HOW TO INVESTIGATE AND UNDERSTAND NEW WORDS
Writer: Lisa Garbus
Editor: Jared Namenson
Except as noted below, all dictionary entries are from The American Heritage Dictionary, Third Edition. Boston: Houghton Mifflin, 1994.
The second dictionary entry on page 27 is from Webster’s New Collegiate Dictionary. Springfield: G. & C. Merriam Co., 1981.
Quotations are from:
Alexander, Lloyd. The Book of Three. New York: Bantam, 1990.
Rawls, Wilson. Where the Red Fern Grows. New York: Bantam, 1974.
Rowling, J.K. Harry Potter and the Sorcerer’s Stone. New York: Scholastic, 1999.
Tolkien, J.R.R. The Hobbit. New York: Ballantine Books, 1982.
Copyright © 2001 Institute of Reading Development, Inc. All rights reserved.
Printed in the United States of America. This publication, or parts thereof, may not be reproduced in any form by photographic, electrostatic,
mechanical, or any other method, for any use, including information storage and retrieval, without written permission from the Institute
of Reading Development, Inc.
INTRODUCTION TO STUDENTS AND PARENTS
What Is Word Intelligence? Why Is It Important?
Over the next few years, you will learn thousands of new words. In order to study anything, whether
your interests lie in the world of computers, scientific research, politics, history, or literature, you will
read material containing plenty of words you don’t know.
Many people believe that developing a large vocabulary has to do with memorizing lists of new words. In
fact, it is impossible to develop an effective vocabulary by memorizing new words and their meanings.
To master new vocabulary words effectively, you need a way of thinking about words and language that
makes it easier to learn new words and keep them in your memory. You need to learn to take words
apart, to see how each new word means what it means: that is word intelligence. Word intelligence is
a very important thinking skill, and once you have it, you will be able to tackle each new word you
encounter with skill and confidence.
There are other benefits to developing word intelligence than acquiring a larger and more effective
vocabulary. Students who develop word intelligence gain insight into the history of words. They
understand that each word has a family tree, and is therefore related to many other words that come
from the same root word. They understand better than other students that language is alive and that
it changes constantly: new words enter the language and old words change their meanings. Finally,
students with word intelligence understand more deeply the material they read.
As an example of that understanding, consider this: words often have multiple meanings. The name of
this workbook is Word Intelligence. Almost all of the people who see that title will think about intelligence in the sense of being smart. Those for whom language is alive, and who find words interesting,
will notice that intelligence also means secret information (as in Central Intelligence Agency) and will
be curious: did we intend readers to think of both meanings? If so, why? You will answer that question
in your own way, but you will only ask questions like that if you care about words and their meanings.
The Purpose of this Workbook
Word intelligence depends upon three sets of skills, which are listed below. As you complete this
workbook, you will practice these skills on specific words we’ve chosen, a few easy ones and some
surprisingly difficult ones. By the time you finish the workbook, you will add hundreds of words
to your vocabulary. But more importantly, you will have developed a much higher level of word
intelligence. Here are the three sets of skills you will master:
Dictionary Skills – You will learn how to use an adult dictionary and understand all the
information it offers.
Context Clues – You will learn how to create your own context definitions for new words, which
will help you understand how words are used in a story.
Word Analysis – You will learn to recognize the different parts that come together to
form many words.
The Structure of this Workbook
First, there are introductory lessons on dictionary skills, context clues, and word analysis.
Next come twelve lessons on specific words and word parts, with exercises in dictionary skills, context
clues, and word analysis. There are also three lessons that provide review: lesson 5 reviews the material
in lessons 1-4, lesson 10 reviews lessons 6-9, and lesson 15 reviews lessons 11-14.
Finally, there are three appendixes that provide additional instruction on parts of speech, specific
kinds of context clues, and the five-step procedure we want all students to adopt permanently, so
they can apply the skills they learn in this workbook to new words they find in the books they read
and study.
We hope you learn a lot about words from this workbook. More than that, we hope you acquire a love
of words. Just as the best readers are avid readers who enjoy reading for pleasure, the students with
the best vocabularies enjoy the beauty and depth the study of words offers. When you reach that
level, you will truly have Word Intelligence.
