houseand Usenumeralstoexpress P . M . a.m. or percent. p.m. million or billion. first, second ). weird, either,seize,leisure, words: includethefollowing Exceptions tothisrule. It ishelpfultomemorizeexceptions l suffix. Whenyouaddthesuffix For mostwordswithsilent Suffixes andthesilent soundisstressed. containing thevowel thinkingofarelatedwordinwhich thesyllable els, try touse.Towhich vowel spellwordswithunstressedvow- about spell thissound,youmightfindyourselfuncertain canbeusedto vowels cate it.Becauseanyofseveral respellingsusetheschwasymbol ( dictionary word soundinthesecondsyllableof Notice thevowel Spelling unstressedvowels Put Spelling both lettersarepronouncedtogetherasan There are exceptions totherule,includingfollowing: There areexceptions you addasuffixbeginningwithvowelor plussilent e_etrsd resident fortifications reside wonderful fortify res_dent wonder fort_fications wond_rful Unknown eev eiv neighborhood receive relieve believe sieve weight judge awe gentle skate peaceful wise Spelling i before won-d_r-ful ϩ ϩ ϩ ϩ ϩ ful ly ing ment spelling ofmanywords. The followingrules, examples,andexceptionscanhelpyoumasterthe e e ly ϩ , dropthe ie except when both letters follow whenbothlettersfollow except ϭ ϭ ly ϭ ϭ and wisely awful . This is the unstressed vowel sound; . Thisistheunstressedvowel gently ϭ skating ϭ peacefully Related judgment Word -le ei . Alsodropthesilent e and , keeptheewhenaddinga -ly protein toawordthatendsin e Word Spelled . Correctly species, science, a sound. y ə . c ) toindi- Spelling orwhen e when vowel vowel When youareaddingasuffixtowordsendingwith Suffixes andthefinal accented bothbeforeandafter addingthesuffix. one syllable,orwhenthelastsyllableofwordis andtheword is onevowel single consonantfollowing Double thefinalconsonantwhenawordendswith Doubling thefinalconsonant spelling oftheword. When youaddaprefixtoword,donotchangethe Adding prefixes NNote: nant i . To avoidhavingtwo o confer commit rub sit semi il re un dye noise true mile shy sly merry merry enjoy lazy lazy display worry worry play t e ϩ : ϩ For somewords,therearealternatespellings: ϩ ϩ ϩ ϩ ϩ legible ϩ ϩ

ϩ ϩ ϩ ϩ ϩ schedule y ing ϩ done er

ϩ , changethe ϩ y est ing ϩ ing ϩ ness ly ϩ ful age , keepthe sweet ϩ ϩ y ment ing ment ϭ ed ϭ ed ϭ ed ϭ ϭ ϭ ϭ ϭ slyerorslier sitting ϭ ϭ ϭ truly ϭ shyestorshiest noisy rubbing ϭ ϭ dyeing playful ϭ illegible undone ϭ mileage ϭ laziness ϭ ϭ conferred ϭ worrying displayed committed semisweet enjoyment y reschedule merriment y . For wordsendingwithaconso- i’ to s together,keepthe i unlessthesuffixbeginswith Language Handbook y y . R43

LANGUAGE HANDBOOK LANGUAGE HANDBOOK R44 Forming Plurals or iftheaccentmoveswhensuffixisadded. with aconsonant,iftheaccentisnotonlastsyllable, Do notdoublethefinalconsonantifsuffixbegins consonant. in twoconsonantsorifthesuffixbeginswitha Do notdoublethefinalconsonantifwordends ueExample plural. word nouns ofmorethanoneword,makethemostimportant To formthepluralofhyphenated compound nounsor thegeneralrulesforplurals. nouns, follow To formthepluralofmostproper namesandone-wordcompound Rule Example s, ch,sh,x, Rule If thenounendsin fe rules. Some nounshaveirregularplural formsanddonotfollowany a consonant+ Some nouns have the same singularandpluralforms Some nounshavethesame a consonant+ a vowel + a vowel a vowel + a vowel f lf or cancel cancel nervous nervous climb defer travel commit Language Handbook ff ϩ ϩ ϩ ϩ ence ϩ o y er ed or ϩ ing ment ness ϭ z ϭ y o ϭ climber ϭ traveled canceling deference ϭ ϭ nervousness commitment change add change add add sometimes add add but sometimeschange add change and add -es -s -s -e -s

s but f y f to to to -es v v i andadd andadd andadd General RulesforPlurals -s Special RulesforPlurals -es -es -s f to v

calf bush loss knife cameo chimney ferry potato photo sheaf proof ing ofbothwords. When formingcompoundwords,keeptheoriginalspell- Forming compoundwords When adding scare scare home import star pea hill ➛ ➛ ➛ ➛ ➛ ➛ ➛ ➛ calves, half losses, latch ➛ ➛ ϩ ferries, baby knives, life bushes, quiz ϩ ϩ sheaves, thief proofs, bluff ➛ photos, solo potatoes, echo cameos, radio district attorney mother-in-law Hatch credit card Jones man deer ϩ ly ϩ nut dom ϩ chimneys, monkey chimneys, crow crow work ϭ ance ➛ ➛ -ly ➛ ϭ hilly full ➛ ϭ men, foot deer, species toawordthatendsin ➛ peanut Joneses, Thomas ➛ Hatches ➛ ϭ stardom ϭ ➛ halves, loaf ϭ ➛ ➛ ➛ lives ➛ latches, box scarecrow ➛ homework babies, worry importance credit cards quizzes bluffs ➛ ➛ solos ➛ thieves, hoof thieves, ➛ ϩ radios, rodeo mothers-in-law ➛ echoes district attorneys ly feet, tooth ➛ ➛ ➛ ϭ species, sheep ➛ monkeys, toy monkeys, loaves fully ➛ boxes, ➛ ➛ Thomases, worries ➛ ➛ hooves ll , dropone teeth rodeos ➛ ➛ toys sheep l . LISTENING, SPEAKING, AND VIEWING HANDBOOK Listening Effectively A large part of the school day is spent either listening or speaking to others. By becoming a better listener and speaker, you will know more about what is expected of you, and understand more about your audience.

Listening to instructions in class • If you don’t understand something, ask questions. Then if you’re still unsure about the instructions, Some of the most important listening in the school day repeat them aloud to your teacher to receive correc- involves listening to instructions. Use the following tips tion on any key points that you may have missed. to help you. • First, make sure you understand what you are listen- Interpreting nonverbal clues ing for. Are you receiving instructions for homework or for a test? What you listen for depends upon the Understanding nonverbal clues is part of effective listen- type of instructions being given. ing. Nonverbal clues are everything you notice about a • Think about what you are hearing, and keep your speaker except what the speaker says. As you listen, ask eyes on the speaker. This will help you stay focused yourself these questions: on the important points. • Where and how is the speaker standing? • Listen for keywords, or word clues. Examples of • Are some words spoken more loudly than others? word clues are phrases such as above all, most • Does the speaker make eye contact? important, or the three basic parts. These clues • Does he or she smile or look angry? help you identify important points that you should • What message is sent by the speaker’s gestures and remember. facial expression? • Take notes on what you hear. Write down only the most important parts of the instructions.

PRACTICE

Work with a partner to practice listening to instructions. Each of you should find a set of directions for using a simple device–for example, a mechanical tool, a telephone answering machine, or a VCR. Study the instructions carefully. If you can bring the device to class, ask your partner to try to use it by following your step-by- step instructions. If you cannot have the device in class, ask your partner to explain the directions back to you. Then change roles and listen as your partner gives you a set of directions.

Listening, Speaking, and Viewing Handbook R45 LISTENING, SPEAKING, AND VIEWING HANDBOOK R46 this formofcommunication. use informalspeech.Humanrelationshipsdependon casually withyourfriends,family,andneighbors,you Most oralcommunicationisinformal.Whenyouspeak Speaking informally • • • • • • • • • • Whengivinganannouncementordirections,speak enthusiasm. show Whentellingastory, Donotmonopolizeaconversation. contactwithyourlisteners. Makeeye Speakinarelaxedandspontaneousmanner. Listenuntiltheotherpersonhas Becourteous. Stayincontactwithyouraudience. Make sureyour Usewordsthathelpyouraudiencepicturewhat secondsaftermakinganimportant Pauseafew clearly,andinanormaltoneofvoice. Speakslowly, stand theinformation. clearly andslowly. Checkthatyourlistenersunder- speaking. finished you’re addressing. movefrompersontointhegroup eyes information clear. andmapscanalsohelpmakeyour graphs, charts, you’re talkingabout.Visualaidssuchaspictures, point. points. important yourvoiceabit,orusegesturestostress Raise Listening, Speaking, and Viewing Handbook Viewing and Speaking, Listening, formance. Do the same for your partner afterlisteningtohis orherreport. foryourpartner formance. Dothesame toimprove yourper- togiveyoufeedbackonhow tolisten toyourreport a partner be suretogiveattentionyourbodylanguageaswell yourvocalprojection. Ask suggestions andholdyouraudience’sattention.Asyoupractice givingyourreport, tobackupyour your audienceinmind.Includelivelydescriptionsandexamples keepyourpurposeand youplanyourreport, entermiddleschool.As when they ers. Your conditions toadjustnew andhow willtellthemwhattoexpect report toagroupoffifthgrad- Pretend thatyouhavebeeninvitedtogiveanoralreport PRACTICE Speaking Effectively report. and youcanbeconfidentofpresentinganeffectiveoral steps inthewritingprocess.Completeeachstepcarefully aresimilartothe The stepsinpreparinganoralreport Presenting anoral report rsnigRelaxinfrontofyouraudience. Presenting aloudinfront Practicethereport Practicing editing and Revising Makeanoutline. Drafting Determineyourpurposeand Prewriting Steps inPreparinganOral Report Speak slowly andclearly.Speak slowly contactwithyour Make eye forandacceptadvice. Ask Time thereport. unclearstatements. Reword Check theorganizationofideas yourdraft. Review Write thereport. details. Fill inthesupporting it. Decide onatopicandnarrow audience. of afamilymember. and details. audience. the purposeofnonverbalattemptstopersuadeyou. when youreadawriter’swords,mustbeawareof Justasyouneedtodiscovertheauthor’spurpose sages. Commercials containbothobviousandhiddenmes- generalizations? make sense?Arethereasonsbasedonfactsorunfair speaker mayseemsincere,butdohisorherreasons wrong cause.Thinkthroughwhatisbeingsaid.The use faultyreasoning,suchaslinkinganeffectwiththe pointofview.to agreewithaparticular mayalso They emotional wordsandactionstopersuadetheviewer containbothfactsandopinions.Theyuse news evening Television commercials,politicalspeeches,andeventhe andcannotbeproved. feelings andexperiences istrue. what someonebelieves A Fact versusopinion mine whetheritisbasedonafactoranopinion. todeter- ated. Iftheinformationseemstobetrue,try deciding whetherinformationistrue,false,orexagger- requires payingattentiontowhatyouhearandsee film,orvideo.It program,newscast, while watchingaTV meansthinkingaboutwhatyousee Critical viewing fact issomethingthatcanbeproved.Anopinion • How effectiveisthecommercial?Why? • How ifyoucould? • Whatquestionswouldyouasktheadvertiser usetopersuadeviewers? • Whatmethodsdoestheadvertiser • nonverbally(inmusicorsoundeffectsaswell in pictures What isexpressed inwrittenorspokenwords? • Whatisexpressed • Whatisthepurposebehindad? take notesasyouwatchit.Thenanalyze thecommercial. commercialthatyouhaveseenoftenorwatchanewoneand Think ofatelevision and actions)? PRACTICE Viewing Effectively Opinions arebasedon medically proven good-sounding words(forexample, Glittering generalities them todo. wants elsetheadvertiser for acandidate,orwhatever (“get onthebandwagon”)bybuyingaproduct,voting Bandwagon tobackuptheiropinion. or expertise probablyhavenoprofessionalknowledge though they oracourseofactioneven or praiseaproduct,policy, Testimonial othercommontechniques. areafew Following influence consumers. to propaganda techniquesregularlyusedbyadvertisers wear. Thistechnique,called asoftdrinkorbrandofbeach- advertised—perhaps ers willtransferthatpositivefeelingtotheproductbeing hopesview- apositivefeeling.Theadvertiser expresses happy teenagersplayingvolleyballonasunnybeach adpicturingagroupof amagazineorTV For example, toinfluenceyou? sender trying isthe senderwant,andhow What doesthemessage —Famous andadmiredpeoplerecommend Listening, Speaking, and Viewing Handbook Listening, Speaking,andViewing —People are urged to follow the crowd —People thecrowd areurgedtofollow ) toimpresspeople. —The advertiser usespositive, —The advertiser transfer, all-American is one of several is oneofseveral R47 or

LISTENING, SPEAKING, AND VIEWING HANDBOOK LISTENING, SPEAKING, AND VIEWING HANDBOOK R48 theresultstorestofclass. another report may takenotes.Anotherleadthediscussion,and something todo.Onestudent,thegrouprecorder, inagroup Individual roleassignmentsgiveeveryone and interests. Successful groupsoftenhaveamixofstudentabilities with yourbestfriendifyouarelikelytochattoomuch. you maybeaskedtoformyourowngroup.Don’twork group tasks.Your teachermayassignyoutoagroup,or task. Threetofivestudentsisagoodsize formostsmall- insizeaccordingtothenatureof Small groupsvary andtalenttogetthejobdone. energy the necessary task islarge,suchasplantingagarden,groupprovides andintereststothetask.Whena brings specificstrengths trip) orsolvingamathproblem,eachpersoningroup Whether youareplanningagroupproject (suchasaclass Working tolearnfromothers. inagroupisanopportunity asked to choose your own role. asked tochooseyourown a roletoeachstudentinyour group. Or youmaybe these rolescanbecombined. Your teachermayassign For asmallgroupofthreeorfourstudents,some of aiiao Helpsthegroupresolve Facilitator resultstotherestof Reports questionstogetthe Asks Discussion leader Reporter the results) Recorder 2(of the process) Recorder 1(of the Readsorreviews Reviewer Listening, Speaking, and Viewing Handbook Viewing and Speaking, Listening, Roles foraSmallGroup compromise andreach a disagreements group focused discussion going;keepsthe the class Takes notesonthefinalresults Takes notesonthediscussion everyone understands it assignment andmakessure Working inGroups Tips forworkingingroups • • • • • • Whenitisyourturntotalk,addressthesubject and Listentootherpointsofview. Take turnsduring a tosolveitasagroup Whenaquestionarises,try Checkthatallthegroupmembersunderstandtheir theamountoftimeallottedfortask. Review thegroupassignmentandgoal. Be surethat Review help theprojectmoveforward. discussion. before askingateacherforhelp. roles inthegroup. yourgroupwillorganizeitstime. Decide how inthegroupunderstandsassignment. everyone STUDY AND TEST-TAKING SKILLS HANDBOOK Study Skills Studying for school and doing your homework are like any other tasks— if you understand your assignment, set a goal, and make a plan, you’ll save time and do great work. The tips that follow will teach you the skills you need to make schoolwork easier and more enjoyable.

Get Organized Homework Checklist • Keep an assignment notebook. Keep it up to date. Goal: To understand and finish my homework • Keep your notes for each course together in one assignment. place. Plan: Follow these steps to reach my goal: ❑✔ • Find a good place to study. Choose a place that has Bring home the all the materials I need, as few distractions as possible. Try to study in the including this textbook, and my notebook. same place each day. ❑✔ Find a quiet space where I can concen- • Try to study at the same time each day. trate. Also, make sure I have a table or other hard, flat surface to write on. • Don’t study one subject too long. If you haven’t fin- ❑✔ ished after thirty minutes, switch to another subject. Keep my notebook out and take notes as I read. • Take notes on your reading. Keep your notes in one ❑✔ place. Write down questions about the parts of the assignment that I don’t understand. Ask my teacher or an adult at home to Understand Your Purpose help me understand. ❑✔ The purpose is the reason you have been given a Check this plan from time to time to make particular assignment. If you understand the purpose, sure I stay on task. ✔ you should be able to set a goal to work toward. With ❑ Take my completed homework back to schoolwork, this means making sure you understand school and hand it in. your assignment and you know how long you have to do it.

Set goals Make a Plan These steps will help you set study goals for an Making a plan is the best way to reach your goals. Try assignment. to make plans that include the work you have finish and 1. Listen as the teacher explains the assignment. Find out the time you have until the assignment is due. Think everything you need to do to finish the assignment. about how you study best, when you might need help, 2. Understand the quality of work your teacher expects and what gets in your way. from you. Are you supposed to turn in a finished You can use a ttask,ask, oobstacle,bstacle, aandnd ssolutionolution ccharthart to show paper or a rough draft? 1. what you need to do (task) 3. Find out how much time you have. Ask: Is everything 2. what might get in your way (obstacle) due on the same day, or are some parts due earlier? 3. how you can get around an obstacle (solution) 4. In your assignment notebook, write down the assignment details and the dates when your work is due.

Study and Test-Taking Skills Handbook R49 Karen’s goal is to read a chapter of science before Take Notes school tomorrow. Check out the chart she made which includes ttask,ask, oobstacle,bstacle, aandnd ssolution.olution. Writing notes about what you read or what you hear in a presentation will help you remember information you’re 11.. (task)(task) I have to… read chapter 4 expected to learn. The Cornell Note-Taking System is a tonight way to organize the notes you take in class or the notes 22.. ((obstacle)obstacle) But… after dinner I have you take as you read. Use this system to organize your basketball practice note-taking and make sense of the notes you take. 33.. ((solution)solution) So I need to… read before practice Cornell Notes Divide the pages that you’re using for notes into two TTryry it!it! In your LLearner’searner’s NNotebook,otebook, make your own sections or columns as shown below. As you read or ttask,ask, oobstacle,bstacle, aandnd ssolutionolution ccharthart for an assignment listen, write notes in Section B. In Section A, write the from this book. You can use Karen’s plan as a model. highlights (main ideas and vocabulary) from Section B.

Section A [highlights] Section B [notes] Use this section SECOND. Use this section FIRST. Review the notes you took As you read or listen, take notes in this section: in Section B and write in • When you’re taking notes on your reading, write down the subtitles that break the text this section: into different section. In most cases, subtitles form an outline of the information in a • Vocabulary words to chapter. remember • Write down the most important information: main ideas and concepts. Don’t write • Main idea statements every word or take time to write complete sentences. (Hint: if the teacher writes • Questions and other something on the board, it’s probably important.) hints that will help • Use abbreviations and shortened word forms to get the ideas on paper quickly. (For STUDY AND TEST-TAKING SKILLS HANDBOOK STUDY AND TEST-TAKING you remember the example, POV is a good abbreviation for Point of View.) information • Define new terms and concepts in your own words so that you’ll be able to understand them later.

MModelodel These are some notes one student made as she read about biographies and autobiographies.

A. B. Looking at the Genre: Biography biography What is it? real people, real life autobiography Autobiography is about yourself Why is it important? many reasons (interest, learn, entertain, etc.) What are the important elements? Major elements of biog- Narrator: who tells the story raphy Point of view: from who’s telling the story Setting: time and place of a story

TTryry It!It! Divide a sheet of paper into two columns as shown above. Practice taking notes using the Cornell system as you read your homework assignment.

R50 Study and Test-Taking Skills Handbook Test-Taking Skills How well you perform on a test is not a matter of chance. Some specific strategies can help you answer test questions. This section of the handbook will show how to improve your test-taking skills.

Tips for preparing for tests Objective Tests Here are some useful suggestions for preparing to take An objective test is a test of factual information. The a test. questions are usually either right or wrong; there is • Gather information about the test. When will it be no difference of opinion. On an objective test, you are given? How long will it take? Exactly what material asked to recall information, not to present your ideas. will it cover? Objective test questions include true-or-false items, • Review material from your textbook, class notes, multiple-choice items, fill-in-the-blanks statements, homework, quizzes, and handouts. Review the study short-answer items, and matching items. At the begin- questions at the end of each section of a textbook. ning of an objective test, scan the number of items. Try to define terms in boldface type. Then budget your time. • Make up some sample questions and answer them. MMultiple-choiceultiple-choice iitemstems Multiple-choice questions ask As you skim selections, try to predict what may be you to answer a question or complete a sentence. They asked. are the kind of question you will encounter most often • Draw charts and cluster or Venn diagrams to help on objective tests. Read all the choices before answering. you remember information and to picture how one Pick the best response. piece of information relates to another. What is a peninsula?

• Give yourself plenty of time to study. Avoid cram- SKILLS HANDBOOK STUDY AND TEST-TAKING (a) a range of mountains ming for a test. Several short review sessions are more effective than one long one. (b) a circle around the moon • In addition to studying alone, study with a partner (c) a body of land surrounded by water on or small group. Quiz one another on topics you three sides think the test will cover. CCorrectorrect aanswer:nswer: ((c)c) • Read the question carefully. Be sure that you Plan your strategy understand it. • Read all the answers before selecting one. Try following these steps: Reading all of the responses is especially impor- • Read all directions carefully. Understanding the tant when one of the choices is “all of the above” directions can prevent mistakes. or “none of the above.” • Ask for help if you have a question. • Eliminate responses that are clearly incorrect. • Answer the easier items first. By skipping the hard Focus on the responses that might be correct. items, you will have time to answer all the easy ones. • Look for absolute words, such as never, always, • In the time that is left, return to the items you all, none. Most generalizations have exceptions. skipped. Answer them as best you can. If you won’t Absolute statements are often incorrect. (Note: be penalized for doing so, guess at an answer. This tip applies to true/false items also.) • If possible, save some time at the end to check your answers.

Study and Test-Taking Skills Handbook R51 Answering essay questions Taking standardized tests Essay questions ask you to think about what you have Standardized tests are taken by students all over the learned and to write about it in one or more paragraphs. country. Your performance on the test is compared with Some tests present a choice of essay questions. If a test the performance of other students at your grade level. has both an objective part and an essay part, answer the There are many different kinds of standardized tests. objective questions first, but leave yourself enough time Some measure your progress in such subjects as English, to work on the essay. math, and science, while others measure how well you think. Standardized tests can show how you learn and Read the essay question carefully. What does it ask you what you do best. to do? Discuss? Explain? Define? Summarize? Compare and contrast? These key words tell what kind of informa- Preparing for standardized tests tion you must give in your answer. There is no way to know exactly what information will be on a standardized test, or even what topics will be Key Verbs in Essay Questions covered. The best preparation is to do the best you can Argue Give your opinion and in your daily schoolwork. However, you can learn the supporting reasons. kinds of questions that will appear on a standardized Compare and Discuss likenesses and test. Some general tips will also help. contrast differences. Tips for taking standardized tests Define Give details that show exactly You might find the following suggestions helpful. what something is like. • Get enough sleep the night before the test. Eat a Demonstrate Give examples to support a healthful breakfast. point. • Arrive early for the test. Try to relax. Describe Present a picture with words. • Listen carefully to all test directions. Ask questions if

STUDY AND TEST-TAKING SKILLS HANDBOOK STUDY AND TEST-TAKING Discuss Show detailed information you don’t understand the directions. on a particular subject. • Complete easy questions first. Leave harder items for the end. Explain Give reasons. • Be sure your answers are in the right place on the Identify Give specific characteristics. answer sheet. List (also outline, Give details, give steps in • If points are not subtracted for wrong answers, trace) order, give a time sequence. guess at questions that you aren’t sure of. Summarize Give a short overview of the most important ideas or AAnalogiesnalogies Analogy items test your understanding of the events. relationships between things or ideas. On standardized tests, analogies are written in an abbreviated format, as shown below. Tips for answering essay questions mmanan : wwomanoman :::: bbuckuck : ddoeoe You might wish to consider the following suggestions: The symbol : means “is to”; the symbol :: means “as.” • Read the question or questions carefully. Determine the kind of information required by the question. This chart shows some word relationships you might • Plan your time. Do not spend too much time on find in analogy tests. one part of the essay. • Make a list of what you want to cover. • If you have time, make revisions and proofreading corrections.

