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BASIC ENGLISH
HE EASY WAYr M ' j ,*
1
6
A SIMPLIFIED
SELF-TUTORING
GUIDE TO
BASIC ENGLISH
CONTENTS INCLUDE:
■ How to enrich your vo­
cabulary
■ Howto spell and pro­
nounce words correctly
■ Fundamentals- of gram­
mar. and correct sentence
structure
■ How to write better com­
positions, personal and busi­
ness letters
■ The appreciation of prose
and poetry; the use of your
library
■ How to read faster and
better
■ How to evaluate newspc
•pers, movies, television
■ How to organize a group,
conduct meetings, make
speeches
■ Index, self-tests with
answers
List of CAMBRIDGE EASY WAY Books
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351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
400
Learn Arithmetic
Learn Science
Learn Driving
Learn Chemistry
Learn Biology
Learn French
Learn Mathematics
Learn Better English
Learn World History
Learn Geography
Learn Algebra
Learn Earth and Space Science
Learn United States History
Learn American History and World Backgrounds
Learn Basic English
Learn Plane Geometry
We Hold These Truths (Documentary History of the U.S.)
Introduction to Space Science
Learn
■
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TT*TVT^i T TOXJ"
H ilN L r l - i l O J n .
The E a s y W a y
by
DONALD P. DENTON
English Consultant
THE CAMBRIDGE BUILDING
BRONXVILLE, NEW YORK
Copyright, 1959, by
CAMBRIDGE BOOK COMPANY, INC.
All Rights Reserved
Revised, 1960
Revised, 1961
PRINTED IN THE UNITED STATES OF AMERICA
CONTENTS
Chapter
Page
1. Vocabulary Growth ..........................................................
1
2. Fundamentals of Grammar ............................................ 40
3. Sentence Mastery .............................................................. 77
4. Correct Usage ..................................................................... 107
5. How Good Is Your Spelling? ......................................... 143
6. Punctuation and Capitalization
..................................... 186
7. Writing Better Compositions ........................................... 210
8. The Art of letter W riting................................................. 236
9. Reading and Appreciating Literature ........................... 251
10. Using the Library ............................................................... 282
11. Parliamentary Procedure
................................................. 301
12. Mass Communication ......................................................... 312
13. Oral Eng lish......................................................................... 331
14. Understanding and Appreciating Poetry ..................... 336
15. Reading for Comprehension ........................................... 344
Index ..................................................................................... 373
PREFACE
If you’re about to take of! for a far corner of the globe where
for the rest of your life you will hear and speak only Swahili, you
won’t need this book.
But if every day of your life you’re going to need your English
in order to understand what you hear and read, and to make
yourself understood, this book is for you.
Language is your chief means of communication with the people
around you, die most expressive way of getting your ideas,
thoughts and wishes across.
Many English-speaking people think they handle the language
well. They learned it in school. And many are still making the
same grammatical errors, spelling the same words incorrectly, over­
working the same cliches they were too lazy to correct ’way back.
Skill with words, adeptness of sentence construction, and the
extent and color of your vocabulary only come with additional
study and practice. Hence this book.
On your own you can add to the fluency and correctness of the
English you speak and write. On your own you can solve punc­
tuation puzzlers; you can take the awkwardness out of your sen­
tence structure; you can spell and pronounce words correctly; you
can develop your appreciation of what you read.
Foreigners often claim that English is very difficult to learn.
Many Americans sound as though they found it too tough to tackle.
Let it not be said of you!
T h e E d it o r s
Chapter 1
VOCABULARY
GROWTH
No one need tell us how satisfying a mature vocabulary can be.
We have all admired—and envied—those who can express them­
selves without having to resort to:
Uh . . . uh . . . uh . . .
You know what I mean . . .
I can’t just express it, but you understand. . . .
I know what I want to say, but 1 just can’t find the right
words.. . .
What is the word that I’m looking jor?
Of course, even the best educated people have to pause for the
word that clarifies. But how much less frequently than others!
There is no easy way to make your vocabulary grow. It is not a
plant that the rain water will keep alive. The only way you can
make it grow is to work hard and to water it yourself so that new
leaves will sprout and live.
Here are eight important hints on how to build a vocabulary.
Study these hints, then practice until you have achieved mastery
over words.
I
2 • VOCABULARY GROW TH
-----------------A GROWING VOCABULARY----------------Eight Steps to Word Control
Here is a simple formula that will lead you to real power
in word control:
1. Be determined to develop the vocabulary builder’s habits.
2. Catch the unfamiliar words that you hear or read.
3. Don’t try to look up too many words at one time. There
are so many that you could easily lose your determina­
tion to learn.
4. Start your own vocabulary list.
5. Add two new words to it each day.
6. Write the definition and pronunciation of these words.
Use the dictionary.
7. Be methodical. Spend a few minutes each day glancing
at the list.
8. Don’t rush the words. Be patient. Before long you will be
using the new words in speaking and writing.
How well prepared are you for the vocabulary portion of the
coming examination? Let the following diagnostic test help you to
find out.
DIAGNOSTIC TEST
ON THE
LANGUAGE OF VOCABULARY
A.
Match the items in Column I with the appropriate definitions
in Column II.
Column II
Column I
a. words similar in meaning
1. antonyms
2. synonyms
b. unaccepted word or expression
3. in context
c. words opposite in meaning
4. homonyms
d. no longer in accepted use, but associated
5. colloquial
with olden times
6. slang
e. word or expression that is accepted in a part
7. formal
of the country
VOCABULARY GROWTH • 3
8. localism
9. archaic
10. obsolete
f. all the words in the language
g. words that sound alike but are different in
meaning
h. expressed in sentence or phrase
i. out of date
;. correct for conversation and informal use
k. modern words
I. highest level of correct use
B. Use each one of the following terms to identify the following
items:
(1) synonyms
(2) antonyms
(3) slang
(4) homonyms
(5) archaic
(6) localism
6. long-hair m u sic ...............
1. I opine................................
2. Down the hatch . : ..........
7. I reckon
...............
3. like—hate
...............
8. your—you’re ...............
4. Ye wist
...............
9. stair—stare
...............
5. school—college ............... 10. action—deed
.............
How many errors did you make on this quiz? None? Fine! But
if you did, make sure you understand the reason for your mistakes.
Only' in this way can you avoid making the same mistakes in the
future. Now let’s test your knowledge of definitions of words.
C. How well would you have scored on the following, which
has been taken from examinations?
In each of the sentences below one word is italicized. Under.neath the sentence is a group of five words or expressions. From
these select the word or expression that has most nearly the same
meaning as the italicized word and underline the one you have
selected.
[Example: The reports were incomplete.
answered finished not finished not known unseen]
1. Perhaps you misunderstood his instructions.
at least happily maybe of course surely
2. Do you think the exhibit merits an award?
deserves gets lacks requires wins
3. It was a very unusual day for April.
cold delightful good ordinary rare
4. A single fragrant rose decorated his desk.
late-blooming rambling sweet-smelling wilted yellow
4 • VOCABULARY GROWTH
5. The glittering bead attracted the crow.
bouncing colored gleaming pretty rolling
6. Jack did notice the attractive child.
believe observe overlook speak to write to
7. We are too fond of the advantages of civilization.
benefits changes classes powers results
8. Accidents in the home may cause injury.
danger death delay grief harm
9. The Spanish explorers found great treasures for their king
banks
chests islands riches values
10. They prepared a great banquet for the returning general.
ball feast gift hall surprise
11. We must learn to be tolerant of people different from ourselves.
afraid
aware careful suspicious understanding
12. His ambition inspired him to go to night school.
desire to succeed fortune ignorance
pride
13. The frightened child ran to embraceher mother.
call escape hug scold watch
14. Actually he did not know the man.
now often really suddenly then
15. The hike up Mount Marcy was strenuous.
disappointing dull pleasant scenic vigorous
16. It is dangerous to pretend that you are wise.
boast declare forget make believe think
17. Please mention some of your friends who might be interested.
describe discourage name send telephone
18. The firm kept its surplus coats in storage.
expensive extra regular useless winter
19. The president expressed his opinion.
criticisms desire plan of action point of view purpose
20. The cargo arrived at the port.
automobile engine freight load package train
21. John rarely knows the answer.
always at once constantly frequently seldom
22. The ridiculous costume won a prize.
foolish lovely masquerade practical unwanted
23. He will secure a job at the plant.
get hold plan for save work on
24. We abandoned the boat a few yards from shore.
boarded gave up sank slowed down tipped over
25. The collision did not disable him.
affect alarm bother cripple frighten
26. The traveler carried sufficient money for the trip.
counterfeit enough less too little too much
VOCABULARY GROWTH • 5
27. He walked hastily to the counter.
angrily often quickly seldom slowly
28. I shall conceal the letter in the tree.
catch find hide steal throw
29. He prefers to dwell in the country.
build picnic rent live continue
30. There is no certain way of locating the treasure.
better easy familiar private sure
31. In former times life was more simple.
better later earlier happier calmer
32. The immigrant’s arrival marked the commencement of a new
life.
beginning choosing finishing seeking settling
33. The war brought the people much misery.
distress distrust toil hatred money
34. The teacher was extremely pleased with her students.
seldom often sometimes frequently very
35. The trapper indicated the streams where fishing was best.
described kept secret pointed out retraced walked along
36. The odd results of the experiment perplexed the scientist.
decided disgusted helped puzzled surprised
37. The hostess greeted the guest cordially.
unpleasantly coldly crudely heartily sentimentally
38. Do not confuse the audience when you speak.
tire bewilder consider criticize forget
39. The hostile attitude of my neighbor frightened me.
doubtful friendly indifferent suspicious unfriendly
40. How long do you think you can endure these conditions?
await bear demand escape obey
41. It is fun to roam through the countryside in the spring.
drive hunt rush search wander
42. The most skillful workmen were asked to help.
active interested handsome expert honest
43. Everywhere the army marched it left ruin behind it.
crime destruction rage trash work
44. The Girl Scouts started gaily toward the lake.
loudly merrily proudly sadly quickly
45. His not coming home to dinner was the cause of great anxiety,
guilt poverty sickness trouble worry
46. The old sea captain had a hoarse voice.
harsh hearty loud mournful musical
47. That white house has a good situation.
decoration direction foundation location possibility
6 • V O C A B U L A R Y GRO W TH
WORD LEVELS
T h e little girl th e baby sitter was taking care of had fallen down
a n d b ru ise d h e r knees. The child began to weep bitterly.
“ I w o u ld n ’t cry like that if I were you,” said the baby sitter.
“ Y ou c a n cry a n y way you like,” said the little girl. “This is the
w ay I cry !”
A nyone, as the little girl insisted, does have the right to express
him self as h e pleases. Unfortunately, if we all tried to use our own
language sym bols, chaos would result. No two words would mean
the sam e to people in a group—unless they wanted them to!
T h ere a re definite rules, then, that we have to accept in the use
o f w ords. T h e p erso n who is most successful in putting his ideas
across is th e p erso n who makes certain that others understand what
h e says. E le m e n ta ry , you say! Yes, but how many people violate
th is b asic ru le!
A y o u n g la d y applying for a receptionist’s position will not get it
FORMAL
People con be identified by the language they use. Se­
le ct the one who would say:
1. “Let’s get on the stick and hop over to the jive joint in your hot
rod!”
2. “My dear Miss Barnett, I would be absolutely delighted to visit
with you at your home,”
3. “Great! Then I’ll meet you down the street on my lunch break”
VOCABULARY GROW TH • 7
if she uses slang or speaks slovenly. The college professor will fail
when he uses his college vocabulary on his four-year-old nephew
o r niece.
Most of us, fortunately, are able to communicate on several
levels. The choice of words for describing a baseball game in which
you played differs when you describe the game to your friends or
to the dean and the school principal. We express ourselves differ­
ently when we talk to our parents and when we talk to an English
class. We must learn that certain expressions accepted at one
level are incorrect or out of place on others.
The word “got” used informally may be proper when we use it
around the club members; but it is completely out of place in the
graduation day speech to parents and teachers.
Most of us have very little trouble expressing ourselves infor­
mally. However, we must become conscious of the levels of usage.
If we do not practice speaking and thinking often on the formal
level, then self-consciousness and errors may quiet us when the
occasion calls for action on the formal level.
The important thing that you must learn is that levels are not
to be confused. To illustrate what we mean by language level, read
one of the classics; here we have formal writing at its best. Now
turn to a light novel; notice how simple the language is. Notice
the colloquialisms— everyday language— even the slang in it.
When you write a composition you are being called on to prac­
tice at the most dignified level—the form al Here’s a sample of
formal writing:
“I have always cherished a secret longing for a lovely young
lady in my class. For a full year I longed to tell her of m y
deep affection and admiration for her. But every time I re­
solved to do it, my heart would pound so loudly that I feared
she would hear it and become as frightened as 1 was ”
Notice the choice of words. Formal, almost stiff. You can almost
tell what kind of boy it is who is writing it, can’t you?
Remember, though, that formal English need not be flowery and
stilted. This proclamation of love, in our age, certainly has the
quality of stiffness. But a speech that you might give in your as­
sembly or a composition that you might write for English class
8 • VOCABULARY GROWTH
ought to be written in formal English, and it ought to sound
natural and free at the same time.
On the other hand, when you speak to your parents or in class
you are called upon to use everyday words—colloquial On the
language ladder, colloquialisms are just one rung below formal
words and one rung higher than slang. Let’s take the paragraph
above and convert it into everyday language— colloquial.
“I’ve always liked that pretty girl in my class. For a year I
wanted to tell her how much I liked and admired her. But
every time I wanted to do it my heart would pound so loudly I
was afraid she would hear it and become as scared as I was.”
Notice the difference; yet also the similarity. The meaning is the
same; your principal and friend would understand it. This is the
language level you would use when speaking with your friends.
Radio and television and the movies have had a tremendous
influence on our language habits. Sometimes we are inclined to
imitate the racy language of the favorite comedian of the
time. We may even use some of the expressions that become pop­
ular for a while. When we do this we are using slang. Let’s see if
we can convert the reading passage to the next lower level—slang.
“I ’ve always had a yen for that dame in my class. I wanted
to spill to her lots of times how keen I was for her, but my
ticker made a noise like a big drum. 1 was worried stiff that
it might scare her off.”
Carrying the illustration still further, we descend to the lowest
level—the illiterate. This is the lanpage of the totally uneducated.
It violates the rules of grammar and it adds words that do not
belong in the English vocabulary.
“You know that kid in m y class, huh? I like her but 1 ain’t
never told her yet. I wanna tell her but my ticker it beats like
one of them there drums. The reason I don’t tell her is because
I’m scared she’ll get scared too.”
Since the formal level is the one on which you will be tested,
you should practice as much as possible the words and phrases
that characterize that level of vocabulary. The speech of the illiter­
ate must be avoided at all times. You must learn to recognize
slang in order to avoid it when called upon to speak to your class­
mates and parents.
VOCABULARY GROWTH • 9
LANGUAGE LEVELS
1. Formal. The level for your compositions. This
is the level of your speech and usage when
you have to make a good impression.
2. Colloquial. Language at this level is proper
when you are speaking to your friends and the
close members of your family.
3. Slang. Each generation tries to invent its own
vocabulary. The speed with which slang
changes makes the user of today’s clever
slang a dated has-been tomorrow. “23 Skidoo!’\ “Wanna Buy a Duck?”, “Oh You
Kid!”, puts the user in a class with chiffoniers,
highboy cabinets and bell-bottom trousers.
4. Illiterate. Errors committed at this level
brand the user quickly. Brung, ain't and the
double negative are blunders in usage on this
level.
The material that follows is planned to make you aware of the
key expressions that are not proper or wrong on the different
levels. Once you are aware of the need for change in your manners,
then you should practice as often as possible speaking and writing
on the higher level.
EXERCISES
G ettin g to Know W ord Levels
A.
Label the level of each of the following as
Colloquial, Slang, Illiterate, Formal;
1.
2.
3.
4.
ain’t
clever fellow
wise guy
practical joker
5.
6.
7.
8.
hot seat
jive
quiet period
flying ace
10 • VOCABULARY GROWTH
9.
10.
11.
12.
13.
14.
ride a nag
nagging wife
zoot suit
on the lam
gotta
beverage
15.
16.
17.
18.
19.
20.
frosted soda
rub out a gangst
swim suit
cop
daddy
hot rod
B.
Suggest a more formal expression for each of the following
italicized expressions:
1. I was all washed out after the first inning.
2. They gave me the silent treatment.
3. He had all the failings of a wise guy.
4. H e proved to be an okay guy.
5. We put the feed bag on during the fourth period.
6. The hot pavement heated my dogs into painful, bruised
masses of flesh.
7. Each man for himself! The heat is on!
8. She sure is sweet on him.
9. I really enjoy long-hair music.
10. She tried to put on the ritz.
11. The criminal took it on the lam.
12. I had to see our family sawbones last week.
WORDS OFTEN MISUSED AND CONFUSED
There are many words in the English language that are often
confused because they look alike. For example, beside and besides.
These twins look alike and seem to mean the same thing. But do
they?
Choosing the correct word is made easier when you widen your
knowledge of words by referring to your dictionary often. Don’t
misuse words that look and even sound alike.
Start with this list of “Words Often Misused and Confused,”
then build your own checklist of words to avoid.
a g g r a v a t e — means to make worse. It should not be used to mean
annoy, exasperate or vex.
Correct:
His poor health was aggravated by the cold he
had caught.
Incorrect: I was so aggravated that I could not eat.
VOCABULARY GROWTH • II
almost— means nearly.
Almost every student (not most) was present.
most— denotes the superlative degree.
This is the most interesting book I have ever read,
amount— never use it to mean number. Number is to be used when
individual items are being listed or compared.
We saw a large number (not amount) of new carl.
It costs a large amount of money.
He carried a large number of dollar bills.
awful, awfully— should not be used to mean very.
Correct: Isn’t it a very hot day?
Incorrect: Isn’t it an awfully hot day?
Correct: This is very thoughtful of you.
Incorrect: This is awful nice of you.
badly— should not be used for very much.
Correct: We wanted to go very much.
Incorrect: We wanted very badly to go.
beside— means very close to.
Place the book beside the pencil case.
besides— means in addition to, moreover.
Besides, I really wanted to go.
blame if on— Blame a person for a thing; do not blame a thing for
a person.
Correct: They blamed us for the trouble.
Incorrect: They blamed the trouble on us.
couple of— should not be used in formal speech for two.
Correct: I hadn’t seen him for two years.
Incorrect: I hadn’t seen him for a couple of years.
fewer— refers to number.
He has fewer friends than we had thought.
less— refers to quantity, amount, degree.
It costs less than we had hoped.
funny— should not be used as a synonym for peculiar, strange.
Correct: I had a strange experience that frightened me.
Incorrect; I had a funny experience that frightened me.
fellow— should not be used in formal speech or writing for friend.
Correct: I went for a walk with my friends.
Incorrect: I went for a walk with the fellows.
12 • VOCABULARY GROWTH
inside of — should not be used to express time.
Correct: I shall be home within an hour.
Incorrect: I shall be home inside of an hour.
kind of— should not be used in place of rather.
Correct: This decision was rather sudden.
Incorrect: This decision was kind of sudden.
lo a n — should be used as a noun, not as a verb.
Correct: Will you lend me your pen?
Correct: Have you returned the loan as yet?
Incorrect: Will you loan me your pen?
lo f s — means distinct parts or parcels and should not be used for
much or many.
Correct: Many people do that.
Correct: He bought several lots of stock.
Incorrect: Lots of people do that.
mad—means insane and
should not be used for
angry.
Correct:
you so
Incorrect:
you so
MAD
Why are
angry?
Why are
mad?
ANGRY
off o f-o f is unnecessary in the expression.
Correct: Take the cover off the book.
Incorrect: Take the cover off of the book.
plenty— should
not be used as an adverb to mean very, very much.
Correct: She is very much annoyed with me.
Incorrect: She is plenty annoyed with me.
VOCABULARY GROWTH . 13-
real— do not use for very.
Correct: It was a very warm day.
Incorrect: It was a real warm day.
rich— should not be used as a substitute for funny.
Correct: This certainly is funny.
Incorrect: This certainly is rich.
rounder—an object is either round or not round.
Correct: This ball is more nearly round than that one is*
Incorrect: This ball is rounder than that.
Write down— you write; you don't write down or up.
Correct: Write the directions for me.
Incorrect: Write the directions down (up) for me.
EXERCISE
Word Pitfalls
Correct the one incorrect sentence in each of the following
groups of three. The other two sentences contain no errors.
1. a. His drinking coffee aggravated his nervous tension.
b. Why must you insist on aggravating me?
c. The heat of the day aggravated his irritability.
2. a. I am proud of the amount of friends that I have.
b. It was too large an amount for me to be able to spend.
c. What was the amount of butter that you said you wanted?
3. a. Place the bed beside the table.
b. No one besides my cousin knew the combination to the
lock.
c. The house is set besides the river’s edge.
4. a. How funny can a funny boner be?
b. It was a funny story about men from Mars annihilating
Earthmen.
c. She actually laughs at all of my funny stories.
5. a. The young couple left for the farm.
14 • V O CA BU LA RY GROW TH
b. D on’t blame it on me if things go wrong after I had warned
you.
c. It cost less than I had anticipated.
6. a. I t w as awfully nice of you to come.
b. I t w as an awful sight.
c. H e certainly is a tall fellow.
7. a. They bought several lots of stamps.
b. H e became so mad he could hardly speak to me.
c. I like that kind of apple.
8 a. I t h ad a rounder point than I had seen on the other pencil.
b. This is a land of plenty.
c. Phil turned out to be a real friend.
9. a. It was a rich experience for all of us.
b. W rite down everything that he tells you.
c. Y ou m ust leave a security for the loan.
10. a. Y ou will arrive home inside of an hour.
b. R ounder is a word that should be avoided in formal Eng­
lish.
c. They shot the mad dog.
.
WORDS COMMONLY CONFUSED AND MISUSED
W o rd
alley — narrow way
ally — associate
allowed — permitted
aloud — loudly
Use in a Sentence
The alley is between the two houses.
Britain was our ally in World War II.
We shall be allowed to visit the base.
No talking aloud, please.
alta r — prayer pedestal
alter — change
angel— supernatural being
angle— corner
bare — uncovered
bear — to suffer; animal
The priest stood before the altar.
He will not alter a word of his speech.
beach— sandy shore
beech— tree
beat— strike; conquer
The sand on the beach was white.
The beech tree shaded the house.
beet— vegetable
Y ou’re like.an angel to me!
I suspected the angle of his attack.
The bare facts startled the liar.
Try to bear up under the pressure.
We beat him by the score of two to
one.
We enjoyed beet soup in camp.
VOCABULARY GROWTH • 15
board—council; timber
bored—wearied;
He joined the board of directors.
He appears bored with himself.
perforated
brake—retard
break—sever; shatter
You must brake the car slowly on ice.
Who is to break the silence?
canvas— coarse cloth
The tent was made of canvas.
canvass— examine; solicit You will canvass the membership.
capital— chief town; top It was a capital plan. Did you visit die
of a column; excellent
state capital?
Capitol— building
We visited the National Capitol in
Washington.
continually—continued
He continually interrupts us!
and repeated
continuously—continued
and repeating; with­
out interruption
He slept continuously for eighteen
hours.
carat—unit of weight; a
The diamond weighed two carats.
twenty-fourth part
caret—mark of omission
Place a caret where a word has been
omitted.
carrot—vegetable
Rabbits are fond of carrots.
cereal—grain
Which cereal shall I cook?
serial— relating to a series I made the mistake of beginning a
serial story that won’t be finished
for three years.
The click of the door lock awakened
click—a slight, sharp
me.
sound
clique— group of people The clique refused to accept responsi­
bility for Hank’s actions.
The coarse cloth irritated his neck.
coarse—rough; not fine
course— progress; career; Which college course will you take?
path
conscious—alert; awake
conscience—inner sense
Are you conscious of your plight?
My conscience is clear.
of right and wrong
consul—agent of a
country
counsel— adviser; advice
council— assembly for
consultation
We visited the American consul in
Mexico City.
I fear no one dare counsel you.
The senior council will decide where*
the prom will be held.
16 • V O CA BU LA RY GRO W TH
costume— dress
custom— usage; habit
dairy — relating to milk
products
diary— daily record
dear— expensive; beloved
deer— animal
decease— death
disease — sickness
W hat costume is appropriate at a
square dance?
The custom of eating is one that I have
learned to practice with regularity.
You will have to purchase the m ilk at
the dairy store.
I even allowed her to read my diaryl
The dear child listened to me.
I shall never be able to shoot a deer.
A t the decease of the old m an the
farm was sold.
A disease of the spirit consumes him.
desert — barren region
dessert— food
I shall visit the Paint­
ed Desert.
W hat are we having
for dessert tonight?
die — lose one's life
dye— color; tinge
A t eventide, each day dies.
Shall we dye the shirt blue?
dual— double
The car has dual controls.
duel— fight between two
The duel ended when one of the men
was wounded.
emigrate — to leave a
They emigrated from Germany to
America.
country
immigrate— to come to a They finally immigrated to the United
States.
country
faint — weak; swoon
The sound was too faint for me to hear.
His feint with his right hand caused me
feint— pretense
to lower my guard.
VOCABULARY GROWTH • 17
fair—beautiful; bazaar;
How fair is justice!
just
fare— passage money;
food
What is the fare from here to Boston?
flea—insect
flee— escape
formally—in a formal
What insect is found on a flea?
Flee from the terrors of jealousy,
You will have to he formally presented,
manner
formerly—in the time
past
giljh—covered with gold
guilt— criminality
He formerly had been president >f our
club,
The certificate had gilt edges,
His sense of guilt tortured hi n.
knew—did know
new—not old
You knew the answer all the time,
What could be new in the life of an
old man?
gorilla—large ape
The gorilla is said to be a shy animal,
guerrilla—irregular soldier When the enemy overran the country,
the patriots formed guerrilla bands
to fight them.
Iiall—call; greet
Hail to thee, friend of mine!
hale—strong; healthy
He was hale at the age of seventy.
heal—cure
What can heal a broken spirit?
heel—back of the foot
The shoe chafed my right heel.
heard— did hear
Have you heard this one?
herd—crowd; collection They watched the herd of sheep,
of animals
hoarse— having a rough
voice
horse— animal
healfhy— having health
healthful—leading to
health
hole—cavity
whole— entire
Idle—inactive
idol—image for worship
knight—title of honor
night—after sundown
His hoarse tones frightened us.
My kingdom for a horse!
He has a healthy glow to his face,
Hadley has a healthful climate,
Have you tried this fishing hole?
What will the whole cost be?
Idle hands bespeak an idle mind,
He spent long hours in the temple be­
fore the famed idol of beauty.
Phil could have been a knight in the
medieval pageant,
Night descends quickly in the woods.
18 • VOCABULARY GROWTH
know—recognize
no—negative
Know your own limits.
Be friends with no evil thoughts.
lafer—comparative of
It was much later than we had thought
late
latter—more recent
least—smallest
lest—for fear that
loan—thing lent
lone— single
n a il— armor; letters
male— masculine
main—chief; ocean
mane— long hairs on the
necks of certain
animals
meat—flesh
meet—come together
mete— measure; allot
miner—one who mines
minor—smaller or lesser;
one under age
It was at the latter time and not at the
former that they had told us where
to meet them.
That is the least of my difficulties.
Do not envy lest you lose your peace
of mind.
When shall I return the loan?
The lone cowboy herded the cattle to
the railroad yard.
Mail the notice immediately.
We shall need a male chorus for the
play.
Ride fearlessly across the bounding
main.
Having lost his reins, he grabbed for
the horse’s mane.
The tiger is a meat eater.
Meet the occasion with fortitude!
The judge will mete out punishment to
every evildoer without fear or favor.
He sympathized with die miner.
He escaped with minor injuries.
mourn— lament
Do not moan your brief minutes away.
The odor of fresh-mown lawns was
everywhere.
It was a tale told to point a moral.
The low morale of the team worried
the coach.
One spring morn, he set out to conquer
the world.
Mourn not the passage of time.
our—belonging to us
llOUr—unit of time
Please let us enjoy our leisure time.
It is the hour of retribution.
moan—lament; groan
mown—cut
moral— ethical; virtuous
morale— spirit
morn—morning
VOCABULARY GROWTH • 19
Fill the pail with cool water.
p all— vessel
pale— colorless; lose color He was pale after the struggle.
pain— ache; distress
pane— sheet of glass
Pain did not deter him in his ambition.
Replace the broken pane immediately.
p air-—couple
p a re — peel
Pair off those who are friendliest.
Pare the fruit before cooking it.
The size of the paw print frightened
the hunter.
The odor of musk came from the pores
of the wild animal.
Pour the milk into the glass.
How long shall man have to seek peace
on earth?
Make mine a piece of apple pie.
I have a highly personal reason for
wanting to help.
If you expect to work here, you will
have to file, an application with the
personnel manager.
p aw — foot of a beast
pore— small opening;
study intently
pour-—cause to flow
p e a ce — calm
piece— fragment; patch
personal— private
personnel— employed
people
picture— representation
pitcher— baseball player;
water container
My father took a pic­
ture of our family.
They filled the pitcher
with hot lemonade.
PICTURE
pray — beg; say prayers
prey— plunder
Pray for all of us.
The ignorant are easy prey for trick­
sters.
20 • VOCABULARY GROWTH
preposition—part of
In and on are two familiar prepositions.
speech
proposition— suggestion
Your proposition for the solution of
the club’s financial problems must
be studied further.
principal—chief; head;
Which teacher will be chosen to be
money at interest
our next principal?
principle— rule; belief
What are the principles of good man­
agement?
quiet—still
Quiet the child’s panic by being calm.
quite— altogether
You were quite right in your beliefs.
read— peruse
Please read the notice carefully.
reed —nollow stalk
He fashioned the flute from a marsh
reed.
real—genuine
Is that a real leopard?
reel— spool; dance
The film consisted of eight reels.
respectfully—with
He always addressed his elders re­
respect
spectfully.
respectively— separately He referred to John, Henry and Alec
respectively.
right— proper
Who is he who is always right?
rite—ceremony
The minister conducted the solemn
rites in honor of the new church.
write— inscribe
Write your composition today.
scene— view; division of a Each act was divided into scenes.
play
seen— observed
seam— a line where
Have you seen the jet helicopter?
Sew the seams with heavy thread.
edge joins
seem— appear
soar—fly aloft
sore— painful
sole— single
soul— spirit
stake— post; wager
steak— slice of meat
stationary—fixed
stationery—writing
materials
He did seem to have the best inten­
tions.
Let your ambitions, soar high.
He is in sore need of friendship.
You may be sole heir of all my jokes.
She is the soul of understanding.
I tied the dog’s leash to a stake.
Broil the steak over charcoal embers.
The plane stopped and remained sta­
tionary.
Both the words letters and stationery
have e’s in them.
VOCABULARY GROWTH • 21
ffeal—rob; move
His friendliness steals into the hearts
of his audience.
With muscles of steel, the crane moved
mountains in its scoop.
tail—terminal appendage; The puppy did not whimper when its
end
tail was cut.
tale— story
The tale was tall enough for us to be­
lieve it.
Who will manage the baseball team?
team— group; players
The stream teems with small trout.
teem—abound
Who threw the first stone?
threw— did throw
through— by means of;
Must I go through the entire story?
stealthily
steel—type of iron
from end to end
throne— chair of state
secondhand king’s secondhand
throne was bought by the bootblack.
thrown—tossed
I could never have thrown the ball
that far.
trail— path; follow
The trail led from lake to stream.
trial—attempt; test
We plan a trial run to test the b o a t
vain— conceited; empty
How vain can a teen-ager be?
vein— blood vessel; streak The vein Of courage in his background
came to his support in this crisis.
wear—waste; have on
I plan to wear .those shoes tonight.
where— at what place
Where can I find happiness?
weak—feeble
His voice was too weak to be heard.
week—seven days
There is only one week left before the
term ends.
which— pronoun; interrog­ Which book is it?
ative adjective
witch—sorceress
A
The thought of an old witch fascinated
the child.
EXERCISES
A. Choose the correct form in each of the following:
1. What was his (real, reel) reason for refusing our request?
2. How will I be able to (break, brake) the bad news to the
coach?
3. You will cover the canoe with new (canvass, canvas).
4. The bell has rung (continually, continuously) for the past
hour.
22 • VOCABULARY GROWTH
5. When we went to Albany we visited the (Capital, Capitol)
building.
6. I don’t (no, know) the correct answer to that problem.
7. The entertainment continued so long that it finally (bored,
board) the guests.
8. <He is a real (pane, pain) in the neck.
9. Jimmy Durante’s (hoarse, horse) voice has thrilled millions.
10. Will we ever really hear the (whole, hole) truth about that
case?
11. My (knight, night) in shining armor drives a Plymouth.
12. They do not allow (minors, miners) to buy alcoholic bever­
ages in New York State.
13. The (moans, mowns) of the injured filled his heart with suf­
fering.
14. The (pale, pail) light of sunrise left them speechless.
15. What is the (principle, principal) reason for your wanting to
go?
16. He is (quiet, quite) a hero to his friends.
17. (Pour, Pore) a glass of milk for each of you.
18. We were soon accepted by the leading (clique, click) in the
school.
19. The doctor advised me to eat raw (carrots, carats, carets).
20. What is the tipping (costume, custom) in this area?
B. Choose the correct form in each of the following:
1. Will we be (allowed, aloud) to accompany the team?
2. From my (angel, angle) I could not see the entire play.
3. They have just built a new (beach, beech) for our summer
colony.
4. Can you (beat, beet) that!
5. Will his (conscious, conscience) bother him now that it is
over?
6. I keep my (diary, dairy) locked in my desk drawer.
7. The plane just (seemed, seamed) to fade into the air.
8. How would you like to have (stake, steak) for dinner tonight?
9. What (coarse, course) will you follow in high school?
10. What is the (fair, fare) from Glens Falls to Albany?
11. The villain shall (flee, flea) when I arrive.
12. What color did she (dye, die) her hair?
13. This store had been a luncheonette (formally, formerly).
14. May I have (piece, peace) and quiet?
! 5. This is the (our, hour) of quiet needs.
lo. The children will (mom, mourn) the passing of summe-
VOCABULARY GROWTH • 23
17. What is your (main, mane) reason for refusing to join our
group?
18. The pirates (preyed, prayed) on ships off the coast of the city.
19. Did you (read, reed) any books written by James Hilton?
20. The patient is too (week, weak) to be moved.
C. Choose the correct form in each of the following:
1. The tailor will have to (alter, altar) my new dress.
2. They make a lovely (pair, pare).
3. Who will be the (pitcher, picture) for our team today?
4. What is the new business (preposition, proposition) in which
your father is interested?
5. What is the (moral, morale) of that story?
6. We applied for a job through the (personal, personnel) office.
7. Please do the job using the (write, rite, right) tools.
8. What a (tail, tale) of terror he made up for our benefit!
9. His ambitions (soar, sore) into the highest realms.
10. I do not see (witch, which) one you want.
11. They just went (through, threw) the passageway.
12. The ball was (throne, thrown) to first base.
13. What shall we have for (desert, dessert) tonight?
14. Alexander Hamilton was killed in a (duel, dual) with Aaron
Burr.
15. Place the refrigerator in the (ally, alley) between the two
houses.
16. He certainly has proved his ability to (bare, bear) up under
hardships.
17. He drew a very (faint, feint) outline to help me with my
drawing.
18. (Flea, Flee) for your lives!
19. The ball sailed through the (pain, pane) of glass.
20. Will you (mete, meat, meet) the rest of the team at the ball
park?
CHOOSING THE EXACT WORD
ANTONYMS, SYNONYMS AND HOMONYMS
Once you have reached the level of usage and vocabulary re­
quired by the occasion, then you must begin to choose the correct
word. Although there are many thousands of words in our lan­
guage, no two words mean exactly the same. You must train
24 • VOCABULARY GROWTH
yourself to select the word that will best express your thoughts.
Three helping devices are synonyms, antonyms and homonyms.
A sense of words can be developed and stimulated by reading
and listening to others. Then, if you-are in the least doubt about
the shade of meaning of a word, consult a dictionary. In this way,
word by word, you will build the foundation for a rich and varied
vocabulary.
Synonyms are words
that have the same mean­
ing. The man gazing into
the crystal ball can be
called by any of these
synonyms: oracle, crystal-gazer, prophet, seer,
soothsayer, fortune
teller. Can you think of
any others?
What is a synonym for
1. car?
2. pretty?
3. donate?
4. dog?
5. inkling?
You will be better able to interchange words if you have a good
knowledge of synonyms. These related words provide the proper
shades of meaning when you want to convey a certain word picture.
Notice, in the following, how many different ways you can say
approximately the same thing. Let us take the word mad.
mad—Syn. insane, crazy, deranged, distracted, wild, raging,
furious, rabid, frantic, frenzied, violent, lunatic, cracked
(colloq.), maniacal, frenetic, buggy (slang), bughouse
(slang), cuckoo (slang), ravening, infuriate, raving, fierce,
convulsed, unhinged, daft, demented, moonstruck, unset­
tled, crack-braini, scatter-brained, addlepate4 (colloq.),
screwy (slang).
.Antonyms, on the other hand, should give you little trouble beuse an antonym is a word that is exactly opposite in meaning.
VOCABULARY GROWTH • 25
For example, you would not say, The child is bad, when you mean,
The child is good.
Take the same word, mad. See how many words have the oppo­
site meaning:
mad—Ant. normal, steady, settled, calm, cool, collected, selfpossessed, sober, rational, lucid, sane, clear-headed, per­
spicacious, acute, sharp, smart, brainy, intelligent, discern­
ing, wide awake, bright, nimble-witted, clever, Cunning,
wise, sage, sapient, reasonable, rational, sound, sensible,
sagacious, strong-minded.
Antonyms are words
that are opposite in
meaning. The man at the
left is the opposite of
short. But you would not
say that he is long, lofty
or high. You would say
he is tall.
What is an antonym for
1. kind?
2. high?
3. love?
Your school library carries these excellent reference books that
will help you choose the exact word.
1. Webster’s Dictionary of Synonyms.
2. Roget’s International Thesaurus of English Words and
Phrases.
3. Fernald’s English Synonyms, Antonyms, and Prepositions.
Homonyms
Homonyms may give you a little trouble at first because these
words sound alike yet they are entirely different in spelling and
meaning. When you study spelling you will meet many of these
impish words. If you develop a clear mental image of the differ­
2b • VOCABULARY GROWTH
ence between each pair of words, you will not confuse th an in
writing.
dear— deer
through—threw
flew—flue
steel— steal
coarse—course
real—reel
knot— not
horse—hoarse
lead—led
These are just a few of the impish homonyms. In the exercises
on page 29 you will meet many more; some for the first time. But
oe careful and you will find that you can easily overcome these
imps.