TABLE OF CONTENTS
Introduction to Dictionary Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Introduction to Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Introduction to Word Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Lesson 6:
Lesson 7:
Lesson 8:
Lesson 9:
Lesson 10:
The Prefixes uni-, bi-, and tri- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Dictionary: Prefixes
The Suffix -ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Dictionary: Suffixes
The Greek Roots tele and phon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Dictionary: Multiple Parts of Speech
The Latin Roots script/scrib and dict/dic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Dictionary: Pronunciation
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
The Prefixes in-, im-, ir-, and il- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Dictionary: Sample Phrases and Sentences
The Suffixes -able and -ible . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Dictionary: Synonyms and Antonyms
The Greek Roots aut/auto and graph/gram . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Dictionary: Homographs
The Latin Roots aud and vid/vis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Dictionary: Exploring the Dictionary
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..37
Lesson 15:
The Prefixes sub- and super- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Dictionary: Variations in Spelling and Pronunciation
The Suffixes -ous and -ful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Dictionary: Abbreviations
The Greek Roots syn/sym and path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Dictionary: Etymology
The Latin roots fract/frag and rupt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Dictionary: Stress
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Appendix I:
Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Lesson 11:
Lesson 12:
Lesson 13:
Lesson 14:
Appendix II: Specific Types of Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Appendix III: Five Steps to Learning New Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
INTRODUCTION TO
DICTIONARY SKILLS
The dictionary is an excellent tool that can help you discover the meaning of new words. Dictionaries
also provide other useful information about words. It takes practice to use the dictionary effectively
and to take advantage of all the information it offers.
You will need your own dictionary at home to do many of the exercises in this workbook. The
symbol
before an exercise means that you will need your dictionary to complete that exercise.
ALPHABETICAL ORDER AND GUIDE WORDS
Words in a dictionary are listed alphabetically. At the top of each dictionary page are two guide
words that indicate the first and last words, or entries, on the page.
Write the six words, from the list of eight words below, that belong between the guide words
wait/watch. Write them in alphabetical order.
walrus
waste
wagon
want
walk
wave
wall
warm
1. ______________________
3. ______________________
5. ______________________
2. ______________________
4. ______________________
6. ______________________
Look up the words below in your dictionary. Write the two guide words that appear at the top of the
page on which each word is found.
FOR EXAMPLE:
cedar
/
ceaseless
hinder
/
stoic
/
auk
/
1
cellulose
PARTS OF A DICTIONARY ENTRY
Dictionary entries include the entry word divided into syllables, its pronunciation and part of
speech, and one or more definitions of the word. (For a review of major parts of speech, see
Appendix I.)
entry word
divided into
syllables
abbreviation of
part of speech
pronunciation
numbered
definitions
con·stel·la·tion (kon
˘ st -lash n) n. 1. A formation of stars
perceived as a figure or design. 2. The configuration of planets
at one’s birth. 3. A gathering or assemblage.
}
e
e
Use the sample entry above to answer each question.
How many syllables does the word constellation have? ________________________________________
What part of speech is constellation, a verb, noun, adjective or adverb? __________________________
How many definitions are given for constellation? ___________________________________________
Write the definition that explains the word constellation in the sample sentence.
SAMPLE
SENTENCE:
The constellation Orion is made up of stars in the shape of a hunter.
Definition:__________________________________________________________________________
2
WORD FORMS
Inflected Forms
After the part of speech in a dictionary entry, you might find the -ed and -ing forms of the entry word
if it is a verb, the -er and -est forms if it is an adjective, or the plural form if it is a noun. These words
are called inflected forms.
Some dictionaries list all inflected forms, but many dictionaries note them only when the endings
cause a change in the spelling of the entry word. Inflected forms are often shortened to include only
the end of the word where the spelling change occurs.
inflected forms shortened from
injured and injuring
in·jure (ınj r) v. -jured, -jur·ing. 1. To cause harm or damage to.
2. To commit an injustice against.
e
Use your dictionary to find the following inflected forms. Write the entire word.
FOR EXAMPLE:
What is the -est form of happy?
happiest
What is the plural form of tomato?
What is the -ing form of forget?
Run-Ons
At the end of a dictionary entry are run-ons, words formed by adding suffixes to the entry word. The
part of speech is given for each run-on, but run-ons do not have their own entries.
in·trude (ın-trood) v. -trud·ed, -trud·ing. To put or force in
without being wanted or asked; barge in. –in·truder n.