R52 Study and Test-Taking Skills Handbook Relationship Definition Example Synonyms Two words have a similar meaning. huge : gigantic :: scared : afraid Antonyms Two words have opposite meanings. bright : dull :: far : near Use Words name a user and something used. farmer : tractor :: writer : computer Cause-Effect Words name a cause and its effect. tickle : laugh :: polish : shine Category Words name a category and an item in it. fish : tuna :: building : house Description Words name an item and a characteristic of it. knife : sharp :: joke : funny STUDY AND TEST-TAKING SKILLS HANDBOOK STUDY AND TEST-TAKING

Study and Test-Taking Skills Handbook R53 GLOSSARY / GLOSARIO Academic and Selection Vocabulary

English Español

A aabandonedbandoned (uh BAN dund) v. given up or left aabandonado(a)bandonado(a) v. que se renunció a algo; que fue behind (p. 292) dejado sin amparo (p. 292) aaccustomedccustomed (uh KUS tumd) adj. used to; familiar aacostumbrado(a)costumbrado(a) adj. habituado; usual (p. 638) with (p. 638) aacknowledgecknowledge (ak NOL ij) v. to recognize the truth of rreconocereconocer v. admitir o aceptar un hecho real (p. 639) something (p. 639) aacquiredcquired (uh KWY urd) v. obtained, got, aadquiriódquirió v. obtuvo, consiguió, compró; forma del verbo received (p. 349) adquirir (p. 349) aaddressesddresses (uh DRESS uz) v. deals with or pays ttratarata v. que habla de algo o lo estudia; forma del verbo attention to (p. 1053) tratar (p. 1053) aadministratordministrator (ad MIN uh stray tur) n. person who aadministrador(a)dministrador(a) s. persona que dirige o dispone manages or directs (p. 21) (p. 21) aadoptdopt (uh DOPT) v. to accept and put into effect aadoptardoptar v. tomar resoluciones y hacerlas propias (p. 303) (p. 303) aadvisorydvisory (ad VY zuh ree) adj. having the power to give cconsultivo(a)onsultivo(a) adj. junta establecida para ser consultada advice (p. 21) y brindar opiniones (p. 21) aaggressionggression (uh GRESH un) n. angry and unfriendly aagresióngresión s. ataque violento (p. 573) action or behavior (p. 573) aamassedmassed (uh MAST) v. piled up, collected, or gathered aacumulócumuló v. juntó, recolectó o amontonó en grandes a great quantity of something (p. 93) cantidades; forma del verbo acumular (p. 93) aambitionsmbitions (am BISH unz) n. strong desires to succeed aaspiracionesspiraciones s. objetivos pretendidos o deseados (p. 193) (p. 193) aanesthetistnesthetist (uh NES thuh tist) n. the person who aanestesistanestesista s. especialista en aplicar una sustancia que gives drugs to put a patient to sleep before sur- produce la pérdida de la sensibilidad de los pacientes gery (p. 629) durante una cirugía (p. 629) aapplicationpplication (ap lih KAY shun) n. the act of putting aaplicaciónplicación s. puesta en práctica de algo con un uso something to use (p. 498) determinado (p. 498) aappointedppointed (uh POIN tid) v. selected or named for an ddesignóesignó v. que eligió o nombró a alguien para un cargo office or position (p. 180) público o puesto; forma del verbo designar (p. 180) aarchitectrchitect (AR kuh tekt) n. a person who designs build- aarquitecto(a)rquitecto(a) s. persona que proyecta y construye ings (p. 271) edificios (p. 271) aastraystray (uh STRAY) adv. off the right path or eextraviado(a)xtraviado(a) adj. que se desvió del camino o lo route (p. 1043) perdió (p. 1043) aauthorityuthority (uh THOR ih tee) n. a good source of infor- aautoridadutoridad s. que tiene crédito o prestigio en su mation or advice (p. 498) conocimiento y competencia en una materia (p. 498)

R54 Glossary/Glosario RR054-R069EM_845476.indd R55 0 5 4 - R 0 6 9 E M _ 8 4 5 4 7 6 . i n cchromosomes cchaos cchampion ccease ccavities ccaravan ccalories C bbureau bbuffet bbrunette bblissfully bbigotry bbiceps bbefriended bbeckoned bbarrier bbarren bbanished bbackdrop B d h h h e a a a u u r l i i e e a a a a d i g c traveling together way; joyfully (pp. 198,1044) caused bydecay ions ortreatmentofapersongroup brown hair brown elbow the frontofarmfromshoulderto someone closer anobstacle sage; empty from aplaceorgroup hero speaks foranotherperson;onewhodefendsacause; tures suchasthecolorofhair andeyes thegenescontrollingfea- a plantoranimalthatcarry energy suppliedbyfood energy that coversthebackofastage u

a v r l r a a s f c r r n c

r f o e

o a r o f i r r R s s e n k k o m i t e i p r i e v 5 s e t f m i e a o d e e s i r u 5 e t h a s n p e (sees) (KAY ahs) n u (BUF (BUF it) y r t n r (p. 976) s (BY seps) l o n e t (BAIR (BAIR un) s i o (BAIR eeur) (BAIR l (BIG uhtree) (BIG d (BYUR (BYUR oh) e (KAV ihteez) (KAV e o (p. 272) y (p. 425) (KAL uhreez) (KAL s d (KAIR uhvan) (KAIR (p. 666) p e d (broo NET) n (BLIS fuhlee) (BLIS o (BAN (BAN isht) (BAK (BAK drop) d (BEK (BEK und) (CHAM (CHAM pyun) m (p. 461) (bih e (p. 1020) v. s (p. 854) (KROH muhsohmz) (KROH v. tostop n. n. tostrikewithforce FREN did) adj. (p. 88) (p. 862) (p. 791) n. totalconfusionanddisorder a large muscle that runs down alargemusclethatrunsdown n. v. n. a low chestofdrawers alow v. n. n. n. havinglittleornoplantlife; (p. 809) n. something that prevents pas- somethingthatprevents sentaway;forcedtobeseparate n. (p. 810) apersonwithblackordark adv. signaledsomeonetocome unfairandunreasonableopin- hollow spacesinatooth hollow a curtain or temporary wall ortemporary acurtain n. unitsusedtomeasurethe agroupofpeopleorvehicles (p. 22) v. onewhofightsforor in an extremely happy inanextremely madefriendswith (p. 1000) (p. 275) n. parts ofacellin parts (p. 740) (p. 454) (p. 529)

ddichosamente ffanatismo bbíceps ffraternizó hhizo unaseña bbarrera yyermo(a) ddesterró ttelón defondo ccromosomas ccaos ccampeón(ona) ddejar (de) ccaries ccaravana ccalorías ccómoda ggolpear mmorena a r e r ó a a a a a e o i í i a e e a c n c z l o o regocijo fraternizar obstáculo alguien seacercara;formadelverbo y formaladecoración energético delosalimentos codo porelantebrazodesdehombrohasta extiende despoblado patria; formadelverbo (p. 454) genética talcomoelcolordel cabelloylosojos animales yplantasquetransmiteninformación juntos guardar ropa bacterias una causa odoctrina; héroe una causa o m r r l r m ó r s j l t o h e o a p a i a m m r r e t s e n p r e e p o e r v o t e s. r s u í i

o o n r a s r n e s a a d s d ( s. r n a s. ( s a n m a d (p. 425) ó s r i a ó e granconfusiónydesorden a z o s. a v. m s. (p. 791) s. a e n s.

v. ó ) erosión del esmalte dental causada por erosióndelesmaltedentalcausada o

m f s. músculodedosorígenesocabezasquese ) ( adj. s (p. 854) e o v. s. v. vallaoimpedimentoquecierraelpaso; o (p. 88) pegarconfuerza e unidaddemedidaquedeterminaelvalor mujerdecabellonegroocastaño a mueble con cajones que se usa para muebleconcajonesqueseusa n n (p. 862) abandonó un lugar o fue expulsado dela abandonóunlugarofueexpulsado n ñ (p. 461) grupodepersonasovehículosqueviajan s t d sehizoamigodealguien;formadelverbo intolerancia cesar, detenerse cesar, a e s. a (p. 666) o ) adv. frase verbal (p. 529) terrenoestérilosincultivo; s. frase nom. parte delnúcleodelascélulas parte personaquedefiendeconesfuerzo congranfelicidad; (p. 1000) (p. 740) desterrar cortina quecierralaescena cortina (p. 275) realizó gestosparaque (p. 22) (p. 976) (p. 809) Glossary/Glosario (p. 810) (pp. 198, 1044) hacer (p. 272) (p. 1020) R55

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A M RR054-R069EM_845476.indd R56 0 5 4 - R 0 6

9 GLOSSARY / GLOSARIO E M _ 8 4 5 R56 ccontemplation ccontemplate cconsumption cconsequences cconsciousness CCongress cconfrontations cconflict cconfiscated ccondemn cconclusions cconceited ccomposed ccompeting ccommotion ccoincidence ccoarse cclarify ccivility ccivic ccinders ccicadas 4 o o o o o o o o o o o o o o o o l i i i i o 7 a v v n c of oneself together thought of acitizen erty byauthority erty possibility drinking, orusingup ness; themind government thatmakeslaws locusts; malesmakeabuzzingsound against something (p. 860) confusion time the same thatseemunrelatedaccidentallyoccurat two events (p. 541) face-to-face meetings (p. 523) observation and eral statementsbasedoninformation,experience, action; outcome 6 n n n n n n n n n n n m m m i a a i i n r n d . l c i r t t s s s f f f d c c i n d i g c e f (SIV (SIV ik) p p m e e r l i s t d u e c l e Glossary/Glosario i s e y y a o r u i d e r c m m o e i q d i c m

e (KLAIR uhfy) (KLAIR m o s o (sih VIL uhtee) (sihVIL s

t n t (kors) s t

s a u e e R (KON flikt) (SIN (SIN durz) s (sihKAY duz) p p i u i t t p e n o n t 5 s i d n e a l l e s o 6 d t (KONG gris) (p. 954) a a g n (kun DEM) n (kun SEE tid) c t n (p. 878) i d n (kum POHZD) i o (kum t t e s c o e (p. 571) (p. 889) (p. 960) i e (KONtid) fiskay (kuh MOH shun) (kuhMOH (kunKLOO zhunz) n (koh IN sihdens) (kohIN o e (p. 734) n s adj. (KON templayt) (p. 494) (kun SUMP shun) s n s adj. s (KON suhkwensuz) (KON shusnus) (kontemPLAY shun) (konfrunTAY shunz) (p. 341) (p. 650) havingtodowithacityortheduties (p. 899) (p. 79) rough;lackinggoodmanners PEET n. n. (p. 264) v. hotashes strugglebetweenopposingforces v. n. (p. 392) (p. 154) tomakeclear n. n. ing) adj. to express astrongfeeling toexpress largeinsectsalsocalled politebehavior the part oftheUnitedStates thepart v. v. havingahighopinion formedbyputting v. taking part inacontest takingpart (p. 180) n. v. n. tooksomeone’sprop- (p. 906) , n. n. n. noisyrushingabout; tohaveinmindasa asituationinwhich judgmentsorgen- thoughts;aware- theactofeating, n. (p. 970) n. n. (p. 271) resultsofan unpleasant unpleasant astateofdeep (p. 595)

eengreído(a) ccompuesto(a) ccompitiendo cconmoción ccoincidencia ttosco(a) aaclarar ccivilidad ccívico(a) cceniza ccigarras ccontemplación ccontemplar cconsumo cconsecuencias cconciencia CCongreso eencaramientos nnudo ddecomisó ccondenar cconclusión o o o o o i í e i o o o o o o o n c n u e o v v g s en elmismolugaryaltiempo información, la experiencia ylaobservación información, laexperiencia violenta propio valor (p. 878) obtener unobjetivo delosciudadanos comportamiento profunda cuidado se extinguen resultado (p. 650) literaria ajena; formadelverbo estridente ymonótono alas transparentes;losmachoshacenunzumbido Unidos queelaboralasleyes l n m m n i n n n n n n n g c c d i i n a a n c l c i o a m t t s s c d c r i o r r o g z c o p p e e d e u e i l r m a r e a s. r i e u ( m m a ( u i o a a í c d m r e n a t s. d n a s m i u i v. s e c d e s ) s a e p p i o ) c s. o enlaceocomplicacióndelaacciónenunaobra i ó s e adj. s. o n ó adj. ó r n i i l l (p. 523) ( polvoresidualdeunacombustión t s. (p. 154) n e a a a n (p. 571) v. s. ponerenclaro;explicar c v. o a n d n s. c r insectosdecabezayabdomengruesoscon (p. 954) c (p. 899) i s. educación,urbanidad ) ( s. a o v. i i t adj. utilizacióndecomestiblesoelementosque a ó reprobar o desaprobar algo reprobarodesaprobar a organismogubernamentaldelosEstados seapoderóporlafuerzadepropiedad s. o v. sindelicadeza;educación ) nocióndelmundoydeunomismo que pertenece alaciudadoal quepertenece (p. 960) s deducción o resolución basada enla deducciónoresoluciónbasada n s tumulto;confusión (p. 392) v. considerarconatencióny s. s. s. sucesosqueocurrenenformacasual, lucharorivalizarconotrospara personademasiadoconvencidadesu formado con varias cosas juntas formadoconvariascosas hechosqueresultandeotros; estadodemeditación colocarsefrenteaotroenunaactitud (p. 860) (p. 271) decomisar (p. 180) (p. 595) (p. 889) (p. 970) (p. 79) (p. 734) (p. 341) (p. 264) (p. 541) (p. 906) (p. 494)

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A M RR054-R069EM_845476.indd R57 0 5 4 - R 0 6 9 E M _ 8 4 5 4 7 6 . i n ddocumentation ddiverted ddistress ddistinguish ddispute ddismay ddismal ddisgraced ddiscipline ddevoured ddevelop ddesolate ddense ddelusion ddejection ddefiance ddecent D ccrock ccrevice ccoping cconvoy ccontented d r r o o o i e e e e e e e e o i i i i i i i d v s s s s s s s o e another rules little overaperiodoftime uninhabited thing difficult fied withone’ssituation between, tellapart upon recorded that serves as proof recorded thatserves surprise ment orunpleasant (p. 853) (p. 850) (p. 954) vehicles travelingtogether (p. 199) ment orquarrel

p n n v v s n l j f c

c t t p m m g c e

u e v i c R o e r i o e u i v t a s i r n u r i n k c e 5 s e p n o c l l e a a u a m n t 7 t o a i (krok) g t g n s e l e o (dens) i y l t y c e r c i (p. 303) t o s (DIZ (DIZ mul) u p (DEE (DEE sunt) (KOHP ing) t d e n (KREV (KREV is) (p. 386) e e (dis MAY) (KON voy) e n e (dis PYOOT) e (dis TRES) n i (dih VEL up) n (dih VUR tud) e d d (DES (DES uh lit) (dih FY uns) (dihFY s (dihLOO zhun) d (dih JEK shun) (dihJEK (p. 652) t (DIS uhplin) (DIS h (dihVOW urd) (dis GRAYSD) (kun TEN tid) (kunTEN a (dih STING gwish) (dihSTING t i n. o (p. 660) adj. n (p. 395) alargeclayorceramicpot (dokyuhmenTAY shun) ;

(p. 637) v. n. adj. thick n. adj.

n. n. v. to punish (p. 260) narrow opening;splitorcrack narrow asuddenfeelingofdisappoint- n. adj. painorsuffering successfullydealingwithsome- agroupofcars,trucks,orother v. gloomy;miserable;cheerless n. kindorthoughtful (p. 1041) v. adifferenceofopinion;argu- n. togetorbringaboutlittleby boldresistancetoauthority v. adj. (p. 1044) n. turnedfromonecourseto n. deserted or deserted v. self-control; the obeying of self-control;theobeying broughtshameordishonor (p. 1063) (p. 1053) sadness; low spirits low sadness; ategreedily afalsebelief happy,pleased,orsatis- (p. 341) (p. 512) (p. 879) v. to know thedifference toknow (p. 294) (p. 653) (p. 650) n. (p. 219) (p. 751) something

ddesolado(a) ddenso(a) eengaño aabatimiento ddesafío ddecente vvasija ggrieta ssobrellevando cconvoy ssatisfecho(a) ddocumentación ddesvió aaflicción ddistinguir ppolémica cconsternación ddeprimente aavergonzó ddisciplina ddevoraron ddesarrollar o a o o a n b r f v e e e e o e i o e i e e l s s i verbo autocontrolyorden que desarrollan forma delverbo evidencia dealgo evidencia (p. 199) conforme tranquilidad verbo ssancionar intelectual omoral devorar discusión juntos t s b e n n i s n g a s c s p v s c l e i t c c a é i s o a v r a e i r o v u s a t s r j t i c n n g i m a f e p a i t f r i n o l o ñ r m m e i ó m e a í g o r c s. l ó s. a l o t y ( o l c i i o v. r d i u e e n e r n i c a n s. o e s. h n s. e l (p. 1063) o o adj. i a v desviar avergonzar n ) z a l s. recipientedebarroocerámica n abertura estrecha;hendidura abertura n r o a n a adj. a n ( ó cambióladirecciónoelcurso;formadel s. (p. 653) v. t s. t a c grupodevehículosobarcosqueviajan ( oposiciónocontradicciónalaautoridad t a r a equivocación, falsa impresión equivocación,falsa n v. e v. (p. 637) o a i v. r dolorosufrimiento (p. 1044) ) c ó d adj.

diferenciadeopinión;altercadoo ) s. adj. sercapazdediferenciar acatamientodeunapersonaalasnormas i amableorespetuoso n adj. o ó comieronconansia;formadelverbo (p. 341) v. causar humillaciónydeshonra;formadel causar acrecentar,aumentar,crecerenlofísico, espeso s. v. n

(p. 652) desaliento; pérdidadelánimo desaliento; castigar s. sombrío;taciturno;triste alteracióndelánimoypérdidadela despoblado,desierto afrontarunproblemaosituación, contento,complacido, sobrellevar conjunto de registros que sirven de conjuntoderegistrosquesirven (p. 879) (p. 386) (p. 1053) (p. 1041) (p. 512) (p. 395) (p. 294) Glossary/Glosario (p. 219) (p. 260) (p. 303); (p. 954) (p. 660) (p. 751) (p. 650) (p. 850) (p. 853) R57

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9 GLOSSARY / GLOSARIO E M _ 8 4 5 R58 eexpressing eexploits eexpedition eexotic eexasperated eevaluate eevacuated eenvy eendured eendure eendangered eencounter eenclosure eemerged eemerald eelaborately eeddies E ddrought ddrone ddrab ddominant 4 x x x x x v v n n n n n n m m l d r r r o 7 a (p. 689) special purpose,suchasexploration of anarea green determine worth irritated foreign dying outcompletely meeting unpleasant orforce;controlling power involves manydetailsorcomplicatedparts weather snow sound or opinionsknown place that someoneelsehas a o o p p p o a 6 a a d v d d d c c m b . e e b i s l c u n r l e t o l y n u u a i u o o i o r r p e e d u i (drab) Glossary/Glosario d (EN (EN vee) g e c u n r r n a g d a i s r s s e a (egZOT ik) (drohn) e e h t i

n g u l e a

a (ED (ED eez) t s t s

r (p. 1065) d t (p. 1043) (en DUR) d R e t i (p. 161) t e i d t (EK (EK sploytz) n e r a (p. 351) o (drowt) n e 5 (EM uruld) (EM e (ihVAL yooayt) (en DURD) e (p. 720) r d (ih MERJD) t t 8 (p. 949) n r g (p. 664) l e e (DOM ihnunt) (DOM (enKLOH zhur) y (ihVAK yooaytid) (enKOWNtur) (ek spuh DISH un) (ekspuhDISH (eks PRES d d (ih LAB uritlee) (ihLAB (p. 822) adj. (enDAYN jurd) (eg ZAS puraytid) (egZAS n. n. lackingbrightness;dull n. n. jealousy;desiretohavesomething steady, low, humming steady,low, v. (p. 840) adj. circlingcurrentsofair,water,or a long period of very dry dry alongperiodofvery toputupwith (p. 416) n. v. (p. 723) adj. v. (p. 589) excitingly different;unusual; excitingly ing) heldupunderpainorhardship notableactsordeeds (p. 286) cameout brightlyorrichly v. adj. n. n. n. (p. 852) tofindvalue;judgeor adj. theactofmakingfeelings adv. an unexpected or anunexpected afenced-inorwalled-in v. havingthegreatest n. v. removed;movedout a journey takenfora ajourney atriskorindangerof (p. 198) in a fancy waythat inafancy angeredorgreatly (p. 264) (p. 716) (p. 714) (p. 948) (p. 156)

eencuentro ccerca aaparecieron eesmeralda ddetalladamente rremolinos ssequía zzumbido ssoso(a) ddominante eexpresar hhazañas eexpedición eexótico(a) ((se) exasperó eevaluar eevacuó eenvidia ssoportaron ssoportar een víasdeextinción e s e o o o e u n p s x x x v v n n e o a e m controlador evacuar (p. 161) o nieve bien ajeno forma delverbo queda unreducidonúmerodemiembros animal ovegetalestácomprometidadebidoaquesolo deunaespecie cuandolaexistencia desaparecer; verbo (p. 416) (p. 1065) m q r p p ó s a a p p m c a t z v m ) c a v o u l c u r a e t i o o r

o u a e d i í b l e u e ( i e ñ d í c e a r r l n s. r l a a a i a s i c t t x ó o i n a i a s a d a a a n s. r a c ) d i a

v. ( s s. t e l v. adj. o i r r n d r o d a s r exasperar(se) a valladoomuroqueprotegedividealgo s. ó v. o r v. s. o (p. 1043) t p e s ) (p. 822) m a períodolargodetiemposeco o n e n desocupar o desalojar; formadelverbo desocuparodesalojar; celos;deseodeloquenoseposeeoesun adj. s. examinar detalladamente;estimar examinar s.

e adj. n s. adj. accionesnotables,proezas e v. e toleraroaguantar manifestarsentimientosyopiniones r ruidosordoycontinuado (p. 286) v. x singracia;apagado ó n (p. 852) movimientocircularrápidodelaire,agua discusión,pelea t viajedeexploración v. t resistieronaldoloryalasdificultades; i e n salieron extraño; raro;extranjero extraño; decolorverdeazuladobrillante adv. que prevalece oessuperioraalgo; queprevalece c seirritóoenfureció;formadel i ó soportar n frase idiomática minuciosamente (p. 949) (p. 198) (p. 689) (p. 723) (p. 264) (p. 714) (p. 716) (p. 351) (p. 156) (p. 948) en peligrode (p. 664) (p. 720) (p. 589) (p. 840)