Homonyms are words
that sound the same but
are spelled differently.
This girl, for example,
must learn which (pair,
ear, pare) is which,
emember this simple
rhyme:
B
One pear to pare and then to
eat;
The other pair to put on
feet.
1. Does a dog wag his
(tale, tail)?
2. Does a cowboy ride
his (horse, hoarse)?
DEFINITION REVIEW
Synonyms—words that are similar in meaning
but different in spelling.
lovely—beautiful
brave—fearless
Antonyms—words opposite in meaning and dif­
ferent in spelling.
lie— stand
quiet— noisy
Homonyms—words similar in sound but differ­
ent in spelling and in meaning,
pane—pain
pear—pair
VOCABULARY GROW TH • 27
By knowing the difference between synonyms, antonyms and
homonyms you can choose the exact word. Very often the slight
difference between words can be detected by knowing the anto­
nyms of each. Unless you have formed the clear mental image of
homonyms, you may fall into the trap of writing the wrong word.
EXERCISES
Synonyms
A . See
following:
1.
2.
3.
how quickly you can give one synonym for each of the
friend
study
fight
4. see
5. talk
6. thin
7. drive
8. run
9. hurt
10. writer
B. Select the synonym that best completes each of the following.
1. Each set of the encyclopedia consists of 20 (pamphlets,
books, volumes).
2. The frantic mother (walked quickly, cantered, raced) toward
her child.
3. He introduced his (father, pop, sire) to the coach.
4. The (eats, food, feed) at the wedding supper filled him with
wonder and a stomach-ache.
5. The general, sitting on his favorite (pony, nag, horse), re­
viewed his troops.
6. The (legman, newshound, reporter) testified at the trial and
read his news article into the record.
7. The old friends (chatted, orated, shouted) as they sat in the
booth in the restaurant.
8. The (angry, annoyed, enraged) mother wondered why her
children were as careless as other children are.
9. She proudly wore the lapel (clock, watch) that her parents
had bought her.
10. The (engineer, driver) opened the throttle wide as the train
thundered down the straight stretch.
28 • VO CABULARY GRO W TH
11. The (noise, sound) of the pleasant music put the child to
sleep quickly.
12. He (tapped, punched) his friend lightly on the shoulder in
order to have him turn around.
A ntonym s
A . How quickly can you name an antonym for each of the
following?
1. hurry
8. sly
15. issue
2. abfe
9. shallow
16. argument
3. catch
10. cancel
17. open
4. easy
11. hollow
18. soar
5. glad
12. borrow
19. wide
6. jealousy
13. demand
20. ignore
7. peaceful
14. follow
G ro u p 1
B . Select the antonym'.
1. childish a. mature b. infantile c. quiet d. humorous
2. staid a. flighty b. steady c. talkative d. wrong
3. silent a. mute b. straight c. talkative d. indecisive
4. horrible a. sightly b. unsightly c. pleasant d. following
5. follow a.
ensue b.run c. walk
d. lead
6. soft a. woolly b. hard c. hollow d. pliable
7. expand a. stretch b. ride c. contract d. hasten
8. console a. perform b. furniture c. irritate d. hide
9. slipshod a. careful b. carefully c. careless d. carelessly
10. penetrate a. exert b. halt c. withdraw d. err
11. concise a. cold b. friendly c. unfriendly d. wordy
12. juvenile a. elderly b. new c. inexperienced d. skilled
G ro u p 2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
glossy a.
shiny b.dull c. explanatory d. forgotten
illiterate a. dull b. unskilled c. learned d. legal
exceed a. race b. crawl c. underestimate d. estimate
shun a. welcome b. shade c. hurt d. sunny
adjourn a. close b. open c. lead d. cover
gigantic a. tiny b. tall c. shallow d. bright
concur a. race b. disagree c. argue d. try
synthetic a. real b. clever c. fragile d. tyrannical
gallantry a. speed b. sailing c. impoliteness d. skill
fragile a. soiled b. sturdy c. yolk d. thin-skinned
uncommon a. ordinary b. rare c. urban d. countrified
edible a. poisonous b. swift c. slow d. beautiful
VOCABULARY GROW TH • 29
Homonyms
A.
How quickly can you spell a homonym for each of the
tallowing?
1. deer
8. scent
15. sight
2. dye
9. peel
16. sew
3. stair
10. mourning
17. I’ll
4. it’s
11. reed
18. oar
5. meet
12. fare
19. peace
6. cereal
13. to
20. seen
7. coarse
14. their
II.
Select the homonym that best completes each of the jollowing:
1. He (rowed, rode) the boat across the lake with little effort.
2. She tried to (shoo, shoe) the crows away by yelling at them.
3. They tried to (flea, flee) from the plottings of the envious
villain.
4. You must use the proper kind of (flour, flower) in your
baking.
5. The judges (fined, find) each guilty violator of traffic regula­
tions the maximum penalty allowed by law.
6. Did you (here, hear) the good news?
7. We had ice cream for (desert, dessert).
8. It was a day cool and (fare, fair), one ideal for long hikes
in the nearby woods.
9. We had to (by, buy) both a new tire and a tube following
the blowout.
10. A (corpse, corps) of trained soldiers was on guard duty all
during the day and evening.
I I. The rain stain caused us to repaint the (sealing, ceiling).
12. The (creek, creak) of the door hinge sent shivers through me.
MISSES AND NEAR-HOWLERS
When two words are confused intentionally to create a joke, a
pun is born. Notice the intentional confusion caused by the itali­
cized word in each of the following:
“You should be ashamed of yourself, laughing at that stout
man!”
“ I’m just having fun at his expanse!”
“Why are the medieval centuries called the Dark Ages?”
“Because it was the knight time!”
30 • VO CABULARY GRO W TH
Puns can be funny! Sometimes people even laugh at them. How­
ever, the misuse of a word may be so mild that it will merely cause
a snicker. A t other times, the misuse is so funny it will cause the
listeners to howl! H ere are some misses and near-howlers. Test
yourself!
EXERCISE
Misses and N e a r-H o w le rs
Select the word that best completes each of the following and
beware of your choice!
1. A n (octopus, optimist) is a person who hopes for the best.
2. (Brigantine, Quarantine) is a four-masted ship.
3. A rum inant is an animal that chews its (cub, cud).
4. (Nausea, N assau) is a county of Long Island.
5. A n old maid is often called a (spinster, sinister).
6. A n (antidote, anecdote) is a funny story that you plan to
tell others.
7. Part of a turkey’s innards is called
a (gizzard, blizzard).
8. Proof that you were not present at the scene of the crime at
the time it was committed is called an (Ali Baba, alibi).
9. (Period, Polka dot) costumes are dresses all covered with
dots.
10. A (polygon, polygamist) is a man who has many wives.
FORMING NEW WORDS WITH
PREFIXES AND SUFFIXES
America has been justly called the “melting pot” of all nations.
To America came immigrants from all parts of the world, bringing
with them their language and customs. Each of these groups added
words to our language until the American language became a
mixture of all tongues.
New words are usually a combination of old words. A very large
portion of the words in English are the result of combining and
exchanging parts of existing words. Understanding the elements
that were combined to create words can prove m ore than just
interesting. Knowing the ingredients of a word can increase accu­
racy in spelling and in the ability to guess the meaning of words.
VOCABULARY GROWTH • 31
PREFIX
A prefix usually consists of a single syllable that is always
added to the beginning of a word.
F or example: when the prefix im is added to the beginning of
the word proper, the meaning of the word is changed from correct
to not correct.
I lerc are a few more examples of how the meanings of words
are changed by the addition of prefixes:
mature — full grown, developed
add the prefix im— im -f- m ature = not full-grown, not
developed
visible — capable of being seen
add the prefix in— in -f- visible = not capable of being seen
Remember, however, that the addition of a prefix does not al­
ways make the meaning opposite. For example:
transp ort — trans = across; trans -f- port = to carry from
one place to another
postdate — post = after; post -J- date = to date after the
time when written
circum ference — circum = around; circum -f- ference =
the perimeter of a circle
ROOT
A root is the main part of a word with no prefix or suffix
added to it. The meaning remains unchanged until a prefix or
suffix is added. F or example:
duco {Latin) — lead
duct {Latin) — lead
conduct (v erb )— to lead
conductor {noun) — one who leads
je c t {Latin) — throw
reject {verb) — to throw off
SUFFIX
A suffix usually consists of a single syllable added to the end
of a word. Some suffixes, when added to the end of a word, make
that word a noun. For example:
32 • VOCABULARY GROW TH
c o n s u lt (v e rb ) — to confer; to seek the advice of another
add the suffix ant— consult + ant ( n o u n ) : one who con­
sults another or gives advice
lo v ely (adjective) — beautiful
add the suffix ness — loveliness ( n o u n ) : condition or qual­
ity of beauty
Other suffixes, when added to the end of a word, make that
word an adjective. For example:
lo v e (n o u n ) — strong liking, affection
add the suffix able — lovable (a d jective) : able to show
strong liking or affection
b e a u ty (n o u n ) — a lovely person or thing
ado the suffix ful —beautiful (a d jective) : full of beauty
See the list of prefixes, suffixes and roots on pages 33-35. How
many more words can you form?
DEFINITION REVIEW
Prefix — an addition at the front of a word.
inter— between: interrupt, interfere, inter­
cede
R oot (B ase, S te m )— the main part of the word.
duco — lead: conduct, duct
Suffix— an addition at the end of a word.
able, ible— able to: capable, edible, re­
turnable
A good knowledge of suffixes and prefixes will help you to know
the meanings of words. But keep in mind that suffixes and prefixes
are not an infallible clue to meaning. There are similar roots in
Latin and Greek which have different meanings. Most of the words
in our language have their roots in Anglo-Saxon, Latin and Greek.
Look in the dictionary and make a list of other languages that
have contributed words to English.
The following list, based on Latin, Greek and Anglo-Saxon
languages, should give you increased word command.
VO CABULARY G R O W TH ■33
MOST FRE9UENTLY USED PREFIXES
Prefix
ab
ac, ad, af, 09
ante
anti
arch
auto
bi
circum
co, com, con
contra
de
di.dis
e, ex
fore
il, im, in, ir
infer
intra,intro
mal
mis
pan
per
pdy
post
pre
pro
re
se
semi
sub
super
frens
un
uni
Meaning
away, from
to, toward
before
against
chief, great
self
two
around
together, with
against
down, from
apart from
out, out of, from
before, in front of
not
between
into, between
bad, ill
wrong
ad
by, through,
thoroughly
many
after
before
forward, before
back, again
apart
half
under
above, on, over
across
not
one, single
Example
absent
accede, admit
antediluvian
antidote
archduke
autograph
bi-monthly
circumference
commit, conduct
contradict
demote
dissever
exit, eject
forehead
illegible
interrupt
introduce
malediction, malady
mislead, misdeed
Pan-American
permit, permeate
polyglot
postdate
precede, prelude
process
recede
secede
semicircle
submarine
superhighway
transport
uncut, unusually
uniform, unify
34 ■VOCABULARY GROW TH
M OST FREQ UEN TLY USED WORD ROOTS (BASES, STEMS)
Meaning
Root
ag, act, ig
cede, ceed, cess
ceive, cept, cip, cap
cur, course
die, diet
^uce, duct
fact, fic, feit, feet
fer
graph, gram
je c t
join, junct
1at
leg, lect
log
loqu, loc
mis, mise, mitt
mote, mov, mob
pend
port
pose, pone
scrib, scrip
sequ, secu, sue
spec, spic
sta, s t i( t ) , sist
tact, tang, tain, teg
tele
tra, tra c t
vene, vent
vert, vers
voc, voke
act, do
go, yield
take
run
say
lead
make do
bear, carry
write
throw
join
bear, carry
read
word, study
speak
send
move
hang
carry
place
write
■follow
look
stand
touch
far off
draw
come
turn
call
Example
agent
success
accept
concourse
diction
conduct
manufacture
conference
telegram
reject
junction
relate
lectern
logic
loquacious
transmit
motion, mob
pendant
report
repose, postpone
scripture
consecutive
spectator
station
tangent
television
contract
convention
convert
vocation, revoke
SUFFIXES
Forming Nouns
Meaning
Suffix
acy, cy, ance, ary
nee, ity, ty,
•
state or quality of
being
Example
accuracy, transference
quality, likeness,
honor, calamity,
friendship
VOCABULARY GROW TH • 35
ant, ent, ie r, e r
e e r, ist, or.
tor, sor, ee
age, ion, ation, sion
one who
ure
dom
hood, ism, ness
act, being
state of being
condition or quality
an, an e, ion, a r y
pertaining to
agent, clothier
antagonist, actor,
sponsor, lessee
courage, coronation,
decision
culture, exposure
freedom
sisterhood, deism,
loveliness
action, trajectory
state of being
act, quality
solitude
service, justice
condition or act of
e r y , o ry
tude
ice
Forming A djectives
Suffix
Meaning
able, ible
al, ary, ery, ory,
ic, ical, ine
en, ish
ful, ecus, ious,
ous, ose
il, ile
able to
pertaining to
of the nature of
full of
pertaining to
Example
agreeable
radical, judiciary,
conic, porcine
oaken, impish
bountiful, plenteous,
generous, pilose
civil, infantile
Forming Verbs
Suffix
Meaning
fy
make, form into
ate
ize
make, do
make like
Example
beautify, amplify,
verify
concentrate, fascinate
sterilize, Christianize
M ost adverbs are formed from adjectives by adding the suffix ly
at the end of the root.
Forming Adverbs
Suffix
Meaning
er
est
most
more— in degree
most— in degree
highest— in degree
manner
iy
Example
warmer, richer
coldest, poorest
hindmost, foremost
slowly, badly
36 • VOCABULARY GROW TH
EXERCISES
A . Using the prefixes ab, ac, ad, af, ag, co, com, con, inter, e, ex,
il, im, in, ir, de, list as many com m on words as you can, using the
following word roots:
a. ceive, cept, cip, cap
/. port
b. diet, die
g. pose, pone
c. fact, lie, feit, feet
h. scrib, scrip
d. mis, mise, m itt
/. sequ, secu, sue
e. mote, mov, mob
/. vene, vent
B . Basing your answers on a knowledge of Word Study, select
the statem ent that best completes each of the following:
1. Circumnavigating a lake is accomplished by sailing ( a ) rap­
idly ( b ) across (c) over (d ) around it.
2. When something is transported across the plains, it is carried
(a ) slowly (b ) across (c) rapidly (d ) around.
3. W hen a week intervenes, it comes (a) between (b ) before
(c) after (d ) during.
4. A n automaton is capable of operating (a) skillfully ( b ) itself
(c ) many things (d ) one thing at a time.
5. A n infamous person is (a ) very well-known (b ) not in the
same class as famous people (c) is above the class of famous
people ( d ) is being m ade well known all over again.
6. A maladjusted mechanism runs (a) well (b ) often (c) badly
(d ) quietly.
7. A polyglot can speak ( a ) no language (b ) one language ( c )
two languages ( d ) many languages.
8. A subterranean passage is (a) above ground (b ) on the
ground (c) in the air (d ) under the ground.
9. A prem onition is a warning that comes (a ) too late (b ) be­
fore (c ) from an authority ( d ) from superstitious people.
10. Elocution lessons are lessons in (a) speech (b ) driving (c )
gram m ar ( d ) manners.
MASTERY ^ T E S T
1. In the parentheses at the right of each group below, write the
number of the word that most nearly expresses the meaning of the
italicized word. [Example: sadden— (1 )cheer (2 )turn back (3 )make
unhappy (4)refuse (5 )w elco m e.............................................. --(3 ) ]
VOCABULARY GROW TH * 37
A
investigate
(l)notify
(2)upset
(3)search
(4)invite
(5) envelop ....................................................... (
(2)unknown (3)unusual
(4)
odd ...................(l)antique
worn-out (5 )worthless .................................. (
p o sitiv e .............(l)su re (2)dependent (3)neutral (4)contradictory (5) accurate .................................(
coax .................(l)urge
(2 )help
(3 )compel
(4) order
(5 )mislead ....................................................... (
evaporate . . . . . (l)d ry (2 )can (3)cook (4 )bake (5 )spill (
evidence
(l)inquiry (2 )discovery (3)proof ( 4 ) ex­
planation (5 )trial .........................................(
torrid ...............(l)w arm (2)hot (3)cool (4)damp (5)
changeable ....................................................... (
re d u c e ...............(l)lessen
(2)come back (3)oppose
(4)
smooth out (5 )p re p a re .................................(
ignore ...............(l)insult
(2 )disregard (3)keep out
(4)
throw away (5) disappoint...........................(
sabotage
(l)safety first
(2 )operation
(3)protection
(4) destruction
(5) alienenemy ................... (
B
violent .............(1) variable (2)persistent (3)furious
(4)
limited (5) h a s ty ........................................... (
exaggerate . . . . ( 1 ) overstate (2)question (3)annoy ^ e s t i ­
mate
(5 )argue ............................
(
fortify ...............(l)build (2)fight (3)improve (4 )strengthen
(5) surround ..................................................... (
conflict .............(1 )meeting (2) settlement (3)struggle (4) flight
(5) disorder....................................................... (
impudent ........ (1 )angry (2 )saucy (3)friendly (4 )quick­
tempered (5 )reckless ..................................... (
administration . (l)approval (2) assistance(3)property (4)
politics (5) management
...........................(
in ten tio n
(l)w ish
(2)purpose
(3)opinion
(4)earnestness (5 )anxiety ......................................(,
valor .................(l)courage (2)enthusiasm (3)freedom (4)
power (5 )peril ..................................
(
isolation ...........(1) production (2) co-operation (3) absence
(4) opposition (5) separation...................... (
zeal ...................(l)honesty
(2 )independence
(3)kindness
(4 )faith (5 )eagerness ...................................(
C
snatch ................ (l)w atch
(2)divide
(3)grasp
(4)vault
(5) k e e p ............................................................. (
bandit ............... (l)herm it (2 )musician (3)leader (4 )poli­
tician (5) outlaw ........................................... (
38 • VOCABULARY GROWTH
moist
.............. (l)chilly
(2)cloudy
(3)damp
(4)foggy
(5) stale .........................................................
husky ................(l)sturdy
(2)tall
(3)talkative
(4)brave
(5)boorish .....................................................
famous ..............(l)trustworthy (2 )considerate (3)noted (4)
conspicuous (5) truthful .............................
demolish .......... (l)strike (2)destroy (3)polish (4 )enlarge
(5 )condense ...............................................
venison .......... (l)bear meat
(2 )deer meat
(3)blubber
(4) scrapple (5) veal ..............................
aware .............. (l)anxious (2)conscious (3 )thrilled (4 )ir­
resistible (5) unworthy ..............................
keenest
(l)dearest (2)wealthiest (3)happiest (4)
noblest
(5) sharpest .................................
a b s o rb .............. (l)soak up (2)spread (3)hold back (4)
purify (5) re sto re .......................................
)
)
)
)
)
)
)
)
2.
In each of the sentences below, one word is italicized. Under­
neath the sentence is a group of1five words or expressions. From these
select the word or expression that has most nearly the same meaning
as the italicized word and write the number of it on the line at the
right.
A
a. We have always found this medicine to be reliable.
(l)dependable (2 )easy to use (3)pleasant-tasting
(4)bitter (5) fast-acting
b. The cloth was left to bleach in the sun.
(l)d ry (2) soak (3) whiten (4) shrink (5) rot
c. The work is ordinarily done on time.
(l)seldom (2)without fail (3 )necessarily (4 )hard­
ly ever (5) usually
d. Jim is a very discourteous boy.
(1) impolite (2) daring (3) untruthful (4) uneasy
(5) cautious
e. Paris is noted for its boulevards.
(l)crooked streets (2)parks (3 )art galleries (4)
churches (5) broad avenues
/. The group formed the semicircle quickly.
(l)half-circle (2 )double circle (3 )complete circle
(4 )uneven circle (5)very small circle
g. The machine that he designed was portable.
(1) businesslike (2) practical (3) of foreign mamn icture (4)easily transported (5 )difficult to use
h. The food supply dwindled during the winter.
(l)spoiled (2 )became less (3 )froze (4)was wasted
(5 )was rationed
*. The vase was one of the permanent exhibits at the
museum.
a
b.
c.
d.
e. .
/. .
g. .
h.
VOCABULARY GROWTH • 39
(l)historical
(2) lasting
(5) well-planned
(3) popular
(4) artistic
i ..
B
a. The chairman was anxious to adjourn the meeting.
(l)conduct (2)attend (3)start (4)address (5)close
b. The gown was made of a glossy fabric.
(l)shiny (2) embroidered (3) many-colored (4)
transparent (5) expensive
c. An ocean voyage in a small boat can be very hazardous.
(1) thrilling (2)slow (3)dangerous (4)rough (5)
tiresome
d . The weatherman predicted variable winds.
(l)drying (2)strong (3)cool (4)light (5)changeable
e. Not long after the play began, the children began to
fidget.
(l)clap (2)move restlessly (3)cry (4)laugh aloud
(5) shriek
f. That person has a habit of meddling.
(l)stumbling (2 )interfering (3)playing jokes (4)
cheating (5)being late
g. Young children are frequently inquisitive.
(l)curious (2)saucy (3)restless (4)shy (5)tearful
h. The falsity of the report was apparent at first glance.
(1) uselessness
(2) untidiness
( 3) incompleteness
(4)incorrectness (5) disagreeableness
a. .
b ..
c ..
a ..
e ..
/..
g ..
h .
3.
In each of the sentences below one word is italicized. Underneath
the sentence is a group of five words or expressions. From these select
the word or expression that has most nearly the same meaning as the
italicized word and underline the one you have selected.
C
a. The old soldier became a trusty watchman at the bank.
cordial favorite helpless reliable tough
b. The workmen will produce as many cars as possible.
destroy hire keep make sell
c. I hope that you will notice that boy at the right.
approve greet observe recognize search
d. The captain has outrun his companions.
engineer fireman leader principal seaman
e. The midget in the movie was the best actor.
cherub dwarf fairy giant nymph
/ . The girl was clear and honest in her statements,
alert fearless lucky thoughtful truthful
Chapter 2
FUNDAMENTALS
OF GRAMMAR
FUNDAMENTALS
A builder was overcome with despair. He wanted to build
houses, and he did build houses, but he built them without founda­
tions.
“It’s easier that way,” he said.
But no one wanted to live in the houses he built.
He was like the student who wanted to build up his command
of the English language without knowing the fundamentals of
grammar. The student soon found out that it was not easier at all
to begin in the middle for, only when the foundations were laid,
did he have a sure and firm basis on which to build.
The student learned to begin at the beginning. He found out
just what phases of grammar caused his difficulty. He took time
to memorize the fundamental definitions. Once he knew these
fundamentals, he discovered how simple grammar could be.
The material in this chapter is planned to give you a review
of the grammatical terms and relationships you should have mas­
40
FUNDAMENTALS OF GRAMMAR • 41
tered by this time in your scholastic career. Read the material,
then memorize each item if you have only a hazy idea of it. Dis­
cover how simple grammar really is!
Everything has a func­
tion. The stu d en t learns.
The te a c h e r te ach es. The
sp ea k er speaks.
What is the function of
1. the noun?
2. the verb?
3. the adjective?
THE PARTS OF SPEECH
Words can be used to perform eight different functions when
they convey information from one person to another. In order
that you may be better able to correct errors in your expressions
and improve your ability to handle the English language, you
must be able to identify these eight different uses. These uses, or
functions, combine to create language.
Words labeled according to their function are called parts of
speech. Here is the entire list of eight:
1. noun
5. adverb
6. preposition
2. pronoun
7. conjunction
3. adjective
8. interjection.
4. verb
42 • FUNDAMENTALS O F GRAMMAR
D IA G N O STIC T IST
ON PARTS O F SPEECH
A . Match the following terms with the appropriate definition:
1.
2.
noun
pronoun
3.
adjective
4.
5.
verb
adverb
6. preposition
7.
8.
conjunction
interjection
. . . .a. action or state-of-being word
. . . . b. word used to show the relationship be­
tween a person or thing and some other
word in the sentence
. . . . c. an exclamation, an unrelated word
which expresses feeling
. . . d. name of a person, place, thing or quality
. . . . e. word used to join a word or group of
words with another word or group of
words
word used to modify the meaning of a
verb, adjective or another adverb
. . . . g. word used in place of a noun
. . . ,h. word that describes or limits a noun or
pronoun
B. In each of the following sentences select all the words that
illustrate the part of speech mentioned at the left of the sentence'.
1. Nouns— Wild flowers grow in every state in the country.
2. Verbs—Most caves were formed by underground streams that
flowed between rocks.
3. Pronouns— It is not known who the first men were that visited
the mainland of North America.
4. Adjectives— When there was a severe storm, the frightened
natives ran into their thatched huts.
5. Adverbs— Men had never been known to work so skilfully.
6. Prepositions— In the meadow the boys found a bird’s nest
lined with feathers.
7. Conjunctions—Books and pencils had been laid aside but the
pupils were not yet ready to leave.
8. Interjections— Alas! All he could say was, “Oh! I should
never have done it.”
FUNDAMENTALS
C.
Name the part of speech of each of the twenty italicized
words in the following paragraph:
Before students reach high school, they should have learned the
secret of success in school work. Unless they have a deep desire to
know more about themselves and the world they live in, the books
that they read will have little meaning for them. The pupil who
succeeds is the one who knows well why he must master the facts
and attitudes taught in school.
TERMS AND DEFINITIONS OF PARTS OF SPEECH
1. NOUN
A noun is the name of anything,
persons— George, man, people
animals— cat, fish, dog
places — house, store, school
things— paper, spoon, eraser
abstractions— honor, peace, sorrow
EXERCISES
1.
2.
3.
4.
5.
Select the two nouns in each of
the following sentences:
Enjoy the band of America.
The musicians play marching songs.
Thrill to the sound of definite music.
Boys and girls will be pleased to listen.
The conductor moves his baton vigorously.
2. PRONOUN
A pronoun is a word that is used in place of a noue.
I
it
you
he
us
her
him
we
whom
them
whose
myself
himself
themselves
my
mine
his
hers
their
theirs
someone
anyone
everyone
none
44 • FUNDAMENTALS O F GRAMMAR
me
they
she
who
your
yours
our
ours
everybody
somebody
anybody
Some words may be used either as pro­
nouns or adjectives. These pronouns are
sometimes used as adjectives. They are
called indefinite pronouns.
either
much
what
most
neither
which
more
each
this
some
that
both
several
few
those
one
any
these
other
many
another
all
Each boy finished his own soda.
The re la tiv e pronoun is a word that not
only refers to a noun preceding it (its ante­
cedent) but also joins two ideas. The rela­
tive pronouns are who, whom , which, that. Use
who or whom when you refer to people. Use
which when you refer to things.
He is the one whom we had chosen.
EXERCISE
Select the two pronouns in each of the following sentences:
1. You and John are the boys who will have to pay for the
damage.
2. Mr. Gunsher gave us the record which was just played.
3. H er cry of distress was heard by all of us near the river edge.
4. They felt flattered by our attention.
5. The students followed the direction*' that the faculty members
had given them.
FUNDAMENTALS O F GRAMM AR • 45
3. ADJECTIVE
An a d je c tiv e is a w o rd t h a t is u sed to
m odify o r lim it th e m eaning o f a noun c '
pro n o u n .
beautiful scene
quiet hour
small boy
high m arks
The, an a n d a a r e a d je c tiv e s . T hey a r e
c a lle d a rtic le s.
P o ssessive pronouns n e v e r use a n a p o s ­
tro p h e , ev en w h en th e y a r e u sed a s a d je c ­
tiv e s.
T he fish waved its fins gracefully.
Whose turn is it?
Their teachers are at a meeting.
D em on strative pronouns a re o fte n u sed a s
a d je c tiv e s . T hey a r e so m etim es c a lle d d e ­
m o n s tra tiv e a d je c tiv e s .
EXERCISE
A . Select two adjectives (other than articles) in each of the
following sentences:
1. Sir W alter Raleigh was a famous statesm an and a bold explorer.
2. H is many projects to settle A m erica were all unsuccessful.
3. H e even m ade a long voyage to the hot lands below the E qua­
to r in search of gold.
4. A fter the death of his beloved queen, he was arrested for being
a disloyal citizen.
5. His adventurous career came to an abrupt end when he was
executed for piracy on O ctober 29, 1618.
B. Choose the correct form from each pair in parentheses.
1. H and me (your, you’re) identification card.
2. (Its, It’s) about time you showed up.
3. (W ho’s, W hose) turn is it to serve?
4. T he pilot took off in (a, an) airplane.
5. H ere are (these, those) new books.
46 • FUNDAMENTALS O F GRAMMAR
COMPARISON OF ADJECTIVES
As we have learned on page 45, an adjective is defined as a
word that is used to modify or limit the meaning of a noun or
pronoun. An adverb (page 53) is defined as a word that is used
to modify or limit the meaning o f a verb, adjective or another
adverb. We have also seen that to change most adjectives to ad­
verbs we merely add ly to the adjective. For example:
slow (adjective) + ly = slowly (adverb)
rapid (adjective) -f- ly = rapidly (adverb)
Besides describing nouns, the adjective also makes comparisons.
Adjectives have three degrees of comparison to show the different
degrees of quality or quantity.
1. Positive degree
tall brave swift smart
Judy is a smart girl.
2. Comparative degree
taller braver swifter smarter
Judy is smarter than Jack.
3. Superlative degree
tallest bravest swiftest smartest
Judy is the smartest of the three girls.
----------- FORMING DEGREES OF COMPARISON
■
1. Most adjectives are compared by adding er to form
the comparative degree and esf to form the superla­
tive degree.
Positive
Comparative
Superlative
able
abler
ablest
brave
braver
bravest
coldest
cold
colder
dull
duller
dullest
kindest
kinder
kinder
lower
lowest
low
tough
tougher
toughest
FUNDAMENTALS OF GRAMMAR • 47
C au tio n : Don’t forget this rule: adjectives ending in y
preceded by a consonant change the y to i be­
fore adding er and est.
Positive
Comparative
Superlative
manly
manlier
manliest
dirty
dirtiest
dirtier
lowliest
lowly
lowlier
icy
icier
iciest
kindly
kindliest
kindlier
2. If a word sounds awkward when adding er or esf«
use more and most or less and least instead.
Incorrect : She has the beautifullest dress of all.
Correct: She has the most beautiful dress of all.
Incorrect: John is skillfuller than Philip.
Correct : John is more skillful than Philip.
This rule applies to words of three or more syllables. How­
ever, it may also apply to some words of two syllables.
Positive
Comparative
Superlative
gracious
more gracious
most gracious
lovable
more lovable
most lovable
dignified
more dignified
most dignified
annoying
more annoying
most annoying
talented
more talented
most talented
3. Some adjectives are compared irregularly; the form
changes in the comparative and superlative degrees.
Howard is a good boy. (positive degree)
Joseph is a better boy than Howard, (comparative
degree)
Anthony is the best boy of all. (superlative degree)
Positive
Comparative
Superlative
good
better
best
bad (or ill)
worse
worst
much (or many)
more
most
little
less
least
48 • FUNDAMENTALS O F GRAMMAR
____________________SOME HELPFUL HINTS____________________
In using the comparative degrees of adjectives always:
1. Use the comparative degree when you speak of tw o
persons o r things.
John is the taller of the two boys.
The plaid coat is the warmer of the two.
2. Do not make double comparisons:
Incorrect: My school marks are more higher than
yours.
Correct: My school marks are higher than yours.
3. Do not make statements like this:
A1 scores points faster than any player on the team.
This should be avoided because, if Al, who is on the team
himself, scores points faster than any player on the team, he
can score faster than himself. It can’t be done. Better say it
this way:
A l scores points faster than any other player on the
team.
EXERCISES
Select the correct form from the pair of words in the paren­
theses.
1. The Roman soldiers were (more brave, braver) than the
Greeks.
2. The kitchen knife is (duller, more duller) than the bread
knife.
3. The cocker spaniel was the (most friendly, more friendly)
of the two dogs.
4. John likes licorice better than (any, any other) candy.
5. He wore a (fancier, more fancy) cap than I did.
6. Frank’s hands were the (most dirty, dirtiest) of all the boys.
7. Of the two girls, Joan is the (most kindliest, kindlier).
8. Inez is the (beautifullest, most beautiful) girl in our class.
9. This kind of book is the (worse, worst) of the two.
10. This is the (fastest, most fastest) way home.
FU N D A M EN TA LS O F G R A M M A R • 49
4. VERB
The verb is the action word of the sen­
tence. it defines the action or helps to join
the parts of the sentence.
Action word:
The performer swallowed
three swords.
Joining word
H e is my friend.
(Copulative v e rb ):
Verbals is the name given to verb forms
when they are not used as verbs. T he three
verbals arc the infinitive, the gerund and the par­
ticiple.
The infinitive is the verb form usually pre­
ceded by to and is often used as a noun or
adjective.
to eat
to understand
to be
The gerund is the ing-form of the verb used
as a noun.
Eating is his favorite pastime.
The p a rticip le is the ing-form of the verb
used as an adjective.
passing days smiling face quieting influence
An infinitive cannot be the verb of a sentence. T he ingform of the verb m ust be preceded by one or m ore helping verbs
in order to be the verb of the sentence.
Not p art
of the k
verb
Wishing will never bring you happiness.
I want to wish you every happiness.
We visited the wishing well.
Part of
the verb
I am wishing you every happiness.
A re you wishing you were with them?
The verb may consist of one word or the main verb may
be assisted by one o r more auxiliary o r helping v e rb s.
FUNDAMENTALS OF GRAMMAR
A verb is passive when it represents the subject as being
acted upon. This boxer has been acted upon: he has been
knocked out. He is now passive.
The most frequently
has
am
were
might
One verb
Helping verbs
used auxiliaries are:
have
had
is
are
should
would
shall
must
be
was
can
will
Herb is my best friend.
Al will miss Mary.
Mary has been waiting for an hour.
She could have been persuaded to leave
An Intransitive verb shows no action or shows action
without a receiver of the action in the sentence.
Jane seemed happy.
He moved swiftly and surely.
He looked untidy.
A transitive verb shows action. A receiver of the action
IS expressed in the sentence, or the subject is acted upon.
John shifted the furniture.
The furniture was moved by John.
The verb is in the a ctive voice when it represents th*
subject as acting.
The fighter beats the boxing bag.
FUNDAMENTALS OF GRAMMAR • 51
A verb is active when
It shows the subject as
acting. When the boxer
beats the punching bag,
he is performing action.
Beats is a verb of action.
The boxer punches the bag
every day.
1. What is the verb?
2. What voice is this
verb?
A verb fs in the passive voice when it represents the
subject as being acted upon.
The boxer was knocked out by his opponent.
EXERCISES
A.
Tell how the italicized verb form is used
in each of the following sentences:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The laughing boy left early.
He said he had to laugh at our awkwardness.
Laughing at others is not a sign of maturity.
Are you also laughing at us?
Seeing is believing.
Are you planning to see the parade?
May I see you soon?
The steering wheel is an accurate instrument.
Steering with accuracy is a technique that can be taught.
May I try to steer the boat through the rapids?
52 • FUNDAMENTALS O F GRAMMAR
B . Select the single word verb in each o f the follow ing:
1. A micron is a unit of length.
2. It equals one-thousandth part of a millimeter.
3. There are over a thousand millimeters in a yard.
4. All air has weight.
5. It becomes lighter high up.
6. Freya was the Saxon goddess ofbeauty.
7. Friday follows Thursday.
8. It is the only day to be named after a woman.
9. Gold melts at 1,063 degrees Centigrade.
10. In size Egypt measures about one and one-half the size of
Texas.
EXAMPLES OF
SENTENCES CONTAINING HELPING VERBS
T he verb in each of the following consists o f more than one
word:
1. The George Washington Bridge is located between New
York and New Jersey.
2. It can be seen spanning the mighty Hudson River.
3. It is considered one of the most beautiful bridges in the
world.
4. Automobiles have been crossing it since 1931.
5. In terms of actual measurements, it is ranked as the second
largest bridge in the world.
6. Its graceful lines are given it by its tall towers and lengths
of steel cable.
7. From shore to shore, the channel below it has been meas­
ured at 3,500 feet wide.
8. It is constantly being painted.
9. The men may have just finished the latest painting.
10. They have , however, reached the time to begin again at
the other side.
EXAMPLES OF
SENTENCES CONTAINING TWO OR MORE VERBS
A sentence m ay contain two or m ore verbs:
1.
West Point, which is located in the Hudson Valley, houses
the United States Military Academy.
FUNDAMENTALS O F GRAMMAR • 53
2. It is over 150 years old since it was established in 1802.
3. It was established by an Act of Congress on March 16 of
that year, and it opened with twelve cadets that same year.
4. Many of our greatest generals had received their training
there and also served as teachers there.
5. Many visitors go to West Point during the school year and
watch the colorful Dress Parade on Saturdays.
6. The officers trained there are taught to live democratically in
order that they m ay better protect our democratic way of life.
7. A trademark is issued by the United States Patent Office by
authority of the power that Congress has given it.
8. It expires after twenty years unless it is still being used to
sell merchandise.
9. As long as the merchandise is being offered for sale, the
trademark can be renewed every twenty years for an indefinite
amount of time.
10. The trademark protects the consumer and allows him to be
able to identify products more easily.
5. ADVERB
An a d verb is a word that is used to modify
or limit the meaning of a verb, an adjective
or another adverb.
Go slowly. Look carefully. Walk there. (Mod­
ifying verbs.)
The answer is not too accurate. (Modifying
an adjective.)
Watch very closely. (Modifying another ad­
verb.)
4
EXERCISES
Select the one adverb in each of the following sentences:
1. The name “sirocco” is often given to a warm wind.
2. It is usually given to a warm wind blowing over large areas
of hot, dry land.
3. Such winds now occur over the area of our Great Plains.
4. Originally “sirocco” was a name used by the people of North
Africa.
54 • FUNDAMENTALS O F GRAMM AR
5.
6.
7.
8.
9.
10.
It was not used for any ordinary wind.
It described the very hot, dusty wind that comes from the
south.
It comes quickly from the scorching Sahara Desert.
This extremely hot w nd is a menace to life.
Its coming always fills the natives with fear.
The biting bits of sand dig deeply into the eyes and skin
of those caught in its fury.
C O M P A R ISO N O F ADVERBS
Adverbs, like adjectives, can be used to show comparison. The
comparative degree is formed by adding more or less. The su­
perlative degree is formed by adding m ost or least. For ex­
ample:
John eagerly accepted, (positive degree)
Joe accepted more eagerly than John, (comparative degree)
Steve accepted most eagerly of all. (superlative degree)
Here are some adverbs that regularly form their comparative by
adding more or less and form the superlative by adding m ost
o r least.