–in·trusion n. –in·trusive adj. –in·trusive·ly adv.
run-ons
with abbreviations for parts of speech
3
Use the sample entry on the previous page to answer each question.
FOR EXAMPLE:
What is the adjective run-on form of intrude?
intrusive
What is the adverb run-on form of intrude?
What part of speech is intrusion: noun, adjective, or adverb?
Base Words
A base word is a word to which prefixes and suffixes may be added.
If you cannot find a word in the dictionary, look for a base word by removing word parts at the beginning of the word (prefixes) or word parts at the end of the word (suffixes). If you find a base word,
look up that word. Its definition will help you determine the meaning of your original word, and you
might find that original word written as an inflected form or run-on of the base word.
The spelling of base words sometimes changes when prefixes and suffixes are added.
Use your dictionary to find the base word that will help you understand the meaning of each
word below.
FOR EXAMPLE:
voting
base word:
sunniest
base word:
endorsing
base word:
unburden
base word:
enchantment
base word:
vote
4
INTRODUCTION TO
CONTEXT CLUES
Skilled readers often use context clues to determine the meaning of a word. Context refers to the
words or sentences before or after a certain word that might help clarify what the word means.
When you see an unfamiliar word, read the entire sentence or paragraph around it. Leave out the new
word, and try other words or phrases that would make sense in its place. A word or phrase that can
logically replace a new word is called a context definition.
Sometimes context will give you enough clues to figure out a new word. Sometimes it will enable you
only to get a general idea of the meaning, or to eliminate certain meanings. Context will always help
you learn how to use a new word in your own writing or speaking.
EXAMPLES
OF
CONTEXT CLUES:
Mrs. Dursley was thin and blonde and had nearly twice the usual amount of neck, which came in very
useful as she spent so much of her time craning over garden fences, spying on the neighbors.
(J.K.Rowling, Harry Potter and the Sorcerer’s Stone, 1)
This sentence includes several context clues that can help you figure out the meaning of the word
craning. Having “twice the usual amount of neck” is useful for craning. Craning can be done
over a garden fence, and in order to spy on your neighbors.
Read the sentence, leaving out the word craning:
Mrs. Dursley was thin and blonde and had nearly twice the usual amount of neck, which came in
over garden fences, spying on the neighbors.
very useful as she spent so much of her time
If you try to think of a context definition, another word or phrase that could fit in the blank, you
might think of looking:
Mrs. Dursley was thin and blonde and had nearly twice the usual amount of neck, which came in
very useful as she spent so much of her time looking over garden fences, spying on the neighbors.
Looking makes sense in the sentence, and it’s close to the meaning of craning. Craning means to
stretch one’s neck to get a better view.
5
Our home was in a beautiful valley far back in the rugged Ozarks. The country was new and
sparsely settled. (Wilson Rawls, Where the Red Fern Grows, 8)
The word sparsely describes how the area where the narrator lived was settled, or populated.
Context clues tell us that the country was new and located in a valley, deep in the rugged Ozark
mountains. You can assume that not very many people have settled in such a remote and
new area.
Read the sentences, leaving out the word sparsely:
Our home was in a beautiful valley far back in the rugged Ozarks. The country was new
settled.
and
If you try to think of a context definition, another word or phrase that could fit in the blank, you
might think of the phrase not with many people:
Our home was in a beautiful valley far back in the rugged Ozarks. The country was new and
not with many people settled.
The second sentence is a little awkward, but the idea makes sense. If you move a few words
around, it works even better. Sometimes you have to play around with the form and placement of
context definitions to get them to sound right:
Our home was in a beautiful valley far back in the rugged Ozarks. The country was new and not
settled with many people.
That makes sense and sounds right, and not with many people is close to the definition of sparsely.
Sparsely means in a way that is uncrowded and scattered.
(For a list of specific types of context clues and more practice, see Appendix II.)
6
Select one meaning for each word in bold. Underline the word or words that helped you figure out
the meaning. Look for context clues.
FOR EXAMPLE:
The next night I heard the hound again. I tried to cover my head with a pillow to shut out the sound.