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A M RR054-R069EM_845476.indd R59 0 5 4 - R 0 6 9 E M _ 8 4 5 4 7 6 . i n ggrotesque ggrief ggoal ggloomy gghastly ggeneration G ffumbled ffrills ffragments fforsaken fforsake fformer fformal ffoliage ffloundering ffiasco ffencing ffeatures ffeat ffate ffanfare F d u r r o o o o o l i e e e a a r r o l h e o a d a i o n a a t n m r r r r l o i (p. 862) thing pletely, possiblyinaridiculousway the lossofsomething age happen beforethey events abandoned or gainbalance born around the same time born aroundthesame are brokenoff appearance depressing but arenotreallynecessary swords display branches l

n s a a i u e

e l g s s m m

o t t a c f s t R c l s e (feet) (fayt) u f a a n a m b e i (frilz) (gohl) g 5 m o (greef) t n e a r k k r r 9 d s l l (p. 96) e a (feeASkoh) e e y e e r l g e e q y e (FOR (FOR mul) (FOH (FOH lee ij) (p. 265) (FOR (FOR mur) t d (GAST lee) n (FAN fair) s (FEN (FEN sing) n (for SAYK) (GLOO mee) u i r (FEE (FEE churz) o (FUM (FUM buld) t (p. 381) i (p. 1003) (for SAY kun) e s n n (groh TESK) (FRAG (FRAG munts) n. n. g (p. 653) n. (jenuhRAY shun) n. (FLOUN dur ing) (FLOUN (p. 226) n. a power that people believe determines thatpeoplebelieve apower an act that shows skill, strength, orcour- skill,strength, anactthatshows (p. 824) (p. 653) thingsthatareaddedonfordecoration somethingthatyouaimfor unhappinessorsuffering,oftenabout (p. 81) (p. 696) n. adj. v. adj. adj. n. n. n. a very noticeablepublic avery n. togiveupsomeoneorsome- v. the sport offightingwith thesport adj. somethingthathasfailedcom- aclusterofleavesand proper, following rules proper,following (p. 329) adj. earlier terrible,horrible parts orqualities parts adj. lostone’sgrasponsomething n. dull,dark,and givenupor bizarre or distorted in bizarreordistorted (p. 551) smallpiecesthat (p. (p. 452) v. (p. 88) n. strugglingtomove agroupofpersons 1016) (p. 1022) (p. 445) (p. 787) (p. 192) (p. 34)

rrenunciar aantiguo(a) fformal ffollaje ((se) resbalaban ffiasco eesgrima ccaracterísticas pproeza ddestino ffanfarria ggrotesco(a) ddolor mmeta ssombrío(a) eespantoso(a) ggeneración ddejó caer aadornos ffragmento(s) aabandonado(a) o o i a r e s o a n s r s e d b a r e o e a e n e r l n o espadas deformada de lamismafecha del verbo involuntariamente perdiendoelequilibrio;forma (p. 96) sucesos ypersonas instrumentos, gen.enactospúblicos (p. 329) (p. 226) esp. enfútbolamericano pero quenosonnecesarios alcanzar g p o r m n s t s j o a l l g m ) ó a a t i f o r u t c t a e e n g r a a

m e i i b c j

o r r n n z n n m a r e u d s. r c s t s. e r a a s. e r t c o e l o s. a c o o í adj. s o a i s. c i o n r o s e s. a ( a n b finuobjetivopersonalquesedesea i s. s í sentimientodegranpenaosufrimiento s. ( t a fracaso,decepción,chasco r ó ( s. s r racimoderamasyhojas a a o o a frase verbal a (p. 1003) (p. 192) hazañaquemuestragranfuerzayvalentía t ) v. n fuerza que actúa inevitablemente sobre fuerzaqueactúainevitablemente d l ( i ) ( adj. ) deporte enelquesecombatecon deporte a c detallesagregadosparaembelleceralgo a s. adj. s músicainterpretadaporunconjuntode conformealasreglasorequisitos o adj. resbalar(se) b a (p. 653) ) ) dejaroabandonaralgo ( s. s adj. a a conjuntodepersonasnacidasalrededor s. n ) quefuehacemuchotiempo adj. v. trozoseparadodeuntodo lúgubre,oscuroydeprimente apariencia extraña o aparienciaextraña cualidadespropiasdealgo terrible,horrible desplazarseodeslizarse (p. 452) (p. 551) descuidadoodejado perdió elcontroldelapelota, (p. 696) (p. 862) (p. Glossary/Glosario (p. 653) 1016) (p. 445) (p. 1022) (p. 265) (p. 381) (p. 824) (p. 81) (p. 787) (p. 88) (p. 34)

R59

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9 GLOSSARY / GLOSARIO E M _ 8 4 5 R60 iindustrious iindividuality iindignities iindifference iincident iinadequate iimmune iimmigrant iimmense I hhostile hhospitality hhorsewhip hhoax hhissed hhick hhesitantly hheredity H ggrudgingly ggrudging n n n n n n m m m 4 r r o o o o i i e e 7 d d d d c a s c u u by balloon without wantingto guests a horsegofaster (p. 690) concern spring characteristics fromananimalorplanttoitsoff- unwillingly born inwhichheorshewasnot comes toliveinacountry thing differentfromanother qualities orcharacteristicsthatmakeoneperson (p. 264) orfear uncertainty (p. 432) 6 s r m m m s s r a s i k . d u i i i e d d i i s d t p n v g f x e t (hik) i (p. 591) e e f d s u i e d g g Glossary/Glosario a e (hohks) i l i n d g e d d e t t q w n n i i i n n

r a i r (hisd) r

t n n (p. 498) (HOS (HOS tul) u

t u i s e a y R e t t l h i o g g (p. 454) (p. 833) i l (IN suhdunt) (IN e a e a 6 (huh RED uhtee) (huhRED (ih MYOON) n n t y i u (GRUJ (GRUJ ing) l 0 (p. 1066) (ih MENS) y l p s t (p. 200) y t (HEZ uhtuntlee) (HEZ c adj. i e s (in DIG nuhteez) (inDIG (IM ihgrunt) (IM (hospihTAL uhtee) t (HORS (HORS wip) (GRUJ inglee) (GRUJ e y (in DUS treeus) (inDUS (ihADihkwit) (p. 293) (in DIF furuns) (inDIF (induhvijooALuhtee) v. n. small,rural,unexciting madeasoundlikeairescapingfrom anactmeanttofoolortrick adj. (p. 749) (p. 353) (p. 833) adj. adj. unfriendly adj. n. n. adj. ofgreatsize;huge an event orsituation anevent doneorgivenresentfully awhiporstickusedtomake adv. notinfluencedoraffected adj. n. adv. n. adj. concerningapersonwho (p. 303) n. thepassingonof unhappily, alackoffeelingor notgoodenough insultingtreatment n. (p. 498) in a way that shows inawaythatshows hardworking friendlytreatmentof (p. 988) n. thecombined (p. 551) (p. 727)

(p. 97)

ffusta bbroma ssilbó ccampesino(a) ccon titubeosfrase hherencia dde malagana hhecho(a) demalagana llaborioso(a) iindividualidad iindignidades iindiferencia iincidente iimpropio(a) iinmune iinmigrante iinmenso(a) hhostil hhospitalidad a n n n n m n n n u i o a r e e e o o l b d d d c m m m s regañadientes; sinvoluntad costumbres lugareñas enfermedades perplejidad (p. 432) invitados él un lugar,distintodelquenació,paraestablecerseen los caballos resoplar del verbo que selodistinguededemás (p. 200) los seresvivosasudescendencia voluntad b o m n r c p s s i t o i i i m e ó m d h t p

a (p. 498) v g f r u i e p i t r g e n o v. e o s. i l i n i n n a i d adj. a t e t r r o c n p ( a i u s l e a e s. s u d i a a s t o i l a hacersonidosdejandoescaparelaire;pretérito látigo o vara usada paraestimularocastigara látigoovarausada b adj. n i n o i e a o

a ) n d ( s. g e t c

s. ( l d chisteotruco ( a o e (p. 1066) d i a a i a o (p. 293) quemuestraenemistad a (p. 833) d a e ) adj. ( d e n ) transmisióndeloscaracteresgenéticos s ) silbar adj. a a s. s sucesooepisodio adj.

s. adj.

que está exento depeligroso queestáexento (p. 353) a (p. 749) s. d ) m f frase adv. r adj. peyor. s. faltadesentimientosointerés a a recibimientoacogedorquesedaa (p. 591) humillaciones,faltademérito describeaunapersonaquellega s l muygrande;enorme ; parasonidosdeanimales: a e sinlascualidadesconvenientes propiedaddealguienoalgoporlo muytrabajador

adv. g a n a (p. 988) (p. 727) quemuestraindecisióno frase adj. aregañadientes,sin pequeño,rural,apegadoa (p. 833) (p. 97) (p. 690) (p. 303) (p. 498) (p. 454) realizadoa (p. 551) bufar (p. 264)

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e e e e e

t i l

(kin) g g e n k g m e R (lisp) s a i r r l g r n h u e (lyth) l 6 e h e s t (in FUR) r p e r 1 i e c c o s d i i (mayn) l n a r c n d y t h d e g e (lunjd) t g t i (LAV ishlee) g (LANG (LANG gwid) e n v i (EYE suhlaytid) (EYE u (p. 1053) a t (LOO ming) f s (in TUR prit) (inTUR n. (p. 541) e (IN tuhgrayt) (IN t t a t (p. 679) n. t (ir ih DES unt) (irihDES (MAYK shift) e l o l y adj. (in tuh LEK chooul) (intuhLEK (p. 628) d familyorrelatives c (in STINK tivlee) (inSTINK aspeechproblemaffectingthe (inTAIR uhgaytid) k (LAF ingSTOK) (LAF n. v. (p. 161) v. flexible andmovingeasily flexible (p. 89) to use reason and experience tofigure tousereasonandexperience thelong,thickhaironananimal’s made a sudden forward movement; madeasuddenforward (p. 890) adv. adj. adj. (p. 387, 947) v. (p. 420) adj. v. to explain themeaningof; toexplain v. adj. (p. 79) appearinginthedistance tobringtogetherormake inawaythatprovidesmuch slow-moving; withoutenergy slow-moving; (p. 351) tobesetorkeptawayfrom (p. 1052) suitable as a temporary suitableasatemporary (p. 329) showing shimmering showing adv. n. (p. 654) adj. v. apersonorthingthat inawaythatcomes askedquestions requiringthought (p. 541) (p. 298) s and z

ffamilia aaislado(a) iiridiscente iinterrogó iinterpretar iintelectual iintegrar iinstintivamente iinferir ccrin pprovisorio(a) aarremetió ((se) levantaba áágil cceceo eespléndidamente hhazmerreír llánguido(a) r n n n n n n á a s r e i r g s r a i s n e m t t t t s f i d r demás asunto; formadelverbo el caballo crece enelcuellodealgunos animales,porej., verbo demás dediversiónalos sirven o comportamiento natural desprendimiento yergue ysepara;formadeverbo arco iris comprensible comprender oelrazonamiento experiencia sonidos (p. 461) p o c i n z e e e e e l t e l ) g e a i l v m adj. i r r l g r s. i

s é m n u e l o d i l r p i c r i s e r n t o e c i a s. a o e r v. e o i d v conjuntodecerdasopelosgruesos que d t r v s. g e r n ( u t r a o r a i v. i a ó t arremeter (p. 1053) (p. 89) i que se mueve conagilidadysoltura quesemueve t e d problemadepronunciaciónqueafectaalos (p. 351) ó a n a ( deducir conclusiones de un texto usando la usando deducirconclusionesdeuntexto o m e ) v. (p. 654) congéneresoparientes í a a l v. r s t v. ( r adj. adj. incorporarounirauntodo a v. y ) (p. 161) m e a s. adj. b hacerlepreguntasaalguienparaaclararun n ) atacóconímpetu;embistió;formadel apartado oseparadodeltratoconlos apartado e adj. a z t explicar elsignificadodealgo;hacer explicar (p. 890) personasqueporsuaspecto n (p. 541) e v. (p. 420) quemuestraodestellaloscoloresdel relacionadoconlafacultadderazonary adv. t e débil;faltodeánimo;sinenergía que sobresale enaltura, que quesobresale se (p. 679) adv. temporal,nopermanente (p. 387, 947) queprovienedeunimpulso hechocongenerosidady interrogar (p. 298) Glossary/Glosario (p. 329) levantar(se) (p. 79) (p. 1052) (p. 628) (p. 541) (p. 826) R61

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9 GLOSSARY / GLOSARIO E M _ 8 4 5 R62 oobservant oobituaries oobesity O nnutrition nnourished N mmuttered mmuster mmorale mmope mmonitor mmoist mmocking mmirth mminded mmilepost mmigrant mmerely mmenacingly mmeekly mmauve mmanufacturing 4 b b b u o 7 u u o o o o o i i i i e e e a a (p. 134) details express anger express collect gently (p. 173) substances necessary forlife substances necessary extremely overweight extremely manner of rawmaterials point manymilesalocationisfromstarting tells how tating thepersoninaridiculousmanner spirit usually innewspapers things usefood 6 r n l g s i e t u . e r n e u n t t s r p n i c r i t e n r s s d u r t e h a i t k p k a v u d e i a e Glossary/Glosario t r i i t e t e a l d l t s (murth) i i l (moyst) e o v c (mohp) f n y r o e o n

y y r h d r

a (p. 181) i e a (mahv)

(p. 748) s (MEER (MUS (MUS tur) (muh RAL) t r R (oh BEE sihtee) (ohBEE (MEEK i n n g e (p. 679) (MYN (MYN did) c (MY grunt) e t d (p. 342) n (p. 216) (MON ihtur) (MON 6 (MOK (MOK ing) g (MYL (MYL pohst) (noo TRISH un) t d 2 s (MUT (MUT urd) t (p. 1007) u l (ub ZER vunt) (oh BIH chuhwaireez) (ohBIH (NUR (NUR ishd) y r (MEN uhsinglee) (MEN i n g adj. n. v. (manyuhFAK churing) (p. 412) adj. lee) lee) to be gloomy or in low spirits tobegloomyorinlow (p. 72, 287) joy,happiness (p. 415) v. justwetenoughtonotice n. adv. v. alightpurpleorviolet adv. adj. tofindandgathertogether; v. v. tookchargeof thestateofaperson’smindand n. v. makingfunofsomeonebyimi- adj. (p. 20) (p. 992) spokequietlytocomplainor just;only movingfromplaceto inatimidandmildmanner; n. tocheckorwatch asignbyroadthat adj. n. conditionofbeing providedwithfoodorother theprocessbywhichliving goodatnoticing (p. 72) adv. (p. 447) (p. 639) n. inathreatening (p. 412) noticesofdeaths, v. (p. 1007) (p. 424) makingout (p. 36) (p. 415)

ccontrolar hhúmedo(a) bburlarse rregocijo ccuidé mmojón iitinerante ssimplemente aamenazante ddócilmente mmalva ffabricar oobservador(a) oobituario oobesidad nnutrición nnutrido(a) rrefunfuñó jjuntar mmoral aandar deprimido(a) t u a e e i o u m n i ú u ó b b b u u m n b n o a o g f peligrosamente sumisamente pretérito delverbo cuidar alguien dos puntosenuncamino mucho periódico orevista alimentan para crecerydesarrollarse mismo forma delverbo decaído oconlamoralbaja n i d m r c s i e t t u d e e l r t t o j r r r l p e t i v s a ó u a a i n a i i é l r r n c e c c d r i m l a r r n a o a r l d f e v. i v a a d i

s. v. adj. o u s j ó r n s. l d m a o a e z r a o e i ( ñ n t v. o d e a (p. 412) d n s. seocupódealgo;pretéritodelverbo a v. r ( e (p. 181) e (p. 216) estadodeánimooconfianzaenuno ó reuniroagrupar;acumular (p. 1007) s. p n s. v. s. señalqueindicacuántasmillasquedanentre o a t ) adj. n e v. adj. r t ) produciroelaborarobjetosmecánicamente; r alborozo,felicidad decolorvioletapálido hacerbromasoridiculizara t e adv. i (p. 72, 287) adj. ( funciónporlacuallosseresvivosse e m seccióndenoticiasnecrológicasun vigilaroverificar gorduraenexceso adv. a habló expresando enojooenfado; hablóexpresando adv. ) i adj. quevadeunlugaraotro d (p. 679) que recibe las sustancias necesarias querecibelassustanciasnecesarias o ligeramentemojado demodoapacibleyobediente; (p. 1007) ( demodointimidanteo fabricar a solamente,sólo ) que advierte ynota con queadvierte (p. 992) frase verbal refunfuñar (p. 415) (p. 748) (p. 72) (p. 36) (p. 134) (p. 447) (p. 20) (p. 412) (p. 424) que tieneelánimo (p. 639) (p. 342) (p. 415) (p. 173) 33/9/07 11:39:36 AM / 9 / 0 7

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A M RR054-R069EM_845476.indd R63 0 5 4 - R 0 6 9 E M _ 8 4 5 4 7 6 . i n pprior ppretense pprejudice ppredominantly ppractical ppotential ppondered ppolicies pplagued pphantom pperpetual pperilously ppenetrated ppelted ppeers ppectorals pparody pparanoid P ooutrages oominous oobsessed d l h e e e e e e a a u m b r r r r r o o o d a something single emotionoridea against you pretending mostly tressed injury (p. 571) through shoulder chest wallstothebonesofupperarmand unfairly activities sense abouteveryday (p. 380) a i e e e

c r r r r n l e

t n l a t s o

g t i i e r c a t j d p i o R t e r c e n e n d u l r e a o u t 6 n o n s o e d s i (PRY (PRY ur) d t i t 3 o e n d g e (peerz) r e c r s t o u o t m y (PEL (PEL tid) a r u i e a s i u s a e d a m (PAIR uhdee) s c i e (p. 694) e (POL uhseez) (POL l t d s s a l d i (playgd) l s e (p. 734) l e (PRAK tihkul) (PRAK d n (p. 675) y (OUT rayjiz) (OUT (PREE (OM ihnus) (OM (puh TEN shul) (puhTEN (p. 154) (PAIR uh noyd) l (FAN tum) (pekTOR ulz) (ub SEST) (PREJ uh dis) (PREJ (p. 1041) d (pur PEH chooul) (purPEH (PON (PON durd) (PAIR uhluslee) a (p. 425) (PEN uhtraytid) (PEN n (pp. 152, 572) (p. 381) t (p. 211) l y v. adj. (prih DOM uhnuntlee) (prihDOM lookscloselyatsomething v. tens) v. struckoverandagain earlier;comingbefore wasgreatlytroubledordis- adj. adj. n. n. adj. n. v. n. adj. (p. 850) n. a false show orappearance; afalseshow n. a comic, exaggerated imitation acomic,exaggerated concentratingtoomuchona thoughtabout imaginary; ghostly imaginary; violentorcruelacts adj. adj. plansorrules anopinionthatisformed threatening musclesconnectingthe adv. having or showing good havingorshowing adj. v. capableofbecoming feeling like everyone is feelinglikeeveryone passedintoor (p. 787) dangerously,atriskof continuingforever (p. 738) (p. 557) (p. 811) adv. (p. 126) (p. 424) (p. 899) (p. 94) mainly; (p. 498)

ppenetró ((se) acribillaban ((se) escruta ppectorales pparodia pparanoico(a) aatrocidades oominoso(a) oobsesivo(a) pprevio(a) aapariencia pprejuicio ppredominantemente ppráctico(a) ppotencial ccaviló ppolíticas aatormentado ffantasma pperpetuo(a) ppeligrosamente a s s a t p t e e a a m b r r r r o o e e e e r o n realidad yactúadeacuerdoaella del verbo fantasma sola ideaoemoción huesos deloshombrosyantebrazos repetidamente; formadelverbo ej., quetodosestánensucontra cavilar penetrar (p. 571) antemano numérica riesgo atentamente; formadelverbo un fin e e e á v n c r r a r l s t l o ) ) i í r t i e i a o v j d c p t e g r t e n a

l u c m o t i i ó n n i a e d o e s r t o c s i i e o i r d c r o i c s v. c c o t i m e m a v n ( a s ó a u o c r i i a s i a n s o a o o (p. 557) l c (p. 694) i c s. r v. o i a ( a e d (p. 811) b s. ) pensóprofundamente;formadelverbo n t l u i ( s. ( o a ( adj. m adj. a a adj. s e i a a a t (p. 1041) a ) ( l s. d s. imitación burlesca y exagerada dealgo imitaciónburlescayexagerada (p. 899) seintrodujooinfiltró;formadelverbo a s l (p. 734) ) ) adj. a métodosyorientacionesdesignadaspara n e ) a opiniónojuiciodesfavorableformadode (p. 154) atormentar s. adj. adj. o v. adj. ) t n b adj. v. e músculosdelpechoconectadosalos falso,queparecealgonoes t a quepuedeser imaginariooquetienecualidadesdeun anterior;quevieneprimero m e crueldadesmuygrandes explora y examina cuidadosa y cuidadosa yexamina explora n adv. quetienebuenjuicioparacaptarla que causa disgustooaflicción;forma quecausa e v. quetienedemasiadafijaciónconuna alarmante,demalagüero queduraparasiempre n obsesionadoconunaideafija,por t causar muchasheridasopicaduras causar e adv. que puede causar undañoo quepuedecausar (p. 850) (p. 675) que prevalece encantidad queprevalece (pp. 152, 572) escrutar(se) Glossary/Glosario acribillar(se) (p. 211) (p. 787) (p. 498) (p. 380) (p. 425) (p. 126) (p. 738) (p. 424) (p. 381) (p. 94) R63

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9 GLOSSARY / GLOSARIO E M _ 8 4 5 R64 rremorse rremnants rrelish rreferee rrecited rrays rravaged rrambling R qquivers qquest Q ppummel pprospectors ppromote pprominent ppromenade pprofile pprofessional pproclaimed pprocess pprivileged 4 a a a e e e e e u u u r r r r r r r r r 7 y v m m m l f c manner trembling motion more popularorwellknown slow, relaxedmanner slow, rules are followed in a game rules arefollowed (p. 679) ruined long occupationorcareer remaining parts an areaformineraloroildeposits announced or moreadvantages regret making ordoingsomething o o o o o o o o i 6 i e m i v e . i a s v s i s m m m f f c c t n s i r b o n (rayz) i e h e g e l p d l e m Glossary/Glosario l t e e a d l e r a s o i e (kwest) r (REL (REL ish) e d s e i e n

g s i s s

n (PROH (PROH fyl) n e n s d t

(rihSY tid) m c e (refuhREE) R (KWIV (KWIV urz) i e e e (p. 651) (PRAH (PRAH ses) l g t o a t (RAV (RAV ijd) (p. 675) 6 (PUM (PUM ul) (rih MORS) s n d (pruh MOHT) o e (RAM (RAM bling) 4 d n (p. 1005) (REM (REM nunts) t (PRIH vihlijd) (PRIH r d e a (PROM uhnunt) (PROM s n. (pruh KLAYMD) (PROM uhnayd) (PROM l (PRAH spekturs) (PRAH (pruh FESH uhnul) (pruhFESH (p. 975) beamsoflightorenergy n. v. a search for a particular objectorgoal asearchforparticular (p. 897) toenjoy v. n. v. (p. 161) v. v. n. destroyedviolently; n. repeatedfrommemory asideview tohitorbeatsomeone n. (p. 878) shakesormoveswithaslight v. a series of steps to follow in aseriesofstepstofollow (p. 464) a sports officialwhomakessure asports n. feelingofguiltand v. talkinginadisorganized adj. tohelpmakesomething whatisleftover;small (p. 204) (p. 1053) v. adj. (p. 51) havingorenjoyingone (p. 862) (p. 595) v. n. declaredpublicly, towalkorstrollina (p. 131) people who explore peoplewhoexplore wellknown adj. (p. 690) relatingtoalife- (p. 461) (p. 1006) (p. 525) (p. 171)

ggolpear conlospuñosfrase eexplorador(a) ppromocionar pprominente ppasear(se) pperfil pprofesional pproclamó pproceso pprivilegiado(a) rremordimiento rremanente ssaborear áárbitro(a) rrecitado(a) rrayos ddevastado(a) ddivagando vvibrar bbúsqueda a e e e a i o x r r r a e r r r r e i ú b v y m m b c alta, formadelverbo bebe forma delverbo devastar tema principal;formadelverbo algo puños capacidadyaplicación relevante popularidad por ejercicioodistracción producción deunfenómenouoperación especiales después deunamalaacción reglamento encompetenciasdeportivas lugar parahacerdescubrimientos pequeños yrápidos b o o o o o i p l s r v s v a r p i o f i e o m m f c c l a q t a i t o a i o g e a e l s l e l r a r s u e r a s. n r a s r o i s. o d a e s t r v. (p. 679) n g e d a m i a e n o ( c (p. 204) r ( a o o e i d d i s

d a n i d (p. 1006) contornodelavistalateralalgo a s. r m ( hacesdeluzoenergía n ó c o n e temblaroestremecerseconmovimientos a o ) v. o t a d o o a v. n e s. ) t s. i r (p. 675) ) ( o v. e v. e n conjuntodepasossucesivosenla l s. ( a v. a adj. (p. 878) disfrutar el sabor de algo quesecomeo disfrutarelsabor adj. ( a n

r anunciarodeclararpúblicamenteyenvoz ) personaquehacesecumplael indagaciónquesehaceparaconseguir a l ) v. t v. hablandooescribiendoseparándosedel o (p. 595) andarodesplazarsedeunlugaraotro aquelloquequedadealgo repetidodememoriayenvozalta; ) o s. s adj. s.

daraconoceralgoparamejorarloen destruido, arrasado; formadelverbo destruido,arrasado; personasqueejercenuntrabajocon p ilustre,famoso,destacado persona que investiga una cosa o personaqueinvestigaunacosa u recitar inquietudoculpaquequeda ñ quetieneventajasobeneficios o (p. 161) s proclamar

f (p. 525) r a s (p. 464) e v. (p. 651) (p. 461) pegarconlos (p. 975) (p. 1053) divagar (p. 690) (p. 1005) (p. 862) (p. 897) (p. 51) (p. 131) (p. 171) 33/13/07 11:22:39 AM / 1 3 / 0 7