Positive
busily
rapidly
readily
easily
beautifully
cleverly
boldly
wisely
skilfully
gracefully
Comparative
more busily
more rapidly
more readily
more easily
more beautifully
more cleverly
more boldly
more wisely
more skilfully
more gracefully
Superlative
most busily
most rapidly
most readily
most easily
most beautifully
most cleverly
most boldly
most wisely
most skilfully
most gracefully
A few adverbs not formed from adjectives form their compara­
tive and superlative degrees by adding er and est to the positive.
Positive
Comparative
Superlative
fast
faster
fastest
soon
sooner
soonest
often
oftener
oftenest
FUNDAMENTALS OF GRAMMAR • 55
Some adverbs are compared irregularly.
Positive
badly
far
well
much
Comparative
worse
farther
better
more
Superlative
worst
farthest
best
most
Some adverbs cannot be compared; their form remains the
same.
now
today
again
why
then
tomorrow
always
yes
not
tonight
yesterday
no
too
already
almost
AN ESSENTIAL TO REMEMBER
Use this rule to show comparison with adverbs:
When speaking of two persons or things, but not more
than two, use the comparative degree.
Of the two athletes, Frank runs more gracefully.
EXERCISE
Select the correct form from the pair of words
in parentheses.
1. The tortoise ran (more, most) rapidly than the hare.
2. Which one of the three boys answers (more, most) rapidly?
3. Frank did the lesson (faster, more faster) than the rest of the
class.
4. John felt (worse, worser) than Bill because they had slighted
each other.
5. The mailman arrived the (soonest, sooner) of the two civil
service men.
6. Francme is the (more beautiful, most beautiful) of the three
sisters.
56 • FUNDAMENTALS OF GRAMMAR
7. O f the divers, the slim one is the (gracefuller, more graceful).
8. Dorothy does her high wire act (more, most) skilfully than
her partner.
9. I threw the ball (farther, farthest) than the other nine
players.
10. Joe accepted the award (more, most) ‘graciously than did
Steve.
6. PREPOSITION
►
A preposition is a word that shows the
relation between two or more things.
Some of the more frequently used prepositions
are:
to
in
after
beside
at
into
between
through
by
among
under
except
on
over
from
alongside
of
before
The noun dependent on the preposition is called its object. The
preposition plus its object is called a prepositional phrase. The
prepositional phrase can be either an adjective phrase or an ad­
verbial phrase, depending upon the element in the sentence mod­
ified by it.
The name of the book is known in every classroom.
The prepositional phrase, of the book, is introduced by the
preposition of; the object is book; the prepositional phrase is an
adjective phrase since it modifies the noun, name.
The prepositional phrase, in every classroom, is introduced by
the preposition in; the object of the preposition is classroom; the
prepositional phrase is an adverbial phrase since it modifies the
verb, is known.
EXERCISE
Select the prepositional phrase in each of the following sen­
tences. Name the object of the preposition and the type of prep­
ositional phrase each one is.
1. There are 64 mountain peaks in the United States over
14,000 feet high.
FUNDAMENTALS OF GRAMMAR • 57
2. The State of Colorado claims 48 of these tall mountains.
3. The highest of them all, however, Mount Whitney, is in
California.
4. Mount Whitney rises to the height of 14,495 feet.
5. Colorado claims the possession of the second highest.
6. Mount Elbert is located in Colorado.
7. It reaches a height of 14,431 feet.
8. Have you ever had the desire to climb to the top of one of
these peaks?
9. Mount Evans in Colorado has an automobile road which you
can take to its top.
10. Riding in an automobile is the easiest way of reaching the
summit of one of these awesome immensities.
A conjunction is like a
link in a chain. It joins
words or groups of
words.
M ake up a sentence using
the conjunction
1. and
2. or
3. because
7. CONJUNCTION
A conjunction is a word that joins words
o r groups of words.
A coordinating conjunction joins words or
groups of words of equal value.
The most frequently used coordinating conjunc­
tions are and, or, nor, either, neither, but.
Lucille and Edna left early for school.
58 • FUNDAMENTALS OF GRAMMAR
A subordinating conjunction is a word that
makes one group of words dependent upon
another group of words.
Some of the most frequently used subordinating
conjunctions are //, when, because, since, al­
though, where, after.
Some authorities classify the relative pronouns
— who, whom, whose, which, that— as subordinat­
ing conjunctions.
He is the man whom you will have to obey.
Take your time when you climb those stairs.
EXERCISE
Select the conjunction in each of the following sentences and
state whether it is coordinating or subordinating:
1. Most of the ocean beds are made of basalt, which is one of
the heaviest rocks.
2. Basalt and pumice are of the same substance, but they are
different in many vital respects.
3. While basalt is one of the heaviest rocks, pumice floats in
water.
4. If you have used a piece of pumice stone to rid your fingers
of grime, you know another of its qualities.
5. Pumice is a form of lava formed when boiling rock pours
out of some fuming volcano.
6. It is a mixture of basalt and air bubbles.
7. It bubbles into a fiery froth and then cools slowly.
8. It is the air bubbles that permit it to float.
9. Its presence in an area is indication that there has been
some volcanic action in the area.
10. If you have ever felt or lifted pumice, you were surprised
by its unexpected lightness.
8. INTERJECTION
An interjection is an exclamation, a word
usually unrelated to the rest of the sentence
but used to express feeling.
Oh, never have I seen such cowardice before!
Alas, that I should be the victim of despair!
FU N D A M EN TA LS O F G R A M M A R • 59
REVIEW OF PARTS OF SPEECH
Term
Definition
Exam ple
1. Noun
(n.)
name of a person,
place,
thing
or
quality
man, boy, home,
pencil, honesty
2. Pronoun
(pro.)
word used in place of
a noun
I, me, he, him, our,
this, which, what
1. Adjective
(adj.)
word that describes
or limits a noun or
pronoun
short story, quiet
hour, fine line,
beautiful day
4. Verb
(v.)
action or state-ofbeing word
Leave! I am. H e ate
the cake.
I . Adverb
(adv.)
word that modifies
the meaning of a
verb, adjective or
another adverb
Leave now! It is very
pretty.
H e went away. She
works too quickly.
4
. Preposition
word used to show
the relationship be­
tween a person or
thing and some
other word in the
sentence
The book is on the
table. IJe is a stu­
dent of American
history.
word used to join a
word or group of
words with another
word or group of
words
He and I left. You
may go, but I must
stay.
He left because I
stayed.
(prep.)
7. Conjunction
(conj.)
60 • FUNDAMENTALS OF GRAMMAR
REVIEW O F PARTS O F SPEECH
A.
Name the part of speech of each word in the following
sentences:
1. The American Bureau of Standards does investigation for the
government.
2. Today it has established research centers in Colorado to
investigate the effect of the upper atmosphere on radio waves.
3. Often a storm in the air high above us will cause poor radio
reception.
4. Such reception may cause a warship to receive the wrong
messages.
5. An army in foreign fields may find itself unable to contact
the officials in the Pentagon.
6. This research could lead to our discovering the best time
to broadcast messages that can be heard around the world.
B.
Name the part of speech of each italicized word in the
following:
1. Don’t break the cable, please.
2. There is a break in the line.
3. Long may it wave!
4. He was almost overthrown by the force of the gigantic wave.
5. Did you see the play presented in the auditorium last night?
6. Play one of the new pieces for me.
7. We were invited to inspect the new play house that her
father had bought her.
8. I had wanted to leave, but he pleaded with me to stay.
9. Everyone but Helen had left early.
10. But is an interesting word.
11. He raised his bat to meet the approaching baseball.
12. The bat flew into the cabin to our consternation.
13. You will bat third in this inning.
14. I did not understand what this all means.
15. Do not say that he is a mean person.
16. The mean lies between the two extremes.
17. What is the make of that car?
18. May I make a telephone call from this booth?
19. They installed the telephone in the lobby.
20. I will telephone you as soon as I receive any word from the
doctor.
FUNDAMENTALS OF GRAMMAR • 61
C. Name the part of speech of each of the twenty italicized
words in the following paragraphs:
A special assembly was called. Just after the bell rang, the
teacher made the announcement to her class. “As soon as the roll
is taken,” she said, “we will all file into the auditorium.”
“But Richard hasn’t come yet,” one of the students said.
“That’s too bad,” replied the teacher. “Any student who is late
will have to miss part of a very special program. That will be his
punishment today.”
D. Name the part of speech of each of the italicized words in
the following sentences:
1. About one-third of the continental United States is forest land.
2. The longest railway tunnel in the world, the Simplon Tunnel,
connects Switzerland and Italy.
3. The unit in weighing gold is the troy ounce.
4. He is a very fast runner.
5. His fast lasted ten days.
6. The prize flower in Miss Brown’s garden was her tea rose.
1. The airplane with supernatural majesty rose high above the
clouds.
8. That book is mine.
9. That is my book.
10. Both boys are good athletes.
11. They like both football and basketball.
12. Both are good sports.
13. The stop light was red when the accident occurred.
14. Red is my favorite color.
GROUPS OF WORDS
The eight parts of speech are not unchangeable classifications.
They gain meaning and purpose only when they are in relation
to other words or ideas. That is why words by themselves have
no parts of speech; or, from another angle, words can have differ­
ent uses in a sentence. For example, examine the use of but in
each of the following sentences.
I went, but they refused to admit me.
(conjunction)
None but the brave really knows fear.
(preposition)
But is a word in the language.
(noun)
But me no buts!
(verb and noun)
62 • FUNDAMENTALS O F GRAMMAR
The moment words become parts of groups, then other rela­
tionships arise. The student of the language must be able to ex­
plain these relationships. Word groups fall into three m ajor
categories—phrases, clauses and sentences.
In order to identify and build sentences along grownup lines,
you must be able to distinguish between sentences and phrases,
phrases and clauses.
DIAGNOSTIC TEST ON
GROUPS O F WORDS
Label each of the following as sentence, phrase or clause:
1. A n ibis is not even related to an ibex.
2. Which is easily noted.
3. F o r cm the one hand.
4. The ibex is a goat.
5. While the ibis is a bird.
6. Which was once held sacred.
7. By ancient Egyptians.
8. Wading in the river Nile.
9. The Egyptians worshiped i t
10. If you ever see one today.
MAJOR WORD GROUPS
1, PHRASE
A p h ra se is a group of words without a
verb.
►
A prepositional p h ra se is a group of words
introduced by a preposition.
H e went to the store.
The prepositional phrase is to the store. The
preposition is to, and store is the object of the
preposition to.
FUNDAMENTALS O F GRAM M AR • 63
2. CLAUSE
A clause is a part of a sentence containing
a subject and a predicate.
A subordinating clause (dependent clause)
Is a group of words which contains a subject
and a predicate but does not express a com­
plete thought.
As a noun:
Whoever writes the great American novel
will have to include school life.
As an adjective:
The hunter who is careless endangers the
lives of his companions.
As an adverb:
Time passes too quickly when we are enjoy­
ing the occasion.
A relative clause is an adjective clause
that is introduced by one of the relative
pronouns who, whose, whom, which, that.
A principal clause (main clause) is the
group of words expressing a complete idea.
It may be modified by a subordinate clause.
I spoke to Mr. Herrick, who is our coach.
The principal clause is I spoke to Mr. Herrick.
The subordinate clause, who is our coach, identi­
fies the person spoken to.
3. SENTENCE
A sentence is a group of words expressing
a completed thought.
We listened to the program.
Leave now!
I shall do it gladly since you have asked me.
The man standing is my father.
64 • FUNDAMENTALS OF GRAMMAR
EXERCISES
A. Label each of the following as sentence, phrase or clause:
1. A toad can live for a long time underwater.
2. Until he needs to eat.
3. He can breathe through his skin.
4. In his own special way.
5. If he becomes hungry.
6. He comes onto the land to eat his meals.
7. He can stay for a long time.
8. At the bottom.
9. Of the tank.
10. He is perfectly safe there.
B. Label each of the italicized clauses as noun, main, adverb,
relative or adjective:
1. If a muskrat is hungry, he will eat the bark from twigs of
birch or willow.
2. His food habits are similar to those of the beaver who is
often called his cousin.
3. Although the beaver is a strict vegetarian, the muskrat adds
meat to his diet.
4. Occasionally he dives for clams which lie on the bottom of
the lake or pond.
5. He takes the clams to his burrow which is on the dry bank.
6. Whoever wants to see a striking picture should catch sight
of the animal poised before his burrow.
7. When the weather is warm, the muskrat will often sun him­
self on a sun-baked rock.
8. The presence of man who is an intruder will send the muskrat
scurrying into his hole.
9. The muskrat is a valuable animal because his fur is sought
after by many hunters.
10. Hunters set hundreds of traps in the swamplands where the
muskrat lives.
PARTS OF THE SENTENCE
The group of words that requires most study is the sentence.
Would-be authors spend years studying the sentences of established
writers. The magic that comes from skillful word mastery is based
on an understanding of the power of the sentence.
How well do you know the different parts of a sentence? The
following Diagnostic Test will tell you!
FUNDAMENTALS OF GRAMMAR • 65
DIAGNOSTIC TEST
ON PARTS OF THE SENTENCE
A.
Write the letter of the correct definition
in the space provided before each of the fol­
lowing terms:
another name for predicate comple­
1 subject
ment
2. simple subject
b. the adjective which follows a stateof-being verb and which modifies the
3. predicate
subject
the
noun spoken of, plus its modifiers
c.
4. predicate verb
d. the part of the predicate which re­
ceives the action implied by a transi­
5. object
tive verb
e. what is said about the subject
6. simple object
/. the noun spoken of
.7. predicate
8 - the action or state-of-being word and
complement
its helping verbs, if any
the noun which receives the action
the noun following a state-of-being
J.
.8. predicate
verb
nominative
h the part of the predicate which re­
ceives the action implied by a transi­
. . . . 9. predicate
tive verb
adjective
B. Select the simple subject, predicate verb and object or pred­
icate nominative, if any, in each of the following:
1. The new car will be delivered by Henry Motors.
2. They did not give me the copy of the letter.
3. Here is a pretty kettle of fish!
4. How soon may I be called for the interview?
5. She is the most beautiful girl in the class!
PARTS OF THE SENTENCE
h SUBJECT
The subject of a sentence is the noun or
pronoun spoken of.
The man on the street has the power to re­
move officials in a democracy.
4
66 • FUNDAMENTALS OF GRAMMAR
2. PREDICATE VERB
►
The predicate verb is the action or stateof-being word and its helping verbs, if any.
The soldier has been saved. He was playing
the piano.
3. THE DIRECT OBJECT____________
The direct object is the noun or pronoun
which receives the action.
He was playing the piano.
4. THE INDIRECT OBJECT___________
The indirect object is the noun or pronoun
which is the indirect receiver of the action
of the verb. It appears between the verb
and the direct object.
James gave her a gift.
_________________
5. THE OBJECT OF A PREPOSITION
►
The noun or pronoun dependent on the
preposition is the object of a preposition.
_____________
He walked up the steps and into the house._______
6. PREDICATE COMPLEMENT
__________________ (NOMINATIVEI_________________
►
The predicate complement is the noun or
pronoun following a state-of-being verb
meaning the same as the subject.
Allan is our new president.
7. PREDICATE ADJECTIVE___________
►
The predicate adjective is the adjective
which follows a state-of-being verb and
which modifies the subject.
The child is hungry.
He seems calm.
FUNDAMENTALS OF GRAMMAR • 67
— —
—
LOCATING THE SUBJECT------------------
1. In an imperative sentence, a statement of command
or order, the subject word is you (understood).
(Y ou) Please do not forget to close the door.
2. T h e re or here, especially when they introduce a
sentence, may not be the subject words. The subject
word usually follows the verb in these sentences.
There were three pens on the desk.
H ere are the results of the examination.
3. In interrogative sentences (questions), do not at­
tempt to find the subject before you have changed the
sentence into a declarative sentence.
Question:
Are the men going to join in the search?
Rearranged: The men are going to join in the search.
4. When a sentence is arranged in an unusual order, re­
arrange it before attempting to find the subject.
Unusual:
In the comer sat the immense gray cat.
Rearranged: The immense gray cat sat in the corner.
5. While the simple subject is the noun spoken of, the
s u b je c t is that noun plus its modifiers.
T he quiet children did not miss the humor in the drama.
Subject: The quiet children
Subject word or simple subject: children
6. A sentence may have more than one subject or sub­
je ct word in it.
Joe and Agnes located the missing notebook in the hall
closet. (Simple sentence with a compound subject)
Paula walked away, but Hank stayed to help. (Com­
pound sentence)
If you listen attentively, his words will not slip past you.
( Complex sentence)
68 • FUNDAMENTALS O F GRAM M AR
E X E R C IS E S
A . Select the subject and the simple subject in each of the
following:
1. T he old man was sitting on the bank of the stream.
2. Late in the afternoon, a stranger came along.
3. H ave you caught anything yet?
4. Holding up his empty basket, the fisherman answered the
question.
5. T he questioning visitor was not to be discouraged.
6. This is supposed to be a fine place for trout.
7. A twinkle filled the eyes of the old man.
8. There must be some truth in that statement.
9. The young fry and the older fish must find this an excellent
place.
10. They refuse to leave it!
B. Select the subject and the simple subject in each of the
following:
1. A t the end of the rainbow w as a puddle of muddy water.
2. W ho can foretell the events that will fill tomorrow?
3. H ere is the answer to all of the problems.
4. Is there any truth in his statement?
5. Which one of the m en did not watch the last minutes of
the game?
6. Above all, do not fail to listen to the all-Sibelius program!
7. W alk slowly.
8. While you fiddled, the cake burned in the oven.
9. There is a movement afoot to rename you Nero.
10. W ith your playing in mind, I would prefer that you be
nam ed Farro!
This man is trying to
locate a lost verb. What
happened to the cake?
What did he do with it?
When he finds the answer
he will have found the
verb.
L ocate the verb
1.
T he m an drove the
car.
2. D id the m an find the
store?
FUNDAMENTALS OF GRAMMAR • 69
................... _ ■LOCATING THE VERB-----------------1. Not or n't are not part of the predicate verbs. They
are assisting, modifying adverbs.
You mustn’t miss this game. (The verb is m ustj
2. In interrogative sentences, do not attempt to find
the subject before you have changed the sentence into a
declarative sentence.
Question; Are they leaving soon?
Rearranged: They are leaving soon.
3. The ing*form of the verb, the participle, must be
preceded by a helping verb (auxiliary verb) if it is to be
considered as part of the verb.
Not part of the verb: Walking is good exercise.
Walking slowly, he enjoyed the sunset,
part of the verb: He is walking home now.
4. When to precedes the verb form, it is an infinitive
and, therefore, is not part of the verb.
To see is to enjoy.
He wants to see the play.
5. The verb always consists of a state-of-being or ac­
tion word. It may also include one, two or three helping
(auxiliary) verbs.
Action word: Go to the store soon.
State-of-being word: He seems to have left earlier
than usual.
With one helping verb: You must go to the store.
With two helping verbs: You should have gone.
With three helping verbs: You should have been
gone before this.
6. A sentence may have more than one verb in it.
Compound verb: He ate and slept there for a week.
Compound sentence: I would go, but he refused to
let me.
Complex sentence: Before you leave, call me.
70 • FUNDAMENTALS OF GRAMMAR
EXERCISES
A . Select the predicate verb in each of the following:
1. The young man finally asked the big question.
2. Will you marry me?
3. The young girl didn’t take much time in answering him.
4. Her answer contained never a hesitation.
5. I can never marry you.
6. However, I shall always admire your good taste.
7. Coming to the door, the man saw a peddler ringing his door­
bell.
8. Would you want to buy a letter opener?
9. The salesman had not hesitated in opening his sales talk.
10. I don’t want to buy a letter opener because I have already
married one!
B. Select the predicate verb in each of the following:
1. There could have been a very serious accident at that moment.
2. Only through quick thinking and rapid manipulating of the
wheel of the flashy red roadster, my brother avoided the child.
3. What a tragedy would have resulted!
4. A near miss of this type always leaves me feeling ill for hours.
5. How in the world could we have told Tommy’s mother of
his being injured?
6. Of course, it would not have been my brother’s fault.
7. Tommy, running out into the street after the stray cat, just
did not see our car approaching.
8. Fortunately for all of us, the story had a happy ending.
9. I know that my brother would never have forgiven himself
if Tommy had been hit by our car.
10. In cases of this type you cannot decide responsibility and the
weight on one’s conscience by placing the guilt on die shoul­
ders of one or the other.
FUNDAMENTALS OF GRAMMAR • 71
■......... .......
LOCATING THE O B JECT----------------OR THE PREDICATE NOMINATIVE
1. A sentence with a state-of-being verb does not have
an object. Since there is no action in such a sentence, it
cannot contain an object. Instead, look tor a predicate
adjective or predicate nominative.
Predicate adjective: He seems sleepy.
Predicate nominative: He is our president.
2. In a sentence with a passive verb, the subject is the
receiver of the action, and again there can be no object.
No object: He was injured by the falling stones.
3. A sentence may have more than one object.
Compound object: I ordered two pens and four note­
books.
Compound sentence: We wanted more protection
from the rain, and we waterproofed the tents
again.
Complex sentence: While he guarded the prisoners,
I piloted the plane toward freedom.
4. While the object consists of the receiver of the ac­
tion and all its modifiers, the simple object is one word,
the noun or pronoun that receives the action.
EXERCISES
A.
Tell whether the italicized word is an object, predicate adjec­
tive or a predicate complement:
1. He is quieter than usual.
2. Place the order immediately.
3. We will elect a new president tonight.
4. How can I ever thank you for this kindness?
5. He has not been busy lately.
6. She wrote the letter last night.
7. This is my favorite program.
8. I have just heard the good new s.'
9. He looks tired.
10. Have you seen my copy of the textbook?
72 • FUNDAMENTALS OF GRAMMAR
B. Select the object, if any, in each of the following:
1. Our
troop caught the biggest fish.
2. The
commander gave the banner to our squadron leader.
3. It will wave proudly above our barracks.
4. It was not luck.
5. We had studied the local weather chart and the ocean depths.
6. We had read many books on the habits of the barricuda.
7. Several of the men had interviewed the local guides.
8. After all of this research we then pooled together all that we
had heard.
9. We chose the correct type of day for our expedition.
10. We had eliminated the element of chance to a very large ex­
tent as a result of our intensive preliminary work.
C. Select the subject, predicate verb and object, if any, in each
o f the following:
1. The Caspian Sea is the largest lake in the world.
2. It borders Iran and Russia.
3. The
Caspian is called a sea.
4. This
large body of water should be named a lake.
5. It is surrounded on all sides by land.
6. Many geographers recognize it as a landlocked lake.
7. There are more than 180 geysers in Yellowstone National
Park.
8.Visitors will find them mainly in the western area of the park.
9. Almost 120 of them have names oftheir own.
10. Very few resemble Old Faithful, which erupts at predictable
intervals.
------------- LOCATING THE INDIRECT OBJECTS-----------AND OBJECTS OF PREPOSITIONS
1. A noun or pronoun which answers the question "to
whom" or "for whom?" after the verb is the indirect ob­
ject of the verb. A verb with an indirect object has also
a direct object.
Shirley bought her kitten a rubber mouse.
He sold my father a new car.
2. A noun or pronoun following a preposition is the
object of a preposition.
He ran up the steps and into the house.
FUNDAMENTALS OF GRAMMAR • 73
EXERCISE
In the following sentences find the subjects, verbs, direct objects,
indirect objects and objects of prepositions. What question does
each direct object answer? What question does each indirect object
answer?
1. Mr. Nathan sold me his old car.
2. Did you send Oscar a gift on his birthday?
3. In the living room Mary sang us a new song.
4. Joe gave me a copy of Lost in the Forest.
5. Bring me a quart of milk from the store.
6. After dinner he showed Jenny and me the new boat.
7. Mike feeds his fish live worms.
8. In the dark room Joan showed me the unfinished photograph.
9. Yesterday Jerry loaned his new bicycle to me.
10. Mother bought my sister a new dress for the dance.
DIAGRAMMING
The only reason for diagramming is to give you a clearer pic­
ture of a sentence. A diagram will show you at a glance how the
parts of a sentence are related to each other.
To begin very simply, we know that the two main parts of any
sentence are the subject and the predicate (verb). Usually the
subject is first and the verb second. To diagram such a sentence,
we draw a horizontal line and cross it with a short vertical line.
The subject will be placed on the left of the vertical line and the
verb on the right.
* ,
Fish I swim
Birds
fly
Fish swim.
Birds fly.
Some sentences appear to be much more complicated as
subjects are modified by adjectives and adjective phrases and
verbs are modified by adverbs and adverb phrases. Notice in
next examples how these are attached to the proper parts of
sentence in the diagram.
birds
Heavy birds fly slowly.
fly
the
the
the
the
74 • FUNDAMENTALS OF GRAMMAR
Long, slender fish swim swiftly.
Notice that the subjects and verbs are diagrammed as in the
first sentence, but the modifiers are attached by slanting lines.
These rules are the same for very complicated sentences.
Prepositional phrases may be used as adjectives or adverbs.
The terminal was filled
with excited campers.
In the station some campers were burdened with suitcases and
sleeping bags.
The predicate nominative is placed on the horizontal line
with the subject and the verb. It follows the verb and is separated
from it by a small slanting line which slants to the left, toward the
subject. This slanting line indicates that the predicate nomimtive
means the same as the subject.
He was President of the United States.
FUNDAMENTALS OF GRAMMAR • 75
The direct object is diagrammed in a similar manner except
that it is separated from the verb by a short vertical line just meet­
ing the horizontal line.
Jack
dropped
| books
Jack dropped his books.
The indirect object comes between the verb and the di'ect
object in the sentence. In diagramming it appears beneath the verb
on a broken line.
Jane gave Mother a string of pearls.
Jane
gave
|
Mother
string
pearls
The conjunction connecting compound subjects, verbs and ob­
jects are placed on dotted lines.
The boys teased and misused the puppy.
Mother and Dad gave Martha and me clothes and jewelry.
Mother
clothes
76
• FUNDAMENTALS OF GRAMMAR
EXERCISES
Diagram each of the sentences on the top of page 73.
MASTERY .o T E S T
D ra w one line under the simple subject and two lines under
p r e d ic a te verb in each o f the following sentences'.
a . The cat with her three kittens ran to the door.
the
b. Quickly four of the boys offered to collect the papers.
c. Tom, alert to every sound, cautiously approached the entrance
to the cave.
d. Against the sky, the single elm was majestic in its beauty.
e. Down the street dashed the boys after the fire engine.
B
From the following paragraph select an example of each o f the
form s n a m e d below. Write your answers in the spaces provided.
[.D isregard a, an, the.]
The Indians told a curious legend about the “Old Squaw” of the
Catskills. She supposedly resided on a high peak and controlled the
weather of the region..Some residents still believe in her, because they
plainly see her outline on a clear day.
/. preposition
..............
a . common noun .................
b. proper noun
•................ g. simple subject ..................
c. adverb
................. h. conjunction
..................
d. verb
................. i. direct object
..................
e . pronoun
................. /. adjective
..................
C
In th e space at the right of each sentence write the part o f speech
o f th e ita licized word.
a. ( 1 ) This play ticket is a present for you.
a. (1 ) .
(2)..
( 2 ) P resent it as you enter the theatre.
b. ( 1 ) . .
b. ( 1 ) It is warmer in the house.
(2)..
( 2 ) Please come in.
c. ( 1 ) Carry that glass bowl carefully.
c. (1 ) . •
(2)..
( 2 ) G lass breaks very easily.
d. ( 1 ) W ater was pumped from the well.
d. ( 1 ) .
(2)..
( 2 ) T he pump worked very well.
e. ( 1 ) T he sound did not wake Dad.
e. ( 1 ) . .
(2)..
(2) H e was in a sound sleep.
C h a p te r
3
SENTENCE
MASTERY
When we speak to our friends or write informally, the form of
the sentence is very often sharply different from the formal sentence
required in compositions.
Two students met in the hall and engaged in this conversation:
“What!”
“Y ou don’t say!”
“A ll of them!”
“Why not?”
“Congratulations!”
“N ot me!”
“Why not! You’re the one who passed them all!”
“M y father!”
“Why?”
“No pass, no prom!”
To the two students in the above dialogue the statements were
complete and meaningful. However, in formal composition work,
students are required to express themselves in complete sentences
that leave little or nothing to the way it is said, emotions, volume
of tone or gesture.
Very often students are confused by the set of double standards
thus used in colloquial speech and standard written exercises.
However, with practice, students soon learn to write the compo­
sitional type of sentence.
77
78 • SENTENCE MASTERY
How well developed is your sentence sense? Do you have to
resort to means other than words to convey your message? The
exercises that follow should give you mastery of the sentence
structure demanded of themes.
MAJOR SENTENCE ERRORS
How Good Is Your Sentence Sense?
Experience has proved that the greatest loss of credit in this
course occurs when the principle that every sentence must express
a complete thought is violated. How good is your sentence sense?
DIAGNOSTIC TEST ON SENTENCE SENSE
A . Label each of the following as:
a. Sentence Fragment (Incomplete Sentence)
b. Run-on Sentence
c. Comma Sentence
or
d. Complete Sentence
1. While walking through the corridor with Helen.
. . . . 2 . I never want to see him again he just unnerves me.
. . . . 3. The present, a new bicycle was a real surprise.
. . . . 4. Who would have ever dreamed of such power!
. . . . 5. If you follow directions.
. . . . 6 . Wait a few moments.
. . . . 7. I could not believe my eyes, Henry was actually drying
the dishes.
. . . . 8. We went to see Dr. Lurie, he is my favorite dentist.
. . . . 9. Because Bess had called me earlier in the day.
10 Coming to my main reason, I paused for a new breath.
....
.... .
B.
Rewrite each of the following, correcting sentence errors. If
the group is correct, then merely label it Correct.
1. I went to see Larry. Who is my cousin.
2. I left early I had a headache.
3. On the shelf in the library. You will find the old manuscript.
4. I wish you had seen his face, Filled with surprise and astonish­
ment.
5. I lis ened to a high-fidelity recording. It was most beautif*
SENTENCE MASTERY • 79
6. We ;ried to follow him sometimes he was too deep for us.
7. Because of the failure of the power line. We never saw the
end of the play.
8. Wanting to see fair play for all is not too impossible an ideal.
9. We chose the black car. Since it would require less cleaning.
10. I had wanted to leave early, I was going to have a test the
next day.
"Tripped on the sen­
tence fragment!"
That's what he said
when he tumbled down.
If he had mastered the
sentence fragment error,
he would not have com­
mitted this sentence er­
ror.
1. What is wrong with
his sentence?
IDENTIFYING SENTENCE ERRORS
On most occasions when we speak with others we are not con­
sciously aware of the sentence structure of our conversation. But
when we are writing, the process becomes less of a talking with and
more of a talking to. In order to make sure that we are being
understood, we must use more complete statements than would be
necessary if we were face to face with the person. The sentence
fragment is not a very common error; however, it occurs often
enough to cost us credits in our examinations.
The run-on sentence is another pitfall. Maximum credits are
deducted when you place more than one idea into a single sentence.
Some writers, trying to show how a mind wanders from one
thought to another, will often allow a sentence to run for a page
or more! But this is the exception rather than the rule. Since
you are not a professional writer, conform to the rule: limit the
number of ideas that can be placed between a capital letter and
a period.
Mastering the following review of sentence errors is only the
80 • SENTENCE MASTERY
first step that will lead tt/th e development of a mature sentence
sense. The second step is the development of a credit-saving habit.
Before you hand in any theme or composition, proofread it. R e­
read your written work for sentence errors. If you do this regularly
you will soon be pleased by the higher marks you achieve.
In a run-on sentence,
two or more complete
thoughts are punctuated
as though they were one.
Here a judge is sentenc­
ing an offender who has
violated the laws. But
he, too, has violated the
laws . . . the laws of
grammar. He is guilty of
a run-on sentence.
1. Make his sentence gram­
matically
correct by
making it into two sen­
tences.
S E N T E N C E FR A G M E N T — IN C O M P L E T E S E N T E N C E
How many times have credits been deducted from your com­
position work because you had written parts of sentences as
though they were complete sentences? It may be due to careless­
ness in punctuation or because you do not understand clearly what
a common sentence fragment is.
To avoid sentence fragment errors you must remember
►
1. In order to be a sentence a group of
words must express a complete thought.
2. A sentence must contain a subject and
a verb.
SENTENCE MASTERY • 81
— .................THE SENTENCE FRAGMENT-----------A sentence fragment (incomplete sentence) is part of a com­
plete thought punctuated as though it were a complete sentence.
Examples:
On the table in the corner. (What about it?)
One of the world’s greatest scientists. (What about him?)
Shivering in the snow. (Who or what was?)
These pieces or fragments do not make sense; the thought is
not completed.
Method of Correction
Either supply the words that would complete the thought or
join the partially completed thought to the sentence from
which it has been separated.
Here are some types of sentence fragments to avoid in
writing and speaking:
y
o
u
r
1. A group of words having no subject.
Incorrect: Just growled at me.
Correct: The dog just growled at me.
2. A group of words having no verb.
Incorrect: The basketball star.
Correct: The basketball star won the game.
3. A group of words with neither subject nor verb.
Incorrect: After the first half of the inning.
Correct: The pitcher’s arm hurt after the first h
a
lfo
f
the inning.
THE RUN-ON SENTENCE
Another common error, besides sentence fragments, is running
sentences together without punctuation. When this is done the
sentence rambles. Nothing is clearly expressed. You must be able
t
o
recognize when one sentence ends and the next one begins.
82 • SENTENCE MASTERY
-------------------- RUN-ON SENTENCE-------------------A run-on sentence is a sentence containing two or more com­
plete thoughts punctuated as though they were one.
Example
I became annoyed by his gossip, I walked out of the room.
Methods of Correction
1. Separate the two ideas:
I became annoyed by his gossip. I walked out of the room.
2. Supply an appropriate coordinating conjunction:
I became annoyed by his gossip, and I walked out of
the room.
3. Subordinate one of the ideas by turning it into a
dependent clause:
Because I had become annoyed by his gossip, I walked
put of the room.
The run-on sentence is easy to avoid. Watch out for these:
1. Sentences joined by and or and so.
Incorrect: I was hungry and so I sat down and I ate
an eight-course dinner.
Correct:
I was hungry, so I sat down and ate.
2. Sentences joined by commas.
Incorrect: Frank used to play on the team, he is visiting
me now.
Correct: Frank used to play on the team; he is visiting
me now.
3. Sentences having no connecting words or punctuation.
Incorrect: I could not eat lunch I was thinking about the
wonderful dinner.
Correct: I could not eat lunch because I was thinking
about the wonderful dinner.
Correct: I could not eat lunch; I was thinking about
the wonderful dinner.
SENTENCE MASTERY • 83
THE COMMA SENTENCE
Sentences should never be separated by commas. The use of a
comma between sentences is an error in thought as well as in
punctuation. You can avoid comma sentences by expressing one
complete idea in a sentence and by using end punctuation and
capital letters properly.
- .......................... COMMA SENTENCE---------------------The comma sentence is a sentence error in which a comma has
been used instead of a period to separate two or more complete
thoughts.
Examples
The motor of the refrigerator had developed a squeak, the
mechanic had to take the motor apart.
Methods of Correction
1. Separate the two ideas by correct punctuation.
The motor of the refrigerator had developed a squeak.
The mechanic had to take the motor apart.
2. Supply an appropriate coordinating conjunction.
The motor of the refrigerator had developed a squeak,
and the mechanic had to take the motor apart.
3. Subordinate one of the ideas.
Because the motor of the refrigerator had developed a
squeak, the mechanic had to take the motor apart.
THE CHOPPY SENTENCE
While the use of short, choppy sentences is not entirely incor­
rect, it slows up the reading. If the ideas are combined into longer
sentences you will get a smooth, even flow of words. This is an­
other sign of your mastery over sentence errors.
84 • SENTENCE MASTERY
too quickly and simply.
Example
Joe was going swimming tomorrow. I was going, too. We
prepared our lunches. We wrapped them in wax paper.
Method of Correction ,
Combine the ideas into a single smooth sentence.
Joe and I were going fishing tomorrow; therefore, we pre­
pared our lunches and wrapped them in wax paper.
EXERCISES
Catching Sentence Errors
A . Name the sentence errors, if any, in each of the following:
1. The new store was opened on Tuesday the first day of busi­
ness was very bad.
2. By Friday. The owner was convinced. That it was a failure.
3. Hours went by, no customer walked into the store.
4. He closed the store. Putting a sign in the window, “Opened
by Mistake.”
5. The student was showing off he had taken a course in tree
care.
6. Speaking to the farmer. He complained about the condition
of the orchard.
7. He walked among the trees, commenting on what he saw.
8. He stopped and snorted. When he came to a particular tree.
9. “I’d be surprised. If you get even ten pounds of apples from
that tree.”
10. The farmer looked at him, the older man smiled.
11. “I agree with you I would also be surprised.”
12. “Ten pounds of apples would be a real surprise. Because it
is a pear tree!”
SENTENCE MASTERY • 8S
B.
Correct the sentence errors, if any, in each of the following.
Name the error corrected.
1. Cork is produced in the countries. Along the Mediterranean.
2. It also grows well in California. On our West Coast.
3. It is produced by an evergreen tree. Which is called the cork
oak.
4. Cork comes from the bark of these trees.
5. Cork farmers have to be very patient. Because they have to
wait twenty years for a crop.
6. The first crop is coarse and rough it is fit only for chopping
up to pack grapes.
7. Because it is so coarse. It is not fit for stopping bottles.
8. The farmer must wait another ten years. Before he can again
strip the bark from the trees.
9. At the end of the ten years. The tree is ready.
10. The farmer is rewarded, the cork is of the finest.
11. Once the farmer has stripped the tree, he must wait.
12. The tree is ready to supply him with cork. Every ten years.
TYPES O F SEN TEN CES
In order for the mechanic to be able to do his work well he
must be able to identify the parts of the machinery of which he is
in charge. He could not be very efficient if he called every ailing
part a “what-you-may-call-it” when ordering replacement parts.
So you, too, as an apprentice technician handling words and sen­
tences, must be able to identify parts and types in order that you
may work most efficiently with these “handle-with-care” word
groups.
Do you have your definitions under complete control?
DIAGNOSTIC TEST
ON TYPES OF SENTENCES
A.
Label each of the following sentences as simple, compound
or complex:
1. The answer was so very simple.
86 • SENTENCE MASTERY
2. All I had to do was to ask for Tom’s advice.
3. Because he was so very well experienced, he was able to
save me many hours of anxious trial-and-error manipulations.