It was no use. Its voice seemed to bore its way through the pillow and ring in my ears. (Where the
Red Fern Grows, 14-15)
a. sleep
b. drill
c. tip-toe
Hobbits have no beards. There is little or no magic about them, except the ordinary and everyday sort
which helps them to disappear quietly and quickly when large stupid folk like you and me come
blundering along, making a noise like elephants which they can hear a mile off. (J.R.R.Tolkien,
The Hobbit, 2)
a. leaping gracefully
b. moving clumsily
c. crawling silently
The dwarves listened and shook their beards, for they knew that they must soon venture into that
forest and that after the mountains it was the worst of the perils they had to pass before they came to
the dragon’s stronghold. (The Hobbit, 125)
a. pearls
b. seasons
c. dangers
Using context clues, write your own context definition for each word in bold.
Then, replace the word in bold with your context definition, by writing your definition in the blank
space. Does your definition make sense? If not, rewrite your definition.
We left the roast in the oven too long, and as a result, it was charred.
Your context definition:
We left the roast in the oven too long, and as a result, it was
.
(Put your definition here.)
All the children were boisterous, except Patty, who was calm and quiet.
Your context definition:
All the children were
, except Patty, who was calm and quiet.
(Put your definition here.)
7
INTRODUCTION TO
WORD ANALYSIS
Word analysis is another way to determine the meaning of a word. To analyze a word, you divide it
into smaller parts and think about each part. If you know what the parts mean, you can often understand the whole word.
Some words cannot be divided into parts; but other words have meaningful and recognizable parts,
called prefixes, suffixes, base words and roots.
Prefix—a word part that is found at the beginning of a word. The word reheat begins with the
prefix re-.
Suffix—a word part that is found at the end of a word. The word friendship ends with the suffix
-ship.
Base Word—a complete word to which prefixes and suffixes may be added. The base word is like
the base of a statue: the word is built up from its base. The word nonviolent includes
the base word violent.
Root—a word part to which prefixes and suffixes may be added. A root cannot stand alone. Like the
root of a tree, a root gives a word support and structure. Since they cannot stand alone as
words, roots are often hidden within words. The word divisible contains the root divis, which
comes from the Latin word for divide.
These parts come together in many different combinations. A base word or root may have one or more
prefixes and/or suffixes. Two base words can join to form a compound word. Two roots can also join
to form a longer word.
One prefix, suffix, or root can have several different spellings. Sometimes the spelling changes to
make the word easier to say. Sometimes it changes when people change the way they use the word
part.
Language is always changing. Even the meaning of words and word parts changes over time. For
some words it’s easy to make the connection between the word parts and what they mean. But for
other words, meanings have changed, and the connection is less clear.
English words have parts from many different languages and from older versions of English. Some
word parts you might recognize, but many have to be learned. Each word part you learn will help
you understand all the different words that come from that part. This workbook teaches some useful
prefixes, suffixes, and Greek and Latin roots.
8
EXAMPLES
OF
WORD ANALYSIS:
unspeakable
This word has the base word speak. The prefix un-, meaning not, and the suffix -able, meaning
able to, have been added to the base word. When something is unspeakable, people are not able
to speak about it.
What does it mean for something to be unforgivable or unreadable?
astrology
This word has two roots. The root astr or aster means star, like in astronaut and asteroid. The root
logy means the study of. Astrology is the study of stars.
The root geo means earth. What does geology mean?
When you see an unfamiliar word, look for parts you recognize, and think about other words you know
with those word parts.
Sometimes recognizing just one part of a word can help you understand the meaning of the word,
especially if you also have context clues. Of course, the more word parts you know, the more words
you’ll understand.
The lessons that follow teach specific word parts. Each lesson has exercises in word analysis, context
clues, and dictionary skills.
9
APPENDIX III
FIVE STEPS TO LEARNING NEW WORDS
Word analysis, context clues, and dictionary skills can help you understand and remember new
vocabulary words. When you are reading for fun or for school, and you see a new word, follow these
five steps:
1.
2.
3.
4.
5.
Say the word out loud.
Look for word parts you recognize.
Use context clues to create your own context definition for the word.
Look up the word in your dictionary.
Write your own sentence with the new word.