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A M RR054-R069EM_845476.indd R65 0 5 4 - R 0 6 9 E M _ 8 4 5 4 7 6 . i n ssheared ssharecropper ssequence sseminary sself-discipline ssedately sscurried sscourge sscholar ssavoring ssarcastic ssanctuary S rroutine rrivaling rringleaders rrigid rretreat rresolve rreputation d o i i i e e e c c c a a a h h e e e e d v n g u o h t s p (p. 837) behavior inordertoimproveyourself (p. 81) ormakefunofsomeone words thataremeanttohurt place suffering (p. 875) (p. 594) groups ofpeople,especiallythosewhocausetrouble education tance the arrangementofthingsintime,space,orimpor- (p. 352) thing situation by otherpeople the money from its sale withthelandowner fromitssale the money bysomeone elseandsharesthecropor land owned (p. 381) q m l d v r n u

e a a

i f g r

c o d o r u o u R - c a r u a t e l l a i r i d i e l 6 t (RIJ id) e r r l r t t n n e a n v i 5 a u s e a i g i e c e a n t e n a e s g t r a l r t e (rih T d (p. 1052) d d (p. 1060) i (p. 544) c y (rih ZOLV) r (SKOL ur) (roo TEEN) i c g (RYvuling) o c r o (skurj) (sheerd) i y (SKUR (SKUR eed) e (sihDAYT lee) e (SAY vur ing) (sar KAS tik) KAS (sar y p p n (SEM ihnairee) (SEM r (SEE (SEE kwens) (SANK choowairee) (SANK (p. 225) l p (p. 947) s (repyuhTAY shun) i n (p. 180) (RING leedurz) (RING e e r adj. REET) (SHAIR kropur) (SHAIR (self DIS uhplin) (selfDIS n. stiff (p. 230, 748) v. causeofwidespreadhardshipor n. v. v. n. cutoffsharply v. tomakeafirmdecision apersonofgreatlearning v. (p. 525) tomovebackward,awayfroma adj. aregularwayofdoingsome- beingequaltoormatching v. n. ranquickly adv. takinggreatdelightin the order of ideas or events; theorderofideasorevents; describessharporbitter n. n. inaquiet,calmmanner aschoolforadvanced n. n. individualswholead n. n. afarmerwhoworks characterasjudged a safe andprotected asafe (p. 329) (p. 752) controloveryour (p. 170) (p. 737) (p. 347)

ssarcástico(a) ssantuario rrutina rrivalizaba ccabecilla rrígido(a) rretirar(se) rresolver rreputación ((se) recortaba aaparcero ssecuencia iinstituto educativo aautodisciplina ttranquilamente sse escabulló aazote eerudito(a) ssaborear n r u i í e e e s a a e e a a p u z r v g a e s t s p u sí come obebe para ofenderohumillaraalguien recortar razón misma manera otro 748)(p. 230, obtenga delosbeneficiosqueellas tierras unaparte contrato acambiodedaralpropietariolas mismo enlaconducta escabullir(se) adquiridos medianteelestudio educación superior r n c b t o b a t a i n i t i e c o ) u o d r u d n t o (p. 544) t e i r l

q á s t u a e i l e d o c r t i c a r u z v c t s u a r s. e a e e n i i ( (p. 875) a o s. e a t t ( l s c i c r a r o a i l c s b r l ( (p. 1060) b c c a i i o o a ) i r v. e o a

instrumentodecastigo ó i a o u a costumbredehaceralgorepetidamentela s. adj. e v. s. p r m ) ) (p. 329) s. n v. (p. 347) s. ( t l d v. s. l l a a s. tomarunadeterminacióndecisiva i e ó u jefedeungruporebeldes n percibir con deleite el sabor deloquese percibircondeleiteelsabor personaquetrabajaunastierrasbajo b ) lugarqueseconsideravaliosoporalguna n queestabaencompetenciacon v. sucesióndeelementosrelacionadosentre c a adj. apartarse dealgo,irse apartarse personaconconocimientosprofundos a t carácterquesejuzgaporotraspersonas tieso;quenosepuededoblar a s. e v. (p. 352) (p. 752) t escapó a toda prisa; formadelverbo escapóatodaprisa; adv. i (p. 1052) v capacidaddecontrolsobreuno perfilar, formadelverbo perfilar, o que expresa burlasoironíascrueles queexpresa frase nom. (p. 180) demaneracalmada (p. 170) (p. 947) centro deenseñanza Glossary/Glosario (p. 381) (p. 81) (p. 225) (p. 594) (p. 837) (p. 525) (p. 737) R65

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9 GLOSSARY / GLOSARIO E M _ 8 4 5 R66 ssullenly ssubjected ssubdued sstress sstranded sstragglers sstifled sstammer sspunk sspout ssplurge sspectacle sspar ssordid ssolemnly sslums sslithered sslashed sskimpy ssinge sshrugged 4 t p p p p p o o l l l k i h u u u t t t t 7 u i a n r r r i a (p. 511) (p. 1064) humor (p. 847) (p. 749) not quiteenough much ofthewrongkindattention landing ablow (p. 445) main group gliding motion,asasnake strain place aword say to timeswhen trying soundseveral repeat thesame tion buildings run-down in crowded, manner doubt, lackofinterest,oruncertainty i t f 6 l b b u o l e a r l r a a e m s h m g l m u e l . d u i e c r e j d n u n g h n s m e e e r (spar) i g d t n p s d Glossary/Glosario m s k t u g d e g d a (sinj) d r c (spowt) g (p. 663) (stres) (slumz) l y (STY (STY fuld) n (spunk)

l e e d e e (SOR (SOR did) c t

y e e

e (p. 329, 461) e (p. 591) (SKIM (SKIM pee) R l d d (splurj) l d (slasht) (SUL unlee) (SUL r y e r d 6 d (p. 947) (SLITH (SLITH urd) (sub s (STRAN (STRAN did) (STAM mur) 6 (SOL umlee) (SOL (SPEK (SPEK tih kul) (p. 886) (shrugd) (sub JEK tid) (STRAG (STRAG lurz) v. v. (p. 886) n. (p. 551) tomovearoundasiffightingwithout toburnslightly v. n. n. DOOD) a harmful feeling of fear, worry, or aharmfulfeelingoffear,worry, v. v. (p. 961) to say somethinginaloud,boastful tosay parts ofcitieswherepoorpeoplelive parts v. courage,spirit,anddetermina- adj. to spend more money thanusual tospendmoremoney hitsharplyenoughtocauseacut (p. 832) choked;smothered v. adj. raised the shoulders to show raisedtheshoulderstoshow v. adv. dirty; foul;mean dirty; v. adj. adj. v. movedalongwithaslidingor n. adv. lackinginquantity;barelyor n. tospeakwithdifficulty; causedtoexperience gloomilyandsilently peoplewholagbehindthe somethingthatattractstoo lefthelplessinadifficult quiet,weak,undercontrol (p. 549) seriously;withoutjoyor (p. 900) (p. 173) (p. 388) (p. 412) (p. 571) (p. 906)

eespectáculo eentrenar ssórdido(a) ssolemnemente bbarrios bajos rreptaron aacuchilló eescaso(a) cchamuscar eencogió loshombros ssombríamente ssometido(a) ssubyugado eestrés vvarado(a) rrezagados(as) ssofocar ttartamudear aarrojo hhablar aborbotones dderrochar a e e ó o o o u o h a s n c s n s r a a e r p z r golpear serpiente, formadelverbo agobiantes repetición gravedad separándose delrestogrupo escándalo del verbo hombros interés oconocimiento;expresión de manerasimultáneaparamostrarfalta fuerza, formadelverbo alguien un lugar sociales máspobres superficialmente de unasolavez p c t u r l m m b r f a t r c b r t e r o o a a d r a r t r a e c m o y é l m e a i j o b e g c d a s i h m c u o o g s d n r a o t a u c r r o t i s. n i g s s. o i o á í l

r a h ó u d ( d s ( a l

a a e v. n a c ó ( r c b a a

d o o m

d a m u v. tensión nerviosa provocadaporsituaciones tensiónnerviosa l v. ) (p. 1064) a osadía, coraje,atrevimiento osadía, v. ) b (p. 961) r a o e s ( adj. ) o (p. 329, 461) adj. l v. r ahogar;impedirlarespiración e a ( j o a (p. 412) o e s adj. (p. 947) o v. adj. a (p. 886) (p. 388) simularunapeleasinllegara n ) searrastraronodeslizaroncomouna

acuchillar r hirió o cortó conunarmaafilada;forma hirióocortó r n s. (p. 591) s h v. s v. b gastardemasiadosinpensar t t frase nom. ) e o quemar la parte exterior o exterior quemarlaparte e o s. limitado, corto, insuficiente limitado,corto, acción que causa extrañeza o extrañeza acciónquecausa adv. quedarse detenido imprevistamente en quedarsedetenidoimprevistamente m adv. dominioimpuestosobrealguienporla t hablar entrecortadamente ycon hablarentrecortadamente sucio,asqueroso,malo dominado,bajoelcontroldealgoo o (p. 886) b personasquesequedanatrás n (p. 900) r e o s triste,melancólico conmuchaseriedado s (p. 749) frase v. (p. 173) frase v. someter zona pobladaporlasclases reptar queriendodecirlotodo elevar loshombros elevar (p. 511) (p. 551) (p. 549) encogerse de (p. 663) (p. 445) (p. 571) (p. 906) (p. 847) (p. 832) 33/9/07 11:39:44 AM / 9 / 0 7

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r r m l

a a u s a t t n

f e v e d i n i R t u o (tekst) s o d (surf) g n c m h e m a d p 6 e t e t i h g u l 7 (tawnt) t e y e s m (toyld) s d (p. 550) y s (TY (TY runt) a (p. 1060) a e e s e e s (TRY (TRY seps) (TRIB yoot) (TRES uz) (TIM ud lee) (TEN (TEN did) (p. 330) t (p. 1060) (TEE (TEE dee us) r r i r i (TOR tus) (p. 222) d i (tsoo NAH mee) z s y o z (p. 1000) (sur VAYD) e (p. 95) (SWAG urz) (SUM uhree) (SUM e u (p. 1060) n. (SIN thuhsyz) (SIN d n. s (TRECH urus) (TRECH (p. 425) (TROM uhtyzd) (TROM breakingwavesandfoamnearasea- (p. 566) v. theprintedorwrittenwordsofapage, v. workedhard to try toangersomeonebyteasinghim totry n. (p. 782) n. v. n. n. acruel,unjustruler n. caredfor;keptinworking longhair adv. alargemuscleatthebackof a large turtle thatliveson alargeturtle adj. adj. something done to show somethingdonetoshow v. n. walksinaboldorproud fearfully polled;questioned n. boring;tiresome v. abriefstatementofthe adj. ahugeoceanwavethat tobringtogethercreate (p. 752) (p. 1064) adj. (p. dangerousandunpre- (p. 292) upsetorinjuredasa 1016) 1016) (p. 676) (p. 8) (p. 711) (p. 512) aatendía ttedioso(a) ffastidiar ssintetizar ((se) pavonea eencuestaron ooleaje rresumen ttirano(a) ttsunami ttríceps ttributo mmechones ttraicionero(a) ttraumatizado(a) ttortuga ((se) afanó ttímidamente ttexto e a i s r r r r o í e s e s i t n r m l a a n í i u e e e d s e x e r s forma delverbo partes opinión general;formadelverbo sobre untemadeterminadoparaconocerelestadode que esinjusto pavonear(se) formadelverbo presumir conexageración; afanar(se) antebrazo disgusto básicos mar terremoto ounaerupciónvolcánicaenelfondodel reconocimiento fuerte, negativayduradera fuerte, extremidades las poruncaparazóndelquesalen cuerpo cubierto hay detipoterrestreymarino;tienenel escrito a c b c i u t t t t n ) u ) n a e c i i n c u u i e u o o d

m d h j a m i p d p a o t t e e g s. o s a i i o m o s í (p. 1060) f a ( a a z s s. o a n a e m a s. s. a n t a v t r s. ( i v. n e grupodepalabrasqueformanundocumento n a (p. 782) i ) s. v. (p. 8) e o a r e z r sucesióndeolasenlaplaya s. (p. 566) s. r ó v. s músculo de tres porciones que se extiende al músculodetresporcionesqueseextiende ) manifestacióndeadmiraciónyrespeto; n n a o o (p. 222) reptildelordendelosQuelonios, seocupabaocuidabadealgoalguien, adj. s. v. d ola de gran tamaño causada porun oladegrantamañocausada e t molestaraalguienprovocandosuenfadoo ( n (p. 425) e reduccióndealgoasuspuntos gobernante cruel que abusa desupodery gobernantecruelqueabusa a componeralgoatravésdelasumasus a o (p. 752) v. adv. ) porcionesdepelo trabajóduro,formadelverbo v. ( adj. a (p. 1060) (p. 550) aburrido,molesto preguntaronaunnúmerodepersonas (p. 676) ) hacerostentacióndealgo, adj. (p. 1000) atender contemor queesastutoeimprevisible quehasufridounaimpresión (p. 330) (p. 1064) (p. 292) (p. Glossary/Glosario (p. 711) encuestar 1016) (p. 1060) (p. 512) (p. 95) R67 33/9/07 11:39:45 AM / 9 / 0 7

1 1 : 3

9 GLOSSARY / GLOSARIO : 4 5

A M RR054-R069EM_845476.indd R68 0 5 4 - R 0 6

9 GLOSSARY / GLOSARIO E M _ 8 4 5 R68 wwidower wwhimper wwell-being wwell wwarily W vvisualize vvinyl vvile vvictory vvicious vverbal vvendors vvelocity vvapor V uutter uushers uuproar uunmindful uunique uultimate U 4 i i i i i e e e a t s p n n l 7 s n l c c i h e e a t t (p. 287) condition words died services seats inatheaterorstadium (p. 556) picture of smoke thatcanbeseen (p. 22) shiny plastic (p. 749) (p. 193) e 6 d r n l p h i r m i u t i e o l l r y i . b m q o o i (vyl) l l o o m d o e n i r a (wel) - l c l a d u u i (VY (VY nul) r Glossary/Glosario (UT ur) r a b o r w y l a n i d p y l s i (VAY pur) t e s r

(WAIR uhlee) (WAIR e (p. 1021) r (VUR (VUR bul) z t

d y e (USH (USH urz) (VIK (VIK tur ee)

(UP (UP ror) (VISH (VISH us) e (yoo e s R i e (vuhLOS uhtee) (p. 558) f r n (VEN (VEN durz) r 6 (UL tuhmut) (UL u (VIZH (VIZH wul ize) (WID (WID oh ur) (WIM (WIM pur) 8 adj. g (p. 14) l n. (un MYND ful) (wel BEE ing) (welBEE (p. 286) (p. 376) aholeduginthegroundtogetwater v. very bad; unpleasant; foul bad;unpleasant; very NEEK) (p. 130) adj. to speak or say aloud tospeakorsay n. n. adj. adj. n. madeofvinyl,whichisatough, noisy excitement andconfusion noisyexcitement small particles ofmist,steam,or smallparticles n. adj. peoplewhohelpothersfindtheir n. n. adv. expressed inspoken expressed meanandcruel thewininacontestorbattle n. adj. peoplewhosellproductsor asoftcry v. havingnolikeorequal amanwhosewifehas (p. 899) n. cautiously n. toformamentalimageor adj. greatest;mostimportant goodphysicalandmental speed (p. 15) notaware (p. 417) (p. 902) (p. 961) (p. 807) (p. 216) (p. 344) (p. 204)

vvelocidad vvapor ppronunciar aacomodadores(as) aalboroto iignorante úúnico(a) pprincipal vviudo qquejido bbienestar ppozo ccautelosamente vvisualizar vvinilo rrepugnante vvictoria ffiero(a) vverbal vvendedores(as) g i e a e a i i i i e e c l e r n r u i o u s n c b n e p (p. 287) algo en vozalta servicios información transformado porlaaccióndelcalor se hace para sacar agua se haceparasacar ocuparán asistentes deunteatrooestadiolosasientosque o pesar o i o u l p r n r i e z u t n o d i o o n b c o u o n m t l o d o j a c o c o e o r r i e a ( g r u r e s. d i l i a o l adj. o a ( i s s. l p i s. d n (p. 376) o d n a adj. o z a n t t ) d a a a a o s a s. o c adj. s. ) hoyoprofundoenlatierraque,porlogeneral, t a l d a hombre cuya esposa hamuerto hombrecuyaesposa n i e r adj. gasqueseformacuandounlíquidoes r s. r adj. a (p. 417) s. d v. m e s. adj. t (p. 14) triunfo;éxitoenunenfrentamiento r resinaduraplastificable llanto suave y corto; voz lastimosa dedolor vozlastimosa llantosuaveycorto; e o s (p. 15) que se sirve delapalabrahablada quesesirve v. desorden,tumulto e adj. ( r enbuenestadofísicoymental formarunaimagenmentalde (p. 807) rapidezdemovimiento cruelydetratodifícil a n e (p. 204) solo,sinotrodesumismaespecie fundamental;másimportante s emitir o articular sonidosalhablar;decir emitiroarticular t s quedesconoceunasunto;carentede e ) ( s. a adv. asqueroso;aversivo;horrible s ) personasquevendenproductoso s. concuidadoyrecelo personaqueindicaalos (p. 749) (p. 556) (p. 216) (p. 130) (p. 902) (p. 899) (p. 1021) (p. 961) (p. 286) (p. 22) (p. 193) (p. 558) (p. 344)

33/9/07 11:39:48 AM / 9 / 0 7

1 1 : 3 9 : 4 8

A M yyearning yyearned Y wwrithing wwoe wwittiness wwithdrawn e e r o i i funny unsociable (p. 201) t t a a i t h e t r r i h (woh) n d n n i e r i e n n a s d g (p. 550) g w s (yurnd) (RY thing) (WIT (WIT tee nes) (YUR (YUR ning) n (with DRAWN) n. (p. 344) great sadness orsuffering greatsadness v. hadastrongdesire adj. n. n. wantingsomethingbadly twitching,twisting ability to be smart and abilitytobesmart adj. shy, reserved, or shy,reserved, (p. 636) (p. 445) (p. 446)

aanhelo aanhelaba rretorcido(a) iinfortunio aagudeza rretraído(a) n e e n n g f t t algo, formadelverbo mental para crearconrapidez u h h o o r a d e e r r t í c l l e d u o a i z d o n b s. a o ( i a s. o a ( v. deseointenso s. a ) adj. perspicaciaovivezadeingenio;facultad ) teníaundeseovehementeporconseguir adj. desdicha, fortuna adversa desdicha,fortuna tímido, reservado, apartado tímido,reservado, doblado,contorsionado anhelar (p. 201) (p. 636) Glossary/Glosario (p. 550) (p. 445) (p. 446) (p. 344) R69

GLOSSARY / GLOSARIO INDEX OF SKILLS

DDetailsetails 6 68,8, 771,1, 775,5, 777,7, RR1111 LLegendegend RR1313 References beginning with RH DDialectialect RR11,11, 953953 LLimerickimerick RR1313 refer to Reading Handbook pages. DDialogueialogue 4 484,84, 497,497, 1030,1030, 1036,1036, 1039,1039, LLiteraliteral meaningsmeanings 10381038 References beginning with R refer 11051,051, R11R11 LLocalocal colorcolor RR1313 to Handbook pages. DDramarama 930,930, R11R11 LLyricyric RR1313 EElegylegy RR1111 LLyricyric poetrypoetry 3374,74, R13R13 Literary and Text EEpicpic RR1111 MMainain ideaidea 5 5,, 668,8, 71,71, 777,7, 7776,76, 8818,18, 8821,21, Elements EEssaysssays 2 278,78, 314,314, R11R11 8831,31, R13R13 EExpositionxposition 5 547,47, 805,805, R11R11 MMemoiremoir RR1313 AActct 930,930, R10R10 EExtendedxtended metaphormetaphor (SSeeee MMetaphoretaphor 4 436,36, 443,443, 451,451, R13R13 AActionction RR1212 MMetaphor)etaphor) R11R11 eextendedxtended R11R11 ffallingalling 5 547,47, 8805,05, 881313 FFableable 6 618,18, 642,642, 702,702, R11R11 MMetereter 3 374,74, 405,405, R13R13 rrisingising 547,547, 805805 FFallingalling actionaction 5 547,47, 805,805, 813,813, RR1212 MMonologueonologue RR1313 AAlliterationlliteration 4 423,23, 437,437, R10R10 FFantasyantasy 6618,18, R12R12 MMoodood 2 256,56, 327,327, R13R13 AAllusionllusion RR1010 FFictioniction RR1212 MMoraloral 642642 AAnalogynalogy RR1010 hhistoricalistorical 776,776, RR1212 MMythyth 6618,18, R13R13 AAnecdotenecdote RR1010 ssciencecience R15R15 NNarrationarration RR1313 AAntagonistntagonist RR1010 FFigurativeigurative languagelanguage 3 374,74, 436,436, 443,443, 451,451, NNarrativearrative poetrypoetry 3374,74, R13R13 AAnthropomorphismnthropomorphism RR1010 4458,58, R12R12 NNarratorarrator 1 118,18, 129,129, 138,138, 385,385, 397,397, 776,776, AAsideside RR1010 mmetaphoretaphor 436,436, 443,443, 451451 8821,21, 831,831, R13R13 AAssonancessonance RR1010 ppersonifiersonifi cationcation 436,436, 443,443, 451451 NNonfionfi ctionction 776,776, RR1313 AAuthor’suthor’s credibilitycredibility 894894 ssimileimile 436,436, 4443,43, 445151 NNovelovel RR1414 AAuthor’suthor’s purposepurpose 5 5,, 71,71, 77,77, 84,84, 85,85, 509,509, FFigurativeigurative meaningsmeanings 10381038 NNovellaovella RR1414 5515,15, RR1010 FFiguresigures ofof speechspeech (SSeeee FFigurativeigurative OOdede RR1414 AAutobiographyutobiography 118,118, RR1010 llanguage)anguage) OOnomatopoeianomatopoeia RR1414 BBalladsallads RR1010 FFlashbacklashback RR1212 OOralral traditiontradition RR1414 BBandwagonandwagon RR4747 FFolkloreolklore RR1212 OOrganizationrganization BBiasias 2256,56, 285285 FFolktalesolktales 6618,18, R12R12 ccauseause andand effecteffect RH16RH16 BBiographyiography 118,118, RR1010 FForeshadowingoreshadowing RR1212 cchronologicalhronological orderorder 118,118, 167,167, CCharactersharacters RR1010 FFreeree verseverse 3374,74, R12R12 1179,79, RRH10H10 ddynamicynamic R10R10 GGenreenre RR1212 ccompareompare andand contrastcontrast RH16RH16 fl a t R 1010 GGlitteringlittering generalitiesgeneralities RR4747 oorderrder ofof importanceimportance RH17RH17 rroundound R10R10 GGraphicsraphics 5 5,, 448,8, 551,1, 55,55, 57,57, 63,63, RH18RH18 pproblem-solutionroblem-solution 318,318, 321,321, 327,327, sstatictatic R10R10 HHaikuaiku RR1212 11057,057, RRH17H17 CCharacterizationharacterization 4 484,84, 569,569, 582,582, 930,930, HHeroero 6 618,18, 6627,27, 6633,33, 6635,35, 744,744, R12R12 ssequenceequence ofof events/timeevents/time orderorder 9973,73, 9987,87, RR1111 HHistoricalistorical fi cctiontion 776,776, RR1212 4484,84, 544,544, 547,547, 555,555, 776,776, 873,873, ddirectirect 569569 HHumorumor RR1212 RRH10,H10, RRH17,H17, R15R15 iindirectndirect 569569 HHyperboleyperbole 262262 sspatialpatial orderorder RH17RH17 CClimaxlimax 5 547,47, 8805,05, 8813,13, RR1111 IIdiomsdioms 9 972,72, 9986,86, 1050,1050, R12R12 ttimeime order/sequenceorder/sequence 484,484, 544,544, 547,547, CComedyomedy RR1111 IImagerymagery 4437,37, R13R13 5555,55, 776,776, 873,873, RRH10,H10, RRH17,H17, RR1515 CConflonfl ictict 3 336,36, 484,484, R11R11 ssensoryensory 437,437, 930930 PParallelismarallelism RR1414 CConsonanceonsonance RR1111 vvisualisual RH10RH10 PPersonifiersonifi cationcation 4 436,36, 443,443, R14R14 CCoupletouplet RR1111 IInformationalnformational texttext RR1313 PPlotlot R R14,14, 484,484, 547,547, 805805 CCulturalultural contextcontext 6 618,18, 6649,49, 665959 IIronyrony RR1313 cclimaxlimax 547,547, 805805 DDescriptionescription 7 776,76, 8843,43, 859,859, R11R11 JJournalournal RR1313 cconflonfl ictict 484,484, 523,523, 539,539, R11R11