4. Alice advised me to speak to him, but I was too rash to listen.
5. Whenever I think back now, I realize how brash I had been.
6. The work that should have taken me four hours lasted for a
complete week.
7. Tom could have told me that, or he could have shown me
any number of short cuts.
8. From now on, in the inner recesses of my mind remains a
firm resolution.
9. If I ever need advice again, I shall be more than willing to ask.
10. I am the only one who is to blame for my difficulties.
B.
Label each of the following sentences as declarative, inter­
rogative, imperative or exclamatory:
1. Shall I ever forget those trying moments?
2. The television set had suddenly gone blank.
3. Shall we send for a repair man?
4. Do so, immediately.
5. Why waste money!
6. What do you mean?
7. I can fix it myself.
8. Have you had any experience or read about how to go about
repairing the set?
9. A man has to gain experience some time!
10. I really sighed a deep sigh of relief when my mother refused
my simple request and called the repair man in.
TYPES OF SENTENCES A C C O R D IN G TO FORM
There are three types of sentences used in writing and speaking:
►
1. The simple sentence, which expresses one
thought.
2. The compound sentence, which expresses
two or more thoughts of equal value.
3, The complex sentence, which expresses
one independent and one or more de­
pendent thoughts.
SENTENCE MASTERY • 87
As stated above, the simple sentence expresses a complete
thought. It contains a subject and a verb.
John reads a book.
There’s a simple sentence. It expresses one thought; it contains
a subject, John, and a verb, reads.
Sometimes, however, a simple sentence may have two subjects
or two verbs. But the sentence is still simple because it expresses
one thought.
John and Mary read a book.
These are simple sentences, even though they contain compound
subjects, John and Mary.
Whenever a sentence expresses more than one thought or idea
of equal value it becomes a compound sentence. A compound
sentence contains two or more simple sentences of equal value
connected by a conjunction, and, or, but, nor. Let’s try adding
a simple sentence to the first sentence.
John reads a book, and / watch television.
* The sentence has now become compound because we have intro­
duced another simple sentence, I watch television, of equal value.
Finally, we have another type of sentence, a complex sentence.
A complex sentence expresses one independent and one or more
dependent thoughts. The dependent clause is usually introduced
by one of the following: who, whose, whom, which, that, if, when,
although, since, because, as.
John reads a book when his brother is asleep.
In this sentence the independent clause is John reads a book. It
is independent because if we were to end the sentence there it
would be a complete sentence. The dependent clause, when his
brother is asleep, does not make a complete thought; it could not
stand alone.
88 • SENTENCE MASTERY
SUMMING UP
------------------- THE SIMPLE SENTENCE-------------------A simple sentence contains only one complete subject and one
complete predicate, either or both of which may be compound.
Examples
1. Football is an exciting sport.
2. Football and baseball are exciting sports.
3. I like to play football and baseball.
---------------- THE COMPOUND SENTENCE---------------A compound sentence contains two or more thoughts usually
connected by "and," "or," "but."
Examples
1. I swam the lake, and John rowed behind me.
2. Leave me alone, or I shall call my mother.
3. I ran home, but my brother had already left.
------------------THE COMPLEX SENTENCE-----------------A complex sentence contains one independent and one or more
dependent ideas expressed in one or more subordinate clauses.
Examples
1. John and I were watching the girl who had the long hair.
2. Although I should like to go, I must baby-sit tonight.
If you do the following exercise with care, you will be able to
handle sentences with greater ease.
SENTENCE MASTERY • 89
EXERCISE
Label each of the following as simple, compound or complex
sentences:
1. King’s River Grove is in Fresno, California.
2. This is a grove where the famous sequoia trees grow.
3. Some tree experts say that sequoia trees may live 5,000 years.
4. Some have been cut when they were 2,000 years old.
5. One of these trees was named after Mark Twain, and it was
cut down about seventy years ago.
6. Part of the trunk was sent to the American Museum of Nat­
ural History.
7. The diameter of this section is more than sixteen feet.
8. This tree was about 1,400 years old when it was cut down.
9. Europe was in the control of wandering barbarians during the
time that this tree was a seedling.
10. This tree was celebrating its thousandth birthday, and Colum­
bus was discovering America about the same time.
11. The average age of the sequoias is between 2,000 and 3,000
years.
12. The sequoias like sandy soil, and they can grow fairly close
together.
TYPES OF SENTENCES ACCORDING TO USE
How accurate are you in your use of end punctuation? Do you
know when to use a period, exclamation point or a question mark?
There are four kinds of sentences, as shown in the box on the next
page. Study them carefully.
90 • SENTENCE MASTERY
TYPES OF SENTENCES ACCORDING TO USE-----D eclarative sentence
A declarative sentence expresses a statement. The
end punctuation is a period.
He has read three novels this week.
My favorite hobby is raising pigeons.
In terro g a tiv e sentence
An interrogative sentence is one that expresses a ques­
tion. The terminal punctuation is a question mark.
Will you please repeat the question?
Would you like to come to the junior prom?
Exclam atory sentence
An exclamatory sentence is one that expresses strong
feeling. The terminal punctuation is an exclamation mark.
He could not have done it!
I beg to differ with you!
Im perative sentence
An imperative sentence is one that expresses a com­
mand. The terminal punctuation may be either an ex­
clamation point or a period.
Leave immediately!
Do it when the command is given.
EXERCISES
Recognizing Sentence Types
Label each of the following sentences as de­
clarative, interrogative, exclamatory or impera­
tive.
1.
2.
3.
4.
A
How could you have dared to be so rude!
May 1 please ask my question now?
Do so, but do it very quickly.
I think that I have been misunderstood.
SENTENCE MASTERY • 91
5.
6.
7.
8.
9.
10.
11.
12.
What makes you so certain that the fault is not your own?
You misunderstand me!
Prove that!
I don’t know what to say now.
Is there anything that you can say?
You are being cruel!
Learn to be considerate!
I suppose that I shall have to practice being unselfish.
B
On the line after each group of words indicate whether it is
declarative, interrogative or imperative.
a. Clean your feet on the mat
a,.
b. Did your father get a new car
b ..
c. It is fun to play in the snow
c ..
d. Have you read this poem
d ..
e. Longfellow is the author of that poem
e ..
C
Classify each of the groups of words given below by writing
one of the following in the space provided:
I for an incomplete sentence
a.
b.
c.
d.
e.
f.
g.
h.
i.
/.
S for a simple sentence
Cd for a compound sentence
We should do our work well.
If you will tell me where to go.
My brother and his friend hope to become pilots
in the Air Corps.
For example, the bravery of the corporal who cap­
tured the gunner.
Many are called but few are chosen.
He does not get up early enough and he is therefore
usually late for school in the morning.
As soon as I heard that Jim had returned to this
country and would be home on furlough for a month.
Frank and I, with our camping equipment on cur
backs, were ready to start on our trip.
The marines encountered tremendous difficulties;
nevertheless, they increased their advance against
the enemy.
In spite of their constant quarrels, Puritans, Quakers
and Cavaliers at last united against their common
enemy, the Indians.
a ___
b....
c . ...
d ....
e. ...
/....
g....
h ___
i __
92 • SENTENCE MASTERY
How many ways can
you vary a sentence?
You can change the
word order, use adverbs and verbals at
the beginning, use par­
ticiples and gerunds,
use short sentences
and long sentences.
1. Write this sentence in
two other ways: Be­
cause he felt very
tired, he went to
sleep.
WAYS OF GAINING SENTENCE VARIETY
The experienced writer discovers early that sentences can be
monotonous. Too many simple sentences or too many compound
or complex sentences one after another can be annoying. Too
many sentences containing and or and so can make a reader
bored and drowsy.
William Saroyan, the famous short story writer, told many
stories about the long hours he had spent in learning how to write
better. After he had spent many hours developing a plot into a
living tale, he would go to the library and read in order to see
how others had handled similar situations. He never lost the feeling
that he still had much to learn.
He learned that by varying a sentence he could get more
strength and meaning out of it. Variety is the spice that adds
the extra points to composition marks and adds interest to what
you have to say.
One of the basic secrets of sentence success is variety in sen­
tence pattern. Practice writing sentences in a variety of ways and
notice the different effects you achieve.
In this chapter you will discover many ways to create inter­
esting sentences.
SENTENCE MASTERY • 93
DIAGNOSTIC TEST
ON VARYING SENTENCE BEGINNINGS
Wherever the sense permits, rephrase the
following so that the sentence does not begin
with the subject. Name the method used.
1. We finally found the missing papers after many hours of
careful search.
2. You would have arrived earlier if you had chosen the other
route.
3. We saw the monster crawl through the ooze then.
4. They told us what had happened when we finally arrived.
5. I must go!
6. The old man walked toward us, shouting words of welcome.
7. The entire class was penalized because you made the error.
8. The policeman tried to stop the approaching automobile be­
fore the children had reached the crossing.
9. They walked away, laughing at my unsuccessful efforts.
10. He arrived finally.
HOW TO VARY BEGINNINGS OF SENTENCES-----1. Through placing an adverb at the beginning of a
sentence.
Original: We saw him later.
Varied: Later we saw him.
2. Through placing a phrase at the beginning of the
sentence.
Original: We were finally able to see him in the evening.
Varied: In the evening we were finally able to see him.
3. Through placing an adverb clause at the beginning
of the sentence.
Original: They failed to see us because we had left early.
Varied:
Because we had left early, they failed to see us.
4. Through placing the verb at the beginning of the
sentence.
Original: I cannot refuse you.
Varied:
Refuse you, I cannot.
5.
Through placing a v e rb a l a t the beginning of the
sentence.
Original:
Varied:
Helen called, wanting to invite me to the party
Wanting to invite me to the party, Helen called.
94 • SENTENCE MASTERY
EXERCISE
M
2je
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Wherever the sense permits, rephrase the fol­
lowing so that each sentence does not begin with
the subject. Name the method that you used.
The new piano arrived at long last.
We had to see the doctor after the collision.
We advanced step by step, reading each direction carefully.
The car would have come to a safe stop if you had applied
the brakes on time.
Margie was able to please her mother by doing her homework
early in the evening.
They went to the library when they realized that the books
were overdue.
He finally was able to do the puzzle.
We had to agree with him although the results were not to our
liking.
The three lions had appeared from nowhere.
I cannot follow you.
The gunman walked slowly into the room.
He saw the papers burst into flames, while starting the fire.
I will put the contract into writing if you so desire.
The old man sat quietly in the corner of the room.
He rushed on ahead, disregarding the menacing guns of the
villain.
THROUGH COMBIN IN G SEN TEN CES
A sentence is a unit of thought. You express meanings by
arranging words, phrases and clauses into sentence form. A simple
thought may be expressed in a simple sentence. A series of thoughts
may be expressed in a compound sentence. Shades of meaning
may be shown by a complex sentence. Therefore, you should
make use of these three forms of sentences according to the kind
and number of thoughts you wish to set forth.
Another reason for using simple, compound and complex sen­
tences is to avoid monotony and gain variety in style. A paragraph
consisting entirely of simple sentences sounds childish. Combining
SENTENCE MASTERY • 95
a series of short sentences into longer and smoother types will
make your writing more grownup.
Before you read the methods of combining sentences, take the
following pretest to see which of the methods will need your
closest attention:
DIAGNOSTIC TEST ON GAINING
SENTENCE VARIETY
THROUGH COMBINING SENTENCES
C om bine the short sentences in each of the follow ing groups.
N am e the m eth od you used.
1. Lou Gehrig was formerly first baseman for the Yankees. He
was called the “Iron Man of Baseball.”
2. I saw Jackie Robinson. He is one of the baseball greats of
the 1950’s.
3. I took the make-up examination. The instructor had told me
that I had to.
4. Alice bought a copy of the newspaper. She also bought a copy
of a magazine.
5. Paul bought tickets. I bought tickets, too.
6. Eleanor Roosevelt was the wife of a former President. She
devoted many years to helping the underprivileged.
7. They bought the tickets. They also bought the refreshments.
8. The teacher called me into his office. I had failed the entrance
examination.
9. Mr. Elson is our next-door neighbor. He is an expert me­
chanic.
10. Helen left. She had seen us coming.
DEFINITION REVIEW
1. An appositive is a word or group of words
that names the same person or thing as a
preceding word and is used to explain it.
Yesterday, Sunday, was a holiday.
We girls went on the picnic.
^
96 ■SENTENCE MASTERY
2. A verbal is a verb form used as a noun,
adjective or adverb.
Sw im m in g is a good sport.
The flying fish is an oddity.
He came running into the house.
3. A participle is a verbal that is always
used as an adjective.
The grou n ded ship waited for the rising
tide.
4. A gerund is a verbal ending in ing and
used as a noun.
Sailing did not seem too dangerous.
5. An infinitive is a verbal that usually be­
gins with the word to and is used as a
noun, adjective or adverb.
T o sail a racing boat was his ambition.
DEVICES FOR COMBINING SENTENCE ELEMENTS
1. Through the use of an Appositive Phrase.
O rigin al : Babe Ruth is one of baseball’s immortals. He
set many records that still stand.
C o m b in e d : Babe Ruth, one o f baseball’s im m ortals, set
many records that still stand.
2. Through the use of a Participle.
O riginal:
The dog barked his delight. He saw his master.
C om bin ed: Seeing his master, the dog barked his delight.
3. Through the use of a Gerund.
O riginal:
He walked slowly in the park. He felt relaxed.
C om bin ed: W alking slowly in the park made him feel re­
laxed.
4. Through the use of a Compound Subject.
C om bin ed: John and H elen ate the candy.
O riginal:
John ate the candy. Helen ate it too.
SENTENCE MASTERY • 97
5. Through the use of a Compound Verb .
O riginal : Jerry bought a copy of the magazine. He read
my story in it.
C om bined: Jerry bought a copy of the magazine and read
my story in it.
6. Through the use of a Compound Object.
Original:
We saw the main feature. We also saw the
coming attractions.
C om bined: We saw the main feature and the coming attrac­
tions.
7. Through the use of an Infinitive.
Original:
Henry turned the dial. He wanted to increase
the volume so that he could hear the program.
C om bined: Henry turned the dial to increase the volume so
that he could hear the program.
EXERCISES
C om bine each of the follow ing groups o f sentences into one
sm ooth sentence. N am e the m eth od that yo u used.
1. Irma helped me find the missing book. She is our neighbor.
2. I had heard him tell the story before. Helen had also heard
him tell it before.
3. We went to see the new music hall. We then went to see the
swimming pool.
4. They bought him a new tie for his birthday. They also bought
him a handkerchief to match.
5. She found the example very difficult. She asked me to show
her how to do it.
6. Henry George delivered many lectures throughout the coun­
try. He founded a new school of economists.
7. He crashed the car into the fence. He ruined the car. He
saved the life of the child.
8. Al decided to take his vacation early this year. He wanted
to do some trout fishing.
98 • SENTENCE MASTERY
9. Franklin Roosevelt was sincerely interested in the common
man. He was one of our greatest Presidents.
10. We rushed to the corner. We had seen the accident. We want­
ed to see if we could be of any assistance.
11. He passed the test. He was excused from school. He went
to the game.
12. I thought I should be unable to reach the station in time. I
called a taxi. It was a Black-and-White.
13. Christopher Columbus was the most famous of all discoverers.
He was born in Genoa. Genoa is in Italy.
14. We hurried home from school. We found thatmother had
gone away. She left a note.
15. Benjamin Franklin was once a poor printer. He lived in
Philadelphia. He became a great and wise man. He rendered
valuable service to his country.
16. Save some of your money. You no doubt spend some money
foolishly. Give it as a gift to some form of charity.
17. The Indians approached through the gloom. They were in
great canoes. The canoes were made of birch bark.
18. My father took me for a ride in the country. It was a cool
sunny day. I saw the most beautiful flowers I had ever seen.
19. Swimming is good exercise. It is not dangerous. You must
be careful not to swim out too far. You should swim in water
not over your head.
20. I like to read. I have a library of my own. My father bought
many books for me. My mother also gave me some.
21. I went to the circus. I went with my father. It was Bell’s Mam­
moth Circus. It was held on the old fairgrounds. I enjoyed
it very much.
22. General Braddock was the commander in chief of the army.
His expedition set out to capture Fort Duquesne. George
Washington went with the army as an aide to Braddock.
23. Careless driving of automobiles is dangerous. It is the cause
of many collisions. Many persons are injured. Some are killed
It must be stopped.
24. I was spading in the garden. I turned over a ciod of earth. I
was hard at work. I found my lost knife.
25. Egypt is a strange land. It is in the midst of a desert. Rain
almost never falls there. The Nile flows through Egypt.
SENTENCE MASTERY • 99
26. Our school orchestra gave us much fine music last term. It
will begin this term’s work with an organization meeting. The
meeting will be held on February 16. It will be held at half
past one in the school auditorium. The orchestra is under
the direction of Miss Brown.
27. I like winter. I like to play outdoors. I like to skate on the
ice. I like to slide downhill on my skis or on our bobsled. My
brother made a bobsled from our sleds and a long board.
28. The Legend of Sleepy Hollow was written by Washington
Irving. It has its setting near Tarrytown. This place is in the
southeastern part of New York State. The story has for its
main character a schoolmaster. The schoolmaster’s name is
Ichabod Crane.
29. John is captain of our basketball team. He is my cousin. The
boys elected him captain. He is very capable. All the boys
like him.
30. Tom and I went skating. It was a cold day. The ice was
rough. We did not have a good time. We went home early.
A place for everything
and everything in its
place. This is true for
sentences, too. If your
sentences are in a proper
order, the point of your
paragraph, your compo­
sition or your speech will
be easy to find.
SENTENCE ORDER
“A journey of a thousand miles starts with one step—in the
right direction!”
Where should the writer begin his journey? Where should the
storyteller take his first step?
100 • SENTENCE MASTERY
have a logical order. Each thought must be related to the one be­
fore it and after it.
Read these two passages carefully:
Mrs. Adams was working in the kitchen while Sally was
playing outside. Suddenly the mother heard the screech of
car brakes. Then there came the screaming of a child. Mrs.
Adams left the water running in the sink, dashed out of the
house, slammed the door and ran to the wailing child.
The tears streamed down little Sally’s face. Her favorite
doll lay crushed in the street.
Mrs. Adams was working in the kitchen while Sally was
playing outside. The mother heard the screaming of a child.
There was a screech of car brakes. Mrs. Adams slammed the
door, dashed out of the house and ran to the wailing child.
The beds upstairs were not yet made and the water in the
sink was running. There was also much laundry to be done.
Sally’s favorite doll lay crushed in the street. The tears
streamed down her face.
What makes the first passage better than the second? Did you
realize, when you read the second, that the child would not have
screamed before the brakes screeched? that Mrs. Adams could not
have slammed the door before she dashed out of the house? that
it made no difference to the story whether or not the beds were
made or the laundry was done, whereas the running water was a
sign of Mrs. Adams’ haste? that the mention of the doll before
the end makes the last sentence lose its effect?
With practice you will learn to use proper order and to recognize
thoughts and words that do not belong. The following exercise
will help you to develop this skill.
EXERCISES
A.
1.
2.
3.
4.
R earrange each o f the follow in g grou ps in its p ro p e r o r d e r ’.
a d c b e
3, 9, 6, 15, 12
medieval, modern, prehistoric, future
stone, universe, earth, milky way
SENTENCE MASTERY -101
5.
6.
7.
8.
9.
10.
B.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
gram, ton, ounce, pound
river, ocean, lake, stream, sea
captain, private, corporal, general, lieutenant
second, millenium, year, hour, day, month
explosion, whisper, shout, conversational tone
octogenarian, infant, adult, child, adolescent
S elect the on e u n related ite m :
1, m, n, 2, o, p
5, 10, 16, 25, 30, 45, 50
bass, soprano, alto, orator, baritone
music, art, literature, carpentry, sculpture
hammer, pen, drill, saw, sander
piano, recorder, English pound, French horn, saxophone
kind, thoughtful, considerate, unconcerned, good-natured
actor, director, scenario, actress, designer, prompter
nurse, doctor, surgeon, sturgeon, dentist, chiropodist
hand, foot, burden, toe, finger, digit
MAKING IT CLEAR
Not all sentence errors result from misunderstanding of the use
of the comma or period. Often the unit of words is punctuated
incorrectly. To the one who is not on his guard the sentence may
even appear to contain complete sense. The alert mind, however,
quickly lealizes that there is something wrong with the message
that the sentence conveys. Frequently the reader knows what the
writer had intended to state; but, obviously, the words do not
convey that thought.
The experts have labeled such errors and near-misses so that
you will be more easily able to detect the fault and just as easily
correct it. How well aware are you of the errors contained in
some of the following sentences?
DIAGNOSTIC TEST ON CLARITY
IN SENTENCE THOUGHT
N o t all o f th e follow in g sen ten ces con tain er­
rors. L a b e l co rrect sen ten ces C . R e w rite the oth ers
c o rrectly, an d nam e the error th at y o u co rrected .
102 • SENTENCE MASTERY
1. Coming to my third reason for going to high school, the
subjects taught there give us a better understanding of our­
selves.
2. I had to see the son of the man who had just lost his baby
molars.
3. Personally, the results of the test were disappointing.
4. To do your work conscientiously, the time spent in studying
must not be counted in terms of minutes.
5. Wishing to see my father, we arrived intown very early
that day.
6. By reading the assignment over carefully, Paul was able to
find the error he had made in copying.
7. We had gone to see the results of the wreckwhichannoyed
Hank because we had failed to call for him.
8. That is the key which I had almost lost.
9. We had an appointment with the owner of the store who
had promised us a part-time job.
10. Rushing out of the house, he raced toward the approaching
bus.
A dangling participle
is a participle which
should, but does not,
modify the subject of
the principal verb. In
this sentence, crossing
the street is dangling.
What does the sen­
tence mean? Did the
car cross the street?
Or did we cross the
street?
1. Rewrite this sentence
so that the meaning is
clear.
SENTENCE MASTERY • 103
CLARITY IN SENTENCE STRUCTURE
1. Parallel structure-express parallel ideas in similar
form.
Incorrect: He liked fishing and to row.
Correct: He liked fishing and rowing
Correct'. He liked to fish and to row.
2. Place modifiers so that the meaning will be clear.
Incorrect: I always patronize the clerk in the store that
has a pleasant smile.
Correct'. In this store I always patronize the clerk
who has a pleasant smile.
3. Dangling constructions. A word, phrase or dependent
clause should modify the subject of the principal verb, or the
meaning of the sentence will be obscure. Sometimes it is advis­
able to change the phrase to a subordinate clause.
a. Dangling participle:
Incorrect: Crossing the street, a car almost struck us.
Correct: Crossing the street, we were almost struck
by a car.
Or:
As we crossed the street, we were almost
struck by a car.
b. Dangling gerund:
Incorrect: On taking the watch apart, it seemed very
complicated.
Correct: On taking the watch apart, we found it
very complicated.
c. Dangling adverb:
Incorrect: Frankly, your statement is not correct.
Correct: Frankly, I do not believe your statement
is correct.
d. Dangling elliptical clause:
incorrect: My mother always scolds me when eating
hurriedly.
Correct: My mother always scolds me when I eat
hurriedly.
104 • SENTENCE MASTERY
e. Dangling infinitive phrase:
In correct: One hour was insufficient to do my home­
work.
C orrect:
One hour was insufficient for me to do
my homework.
I
4. Use all necessary words.
I graduated fro m junior high school two years ago.
Have you ever seen h er or spoken to her?
He is as clever as and more friendly than you think.
She is brighter than any o th er girl in her class.
5. Avoid being indefinite.
Incorrect: He became very angry which annoyed me.
( W hich is indefinite.)
C orrect:
The fact that he became very angry an­
noyed me.
In correct: Paul told Henry he had failed. (H e is
indefinite.)
C orrect:
Paul told Henry, “You have failed!’
Parallel struc­
ture means the
expression
of
parallel ideas in
a similar form.
We do not say,
"The assignment
was to learn the
spelling
words
and memorizing
the rules." We
say, "The assign­
ment was to learn
the spelling words
and to memorize
the rules."
SENTENCE MASTERY • 105
EXERCISES
Correct the errors, if any, in each of the fol­
lowing:
1. Upon entering the room, the Christmas tree lay on the floor.
2. We smiled to the man in the chair who had lent us the dollar.
3. When wishing for a star, the moon must be a full one.
4. I want to see the Empire State Building, to visit Radio City
and listening to a lecture at the Plahetarium.
5. He is slower than any member of his club at learning new
plays.
6.
7.
8.
9.
Phyllis told Edna she would have to hurry home.
At the age of three, his parents moved to Brooklyn.
Three minutes was too brief to do the dishes.
He is as willing if not more willing than his brother.
10. They told .the entire story to my mother which relieved me
very much.
11. We had just listened to the story of the man that was printed
in the latest issue of the school magazine.
12. Swimming, bathing and to go fishing are my three major
July activities.
13. When cooking in the kitchen, the dishcloth should be kept
away from the flames.
14. In a discussion, your point of view must be always definite
and clear.
15. Personally, this idea does not seem too practicable.
16. When fifteen months old, his father registered him at Harvard.
17. You saw the entire incident that had been discussed which
now allows you to have a disinterested opinion of the matter.
18. On leaving the city, the traffic lights became less frequent.
19. While riding in a new car, your shoes should be kept off the
upholstery.
20. Coming to my main objection, the price of these articles is
much too high for the ordinary man’s pocketbook.
106 • SENTENCE MASTERY
A
In each of the sentences given below, there are words out of their
proper order. Rewrite each sentence so that the words will be in their
proper order.
a. The man climbed the ladder with a broken arm.
b. The fruit had been carefully wrapped in paper which we ate.
c. Take one o f these powders on going to bed in a little hot water.
d. I saw a falling star the other night sitting on the front porch.
e. It is said that Lincoln wrote his most famous speech while he
was riding to Gettysburg on a scrap o f brown paper.
/ . Nibbling quietly on the cabbages, the hunter did not see the
rabbit.
g. I have lost the book from the library that I borrowed.
h. W e discovered an old rowboat wading in the stream.
/. The band members were applauded by the principal dressed in
their new uniforms.
/. The birthday cake pleased the little girl decorated with bright
candles.
a.
b.
c.
d.
e.
/.
g.
h.
i.
/.
B
H e wore a cap on his head with a hole in it.
I went to the house where I was born on a trip last summer.
The old man was sitting on a park bench drenched with per­
spiration.
The table was sold by a dealer with two dents on the legs.
While at the Game Farm, the boys fed the animals with their
brother.
I saw a man chopping wood through my window.
Henry hurt his back by lifting the forepart of last week.
Let’s buy something after the ball game at the lunch counter.
The dog belongs to our neighbor that we feed with bones.
A fountain pen was lost by the boy filled with red ink.
Chapter 4
CORRECT
OSAGE
Would you want to attend classes dressed like the fashionable
student of fifty years ago? Wouldn’t it embarrass you? Yet how
many of us are willing to use speech patterns and idioms that have
long since been discarded!
Even the lowly ain’t had its day of acceptability, but the person
who uses that word or a double negative runs the risk, not of be­
ing misunderstood, but of allowing himself to be labeled. The
word ain’t may be in the dictionary, but read what the dictionary
has to tell you about the word!
If you make errors in current usage people become more aware
of how you speak than of what you have to say.
Throughout this chapter you will find sections labeled “Essen­
tials to Remember.” Each one of these essentials deals with an­
other phase of correct current usage. Learn these rules thoroughly.
“Ain’t” isn’t the only word that is considered an outcast and
not used in polite society. Here are more of them.
Don’t Say
ain’t
brang
brung
catched
choosed
drawed
Say Instead
Don't Say
am not, is not, are not growed
heared
brought
brought
drownded
rurtned
caught
teached
chose, chosen
drew, draw, drawn
throwed
107
Say Instead
grown, grew
heard
drowned
ran, run
taught
threw, thrown
108 • CORRECT USAGE
The sooner you learn to avoid these common errors, the sooner
you will reach the level of speaking and writing accepted by others.
DIAGNOSTIC TEST ON AGREEMENT
OF SUBJECT AND VERB
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Choose the correct form in each of the
following:
Every one of the students (was, were) present in the class­
room.
(Is, Are) there any more copies of the paper in the closet?
Here (is, are) the results of the contest.
(Has, Have) there been more cases of illness this season than
last?
Nobody in the entire school (does, do) not wish to see us win.
Was it (he, him)?
It could have been (we, us).
Neither you nor I (are, am) to go.
Phyllis, along with Harold and Paul, (was, were) invited to
attend the conference.
The news (was, were) sensational.
AGREEM EN T O F SUBJECT AND VERB
The young man was describing the baseball game he had seen
the day before:
“The first baseman make a great catch! Then the other players
chases him and lifts him to their shoulders. The first baseman’s
great catch had won the pennant for the Beavers.”
Do you find it hard to read these sentences? Of course you do
because they are full of errors in form. In the first sentence the
subiect— first baseman — is singular (only one), the verb— make—
is plural. In the next sentence the subject—players—is plural, but
the verbs— chases and lifts—are singular. The third sentence is
CO RRECT USAGE • 109
correct; the subject and verb agree in number—they are both,
singular.
Study these important “Essentials to Remember.” Master them
and you will have taken one more step forward in your mastery
of English.
------------------ ESSENTIALS TO REMEMBER
1. Since everyone, anyone, someone and e v ery b o d y ,
nobody, anybody and som ebody are singular, they are
followed by singular verbs.
Everyone is (not are) welcome.
2. In sentences beginning with there, the subject usu­
ally follows the verb.
There have been (not has) two accidents here.
3. After n either . . . nor, eith er . . . or, the verb
agrees with the noun closer to it.
Neither you nor I am (not are) to go.
4. In addition to, along with and other prepositional
phrases do not help to determine agreement between
subject and verb.
The leader of the armies is (not are) ready to see you.
5. After a verb that helps to describe the condition
(be, seem, appear I rather than the action of the subject,
the noun or pronoun that helps to complete the verb is in
the same case as the subject.
It is he (not him ).
6. N ew s, m athem atics, civ ics, m easles, although they
end in s, are followed by singular verbs.
This news is (not are) fit to print.
EXERCISE
Choose the correct form in each of the following:
1. Everyone (is, are) invited to attend the gathering.
2. (Was, Were) there many things that I overlooked?
110 • CORRECT USAGE
3. Ne'ther Edna nor Jerry (has, have) the missing envelope.
4. There (was, were) four reasons for our decision to hold the
special meeting of the club members.
5. She is one of the students who (is, are) going to help during
the Red Cross campaign.
6. Some one of the students (knows, know) how to solve this
problem.
7. Here (come, comes) some members of the graduating class.
8. Measles (is, are) a disease that had long been feared.
9. Either David or Harriet (was, were) to call Mr. Gunsher.
10. Philip, in addition to Jack and Harold, (was, were) to send
out the announcements of the meeting.
11. Not one of the thousands of letters we received (suggests,
suggest) that we could have done otherwise.
12. (Is, Are) there many magazines for me to read?
13. Somebody in this group (knows, know) John’s address.
14. It should have been (they, them).
15. ..Was it (he, him) that you called?
16. Every one of you (is, are) going to be called upon to share
in the task that lies before us.
Some nouns, though
plural in form, take a sin­
gular verb. Some exam­
ples, in addition to the
noun "news" in the draw­
ing, are: civics, mathe­
m atics, mumps, m easles.
Give five more nouns that
are plural in form but take
a singular verb.
17. Jack, along with the other members of his family, (has, have)
called upon us to plead for increased understanding.
18. (Was, Were) there any additional facts to the case?
19. Neither you nor Helen (is, are) to blame.
20. Here (is, are) several pretty kettles of fish,
CORRECT USAGE - I I I
PRONOUNS
Jgg|k
DIAGNOSTIC TEST ON PRONOUNS
Choose the correct jorm in each of the following:
7).
1. They are some people (which, whom) we have k n n w iio r a
long time.
2. Where is the letter (which, what) you were supposed to mail?
3. (My cousin, he said; My cousin said) that he had bought
some new mambo records.
4. (Me and my friends, My friends and I) will have to review
for the big test.
5. (In the newspaper it says, An article in the newspaper states)
that women live longer than men.
6. The choice is mainly (ours, our’s).
7. (We, Us) students must support our teams.
8. (This, This here) is the correct answer.
9. (Who, Whom) did you suspect?
10. I want a copy of (them, those) notes.
11. Everyone should use (his, their) own equipment.
12. He knows more than (we, us).
13. She is faster than (I, me).
14. (Who, Whom) did you see?
15. Nobody in (his, their) right mind would offer to pay so
much for so little an object!
—
ESSENTIALS TO REMEMBER-.1
1. Avoid the double subject.
My father said (not, My father, he said)
2. Avoid what when the antecedent is. expressed.
Here is the book which (not what) you had asked for.
3. Place I last in a series.
Dad and I (not 1 and Dad or Me and Dad ) went swim­
ming.
112 • CORRECT USAGE
|
4. No apostrophe is used in the possessive pronoun
ours, hers, its, theirs, yours.
Is that car theirs? (not their’s )
5. Omit useless pronouns.
Treasure Island tells (not, In Treasure Island it tells)
about Jim Hawkins and Long John Silver.
6. Use who, whose, whom for persons, which for aniand things, and that for all types.
I saw a boy who (not which) looked like you.
ESSENTIALS TO REMEMBER—2
D. Use subject pronouns as subjects.
We (not us) seniors elected him president.
2. Who is the subject form; whom is the object form
Whom (not who) did he blame?
Who (not Whom) is it now?
3. Them is the object form, not the subject form.
Those (not Them) are the ones I want.
This, these should not be followed by here; that.
those should not be followed by there .
This (not This here) is right.
5. Since anyone, everyone, someone, everybody, tome
body, anybody and hobody are singular, a singular pro*
noun his should refer to them.
Anyone can lose his (not their) license.
6. To discover the correct form of the pronoue to
tallow than or at. complete the sentence.
He is slower than (I, me) is completed as
He is slower than I am.
Therefore, I is die correct form.
CORRECT USAGE - 113.
EXERCISE
A
Choose the correct form in each of the following:
1. (John, he said; John said) that he would not join us.
2 . W as it (their’s, theirs)?
3. In this book (it says, there is a statement) that all of the
villains of old gained nought for their evil ways.
4. There is the man (whom , which) I must see for the job.
5. (M yself and my brother, M y brother and I) helped Jack to
load the car.
6. (Its, It’s) high time that you decided to help us.
7. She is the player (who, which) led the team to victory.
8. In this newspaper (they say, there is a statement) that out
team will play in the finals.
9. The book is definitely (her’s, hers).
10. (I and Slewfoot, Slewfoot and I) will solve this crime before
nightfall!
EXERCISE
s
Choose the correct form in each of the following:
1. (We, Us) boys will have to reach a decision tonight.
2. (This, This here) approach will lead only to disaster.
3. (Who, Whom) shall we1blame?
4. (Who, Whom) is at fault?
5. (Them, Those) ideas will lead only to our quarreling among
ourselves.
6. Nobody in our group will admit that it was (their, his) fault,
7. Anyone in (his, their) right mind would realize that!
8. You must be slower than (I, me).
9. I realized all that as soon as (they, them).
10. What are (them, those) boys to do?
11. (Who,Whom)can they turn to for advice?
12. (That, That there) is the right approach.
13. Someone in the group must show (their, his) wfllingness to
listen.
14. (These, These here) are the items to choose from.
15. (Who, Whom) will act as judge?
114 • CORRECT USAGE
Choose the correct form in each of the following:
1. He is (six foot, six feet) tall in his stockinged feet.
2. May I see (them, those) pencil cases?
3. It was not the right (kind of, kind of a) thing to say.
4. The machine runs (good, well).
5. The flowers smell (sweet, sweetly).
6. I want one of (these, this) kind of pencils.
7. His muscles feel (sore, sorely) after the vigorous setting-up
exercises.
8. He is more (handsome, handsomer) than I had ever dreamed!
9. It was the most (thoughtful, thoughtfulest) gift I have ever
received.
10. It is the type (of, of a) mistake that I do not make often.
ADJECTIVES
---------------ESSENTIALS TO REMEMBER
1. esf and er forms do not require most or more.
She is the most beautiful (not beautifulest) cat I have
ever seen.
2. After the verbs look, seem, appear, ffeef, taste,
smell, sound, use adjectives to describe the subject.
The coffee tastes good (not well).
3. Avoid usinq them to modifv a noun.
Give me those (not them ) books.
4. Use the singular this and that before kind.
I like this (not these) kind of shoes.
5. Do not confuse foot and feet. A six-foot ladder Is as
correct as beinq six feet tall.
He is six feet (not foot) tall.
6. The idiom is kind of, type of, not kind of a, type o f a.
This is the right kind of (not kind of a) book for
remedial reading.
CORRECT USAGE • 115
EXERCISE
Choose the correct form in each of the following:
1. I bought a (six-foot, six-feet) tape measure.
2. Would you like to trade (them, those) ice skates for these
skis?
3. This sandwich tastes (good, well).
4. His story sounds (truthful, truthfully).
5; The room is (eight foot, eight feet) high.
6. It was the kind (of, of a) meal that I always enjoy.
7. I bought one of (this, these) kind of hats.
8. She seems (more kind, kinder) than ever.
9. The room smells (clean, cleanly).
10. She is the most (intelligent, intelligentest) friend I have.
11. It was the type (of, of an) accident that does not occur often.
12. The table is (three feet, three foot) in width.
13. She chose (them, those) plants to present to the principal.
14. (Those, That) kind of friend is hard to find.
15. This shoe looks (good, well) on your foot.
PRINCIPAL PARTS OF VERBS
DIAGNOSTIC TEST ON
PRINCIPAL PARTS OF VERBS
Choose the correct form in each of the following:
1. The criminal will be (hung, hanged) at dawn.
2. Yesterday, he (come, came) into the room without permission.
3. Let her (lie, lay) on the sofa until the ambulance arrives.
4. The chickens were (sitting, setting) on their perch.
5. He had never (swam, swum) across the pool before.
6. My pen is (busted, broken).
7. The seconds have just (threw, thrown) in the monkey wrench.
8. He has (became, become) a legend admired by all who hear
of his daring exploits.
9. The river has (flowed, flown) through this city for many
years.
10. They had just (blown, blowed) up the dam.
11. Did you (raise, rise) the window shade?
12. Have you (did, done) all of your homework?
116 • CORRECT USAGE
PRINCIPAL PARTS OF IRREGULAR VERBS
If you know the principal parts of the verb you know the
different forms of that verb. If you know the principal parts of
a verb, then you can avoid some of the more serious errors.
The following are the principal parts of the most trouble­
some irregular verbs. Study this list carefully.