1. Say the word out loud.
If you sound out the word and say it out loud, you might recognize it. It might be a word you
already know. The word could have looked unfamiliar simply because you didn’t know how to
spell it. If the word is truly a new word, saying it out loud will help you remember the word.
2. Look for word parts you recognize.
Look for prefixes, suffixes, roots, and base words. Do you know the meaning of any of the
word parts? Think about other words you know with those word parts. How might the new
word be similar to those words? Some words cannot be divided into parts, but you should
still try this step.
3. Use context clues to create your own context definition for the word.
Think about what you already know about what’s happening in the book. Read the entire sentence
or paragraph around the new word. Leave out the new word and try other words or phrases that
would make sense in its place. Reread the sentence with your definition to check that it makes
sense.
4. Look up the word in your dictionary.
If you can’t find the word, look for a base word within the word, and look up that base word. Find
the right definition for the word in your sentence. Check your pronunciation of the word. Look at
the dictionary entry for helpful information, such as parts of speech, sample phrases, synonyms,
and the etymology of the word.
5. Write your own sentence with the new word.
Go back to the sentence from the book, and use it as a model for your sentence. The original
sentence will show you how to use the word properly in a sentence. Write a sentence that will
help you remember the meaning of the word.
63
FOR
EXAMPLE:
Look at the word dumbfounded in this paragraph from Where the Red Fern Grows. Billy has just
shown his grandfather fifty dollars in coins that he has earned and saved in order to buy two puppies.
Grandpa was dumbfounded. He tried to say something, but it wouldn’t come out. He looked at me,
and he looked at the pile of coins. Finally, in a voice much louder than he ordinarily used, he asked,
“Where did you get all this?” (21-22)
1. Say the word out loud.
Sound out the word dumbfounded and try to pronounce it. Do you recognize it? The b is silent.
2. Look for word parts you recognize.
The word dumbfounded seems to have three parts. The first part is the word dumb. Kids use
that word to mean not smart, but when someone is “deaf and dumb,” it means that they can’t
hear and they can’t speak. So, dumb means unable to speak. The second part is the word found,
which is a form of the verb to find, but you might also recognize it in a word like foundation.
And the third part is the suffix -ed.
3. Use context clues to create your own context definition for the word.
The word dumbfounded describes Grandpa’s reaction when Billy shows him the coins. He’s
probably surprised. The next sentence says: “He tried to say something, but it wouldn’t come
out.” So, maybe the word part dumb does mean unable to speak. If you try to think of another
word or phrase that could replace dumbfounded, you might think of words like surprised or
amazed: “Grandpa was surprised. He tried to say something, but it wouldn’t come out. . .”
4. Look up the word in your dictionary.
The word dumbfounded is not in the dictionary, so we have to look for the base word dumbfound.
dumb•found also dum•found (dum ⬘found ⬘ ) v. To fill with
astonishment and perplexity; confound. [DUMB + (CON)FOUND.]
The dictionary gives only one definition, but we should still check it in the paragraph: “Grandpa
was filled with astonishment and perplexity. Grandpa was confounded. He tried to say something,
but it wouldn’t come out. . .” Yes, that definition works. The dictionary provides other useful
information as well. The word dumbfound can also be spelled dumfound. Dumbfound is a verb,
and it is made up of the word dumb plus the word confound, which means confuse. To be dumbfounded is to be so confused and astonished that you can’t speak. That describes Billy’s Grandpa in
the sentence perfectly.
64
5. Write your own sentence with the new word.
In the sentence from the book, Grandpa was dumbfounded when he saw Billy’s coins. That tells
us that someone can be dumbfounded when he sees something amazing and confusing. A good
sentence might be about a time you or someone you know was dumbfounded:
I was dumbfounded when I walked into the room, and all my friends jumped out and shouted,
“Surprise! Happy Birthday!”
TIPS
ON USING THE FIVE STEPS:
• Try all five steps every time. Some steps might work better than others, depending on the word and
the context, but you should still try them all. The more practice you get, the more effective the
steps will become.
• Go through the five steps in the right order. Always start by saying the word out loud. And most
importantly, do not go straight to the dictionary before you have looked for word parts and used
context to create your own context definition. Practicing word analysis and context definitions will
make you a better reader and thinker. You will also better understand the dictionary definition
when you get to that step.