R70 Index of Skills SSpeaker SSound devices SSonnet SSimile SShort story SSetting SSequence ofevents/timeorder imagery SSensory details SSensory SSemantic slanting SScreenplay SScience ﬁ ction SScene RRising action RRhythm RRhyme scheme RRhyme RResolution RRepetition RRefrain PPun PProtagonist PProse PPropaganda PProps PProcess PPoint ofview PPoetry PPlot twist p o o i h e e e e e c c c o o u r r r r r l i h h h e e e m o s o o o o o r i e t q n n m e u n o s p f i e n y y y e i t e RRH17, R15 547, 555,776,5544, 873, RH10, sslant R15 iinternal R15 eend 405 oomniscient 831 llimited 831 tthird-person 429, 831 149,ﬁ 160, 429,435, rst-person nnarrative 374 llyric 374 374, 383 ffree verse 374, 379, 437 398, ffeatures R15 547, 805, rrising action rresolution 547, 805 R12 547, 805, ffalling action 547, eexposition 805 n t r n t s p p c n o n i y

a u s s h r e a t i m m i n n r e t i e

R14 l n a m a n r x e 4 m a s l n a H e t r e e t a h r o o t e a s g l l t a k e i s s e t

d e p w R i i l c g y i u

r e r d n 4 n e n R14 s g i R14 n e e o i n m c o t 1 t 930,941, R15 g

r r s i e 436,443,451, R15 r 8821, 831 iinternal 523 523 eexternal d n n t n t e o

374, 379, 436,R14 398, 1 - o t u a r s t n ,

t 7 618, 733,R15 709, a y y t i R 405, 405, R15

i t g R15 R f d l R15 a e p

r 9 n v i 2 x 4 - 4 s i c

g o i s 5,51, 57 u s o

c r 374, R15 405, 3 n 5 t o t s ,

4 l 138, R16

p c 3 ﬁ 1 6 d 1 4 n t e R e v 1 e t 3 R

e e c e a i i 3 i d

a a R

t t n c 7 5 e r 4 t v R14 R i 4 3

1 m n 4 a 7 0 e , c 1 i r i i

r 0 v h 1 l d s 0 r i s 1

c s 6 i y y

e o 4 1 e o r e , 7

307, R15 8 o s s 7 e c 1 4 o n t 3 R r 5 8

547, 805, R15 547, 805, 5

i t 5 5 t l n , 8 e a 484, 516, 484, R15 , R15 5 e i t o , n s a

c 5 w , t

4 a R14 , n i 5 n n R

3 8 a f

3 o 1

o 3 , 5 i 9 a 3 m o 4 R14

e 1 3 4 R

n g

5 o

7 , n 3

4 547, 805, R15 547, 805, 0 R 1 l t 1 , 118, 149, 160, 429,R14 e 7 n R i

1 l n 4 4

, 4

n 7 s R 8 3 e 1 l 0 5

4 n 7 5

5 7 t 1 R 5 5 e 4 s v 1 7 1 1 R15

5 374, 423,427,437, R15 3 i 9 5

5 8 7 1 4 4 r 5 9 0 4

5 1 , 4 n 437 1 , R15 4 , 4 1 5 e ,

7 , R y 4 5

, 2

4 3 3

4 4 , , , 5 7 R 6 2

5 7 7 R 3 g

4 8

R 4 437, 930,1039, R15 3 1 7 1 3 4 , 5 7 2 9 7 , , 3 1 ,

4 , 7 , 1 300 3 0

5 4 5

9 3 1 4 7 9 , 3 5 R 8 s 1 7 5 8 9 8

7 5 5 3 1 6 , , 8 8 3 6 1 / , 4 3 1 0

, , 0 0

, , 0 ,

4 t 8

6 3 , 7

, 8

5 9 ,

5 8 3

5 5 R

R 0 R 2 0 m 4 0 , 8 3 R , 0 9

1 1 1 3 5

3 9 7 1 , 1 1 5

8 R 5 5 e 5 , , 4 6 6 3 3 5

, , 1

2 , 0 , 0 o R 5

4 2 R R 1 9 , , r

1 3

5 7 1 , 4 1 d H 2 7

0 4 , 4 2 e

1 3 4 3 9 r 0 9 3 484, 484, 5 , ,

7 , , R 4

R , 1 8

R 1 4 4 5 1 ,

5 SStyle SStereotype SStanza SStage directions BBiography BBallads AAutobiography AAnalyzing AAdvertising AAdjusting readingrate AActivating priorknowledge Thinking Skills Reading and VVoice VVisual imagery TTragedy TTone TTitle TTheme TText structure TText features TTestimonial TTeleplay TTall tale SSymbol SSuspense SSubtitles SSubheads CComparing andcontrasting CClarifying CCause andeffect BBrainstorming o e e e e a r y t t t t i h u u u o i i a r u n d d c o l a t a s e a a y o a x x s l l a n m t l e s b b i l u t a v j m e l u e l g r n g c rpis 5,14, 15, 48,51, 57ggraphics 48,57, 164, 188 ccartoons 81, aart 89, 131 67 aadvertisements 1129, 138, 615, 618, 627,633,635,RH9 sstated R16 iimplied R16 uaielnug 458 ﬁ language gurative 336 cconﬂ ict ccharacters 208 84 aauthor’s purpose 894 aauthor’s credibility 744,6687, 1056, 757, 894, RH16 618, 587, 336,458, 2208, 671, 673, 930,970, 659, 973,6649, RH11 987, l t i r t t g u

i o p e m e

m a v t h e i

l s p e n t t a o h i 2 e r d u u a r g 5,555,R16 e b 0 e 8 4 z m r y i s f a s f a p b e R16 a 28, 256, 263, 269, R16 263,269, 28,256, e d a t r t r e o e l a s 9 n a R16 y u l v t t a d 7

t p 8 9

o 5 t z t e l a l t t

n t h h p a i

d R 2 r s t i e a e r o a e e t , p i ﬂ o i i r R16 o , R i i , , a l y , n 618, 673, R16 687, l 8 o

y u n a s

m y R10

r n i o o h n

s a 8 1 i d 776, 785, R16 d s r 1 t R16 i n e 7 o h 3 6 5 1 R16 n g 1 R r i i c c g R16 6 r e u p t 6 c g t r r i RH18 , R g g 3 n

n 7 s 4 e 6 d , i R 3 5 n c i i

5 y m t t r a 1 ’ ’ d 1 R

t R16 s R v 256, 282,285,291, 256, 618, 646, a r e 2

s s e RH14

1 8 5,33,41, 555,RH18 R 7 a s g r g 4 R c u 8

6 6 8 1 118, 118, R10 9 s 5 g e p e 1 e

0 1 l R10, R16 R 5 e

r 2 , 6 t 3 i R 5

p H

e 4 6 , p c 1 9 R47 , r , , , 6

R m e 1 s s

r 6 i a

1 a 6 6 5 R r 5 6 e , 3 l 7 , o f H h 4 u , 4

6 4 9 1 R i 5,11, 19, RH17 1 R r 1

e g n

6 f 1 o d , 6 7 1 , e ( 3 6 5 8 y 1 8 7 n 5 8 6 3 r e y

1 n 2

1 4 5 d 5

d 0 2 r p 8 , 1 n i 3 3 7 , R16 6 ( 913, R27 3 , 4 8 0 118, 118, R10 c s 7

0 g n ,

, i

4 , 6

SSee 2 1

5 o t ,

R , b 930, 999, 1015, 930,999, R16 k t 5 ,

, , R 9 u c 1 8 1

s 6 g

484, 520,539,RH16 484, R , 3 e 8 , 4 8 s 1 i n 7 6

1 5 9 1 1 o 9

1 a l

1 e e 1 , 1 R 2 4 0 i 9 8 3 , r 6 , 7 8 o 8

8 3 g t n 6

5 6 ,

Organization) 2 a , y 8 1 , , 1 1 4 0

7 7 , O 0 e

w 7

t , 5

6 t 2 8 9 6 4 R

R r , , , 6 ,

, e

5 r

a l 9 8 , 8 4 , 4 1 1 2 9 R 6 2 9 e

4 RH6 8 5 s R , 5 0 0 5 , 9 1 7 7 1 7

a 9 d

5 , R t , R , 8 5 2 1 H

6 4 3

n , i

9 g 8 5 R

H n 8 2 1 , 0 6 , 6 1 i

, 1 e

6 z H

8 g 6 9 , , 6 7 9 3 , 1

118, 118, 126, a

1 7 20, 84, 5 R 1 8 0 3 5 t , 1 1 8 3 i 2

1 H 7 7 , o 1 6 ,

5 9

0 , 6 8 1 1 n

6 , , , R 6 3 8 ,

7 )

R R 8 H 5 , 1 3

1 H 4 2 , 6 1 ,

, 6 R 4 1 1

6 , H 6

, 9

FFiction FFantasy FFables EEvaluating DDrawing conclusions DDrama DDistinguishing factandopinion DDescription CContext clues CConnecting IInformational text IInferring IImportant details ﬁHHistorical ction HHaiku GGraphic novels GGraphic aids GGenre FFree verse FForeshadowing FFolktales FFolklore FFluency n n m a a r o o o i l v o o r r i e i a r r e c u f f e s s a n b a a a a r l l p o e n n t s i n k k e hhistorical 776, R12 5509, RH14 RH14 263,269, 2260, 47, 32,39,40, 50, mmultiple meanings RH3 4450, 410,663, 378, 404, 384, 428,442, RH8 1163, 1056 source andsecondary pprimary hheroes 744 8873, 883, RH13 8818, 821, 831 320,820,RH7 wword webs ttimelines 180 ttables RH18 mmaps RH18 ggraphs RH18 RH7 ﬂ owchart ddiagram RH18 320,326,RH18 296, 209, ccharts sscience R15 t t e e k i l t l w m p p

i a c i r o o r c o t n h 6 u r 1 t l e m 7 r o n 6 5 3 a i 0 r e i

n s u o r o e b r m a s a h h i a e v u a i 8 r 3 r a n i e a s 3 h , e r s w 0 0 c i 9 m a i g t R12 n r g x

i l p l r e p t n e R12 556, 63 webs 284, 320,820,RH7 284, wwebs ttimelines 180 304 ppro andcon 757 296, 209, ccomparison ccharacter 209 o p i i l , 642, 702, R11 642, o r , y e c t c 3 , n e y R12 d , , , t

a a a i 930, R11 c c e u

t r c

o h t R

g i r

l h m s i 8 6 r e g a R t R t 618, 618, RH12 r a

s 6 7 8 RH5 e i a s s 2 R c n

R p

d R t n h R12 s o 9

i i i n c i m a 1

n a w s r

2 s , 256, 298, 301, 298, 256, 307, 776, 870,

i 1 R12, 618 e s o l c 8 H m n b 4 6 8 6 c e

R l H g H 1 e o a o t l 3 y

2 R r

e R 1 e i 6 2 h o a u R

1 2

a , 2 ﬁ o e n 2 R s 3 g a 3 2 d 374 p 776, 841, 843, 859, RH15 r l 8

H 0

n , w d 3 s

1 1

R 7 i l H 3 8 a

i n

v t 3 5 e b H 0 c R c , , 11, 118, 146, 149, 159, 160, 160, 159, 149, 146, 118, 11, n 1 ,

m n 776, 859 843, a

s 3 n 4 7 2 , 8

4 e 5 n H , R e

t i t d 8 2 2 1 s 6 7 R s 9 2 1 RH18 e r

c 1 7 1 7 7 7 R e n 1 3 g i l 4 R t R e d i

8 32, 39, 40, 47, 50, 56, 47, 56, 32,39,40, 50, l H 5 0 ,

8 4 1 o , ,

1 6 8 l s H a 4 s 7 8 R 7 1 6 s r

c g t u H a H

, 6

3 3 2 2 o , 2 f 4 n 9 1 57 e 6 i 6 1 0 , o s

1 R12 a n l s

1 1 4 2 8 2 9 , 7 9 n , 1 1 2 e , x s , 776, 776, R12 , 8 3 5 n

c 1

i R 1 8 R 2 0 , 3 0 26, 68, 71, 26,68, 77, 776, 8 o 6 c t R

n 0 R 8 7 4 7

8 t 8 4 1 Index of Skills o 0 3 , 1 2 , 4 ,

n g 9 2 1 H 1 4 2 7

, 3 2 a 4 1 8 n 9

3 0 3 , , 2 s 6 3 0 s 6

1 1

0 n

2 , d 0 8 , 4 2 484, 494, 497, 494, 484, , , 4 , 4 9

d 1 1 4 0 8 0 a 3 4 6 8 4 R , 6 0 ,

, r 0 2 , 2 3

8 5 8 2 1 ,

y 3 ,

R , 0 3 , ,

2 , 9 9 1 4

4 0 4 , 2 H 3 s 8 4 7 , 6

7 i 2

o 7 R 6 9 1 5 9 n 4 7 , , 8

u , , , , H

9 , i

9 7

7 , o 5 7 r R 4 1 ,

5 4 7 c

7 4 7 0 n 5 0 R H 7 e , 6 R71 4

, , 256, 256, 9 , H

4 1

, 2 7 5

4 , 2 8 9

1 1 8 , 7 6 7 1

5 7 0 5 7 6 6 , , 6 , 5

0 ,

0 5

, 6 ,

INDEX OF SKILLS INDEX OF SKILLS R72 SSequence/time order SScience fi ction SScanning imagery SSensory RReview RResponding to RRead fl uently QQuestioning PProse PProcess PProblem andsolution PPreviewing PPredicting PPoetry PParaphrasing OOral tradition NNovella NNovel NNonfi ction NNarrative poems MMyth MMoral MMonitoring comprehension MMinor details MMemoirs MMain idea LLyric poetry LLimerick LLegend IInterpreting IInformational media n n y e i e c c e o a r r r r r e e e o o o a u r m t f y o o i e a o o o e e r i a g q n r v s a e a n e o e r v v n e i 11015, RH6 RH8 4411, 3327, 1051, RH17 RH10 1055, 11051, 733,930,1036, 709, 7706, 1039, nnarrative 374 llyric 374 hhaiku R12 374 ffree verse 4443, 451, RH11 8831, RH11 4 WWeb site 4 WWeb pages 4 ttelevision rradio 4 4 nnewspaper 4,6 articles nnews IInternet 4 4 aadvertising m i t a r n v d s c b n p e i y c n u s d r e r e t l n a r o h r n e e 0 0 1 a d e s 0 fi 2 4 3

a a e e e i r e e p a i r i

o p n l n o m l t

d r t e e e e 1 1

Index of Skills o t t r 618, R13 c 5 l l p 1 c e y l i e w r i v 7 3 6 w w e c e R14 r ﬂ s i t i h R14 l c i o 642 k r r d

i 5 , n r i b b w n t 1

d , e c a e i o 374, 398 a i v m 6 t o

s , , , o r n d

e a y u i u R v r s s r RH11

R r R i 6 , , v R13 k n

d R n i c

r 1 R14 e 5,51, 57 d n 1 4 7

3 o

e i a s t g p e t s p

s i t e 3 ﬁ 1 e e t R 1 1 R n

4 H R13 8 e i a e n i i R i 0 H i a

g R13 0 i i 7 R 5 5 i i v i t s a n 4 5,30,33,41, 999, 930,996, t a m 4 a o

7 n n 0 4 t n c o s r R t n r 2 H , / H t r g R a 5 p 1 g 1 5, 68, 71, 5,68, 77, 776, 818, 821, 118, 164, 167, 179, 618, 4 8 e i e , 9 1 s

R i 1 p g n 4 i R13, 776 t t 5 5 n t g

g n y n t 1 R o n 1 3 g RH9 , i i e 1

i 4

, 6 1 a

o 5 1 i , 5 1 l e 1

e c d l ,

o 5 4 c 2 R

374, R13

374, 420,RH13 m a

, g y 1 R g 3 n 118, 188, 191, 197, RH11 197, 191, 188, 118,

s 1

1 1 3 R g t

7 3 4 , l e 3 s r o 3 ,

n 1 e R l 3 RH5 o 3 484, 566, 569, RH12 569, 566, 484, 3 26

4 8 ,

R14

9 1 s 3 e 3 H 6

7 m

e 0 R 3 m s m 7 7 R15 H 5

, 1 R 4 2 o 4 7 4 8 4 R r 3 4 8 1

9 , , H 4 4 8 7 1

R o y 8 s 6

H 4 rreading l 1 1 , 1 , p e 3 7 4 u

6 , ,

, 374 e 7 437 1 1 4 r 4

9 7 5 r d 7 3 , R 4 1 t 4 0 d 5 a 3

, 4 1 e 3 i 6

, 8 6 i 2 1 , o e

7 , d 5 a 3 h

4 3 8 0 1 4 n 7 r 6 7 4 i , e 1 6 ,

484, 544, 547, 544, 484, , n 7

256, 318, 256, 321, 6

1 , 4 n 7 1

R 4 g , 0 , 9 2

9 s ,

H 8 7 374, 405, 402,

3 5 3 5 1 i 1 o 7 4 6 1 3 , 6 0 7 6

6 n , 3 , 7 1 , 9 9 ,

, 5 9 4 1 374, 440, 9 , , 3

8 0 7 4 , 1 3 R 6 9

1 3 , 8 4 4 1 7 6 H

8 9 R 8 , , 0 4 ,

, 1

, , 3

5 H 2 , 9

8 2

2 4 4 , 1 9 2

1 7 4 4 1 1 9 , , 0

0 ,

5 ,

SShort story SSetting apurposeforreading AAntecedents AAgreement AAdverbs AAdverb clauses AAdjectives AAdjective clauses AAbbreviations Grammar and Language VVisualizing TText features TTeleplay TTaking notes andreviewing SSynthesizing SSupporting details SSummarizing SSkimming andscanning CCapitalization AArticles AAppositives AApostrophes e e a y h e u u k i n g d d d d b a r p p s x l k n t i t o p m r p t v v j j b p o e u m i t 19, RH6 119, 5555, 776, RH10, RH17, R15 ujc-eb 817, 881, 829,857, 865, ssubject-verb ppronoun-antecedent 159 ssuperlative 297 ccomparative 297 ssuperlative 289 pproper R37 ddemonstrative 305 ccomparative 289 9930, 938,RH10 5,11, 33,41, 555,RH18ttitles ssubtitles 11, RH18 5,11, 33,41, 555,RH18ssubheads 8821, 831 1015, 999, 9930, 996, RH6 fqoain 1049 oof quotations 145 pproper nounsandadjectives R37 nnames ofplaces R36 nnames andtitlesofpeople 633 fi rst wordsofsentences 313iindefi nite 313ddefi nite 969 iin possessivenouns 969 iin contractions t e e i e e c t n n n

i i r p e e

n i p u u u u u r o s o o 9 a t r 5 3 2 3 h r r e f r a a e n m c c t f l c t e l d m e

s t r r o o o o e a e g b p p b b , l m m 1 e s l

m m 5 0 0 p c m ﬁ t t q e e g r

a t m b b i s

e v 893, R29 8893, i i , n p p i s R l a o

r s j e e t h

a z o n , , , o s v v

u d

i t i t e y a i w

s i p p ﬁ t e e 313

o 9 8 n a o e e i z i t r r t n H o r e i a 7 9 9

c i e p e e s i o c n e 17, 277, 281, 297 v R16 l n u l l t n z a a s s i n a 3 3 n r r o 3

e 5 g u s a a a l t 7 3 e t r 9 n t s z 6 h e t p

n i

a g 1 r r r R d i r 1 i - 1 c e t , s s y g , a t t d r n o a

n 6 n 17, 267, 281, R31 289,

t 8 i o 6 a a a

v t 7

s i e e i i a u 374, 376, 379, 385,397, u d t e 3 n l

t R 1 s

R t R15, 516 484, 1 o v v n

s , f g - o , c a t t s e r 1 R31, R38 , 3 r n , i s s d

6 s n

s s

r a i i 3 1 3 g e e

1 o a 2 t d 7 159 R n R e R p v v 776, 782, RH15 785, 805, 1 r u u 9 5, 11, 19, RH18 19, 11, 5, 969, 969, R32 i 2 R

p s i e , n e 1 7 d 7 v

t 3 26, 484, 566, RH12 566, 26,484, b 9 n o 5 o e e 3 ,

v 1 H 145, 633,R32,R36 1 l H n 9 i 7 R41–R42 s 7 5

3 9 , s o 3 t 4 e a 1 t t v

2 2 2 s

, 5 2 n i f 5 i e e a 7 s 1 1 9 7 s 543

1 R , R 3 e 6 1 c t

e , s

1 9 8 6 , 6

s l

s 9 n 2 2 4 s c c , 6 i 0 , , 0 e 1

e e 4 5 w

8 3 9 , H a

l 1

e 1 7 4 7 , e 9 543

a 9 8 5 R o , s 1 , 1 2 s 1

1 s n

7 4 4 , ,

0 3 n 1 4 d 8 , 9 i

26, 68, 77, 776, 26,68, 818, f

7 , n 0 5 , 7 9 7 3 u R

8 –

1 n 6

R d 3

3 o 8 0 o 4 t 2 8 1 e 4 6 1 6 8 1 , 4 2 n 8 R , n H e R , 3 g 3

5 r 9 f 5 9 8

n 4 , , 9 3 a 2 8 3 6 5 3 i s

4 3

, 2

1 1 n , p , 5 , 2

t r d

3 , 2 n , 5 7

7 c

7 2 4

, e R 1 R e g 5 9

j 7 , 9 6 e 5 9 o 9 , 1 e

2 6 1 a

o H H 5,30,33,41, 7 6 8 R , s 8 , , 6 R t , c 5

e 6 5 5 8 3 R 6 5 1 , t 3 9 1 9

9 i i l s 8 , , 6 , 5 2 7 5 5 v H 8 n e

, RH18 R 8 3 7 3

e 7 , 5 5

1 R R 0 0 , s 3 R H , , , 8 5,8,11,

8 H , 5 7 3 R 3 1

1 3 5 1 3 7 , 6 6 2 H 9 1

6 , 4 6 3 R

5 8 7 1 8 5 , , , H , 8

8 4

8 1 1 1 1 8 5 1 8 , 1

, ,

CCommas CColons CClauses IInterjections IIndirect objects IIndeﬁ nitepronouns IImperative sentences HHyphens FFragments sentences EExclamatory EExclamation point EEnd punctuation DDirect objects DDemonstratives DDeclarative sentences DDashes CContractions CConjunctions CCompound words CCompound subject CCompound sentences CCompound predicate CComplex sentences CComparative adverbs CComparative adjectives n n n m r x x n o o l o o o o o o o o o y i e e a a t d d a r c c d p e m l n n m m m m m m m p m c s e ihdrc drs 561 wwith directaddress 553 iin series 685 645, iin compoundsentences 701 645, sentences iin complex 657 645, iin combiningsentences 701,6685, R31 1013 iin timenotations 1031 tto introducelist 1013 aafter salutations nnoun 543 519, 543, iindependent (main) 519, ddependent (subordinate) aadverb 543 aadjective 543 633 oof sentences ccoordinating 645 995 985, ssemicolons with wwith nonessentialappositives 581 words wwith introductory 701 645, clauses wwith introductory 585 wwith interruptions R31, R39 wwith directquotations g u i e l l o n n n n n n o h

l r r a a e e t j h o f d d c m 8 o e f a ﬁ p s n u i i i i i i j e m p p p p p p p r o t d

m m e

m r t t t t t t t e o e v j e s c c c t p e 5 a u i s r n u h h h h h h c e s n

a o o o o l a a e i n n 6669, 955 5543, 669 RR31, R38 s e e o o o e a c e r r n o m e s , e a c n 1013, 1013, 1031 t i a a

c i n t

p r r R41 c d

t u u u u s 6 4 3 r t n c r t n

t 515, 519, 543 d m m m n i i i d t x 7 n i s s b s r t

a a n n n i t t i o 1 t e b i t c v 1 e i e i o R 3 i n n n n 9 o e o t a 965

t 553,561, 581, 657, 645, 585, v i o i o i 0 i 5 n r o d v j 0 t t r t t t r 5 t , e s

o s e

o b p p b n

l e , 4 , s l a d i i d d d d

1 e 1 r r e n u p e n e e 9 r 5 1 a n o

n u e 409, 419, 409, R28 v v R n 4

o o

n o l i d 1 n j 5 6 c 9 , 5 t y u r

3 c c

e n t s e s a 5 r 6 e n o n e e t n s i s 3 4 3 c r w s s p i d d t u e

R 5 4 s 5 6 , t t

a o e 17, 335 v c , n x s i 3 t 5 u 5 c 969 t s

t s p e e

s u e

t 8 n 0 17, 645 n r u u n 5 i 3

t 5 5 e 3 a 9

s a a e a q n 1 n o

e 449 t g 1 , e p 4 o ( s i n 9 s o n e b w

g 9 e s 1 1 t t o c c 3 1 0 d d 7 d d s u s

t n o 5 r e 4 i n

3 l t n 6 d t 9 457 i t 7

t t n , j e o i 305 ( u n 3 i

d d , i n o v j e

s o o n e e s c 6 6 6 4 u o

t t s 9 397 , m e , i 4 t 4 n 1 n b 3 s e h 3

r t e e

s 1 c n e t t c n e t i r r 3 9 4 n n 5 1

6 c e a a

3 5 e 397 c s 626, 633 n y y 3 o 0 ,

a r n t s n a c 3 c 9 5

s t s 4 l s t

4 435, 641 1 7 9 n e b

1 3 5 5 t 5 645, 701

r t 6 i i i e c 9

e t w c , s 163, 163, 893 e 0 a o n v 3 e 5 d 0 7 s

e c 1 4 s 9 8 e 2 l

6 s 8 s R 5 p n e 3 1 1 a 383, 397 e n ) 0 435, 641 o i 297 n 3 1 7 383, 397 s 645, 685 6 n 4 5 5