Past
Participle
Past
Present
become
begin
blow
break
burst
come
dive
do
fall
flee (to escape)
flow (a river flows)
fly (a bird flies)
hang (a picture)
hang (a person)
lay (put down)
lie (tell one)
lie (recline)
raise (lift)
rise (ascend)
set (place)
sit (rest)
swim
throw
Present
Participle
(Never used
with helping
verb)
becoming
beginning
blowing
breaking
bursting
coming
diving
doing
falling
fleeing
flowing
flying
hanging
hanging
laying
lying
lying
raising
rising
setting
sitting
swimming
throwing
(Used with
lias, have,
had)
became
began
blew
broke
burst
came
dived
did
fell
fled
flowed
flew
hung
hanged
laid
lied
lay
raised
rose
set
sat
swam
threw
■
EXERCISE
Choose the correct form in each of the following:
1. Have you (begun, began) to read M oby Dick yet?
2. I (begun, began) it yesterday.
become
begun
blown
broken
burst
come
dived
done
fallen
fled
flowed
flown
hung
hanged
laid
lied
lain
raised
risen
set
sat
swum
thrown
CORRECT USAGE -117
3. The sick man (lied, lay, laid) on the cot tossing and moaning.
4. The books have just (fallen, fell) from the shelf.
5. The pitcher (throwed, threw) the ball to first.
6. f have (dove, dived) from the high board often.
7. The birds (flew, flown) away at the sound of the explosion.
8. They (swum, swam) upstream for forty minutes.
9. The box is (lying, laying) just where you left it.
10. One of the gears in the transmission is definitely (busted,
broken).
11. You (hung, hang) the picture too high on the wall.
12. Men are (hung, hanged), and juries are (hanged, hung).
13. The old man just (set, sat) in the chair, tired and worried.
14. Let the hammer (lie, lay) where it is.
15. Have they (come, came) to the rehearsals lately?
16. The sun (rised, rose) early this morning.
17. They (did, done) just what they had been ordered to.
18. How could he have (did, done) such a thing to us!
19. The robbers (fleed, fled, flied) down the corridors of the
office building to their waiting car.
20. They have (fallen, fell) into a time of trying circumstances.
VERB ADDITIONS
DIAGNOSTIC TEST ON VERB ADDITIONS
Choose the correct form in each of the following:
1.
(It’s, Its) all right now!
2. You must (of, have) been listening to our conversation.
3. (There, They’re) my best friends.
4.
5.
(W hose, W ho’s) going to act as our guide?
Why (are’nt, aren’t) you ready?
6. I (have’nt, haven’t) the tim e to listen to his lecture now.
7. Y ou (had ought, ought) to buy a copy of the daily newspaper.
118 • CORRECT USAGE
8. They (hadn’t ought, ought not) to use the car if the brakes
are not in perfect condition.
9. If they (would have, had) followed our instructions, they
would not be in their present predicament.
10. It must (of, have) been a most embarrassing moment for you.
ESSENTIALS TO REMEMBER -------------1. The correct spelling of the contractions
aren’t
haven’t
wasn’t
doesn’t
didn’t
won’t
2. It's means it is; its shows possession.
It’s your turn to bat.
The dog barked at its master.
3. Of is not • substitute for hove or've.
Correct: May have seen
Incorrect: May of seen
4. They're means they are; their shows possession;
there denotes place and is used as an expletive.
There are two pens here.
5. Who's means who is; whose shows possession.
Correct: Who’s going to the ball game?
Incorrect: Whose going to the ball game?
6. Ought is not preceded by have or had.
Correct:
You ought to go to the ball game.
Incorrect: You had ought to go to the ball game.
7. Would or should forms of the verb are no? used In
If clauses.
Correct: If we had gone we might have met.
Incorrect: If we would have gone we might have met.
CORRECT USAGE -119
EXERCISE
Choose the correct form in each of the following:
1. If only you (would have, had) listened to my words of
caution!
2. They could (of, have) left in time to attend the concert.
3. I still do not know (whose, who’s) going to buy the supplies
for our trip.
4. You (had ought, ought) to follow the directions very carefully.
5. They just (would’nt, would not) disobey the orders of the
coach.
6. The car has lost (it’s, its) look of newness.
7. Could you tell me (whose, who’s) copy of Treasure Island
that is?
8. Could you tell me (whose, who’s) the owner of this book?
9. (Aren’t, Are’nt) there enough copies for all of us?
10. If you (would have, had) listened to her play, you never
would have dared to ridicule her.
11. I wonder if (there, they’re) going to join us.
12. (It’s, Its) too late now for any acts of hesitation.
13. You (had ought, ought) to do your homework earlier in the
day.
14. What would you (of, have) said to them?
15. The men say that (they’re there) ready to help us.
VERBAL DANGERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
DIAGNOSTIC TEST ON VERBS
Choose the correct form in each of the
following:
You (haven’t, ain’t got) any right to act that way!
I (ain’t, am not) going to listen to you.
There just (ain’t, isn’t) enough time to do everything that I
really want to do.
He (don’t, doesn’t) like to take advice.
(Was, Were) you ready to listen to us?
They just (brang, brought) the senior buttons into the school.
He (swung, swang) at the fast ball.
The poor cat was almost (drownded, drowned).
Our second-string team could (beat, bet) them with ease
Our pipes (bursted, burst) during the cold weather
120 • CORRECT USAGE
ESSENTIALS TO REMEMBER
-
1. Ain't is never used in good speech or in format
writing.
Correct: The boys aren’t going to the game.
Incorrect: The boys ain’t going to the game.
2. Since you, they end we are elways followed by
piura verbs, do not use was after these pronouns; use
were instead.
Correct: They were going to the ball game.
Incorrect: They was going to the ball game.
3. Don't is not used with he. You do not say he do
something. Therefore, since you use does after he, follow
he with doesn't.
Correct: He doesn’t want to go to the game.
Incorrect: He don’t want to go to the game.
4. Bet means to w ager. The past tense of beat is the
same as the present tense.
Correct:
Now they heat us at handball.
Yesterday they heat us at handball.
Incorrect: Yesterday they bet us at handball.
5. These words are outlaws. They have never been
accepted.
drownded
brang
brung
bursted
EXERCISE
Choose the correct form in each of the following:
1. (Ain’t, Isn’t) this an adorable hat?
2. There just (ain’t, isn’t) any room in our plans for mistakes.
3. They just (aren’t, ain’t) planning to see the play.
4. She (doesn’t, don’t) understand how to solve these problems.
5. They think that they will be able to fix the pipe that had
(bursted, burst).
6. Have they (brung, brought) the papers with them?
CORRECT USAGE
121
7. They plan to erect a memorial for the (drownded, drowned)
seamen.
8. The car had (swung, swang) around the comer too quickly,
and the driver lost control.
9. The team felt that they could (beat, bet) the opposition
without any difficulty.
10. It just (don’t, doesn’t) make sense to me.
ADVERBS
The pronoun you
is always followed
by the plural verb.
Jimmy was talking to
Fred about the school
football game. “I was
there,” he said. “-----you?” Fill in the correct
verb.
DIAGNOSTIC TEST ON ADVERBS
Choose the correct form in each of the following:
1. I would have gone (anyways, anyway).
2. He (extra, purposely) put his foot out to trip me.
3. There is scarcely (no, any) more room in the car.
4. I don’t want (no, any) help from you!
5. He is much better (than, then) I thought he could be.
6. The machine runs (smooth, smoothly).
7. (Regardless, Irregardless) of your decision, I shall help him
when he says he needs help.
8. You will find pocketbooks on sale (everywheres, everywhere).
9. There is (plenty of, very much) trouble for us in the days
ahead.
10. They wouldn’t do (nothing, anything) that could harm our
chances.
122 • CORRECT USAGE
ESSENTIALS TO REMEMBER----------------1. There is no word irregardless in acceptable Eng­
lish. Use regardless instead.
Correct: I ’ll go regardless of the danger.
Incorrect: I’ll go irregardless of the danger.
2. One negative is enough, if the verb has a modifying
not, then any or anything should follow.
Correct: The boy did not want anything.
Incorrect: The boy did not want nothing.
3. Use the adverb, not the adjective, form to describe
action, to modify a verb, an adverb or an adjective.
Correct: The machine runs smoothly and quietly.
Incorrect: The machine runs smooth and quiet.
4. Then expresses time. Than expresses comparison:
I saw the monster then.
I would rather die than dishonor my country.
5. Never use the word extra to mean purposely.
Correct: An extra can work for a movie studio.
Incorrect: I came extra to see you.
6. Since scarcely, and hardly are negative already,
they should be followed by any, not no.
Correct: 1 got hardly any ice cream.
Incorrect: I got hardly no ice cream.
EXERCISE
Choose the correct form in each of the following:
1. Did you (extra, purposely) close the desk?
2. They don’t want (no, any) more assistance from us.
3. You could have done the work faster(than, then)
wedid.
4. (Regardless, Irregardless) of your wishes, you will have to
follow the instructions of the coach.
5. I have scarcely (no, any) breath left.
6. There is still (very much, plenty of) work for us to do.
7. It wasn’t time (then, than) for us to speak to the dean.
8. He has hardly (no, any) time to play these days.
9. This machine works (efficient, efficiently).
CORRECT USAGE • 123
Let good usage carry
you o v e r the jagged pit­
f a ll. P oor usage may not
cut you physically, but
it could hurt you so­
cially.
Good usage says: burst,
swung, brought, drowned, re­
gardless.
1. What happened to the
balloon when the boy
blew it up too big?
2. What
sued to the
man wl
e sank in the
ocean?
10. Y ou will not find another like this (anywhere, anywheres).
11. Y ou haven’t seen (anything, nothing) yet!
12. (Everywheres, Everywhere) I go, I see the happy faces of a
contented people.
13. It is much better (than, then) I had expected it to be.
14. T he police car rode (quiet, quietly) down the street.
15. Y ou just couldn’t do (anything, nothing) with him.
PREPOSITIONS
DIAGNOSTIC TEST ON PREPOSITIONS
Choose the correct form in each of the
follow ing:
1. Between you and (I, me) he’s definitely wrong.
2. Everyone except Paul and (she, her) will attend the con­
ference.
3 . N o one but my mother and (he, him) knows the full story.
4 . D id the boy jump (in, into) the pool?
5 . D o n ’t (blame me, blame it on me).
6 . T hey went (over to, to) my house.
7 . T ake the book (off, from) him now.
8 . M ay I borrow ten cents (from, off) you?
9 . Y o u will have to divide the apples (between, among) the
th ree of us.
10. T hey had asked us to carry the papers for you and (she, her).
124 • CORRECT USAGE
ESSENTIALS TO REMEMBER--------------1. The objective form of the pronoun is used after be­
tween, but (when it means except}, except, without and
other prepositions.
Between you and me. (not I)
No one except him. (not he)
Everyone but Henry and her. (not she)
2. Between usually refers to two, among to more than
two groups.
Correct: The two boys divided the apple between
them.
Incorrect: The two boys divided the apple among
them.
3. Use:
different from (not than)
take it from (not off)
jump into (not in)
.off (not off of)
blame me (not blame it on) borrow from (not off)
go to (not over to) a house
4. You can't put anything in a pocket. The correct
preposition is info.
Correct: The man tried to stuff the book into his
bag.
Incorrect: The man tried to stuff the book in his bag.
EXERCISE
Choose the correct form in each of the following:
1. It is different (than, from) what I had expected to see.
2. Please do not borrow any more (from, off) Helen.
3. Did they blame (it on you, you)?
4. They gave the present to Phil and (I, m e).
5. Between you and (I, me), he’s doing the right thing.
6. You will have to settle -the dispute between Phyllis and (we,
us).
CORRECT USAGE • 125
7. P ut the package (in, into) your coat pocket.
8. Divide the money (among, between) the five members of
the winning team.
9. Everybody except (he, him) had heard the vicious rumor.
10. Nobody I know except (they, them) would have been so
thoughtful.
11. They actually bought these presents for you and (we, us).
12. We shall go (over, to) your house later in the afternoon.
13. Did you borrow the money (off, from) your parents?
14. The bird was taken (off, off of) the shelf.
15. You will have to go without Alice and (he, him).
CONJUNCTIONS
DIAGNOSTIC TEST ON CONJUNCTIONS
C hoose the correct form in each of the following:
1. My main reason is (because, that) he would not listen to me.
2. T he most exciting part is (where, the one in which) the hero
is finally able to rescue the heroine’s father.
3. Do the work just (like, as) we had told you to.
4. (Being that, Since) she had missed the test, the instructor
m ade arrangements for a make-up examination.
5. T he scene I enjoyed most is (when, the one in which) the
villain finally admits his error.
6. (Seeing as how, Since) you need further help, we have ar­
ranged for Arthur to tutor you.
7. (D ue to, Because of) his inability to express himself correctly,
he was refused the position.
8. I just read (where, that) Kipling was once considered the
writer who best described life in India.
9. T he part I disliked (occurs, is) when they decide not to help
the impoverished people.
10. They refused to do the work (as, like) they were supposed to.
126 • CORRECT USAGE
ESSENTIALS TO REMEMBER
!. Use os, not like, as a connective between clauses.
Correct: He decided to do it as you suggested.
Incorrect: He decided to do it like you suggested.
2. Use since, or because instead of being o r being thaf
to introduce a clause.
Correct: Since you are hungry, you may eat now.
Incorrect: Being that you are hungry you may eat
now.
3. Avoid is where, is when, is because.
4. Do not use due to as a substitute for since or be­
cause.
5. Do not use seeing as how as a substitute for since
or because.
6. Instead of saying read where, say read t h a t
Correct: I read that John was going to the park.
Incorrect: I read where John was going to the park.
EXERCISE
Choose the correct form in each of the following:
1. Do (like, as) you were told.
2. (Being he is my best friend, Since he is my best friend), I
will not do anything to hurt his feelings*
3. The part I described in my composition (occurs, is) when
the stolen money is finally recovered.
4. (Seeing as how, Because) she did not practice her speech,,
we were not surprised when she faltered during the debate.
5. (Due to, Because of) circumstances beyond our control, this
program will be delayed for a short while.
6. (Being that, Because) she has a sense of humor, she laughed
at our remarks instead of becoming angry and annoyed.
7. Did you read (where, that) our vacation will begin a day
earlier this year?
CORRECT USAGE • 127
8 . T h e reason is simply (because, that) I refuse to allow them
to bully me into making a decision I would have come to
anyway.
9. They act (like, as if) they really owned all of the facilities in
•this school.
,
10. T he best part is (when, the scene in which) she finally gath­
ers enough courage to reveal her ability.
TENSE
DIAGNOSTIC TEST ON TENSE
1.
2.
3.
4.
5.
Correct the error, if any, in each of the following sentences:
H e came into the room and says to me, “I’m tired of your
p o o r acting!”
W e live in this house all of our life until the present time.
W hen he left, I realized I forgot to tell him where the meeting
will be held.
Yesterday I follow them to the secret cave.
George Washington walks into the room and tells us to have
faith and courage in the face of seeming defeat.
TENSES OF VERBS
Tense, grammatically defined, means time. The time of the verb
ipiay be in the present tense, indicating present time. It may be in
th e past tense, indicating past time; or, it may be in the future
tense, indicating future time. The present, past and future tenses
a re called the simple tenses.
W ithout tenses it would be* impossible to tell the time when
anything happened. For example:
I play ball.
This sentence indicates that you are doing the action now, in
th e present. But, suppose you wanted to tell someone that you
d id play ball (in the past) or, that you are going to play ball (in
th e fu tu re). Obviously, the present tense would not describe the
tim e of the action. Therefore, we say:
128 • CORRECT USAGE
I play ball, (in the present)
I played ball, (in the past)
I am going to play ball, (in the future)
ESSENTIALS TO REMEMBER
..........— ...
1. Present, past and future are the tenses of a verb
that tell when the action occurs.
Present: I am studying today.
Past:
I studied yesterday.
Future: I will study tomorrow.
2. Do not shift from the post to the present or from
the present to the post without a good reason.
Incorrect: He strode into the lion’s den and announces,
“I am Fearo the lion tamer.”
3. Hie pest tense is used to represent completed ac­
tion. The present perfect tense (have or has before
the past participle) represents action begun in the past
and continued to or through the present.
Past:
I ate his cake and enjoyed it.
Present Perfect: We have been living here for years.
4. The past perfect tense (had before the past parti­
ciple) represents action completed before some past
time.
When he left, I realized that I had forgotten to give
him the book.
5. A story or narrative describing past action can be
told all in the present. This reliving of the past is called
the historical present.
The captain then sees me and says that he thinks that
I did win the battle singlehanded.
6. Do not omit final d or ed when they are used to
denote past tense.
Correct: Yesterday I followed him.
Incorrect: Yesterday I follow him.
CORRECT USAGE • 129
EXERCISES
1.
2.
3.
4.
5.
A. Correct the error, if any, in each of the following sentences:
My uncle lives in this house for the past 16 years.
Three days ago, I watch them perfect that forward-pass play.
They stole away before we saw them.
The man watched me and follows me to my place of business.
Last time they were here, they listen with interest to every­
thing we told them.
B. Choose the correct form of the verb given in parentheses:
1. They had not (visit) this city before this year.
2. I (see) her every day for the past three years.
3. Before we left, we (go) to see Mr. Fendley who had retired.
4. We (see) the mountain cat trailing the unfortunate calf.
5. Last year I (want) to be a fireman.
It is just as in­
correct to eat
peas with a knife
as it is to shift
carelessly from
past to present
tense.
Acquire
correct
habits
and you will of­
fend no one.
What should the
verb be?
1. He said he was
going out and
then he (leaves,
left)?
PERSON AND NUMBER
The words that are used with verbs show:
1. The speaker or doer—first person.
2. The person spoken to—second person.
3. The person spoken about—third person.
There are three persons: first person, second person and third
person. There are two numbers: singular and plural.
The pronouns he, she and it are always in the third person.
130 • CORRECT USAGE
Study the following chart to learn how tenses are organized
Present Tense
Singular
First person:
/ dance
Second person: you dance
Third person: he dances
Plural
First person:
we dance
Second person: you dance
Third person: they dance
Post Tense
Singular
Plural
First person:
I danced
Second person: you danced
Third person: he danced
First person:
we danced
Second person: you danced
Third person: they danced
Future Tense
Singular
First person:
I shall dance
Second person: you will dance
Third person: he will dance
Note: In the future tense the
indicate future time.
Plural
First person:
we shall dance
Second person: you will dance
Third person: they will dance
helping verbs shall and will help
USING WORDS C O R R EC T LY
DIAGNOSTIC TEST
Choose the correct form in each of the following :
1. He had to do the work all by (himself, hisself).
2. May I borrow (a, an) egg from you?
3. They (stood, stayed) on the farm for three days.
4. (Leave, Let) me help you.
5. I ’ll (learn, teach) you to interfere with my plans!
6. Did you (lose, loose) your copy of the assignment?
7. What will the (weather, whether) be?
8. He made (fewer, less) mistakes this time.
9. Will you (loan, borrow, lend) me a copy of the assignment?
10. Will you (bring, take) die book to my room?
CORRECT USAGE • 131
-
..................ESSENTIALS TO REMEMBER
1. Avoid hisself and theirsetf; use instead himself and
#hemselves.
Correct-.
He took the responsibility himself
They did not want to go by themselves.
Incorrect: He took the responsibility hisself.
They did not want to go by theirself.
2. Use an instead of a before a word beginning with a
vowel sound.
Correct: I asked the waiter for an orange.
Incorrect: I asked the waiter for a orange.
3. Remember this simple rule: you teach to; you learn
from.
Correct: He is going to teach me to ice skate.
Incorrect: He is going to learn me to ice skate.
4. Use bring to carry to the speaker; use take to carry
in any other direction.
Correct: Please bring the book to me.
Incorrect: Please take the book to the teacher.
5. You lend to and borrow from. Loan is never a verb;
it is always a noun.
Correct: John is going to lend the book to you.
Incorrect: John is going to loan the book to you.
6. Something that you misplace you lose. Something
that is not tight is loose.
Correct: She will lose the money if she is not careful.
Incorrect: She will loose the money if she is not care­
ful.
7. Whether means if; weather is the correct spelling
of the word that covers what so many people speak
about but do nothing for.
What is the weather prediction for today?
I will go whether you do or don’t!
132 • CORRECT USAGE
8. The difference between fewer and less is definitefew er of a number, less of an amount.
He has fewer pennies than I have.
He has less money than I have.
9. S ta y means to remain; stand means to be on your
fe e t.
Correct: He stayed in bed for three days.
Incorrect: He stood in bed for three days.
10. L e a v e means to depart; let means to allow.
Correct: Let me do it now!
Leave now!
Incorrect: Leave me do it now!
EXERCISES
C hoose the correct form in each of the following:
1. He has (fewer, less) stamps in his collection than I have in
mine.
2. M ay I (borrow, loan, lend) your ice skates for the afternoon?
3. Who (taught, learned) you how to mambo?
4. The doctor ordered the sick boy to (stand, stay) in his room.
5. (Bring, Take) that to me immediately.
6. (Bring, Take) that to my room for me, now.
7. (Bring, Take) this notice to the principal’s office.
8. The teacher (himself, hisself) wrote this note for me.
9. They will just have to find the correct path by (theirselves,
themselves).
10. (Let, Leave) that plant alone.
11. Just (leave, let) me do the work by myself.
12. D id you (lose, loose) something?
13. May I (borrow, lend) this for a moment?
14. They gave me (a, an) album of rumba records.
15. rW e lost (fewer, less) points than I had anticipated.
16. How could you (let, leave) him do it by himself!
17. Please (bring, take) the tray to the back of the room.
18. They (stood, stayed) with us for the entire Christmas vaca­
tion.
19. D o you know (whether, weather) his mother will allow him
to attend the game?
20. When they went to the zoo, they saw (a, an) elephant being
led through the grounds by the keeper.
CORRECT USAGE • 133
----------------------- CASE SUMMARY
■
...
Nouns and pronouns can be subjects, objects or possessives. Many pronouns and some nouns change their forms
to show these different uses:
Nominative Case—I, we, he, they, she, who
Objective Case—me, us, him, them, her, whom
Possessive Case—my, mine, our, their, theirs, his, its
1. The nominative case shows that the noun or pro­
noun is being used as subject of the verb.
They always know the polite tiling to do.
2. The objective case shows that the noun or pronoun
is being used as:
a. Object of the verb.
Her unkind remarks hurt him.
b. Object of a preposition.
All except him left early.
c. Indirect object.
I told him a story.
d. Subject of an infinitive.
We all waited for him to find the hidden present.
3. The possessive case shows that the noun or pronoun
is being used as:
a. Owner.
May I have my copy of the book?
b. Subject of a participle used as a noun.
I did not enjoy their leaving so early.
4. The special case of to be:
T o be is called a joining verb, a copulative verb. It
does not show action being received or done by the sub­
ject. It does not take an object. Therefore, it is always
followed by the nominative form.
It is (I, he, we, they).
134 • CORRECT USAGE
NUMBER SUMMARY
1. Singular means one.
anyone
everyone
someone
somebody
everybody
anybody
2. Plural means more than one,
generals
we
books
forces
they
paints
The difficulties that arise here usually involve not you,
I or me but the third person:
he
it
one
she
they
body
The difficulties do not involve many of the verb forms.
Usually the form causing trouble is the present tense.
Now he eats his amazing combination of ingredients.
3. The singular noun or pronoun takes the singular
form of the verb.
It does not work.
She walks along the paths of righteousness as though
she owned them.
Everyone does know how to solve this problem.
4. The plural pronoun or noun takes the plural verb
form.
They are ready to leave.
People in the know arrive on time.
5. A subject formed by and, a compound subject, is
plural.
Correct: John and she are leaving.
Incorrect: John and she is leaving.
REVIEW EXERCISE
Complete each of the following sentences by selecting the word
in parentheses that makes the sentence correct:
1. She did not have (nothing, anything) to say.
2. They hadn’t (no, any) time to study.
CORRECT USAGE • 135
3.
4.
5.
6.
7.
8.
9.
10.
You (can, can’t) hardly tell it from the original.
You do not need (no, any) help.
After the accident I (could, couldn’t) hardly talk.
At that distance we couldn’t hear (anything, nothing).
I can’t find my hat (nowhere, anywhere).
Nobody in school could do (anything, nothing) with him.
One (can, can’t) hardly tell them apart.
She hasn’t (any, no) time to play.
----------------------- TENSE SUMMARY--------------------Tense means time. Therefore, by changing the tense of
verbs we can tell when the action of the verb takes place.
1. Simple Tenses
Future : (later, tomorrow)
I shall leave.
They will leave
Present: (now, today)
Leave!
They see the book.
Past: (yesterday, already)
She went away.
2. Perfect Tenses
These tenses offer some difficulty because they are used
to show relationships between two periods of time.
Present Perfect: Ihas or have and a past participle)
I have seen this often.
Past Perfect: I had and a past participle)
He had been here before.
Future Perfect: I will have or shall have and a past
participle)
I shall have left before he comes.
The two major problems presented by the perfect
tenses can be mastered easily,
a. Action completed in the past
When something was completed in the past, we use
the past tense.
Lucy left early.
136 • CORRECT USAGE
However, to show action completed befo re (prio r
to I past action, then the past p e rfe c t is used.
Since I had eaten the cake, Paul bought another.
b. Action continuing from the past
When an action has begun in the past and the ac­
tion continues up to or into the present, we use
the present perfect tense.
My uncle moved into the house three years ago. The
family lived there for the three years. My uncle has
lived in that house for three years.
3. Subjunctive Tense
Many foreign languages have large subjunctive de­
partments, but in English the passage of time has
worn away many of the fine distinctions that the
use of the subjunctive permitted.
4. Present Subjunctive
This tense is found mainly in the if clause of a state­
ment that is obviously not true. This is called a
condition contra ry to fa ct. The verb most fre­
quently involved is the verb to be. The present of
to be in the subjunctive is w ere.
If I were king, I would choose you. (But: I am not
king.)
If he were my brother, I would know how to handle
him. (But: He is not my brother.)
5. Past Subjunctive
This tense, too, is found mainly in the if clause of a
statement that is obviously not true. The sign of
this tense is not would have or should have, but
had.
Correct:
If I had listened to him, I would not be in
this difficulty.
Incorrect: If I would have listened to him, I would
not be in this difficulty.
CORRECT USAGE • 137
EXERCISE
Verbs and Tenses
A
Select the form of the verb in parentheses that makes the sen­
tence correct:
1. John remembered that he had (come, came) without his
books.
2. Have you (wrote, written) the letter?
3. He (lay, laid) his lunch on the desk.
4. Have you (eat, eaten) yet?
5. The boys (look, looked) for the dog yesterday.
6. I was never (taught, teached) to skate.
7. The book has (lain, laid) out all night.
8. My brother (learned, taught) me to swim.
9. John had (gone, went) to visit his aunt.
10. (Set, sit) the plant on the table.
11. This is the bed on which I (lie, lay, laid) yesterday.
12. Mary (saw, seen) many pretty dresses.
13. (Lie, lay) aside your work and go with us.
14. John (sit, set, sat) the book on the shelf.
15. The policeman (drew, draw, drawed) his gun.
16. Tony (did, done) his work hurriedly.
17. Whom do you think I (saw, seen) today?
18. The dog (lied, lay) under the tree.
19. Harry has (took, taken) his vacation.
20. I have always (did, done) my best.
B
Before each sentence is a verb in parentheses. Fill the blank in
each sentence with the proper form of the verb:
1. (begin) He has n o t
his homework.
2. (draw) The b o y
a cookie from his pocket.
3. (go) She has j u s t
on an errand.
4. (swim) J a c k
across the lake.
5. (grow) She h a s
very tall.
6. (throw) H e
the ball over my head.
7. (eat) The b o y
his lunch hurriedly.
138 • C O R R EC T USAGE
.
(lay ) He said h e
the book on the desk.
(d o ) He a lw ay s
his homework neatly.
(drow n) A girl w a s
in the lake.
(see) Have you
Jack?
(teach) That experience
us a lesson.
(b e) W ho has
on the bed?
(rise) H e
to leave the room.
(raise) J o h n
the window.
(learn) Are you sure you h a v e
the lesson?
(ring) Just as the b e l l
the teacher called upon me.
of water.
(drink) She felt
better after s h e a glass
(rid e) I have n e v e r
a horse.
(speak) Has Mary .......... to you?
(sing) S h e
beautifully.
(lose) M y mother h a s
weight.
(blow ) A sudden gust of w in d her hat
off.
(drive) My sister
the car home.
(flee) T he p riso n e r............ to safety.
(hang) She
the picture on the wall.
(te a r) J o h n
die paper to bits.
(freeze) The lake has n o t
yet.
(choose) Have y o u
a color?
(fall) The plate h a d ............to the floor.
.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Case of Pronouns
C om plete each of the following sentences by selecting the word
in parentheses that makes the sentence correct:
1. They asked you
and (I, me) to gowith
them.
2. (W e, U s) boys should remain together.
3. A ll o f us went except (she, her).
4. The teacher agreed that it was (I, me) who was right.
5. I cannot understand (his, him) doing such a thing.
6. M y m other left it for you and (I, me).
7. M ay M ary and (me, I) go?
8. N o one could have done better than (him, he).
9. T he policeman spoke to Mary and (I, me).
10. M y father does not approve of (me, my) going.
11. I knew it was (he, him) who took it.
12. She wants to take you and (I, me) for a ride.
13. Between you and (I, me) he is right.
14. W hat is the reason for (him, his) going?
15. T he man who spoke to you and (me, I) was Mr. Smith.
CORRECT USAGE • 139
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
It was (us, we) who called.
Do you remember (me, my) asking you to go?
The candy was divided between him and (I, m e).
He told you and (she, her) to go.
You are taller than (me, I).
It could not have been (we, us).
I t is (she, her) who is wrong.
Mother left a note for Mary and (I, m e).
Do you think (we, us) girls would do such a thing?
There is every reason for (his, him) telling the truth.
Miscellaneous C o r r e c t Usage
Complete each of the following sentences by selecting the word
in parentheses that makes the sentence correct:
1. They (hadn’t ought, ought not) to walk in the rain.
2. Tom (should of, should have) been to bed by now.
3. I cannot go (without/ unless) you do.
4. Father, (may, can) I go with you?
5. I put six dollars (in, into) the bank.
6. He divided the fruit (between, among) the four boys.
7. He (had ought, ought) to go home.
8. He goes to the city (most, almost) every day.
9. I ’ll take the basket of (them, those) apples.
10. The teacher said that the progress had been (all right, allright, alright).
11. She took the book (off, from) him.
12. Some of (those, them) books are mine.
13. It’s (most, almost) ten o’clock.
14. He sat (beside, besides) his father.
15. If I were you, I should (let, leave) him go home.
16. His opinion is different (than, from) ours.
17. (Can, May) I go fishing if I (can, may) finish my work?
18. No one (could of, could have) done better.
19. She (hadn’t ought, ought not) to have said that.
20. Your book is different (from, than) mine.
21. Don’t you think it was (rather, kind of) careless?
22. He (must of, must have) been very happy to see you.
23. I was (very, real) tired after the long trip.
24. He is (sure, surely) coming.
25. John went (in, into) the house.
26. You have the (choice, alternative) of visiting Aunt Mary or
remaining at home.
27. It was an (awful, awfully, very) hot day.
140 • CORRECT USAGE
28. H e wanted very (much, badly) to go to the movies.
29. He is (angry, mad) at you.
30. (May, Can) I take this book home?
A greem ent of Verbs and Pronouns
Complete each of the following sentences by selecting the w ord
in parentheses that makes the sentence correct :
1. Neither one (has, have) been late this week.
2. Everyone should bring (his, their) books.
3. Each of them (was, were) very tired.
4. Everyone (know, knows) how cold it has been.
5. Either Tom or Mary (is, are) responsible for this.
6. Each of the boys carried (his, their) bag.
7. The book of poems (has, have) been lost.
8. Both John and Mary (is, are) taller than I.
9. One of my brothers (was, were) with me.
10. Everybody said (he, they) had lost (his, their) way.
Who or Whom
Select the word, (who, whofn ) in parentheses that makes the
sentence correct:
1. (Who, Whom) did you see?
2. He is a man (who, whom) we admire.
3. John is the only one (who, whom) I spoke to.
4. (Who, Whom) do you think won the game?
5. John is the boy (who, whom) I know?
6. (Who, Whom) do you want to win?
7. The girls (who, whom) I saw with you speak beautifully.
8. Didn’t you know (who, whom) she was?
9. I was surprised to see (who, whom) walked in the door.
10. (Who, Whom) do you expect to see?
MASTERY
TEST
In the space provided, write in eacl
case the correct comparison o f th(
word given at the end of the sen
tence;
[Example: Jane is ..taller., than Mary.
tall '
•1
a. There a r e ...............pupils in school now than last year. a. few
b. He is. t h e
student in the class.
b. brigh
c. Joseph is t h e
skater in the group.
c. good
CORRECT USAGE • 14!
B
In each of the following sentences there is an error in grammar.
Underline the incorrect word or words in each sentence and in the
space provided write the correction.
a. None of the boys said nothing.
a.
b. One of the men were beaten in the fight.
b
c. We could have went with them.
c
d. Cross the playground careful.
d
e. Us boys remained after school.
e.
f. You can’t hardly tell the difference.
f
g. This book is your’s.
g
h. Of my two friends, John is the least athletic.
h
i. My tires are worn out.
i
j. My box of seeds are spoiled.
j
k. We laid down on the grass.
k
I. It is me.
I
m. Are you colder than them?
m
n. She sings very sweet.
n
o. We drunk the water quickly.
o
p. Have you spoke to him about it?
p
q. The players done their best.
q
r. Who’s pencil set is this?
r
s. Of all the pictures I saw, I didn’t like none.
s
t. The prize was divided between him and I.
t
Verb Form s
A
In the space provided, write the form of the verb shown in paren­
theses that will make each sentence correct.
[Example: x Joe (run) home yesterday.
x ran. ]
a. Have you (see) the huge snowdrift?
a ..........
b. All pupils have (eat) their lunches.
b ..........
c. A boy was (drown) in the lake.
c ..........
d. The child (speak) to me after the concert.
d ..........
e. Last winter our coach (teach) us how to play hockey, e ..........
f. We have (do) our work already.
f ..........,
g. I (go) to Grandma’s last Christmas.
g ..........
h. Sue (write) to me last week.
h .......... .
i. Boots (be) very useful during wet weather.
i ..........
j. His name is not (know).
/ ..........
B
In each of the following sentences, fill the blank with the form of
the verb in parentheses that will make the sentence correct:
a. He always ............... (speak) to me when we meet.
b. She ............. (study) her lesson last night.
c. The b o y ............. (fall), if he is not careful.
d. Neither Gladys nor J a n e .............. (go) home.
e. Our cat was nearly............. (drown) yesterday.
142 • CORRECT USAGE
/.
g.
h.
i.
/.
I .............. (do) all of my work before the bell rang.
M a ry ............... (drink) two glasses of milk.
The dish, when dropped, . . ; ___ (break) into many pieces.
After I ............... (run) three blocks, I lost sight of the man.
If y o u ............... (come) sooner, I would have helped you.
C o rre c t Usage
A
Below is given a telephone conversation between two girls who are
careless in the use of English. Underline each error and write the
correct form.
Mary: Hello, Jane! Was you thinking about goin to the basketball
game?
Jane:
No, I ain’t planning on it. Mother don’t want me to go to no
games until after examinations.
Mary: That’s too bad. I done my last test this afternoon. With who
do you think I can go?
Jane: Leave me suggest Frances. She oughta be able to go, but 1
don’t know where she is now.
Mary: Thank you. I’ll see if she has went home from school. Good­
bye, Jane.
B
In the following passage there are. 20 errors in the use of words.
Underline each incorrect word or expression and write the correct
form.
Where was you last night? Its to bad you weren’t home. Between
you and I, your going to be sorry when I tell you what happened. If
you had been home, you could of went to, the baseball game with my
father and I. Dad brung home three tickets that someone had give
him. Us two set right back of first base where we could see good.
After the game had began, Dad buyed me popcorn and soda. There
weren’t no home runs, but it was an exciting game. This should learn
you to stay home, because a chance for a free ticket don’t come
very often.
Whats that? Your father took you to the game? We seen your
father, but we didn’t see you.
C
In each of the following sentences one word is unnecessary to the
meaning. Draw a line through that word.
a. This here book is mine.
b. His books fell off of the desk.
c. The band practised Monday afternoon at 3 p. m.
d. Jennie she came into the house..
e. Where do you live at?
Chapter S
HOW GOOD
IS YOUR
SPELLING?
W e soon realize good spelling, like good manners, is a definite
social and business asset. Seldom are we called upon to prove
th a t we know the proper method of greeting the President of the
U nited States. Rarely are we called upon to spell correctly names
like the following one, a form of synthetic rubber—
monochlorotrifluoroethylenefluorocarbonelastomer!
Y et how often people judge us on our table manners and on
o u r ability to introduce one person to another. How often
people judge us upon our ability to spell correctly the simpler
words of the language, the everyday words of business or social
discussions. Good spelling, like good manners, helps us in our
social contacts. And both sets of habits can be learned! Yes,
learned easily, if we are willing to exert the effort.
Here are some tips on how to improve your spelling:
1. From now on write in a book each word you misspell.
2 . When in doubt, consult your dictionary.
3 . Don’t ease your conscience by spelling a word one way one
time and a second way the next time in the hope that you
will be 50 per cent correct. Fifty per cent is not a passing
mark! Use just one spelling—the correct one!
4 . Before a composition lesson begins or an essay test starts,
glance at your list of difficult words.
5 . You don’t have to study the list in this chapter. But if you
144 • H O W GOOD IS YOUR SPELLING?
glance at each word on it at least twice a week, within a
short time you will be master of these former pests.
6. Remember— everyone has blind spots in spelling. The good
student, however, consults his spelling list or a dictionary
before he commits his thoughts to writing.
Try your hand at the following troublesome everyday words.
DIAGNOSTIC TEST ON SPELLING
A.
Complete the word , supplying as many
letters as are necessary, if any.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
Give them t h - - r share of the candy.
It all happened t - - quickly.
H e bought the hat for a special oc - a - sion.
We visited the National C - m - t - r y in Washington.
H e is slower th - n I had thought.
H e has been lo - s - ng his shyness lately.
How many pounds will the package w --g h ?
M y uncle is proud of his young n --c e .
I have been wri - 1 - ng many notes lately.
It is l a - t - e r than you think.
What is the m a - t- e r with this pen?
Y o u -re on the right track now.
T h e - r - is no reason for his not accepting our offer to
help him.
There were four monke - - s in the cage.
H e is my best fr--n d .
I a c - id e n t- a - l- y stepped on his toe.
T ry to come early so that he will not be di - s - a - p - ointed.
H e is continu-l-y picking on me.