• Some books are so interesting that you might not want to stop reading when you see a new word.
If that happens, write down the new word and the PAGE NUMBER where it appears. When you
stop reading, you can go back to that page, find the new word and its context, and complete the
five steps. Always write down the page number with the word, because you must see a word in
context (in a sentence, in a paragraph, in a story) to be able to understand it, remember it, and
use it properly.
65
ANSWER KEY
ANSWER KEY
Answers that vary depending on which dictionary you use are not provided here, nor are answers that
depend on your imagination.
page 1
1. walk
2. wall
3. walrus
4. want
5. warm
6. waste
page 2
four; noun; three; A formation of stars perceived as a figure or design.
page 3
happiest; tomatoes; forgetting
page 4
intrusive; intrusively; noun
vote; sunny; endorse; burden; enchant
page 7
b; b; c
page 10
two; three; one
page 11
a; c; a
page 13
in a sad way; in a joking way; in a careful way; in a rigid
way
page 14
b; a
spontaneous; sudden
page 16
tele—vision; mega—phone
big: mega
distant: tele
sound: phone
sight: vision
page 17
c; c
televise; phonetic
ate; bear; flower; wait
page 18
verb; noun
page 19
script—a written order for medicine
dict—to say the opposite
script—the written records
page 20
c; a
three; noun; dictionaries
page 21
bake; back
page 22
bi—plane; uni—form; tri—color; bi—month—ly; silent—
ly; Script—ure; pre—dict; tele—graph
page 23
1. suddenly
2. carefully
3. bifocals
4. triathlon
5. unique
6. bisect
7. unicorn
8. tricycle
e; d; f; c; h; a; b; g
page 25
not formal; not appropriate; not perfect; not replaceable
page 26
b; a
page 28
enjoy—able; able to be enjoyed
read—able; able to be read
ir—resist—ible; not able to be resisted
in—cur—able; not able to be cured
page 29
a; b
adjective, noun; An automobile with a top that can be folded back or removed; noun
page 30
any three: ban, enjoin, interdict, prohibit, proscribe
permit
confuse
page 31
auto—mobile; tele—gram
self: auto
distant: tele
moving: mobile writing: gram
page 32
satin; from; read; raw
page 33
2; 3; 1
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page 34
in—vis—ible; not able to be seen
in—aud—ible; not able to be heard
page 47
two; synchronizing; To cause to agree exactly in time or
rate: synchronize watches.
page 35
advised, advising
page 48
Greek; having like feelings
page 37
irregular, inflexible, illiterate
perishable, digestible, debatable
immeasurable, irresistible, incurable
page 49
frag—easily broken
rupt—break in on
fract—breaking the law
page 38
audio—Having to do with sound.
vista—A distant view.
telegram—A message sent by telegraph.
autism—A severe childhood disorder.
epigraph—A quotation at the beginning of a book.
automaton—A self-operating robot.
video—Having to do with televised images.
audit—An examination of financial accounts.
page 50
adjective, verb; a corrupt mayor; destroy; corruptible;
any three: debase, debauch, deprave, pervert, vitiate
inconsiderate, autograph, inconspicuous, visage, autobiography, illegible
page 40
super—highway: A
sub—soil: D
sub—normal: C
super—tanker: E
super—charge: B
page 51
for—give—ness; sen—si—ble; pho—tog—ra—phy;
in—tel—li—gence
page 52
sub—merge: A
frag—ile: E
super—giant: D
syn—chronize: G
page 57
noun; noun; verb; adjective; adverb; noun
page 58
adjective
page 42
catalogue; omelet
page 59
c; c
page 43
care—ful—ly; in a way that is full of care
hope—ful—ly; in a way that is full of hope
regret—ful—ly; in a way that is full of regret
danger—ous—ly; in a way that is full of danger
courage—ous—ly; in a way that is full of courage
page 60
a; a
page 44
adjective; malice; full of a desire to harm others or to see
others suffer or full of spite; -ly, -ness
e—rupt: F
sub—title: H
envi—ous: B
path—ology: C
page 61
b; c
page 62
a; b
page 45
interjection; for your information; also known as
page 46
anti—pathy; sym—biosis
opposite: anti
life: biosis
feeling: pathy
together: sym
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