6 2 1 3 8 u 1 s p c s s r 3 , 4 c 5 2 383, 397 , 3

a 5 6 , 289

e d 6 3 3 8 5 5

s o e

5 8 3 , 9 6 3 t 8 9 1 , 4

e s 1 , s 2 6 R s s e

3 8

5 6 7 3 8

7 9 9 s 5 8

i 8 4 ) 3 , 5 , t 4

3 3 0 , ,

5 , 5

i 9 1 6 9 5

3 1 , 6 v 1 , 3 5 6

6 4 , 8 3 5

4 , e 9 6

3 9 4 1 4 5 8 R 1 7 5 s 7 1 4 9 7 9 3 5 , 5

3 0 ,

5 7

, , 6 , 1 9 6

, 7

5 8 6 0 7 5 5 1 7 ,

PPronouns PPronoun case PPrepositions PPrepositional phrases PPredicates PPossessives PPhrases PPersonal pronouns PPeriods PParts ofspeech PParentheses OObjects OObject pronouns NNouns NNonessential appositives IItalics IInterrogative sentences t n o e e a a r r r r r h a o o b b t o o e e e r r r r l s r e u n j j e xv 177rreﬂ exive ppossessive 195 ppersonal 141, 207 oobject 141, 207 iintensive 183 163,893 iindeﬁ nite ddemonstrative 305 R30 2207, 893, ssubjective 195 ppossessive 195 oobjective 195 ssimple 427, 641 ccompound 435, 641 ccomplete 427 aapostrophes 969 R41 wwith abbreviations 17, 25,29,39,47, 55,63,75, vverbs 17, 141,ppronouns 163, 177, 183, 195, pprepositions 17 17, 137, 145, 537nnouns iinterjections 17, 335 cconjunctions 17 17, 277, 281, 297, 537aadverbs 17, 267, 281, 537, R31 289, aadjectives iindirect 457 ddirect 449 pproper 137, 145 pplural 145 ccommon 137, 145 ccollective 145 aabstract 145 i s i t e p p d a n n s e e n n n n c e r o s u i o o o o o e p d d b o n e 0 o e b e o b r r o i r l e n m s o o i i r s o o c c t d t d r u

ﬂ o e o d t c b r m m n m l 7 o v j s e e r m s

o e n s j s j u e s o R40 s t h l t t e s s b u u e e e i r e 83, 537, 803, 813883, 537, 803, R30 2207, 893, p s a e n p t p e s s j s s h s j 17, 137, 145 r n r , s s c s a n g a f i i r e R

u c

o p c ﬁ c p p m s x e j n n 3 0 e e o e c o t 397 t t t o e r

i a l t a 8 515

e s e l 1 t s a l c

e e t t r i i i v s 4 n

b n n t

c o l r 7 s s , n i n

s s r v i b c o o i u 7 3 o 9 e c s i

t 5 v o p v t e p v

c o s t s s

1 0 v c s i a i 4 17, 141, 163, 177, 183, 195, 5 , i u t e 1 s t t i e b , 9

n n n t t t 1 3 1 e p

v e 427,435,641 e i i 1

a n 7

t s

e v e i r i n 4 l e i e 4 t 1 8 v v 4

3 n 1 o i 4 1 5 7

s a e r o 7 s s , s a 4

r h

969 o s , o

e 4

1 e 1 3

2 e e

5 7 o e 7 9 9

a 1 R41 3 d

1 n

17 l , R n 1 e 5 l e 4 2 7 1 n 1

9 n 2 c

1 7 1 , 7 v ,

, 4 t 1 3 u 7

s 4 R s 1 1 1

3 s 7 1 1 8 195 s 9 p i 5 5 , h 4 3 7 6 o s , i 6 , 1 7 2 8 v 1 1 2

e ,

7 7 , 1 3 n

7 a

4 4 p 0 3

2 , 1 h 7 5 4 , 1 17, 537 9 9 9 6 e 3 u 0 , R 0 7

1 n , , 7 t

1 1 5 s 3 1 9

9 p

2 7 4 1 , i 4 1 r

5 5 , 4 4 7 1 2 7 n 3 1 2 3

o 141 , 7 t

5 , 5 a 7 6 7

9 5 o 1 7 3 1 e 8 4

5 3 0 , , 6 0 1 s n 1 , 1

s , 9 , , 5 1 s n

9 4 7 207 3

0 8

7 4

6 s e 6 5 2 3 i , 5 , 1 3 c 5 1 3 5

, t 2

3 s 4

8 9 1 i 3 6 3 e , 5 2 0 v R R29 , 1

1 6 , 7

4 s 5

8 e 7 1 4 , R 3 4 1 383, 397

1 3 7 1 s 2 2 , 7 , 3

7 R31, R38 7

9 1 9 , 2 8

, R 7 7

5 8 3 1 7 3 , 5

8 9 , 1 , 5

3 , 3 ,

1 3

6 5 , 9 R 8 7

3 1 3 7 3 3 , 9 7

8 ,

7 5 , 1

5 , R 9

, 5 3

1 ,

PPunctuation PProper nouns PProper adjectives SSentences SSentence fragments SSemicolons RRun-on sentences QQuotations QQuotation marks QQuestion marks SSubjects SSubject pronouns SSpelling e e e u u p u r r u u u u o o n n m b b e n n o o e ssubject 141, 195 iinterrogative 383, 397 iimperative 383, 397 383, eexclamatory 397 ddeclarative 383, 397 ccompound 645, 685 701 657, 669, 645, ccomplex ccomplete 401 ccombining 645, 657 ccapitalization 633 6669, 685 985 wwith mainclauses 995 wwith longclauses ddirect 1049, 1055 ssemicolons 985, 995 1049, 1055 qquotation marks 397 qquestion marks pperiods 397 pparentheses R41 iitalics R40 hhyphens 965 397 points eexclamation ddashes R41 553,561, 581, 645, 585, ccommas ccolons 1013, 1031 aapostrophes 969, R32 ntesdvwl R43 uunstressed vowels ssuffi xes andsilent ssuffi xes andfi nal iie R44 fforming plurals 626,R44 fforming compoundwords R43,R44 ddoubling fi nal consonant R43 aadding prefi xes ssimple 641 rrun-on 731, 743 p p n m t e t t l o o j j u c - u e u u i o o o o a o o p d s a x x l t t e 6 i u u e a y a n o i e e e e m i i o and e e t r i t r r c a a n p m t t c c t b f f m m m m l m l a p r s o d n e c r p 9 e o e s u c c n n u m m h h i o fi fi i r r o n l l e 657, 685, 701,6657, 685, R31 i t t c h - i p l n

o j t r h t t a a s i c s o g e ,

t b t c c a i i a e x x o n i r n p p p b m s

n l

s r 5 n a a o o a c e t t i i m l l t d m m n e e o 6 r e e e e s d p r l o t c n n o e r i n s

207, 401, 427 g o l l i 7 o t t i l a d s o a o i n n o e e e n n s s s n t i

8 i a s h

s n r

g g g o n

R eei

z a

o 1 a a 2 ,

u t m l f t s

j n u t

383,397, 401, 633,641, 657, n s o x p p

i s s o 5 g i e a i r

s e a 1 a a 0 g i 6 i n n e t t m 4 e 6 v 7 0 n n v R 1

1049, 1055 p c n R43

a o i n r h t n

3 3 985, 995 n 0 t s t n n a c

e o 4 4 d g e 7 R38 0 3 4 8 ﬁ o e

e i d 4 i l c

6 e 1 5 9 g R 1 r 9 e v 8 s a o s m t o 9 u d d r 1

c 1 1 9

, n 4 1 5 ﬁ m n R l y 0

i 3 s

4 5

137, 137, 145 e m 6 a 4 7 v s k

3 a r n l v , , u 8 r

, 4

x , a 0 6

3 a

3 c 4 a

, s ﬁ o 6

k 5 r 3 a 5 s

u 3 p 9 1 , e 7 1

p 5 e 1 n 1 l 0 8

7 u k i 8 e 4 e r 3 8 R 9 1 n 397 l s , ,

4 3 9 w l 9 3 3 s o 8 4 s 0 s s , o k

1 6 s e c s 0 3 s 0 3 s 5 n 1049, 1055 8

, 4 e a 6 5 7 5 3 6 R39

8 9 5 i 3 s 5

, 9 o e 141, 141, 195, 207 1 e u 3 n 731, 743, R28 , n 3 , ,

1 3 1 l t s 1 5 , 6 ,

9 7

9 3

, R 4 5 R

R , l 9 s n

3 s

3 n 1 t 3 1 0

3 7 6 t

0 s y , 1 7 1 6 7

, , , 9 1 s

R 2 409, 419, 409, R28 3 4 4 4 5 9 s

d 9

e 5 R43 9 3 5 , 3 4 4 9 ,

0 8 4 R 3

9 o 1 7 9 3 9 4 3

7 4 7 1 R43

7 5 7 R 5 9 5 9 R 9 6 5 4 , 9 0 w 3 3 1 5 n 8 , 0

R 7 4 8 ,

5 4 6 1 1 9 7 9 2

a 7 5 o 9 1 3 1 4 , 3 9 9 , 7 n

4 ,

, r 0 3 6 5

, 1 d 3 t 5

4 5 3

0 , 7 s ,

1 8 5

3 2 5 0 R 9 R 5 1 , 0 5 4 6 ,

2 ,

6 7

3 R 2 8 6 4 , 6 2

4 1 R , 8 5 ,

4 R 6 ,

4 4 5 4 7 ,

TTroublesome words SSuperlative adverbs SSuperlative adjectives SSubject-verb agreement VVerbs r u u u e o r p p b aallright, alright aallready, already a lot aain’t aaffect, effect aaccept, except 829 ssubjects separatedfromverbs 881 sspecial nouns 865 sentences iin inverted 163,iindeﬁ 893 nite pronouns wwith 435,641 ccompound subjects 8865, 881, 893, R29 ssimple 427 ccompound 435 ccomplete 401, 427 hhelping 39, 47 aaction 29 8135557, 803, wwho’s, whose wwho, whom tto, too,two ttheir, they’re tthan, then sset, sit rraise, rise lloose, lose llike, as lleave, let llearn, teach llay, lie iit’s, its iin, into ggood, well less ffewer, further ffarther, ddoesn’t, don’t cchoose, chose ccan, may bbring, take bbeside, besides bbad, badly aamount, number aamong, between aall together,altogether u b n n o i e e a t n a o h h e a e e j u p i e o o o h a k c ’ 5 l l i f c 6 e o o r e a m m l e m b s i h h s a a l l n d o y , l w r l f , e a r r i i e t t t b e c m m m o n r r

7 o i

l s 5 17, 25,29,39,47, 55,63,75, 83, s e o e n d c , t i , h l , l l o o n i t p v r i e ’ e s t i

n e o o o , h

c i e p e e a a n j o , g t o , r t t , o c n s i

d g , d s 1 e e l e

’ , R33 v a ﬁ p p p i t - R33

i , a p , i u n n e r , s n t t hhere l s m t t n 8 s i

7 h 8 g a

s b o , e , , v

c , e , e e w t , , o i i n d o o l

t R , t o

s t

R e r r n g

R34

’ e R35 l v v e g 0 , t 8

e t t h R35 e w t a , h l , , l

r t

e , l i

R35 R34 a i , w

y u u s e o

e 3 a , h m 3

e s t , , e e r n 1 t 2 t 2 R 3 t

t R t

e r e b d e R

f f

, 4 , e e e e e a y h a e R t R n n c 3 s w k s 3 , o b d f u

s h o 9 5 , 3 3 y 3 R35 x n

e l 3 n e

R34 a 2 a a

e e l h

d s R35 l e c e 3 e 3 y d d 8 m e o l r c 8 ’ p , o u aand

4 r o 9 5 s R35 R R34 5 R34 c u r

R35 7 h d d

l o

a t R33 R R34 r 4 p i 5 R 4 e

9 1 t r n n 2 i e w r s n s h g R35 , t , s 3 R w d m R R35 R R35 e

v j g R s 3

o 0 3 a R33 p R R 3 3 e e 4 9 ’ d R35 e u 4 s e h a R e 5 t 3 e o e a 1 3 3 r r 3 4 R R n e t 5 R35 3 3 n , R

R34 3 , 7 there c b r b R t l a

R33 3 R34 e ,

s 5 r 4 4 d t r 5 t 3 3 e R34 R33 o R 3 4

t 3 3 R 5 t 8 R h e t j o R34 3 b d 5 4 e e R R i e y e n Index of Skills 5 5 u 2 R R 3 9 3 v 8 r 3 e 5 g R n 2 s m s R33 3 3 c d R33 R33 9 n , 3 3 e 1 5 r 4 297 R33-R35 e 7

3 t c 3 4 R

e R R 4 s s 4 3 s e f e t 2 4 R 3

r h 7 289 3 3 n s 9 o 3 3 , e 4 8857 1 3 3

2 t

7 m 3 6 5 817, 829, 857, r 3 5 8 8 R33 - 3 5 7 5 8 9

R 6 R v , , 1 ,

3 5

e 7 3 8 6 6 5 r , 3 9 3 4

b 8 3 1 , s

R73 2 7

9 5 8 , ,

8 8 9 5 3 7 ,

INDEX OF SKILLS INDEX OF SKILLS R74 WWord choice TThesaurus SSyntax SSynonyms SSuffi xes SSlang SSemantic slanting RRoot words PPrefi xes MMultiple-meaning words LLatin roots JJargon IIdioms GGreek GGraphic aid GGlossary FFootnotes DDictionaries DDialect DDenotation CContext clues CConnotation CCompound words CClipped words words BBorrowed BBase words AAntonyms origins AAnglo-Saxon Vocabulary VVerb tense d a o y y a h u l e e r o o a o o o l n n r r l i i e a i u r i o e o c a n n t m r a o e e f o s p o r n n m t g n g n i 8882, RH1 320,820,RH7 wword webs 320,326,RH18 296, 209, ccharts 56 50, 32,40, mmultiple meanings 410,4404, RH3 422,428,442,450, 8804, RH1 47, 55,75,83 ppresent tense 47, 63 ppresent progressive 63 ppresent perfect 55,83 ppast tense 55,63 ppast progressive 63 ppast perfect ppast 83 75 ffuture tense rregular 75 mmain 39, 47 llinking 29 iirregular 75, 83 fi t b l fi r l o s e r t o i r n p e s u t

e m t i p t l

e t n h o o n d g a 8 0 0 r r r a a a a r a o n s x o o i x

o a p

e n k n

h t g u a e e e e Index of Skills c p e t w a k o w n s s s s t a 940 e x 2

r 4 4 u n e w o n s - u e r x Roots 842, Roots842, 858, RH1 o y i u a c t s s s g y i l t t t t i r d o l RH2 S n r d t 1014 s , t , , 972, 986, 1050, 972, 986, R12 s r c 9 953, R11 n t

o t e t o a n e e e t r m h

t l u R u a m i e y t p p e i 522,538,RH1

o e 166, 178, RH1 592, 546, a s R

p 4 R

R i 1 u 4 g 9 c e 9 - n n n r 8 r c w r s a o w t o l o d RH4 n

r e 1 r s m x 0 5 t a 1 H l d i s H 3

i d 7 n t 0 l s s e 5 3 t t t o e

i e s i s o o 0 n u 92 r e

d R 1 o 2 o 6 e

r 148, 220 2 d 128, 220,320, 326 18, RH4 9 c s 2 s s 55,75,83,R30 3 w 2 1 820,830,RH1 1 f t p p 2

g l

s e 4 7 , n t n 290, 306, RH4 306, 290, e b 0 9

H 6 n e e r a 2 m 568, 784, 804, 858, 872, 858, 804, 784, 568, e e 1 496, 508, 568, 784, 784, 568, 508, 496,

, RH18 , 1 1 s , 9 86, RH3 r w 5 r e 8

a 4 5 d 7

s o s 290, 306, RH4 306, 290, 2 s 9 c n 4 , 2 , n

190, 195, 196, 320,326 e

8 4 o 2 9 5 4 4 R R

r 5 e 2 8 o e 2 n

32, 40, 50, 56, 378, 56, 384, 50, 32,40, t 5 s r o 1 , 8 5 s 9 7 s 2 , f 8 t g 5 8 1 8 6

9 1

H ,

0 a d 6 e 998 7 2 i r e , s i 3 3 2

, 3 r 9 R 0 9 r , 1 5

n 4 n 6 8 6

6 7 i n i

, c 8 , 7 ,

8 1 s e d 9 2 2 9 2 g 8 v

, 0

2 0

H , 2 , , g , g 3 t 5

8 8 i 634, 648, 658 634,648, R

, 4 5 3 s

0 e 4 , 9 s 2 6

i , n 3

, 2 , 8 , 1 7

5 284, 300,320,326 284,

4 , n s

5 2

626 H 6 7

4 ,

0 8 R w , 0 1 g 0 3 0 6 3 8 8 i

8 2 0 s 4 8 v 3 , 8 6 9 0 3 5 3 s H 6 5 0 , 3

5 4 872, 882, RH1 872, 882, o 3 8 8

e , , 6 4 5

2 2 5 , 2 5

3 ,

0 6 8 ,

1 , ,

r R 4 8 4 ,

, 5 0 5

6 , 0 3 , R 2

, ,

8 d ,

R 5

7 ,

H 4 4 5 6

, 1 , 0 , 2 6

0 R R H

s 3 6 3 2 7 2 9 7 9 4 R 3 , 1 , 3 , 1 32, 40, 50, 56 50, 32,40, H

H 4

4 0 8

0 , , , 6 5 2 8 5 2 4 H

2 3

3 , 8 , 4 0 6 4 1 , , , ,

6 6

0 2

7 8 2 7 , 8 3 5 3 8 R 6 , , ,

6 5

8 3 2 0 2 3 5

H R 3 5 4 8 4 2 , , 0 8 7 H 0

0 , , 0 R R , 8

1 8 ,

, H 3 H

, 5

7 5 3 2 3 1 6 3 2 0 2 6 8 , , 6

4 5 ,

6 WWord parts WWord meanings WWord histories 5 FFables writing EExpository EEssays EE-mail messaging EEditing DDrafting DDialogue DDetails DDescriptive writing CConventions DDrawing conclusions CComic books CClustering CClass book BBusiness writing BBumper stickers BBulletin board narrativesAAutobiographical AAudience AActive writingmodels Writing WWord webs WWord references PParallelism OOutlining OOrganization OOral presentations NNote taking NNarrative writing MMemos MMaking aplan magazine LLiterary IIllustrations IIdeas l d a i x s - d l a W u u u o o l l u u c r i e e r o a u r r t u e m e a u a o o o o o a s p b e r a a t i a g s m l n m t d t s r t t t RRoot words, iinformal R11 fformal R11 8867, R18 8815, R17 966, 5507, 509, 515, RH14 1034 703, 868, 4438, 564, 992, RH3 hoooia re 167, 179, RH17cchronological order notes) rreviewing s a a i m k s l a s r r r r r l s and o a o l n r f w i e l r o v l c a i e e a o v i h t 1 s e d d d d d n 3 2 t i t

i o 6 0 y s n

a l a e p i i b r r e f s

n n p r n e v i a t l 5 i e

o g l r c 27 i s o 8 , 7 7 s t

e o n a e r i g m l i t b i n s n

e i

o i p m h w r i r a n g p r i

n ,

n 642, 702, R11 642, t i u 278, 314, R11 s e y R o w , , , 2 r s n t 27, 68, 184, 27,68, 776, 818, 821, 831 l t z 64, 185, 64, 315, 703, 437, 563, g m b v e i o o e c

r g n k i

9 m R26 a i i d t a

n t w

6 s e 5 R 5 2 7 e a H g s

a s w g o 26,142, 518, 279, 399, 643, e e 2 e 6 f i b o m s i r r o

o i s r 6 l

v R

e o e g m 4 484, 497, 562, R11 497, 562, 484, 7 6 1 0 t c b t n r

i i

RH18 y e

w 7 a a ( n 3 2 4 H t o o o t k o n l i t p e 6 w a 8 2 o s r R17 8 2 n s 4 9 o a 4 i o s g l

i n , R n R 6 , s ( R18 a r k c R14

e g r r

n 869 w s

p l ( 6 , , 284, 320,820,RH7 284, n , , R g g 8 s SSee (

d r 6 n RH18 w 1 a 1 t

, i i i H k

s a r

n R R R R

g 8 3 7 n t e h a i 144 ( 7 5 i e a c 2 1 8 4 n 1 r s 8 d 1 ( n 28,279, RH17, RH18 1073 R t e c i g SSee 1 r 1 1 1 c 1 1

0 1 7 i 6 s t 0 n l g , i i SSee e 1 z 8 4 5 , o , a m t R18

815 r i u H 2 n 1 c 7 i 8 8 4

i 4 1 e e

5 672, 686, 708, 732 708, 672, 686, 2 4 t 3 aand 9 i i e s RAFT) o n g 4 2 , 4 s l 1 t 0 a n n 8 i R R ,

s 8 g e

s , 1 e RH4 , 6 4 e ,

911 n n 8 o 3 9 R25–R26, 644 n ,

o , g

i l 1 18, 70, 76, 86, , R

g Basewords,Preﬁ xes, 8 e

1 142, 184, R21 R A s R 7 o 8 Taking and

1 R d 7 2 4 B 3 g 9 d 856 r s R 3 5 8 T 2 n ) 1 R20 R18 1 1 H F 5 d 1 2 6 n 1 , 1035 H 7 , Sufﬁ xes) 2 R20 a a e 2 8 1 8 7

a 4 S 1 R R T , 1 , e 8 5 9 7 1 s s 0 k 1

R l 5 5 4 9 , r 2 u ) 4 s 2 1 6 r e

4 484, 494, 497, 494, 484, 7 , i 0 , 6 , – r 2 6 7 ,

, 66, 186, 66, 316, 8 f 3 0

8 6 1 3 a

3 2 4 8 ﬁ R 0 w 0 R g 1 1

7 6 0 6 , 9 t 5 , 8 2 x , 2 8

6 H

i o , 3

6 e , 8 a R 9 0 v 4

6 7 4 5 r 1 1 4 , s 7 n e , 1 , ,

6 d , , ,

8 ) 6 1

1 d 5 s R 4 , 6 1 R s , 8 ,

3 142, 142, 184 1 8

7 9 H , 8 4 2 R 8

6 8 , , 1 9 P 4

6 1

4 7 2 H , , 7 4 7

r , , 1

6 0

e 2 3 1 R 4 , 1 3 8 4

ﬁ , 2 H 9

8 6

, x 3 1 7

3 , 1 e 8

, , 1

7 s

4 ,

RRubrics RRevise RResearch reports (Role,Audience,Format, RRAFT PPublishing PPresenting PProse PPropaganda PProofread PProcess PPrewriting PPoetry PPlays PPersuasive writing PPersonal narrative PParaphrase AAnalyzing AActive listening AActing outskits Viewing Skills Listening, Speaking,and WWord roots WWord choice VVoice VVisual aids UUsing acomputerforwriting TTrickster tales TTransitions TTraits ofgoodwriting TTaking notes andreviewing SSummarize SStyle SStructure SSpeech SShort story SSentence ﬂ uency a r r r u t t p h e o o e e a u r r r r r r l u e e i A n c c s a a a s r i y o o e o o o o e k n r r r t t c v s m e o i e b i b a u F u y l n i c 702, 866, 10327702, 866, 1032,7702, 866, R17, R18 TTopic) 8814, 912, R17, 966, R27 ggraphics 48 57, 126, 164, 318 260, ccartoons 81, 131, 89, 133,aart 146, 275, 258, 288 aadvertisements 8882, RH1 517,4400, 705, 816, 644, 968 5569, RH12 n i i a s s s w i r r s p o c e k i e t e t v n t r l n r l T a c o 1 e r d s s a d d 0 0 r u o e s 8 0 6 s e e r i g e p m y s a t a f i e 28, 256, 263, 269, 277 263,269, 28,256, c a t s g r 4 t r 930, 999, 1015 930,999, e g