The football h e r- o - s were given a banquet.
D id you rec - ve my message?
Have you p a -d the bill yet?
It was the most cour - g - us thing I had ever seen anyone do
Nothing su c -e -d s like winning.
The school prin - ip -1 - allowed theculprits to choosethen
own punishment.
A re they al-re-d y ?
Can you sep - r - te the papers?
I was di-sa-pointed when you did not call.
HOW GOOD IS YOUR SPELLING? • 145
28.
29.
30.
31.
32.
33.
His answer was very sim -1 - ar to yours.
After the accident, his cloth - s had to be sent to the cleaners.
After college, I plan to enter my father’s bus - ess.
You must bel - ve my story!
We attend meetings every We - d - ne - sd - y.
I learned to hate the v i - l - n in the story because of his
wickedness.
34. How can I tell w - e - ther to buy a ticket now or later?
35. I just - new that you would understand!
36. I always sa - d that you could be relied upon.
37. I do not understand which incident you are ref - e - ring to.
38. I found this paper a m -o -n g the rubbish.
39. He has a -lw -a y s listened to us.
40. Would it be al- -right for me to go with you?
41. Have you w r i- t-n to your mother yet?
42. May I have a p --c e of pie?
43. How o - f - e n have I thought of you!
44. We are having a gra - m - r test tomorrow.
45. Explain the b e -g -in -m g of the story to me.
46. H e just d - o - s - n ’t understand that type of problem.
47. Will you go in st-d - of me?
48. You will 1- ose your turn if you are not careful.
49. I have always trusted your ju - g - m - nt in these predicaments.
50. N - ther of the boys had learned how to drive the car.
51. The mi - s - ch - v - ous youngster was caught in his i wn trap.
52. I was su -p ri-e d to hear from you so soon.
53. They sh i-p -e d their luggage ahead of them by plane.
54. We were very car - fu -1 not to discuss his health.
55. The three w o -m -n lectured the group on child guidance.
56. H e speaks with a for - - n accent.
57. I am most annoyed by her stu-born-ess.
58. Have you c o - p - e d the assignment?
59. How many to m - t- o - s are in the box?
60. They have two r a d -o -s in the den.
B. Choose the correct form :
1. You will have to (accept, except) our decision.
2. They covered the old planks with (canvass, canvas).
3. (Its, It’s) never too late to be of assistance.
4. I am (hoping, hopping) to hear from you soon.
5. I really studied that (lessen, lesson) well.
6. Have you (shown, shone) them the new drawings?
7. The new disk is made of (steel, steal).
146 • H O W GOOD IS YOUR SPELLING?
8. You will have to approach this problem from another (angel,
angle).
9. I just bought a new pen in this (stationary, stationery) store.
10. Have you visited the State (Capitol, Capital) in Albany?
11. Of (course, coarse) I shall not tell anyone of this conversa­
tion.
12. May I give you a bit of sound (advice, advise)?
13. We went (through, threw) the box of candy in a very short
time.
14. My father has just bought that (piece, peace) of property.
15. You will have to return (latter, later) in the day.
16. They had (staid, stayed) in the living room all night.
17. Did you pay the (fair, fare) for all of us?
18. He is superior in (always, all ways).
19. You cannot (altar, alter) the situation now.
20. A most pleasant (sight, cite) greeted us when we arrived.
C. Rewrite the one misspelled word in each of the following
groups of three:
1. a. across
1.
b. wory
c. lieutenant
2. a. awkward
2.
c. fatal
b. brillant
3,
3. a. calandar
b. solemn
c. Latin
4. a. deny
4.
b. yacht
c. arested
5.
c. hurried
5. a. income
b. nonsence
6.
6. a. adage
b. adaquate
c. obedient
7.
b. citrus
7. a. lovable
c. feirce
8.
b. expence
c. talcum
8. a. criticize
9
b. tenant
c. breif
9. a. wrapped
10,
b. league
10. a. curteous
c. ignore
b. jealous
c. losing
11.
11. a. swiming
12.
b. probibly
12. a slight
c. loot
13.
c. trimned
13. a. enthusiasm b. suburb
b. politician
14,
14. a. fatal
c. standerd
b. logical
15. a. Christmas
c. undicided 15.
16,
16. a stepfather
b. conclude
c. firman
c. ridiculous
17.
17. a. errend
b. Bible
18. a. loyalty
18,
b. hurryed
c. border
19.
19. a. athlete
b. leased
c. fourty
20
c. we’re
b. error
20. a. distroy
.
.
A QUESTION OF SPELLING
The following rules and exercises will help you to master the
correct spelling of troublesome words. To achieve control of your
HOW GOOD IS YOUR SPELLING? • 147
own spelling demons, you must develop the notebook habit. Keep a
list in your notebook of each word that you misspell. Review the
list frequently.
Before doing any written work, make certain to look at your
Est. You will be surprised to learn how quickly you will no longer
be losing credit for misspellings. You will see how quickly you will
lose that sense of uncertainty when you have to spell everyday
words.
ALPHABETICAL ORDER
Carelessness and haste are the two main reasons for errors in
arranging words in correct alphabetical order.
EXERCISES
In the spaces provided, arrange each of the following groups of
words in strictly alphabetical order:
1. dredge, discount, discretion, dress, discuss, dreg, dreary,
discrete, dream, dish
1.
4.
7.
1
3.
5.
6.
8.
9.
.
10
2. match, mean, mate, matchplay, measly, matador, meditate,
matchwood, medium, medicate
1.
4.
7.
2.
3.
5.
6.
8.
9.
10
.
3. George Nelson, Gertrude Nelson, George J. Nelson, Joan
Nelson, George Henry Nelson, Alfred Nilson, Arthur Nilson,
James Oppenheim, Henry Nilsen, John Nelson
1.
4.
7.
2.
3.
5.
6.
8.
9.
10.
4. Allentown, Albuquerque, Allegheny, Altoona, Alliance, Al­
exander, Akron, Alexander City, Adamstown, Altona
1.
4.
7.
2.
3.
5.
6.
8.
9.
10.
148 • H O W G O O D IS YOUR SPELLING?
Don't tell the diction­
ary what's right. Let the
dictionary tell you. If
you don't know how to
spell a word, look it up.
Remember it.
1. Do you know how to
spell the word that
sounds like a kernel of
grain and means an army
officer?
2. Do you know how to
spell the word that be­
gins with cl and means
garments; things that you
wear?
Learning to spell correctly does not come naturally. No one is
born with this ability—it must be acquired. In order to be a good
speller you must work hard at it. There is no single way in which
you can become an expert speller. But, by combining the several
methods you will learn in this chapter, you will, in time, become
a good speller.
------------- HOW TO BECOME A GOOD SPELLER ------------1. Keep a list of the words you misspell frequently.
2. Acquire the dictionary habit.
3. Learn to pronounce words correctly.
4. Look at the word and say each syllable slowly. Keep
a mental image of how the word looks.
5. Learn some helpful spelling rules and use them in
practice.
6 Proofread your paper before you hand it in. Be sat­
isfied that words are properly spelled.
7. Look up in a dictionary all words you are unsure about.
.
Spelling is learned mainly by memorizing words. But many peo­
ple find that they can become better spellers if they learn some of
the more important rules of spelling. A good knowledge of spelling
rules will help you to get better marks in spelling and composition.
Here are some of the rules which, if mastered, will make you a
better speller.
HOW GOOD IS YOUR SPELLING? • 149
MOST FREQUENTLY USED SPELLING RULES---------1. Use
ie when the sound is ee, except after c
chief, believe, thief; receive, ceiling, deceive
Exceptions: either, seize, neither, weird,
ei when the sound is not ee, especially when the
sound is ay, as in
neighbor weigh
2. The final e is dropped before a suffix beginning with
a vowel.
take + ing = taking desire + able = desirable
care -f- ing — caring use
+ able — usable
Exceptions: Words ending in ce, ge, in order to keep
the soft sound before suffixes beginning with a, o, e,
retain the silent e.
courageous noticeable manageable
3. Keep the final e before a suffix beginning with a
consonant.
care + less = careless
dole + ful = doleful
Exceptions: argue -f- ment = argument
judge -f- ment = judgment
true + ly = truly
4. Words ending in c have a k inserted before e, i, or y
to retain the hard sound.
picnic—picnicking
panic—panicky
5. If final y is preceded by a consonant, change y to i
before any suffix but those beginning with i.
icy—iciest
pity—pitiful ( but pitying)
6. The Doubling Rule
a. In words of one syllable and adding a suffix be­
ginning with a vowel, double the finalcon­
sonant if
CD the word ends in a single consonant.
(2) the word is preceded by a single vowel.
run—runner
fun—funny
ban—banned
drop— dropping fit—fitted
hot—hottest
150 • H O W G O O D IS YOUR SPELLING?
b.
7. Do
a.
b.
c.
In w o rds of more than one syllable, double the
fin a l consonant if
( 1 1 th e w o rd ends in a single consonant.
(2 1 th e la s t letter is preceded by a single
v o w e l.
(3 1 th e a c c e n t remains on the last syllable,
occur— occurred
refer—referred
n o t dou ble th e final consonant.
If t h e a c c e n t is not on the last syllable,
o p e n — opened
rumor—rumored
m u r m u r — murmured
I f t h e consonant is preceded by more than one
v o w e l.
c o o l— cooler jail—jailed steal—stealing
If t h e w ord ends in two consonants.
s c o ld — scolded start—starting field—fielding
and except as in
weird and either,
seize and neither.
EXERCISES BASED ON SPELLING RULES
A . Fill in th e following blanks with ei or ie:
5. v - - n
9. m isch--f
1. rec - - ve
10. rev--w
6. s h r - - k
2. fr - - nd
11. pr - - st
7. n - -ce
3. b r - - f
12. v - -1
4. p - - ce
8. t h - - f
HOW GOOD IS YOUR SPELLING? -151
13. a c h --v e
14. fr - - ght
15. r - - ndeer
B. Insert e where
1. manag-ing
2. tast-ful
3. insur-able
4. fat-fu l
5. trac-ing
6. trac-able
16. b e l--v e
19. w - - ght
17. n - - ther
20. c --lm g
18. t h - - r
necessary:
7. puisu-ing
14. compar - ing
8. bas-m ent
15. su-ing
9. lov-able
16. ignor - ance
10. recit-al
17. stat-m ent
11. amus-ment
18. fin-ally
12. courag-ous
19. peac-able
13. saf-ty
20. scare-ly
C. Where necessary, fill in the blanks:
1. mimic-ing
7. fantastic - ally
14. picnic-ed
2. rac-ing
8. frolic-ing
15. m ystic-al
3. shellac-ing
9. dramatic - ally
16. frolic-er
4. republic-an
10. frolic-ed
17. shellac-ed
5. panic-y
11. picnic-er
18. energetic - ally
6. electric-al
12. mim ic-er
19. basic-ally
13. drastic-ness
20. colic-y
D. Rewrite, adding the indicated suffix:
.................
1. busy ness
11. lucky ly
2. busy est
...................
12. buy
ing
.................
3. obey ing
...................
13. defy
ed
.................
4. dry
ed
...................
14. cry
ing
.................
5. lovely ness ...................
15. coy
ness .................
6. carry ed
...................
16. dizzy ly
.................
7. imply ing
.....................
17. obey ing
................ ,,
8. lay
ed
18. say
ed
.................
9. betray ed
...................
19. shy
ness .................
10. steady ness
20. glory ous
.................
E. Rewrite, adding the indicated suffix:
1. bat
er
11. stop
ing
.................
2. stand ing
...................
12. drug
ist
.................
3. rob
er
...................
13. hate
er
.................
4. light er
.....................
14. confer ing
.........
5. refer ed
15. confer ed
.................
6. occur ing
16. commit ee
.................
7. occur ence ...................
17. offer
ing
.................
8. prefered
.....................
18. beg
ar
..........
9 prefer ence
19. sup
er
.................
10. differ ence ...................
20. regret ed
.................
152 • HOW GOOD IS YOUR SPELLING?
---------------------- ------SPILLING HINTS
...............
1. You h e a r with your ear.
2. The word here is contained in its opposite there.
3. There is no word in English ending in full except full.
thankful grateful spoonful
4. The word separate has a rat in it.
5. Villain— a villain is one who lives in a villa.
6. Donkeys, monkeys—there are keys in these animals.
7. Under and over compounds are written as one
word, overestimate overrate underestimate
8. The possessive pronouns never take the apostrophe
because they are already in the possessive case.
its theirs yours hers
9. Verbs in eed or ede. There are only three eed verbs:
exceed proceed succeed
All others are regularly ede: precede, inter cede, concede.
10. A lrig h t is not an established word yet; use all right.
11. Adverbs are usually formed by taking the word as
it is and adding ly to it.
occasional— occasionally
accidental—accidentally
wonderful—wonderfully
careful—carefully
12. Hyphens: the tendency today is to spell as one word
most compounds.
upstairs
lunchroom newsstand textbook
13. A lre a d y is acceptable. Note difference from all
re a d y. The boys are already in school.
They were all ready when the bus came.
14. When adding a prefix or suffix to a word, spell the
word as it is and then add the prefix or suffix.
dis -f- satisfy = dissatisfy
mis + spell = misspell
mean -j- ness = meanness
15.
Numbers are used in dates (August 28, 1914) and
for long mixed numbers (1,234,567). Words are used for
numbers from one to ten and multiples of ten.
HOW GOOD IS YOUR SPELLING? • 153
Wh e n
you
write, stop and
remember what
the spelling book
says. And when
you write stop­
ping, stop and
add p before ing.
the
of:
H ow do you spell
present participle
1. hit
2. bite
EXERCISE
SPELLING BONERS
Rewrite correctly the one misspelled word in each of the following groups of three:
b. already
c. alright
1. a. separate
c. donkeys
b. its
2. a. mispell
b. here
c. meaness
3. a. overrate
b. precede
c. exceed
4. a. accidentaly
b. villian
c. thankful
5. a. monkeys
b. disatisfy
c. overrate
6. a. full
c. misspell
b. conceed
7. a. upstairs
b. there
c. procede
8. a. hear
c. all-right
b. all right
9. a. always
c. all right
b. gratefull
10. a. all ready
c. dissatisfy
b. seperate
11. a. villain
c. concede
12. a. ocassionally b. wonderful
c. accidentally .
b. overrate
13. a. donkies
b. preceed
c. succeed
14. a. newsstand
b. proceed
c. all right
15. a. excede
b. thankful
c. spoonful
16. a. wonderfuly
b. up-stairs
c. dissatisfy
17. a. lunchroom
b.
overestimate
c. succeed
18. a. allready
b.
hers
c. occasionaly
19. a. intercede
c. concede
b.
precede
20. a. their’s
154 • HOW GOOD IS YOUR SPELLING?
21 .
22.
23.
24.
25.
a.
a.
a.
a.
a.
underestimate
misspell
monkies
succede
all ready
b. her’s
b. meaness
b. they’re
b. precede
b. exceed
oft
6U^Hn
%
SaLaiON
To%RD
c.
c.
c.
c.
c.
it’s
textbook
its
intercede
villian
You could not know
how to spell by simply
listening.
There are often silent
letters, as in glistening.
1. Find the five silent letters
in these two lines.
2. What are two other
words with silent letters?
SILENT LETTERS
Very often the sound-picture of a word has very little to do with
its spelling. The mental picture that the writer must develop has,
o f necessity, to be different from the actual soundings of die
letters.
A n experienced speller soon develops the habit of looking for
th e little extras thaf will lead to higher spelling marks. Practice
a n d more practice is the key to correct spelling of words with
silent letters.
EXERCISES
Circle the silent letter or letters in each of the following:
G roup One
L.
2.
3.
4.
5*
knead
plumber
sign
wrestle
wreath
6.
7.
8.
9.
10.
should
gnat
knee
bomb
knave
11.
12.
13.
14.
15.
limb
bustle
listeners
psalm
calm
16.
17.
18.
19.
20.
reign
balk
often
bristle
bridle
HOW GOOD IS YOUR SPELLING? • 155
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
lamb
knuckle
talk
thumb
depot
yolks
knit
wring
praise
thorough
6.
7.
8.
9.
10.
Group Two
gnome
11. know
whistle
12. almond
write
13. sword
doubt
14. debt
Christmas 15. palm
16.
17.
18.
19.
20.
listen
salmon
toward
subtle
would
6.
7.
8.
9.
10.
Group Three
knave
11. knight
12. foreign
gnash
calf
13. half
wreck
14. wrinkle
through
15. rough
16.
17.
18.
19.
20.
knell
wrangle
Lincoln
pneumonia
christen
This boy's difficulty
is pronunciation. If
you pronounce athletic
correctly, you will
spell it correctly.
H ow do you pronounce:
1. The word that means
but in this sentence:
Everyone went -----him.
2. N ow spell this word.
PRONUNCIATION HELPS
One of the spelling difficulties that is fairly easy to correct is
that which arises from mispronunciation. The cause of the stu­
dent’s confusion is easily understandable: he actually is spelling
correctly the mispronunciation. If the pronunciation which he is
using were acceptable, then his spelling would be correct.
I. Stress
In the English language each syllable in words of more than
one syllable is given different stress values. For example, in the
word lovely, we do not say lovely, but actually
LOVE ly.
If someone were to pronounce it
love LY,
156 • H O W GO O D IS YOUR SPELLING?
we w ould realize that he had placed the accent on the wrong
syllable.
T he dictionary places a stress mark (') after the syllable that
receives the greatest stress in each word,
a u ' thor; bur' den; de-lete'
N o te : The dictionary will indicate the end of a syllable by
either the stress mark or a dot.
L ong words often have more than one stressed syllable. Those
syllables that receive secondary stress will be marked with a double
stress m ark (") or a lighter single mark (').
dis" en-fran' chise
EXERCISES
A . Pronounce each of the following, placing the stress on the
first syllable:
1. elephant
5. influence
8. intricate
2. picture
6. admirable
9. formidable
3. radio
7. dirigible
10. orchestra
4. preferable
B. Pronounce each of the following, placing the stress on the
second syllable:
1. discuss
5. robust
8. relapse
2. extrem e
6. opponent
9. unanimous
, 3. fatigue
7. horizon
10. askance
4. m unicipal
C. Find the number of syllables in each of the following?
1. rhyme
2. elemental
3. a u d a city
4. fascinating
5. alleviating
6.
7.
8.
9.
10.
dictionary
establishment
almanac
automatic
arteriosclerosis
11.
12.
13.
14.
15.
general
mystery
champion
occasionally
evidently
HOW GOOD IS YOUR SPELLING? • 157
D. Write the word whose definition is given in parentheses:
1. Could you please direct me to the lib—ry (place for books) ?
2. They have just published the cas—ty list (names of wounded
and dead).
3. The game will be played in the g—m—a—ium (building for
sporting events).
4. What is the hei—h— (tallness) of the Empire State Building?
5. Occasionally I enjoy reading myst—y (based on puzzling
events) stories.
6. Helen was born in the month of Feb—ry (second month).
7. Mr. Warshauer will be in charge of the ath—tic (sports)
field this year.
8. The police were so prompt that they caught the burg—r
(thief) as he left the building.
9. The barba—ous (cruel) custom of hazing freshmen should
have gone out with the Stone Age.
10. Rem—b—ance (recalling) of the humiliation he had felt
caused Phil many sleepless nights.
2. Vowels and Consonants
In parentheses next to each dictionary entry is found the same
word spelled for pronunciation purposes:
divert (di • vurt'; d!-)
Unless you understand the pronunciation key printed at the
bottom of each page of the dictionary, you will be unable to use
the information given to you. The following exercises will give you
the training necessary for mastery of the pronunciation key.
Each consonant sound in our language is given one symbol in
the pronunciation key. Since the letter c is pronounced as either k
or s, c is not used. The sound of x is either eks or egz; therefore x
is not used either.
cinch (sinch)
extra (eks'tra)
claret (klar' et)
exert (eg • zurt')
Each vowel sound, regardless of how it is spelled, is given a
symbol. The symbols placed over the vowels are called diacritical
marks. Although the use of the diacritical marks does not allow
for the greatest accuracy in a pronunciation key, the dictionaries
use them since they have the great advantage of simplicity.
IS8 • HOW GOOD IS YOUR SPELLING?
Study the following pronunciation key:
a
a
a
a
—
—
—
—
ale
add
arm
ask
e — eve
e — end
I — ice
I — ill
o — old
o — odd
6 — orb
oo —food
do
u
u
ft
—wool
—cube
—up
—urn
A . Write the correct spelling form for each of the following:
15. san
8. strat
1. bot
16. sin
2. kak
9. frat
17. sed
10. gret
3. ruf
4. nit
11. brit
18. skat
12. c6f
19. slit
5. b6t
20. m ifl
13. met
6. bilt
21. p rifi
14. sel'Ing
7. kost
B. What is the correct pronunciation of the italicized letters in
each of the following:
1. describe
2. asparagus
3. perform
4. children
5. coupon
6. irrelevant
7. library
8. perhaps
9. suppose
HOMONYMS
Homonyms are words that sound alike but are different in
spelling and in meaning. The most frequently misspelled words in
the language—too, their, it’s—belong in this group. These words
are dangerous for the unwary speller, and they are equally bad
for the careless one. You must train yourself to recognize homo­
nyms.
HOW GOOD IS YOUR SPELLING? • 159
THE TROUBLESOME TWELVE
1. It's: if is
2. Its: possessive
pronoun
3. You're: you are
4. Your: possessive
pronoun
5. Then: time
6. Than: comparison
It’s time for your lesson.
The dog caught its tail.
You’re next!
It is your turn next.
We then did the work.
You arrived later than you 'had
planned.
They’re going to help me.
They want their share of the
catch.
Put it there!
7. They're: they are
8. Their: possessive
pronoun
9. There: direction,
expletive (at the
beginning of a
sentence)
10. Two: number
There is a pen over here.
11. To: direction, part
of an infinitive
12. Too: also, excessive
Two of the programs were excel­
lent.
I went to the store.
to go, to do, to see, to eat.
She too wanted the portrait.
too hot, too much, too fast, too
sudden, too willing, too quiet
EXERCISES
A. Supply the correct form:
It's, Its
1.............. time for us to leave.
2. The squirrel h u r t
paw.
3. Let me know w hen
time for us to leave.
4. The car was returned w ith
left fender dented.
5.............. just the right size for me.
160 • HOW GOOD IS YOUR SPELLING?
6. The boys will be called in w h e n
their turn.
7 ..................never too late to mend.
8. The picture l o s t
frame during the moving process.
9. Despite all of my troubles, the sun follow ed
regular
course that day.
10.................. the most interesting book I have ever read.
You're, Your
1. When will it b e
turn to practice?
2. Did you d o
share of the work?
3.................. next!
to leave?
4. Will they tell you w h e n .supposed
5. Is t h i s
coat?
6. Wfcere do you th in k
going?
7. Did they s e e
latest masterpiece?
8. May we hold the next meeting i n
home?
9..................going to be the apprentice barber’s next practice head.
10. When do you th in k
going to be ready?
Than, Then
1. It was too l a t e ............
2. I would rather go with you .......... stay alone.
3. It is certainly more b e au tifu l
I had anticipated.
4. Are you certain that it is l a t e r
I think it is?
5. It w a s
that they told me the whole truth that hurts.
6..................the fun began.
7. They laughed with me r a th e r
at me.
8. His speedball was faster this y e a r
last.
9. The joke proved fu n n ie r
I had anticipated.
10. The m an ag er
requested that I leave, unescorted.
There, Their, They're
1. Is i t
turn to do the dishes?
2 ............... is only one answer possible.
3 ............... not listening.
4. We w atch ed
team play with utmost amazement.
5. We realized t h a t
not playing only to win.
6.. It is
main purpose to enjoy the game.
7. They lent us
copy of the textbook.
8............... watching us now.
9. I s
a workable pen in this house?
10. We went to visit them i n
new house.
HOW GOOD IS YOUR SPELLING? • 161
Two, Too, To
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
May I have o n e .......... ?
I
want an opportunity to visit the state capitol.
He spoke
rapidly for me to grasp his full meaning.
The set price w a s
dollars for a replacement valve.
They sent h im
the store.
This is m uch
much for me to bear.
The price i s ........ high.
It was a pleasant sight .......... see.
T h ey
left their swimming togs in the gymnasium.
Give the k e y s.......... the custodian.
B. Correct the one error in each ofthe following:
1. Their not going to go with us on the trip this evening.
2. It was much later then we had expected it to be.
3. Is this to much for us to ask of their patience?
4. Put it their!
5. The weather has been to hot for me this evening.
6. The members of the team will be given there medals at the
meeting this evening.
7. When will it be you’re turn to supply the refreshments?
8. The price was better then I had hoped it to be.
9. Your going to join us this afternoon.
10. They came sooner then their letter did.
11. It is much to early to be able to tell the results.
12. Put the two of them their.
13. There ready to tell their side of the story.
14. Then the cat stuck it’s paw into the porridge,
15. The two men want there share of the profits.
16. Because of their zeal, to many free passes were issued.
17. Its perfectly all right for you to tell them the entire story.
18. Its too late to take the canoe out for a twilight spin around
the lake.
19. Your perfectly right in your decision.
20. When you realize that you’re wrong, its time for you to give
the reins of leadership to another.
C. Choose the correct form in each of the following:
1. They arrived earlier (than, then) we had expected them to.
2. It is (your, you’re) turn to tell a story.
3. (Its, It’s) the book on the left shelf.
4. When will (their, there) ship arrive?
5. If (their, they’re) ready, they should be used immediately.
6. Will they lend us (there, their) copy of the instructions?
162 • HOW GOOD IS YOUR SPELLING?
7. (You’re, Your) going to play on the varsity squad this after­
noon.
8. They did (to, too) little work for all the praise given them.
9. Time and tide lent (there, their) inhuman hands to alter the
lines of the old sailboat.
10. Lucy and Margie (to, two, too) bought tickets for the concert.
11. The villains finally came to the end of (their, there) ropes.
12. Please return the book to (it’s, its) proper place on the shelf.
13. (There, Their) is no reason for such rudeness.
14. He spoke as distinctly as he could to the (two, to) foreignborn visitors.
15. The fruit was tastier (than, then) we had anticipated.
16. Hunger and thirst swelled (there, their) tongues.
17. When will (your, you’re) poem be read to the group?
18. (Your, You’re) on the path to success!
19. (It’s, Its) wrong for them to expect so much from us when
they return so little to us.
20. The car has lost (its, it’s) look of newness.
MORE TROUBLESOME WORD GROUPS
Read the following list carefully. Check for further study any
that you are not certain of.
accept—receive
except—exclude
Accept his kind offer.
Everyone except her knew the answer.
aisle—passageway
isle—an island
Two seats on the aisle, please.
Til definitely attend the concert.
We rowed to the isle in the river.
all ready—everyone
We are all ready to leave.
prepared
already—at or before
this time
Have you already eaten?
band—company
banned—forbidden
We joined the band of revelers.
The book was banned in our state.
berry—small fruit
bury—cover over
We planted berry seeds in the border.
Let us bury our differences.
r i l - l will
HOW GOOD IS YOUR SPELLING? • 163
berth— sleeping place
birth— act of being born
I chose the lower berth for myself.
Hie birth of an idea filled him with a
sense of power.
blew — did blow
I blew all of the candles out in one
breath.
That dress is blue, isn’t it?
blue— color
boar — male swine
bore — pierce; tiresome
person; fatigue
Hunting boars is a dangerous sport.
Did he bore you with his stories of his
successes?
born— given birth to
borne— carried
The puppies were bom in the stable.
The papers were borne away by the
wind.
bough— branch
The bird perched on the bough of the
tree.
Bow when introduced.
bow— bend
bread— food made from
flour
bred— brought up
Man cannot live by bread alone.
His conduct revealed how he was bred.
The prisoner remained in his cell.
ce ll — small room
sell— dispose of for money Will you sell me that book?
cen t — small coin
scent — odor
sent — did send
May I borrow one cent from you?
The fresh scent of roses flooded the
room.
Have you sent that telegram yet?
sight— view
site — place
Can you cite a case to prove your
point?
You are a sight for anxious eyes.
Where is the site for the new school?
clim b — mount
clim e — climate
Will you climb the stairs?
California’s clime is most delightful.
cloths — pieces of cloth
clothes— garments
Here are some samples of cloths.
Wear your best clothes for the inter­
view.
colonel — commander
kernel— grain
Meet Colonel Edwards.
The kernels of grain are scattered
everywhere.
cite — name
164 • HOW GOOD IS YOUR SPELLING?
dew— moisture from air
do— perform
due—owed
find—discover
fined— penalized
flour— ground meal
flower— blossom
The dew dampened the windshield.
Do your duty, officer.
.The library books were due yesterday.
Will I ever find peace of mind?
The judge fined the speeder.
Wheat is turned into flour.
Where is the beauty of yesterday’s
flower?
lor — preposition
lour—two times two
For whom was the call?
Four hours of sleep refreshed me.
formally— in a formal
manner
formerly— at one time
We were formally announced at the
party.
. His father was formerly chief of police.
forth—out
fourth— next after third
Go forth into the disinterested world.
Which is the fourth house down the
street?
foul— impure
fowl—bird
The foul odor felled the three work­
men. (
Who supplied the Thanksgiving Day
fowl?
grate—fireplace
great—important
The burning logs lay on the grate.
Edison is truly a great man.
guessed—did guess
guest—visitor
Have they, guessed the answers yet?
Who will be the guest of honor?
hair—^a filament
hare— rabbitlike animal
He lost by a hair’s breadth.
I just bought a pair of Belgian hares.
hall— passageway
haul—pull
We met in the hall between periods.
The trucks haul away the rubbish.
hart— a stag
heart—core
The hunter shot the hart.
Your question reaches the heart of the
problem.
hear— listen
here— in this place
Did you hear the call for help?
Here is where I find courage and peace.
him— objective case of
"he*1
hymn— sacred song
Must we listen to him?
I enjoy singing hymns.
HOW GOOD IS YOUR SPELLING? • 165
hour—sixty minutes
our— belonging to us
What hour must we leave?
Our time is not our own.
lain— rested
lane— narrow road
It has lain there all day.
It was a six-lane highway.
later—comparative
of
"late"
latter — opposed to
"former”
It is later than we thought.
lead — metal
led— past tense of verb
He put a lead weight cm the line.
He led the horse from the bam.
We prefer to have the latter one.
"to lead"
lessen—grow smaller
lesson— pupil's task
Remove a package to lessen the load.
What is to be the topic of today’s
lesson?
lie—recline
lye—strong alkaline
Let it lie where it has fallen.
The lye burned a hole in the cloth.
loose — untied
lose — suffer loss
Let the dog loose in the kennel.
Don’t lose your advantage through an­
ger.
of — belonging
off— away
It is a tale of romance.
Off with his head!
to
one— a single unit
won—gained
We spend our days one at a time.
Who really won that argument?
peal—loud
peel—skin of fruit
The peal of the bells sounded the
alarm.
We had to remove the tough peel from
the apples.
plain— clear
plane— flat surface
The house stood in plain sight.
Did they study plane geometry?
profit—gain
The school will make a profit on this
sale.
The weather prophet lost his confi­
dence.
sound
prophet— one who
foretells
166 • HOW GOOD IS YOUR SPELLING?
rain—shower
reign—rule
Not rain again today!
The reign of ignorance must come to
an end.
rap— knock
wrap— fold a covering
Who will rap on the door?
around
Wrap the present with care.
read—did read
red—color
Have you read this report?
Does he really own a red handkerchief?
ring— circle
wring—twist
The ring around her finger had a dia­
mond.
Wring the mop dry, please.
road—highway
rode—did ride
rowed—did row
The road is paved all the way.
I rode a horse for the first time.
He rowed the boat all the way.
role— part
roll— revolved item
She played the heroine’s role with hu­
mor.
I bought a roll of film.
root—origin
route— course
What are the roots of crime?
We followed the prescribed routes only.
soil— navigate
sole— selling
Sail into the land of tomorrow.
The sale of the cookies ended today.
sea—ocean
see— observe
We saw a tugboat putting out to sea.
Try to see the total situation.
slay—kill
sleigh—sled
Slay not with jealousy.
The snow was deep enough for a sleigh
ride.
some—quantity
sum— whole amount
You may have some of my advice.
Total the sum and divide it in half.
son— male descendant
sun—source of light
What is the name of Isaac’s older son?
We left on the trip as soon as the sun
rose.
store—gaze at
sta ir-s te p
Don’t stare across the aisle.
The third stair needs repair.
HOW GOOD IS YOUR SPELLING? • 167
statue—carved image
stature — natural height
The mayor dedicated the new statue.
He is of medium stature.
t id e — rise and fall of the
ocean
t ie d — did tie
At high tide the ocean cruiser sailed.
toe — digit
tow — pull
He injured his toe when he kicked the
box.
The repair car will tow the disabled
truck.
told—did teil
tolled—did toll
The truth must be told.
The bell was tolled at midnight.
wail— lament
whale — mammal
They wail the loss of their dear ones.
A whale was washed up on the beach.
waist — middle
waste — loss
He tied his gunbelt around his waist.
Do not waste precious hours in idle­
ness.
of the foot
part
Was the knot securely tied?
wait — remain
weight — heaviness
You will have to wait your turn.
What is the weight of the fish you
caught?
The peddler showed us his wares.
ware — articles for sale
wear—don; become used What shall I wear for the interview?
weak — feeble
week — seven days
How weak and tired he appears.
In two weeks, our vacation begins.
weather — atmospheric
whether— in case; if
The weather was excellent all during
our trip.
I don’t know whether I shall be able to
go-
woman— one
mature
female
women— more than one
Helen is a very kind woman.
wood — timber
We shall have to chop wood for the
fire.
Would you allow them to change your
mind for you?
conditions
would— past tense of
"will”
The women left for the banquet.
168 • HOW GOOD IS YOUR SPELLING?
EXERCISES
Choose the correct word from the pairs of words in parentheses'.
1. Will you (accept, except) my apology?
2. Are they (all ready, already) to go?
3. How many (angles, angels) does a triangle have?
4. We hired a (banned, band) to play at the square dance.
5. I am very much pleased to (meet, meat) you.
6. Now I shall come to my (mane, main) reasons.
7. It is much (latter, later) than you think.
8. The (moral, morale) of the tale is a very simple one.
9. Can you (pitcher, picture) my oonfusion!
10. The money lay on the table in (plane, plain) view of all.
11. A (peel, peal) of laughter broke the silence in the auditorium.
12. May I borrow a (pair, pare) of ski boots for tomorrow?
13. What is his (reel, real) reason for refusing to attend?
14. There is a (rite, right) way and a wrong way.
15. I shall gladly (wring, ring) his neck when I meet him.
16. You will have the main (role, roll) in the play.
17. What did the (principal, principle) tell the members of the
delegation?
18. Did he really (steel, steal) the gems from his uncle?
19. The (rain, reign) of terror must come to an end!
20. His (sole, soul) reason for laughing was his embarrassment.
21. May I (rap, wrap) the package for you?
22. I have (red, read) six books in the last month.
23. You will be able to buy your ink in a (stationery, stationary)
store.
24. They have just erected a (stature, statue) to Lincoln in our
new park.
25. I had a (whale, wail) of a good time.
FORMING THE PLURAL
There is nothing so exasperating as knowing the word that you
want to use but being unable to spell it. All too often the singular
form comes to mind, but the plural is the puzzler.
The following rules should help to clear away fuzzy outlines.
Memorize the rules.
HOW GOOD IS YOUR SPELLING? • 169
------------------- RULES TO KNOW------------------1. Nouns regularly add s to the singular.
boys
houses
cars
2. Add es when the plural has an extra syllable.
mass—masses
branch—branches
watch—watches
wash—washes
3. Letters and numerals usually take's.
the 3 r’s
10’s
the 1920’s
4. Add s to nouns ending in y when the y is preceded
by a vowel.
valleys
yesterdays
strays
5. Change the y to i and add es when the y Is pre­
ceded by a consonant.
country—countries
army—armies
try—tries
bounty—bounties
6. Nouns ending in o preceded by a vowel add s.
radios
rodeos
studios
7. Nouns ending In o preceded by a consonant add es.
heroes
echoes cargoes
Some important exceptions: altos autos pianos
Eskimos
pianos
8. Some words change a final f to ve when s is added
far the plural.
calves halves
thieves
wives knives
Some important exceptions: beliefs chiefs proofs
cliffs roofs
gulfs handkerchiefs
9. Some foreign words continue to use the foreign
plural, crisis—crises
radius—radii
madame—mesdames stimulus—stimuli
10. Some words do not change their form.
wheat
deer series
sheep
trout
gross duck
dozen
11. Certain plurals are spelled irregularly.
tooth—teeth man—men
mouse—mice
foot—feet
goose—geese
woman—women
170 • HOW GOOD IS YOUR SPELLING?
EXERCISES
A . Name the rule that governs each of the following spellings:
1. pictures
5. trolleys
9. glasses
2. comedies
6. radios
10. speeches
3. Negroes
7. sheep
11. sopranos
4. wives
8. histories
12. proofs
B. Change each of the following into the plural form:
I
1. comedy
8. tragedy
15. motto
2. deer
9. cupful
16. calf
3. fly
10. magazine
17. box
4. branch
11. proof
18. knife
5. woman
19. donkey
12. catch
6. flash
13. hero
20. sheep
7. duty
14. tooth
II
1.
2.
3.
4.
5.
6.
7.
picnic
enemy
hand
county
radio
alley
piano
8.
9.
10.
11.
12.
13.
14.
half
shelf
fox
party
congressman
Eskimo
cloud
15.
16.
17.
18.
19.
20.
potato
lily
sky
child
ally
lady
Don't be frightened by
the spelling demons. You
can be bigger than both
of them—if you want to
be. You can master them
by listening, looking and
learning.
HOW GOOD IS YOUR SPELLING? • 17!
BASIC SPELLING LISTS
In the section that follows are several well-known lists. These
lists are based on spelling needs of students in your own age
group. Have someone dictate each of the lists to you, fifty word*
at a session; then study those that you miss. You will soon dis­
cover that you have become a proficient speller!
------------------ SPELLING DEMONS
academy
difficult
accurate
diploma
acknowledge disappoint
actually
disease
agreeable
disguise
annually
divide
athlete
electricity
athletic
enormous
aviator
equipped
banana
excellent
beginning
exhibit
benefit
familiar
bicycle
family
boundary
February
brief
finally
British
foreign
bulletin
formula
bureau
government
business
gradually
capacity
grammar
celery
grateful
civics
gratitude
committee
grocery
definite
guilty
description
height
hurriedly
hygiene
immense
independent
interrupt
invention
knowledge
league
leisure
library
lightning
literature
magazine
majority
material
medicine
misspell
necessary
nephew
niece
ninety
ninth
occasion
occupy
occurred
official
opera
opposite
peculiar
physical
physician
sanitary
science
secretary
separate
similar
superintendent
supervisor
tariff
temperature
territory
Thursday
Tuesday
unusual
usually
valuable
variety
village
Wednesday
welfare
EXERCISES
Correct the one misspelled word in each of the following groups
of three:
1. a. difficult
2. a. accurate
b. Febuary
b. breif
c. sanitary
c. diploma
1.