702 y i l c

p 2 2 v r n 2 0

a n 9

n R14 t

s z h u r ( i t t h g o

h s

p r c 2 9963, 990, 992, 1018

, a e e 24, 64, 184, 24,64, 314, 562, 436,508, s e

398, 398, 436 a t 9 o a , , i s l 7 i i , , c R ,

s t o a c 8 R t o a r r

a i o h

i 966, 966, 1032 f n

c h i 8 64, 184, 64, 278, 314, 436,562, 9 6

i a r r R17 o 3 r 2 8 8 i n h i o s 0 3 R 5 R n a e

1 e o n l c u 1 n ) v n o t d

1 n o i i , g g 9 3

d 6 t 1 0 4 R 6 6 , i r 2 t 9 c n

s z H

o ( 4 312, 1012 892, 880, 382,584, H g n l g e 2 e s t d d t s 2 a r 7 ﬂ o , s i 6 y e 4 s 65, 185 , , e 8 e

1 6 6 8 26,142, 516, 278, 398, 642, s

s e c R18 m ( 3

65,185, 315, R18 438,563, e , a 1032 1 n 1 280 s 5

l 9 , a 516, R15 562, u 6 o 7

, ,

9 6 w 566, 569, RH12 568, 784, 804, 858, 872, 858, 804, 784, 568, 9 26, 64, 484, 566, 566, 484, 26,64, 6 SSee , , , e

e m r 1 2

2 9 R p k r

i 1 6 6 2 R14 9 4 , 1 e A 5 e d 9 4 p e 1 1 5 , 5 n 2 4 196, 196, 400 5 s r 5 2

6 i r 0 6 1

o 5 8 , 4 8 1 1 0 8 e 0 0 a R t n v e , 744, 744, 747 1 7 9

, , 3 u u

i g 6 6 6 8 1 ,

3 s 6

, w 6 0 t r 2 4

4 n 0 , 3 3 3 i t Organization) 1 1

, , c 1 3 6 9 7 187 t , i d

1 6 8 774 e t 2

O i , 1 , 3

6 n , , 1 8 4 9 e t 8 2 2

y s 1 v 1

8 r 4 4

6 , , 8 i 1 s w R 7 5 , 2 3 2 7

i R21–R24 0 4 r 9 g e 2 5 , e r 280

2 4 2

, 8 5 4 7 t

5 7 1 g

6 0 1 , 7 , 2 R 6 278, 314 n i i 142, 814, 866 R , 2 , , f

4 7 8 ,

7 2 6 4 n , n 3

5 2 2 8 5

o 3

, , 1 c 2 2 5 7 2 1 8 0 4 4

, 8 3 9 n 3 g g , 1 6 , 7 ,

r 1 1 e 1 4 4 7 7

0 1 0 8 R , 8 , , i 4

27,144, 280,

R 0 3 8 6 , 9

7 ,

– z 2 8 8 n 5 w

4 8 4 2 R

1 , 1 1 1 R 2 1 4 a , R F

, , , , o ,

4 , 0 8 4 7 6

H 4

5 r

t 7 2 1 ,

o 8 2 3 3 4 8

i 5 6 t i , , 4 3 8 o 2 , 7 1 1

1 e 4 r 9 3

8 , 4 9 6 i , 6 4 2 1 4 n 7 6

n s 8 8 0 2 3 8 6 6 4 , , RH18 ) 0

, , , 5 6 5 , 8 a 5 4

5 5

8 8 , 8 t , 0 R27 6 3

H , 6 9 5 , , 2

8 1 6 R 6

3 1 2 2 6 8 8 8 , , 2

8 ,

, 7 7 2 0 5

7 R 1 5 2 , , 6 4

0 1 , , 2

1 8 , , 2

IInformational media GGlossary FFootnotes EEssay questions DDrawing conclusions DDocumenting information DDistinguishing factandopinion DDictionaries DDeveloping athesis BBiography BBibliography orworkscited AAutobiography AAnalyzing Research andStudySkills VVoice VVisual imagery VVisual aids effectively VViewing TTransfer TTestimonial SStorytelling SSpeeches SSpeaking informally SSpeaking effectively SSlang RReading aloud OOral presentations NNonverbal clues reports NNews MMonologue LListening toclassinstructions JJargon IImagery IIdioms GGroup work DDistinguishing factandopinion DDialect n m d a e r o i s t p p p l o i i i e i i u n l r o i i e r i i o e r s a a s s e o f o b i o r o s s c s a s o a o e e e a i o a a o t t a v u u g w c n n n c newspaper 4 nnewspaper 4 articles nnews IInternet 4 4 aadvertising 5509, RH14 RH14 263,269, 2260, 277, 263,267, RH14, 269, 2260, R47 13, 91, 222,796, pphotographs ppaintings 343 iillustrations 68 w a t t t t r g l n l e o s l w n e a a d t l u g i i m i i e i u l e r o y l e d a a v 6 6 g

e e 0 h a y s n o n m n s r o y s n o u b m i t c k k p i e l p c m t a 317 i f e l l n n v i a 940

w w e 0 0

9 o n o z g g g o n s s i n n l h

e e i i i q t r 799, 993 7799, r r

o e n p o r i a n n r o r 3 1014 i , , g t , 972, 986, 1050, 972, 986, R12 a t 9 R11, 953 g u r u p w e t s s a y e t m l

g e r e n

9 r n b u o y r 1 n e l a i i g h g 2 2 R

g g g p t 1 4 R47

a 9 R i i R12 p i n r s i t d

n s e 9 g 7 a e RH4 g i a o a e s s n n s p i

0 u 6 6 i c y

r a i t H a o 7 e 0 317, 1032 966, R 1 s g o R a t s r e f t , t i e RH14 h h i r R23 l l s a R 1 r o g 3 3 g

118, 118, R10 h p o o e g n

i 1 f i t 2 n

o a n 67, 1032 s 4 1 3 l 1 r 9 n k t s f 4 n i i i e R c p R H

R47 , , n 705 , R13 e e n

y c i 1

p , f f n n 4 t 4 7 1 t u 2 a

10, RH3

6 a R48 9 g

l o c c g o e H s h a 2 2 2 l 9 1 r 7 c

R r u 7 9 s 4 h R 3 g g e l 7 d

l 3 t o 869

R n

8 c y r

t 6 6 3

l 5 y t a , 0 1 4 8 i e 4 s 1 i

s 0 m , u

i 439, 565 h m t 4 v 4 r , n 8 4 RH10 s f f

7 4 3 9 118, 118, R10 o

9 7 s 6 5

s 6 i 3 , 1 a a

s e R52 4 8 e v R

6 , s f , R w R45 6 n e 1 8 1 0 4 , a

R i

c c o l e

s 1 R 2 o 9 R 1 3 H y d 6 1 3 R s i l t t H o i r 0 l 9 n 8 l 6 5

n 0 H 317, 1035, R46 , s R47 , y 2 i 4 y m 1 a a

r 3 , a , s R22 2 9 9 5 1 s 317, R46

0 3 R R46 5 k 1 n n 5 t R 4 1 , 0 484, 494, 497, 494, 484, a R 1 0 4 s r 3 4

R d d , 6 1 7 2 4 3 u t 4 , 2

7 4

0 i c 2

5 , 7 7 2 R 8 2 c o o o

6 i 2 1 7 , t t 1 4 n

p p i e 0 2 , R 2 o ,

R23 i i

d 3 , R 4 n n 4

n R 5 7 R23, R24 H 6 i i 9 s 2 o o 9 , R

R45 4 1 3 R 6 n n 2 4 , R

4 , 256, 256, 256, 256, 3 ,

4 4

6 , 2 2 R 9 5

R 5 5 4 7 7 2 6 6 ,

4 , ,

TThesaurus TTest-taking skills TTaking notes andreviewing SSummarizing SStudy skills SStandardized tests SSource cards SSet goals SSetting apurposeforreading SSelecting topics sources SSecondary RResearch reports RResearching RReference sources QQuestion sources PPrimary documentation PParenthetical OOutlining OOrganizing information OObjective tests NNote taking MMake aplan e a h u t t o e e e e a r e e e o u u r b u a a i s k t t l c r e m u s s f g m t e e t j n t e ie 4 WWeb site 4 WWeb pages 4 ttelevision rradio 4 9922–925, 1078–1081 476-479,3366–369, 610–613, 768–771, 117, 19, 25,RH6 nnotes) t k d e e i o e e e e s l e g a i r a - n 7 c s 2 6 i e o n d r n m y t a a a a c n c l

n d o n e e , t t g e a e 2 t 6

a e t t u r r r i i d i b b a i a e a i s 1

o n n k a h v i – o – c c n y z

a v r k 9 s a k

l a i c i r n d h h c g e 9 i 3

p s s p s u g e n ) n i , n i s i r a

e i i

R49

l t 2 6 RH11 i i n z 4 a RH18 l p s

t o y g o l d 2 t z n i r g r a

t e s i 5 c o 9 g R 18, RH4 g R e

R s u d n e e

n 5 u

g n R49

s a s , e , r 4 ( i o p 1 H p d

s H

r , s

g r R21 n o k e R49

R 1 l 4 s 4 8 9 p t u i R22 ( c R o

484, 566, 569, RH12 569, 566, 484, 1 4 1 i 0

f c u R s v 7 4 d R SSee t , l e o o 1 r R

H r 8 e s R51 4 7 l i 2 r 6 4 9 e R 4 o c s s e t s r R21 2 c s 8 1 8 R 6 s - e e 110–113, 248–251, 9 1056 H m c e w 4 t e 2 R R21 – 4 5 Taking andreviewing s s u 1 1

7 4 T s 2 1 1 i , f R RH3 a R52 1 0 m

n a 1056 9 o 0 1 5 0 2 t R 5 R k g , i 1 r 8 1 6

– e o i H 6 5

0 6

1 n r 1 6 n n n 2 1 5 3 e g 1 , 0 t o RH18

3 a a 5 a – t R , d t e 6 n

6 i H 2 i o s 1 9 d n 4 RH18 3 1 n ,

8 r 8 R , R R23

e 5,8,11, – 7 H H R v 5 2 6 i 1 2 1 , e 5 8

8 3 2 1 8 w – , ,

7 i

n 1 7 1 g 1 ,

Index of Skills R75

INDEX OF SKILLS

INDEX OF AUTHORS AND TITLES

5500 SimpleSimple ThingsThings KidsKids CanCan DoDo toto SaveSave CCOURLANDER,OURLANDER, HAROLDHAROLD 663636 GGRAHAME,RAHAME, KKENNETHENNETH 9 94242 tthehe Earth,Earth, ffromrom 322322 CCUMMINGS,UMMINGS, E.E. E.E. 461461 GGRAY,RAY, KEVINKEVIN 11052052 GGreatreat CCowow Race,Race, The,The, ffromrom 5858 A D GGreatreat Fire,Fire, TheThe 889797 GGreatreat RRadioadio SScare,care, TheThe 777777 AALEXANDER,LEXANDER, SSUEUE 8 80606 DDAHL,AHL, ROALDROALD 10081008 GGREENFIELD,REENFIELD, ELOISEELOISE 463463 AAllll StoriesStories AreAre Anansi’sAnansi’s 636636 DDamonamon andand PythiasPythias 974974 GGreylingreyling 332828 AAllll SummerSummer inin a DayDay 335858 DDAMPIER,AMPIER, CINDYCINDY 10521052 AAll-Americanll-American Slurp,Slurp, TheThe 338686 DDAVIS,AVIS, CLIFTONCLIFTON 734734 AALLEN,LLEN, SARASARA VANVAN ALSTYNEALSTYNE 161161 DDaydreamersaydreamers 463463 H AALTER,LTER, EERICRIC 11000000 DDEE SIMONE,SIMONE, ANDREAANDREA 556556 HHAMILTON,AMILTON, VIRGINIAVIRGINIA 751751 AAndnd Ain’tAin’t I a Woman?Woman? 225757 DDococ RRabbit,abbit, BBruhruh FFox,ox, andand TarTar BBabyaby 775151 HHAMLETT,AMLETT, CCHRISTINAHRISTINA 1 1016016 AANGELOU,NGELOU, MAYAMAYA 406406 DDon’ton’t LLetet thethe BedbugsBedbugs BiteBite 557070 HHASKINS,ASKINS, JJIMIM 1 11919 AAnimalnimal AttractionAttraction 6 DDragon,ragon, DragonDragon 674674 HHELLING,ELLING, STEVESTEVE 6 62828 AAuntunt MillicentMillicent 771010 DDressedressed forfor Success?Success? 302302 HHOFFMAN,OFFMAN, KKATHRYNATHRYN RR.. 3 344 AAVIVI 222121 DDURBIN,URBIN, RICHARDRICHARD 264264 HHowow HeHe DidDid It:It: HealthHealth Advice,Advice, KKid-to-Kidid-to-Kid 2200 B E HHUNTER,UNTER, KRISTIENKRISTIEN 102102 HHurricaneurricane HeroesHeroes 662828 BBabyaby HippoHippo OrphanOrphan FindsFinds a EEarthWorksarthWorks GGrouproup 322322 FFriendriend 10591059 EEISNER,ISNER, WILLWILL 498498 BBallparkallpark FoodFood 1122 EEleanorleanor RooseveltRoosevelt 116868 I BBAMBARA,AMBARA, TONITONI CADECADE 4412,12, 774848 EEll EnanoEnano 660000 IInn EleanorEleanor Roosevelt’sRoosevelt’s TimeTime 180180 BBERLTOTTO,ERLTOTTO, MELANIEMELANIE 330202 EElevenleven 330808 BBERTRAND,ERTRAND, AAMYMY 2200 EELLIS,LLIS, EELIZABETHLIZABETH 4 43030 J BBestest ofof BuddiesBuddies 10521052 JJacket,acket, TheThe 130130 BBracelet,racelet, TheThe 882222 F BBRADBURY,RADBURY, RAYRAY 335858 JJACOBS,ACOBS, WWILLIAMILLIAM JJAYAY 116868 BBRENTS,RENTS, WALKERWALKER 665050 FFanan Club,Club, TheThe 448585 JJIMÉNEZ,IMÉNEZ, FFRANCISCORANCISCO 334747 BBROOKS,ROOKS, GWENDOLYNGWENDOLYN 7722 FFIELDS-MEYER,IELDS-MEYER, THOMASTHOMAS 628628 JJOHNSON,OHNSON, DOROTHYDOROTHY M.M. 883232 BBROWN,ROWN, JORDANJORDAN 445252 FFINGER,INGER, CHARLESCHARLES JJ.. 6 60000 BBulliesullies inin thethe ParkPark 589589 FFISCHER,ISCHER, DAVIDDAVID 860860 K FFlowerslowers andand FreckleFreckle CreamCream 443030 BBullyully Battle,Battle, TheThe 593593 KKinging ooff MMazyazy MMay,ay, TheThe 668888 BBullyully ofof BarksdaleBarksdale Street,Street, TheThe 10001000 FFOX,OX, CATHERINECATHERINE CLARKECLARKE 10591059 FFROST,ROST, ROBERTROBERT 10741074 KKISSEN,ISSEN, FFANAN 997474 C G L CCaretaker’saretaker’s Journal,Journal, The,The, ffromrom 10631063 GGAIMAN,AIMAN, NEILNEIL 7878 LLessonesson inin Courtesy,Courtesy, A 991616 CCARROLL,ARROLL, LLEWISEWIS 447070 LLetet thethe BulliesBullies BewareBeware 555656 CCharlieharlie JohnsonJohnson 988988 GGARDNER,ARDNER, JOHNJOHN 676676 GGeneene Scene,Scene, TheThe 445252 LLettersetters AboutAbout thethe FireFire 990505 CCircuit,ircuit, TheThe 334747 LLifeife DDoesn’toesn’t FrightenFrighten MeMe 440606 CCISNEROS,ISNEROS, SANDRASANDRA 330808 GGentlemanentleman ofof thethe PPoolool 119292 GGeraldineeraldine MooreMoore thethe PoetPoet 441212 LLITTLEFIELD,ITTLEFIELD, BILLBILL 115050 CCOFER,OFER, JUDITHJUDITH ORTIZORTIZ 119898 LLONDON,ONDON, JACKJACK 668888 CConchaoncha 9933 GGIBBS,IBBS, NANCYNANCY 4242 GGIOVANNI,IOVANNI, NIKKINIKKI 139139 LLookingooking forfor AmericaAmerica 227070 CCONFORD,ONFORD, ELLENELLEN 557070 LLOW,OW, AALICELICE 661919 CCORMIER,ORMIER, ROBERTROBERT 884444 GGoldold Cadillac,Cadillac, TheThe 778686 GGoodnessoodness ofof MattMatt Kaizer,Kaizer, TheThe 222121

Index of Authors & Titles R77 INDEX OF AUTHORS & TITLES R78 PPriscilla andtheWimps LessonsPPrimary PPresident Cleveland,WhereAre aGreatAmerican PPreserving 583 PPRELUTSKY, JACK 93 MARYHELEN PPONCE, PPigman &Me,The PPersephone PPecos Bill 548 PPECK, RICHARD 270PPARTRIDGE, ELIZABETH 192 PPARK, ALICE P 660 MARYPOPE OOSBORNE, O NNovio Boy, NNobody’s Perfect KidontheBlock,The NNew 386 LENSEY NNAMIOKA, NNadia theWillful N MMy Parents MMy Father IsaSimpleMan MMURPHY, JIM PATMMORA, MMessaging Mania 874 PATRICIAMMCKISSACK, C. 874MMCKISSACK, FREDRICK, JR. FOX NORMA MMAZER, MMAYNARD, RONA A MMason-Dixon Memory, MMarch oftheDead,The MMake Your Kite Own mmaggie andmillymolly MMadam C.J.Walker M A A r r r r O i e e R E o o e A a g S y y e A A a a a a O C C i i e e a U r c R R C s m E w v b d M B

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INDEX OF ART AND ARTISTS

A D HHardrick,ardrick, JohnJohn Wesley,Wesley, SSpringtimepringtime ((PortraitPortrait ooff EEllalla MMaeae MMoore)oore) 792792 AAdlington,dlington, Mark,Mark, WWildild BoarBoar 653653 DD’Arcangelo,’Arcangelo, Allan,Allan, UU.S..S. HighwayHighway 1,1, HHare,are, WWilliamilliam DeDe MorganMorgan 755755 AApplepple Tree,Tree, GGustavustav KlimtKlimt 212212 NNumberumber 5 227575 HHeadmaster,eadmaster, NNormanorman RockwellRockwell 8181 AArabrab Scribe,Scribe, Cairo,Cairo, TThe,he, JJohnohn FrederickFrederick DDee Morgan,Morgan, William,William, HHareare 755755 HHeracleseracles LeadingLeading CerberusCerberus toto LLewisewis 104104 DDespedida,espedida, HHectorector PoleoPoleo 349349 EEurystheus,urystheus, UUnknownnknown (Rome)(Rome) 655655 AAtamian,tamian, Charles-Garabed,Charles-Garabed, BBeacheach DDioscuridesioscurides ofof Samos,Samos, SStreettreet HHodges,odges, Elizabeth,Elizabeth, FFatimaatima 406406 SScenecene 763763 MMusiciansusicians 997676 DDollyolly andand Rach,Rach, JJohnohn WesleyWesley B HHardrickardrick 789789 I IInn SojournerSojourner TruthTruth I FoughtFought forfor thethe BBazile,azile, Castera,Castera, TTrabajadoresrabajadores 348348 RRightsights ofof WomenWomen asas WellWell asas Blacks,Blacks, BBeacheach Scene,Scene, CCharles-Garabedharles-Garabed E EElizabethlizabeth CatlettCatlett 258258 AAtamiantamian 763763 EEisner,isner, WWill,ill, SStreettreet MagicMagic 449898 IIngalls,ngalls, Pam,Pam, NNancy’sancy’s SinkSink 425425 BBlumenschein,lumenschein, ErnestErnest L.,L., NNewew MexicoMexico EEll SolSol Asombre,Asombre, RRafaelafael FerrerFerrer 200200 IInness,nness, George,George, SSunriseunrise 363363 PPeoneon 343343 EElysianlysian Fields,Fields, HHoboken,oboken, NewNew Jersey,Jersey, IInness,nness, George,George, SSunsetunset OverOver thethe BBordersorders & Boundaries,Boundaries, DDianaiana OngOng 218218 CCurrierurrier & IvesIves 876876 SSeaea 333131 BBurne-Jones,urne-Jones, SirSir Edward,Edward, GGardenarden ofof thethe IIrises,rises, OOgatagata KorinKorin 825825 HHesperidesesperides 665454 F BBurroughs,urroughs, HenryHenry Bryson,Bryson, PPlutoluto andand PProserpineroserpine 620620 FFatima,atima, EElizabethlizabeth HodgesHodges 406406 K FFerrer,errer, RRafael,afael, EEll SolSol AsombreAsombre 220000 KKlimt,limt, Gustav,Gustav, AApplepple TreeTree 221212 FFieldield ofof Dreams,Dreams, CCindyindy CoakleyCoakley 990990 KKlondikelondike GoldGold Rush,Rush, 1904,1904, PPrice,rice, JJuliusulius C FFiner,iner, Stephen,Stephen, PPatrickatrick GarlandGarland andand MM.. 689689 CCady,ady, Harrison,Harrison, ““WhoWho areare you,you, I AAlexandralexandra BastedoBastedo 541541 KKlondikelondike GoldGold Rush,Rush, SummerSummer 1898,1898, ssay?”ay?” 752752 FFourour Seasons—Spring,Seasons—Spring, AAlphonselphonse JJuliusulius M.M. PricePrice 692692 CCameron,ameron, Hugh,Hugh, A LonelyLonely LifeLife 602602 MMuchaucha 619619 KKorin,orin, Ogata,Ogata, IIrisesrises 825825 CCarnationsarnations andand ClematisClematis inin CrystalCrystal Vase,Vase, EEdouarddouard ManetManet 230230 G CCatlett,atlett, EElizabeth,lizabeth, IInn SojournerSojourner TruthTruth I L GGardenarden ooff tthehe HHesperides,esperides, SSirir EdwardEdward FFoughtought forfor thethe RightsRights ofof WomenWomen asas LLaa NinaNina deldel Chupetin,Chupetin, GGracielaraciela BBurne-Jonesurne-Jones 654654 WWellell asas BlacksBlacks 225858 GGenovesenoves 9595 GGenoves,enoves, Graciela,Graciela, LLaa NinaNina deldel CChicago,hicago, Illinois:Illinois: PublicPublic Art,Art, FFranklinranklin LLawrence,awrence, Jacob,Jacob, TThehe LibraryLibrary 7733 CChupetinhupetin 9955 MMcMahoncMahon 414414 LLeighton,eighton, Frederic,Frederic, TThehe ReturnReturn ofof GGirlirl SittingSitting inin Classroom,Classroom, AAlbertolberto CChildren’shildren’s Games,Games, RRufiufi nono TamoyaTamoya 9696 PPersephoneersephone 662222 RRuggieriuggieri 417417 CCinderella,inderella, HHansans PrintzPrintz 10241024 LLessonesson inin Courtesy,Courtesy, A,A, SStantan SakaiSakai 912912 GGranville,ranville, JJ.,., PPublicublic andand PrivatePrivate CCoakley,oakley, Cindy,Cindy, FFieldield ofof DreamsDreams 990990 LLewis,ewis, JohnJohn Frederick,Frederick, TThehe AArabrab Scribe,Scribe, AAnimalsnimals 749749 CComicomic Mask,Mask, UUnknownnknown (Pompeii)(Pompeii) 983983 CCairoairo 104104 GGreatreat CowCow Race,Race, The,The, JJeffeff SSmithmith 5 588 CCorrea,orrea, Alvim,Alvim, MManan EncounteringEncountering a LLibrary,ibrary, The,The, JJacobacob LawrenceLawrence 7373 GGreatreat FireFire inin Chicago,Chicago, OOctoberctober 8-10,8-10, MMartianartian 780780 LLillith,illith, DDianeiane GriffiGriffi thsths 464464 11871,871, TThe,he, CurrierCurrier & IvesIves 901901 CCorrea,orrea, Alvim,Alvim, MMartianartian FightingFighting MachineMachine LLonelyonely LLife,ife, AA,, HHughugh CameronCameron 602602 AAttackingttacking HumansHumans 781781 GGriffiriffi ths,ths, Diane,Diane, LLillithillith 464464 CCurrierurrier & Ives,Ives, EElysianlysian Fields,Fields, Hoboken,Hoboken, M NNewew JerseyJersey 887676 H MManan EEncounteringncountering a Martian,Martian, AAlvimlvim CCurrierurrier & Ives,Ives, TThehe GreatGreat FireFire inin Chicago,Chicago, HHardrick,ardrick, JohnJohn Wesley,Wesley, DDollyolly andand CCorreaorrea 780780 OOctoberctober 8-10,8-10, 18711871 901901 RRachach 789789

Index of Art & Artists R79 INDEX OF ART AND ARTISTS

MManet,anet, Edouard,Edouard, CCarnationsarnations andand R U CClematislematis inin CrystalCrystal VaseVase 230230 RRansome,ansome, James,James, TThehe TalkingTalking SkullSkull 884884 UU.S..S. HighwayHighway 1,1, NumberNumber 5,5, AAllanllan MMartianartian FightingFighting MachineMachine AttackingAttacking RReadereader #1,#1,TThe,he, DianaDiana OngOng 413413 DD’Arcangelo’Arcangelo 275275 HHumans,umans, AAlvimlvim CorreaCorrea 781781 RReturneturn ofof Persephone,Persephone, The,The, FFredericrederic UUntitled,ntitled, TTwinswins Seven-SevenSeven-Seven 637637 MMask,ask, UUnknownnknown (Nigeria)(Nigeria) 636636 LLeightoneighton 622622 MMcMahon,cMahon, Franklin,Franklin, CChicago,hicago, Illinois:Illinois: RRisse,isse, Roland,Roland, SSleepingleeping BeautyBeauty 10261026 PPublicublic ArtArt 441414 W RRockwell,ockwell, Norman,Norman, HHeadmastereadmaster 8811 MMeetingeeting onon thethe Mound,Mound, GGaryary KK.. RRoper,oper, Edward,Edward, OOnn thethe KlondikeKlondike 696696 WWalrusalrus andand thethe CarpenterCarpenter onon Shore,Shore, The,The, SStretartretar 8989 RRuggieri,uggieri, Alberto,Alberto, GGirlirl SittingSitting inin JJohnohn TennielTenniel 471471 MMelendez,elendez, Luis,Luis, SStilltill LifeLife withwith Plums,Plums, Figs,Figs, CClassroomlassroom 441717 WWalrusalrus andand thethe CarpenterCarpenter withwith Oysters,Oysters, aandnd BreadBread 604604 TThe,he, JJohnohn TennielTenniel 472472 MMucha,ucha, Alphonse,Alphonse, FFourour SeasonsSeasons WWalrusalrus andand thethe CarpenterCarpenter AfterAfter Eating,Eating, ——SpringSpring 661919 S TThe,he, JJohnohn TennielTenniel 473473 MMunch,unch, Edvard,Edvard, TThehe SickSick SpaniardSpaniard 233233 SSakai,akai, SStan,tan, A LessonLesson inin CourtesyCourtesy 991212 WWildild Boar,Boar, MMarkark AdlingtonAdlington 653653 SSendak,endak, Maurice,Maurice, ““ZlatehZlateh thethe ““WhoWho areare you,you, I say?”say?” HHarrisonarrison N GGoat”oat” 10401040 CCadyady 752752 SSeven-Seven,even-Seven, TTwins,wins, UUntitledntitled NNancy’sancy’s Sink,Sink, PPamam IngallsIngalls 425425 SSickick Spaniard,Spaniard, The,The, EEdvarddvard MunchMunch 233233 NNewew MMexicoexico Peon,Peon, EErnestrnest L.L. SSleepingleeping Beauty,Beauty, RRolandoland RisseRisse 10261026 BBlumenscheinlumenschein 343343 SSmith,mith, Jeff,Jeff, TThehe GreatGreat CowCow RaceRace 5858 SSpringtimepringtime ((PortraitPortrait ooff EEllalla MMaeae MMoore),oore), O JJohnohn WesleyWesley HardrickHardrick 792792 OOnn thethe Klondike,Klondike, EEdwarddward RoperRoper 696696 SStilltill LifeLife withwith Plums,Plums, Figs,Figs, andand Bread,Bread, OOng,ng, Diana,Diana, BBordersorders & BoundariesBoundaries 221818 LLuisuis MelendezMelendez 604604 OOng,ng, Diana,Diana, PPortraitortrait inin OrangeOrange 441616 SStreettreet Magic,Magic, WWillill EisnerEisner 498498 OOng,ng, Diana,Diana, TThehe ReaderReader #1#1 441313 SStreettreet Musicians,Musicians, DDioscuridesioscurides ofof SSamosamos 976976 SStretar,tretar, GaryGary K.,K., MMeetingeeting onon thethe P MMoundound 8989 PPatrickatrick GarlandGarland andand AlexandraAlexandra Bastedo,Bastedo, SSunrise,unrise, GGeorgeeorge InnessInness 363363 SStephentephen FinerFiner 541541 SSunsetunset OverOver thethe Sea,Sea, GGeorgeeorge InnessInness 331331 PPlutoluto andand Proserpine,Proserpine, HHenryenry BrysonBryson BBurroughsurroughs 620620 PPoleo,oleo, Hector,Hector, DDespedidaespedida 349349 T PPortraitortrait inin Orange,Orange, DDianaiana OngOng 416416 TTalkingalking Skull,Skull, The,The, JJamesames RansomeRansome 884884 PPrice,rice, JuliusJulius M.,M., KKlondikelondike GoldGold Rush,Rush, TTamoya,amoya, RuﬁRuﬁ no,no, CChildren’shildren’s GamesGames 9696 11904904 689689 TTenniel,enniel, John,John, TThehe WalrusWalrus andand thethe PPrice,rice, JuliusJulius M.,M., KKlondikelondike GoldGold Rush,Rush, CCarpenterarpenter 471,471, 4472,72, 447373 SSummerummer 18981898 692692 TTrabajadores,rabajadores, CCasteraastera BazileBazile 348348 PPrintz,rintz, Hans,Hans, CCinderellainderella 10241024 TTragicragic Mask,Mask, UUnknownnknown (Pompeii)(Pompeii) 979979 PPublicublic andand PrivatePrivate Animals,Animals, JJ.. GGranvilleranville 749749

R80 Index of Art & Artists ACKNOWLEDGMENTS

Unit 1 “The Goodness of Matt Kaizer,” copyright © 1994 by Avi. From his book What Do Fish Have To Do With Anything? (Candlewick Press). Reprinted by “Ballpark Foods” by Consumer Reports 4 Kids. From zillions.org. permission.

“How He Did It: Health Advice, Kid-to-Kid” by Amy Bertrand. St. Louis From “Ta-Na-E-Ka” by Mary Whitebird. Published in Scholastic Voice, Post-Dispatch, May 2, 2005. Reprinted with permission of the St. Louis Post- December 13, 1973. Copyright © 1973 by Scholastic, Inc. Reprinted by Dispatch, copyright © 2005. permission. “Messaging Mania” by Kathryn R. Hoffman. Updated 2005, from Time for Kids, May 2, 2003. Unit 3

“Make Your Own Kite.” From sears.com. “Perserving a Great American Symbol,” by Richard Durbin.

“To Young Readers” by Gwendolyn Brooks. Reprinted by consent of Brooks “Looking for America” by Elizabeth Partridge, copyright © 2003, from Open Permissions. Your Eyes, ed. by Jill Davis. Reprinted by permission of Elizabeth Partridge. All rights are reserved by the author. “Why Books are Dangerous” by Neil Gaiman. Reprinted by permission of Writer’s House LLC as agent for the author. “Stray” reprinted with permission of Atheneum Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division from Every Living “The Southpaw” by Judith Viorst. Copyright © 1974 by Judith Viorst. From Thing by Cynthia Rylant. Copyright © 1985 Cynthia Rylant. Free to Be . . . You and Me. This usage granted by permission. All rights reserved. “Eleven” from Woman Hollering Creek. Copyright © 1991 by Sandra Cisneros. Published by Vintage Books, a division of Random House, Inc., and “Concha” by Mary Helen Ponce. Reprinted by permission of the author. originally in hardcover by Random House, Inc. Reprinted by permission of “The Scribe” from Guests in the Promised Land by Kristin Hunter. Copyright Susan Bergholz Literary Services, New York. All rights reserved. © 1968 by Kristin E. Lattany. Reprinted by permission of Dystel & Goderich From 50 Simple Things Kids Can Do To Save the Earth © 1990 EarthWorks Literary Management. Press. Reprinted with permission of Andrews McMeel Publishing. All rights reserved. Unit 2 “Greyling,” copyright © 1968 by Jane Yolen. First appeared in Greyling, “Madam C.J. Walker” from One More River to Cross: The Stories of Twelve published by Penguin Putnam, Inc. Reprinted by permission of Curtis Black Americans by Jim Haskins. Copyright © 1992 by Jim Haskins. Reprinted Brown Ltd. by permission of Scholastic Inc. “The Circuit” by Franciso Jimenez. Reprinted by permission of the author. “The Jacket” by Gary Soto appears in The Effects of Knut Hamsun on a Fresno “All Summer in a Day” by Ray Bradbury. Copyright © 1954, renewed 1982 by Boy: Recollections and Short Essays by Gary Soto. Copyright © 1983, 2000 by Ray Bradbury. Reprinted by permission of Don Congdon Associates, Inc. Gary Soto. Reprinted by permission of Book Stop Literary Agency and Persea Books, Inc. (New York). Unit 4 “The World Is Not a Pleasant Place to Be” from My House by Nikki Giovanni. Copyright © 1972 by Nikki Giovanni. Reprinted by permission of “Whatif” by Shel Silverstein, from A Light in the Attic by Shel Silverstein. HarperCollins Publishers. Copyright © 1981 by Evil Eye Music, Inc. Used by permission of HarperCollins Publishers. “Satchel Paige” from Champions: Stories of Ten Remarkable Athletes by Bill Littleﬁ eld. Copyright © 1993 by Bill Littleﬁ eld (text); copyright © 1993 by “My Father Is a Simple Man” is reprinted with permission from the publisher Bernie Fuchs (illustrations). By permission of Little, Brown and Co., Inc. and of The Sadness of Days by Luis Omar Salinas (Houston: Arte Publico Mews Books. Press—University of Houston, © 1987).

“Song for a Surf-Rider” by Sara Van Alstyne Allen. Published in Instructor, “The All-American Slurp” by Lensey Namioka, copyright © 1987, from June 1966. Copyright © 1966 by Scholastic, Inc. Reprinted by permission. Visions, ed. by Donald R. Gallo. Reprinted by permission of Lensey Namioka. All rights are reserved by the author. “Eleanor Roosevelt” reprinted with the permission of Atheneum Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division “A Minor Bird” from The Poetry of Robert Frost edited by Edward Connery from Great Lives: Human Rights by William Jay Jacobs. Copyright © 1990 Lathem. Copyright © 1928, 1969 by Henry Holt and Company. Copyright © William Jay Jacobs. 1956 by Robert Frost. Reprinted by permission of Henry Holt and Company LLC. “Primary Lessons” is reprinted with permission from the publisher of Silent Dancing by Judith Ortiz Cofer (Houston: Arte Publico Press—University of “Life Doesn’t Frighten Me” copyright © 1978 by Maya Angelou, from And Still Houston, copyright © 1990). I Rise by Maya Angelou. Used by permission of Random House, Inc.

From The Pigman & Me by Paul Zindel. Copyright © 1990 by Paul Zindel. “Geraldine Moore the Poet” by Toni Cade Bambara. Reprinted by permission First appeared in The Pigman & Me, published by HarperCollins. Reprinted by of Karma Bambara. permission of Curtis Brown, Ltd.

Acknowledgments R81 ACKNOWLEDGMENTS Hudson Street, New York,Hudson Street,New NY10014. Allrightsreserved. Penguin Young Inc.,345 ReadersGroup,amemberofPenguin Group(USA) Greenfi eld.UsedbypermissionofDialBooksforYoung Readers,adivisionof From Publishing Corporation. E.E. Cummings,editedbyGeorgeJ.Firmage.UsedpermissionofLiveright Trustees fortheE.E.CummingsTrust, from © 1956,“maggie andmillymollymay,”copyright 1984, 1991 bythe the author. andFreckle“Flowers Cream”byElizabethEllis.Reprintedpermissionof Pat ofHouston,©1986). Mora (Houston:ArtePublicoPress—University R82 thistextisexpresslyforbidden.] Any electroniccopying ordistributionof use: digital House Children’sBooks,adivisionofRandom House,Inc.[ McCurdy. UsedbypermissionofAlfredA.Knopf,animprint ofRandom © 1991 Pope Osborne.Illustrations byMary copyright©1991 byMichael “Pecos Bill”from permission oftheauthor. From “TheTwelve LaborsofHercules”byWalker Brents.Reprintedby Courlander. © 1957, 1985 byHaroldCourlander. Michael Reprinted by permissionof Tales from Ghana “All StoriesAreAnansi’s”from Copyright ©1985 MacmillanPublishingCompany. division from for Young Simon&Schuster’sChildren’sPublishing Readers,animprintof “Persephone” Simon&SchusterBooks reprintedwiththepermissionof “El Enano”from “The BullyBattle”byElizabethSiris,from from “Bullies inthePark: Elephantsvs.Rhinos”byJonSwartz, Prelutsky. Usedby permissionofHarperCollinsPublishers. From Conford. Copyright©1995 byScholastic,Inc. “Don’t Let theBedBugsBite”from Random HouseChildren’sBooks,adivisionofHouse,Inc. from “Priscilla andtheWimps”byRichardPeck, copyright©1984 byRichardPeck, 1962renewed byStephenSpender. ReprintedbypermissionofEdVictor,Ltd. “My Parents” from Agency. Norma Fox Mazer. ReprintedbypermissionofElaineMarksonLiterary “Tuesday oftheOtherJune”byNormaFox Mazer. Copyright©1986 by visit www.KidsHealth.org orwww.TeensHealth.org. information writtenforparents,kidsandteens.For morearticleslikethisone, health reviewed for medically KidsHealth, oneofthelargestresourcesonline “What KidsSayAbout:Bullying.”Thisinformationwasprovidedby “The Fan theauthor. Club”byRonaMaynard.Reprintedpermissionof Unit 5 from thepublisherof “Same Song”isreprintedwithpermission Doubleday, adivisionofRandomHouse,Inc. RandomHouse, Inc. Usedbypermissionof by Doubleday,adivisionof Unit 6 Sixteen: Short Stories, Sixteen: Short Daydreamers The NewKidontheBlock Acknowledgments UsedbypermissionofBrandt Agents,Inc. &HochmanLiterary The MacmillanBookofGreek GodsandHeroes Tales from SilverLands American Tall Tales byHaroldCourlanderwithAlbertKofi Prempeh,copyright Collected Poems byEloiseGreenfi eld,copyright©1981 byEloise ed.byDonaldR.Gallo.Usedpermissionof The Hat-Shaking DanceandOtherAshanti The Hat-Shaking byJackPrelutsky. Copyright©1984 byJack byStephenSpender. Copyright©1934 and I Love You, IHateYou, GetLost by Mary Pope Osborne,copyright byMary byCharlesJ.Finger,copyright1924 Time Complete Poems:1904–1962 forKids . For electronic/ byAliceLow. Time Borders , byEllen forKids by by . 1965 byRobertCormier. appearsin Now use: electronic/digital Random HouseChildren’sBooks,adivisionofHouse,Inc.[ from “President Cleveland,WhereAreYou?” copyright© 1965 byRobertCormier, Magazine, with permissionofMcIntosh&Otis,Inc.Firstappearedin “Too SoonaWoman” copyright©1953 byDorothyJohnson.Reprinted Berkeley. Yoshiko ofCalifornia, University Uchida,courtesyoftheBancroftLibrary, “The Bracelet” byYoshiko Uchida,from Ltd. Curtis Brown, Nadia theWillful “Nadia theWillful,”copyright©1983 bySueAlexander. Firstappearedin York,Hudson St.,New NY10014. Allrightsreserved. Penguin Young Inc.,345 ReadersGroup,amemberofPenguin Group(USA) Taylor, text.UsedbypermissionofDialBooksforYoung Readers,adivisionof From Press,copyright©1938.Associated Allrightsreserved. terrorizedbyradio’s the ‘MenfromMars’”reprintedwithpermissionof “US Unit 7 Harcourt, Inc. From Unit 8 author. the “The SandCastle”byAlmaLuzVillanueva.Reprintedpermissionof Random HouseChildren’sBooks,adivisionofHouse,Inc. Leo andDianeDillon.UsedbypermissionofAlfredA.Knopf,animprint copyright ©1985 byVirginiaHamilton.Illustrationscopyright©1985 by Black Folktales “Doc Rabbit,BruhFox andTar Baby”from “The Toad andtheDonkey,”byToni CadeBambara. March 1993. Copyright©1993 byMelWhite. “A byCliftonDavis,adaptedfrom Mason-DixonMemory” permission ofHoughtonMiffl inCo.Allrightsreserved. copyright ©1989 bytheChildren’sBookCouncilofAustralia. Reprintedby Jo GoodmanandMargotTyrell. Copyright©1989 Steele.Collection byMary “Aunt Steele,from Millicent”byMary Georges Borchardt,Inc.,fortheEstateofJohnGardner. Copyright ©1975 byBoskydellArtists,Ltd.Reprintedpermissionof “Dragon, Dragon” from “Letter About the Fire” from The Chicago Historical Society. Historical “Letter AbouttheFire”fromTheChicago UsedbypermissionofScholasticInc. rights reserved. From Used bypermissionofHarperCollinsPublishers. illustrated byJamesRansome.Text copyright©2004 byDonnaWashington. “The Talking Skull”from McKissack, Jr. UsedbypermissionofScholasticInc. Allrightsreserved. McKissack, Jr. Copyright©1994 byPatricia C.McKissackandFredrick L. “The Shutout”from Ltd.] CurtisBrown, Random House.Reprintedbypermissionof Eight PlusOne:Stories Eight The GoldCadillac Novio Boy The Great Fire 1953. byVirginiaHamilton,illustratedLeo andDianeDillon, , copyright©1997 Soto,reprintedbypermissionof byGary , published by Alfred A. Knopf. Reprinted by permission of , publishedbyAlfredA.Knopf.Reprintedpermissionof byJimMurphy. Copyright©1995 byJimMurphy. All Black Diamond “PresidentCleveland,WhereAreYou?” copyright© byMildredD.Taylor, copyright©1987 byMildredD. Dragon, Dragon andOtherTales Dragon Dragon, A PrideofAfricanTales byRobertCormier. Usedbypermissionof byPatricia C.McKissackandFredrick Dream Time Desert Exile Desert Eight Plus One:Stories Eight The PeopleCouldFly:American byDonnaWashington, , editedbyToss Gascoigne, , copyright©1982 by byJohnGardner. Cosmopolitan Reader’s Digest publishedby For For , Creatas; 86AP/Wide World Stretar, Images; 89Gary Photos;88Getty The NormanRockwellFamily Entities.JohnRockwell;82Stockbyte/ 81Norman Rockwell Family Printed bypermissionthe Agency. 1926. 7978 Images; 80Getty JanineWiedelPhotolibrary/Alamy; Stockbyte/Creatas; Art; 76Resource, NYNationalMuseumofAmerican NevilleElder/CORBIS; Art;74of American ArtMuseum,Washington, SmithsonianAmerican DC/Art ArtMuseum,Washington,American DC/ArtResource,NYNationalMuseum 73 Images;70 69Getty Smithsonian Bettmann/CORBIS; com/CORBIS; Scholastic; 68Images. an imprintofScholasticInc.Reprintedbypermission. Smith. Copyright©2005, 1993, 1992 byJeffSmith.PublishedGraphix, Images; 58 59Getty 6061 byJeff GREAT COW ®:THE 62From RACE BONE Images;52SYNDICATE. 54 49Getty DonSmetzer/Stone/ Allrightsreserved; 2005 UNIVERSAL JohnMcPherson.Reprintedwithpermissionof (l)PhotoObjects.net; 35 37 38 DeanMacAdam;48(c)CLOSE TO HOME 30 Images;31 RandyGlasbergen;30 Getty com/CORBIS; (r)JohnEvans, 23 RolfBruderer;24 Images;27 JohnPaterson/Getty Images. CORBIS; 20 Images;21 JohnPaterson/Getty (r)Images.com/CORBIS; Tom Stewart/ 1615 (l)CORBIS, (r)IconSMI/CORBIS; (l)SpotJasonHosking/Zefa/CORBIS, 13 Press,OLATHE (b)Associated DAILY (t)Paul A.Sauders/CORBIS; NEWS, 9JohnEvans;12Reprinted withpermission.Allrightsreserved; CORBIS; ©2004 MarkTatulli. CITY OF THE Dist.ByUNIVERSAL KateDenny/PhotoEdit;7EdwinFotheringham; 8HEART (r)Mary CORBIS, RH19 Images,2(l)JoseLuisPelaez/ 0Getty Images, (r)CORBIS; (l)Getty Images; Getty Images;RH xxxviDinahMiteActivities;xxxviiGetty CORBIS; Images;xxxDavidBrooks/ Images;xxvixxviiGetty Monitor, (others)Getty Masterfi Images;xxv(tr)ClayBennett/TheChristianScience le;xxivGetty xviiiimage100/SuperStock;CORBIS; xxiiSusanFindlay/ xxMika/Zefa/CORBIS; xviMarvel/ xivCatherineKarnow/CORBIS; Images; xiiDaveBartruff/CORBIS; Cover ImtekImagineering/Masterfi Images;xJimCummins/Getty le;viiiGetty Photography thepublisher reprinted withthepermissionof forYoungthe Drama Magazine People, “Tales oftheTangled Tresses” January/February byChristinaHamlett, 600160, MA02460. Newton, with thepermissionofpublisher forYoungDrama Magazine People, “The BullyofBarksdaleStreet”byEricAlter,January/February magazine, December1998, Vol. 26, No.4,text©1998 byJosephK.Smith. thepublisher reprinted withthepermissionof Plays from FamousStoriesandFairyTales from March1963 © “The ReluctantDragon” byKennethGrahame asadaptedbyAdeleThane 2005. From byStephenTuei. “TheCaretaker’sDiary” From lafargeecosystems.com, Geographic Society. Kids News “Baby HippoOrphanFindsaFriend” byCatherineFox. Singer. Text copyright1966 ©byIsaccBashevisSinger. “Zlateh theGoat”from Box 600160, MA02460. Newton, “Charlie Johnson”byJosephK.Smith,reprintedpermissionof Company. Allrightsreserved. 1993 HoughtonMiffl byJohnKissenHeaslip.Reprintedpermissionof in by Fan Kissen.Copyright©1964 byHoughtonMiffl © inCompany,renewed from “The Legend ofDamonandPythias” Box 600160, MA02460. 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