2.
172 ■ HOW GOOD IS YOUR SPELLING?
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
aknowlege
bulletin
electricity
enormous
atheletic
excelent
bannana
benifit
bicycle
finaly
foriegn
science
magazine
gradually
similiar
grateful
supervisor
grosery
guilty
height
Thursday
libary
league
villiage
opera
interupt
independent
usualy
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b
b.
b.
b.
b.
b.
b.
.
British
actualy
business
athelete
celery
civics
committee
description
difficulte
lightning
literature
goverment
formula
seperate
medicine
mispell
necesary
nephew
neice
ninty
ninth
welfare
peculiar
opposite
variaty
official
occured
Tuesday
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
disease
3.
disguise
4.
annualy
5.
capacity
6.
equipped
7.
aviator
8.
exhibit
9.
family
10.
February
11.
physician
12.
sanitary
13.
formula
14.
secretery
15.
material
16.
grammar
17.
superintendent 18.
19.
gratitude
tariff
20.
21.
temperature
territory
22.
hurredly
23.
24.
leisure
Wendsday
25.
knowledge
26.
27.
invention
valuable
28.
unusual
29.
immense
30
BASIC WORD LIST— I
A
aboard
ache
acquainted
action
adjective
advantage
adverb
advice
agree
agriculture
aim
alfalfa
alike
alley
alligator
allow
altogether
amendment
amusement
angel
ankle
answering
apartment
apiece
appearance
appreciated
appreciation
argument
arrive
article
ashamed
aside
assignment
attacked
attend
attended
attractive
aviator
B
backward
bacon
bacteria
bakery
baking
barley
bean
beaver
begged
begun
bend
beneath
bent
blown
bluebird
boil
booklet
border
.
.
.
.
.
.
.
.
.
.
.
.
,
.
.
.
.
.
.
.
.
.
.
.
.
.
.
HOW GOOD IS YOUR SPELLING? • 173
b o rro w
bound
bou n d ary
b racelet
b ra k e
breaking
b rea th e
b rid le
buck
bud
b u lb
bulldog
bum p
b u n d le
b u rn t
C
cafeteria
c am era
c an n o n
cardboard
caro ls
c ast
cedar
ceiling
celery
ch ap ter
c h ea p
checkers
cheerful
chew
c h o ir
ch o ru s
civil
cloudy
clo v er
c o ach
cocoon
collect
collection
collie
colonial
e o .t
comical
command
commercial
complete
composition
concert
condition
consider
contain
continent
convention
council
counter
courage
covering
cranberries
crash
crawl
crazy
crept
crime
crow
cruel
curtain
difficult
digest
dip
dipped
discovery
dive
divide
division
dock
dolly
dot
downtown
dozen
dreaming
dresser
driven
drowned
due
dull
duties
duty
dwarf
dye
dying
exhibit
expensive
explore
express
extremely
F
fairly
fairyland
falling
feather
fertile
figures
filling
fireman
fireworks
fisherman
flax
flight
flow
folk
foolish
force
ford
forever
E
D
forgive
eagle
fortune
damp
fountain
earn
dandy
frame
earned
darkness
election
freight
darling
elevator
fried
dates
embroidery furnace
dawn
furnish
degree
entirely
furnished
envelope
delicious
equal
delighted
equipment G
deliver
gain
eraser
design
event
garters
destination
exactly
gentle
destroyed
gobble
development example
golf
excellent
diamond
goodness
dictionary exchange
executive
grab
difference
graceful
gradually
grammar
grave
grazing
grease
greater
grey
H
habit
ham
happiest
harm
harness
harp
hatch
hatched
hatchet
hated
haul
hawk
heaven
hero
highway
holly
holster
hoped
hose
household
hygiene
I
iceberg
icy
idle
igloo
importance
impossible
improve
including
increased
indeed
174 * H O W GOOD IS YOUR SPELLING?
independent
index
industries
insects
instance
instrument
intelligent
invention
ironing
irrigation
mailbox
0
majority
obtained
manners
occupation
occupied
manual
manufacture odor
maple
onions
marked
opera
operation
mass
opposite
mate
meadow
orders
meanwhile organ
J
measure
organized
jacket
melt
outline
jam
memory
ox
jealous
metal
oxen
method
jewels
oxygen
mighty
justice
P
military
K
miner
paddle
pajamas
minister
kettle
palm
key
mirror
pantry
knight
mistake
paragraph
mistress
knob
parlor
knot
mittens
knowing
particular
mix
partner
knowledge moisture
moonlight pavement
L
moth
paw
labor
peep
mule
lack
multiply
per cent
lame
permission
mumps
lantern
petroleum
mystery
phone
lariat
N
pier
league
lies
nearest
pigeon
necklace
(Kt
pioneer
likely
pistol
Negroes
lime
nervous
pitch
ninety
linen
playful
lungs
ninth
playground
northwest
poet
M
notebook
political
port
magic
notes
■
potato
pray
prepared
preparing
principle
printed
printing
prisoner
private
problem
production
progress
pronoun
proved
provide
pudding
puzzle
9
quack
quantities
quilt
R
raft
ragged
rail
rainbow
realize
recreation
regards
religion
religious
remain
respect
result
revolution
reward
rid
ripe
rise
rising
robber
rocker
rocky
rod
roofs
root
rub
runner
S
salad
salute
satisfied
scarce
schoolroom
scream
screen
seldcm
semester
sense
serious
servant
seventy
share
shelf
shepherd
shipped
shone
shout
shower
shown
silence
silent
skirt
skunk
smallpox
smoking
snowy
soda
somewhere
sour
spade
spare
speaking
HOW GOOD IS YOUR SPELLING’ • 175
spear
spending
spices
spin
spinach
splash
splendid
split
sprained
statement
statue.
steer
stem
stir
stolen
stool
stoop
stranger
stratosphere
strawberries
streamline
strength
strike
student
subtract
succeeded
successful
suggested
sum
sunset
support
swept
swift
Swiss
T
tadpoles
tap
teaspoon
telegraph
tender
tenth
thanking
thirsty
thoughts
thrifty
throne
throughout
thunder
tip
title
toad
toilet
tomato
tongue
tonsils
tool
tough
toward
tower
trading
traffic
trim
trousers
trout
truth
tube
tuberculosis
tulips
tune
twin
type
U
unhappy
unit
united
untie'
upset
uptown
V
vacant
value
varnish
verses
view
vitamins
voyage
W
waist
wander
wanting
watermelon
wax
wealth
wealthy
weave
weaving
whatever
whipping
willing
windmill
windy
wipe
worn
worried
worst
wound
wreath
wreck
Y
yell
younger
Z
zebra
zero
zone
EXERCISES
Correct the one misspelled word in each of the following groups
of three:
1.
2.
3.
4.
5.
6.
7.
S.
9.
10.
11.
12.
13.
14.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
angel
aviator
beaver
advice
cedar
downtown
cramberries
collect
cloudy
difficult
distroyed
development
dying
elevater
b. altogether
b. bulldog
b. attackted
b. brake
b. dwarf
b. dutties
b. crawl
b. delecious
b. discovary
b. dimond
b. consider
b. destination
b. force
b. eagle
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
appartment
cafateria
attend
arguement
dictionery
darling
cocoon
degree
crazy
design
cheerful
curtian
gradualy
furnish
1,
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
.
.
.
.
.
.
.
.
.
.
.
.
.
176 • H O W G O O D IS YOUR SPELLING?
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
a. event
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
Cl•
a.
a.
a.
a.
a.
a.
a.
exchange
harp
heavan
holly
industrys
indeed
lariat
league
minister
labor
militery
minner
instruement
progress
oporation
ragged
oceupyed
mystary
prisenor
suceeded
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
expensive
gracful
hawl
hero
imposible
intelligent
houshold
magic
importence
mirrer
lack
knowledge
meanwhile
insects
onions
orders
reinbow
odor
paddle
paw
sunset
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
excelent
grave
hated
greater
including
ironing
independence
manuel
increased
mistake
likly
manufacture
knob
linen
provid
oxen
pudding
parlor
potato
particular
shipped
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
B4SIC WORD LIST
—-2
alphabet
ambition
ambulance
announce
antenna
anyhow
ape
appear
appointed
apprentice
April
apt
aquarium
A
achieve
afford
armies
absence
activity
agriculture
armistice
accept
adding
air conditioned arose
accepted
adolescent alarm
arranged
accessories advertisement alcohol
artificial
accurrate
aerial
allegiance
ashore
astonished
attached
attempt
attentive
August
aviation
®
background
baggage
baker
balance
bandage
banner
barber
barefooted
barely
basin
bass
HOW GO O D IS YOUR SPELLING? • 177
bathe
batter
beard
beast
beaten
beyond
birch
biscuits
bison
bitter
blade
blond
blossom
blueberries
bold
boom
boxing
brand
breaks
breeze
broad
brownie
bugle
bullet
bunk
butcher
C
cafe
campus
canned
carbon
carpenter
carpet
carrot
carve
cash
catalogue
catcher
caterpillar
cereal
certificate
changing
cheaper
dainty
checked
damage
chin
dare
choice
daylight
chop
debt
chopping
declaration
chum
deed
churn
defense
cider
delight
civilization delightful
civilized
delivered
clever
dense
closely
dentist
closing
deodorant
code
depend
colonist
depot
comfort
describe
companies
companion
completely
complexion
compound
conductor
cone
connected
consent
considerable
constant
content
continue
conversation
cooky
description
coop
desire
cord
destroy
cough
determined
cradle
dew
crown
diameter
curb
diary
cure
diet
curious
directly
curl
distant
distributed
D
dizzy
daintiness
document
doubt
dough
drag
dragon
drain
drawer
dreadful
drug
drunk
dumb
dungarees
dusty
experiment
explained
expression
E
eager
earlier
F
faint
faith
faithful
fancy
farmer’s
fault
favorable
female
fiddle
file
final
finest
effect
elect
elf
empire
enclose
enforce
entire
entrance
erase
errand
evergreen
expedition
firm
fitted
flakes
flash
flesh
flint
fluffy
forehead
former
fortunate
foundation
fractior
178 • HOW GOOD IS YOUR SPELLING?
friendship
fright
frighten
fry
fudge
funeral
G
gallon
garbage
gentleman
giraffe
glaciers
globe
glove
glue
goal
good night
gown
graders
graduate
granite
grapefruit
grasshopper
gravel
gravy
grind
groomed
grove
guest
guitar
gulf
H
hail
handsome
handy
happier
hardships
haystack
headache
heap
helpful
hem
hickory
highly
historical
hitch
hobbies
hopping
horrible
howl
humbug
junk
K
kindly
kindness
kingdom
knit
knitting
L
laboratory
1
lane
latter
icebox
ideal
lbs.
ignorance
leak
lean
image
imagination legislature
impatient
lemon
import
lemonade
improved
license
incident
lick
income
lid
incorrect
lilies
indent
liner
industrial
lip
lipstick
influence
inkwell
literature
innocent
liver
insect
local
intend
location
interior
lodge
lowest
intestines
inventor
investigate M
iodine
mailman
major
issued
male
itch
manner
J
mansion
marriage
jaw
mask
jerk
mayor
jewelry
meantime
judicial
medium
mend
mentioned
meow
merchant
merely
mess
messenger
mild
mission
moist
monument
mop
mosquito
motion
motorboat
motto
movement
murder
muscles
otherwise
ouch
overflow
owe
oyster
P
pageant
pale
pansies
papoose
parachute
parrot
partly
passage
passenger
patient
pattern
paying
peaceful
peach
N
pear
napkin
pearl
naturally
peasants
necktie
pecans
noble
peck
noisy
peculiar
nowadays pepper
numerous
permanent
petals
0
phosphorus
oars
physical
odd
planet
olden
plank
onto
plaster
opinion
platform
opossum
plaything
opportunity pledge
ordinary
plum
organic
plural
organization poisonous
original
policy
orphan
polish
HOW GOOD IS YOUR SPELLING? • 179
pork
porous
porter
possession
postmaster
pottery
poultry
practically
prairie
prayer
preacher
preamble
precious’
preposition
president
presence
presents
pressure
prettier
primary
primitive
product
professor
promote
propelled
proteins
prove
published
puddle
puff
pulp
purchase
O
quail*1
quarrel
quart
T
•
R
rack
racket
raincoat
range
rank
schoolmate
rate
scrub
rattle
scrubbing
rattlesnake seaports
reaching
seashore
secure
rear
.seesaw
receiving
select
recently
selected
redwood
refreshments selfish
series
refugees
serving
register
shack
regret
shady
relief
shark
reply
shelves
reported
shiny
republic
shipping
request
shock
requested
showman
rescue
shrubs
resources
restaurant silkworms
similar
riddle
singer
rider
singular
rim
skillful
rink
skip
roar
slick
rosy
slfm
rotten
smelting
rubbish
snap
rude
snowflakes
rusty
snowshoes
rye
somewhat
S
source
southeastern
sake
southwest
salary
salty
sparrow
sample
■speaker
spider
sandwich
spied
sank
spill
sap
spit
sauce
spite
scale
spoil
spool
sprang
spun
stack
stake
stalk
startled
stationary
steady
sting
stopping
stormy
strain
strap
streak
stretch
strip
stroke
stump
stunts
style
subscription
substance
succeed
suck
suggest
suitable
suitcase
surrender
swallow
swamp
switch
swung
syrup
T
tablecloth
tack
tackle
tale
tallow
target
task
tavern
teacups
tease
telegram
telescope
temple
tend
terms
thrift
thumb
Thursday
tickled
tide
ties
tinsel
toboggan
toothache
toothbrush
total
tournament
trailer
transport
trash
travelers
tray
treatment
trial
troop
tropical
tusks
twelfth
twigs
typhoid
U
unable
underground
underneath
understood
unexpected
uniform
university
unloaded
unusual
180 • HOW GOOD IS YOUR SPELLING?
¥
vapor
vast
verse
vessel
victory
victrola
vinegar
W
wade
walnut
warn
waterfalls
weary
Wednesday
weed
weekly
wicked
wigwam
wilderness
willow
winner
winning
welfare
wharf
wherever
woven
writer
youth
you’ve
woodpecker
woolen
worker
Y
yarn
you’d
■V
Z
zinc
EXERCISES
Correct the one misspelled word in each of the following group*
o f three:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
a.
biscuits
butcher
barly
baggage
butcher
adolescent
ballance
continue
cooky
colonist
distent
cheaper
conected
dentist
compound
former
farmer’s
false
frighten
faithful
hitch
local
haystack
interier
headache
iodine
meantime
mision
monument
plurel
b.
h.
b.
b.
b.
b
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
b.
.
attatched
ambulence
barber
boxing
alligiance
ashore
accurate
conducter
catelogue
companys
cough
choice
crown
discribe
destroy
groomed
dumb
fiddle
funerel
explaned
hardships
inventer
guiter
indent
handy
innosent
meow
mosquito
maner
organize
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
c.
banner
basin
bass
bugel
announce
acquarium
accept
consent
carve
closing
cradle
closly
continue
delivered
deodorent
forhead
dragen
grapfruit
faint
evergreen
lemenade
intended
imagination
incident
lipstich
income
merly
overflow
male
opossum
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
HOW GOOD IS YOUR SPELLING -181
31.
32.
33.
34.
35.
a.
a.
a.
a.
a.
onto
mesenger
reacheing
resourses
quarral
b.
b.
b.
b.
b.
oldon
moist
redwood
republic
raincoat
c.
c.
c.
c.
c.
odd
muscles
refugees
request
racket
31.
32.
33.
34.
35.
.
.
.
.
SPELLING LISTS— 1
abundant
accomplish
accordance
accordingly
accurate
acknowledge
acquaint
activity
actual
additional
admission
advertising
affair
agency
agreement
agriculture
alfalfa
allowed
almonds
altogether
ambitious
ambulance
announce
annual
anxious
applicant
application
arrival
article
assembly
assistant
association
assortment
assurance
attain
attitude
attorney
attract
auditor
auditorium
authorized
autumn
available
carriage
cartoon
castle
cedar
chapel
character
choosing
cigarette
civilization
closing
colonies
column
combination
baggage
commercial
barely
companies
based
compelled
bashful
completion
beggar.
beginning concerning
concert
behavi01
conference
believed
confidence
berth
confirming
billed
congress
biscuit
constitution
blizzard
contemplate
booster
convince
bracelet
cordial
brief
coupon
British
courtesy
business
culture
curious
calves
cushion
canned
elaborate
electrical
elsewhere
endurance
daddy
energy
data
engineer
debate
engineering
decide
enrollment
decrease
envelope
deliveries
equally
delivery
equipment
democrat
department* errand
establish
dependent
description estimate
evidence
desert
evidently
desire
destination examination
examine
detective
determined excursion
exercise
develop
existing
development
expensive
difficulty
experience
disagreeable extreme
discontinued
disgusted
fabric
disposal
fashionable
distinguish favorable
divide
favorably
drawer
federation
ferry
duly
filing
duplicate
custom
customer
182 • HOW GOOD IS YOUR SPELLING?
finally
foliage
folks
foreign
formerly
fortunate
frequently
furniture
genuine
germ
glorious
government
governor
gradually
graduation
gratitude
grower
haste
hauled
heir
hereby
hire
hitched
honorable
hug
hurriedly
hustling
hygiene
identify
illustrated
illustrating
illustration
imagine
impression
inclined
influence
inside
install
institute
institution
instructor
instrument
interrupt
investigate
investigation
invitation
involved
irrigate
irrigation
issued
item
janitor
jewel
jobber
journal
junior
knee
lawyer
liable
library
lining
literature
literary
lovingly
lying
maintain
majority
manual
meant
medal
mental
mere
millionaire
mining
missed
mistress
moisture
proposition senate
prosperous seniorr
series
neighboring publish
serious
purchased
nephew
services
ninth
shipped
notified
qualities
signature
questions
sincere
obedient
source
obligation
raiser
spear
occupy
realize
speech
occur
realizing
squeeze
odor
really
stationary
official
receiving
stationery
operate
recognize
stomach
operating
reference
stopped
operation
regardless
strawberries
opinion
registered
stretch
orchestra
regularly
strictly
ordinary
relations
studying
organized
reliability
submitted
relief
subscription
parade
relieve
substitute
partner
religion
suburb
pear
remedy
succeed
personality removal
suggest
pleasant
resign
suggested
policy
resigned
superior
political
respectfully surplus
politics
responsible surrender
population rinse
possession
tact
possibly
tatting
sacrifice
postscript
telegraph
safely
poultry
terrible
practice
salesman
territory
samples
prairie
theater
sanitary
prefer
premium
satisfactory transit
type
satisfy
prevail
previous
scatter'
scene
principal
umbrella
profession- scratched
unanimous
secretary
profitable
unfortunate
mosquito
HOW GOOD IS YOUR SPELLING? • 183
universal
university
urge
usual
usually
valuable
various
absolutely
athletic
academy
attendance
acceptance authority
acquaintance aviator
acquire
awfully
actually
advertised ballot
advisable
banana
affidavit
baptize
agricultural ba£ s
bass
lisle
bathe
ilgebra
believing
illege
benefit
illotment
bonus
amendment bouquet
imusement hra£Qmm
malysis
breathe
inalyze
bruise
mniversary buUetin
mnually
bureau
mticipate
bur^ ar
inticipatmg
ipparatus
ippearance calendar
ippreciate campaign
appreciating candidacy
appreciation candidate
irrangement canvass
artificial
capacity
issign
career
assignment carnival
assistance
catalogue
associate
celebration
assume
celery
vary
vicinity
village
volunteer
voyage
wherever
whether
wholesale
worn
cemetery
certificate
changeable
chauffeur
choir
Christian
civics
client
clothe
coarse
colonel
commission
committee
community
completely
compliment
confer
confirmation
congratulate
consequence
consequently
conservatory
considerably
constantly
consultation
continually
continuously
convenience
convenient
cooperating
cooperation
cooperative
cordially
corporation
correspond
council
courteous
criminal
criticism
crochet
crocheting
customary
decision
definite
definitely
dictionary
diploma
directory
disappear
disappoint
discover
discussion
disease
distribution
doesn’t
efficiency
efficient
electricity
emergency
employee
emptied
enormous
enthusiasm
enthusiastic
equipped
especially
essential
esteemed
worrying
wrap
yield
evergreen
examiner
excellent
exceptional
exceptionally
excitement
exclusively
execute
executive
exhaust
exhibit
exhibition
extension
extremely
facilities
familiar
fender
financial
formula
fundamental
geometry
goodby
graduating
grateful
grippe
guarantee
guardian
hastily
height
herald
heretofore
hyphen
184 • H OW GOOD IS YOUR SPELLING?
personally
physical
physician
plane
planned
planning
individual
pneumonia
inducement
politician
inquiry
naturally
possess
insect
necessary
possibility
installment necessity
practically
interfere
nickel
practicing
niece
precious
ninety
jewelry
preliminary
notary
judgment
preparation
notify
presence
numerous
label
principle
league
prior
occasion
legislation
privilege
leisure
occurred
probably
opera
librarian
professor
license
opportunity prosperity
opposite
loading
publication
lose
organization
organize
losing
quantities
original
quantity
originally
magazine
maturity
readily
mechanical patron
receipt
merely
recipe
peculiar
merit
permanent recommend
illustrate
immediate
immediately
immense
independent
metal
meter
molasses
mortgage
museum
musician
referred
soliciting
referring
solo
registration specially
regretting
specification
relieved
statue
remittance straighten
renewal
succeeded
requirements sufficient
resource
supervisor
response
surgery
responsibility sympathy
restaurant
rheumatism ta| ent
.
tariff
sa . 7 ^
temperature
satisfactorily ten(fr
schedule
testimony
science
thorough
scientific
thoroughly
screen
traveler
seize
treasurer
semester
sense
unnecessary
separate
unusual
session
unusually
shepherd
similar
variety
sincerely
vegetable
skeleton
sleeve
slipped
welfare
MASTERY ^ T E S T
In each of the following sentences select the correct word from the
two given in parentheses and write it in the space provided at the right.
My father gets a good (salary — celery) for his work a..........
We (finely—finally) arrived home after a long trip, b
.
HOW GOOD IS YOUR SPELLING? • 185
c. Everyone (accept — except) Henry went on the trip, c
d. W e were (almost — most) home before it stormed,
d
e. I have a (been — bin) for potatoes in my cellar.
e
f.
(W itch — Which) one of you arrived first?
/
. I have a new suit of (cloths — clothes).
g
. D id you (lose — loose) some money?
h
f
B
F rom each pair of words appearing in the sentences below, under­
line the w ord that makes the sentence correct.
a. The rope holding the (canvas, canvass) will (break, brake) if
you (sees, seize) it (too, to) firmly.
b. The (stationary, stationery) has been stored in the (principal’s,
principle’s) office.
c. We walked (threw, through) the tunnel to visit the (capital,
capitol) across the street.
C
In the sentences below fill each blank with the correct word from
the parentheses preceding the sentence.
a.
b.
(p e a c e , p iece) In order to have s o m e
, I had to give my
little brother a ............ o f the candy.
(s o m e , sum ) A l a r g e
was contributed b y
of
them.
c.
d.
e.
(th e ir , there)
............ on the co m er i s
(th rew , through) D o you kn ow w h o
th e window?
( t o , to o ) T he tw o little boys w e r e
new hom e.
the ball .............
tir e d
go.
D
Choose the correct form.
Sir John and Sir Charles were the only two (nights, knights) who
(rowed, rode) (their, there) horses (threw, through) the (week,
weak) of combat. The other (eight, ate) contestants gave up without
having (won, one) a match. On the third day of the second week, Sir
John took his place in the (son, sun) by defeating Sir Charles.
The (plain, plane) we are to (meat, meet) is not (to, too) long
overdue. It has been on a (strait, straight) (coarse, course) but has
had to fly (through, threw) a heavy storm into a head wind. Listen!
Did you (here, hear) the motors? Watch carefully, and you will (see,
sea) it appear (through, threw) a (hole, whole) in the clouds. We
should (compliment, complement) the pilot for bringing it safely
through a difficult flight.
C h a p te r 6
PUNCTUATION
AND
CAPITALIZATION
If there were no marks of punctuation, sentences would be
hopelessly jumbled. We would not be able to communicate ideas
so that others could understand exactly what we were trying to
convey. For example:
John said the teacher failed the spelling test.
W ho failed the spelling test— the teacher or John?
Now, let’s put in punctuation marks:
“John,” said the teacher, “failed the spelling test.”
The meaning is now perfectly clear— there is no doubt who
failed the spelling test. That’s why we use marks of punctuation—
so that the meaning will be made very clear. By using commas,
periods, quotation marks, and other punctuation aids, we can
convey our meanings to others without fear that it will not be
clear.
You must learn to master the various marks of punctuation. The
important rules are few. And the amount of time required to
master each will be small in comparison with the ever-mounting
return in being better understood and in receiving higher marks.
It pays to use punctuation marks with correctness and consistency.
T H E P O IN T S O F P U N C T U A T IO N
THE APOSTROPHE
The apostrophe, if left out or incorrectly used, can cause as
much confusion as an omitted comma. The apostrophe makes
186
PUNCTUATION AND CAPITALIZATION • 187
deas clear by showing ownership, contraction of words or certain
plural forms.-
Where do the apostro­
phes go? if Common
Sense doesn't know, the
text book will tell you:
I.i forming possessives, in
forming contractions, in
forming plurals of fig­
ures, letters and signs.
How do you say:
J. The book belongs to
Sally.
2. You are not able to go.
DIAGNOSTIC TEST ON USE OF APOSTROPHE
A. Supply the missing apostrophes, if any, in each of the
following:
1. Womens styles change too frequently to suit my fathers
budget.
2. Its just not right.
3. Didnt you just finish reading Dickens A Tale of Two Cities?
4. The judges verdict sent the lone prisoners hopes dashing
into nothingness.
5. Wasnt it theirs?
6. Theyre my best friends books.
7. D o you sell mens suits?
8. I heard a mans voice calling for help somewhere in the
distance.
9. Did they say that this isnt a womfans world?
10. The policemens whistles broke the stillness of the night.
B. Choose the correct form:
1.
2.
3.
4.
5.
6.
7.
8.
(Your, You’re) perfectly right.
It could have been (her’s, hers).
(Whose, Who’s) going to tell him the results?
May I borrow (your, you’re) hat?
It is all (yours, yours’) .
The cat raised (its, it’s) injured paw for me to examine.
(There’s, Theirs) no answer to that question.
They said that it was (our’s, purs).
188 • PUNCTUATION AND CAPITALIZATION
9. They just borrowed (your, you’re) father’s favorite hammer.
10. May I know when (it’s, its) time to watch the ball game?
---------------- FORMING THE POSSESSIVE----------------Nouns that show ownership are called possessive
nouns and take an apostrophe (').
1. To form the possessive of all singular nouns simply
add apostrophe s Cs) to the word. IC au tion : don't
change any letters or leave off any letters from
the original word, no matter how the word is
spelled.)
woman— woman’s
ship— ship’s mother—mother’s
I saw the ship’s captain standing on the deck.
2. a. To form the possessive of plural nouns not end­
ing in s, just add apostrophe s Cs) (Again, do
not change the spelling of the original word in
any way.)
women— women’s
men— men’s
All the women’s hats were fashionable.
b. To form the possessive of nouns ending in s,
just add an apostrophe— nothing else.
Dickens—Dickens’
girls—girls’
I have read most of Dickens’ books.
Don't use the apostrophe
1. To form the plural of any noun.
books
boys
gymns
dollars
2. With possessive prounouns.
its yours whose hers
theirs
3. When of is used to show possession.
The notes of the editor were found.
ours
PUNCTUATION AND CAPITALIZATION • 189
--------------- FORMING CONTRACTIONS---------------A contraction is a shortonod form of two words. Use
the apostrophe to show where a letter or letters were
omitted from words.
it’s—it is
crash of ’29—crash of 1929
’twould—it would
could’ve—could have
you’re—you are
they’d—they had
Here are some additional common contractions:
wasn’t
aren't
hasn’t
I’d
who’s
it’s
can’t
haven’t
we’ll
isn’t
couldn’t
he’ll
weren’t
she’ll
didn’t
hadn’t
you’re
shouldn’t
doesn’t
I’ll
you’ve
won’t
don’t
I’ve
--------------- FORMING PLURALS-------------------The plural of letters, figures, signs and words referred
to as words is formed by adding an apostrophe s Cs).
8’s
two a’s
*’s
Cross your /’s; they look like l’s.
If the number is written out, do not use an apos­
trophe: simply use an s.
ones
twos
threes
fours
EXERCISES
A. Write the possessive form of each of the following:
a. boys
/. Henry
k. leaders
b. women
g. sister-in-law
/. leader
c. woman
h. people
m. Tommy
d. dog
i. hero
n. brother-in-law
e. ladies
j. Mary
o. James
B. Change the nouns in the following of phrases into possessive
forms:
1. The hats of the men are in the closet.
2. That is the mansion of the governor.
3. The voice of the commentator filled the room.
4. The books of Tony are the ones that are missing.
190 • PUNCTUATION AND CAPITALIZATION
5. The jackets of the men were placed on the hooks.
6. The reel of the fisherman needs oiling.
7. The eyes of the spectators watched the movements of the
fighter.
8. The gestures of the actor made the audience giggle.
9. The house of Mr. James will not be sold today.
10. The main point in the argument of Jack is that we must
realize we are all equal in the eyes of the just.
C. Correct the following by placing the apostrophe where
necessary. Do not alter the wording of the sentences.
1.
2.
3.
4.
5.
6.
7.
8.
9.
The footprints of the boys were on Mr. Smiths windowsill.
Johns medal is the pride of his parents.
The books cover is blue.
The latest rules of the coaches allow
Philto playlacrosse.
The brothers of my friends bought the uniform for the team.
Womens hats are more fanciful than mens.
Our group-leaders father is doctor of the town.
The names of several of the childrens dogs are fantastic.
The cries of the babies filled the air around Mr. Gunshers
new nursery.
10. The diplomats portfolio contains several important papers.
D.
1.
2.
3.
4.
5.
6.
7.
Write the contractions for each of the following:
are not
had not
would not
I am
we have
you will
it is
8.
9.
10.
11.
12.
13.
14.
where is
we are
does not
will not
they have
it will
there is
15.
16.
17.
18.
19.
20.
21.
never
you are
over
is not
did not
who is
what is
DIAGNOSTIC TEST ON ABBREVIATIONS
AND CONTRACTIONS
A.
Write the abbreviation for each of the
following:
1.
2.
3.
4.
5.
miles per hour
for example
gallons
before noon
company
6. bushels
7. and so forth
8. ounce
9. free on board
10. in the year of our Lewd
PUNCTUATION AND CAPITALIZATION • 191
B. What is the meaning of each of the following abbreviations?
1. no.
6. hr.
2. i.e.
7. bbl.
3. anon.
8. c/o
4. C.O.D.
9. conj.
5. wt.
10. R.F.D.
ABBREVIATIONS
Frequency of usage
and the need for speed
have led to short cuts in
spelling common expres­
sions in business and ev­
eryday life. However,
these short cuts are to be
avoided in formal writ­
ing. If abbreviations are
used too often it indi­
cates carelessness on the
writer’s part. When in doubt, write it out. Do not use abbreviations
or frequent contractions in a composition.
■
----
■ RULES FOR USE OF ABBREVIATIONS--------AND CONTRACTIONS
1. Abbreviations always end in a period.
Messr.
misc.
P.M. Gen.
2. Contractions always usean apostrophe toindicate
missing letters.
don’t B’klyn
won’t dep’t
3. Never use botha period and anapostrophe in
shortening a word.
Correct: Bklyn. or B’klyn
govt, or gov’t
Incorrect: B’klyn.
gov’t.
4. Initials that stand for names are always followed
by periods.
N. L. Jones is a student at N. Y. U.
192 • PUNCTUATION AND CAPITALIZATION
Commonly Used Abbreviations
A bbreviation
@
acct.
A.D.
adj.
adv.
A.M.
anon.
bbl.
B.C.
bldg.
bu.
cap.
CO.
c/o
C'.O.D.
conj.
D.C.
dept.
doz.
e.g.
etc.
f.o.b.
gal.
hr.
i.e.
in.
inc.
Meaning
at
account
in the year of
our Lord
adjective
adverb
before noon
anonymous
barrel(s)
before Christ
building
bushel (s)
capital
company
in care of
cash on delivery
conjunction
District of
Columbia
department
dozen
for example
and so forth
free on board
gallon (s)
hour
that is
inch(es)
incorporated
infinitive
Abbrevi­
ation
I.O.U.
Is.
Jr.
lb.
Messrs.
misc.
mo.
m.p.h.
n.b.
no.
oz.
pd.
P.M.
P.O.
Ppp.
prep.
pron.
P.S.
qu. or qt.
R.F.D.
R.S.V.P.
S.S.
supt.
v.i.
vs.
wk.
wt.
yd.
. yf-
Meaning
I owe you
Island
Junior
pound (s)
Misters
miscellaneous
month(s)
miles per hour
note well
number
ounce
paid
afternoon
post office
page
pages
preposition
pronoun
post script
quart
rural free delivery
please reply
steamship
superintendent
verb intransitive
versus
week
weight
yard(s)
year
EXERCISES
A.
From the list of abbreviations, select the correct short form
for each of these expressions:
1. and so forth
5. that is
2. for example
6. please reply
3. adjective
7. pronoun
4. unknown name
8. care of
PUNCTUATION AND CAPITALIZATION • 193
9.
10.
11.
12.
13.
14.
15.
16.
free on board
adverb
postscript
cash on delivery
take notice
quart
pages
post office
17. dozen
18. preposition
19. I owe you
20. gallon
21. pound
22. miscellaneous
23 incorporated
24. yards
B. Write the contraction of each of the following:
1.
2.
3.
4.
5.
will not
of the clock
I had
it was
she will
6.
7.
8.
9.
10.
where is
department
they would
must have
shall not
TERMINAL PUNCTUATION
All too often the student who knows that he has come to the
end of a sentence carelessly overlooks the necessary exclamation
point or question mark and uses a period instead. You must
always be aware of where the necessary question mark belongs
and how effective a well-placed exclamation point can be.
DIAGNOSTIC TEST ON TERMINAL
PUNCTUATION
Supply the missing periods, question marks, exclamation points:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Keep away from those barrels of high explosives
Where is the key to peace among nations
How could you mistreat the poor dog so cruelly
May I have a piece of the cake
I wanted to know where to. place the package
Will they arrive on time
They forgot to tell me where they were going
“Man the lifeboats ” shouted the frantic captain
How shall I address the package
May I have this dance
194 • PUNCTUATION AND CAPITALIZATION
---------------- TERMINAL PUNCTUATION ---------------The Period
1. Use the period after a declarative sentence; one
which makes a statement.
i will join you this afternoon.
2. Use the period after an imperative sentence (a com­
mand or making a request).
Go to your room immediately.
Please do as your mother says.
3. Use the period after a question intended as a sug­
gestion and not requiring an answer.
May we now tell you our side of the story.
The Question Mark
5. Use the question mark (also called interrogation
pointI to indicate a direct question.
Did you mean that we are really the winners?
6. Do not use the question mark to indicate an in­
direct question.
He asked whether I would join him.
The Exclamation Point
7. The exclamation point is used in place of the period
or question mark to express strong feeling—surprise, ad­
miration, appeal, disbelief.
How can we ever thank you!
He really didn’t say that!
Oh, you wonderful creature!
Hello!
EXERCISES
A.
P lace a qu estion m ark after each d irect question, an d place
a p e rio d after each indirect q u e stio n :
1. I should like to know how to do this exercise
2. How do you do this exercise
PUNCTUATION AND CAPITALIZATION • 195
3. I asked the teacher, “How do you do this exercise ”
4. They asked me to read the next speech
5. Will you please read the next speech
6. They asked, “Will you please read the next speech ”
7. I did not know how to refuse them
8. How could 1 refuse them
9. They inquired what the shortest route would be
10. What is the shortest route
11. W'e exclaimed in sheer anxiety, “Will the doctor be able to
help him ”
12. Will you please try to help him, Doctor
B. Supply the missing terminal marks of punctuation :
1. Why are you so annoyed
2. What a day I had
3. Who told you to allow yourself the luxury of becoming angry
4. I don’t understand what you are trying to say
5. May I explain myself, then
6. Just try
7. I do not know anyone who cannot control his anger
8. Just say to yourself, “Why should I not let go at this moment ”
9. You do not ask yourself, “Is this display of anger really
necessary ”
10. If you thought of the other person, and not of yourself, your
anger would never have arisen
THE COMMA
Are you a comma-sprinkler? Do you throw commas in wherever
you feel it is necessary, or do you know the few definite rules
that will help to direct your use of this sometimes troublesome
mark of punctuation? How well do you know these rules? Let
the diagnostic test tell you.
DIAGNOSTIC TEST ON USE OF THE COMMA
Punctuate each of the following sentences, placing com m as
where necessary:
1.
The four main groups of instruments in a concert orchestra
are the strings the brasses the wind and the percussion in­
struments.
196 • PUNCTUATION AND CAPITALIZATION
2. Depending upon the pieces to be played a concert orchestra
may consist of from eight to one hundred players.
3. The wind instruments are placed in center front and the
strings are placed in front on either side.
4. The man who leads the orchestra the conductor carries the
burden of blending the sounds produced by the different
players.
1416 East 26 Street
Brooklyn 10 New York
December 25 1956
Dear Mary
Your friend
Edna
Comma-sense will tell you:
use a comma to set off a
phrase in apposition, to sepa­
rate a series of words, to
separate a direct quotation
from the rest of the sentence,
to separate the clauses of a
compound sentence.
Where do the comm as go?
1. The teacher had piles o f
books papers and pencils.
2. Miss Bernard the teacher was
standing at the blackboard.
6. Violins and cellos are two of the stringed instruments.
7. When the conductor raises his baton the orchestra waits in
poised silence.
8. A l did you see where I had placed my copy of the score?
9. “Where is Henry?” asked one of the boys.
10. “I ’m not certain” his mother replied. “If the ice is as thick
as he thinks it is he is skating. However if I am right and it
is as thin as I think it is he is swimming.”
PUNCTUATION AND CAPITALIZATION • 197
-------------------- RULES TO REMEMBER-------------------
One good, general rule on using commas correctly is
to use a comma wherever it will make the meaning of
a sentence clearer.
Use the Comma:
1. To separate a series of words or expressions.
Buy some coffee, sugar, milk, and bread.
NOTE: The comma before and separating words In a
series may or may not be used.
2. To set off an appositive (an appositive is a noun
or a pronoun that stands next to another noun or pro*
noun and means the same person or thing.
Washington, our first President, was a great leader.
3. To separate a direct quotation from the rest of
the sentence.
“I believe,” he said, “that you are right.”
4. To set off words in direct address.
Mary, why were you absent yesterday?
5. To separate the clauses of a compound sentence.
I went home after school, and John went to the game.
6. After an adverbial phrase or clause, that is intro*
ductory or out of its normal place in the sentence.
If you want to ask a question, raise your hand.
7. To set off a contrasting expression introduced by
nof.
I shall go, not tomorrow, but next week.
8. To set off a non-restrictive clause.
Washington, who was our first President, served two
terms.
9. To separate the parts of dates.
July 14, 1958
March, 1956
10. After the salutation and complimentary closing of
friendly letters.
Dear Fred,
Your friend,
11. To separate the name of a city from the name of
a state or country.
Brooklyn, New York
Paris, France
198 • PUNCTUATION AND CAPITALIZATION
12. To set off the words yes and no and other introduc­
tory words.
Yes, he went away.
Well, maybe I will go.
No, he did not find it.
By the way, who is he?
13. After digits indicating thousands.
1,824
28,987
129,456
1,246,000
14. To set off a title or abbreviation of a title following
a name.
His new title is J. P. Morgan, M.D.
EXERCISES
A.
One of the sentences in each of the following pairs requires
a comma or commas. The other requires no additional marks of
punctuation. Add the necessary commas:
1. a. Paul and Dave will arrive shortly.
b. Paul Henry and Dave will arrive shortly.
2. a. We enjoy watching folk dancers and square dancers.
b. The folk dancers completed the Danish waltz and then
they danced a Swedish hambo.
3. a. 1 had wanted to leave early but Tom would not let me.
b. Tom saw me but made no sign of recognition.
4. a. I had a ham-and-cheese sandwich and a glass of milk.
b. They fed me sandwiches soda pop and ice cream
5. a. The winner will be the seniors or the juniors.
b. The winners will be the sophomores or I will eat a size
7Vi hat.
6. a. 1 left early because I had several other groups to visit.
b. Because I had several other groups to visit I left early.
7. a. Alexander the Great spread Greek culture in a darkened
world.
b. Adolf Hitler would-be conqueror spread darkness m a
cultured world.
8. a. Coming to my last reason I hesitated a moment.
b. Coming in late is inexcusable.
9. a. When I entered the room the heat caused my glasses to
become covered with fog.
b. I will definitely be ready when you call for me.
PUNCTUATION AND CAPITALIZATION • 199
10.
a. The car went very slowly around the corner.
b. The gay smiling youngsters had full confidence in the
ability of their coach.
B. Supply the missing commas in each of the following:
1. The famous Taj Mahal is at Agra India.
2. Although it was beaun in 1632 it was not completed until
1650.
3. Tt is made entirely of white gleaming marble.
4. If you are fortunate enough to be able to see it
youwillagree
that it is a most beautiful monument.
5. The Suez Canal the longest canal in the world is more than
87 miles long.
6. It is the longest canal in the world but it is not the widest
or the deepest.
7. In 1869 Charles Dowd was a New York schoolteacher.
8. Because of his ingenious planning we now have time zones.
9. He suggested the time belts— Eastern Time Central Time
Mountain Time and Pacific Time.
10. There are four such time belts and each section is one hour’s
difference in time from the next.
11. As you travel west you gain an hour when passing from one
time zone to another.
12. On the other hand as you travel east you lose one hour from
one zone to another.
13. A bale a large bundle of goods weighs about 500 pounds.
14. Johnstown Pennsylvania was the victim of a terrifying disaster.
15. In 1889 the great flood occurred.
THE COLON AND THE SEMICOLON
Are you one who finds these two marks of punctuation confus­
ing? There is no need to be puzzled. At no point can one be used
for the other. The rules are few and definite. How well do you
know them?
DIAGNOSTIC TEST ON THE COLON AND SEMICOLON
Supply the missing semicolons or colons in each of the following:
1. In his letter he listed three approaches to the problem we could
ignore it completely we could bring the entire matter before
a board of arbitration we could give in to their demands.
2. Dear Sir
200 • PUNCTUATION AND CAPITALIZATION
3. We are to take the 7 37 flight to Boston.
4. I had tried to open every door not one could be budged.
5. Will you supply me with the following a set of wet "flies, a
medium-weight spinning rod and 100 feet of three-pound test
line.
----------------- RULES FOR THE COLON-----------------1. Use the colon after the salutation of a business
letter.
Dear Sir:
Dear Mr. Shafran:
Gentlemen:
2. Use the colon to introduce a list, an illustration or
a statement.
The book dealt with three major problems: drug ad­
diction, damage caused by fires, and pollution of
the air.
3. Use the colon to separate numerical hours from
minutes.
7:32 P.M.
4. Between chapter and verse in Bible references.
John 4:16
--------------- RULES FOR THE SEMICOLON-------------1. Use the semicolon to separate phrases and clauses
♦hat already contain commas.
We had visited Rome, Paris, Naples and London; but
we could not find the time to see the canals of
Venice or the wonders of rebuilt Berlin.
2. The semicolon is used between parts of a compound
sentence when and, but, or have been omitted.
Correct: We had tried very hard, but the results were
disappointing.
Correct: We had tried very hard; the results were
disappointing.
PUNCTUATION AND CAPITALIZATION • 201
EXERCISE
Missing Marks
Supply the missing colons and semicolons
where necessary:
1. You will definitely take the 8 34 out of Albany.
2. Dear Madam
3. She sat in the chair overcome by her loneliness tears welled
in her eyes.
4. You will proceed as follows return the books to the treasurer
place all valuable documents in the hands of the authorities
write a full report to be submitted to the attorney general.
5. The train will arrive at 6 15 in the morning.
6. Her words stung an uncomfortable warmth filled my cheeks.
7. You should have listened to me your difficulties would have
been fewer.
8. We bought large quantities of canned food, woolen blankets
and light reading matter but when we finally began to pack
the trunk space of the car, the trailer truck and the rack on
top of the car, we realized how inadequate our planning had
been.
9. My dear Mr. Kelly
g(/OT4T70N MARKS
Quotations are always followed by a period, comma, question
mark or exclamation point. The use of the particular punctuatior
mark depends upon the location of the question and the idea ex
pressed in the sentence. For example:
“I hope I passed,” he said.
“Do you think I passed?” he asked.
“I passed!” he shouted.
The mark-conscious student and the would-be writer soon
discover how effective dialogue is in a story or a composition. Do
you fill your themes with enough dialogue or do you avoid using
this device because you are not certain of your quotation marks?
DIAGNOSTIC TEST ON USE OF QUOTATION MARKS
Punctuate each of the following:
1. Did you buy a copy of Treasure Island?
202 • PUNCTUATION AND CAPITALIZATION
2. Who wrote My kingdom for a horse!
3. Jack Green said the teacher will you please bring the chart
to me?
4. Don’t leave me alone murmured the worm on the end of
the hook.
5. Philip said that he would not join us after dinner this evening.
6. He asked despondently Jane, may I now see my failing paper?
7. Do you ever read the comics in the Herald Tribune?
S. When you return home, he said, please tell your father to
call me.
9. I shall follow your very clear instructions, I said gleefully.
10. Alice told Marian she was to stay at home and be baby sitter
for the night.
------------------ ESSENTIALS TO REMEMBER
1. Use quotation marks to enclose a direct quotation
(exact words anyone uses).
He said, "I shall not fail you this evening."
2. Do not use quotation marks to enclose an indirect
quotation.
He said that he would not fail us this evening.
3. Always start a new paragraph each time the
speaker changes.
"I shall not fail you this evening," John said.
"I know I can count on you," said his father.
4. Use quotation marks to show words or phrases used
in a special sense.
The "pros" are the best ball players.
The knife is hardened by a process called "casehardening."
5. Quotation marks are placed around the titles of
short stories, poems, essays, articles and sometimes
names of ships (most authorities italicize the names of
ships). Titles of books ore italicized or underlined.
The short story, "Man at Sea," came from the book,
An Anthology of the World’s Best Short Stones.
PUNCTUATION AND CAPITALIZATION • 203
EXERCISES
A Change each of the following direct quotations into indirect
quotations:
1. “You will never catch me!” shouted supermouse to the pursu->
ing catmen.
2. The sergeant ordered, “Each man is to be in his bunkhouse by
ten.”
3 She agreed, “The program as we have planned it is much
too long.”
4 The student said, “I now can understand the theory behind
these problems.
5. The author said, “You can learn to write only through
writing.”
B.
Memorize the following quotation patterns and then punctu­
ate the direct quotations that follow:
a. He said, “C ap ------------------------------------ .”
b. He exclaimed, “C a p ---------------------- !”
c. He asked, “C a p ----------------------?”
d. “C a p -------------- ,” he said, “----------------------.”
e. “C a p ------------- ?” he asked. “C a p ----------------------- .”
1. The mother exclaimed Tommy the canary has disappeared
2. Tommy replied Mom I don’t know why for it was there just
now when I tried to clean it with the vacuum cleaner.
3. Hello Phil said Fran I thought I would see you about the
umbrella you borrowed from me last week.
4. I’m sorry replied Phil but I lent it to a friend of mine Did
you want it back
5. I don’t want it myself replied Fran but the man I borrowed
it from says that the owner wants it
6. Slick, I hear that you have bought a new car said his friend
7. Well Slick said I went into the auto sales room to use the
telephone, and I didn’t want to go away without buying
something.
8. When the waiter finally arrived at his table, the sour-looking
individual asked impatiently Do you serve crabs here
9. What do you wish, sir said the waiter I can assure you that
we serve anybody
10. Didn’t vou see the stop sign exclaimed the irate officer.
204 • PUNCTUATION AND CAPITALIZATION
CAPITALIZATION
The tendency today is toward using fewer and fewer capitals.
Years ago the writer could sprinkle capitals among his words just
to gain emphasis. However, the writer of today is more limited
because practically all stylebooks agree on certain rules for cap­
italization. The rules that follow summarize present practices. If
you are in doubt, consult your dictionary.
How modem is your knowledge of the rules of capitalization?
Take the following pretest and discover for yourself!
Every small letter has a
big brother, who must be­
gin every sentence, direct
quotation, proper noun,
day, month, chief word in
the title of a book, etc.
W hich o f these words should
be capitalized?
1. mary and jim were visit­
ing a small town in Penn­
sylvania for the weekend.
2. on monday they said that
they would be a little late.
DIAGNOSTIC TEST ON CAPITALIZATION
Supply the missing capitals:
1. i h a v e j u s t f i n i s h e d r e a d i n g t h a t e x c i t i n g s p o r t s s t o r y ,
fro m
“ th e k id
to m p k in s v ille .”
2. at the corner of our street is hadley avenue.
3. we have just completed reading the shakespeare sonnet that
begins with the line, “when in disgrace with fortune and
men’s eyes.
4. tom smith’s father was wounded in the battle of the bulge
during the invasion of france, in world war II.
5. our doctor left the room as his friend, dr. rogers, entered.
6 . f r i d a y is m y f a v o r i t e d a y o f t h e w e e k , a f t e r S a t u r d a y and
Sunday.
7. he shouted, “stay away from those wires!”
8. the president of the united states will address the nation at
five o'clock this evening.
PUNCTUATION AND CAPITALIZATION • 205
9. during the winter we celebrate my fathers birthday.
10. when we visited new york city i insisted that we watch the
united nations assembly in action.
---------------- RULES FOR CAPITALIZATION --------------Capitalize:
1. The first word of every sentence.
2. The first word of every line of poetry.
Absence of occupation is not rest.
A mind quite vacant is a mind distressed;
An idler is a watch that wants both hands—
As useless if it goes as if it stands.
3. The first word of every direct quotation.
He said, “Go home quickly.”
4. Proper nouns and adjectives derived from proper
nouns.
All New York residents should know that Albany is
the capital of New York State.
5. The chief words in the title of a book, including the
first.
I enjoyed reading “The Rime of the Ancient Mariner.”
6. Days of the week, months of the year and holidays.
Because of the Fourth of July holiday, there was no
school Monday.
7. Names referring to the Deity.
the Bible, Old Testament, Goa, Jehovah, the Almighty,
Psalms
8. Historical events, geographical places and impor­
tant buildings.
the White House, the Rocky Mountains, Battle of
Bunker Hill, the East, the West, the North, the South
9. The names of clubs, associations and other organ­
izations.
New York Yankees
Rotary Club
206 • PUNCTUATION AND CAPITALIZATION
EXERCISES
Group Om
Capitalize where necessary:
1. french
2. hudson river
3. chemistry
4. health education
5. omaha
6. united states
7. jewish
8. pope
Q. supreme court
10. over the bridge
11. overlook bridge
12. lafayette high school
13. this summer
14. english
15. republicans
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
broadway
indian
spring
western
atl antic ocean
congress
catholic
senator edwards
negro
luzeme high school
jerry
american history
golden gate bridge
italics
pasteurize
Group Two
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11. republican form of
government
12. C h r is t ia n principles
13. macadam road
14. house
15. house of representatives
16. uncle
17. uncle paul
18. autumn
19. san francisco
20. cathedral
democratic principles
democratic party
lady
lady peele
protestant church
professor
professor shostak
december
fourth of july
physics
A
In the space provided, write the word
parentheses that will make each sen­
dee correct:
[Example: x The (boys’, boy’s) coat is tom.
x. boy’s . .]
a. This is my (brother-in-law’s, brother’s-in-law) house, a
b. Our sleds are new but (theirs, their’s) are old.
b
c. One (teacher’s, teachers’) books were lost.
c
PUNCTUATION AND CAPITALIZATION • 207
d. The (children’s, childrens’) efforts helped the campaign, d.........
e. Out there he lived a (dog’s, dogs’) life.
e..........
B
In the space provided, write the contraction
ing:
a. are n o t
—
e.
b. he is
/.
c. is n o t..................
g,
d. you will ............
h.
for each of the followdo n o t................
I a m ..................
we have.............
you are .............
C
In each of the following sentences change the italicized word to the
possessive plural and write that form in the space provided:
[Example: The boy’s clothes were tom.
a. The child's books were lost.
b. The ch iefs orders were obeyed.
c. H er work was done carefully.
d. The baby’s toys were scattered.
e. The hero’s comrades were alarmed.
/. The wolf’s cries rang through the night.
g. The fox’s fur proved to be valuable.
h. The man’s dogs frightened me.
i. The monkey’s chatter was amusing.
/. M y experiences in camp were helpful.
.. boys’.. ]
a ...........
b
c ...........
d
e ...........
/ ...........
g ...........
h ...........
/ ...........
i ...........
D
In the space provided, write the w ord or words for which each of
the following abbreviations stands:
a. adj....................................
d. D. C........................................
b. in......................................
e. lb...............................................
c. doz
/.
C. 0 . D ....................................
In the space provided, write the abbreviation for each of the follow­
ing:
a. number ..........................
f. boulevard ..............................
b. avenue .■..........................
g. department ............................
c. q u a rt..............................
h. United Nations ...................
d. p o u n d
i. and so forth ........................
e. afternoon
/. District of Columbia...........
E
Draw a circle around each word that should be capitalized in the
following sentences:
a. benjamin franklin was one of the signers of the declaration of
independence.
208 • PUNCTUATION AND CAPITALIZATION
b. th e only doctor who lives here is doctor brown.
c. the early english colonists included quakers as well as members
o f other churches.
d. he spent Christmas with his grandparents and the month of
january with aunt sarah.
e. peter asked, “how did you like the ending of ‘the lady or the
tiger?’ ”
f. joe said, “she looks like our english teacher, miss smith.”
g. m y aunt visited mother in albany the last sunday in may.
F
Rewrite the following sentences, capitalizing and punctuating wher­
ever necessary:
a. did you give betty an opportunity to play
asked jenny
b.every february 22 we celebrate the birth of george Washington
a great american
c. john smith lives at 10 broadway albany n y
d. i will come soon she said to mary
e.w e read a story about bambi a deer
f. i have a ball and a bat jack said
g. yes mother will be there for aunt marys birthday in july
h. m ay we go with you john
G
In the parentheses at the right of each of the following, write the
punctuation mark that should be used:
a. A t the end of a declarative sentence
(
)
b. A fter an initial
(
)
c. T o show possession
(
)
d. A t the end of a question
(
)
e. A fter Gentlemen at the beginningof a letter
(
)
/. T o begin a direct quotation
(
)
g. A fter a name used in direct address
(
)
h. To separate words in a series
(
)
i. To show the omission of a letterin a contraction
(
)
/'. A fter an exclamation
(
)
PUNCTUATION AND CAPITALIZATION • 209
H
Rewrite the following paragraphs putting in all of the necessary
capital letters a id punctuation marks. Keep in mind that it is fust as
bad to have too many marks of punctuation as too few.
(1 )
when the snow began to fall the children became excited they
felt sure they would have ho school the next day because snow had
fallen only two days before and still lay cm the ground about six inches
deep another six inches would surely make it impossible to get to
school there is a poem which says hope springs eternal in. the human
breast every time it snows a bit the children hope that school will be
dosed.
(2 )
while the medium sized children really talked about the pros*
pect the big boys and girls of course pretended to be very sophisti­
cated and reserved and did notivoice their hopes but a close observer
might have noticed that both age groups made plans for a holiday the
smallest group of children to whom school was more of a novelty and
staying home an old story seemed sad but resigned and how did the
parents teachers and bus drivers feel about all this
(3 )
all you young people he added think that modem literature
began with Sinclair lewis oh no i told him we don’t think Sinclair lewis
is modem he’s classic good grief said my father martha did you hear
that he asked my mother this is a question he often asks mother no i
didn’t she said so my father began telling my mother and i called up
harry and we talked about our assignments and what we were going to
do Saturday and harry had never heard of rudyard kipling.
(4 )
the badges will be white with printing in a medium shade of
blue which has been used by us in the past for this type of badge they
should bear the monogram of the onteora school service club going
around the outside of the badge i am sending in this letter a sketch of
the badge also a piece of ribbon which is the shade of blue we want
(5 )
east tennessee is chiefly a great valley this valley lies between
the great smoky mountains on the east and the Cumberland plateau on
the west the valley is very rich in soil and is a splendid mixed-farming
region com is the important crop it is fed to livestock cotton tobacco
and wheat are grown too
(6 )
yellowstone national park is two and one-half times the size of
rhode island it is not only the largest but also the oldest and most
famous of our national parks the grand canyon of the yellowstone
river is a mass of colors red greens grays and yellows
(7 )
august 14 1939 marked a quarter of a century since the open­
ing of the panama canal fifty miles long it was constructed at a cost of
$541 000 000 since the first ship passed through its locks on august 14
1914 more than $450 000 000 in tolls had been collected from the
100 000 vessels which had traveled between the two oceans
Chapter 7
WRITING
BETTER
COMPOSITIONS
Naturally, there are tricks to the art of writing good composi
tions. The scribe of old who sat in the village square and earned
his daily bread by writing letters for the villagers knew how to
express his ideas accurately and forcefully. The modern newspaper
reporter and writer of magazine articles has learned how to write
clearly and colorfully.
However, the tricks of this trade are tricks; they are not secrets
Anyone who is willing to devote some time and energy can soon
be writing compositions rated 90 per cent and better. How is it
done? Let us show you.
Have you ever noticed the way a taxi meter works, how it clicks
«ip dimes and nickels as the tires cover more and more distance
Well, that red pencil used by your teacher ticks away in the same
way at your mark every time it is used.
Have you ever stopped to consider how many credits you have
lost because you have been misspelling the word receive? Or be­
cause you have not rid yourself of the habit of making sentence
errors? Regardless of how intelligently expressed a composition is,
if you have misspelled too many simple words and made too many
sentence errors, your paper will be failed.
Use the exercises in the earlier sections of this book to avoid
in your written work these two most serious causes of failure.
210
WRITING BETTER COMPOSITIONS -211
HOW YOUR COMPOSITION IS RATED
Excellent—Approximate perfection in technique plus evident
power, expressed with exceptional smoothness or vividness. E x ­
ceptionally good development of topic.
Good—Approximate perfection in technique. Good development
of topic. Good work but not really distinctive.
Fair—Very few errors in technique. Mediocre development of
topic.
Passing—Several minor errors in technique. Scanty development
ot topic.
(Either of these is sufficient to put a composition in this class.)
Rejected—Several serious errors, or many minor errors in tech­
nique.
The following list of serious and minor errors is to be considered,
however, as an approximate, rather than an absolute, division. A
misplaced comma, for instance, might be only a minor error,
though punctuation in general is listed in the left hand column; on
the other hand, a very weak conclusion or flagrant misuse of an
idiom might be a serious error, even though use of idioms and
conclusions are listed in the right hand column.
Errors in these fields
ore serious
Neatness
Spelling
Grammatical correctness
Punctuation
Capitalization
Paragraphing
Sentence structure
Unity
Thought coherence; i.e., gen­
eral plan
Errors here will also
cost you points
Choice of words
Use of idioms
Word coherence; i.e., connec*
tion or transition
Emphasis
Introduction and conclusion
Use of verbs
Word order
212 • WRITING BETTER COMPOSITIONS
MODEL COMPOSITIONS TO BE RATED
Reread the last few compositions that your teacher has marked
and returned to you Analyze them to discover where your weak­
nesses are. If your major weakness is in spelling, then turn to the
spelling section of this book. If your major weakness is in sentence
errors, then turn to the section that will help to cure your composi­
tions of this fatal illness. If your major weakness is not in how you
expressed yourself, but in what you had to say, then the material
in this section should be of some assistance to you.
First, however, before we begin to teach, let us discover how
much you really know about content and organization. Let us
see how critical you really can be!
Compositions must
have muscles; that is,
they must be strong.
Exercises develop mus­
cles. Try exercises in
organization, develop­
ment,
smoothness,
neatness.
DIAGNOSTIC TEST
The serious errors and the excellences in the following models
are not in technique, in how the student expressed himself, but in
the content of the composition. What are the good points or bad
points in each of the following? How would you rate them on the
basis of 100 per cent?
WRITING BETTER COMPOSITIONS • 213
A
A Camping Experience
I had never before gone to camp. When this last summer rolled
around, I did not expect ever to be able to be a camper. My par­
ents had never been able to spend that much money on one of us.
I was all set to being a swimming pool lizard for another season. I
had even toyed with the idea of getting a job. It was too hot in
the first place. In the second place the work would have been too
hard. In the third place my parents would not have allowed me
to take the job. In the fourth place the job was not even offered
to me. However at the beginning of this summer my grandfather
offered to send me to camp. I jumped at the offer. I have not been
sorry. My grandfather is one swell fellow.
I would rate this composition
My analysis:________
%.
________________ _______________________
B
An Important News Event
Everyday important things happen. These events can make the
entire world of the future different. We are the inhabitants of the
future. These are the events that will shape our lives. Our lives
will be determined by these significant happenings. Everyday, yes
almost every minute the wire service of the newspapers and broad­
casting stations tick out important news events. The people of
today may not fully realize the importance of these events, but
within a short while everybody is -talking about them. We should
develop the habit of either reading the news or listening to broad­
casts so that we can learn to recognize these important news events.
Don’t you agree with me?
I would rate this composition
My analysis:
%.
214 • WRITING BETTER COMPOSITIONS
C
Things to Do on a Holiday
There are many things that can be done on a holiday. Some of
these things can be done in the house. Other things, just as inter­
esting, can be done out-of-doors.
Among those things that can be done out-of-doors are going
skating at the ice rink or at the roller-skating rink; going for long
walks into the country; going on overnight hikes when the weather
permits; going with your family on long automobile trips to State
Parks near and far; going on weenie roasts, steak fries or clam­
bakes. All of these activities can be thrilling and exciting, especially
if the group that you are with is congenial.
Among those tilings that can be done at home are having groups
of your friends over for social get-togethers or song-fests; reading
some of the books that you have been planning to read but
haven’t had the time; helping your mother with her chores or
helping your father down in the hobby room complete some of his
projects; redecorating your room, getting rid of some of the ban­
ners and photogiaphs that you have outgrown; going to visit some
interesting relatives; catching up on your hobbies; making some of
those telephone calls that you have always planned to; listening
to some of the good music programs that fill the radio station
outputs.
So you see, you can spend your vacation profitably doing things
at home and out-of-doors. Which is yovx preference?
I would rate this composition
My analysis:______
%.
______________________
D
My Fa vo rite Program
There are many television programs that I have listened to.
Very often I have had one program that I followed regularly week
after week for two or three seasons. As I have grown older in
years, my tastes have changed. Some of the programs I had lis­
tened to last season seem so juvenile to me now! There is one
'qram, however, that, as far back as I can remember has been
r'ta and I think that it will be up on top for many years
has made this one program so outstanding for me?
WRITING BETTER COMPOSITIONS
215
All week long, everyone in my family works hard. My mother
is always busy with her household chores. My father often brings
work home for him to do. We younger ones are involved with
school work and teen-age doings. That is, we are all busy until
Friday evening. Then the tension breaks.
The children look forward to the homeworkless week-end. Dad
doesn’t have to go in to work on Saturday or Sunday. My mother
has completed her shopping and menus for the week. We are all
relaxed. And this is the moment, on Friday evening, when we
all gather around the television set and watch Peggy Wood as
Mama.
The program has grown repetitious over the years. Some eve­
nings, the plot may be too ordinary. But, our entire family is to­
gether. We are all relaxed. We all laugh together; we smile to­
gether. We are in harmony while watching Dagmar struggle to­
wards grownupness. Now you can see why this is my favorite
program!
I would rate this composition
c/o.
My analysis:
____________
E
A G rea t American
I admit from the start that there have been many great Ameri­
cans. Our textbooks tell about them. I admire them all for their
courage. I am grateful to them for the part they played in the
shaping of my country. There is one man, however, whom I want
to add to the list.
How would you like to have to tell your parents that you are
going to leave them—forever! Then you would walk through the
old town where you had grown up and you would tell each build­
ing and each person that you would never see them again. After all
goodbyes had been said, away you would go, traveling on strange
buses, into strange cities and then across the ocean. All during your
travels you would see people staring at your odd clothing, people
who would not understand the language you spoke.
Then you would land in a strange country. Everything would be
different. You would have to learn a strange language, learn a
216 • WRITING BETTER COMPOSITIONS
new trade. Would you have the courage to do all of this! I wonder
whether I could!
Yet that is what my grandfather did. When he arrived in Boston
from Italy, he had fifteen cents left in his pocket. Yet he never
faltered. He worked hard, brought up his income to a level at
which he could support a family. He married my grandmother
and together they brought their children up to be respectable
citizens. All of the immigrants who had the courage to leave the
known for the new helped to make up our America. I salute them
as great Americans! Grandfather, I salute you!
I would rate this composition
%>.
My analysis:__________________________________________________
F
Our Class Outing
Our social studies teacher had just told us that we all looked
as though sulfur and molasses should be included in our diet.
Spring had come! Charlie murmured that the schools should be
closed. We all laughed. Then Mr. Gunsher proved that he was
human. He suggested that we could plan a class outing for that
Saturday. We all discussed the idea.
As a result of the vote taken, we chose a committee to decide
where we would go. The committee was to report back to us by
the next day. When they came back, the chairman suggested that
we plan to visit the UN as a group. One of the other members of
the committee said that he would prefer that we go to the Museum
of Natural History.
Vic, who is an Eagle Scout, then said politely that we should
take advantage of the weather. We could make those trips in addi­
tion. This one, however, was to be the Spring Fever Cure Trip.
We all laughed and agreed. He suggested that we go to a State
Park. We all agreed.
We went to the park on Saturday and had a very enjoyable
time. Mr. Gunsher brought his wife along. She played the guitar,
and we all sang. I really enjoyed the experience.
I would rate this composition
%.
My analysis:____________________________________________________ _
WRITING BETTER COMPOSITIONS -217
G
An Exciting Game
We have a team that has played together for many seasons. It
was the seventh inning. Our pitcher was George. He was getting
tired. We all hoped he could last through the remaining innings.
In the third inning we had been at bat from stem to stern. That
is one of our jokes. Our first man up is nicknamed Stem. Our
pitcher’s last name is Stem. That was a really good inning for us.
The first man up hit a single. The next two men were walked. It
was three men on base, with none out! I was the next man up. I
had been instructed by our coach to hit a grounder. I was tempted
to be a real hero. I could just picture the ball coming in just right.
I could hear the crack of the bat, a sweet sound. Then the ball
would begin to travel. The outfielder would watch in hopeless
amazement as it would sail far over his head. At that moment a
home run seemed an easy thing to hit. Instead, I controlled my
enthusiasm and I kept quiet. I was able to hit the third ball down
the line, through the hole passed first. Two men scored I felt like
a real hero.
I would rate this composition
%.
_________________
My analysis:__________________________
OUTLINING
Outlining your ideas is building a plan for your composition. No
wise person would think of driving to a strange city 1000 miles
away knowing only the direction. He would find the best way by
looking at a good road map. An outline is your map showing the
best way from the beginning of your composition to the end.
An outline may be divided into three parts: the Introduction,
the Body and the Conclusion. The introduction is a statement of
what you plan to do. The body, the longest part, is the main parr
of the composition. The conclusion is just a brief summary of what
you have done.
------------ RULES FOR MAKING AN OUTLINE-----------1. Numbers and letters alternate.
a. Main topics are shown by roman numerals
218 ■WRITING BETTER COMPOSITIONS
2.
3.
4.
5.
b. Important details under roman numerals are shown b>
capital letters.
c. Details under the capital letters are shown by arabic
numerals.
d. Details under the arabic numerals are shown by small
letters.
The first word of each point should be capitalized.
Any point that has sub-points must have at least two,
since you cannot divide anything into fewer than two
parts.
Each number and capital letter should be followed by
a period.
You may be asked by your teacher to use complete
sentences after each number and letter, or you may
be asked to use topics. Use one or Hie other; do not
mix the two in one outline.
Study the filled-in outline of the body of a composition below
then fill in the second part in a similar way.
I. First main topic.
A. Important detail about I.
B. Another important detail about I.
1. Detail about B.
2. Another detail about B.
a. Detail about 2.
b. Another detail about 2.
c. Still another detail about 2.
H.
A.
1.
2.
3.
B.
III.
A.
.
1.
2
B.
WRITING BETTER COMPOSITIONS • 219
HOW TO MAKE AN OUTLINE
The first thing to do is to set down the main headings of the
information you have. For example, if you were to make an out­
line on the subject, “How to Take Good Pictures,” you could
have the following headings:
I. Reasons for taking pictures.
II. The necessary equipment.
III. Composing the picture.
IV. Lighting.
V. Miscellaneous suggestions.
It saves time to write these main headings on a large piece of
paper with quite a bit of space between each one. Each one will
be divided into at least two smaller parts. For example, number
III might be divided as follows:
III. Composing the picture.
A. One main point of interest.
B. Attractive material.
C. Simple background.
1. No electric wires.
2. No picket fences.
Outlining will insure better compositions in many ways. It will
help you decide how many paragraphs are needed. You will need
a paragraph for the introduction, one for each main point in the
body of the outline, and one for the conclusion.
You will not have any last minute ideas tacked on at the end
when they should have occurred at the beginning. All ideas will be
in their proper order. Your outline will have been a good map,
helping you to travel directly from beginning to end with no un­
necessary detours.
PLANNING THE BETTER COMPOSITION
What are the steps to follow in planning a composition? The
answer to this question cannot be simply stated in terms of one
or two methods. There are many different ways of planning a good
composition. However, let us list the steps that are usually fol­
lowed by the students who receive the better marks.
220 • WRITING BETTER COMPOSITIONS
............. Before You Write Your Composition
1. Don’t begin to write immediately. The first step is to put
your pen down!
2. Read all of the topics. Don’t skip any of them. One of
the topics that you skip may be just the one that you would
like to write on.
3. Eliminate all topics that deal with facts or situations with
which you are not familiar. If you do not know what “Skidding
a L og” means, don’t guess and then be caught red-handed.
4. Once you have selected your topic, don’t give it up easily.
D o n ’t imitate the flighty, tense student who flits from one topic
to another. The chances are the composition that you will write
on as your first or second or third choice will be very similar in
end results, the mark.
5. Now that you have your topic, don’t pick that pen up yet!
Let your mind do the work, not your fingers. Come to a definite
conclusion. What is the point of your composition? You are not
going to prove that people go to the beach on Sunday. You may
want to prove that people have to be taught how to behave on
the beach on Sunday or that lunch benches should be provided
or that swimming exercises should be taught in school to make
Sunday bathing safer. Regardless of what the point is, you must
have a moral, a purpose, a side that you favor, a point of view
that you want to give to the reader.
6. The next thing to decide is what you will have to say in
the beginning, the middle and the end of your composition.
Since you have decided on your main idea, the illustrations, ex­
amples or ideas to develop your main idea should present them­
selves clearly to you.
7. Now that you know what you are going to write about,
you can begin to write.
WRITING BETTER COMPOSITONS • 221
Before you
wr i t e your
composition,
organize your
ideas.
Then
build them up
and make them
fit smoothly to­
gether.
-'-After You Have Written Your Composition-
....
1. When you have placed your last period on the paper, you
have only reached the halfway mark. Now is the time to catch
errors. There is little that you can do at this point to improve
your organization or story elements. There is much that you can
do to raise your mark.
2. Try to look at the paper through the eyes of someone
who is going to mark the theme. Every error that you find
means a higher mark for you. Reread for sentence errors and
, spelling errors. Then read again to find any grammatical errors
that may be lurking.
3. If time permits, and the errors are many and the correc­
tions, therefore, have been numerous, rewrite carefully. Remem­
ber, no platter how brilliant your idea, your composition will be
rated for both content and technique.
222 • WRITING BETTER COMPOSITIONS
Some Questions to Be Answered
1. Must the contents of the composition be true?
Unless you have a trained imagination, the answer to this ques­
tion should be yes. You should prefer to write about something
that you have seen or experienced. However, as an author you
have the right to exaggerate when necessary; you have the right
to omit unnecessary details. You have the right to change some of
the details so that the end seems to be what should have been the
final result.
2. Where shall I begin?
Unless you are planning to write a novel or a 40-page story,
you must begin your story or experien.ce close to the moment of
greatest interest. The composition should cover a period of a few
minutes. Rather than tell how difficult it had been to plan the
picnic and then go through the long trip to the picnic area, you
can heighten the interest of your composition by beginning with
one of the following:
A look of terror filled my face. “Look over there!” I
shouted.
“Attention! Sound the attack! Onward, men!” shouted the
general in command of the army of ants. The invasion had
begun!
The pie did not miss its mark. It landed squarely in my
lap!
How can he get the
knowledge to the paper?
First, he must decide
where to begin. Then, he
must develop a plan. But
remember, he will not
transplant that knowl­
edge. He must select
from his knowledge.
WRITING BETTER COMPOSITIONS • 223
3.
If I begin at the moment of greatest interest, how can
I make the composition long enough?
T he trained writer of compositions soon learns that by using
dialogue and description and describing the feelings of his charac­
ters, he can lengthen any composition.
4. Must a composition be funny or humorous?
If you feel that you must laugh at people, then it might be bet­
ter fo r you to avoid humor in your writings. If you find that you
can laugh with people or make the reader see gentle humor and
laugh with you, then you are on the track toward the higher marks.
A serious composition with a definite point receives the same high
m ark as does the sensitive, humorous one. Don’t feel compelled
to write one or the other, unless your assignment is for one par­
ticular type.
5. Must I write a formal outline?
If your teacher or school demands certain outline forms, then
this question is answered. If you are at liberty to choose your own
approach, then the six points under Planning Your Composition
will answer this question for you. You must know where you are
going before you set out on a composition path!
6. Which is more important—content or how you write
your composition?
Unfortunately, the answer is that both are of equal importance.
A composition with brilliant ideas and too many technical errors
will not receive as high a mark as will a mediocre composition
with no serious errors in it. Train yourself to catch those costly
errors, and then you will not feel compelled to ask this question!
Composition writing is a skill. It is based on hours and hours of
practice. The more you write, the better you become, whether you
are a gifted writer or a duffer. Why not study the following model
composition answers and the list of topics from previous examina­
tions at the end of this chapter to prove this statement?
224 • WRITING BETTER COMPOSITIONS
Safety
When we read about the great number of accidents that happen
daily, we realize that something should be done to reduce this
terrible toll. One thing that we younger people can do is to observe
the rules that pertain to bicycles, because most of us ride them.
On the road we should keep to the right and not ride two or
three abreast. We should observe the same traffic laws that the
motorist does. We should not ride someone else on the handle
bar or crossbar.
The bicycle should be equipped as follows in order to comply
with the law. It must have a good signalling device, a horn or a
bell. It must also have a good brake. If it is used after dark, it must
have a good light on the front and a reflector on the rear.
My personal observation leads me to believe that even if the
bicyclist obeys all the traffic laws and has the proper equipment, he
is not guaranteed absolute safety. From my own experience and
from that of others who have had bicycle accidents, I offer for
your consideration the following slogan that may help—“Look
where you’re going.”
COMMENTS
Good organization
No technical errors
Fine paragraphing
Good sentence structure
Very well written
WRITING BETTER COMPOSITIONS * 225
Rated Passing
Safety
There are to many accidents by fellers on bycycles. They should
be made to be carefuller or youll get killed some day. You never
know when a accident is going to happen. The first thing you
know is your on the ground and your all skined up. Suppose you
slide in front of a car that is going by. You could get killed easy.
Have your bycycle in good shape all the time and when the
brake starts sliding get it fixed before you try to stop some time
and you dont. You should obey the trafick lights and not skin past
even if a car is not in site. Another thing is to have the lights right
if you intend riding at night which is dangerous anyway. The cops
will take it away from you and make your parents by a light and
reflector before they give it back and you get a balling out. We
should not play games like making circles and things in the street
because you are going to get hit by a car some day if you do.
Sometimes you get racing and get going faster than you think and
you cant stop when you look up and see a big coal truck in front
of you. Be careful on your bycycle and you will live longer. Girls
are not as bad as boys.
COMMENTS
Poor organization
Needs concluding paragraph
Many technical errors
Sentence structure fair
Rated Failing
Safety
People are getting killed on bikes every day. And in cars. Its the
drivers to blame, they dont look and run right into you if your not
carefull and at night its twist as dangerus because many drivers
havent got there light on as they shud of. Doing stunts like in the
movies on your bike may kill you. Hiching is bad. When he makes
a turn over you go. I did that once and what a crack I got on the
head and from my farther to when I got home. Ide like to own a
motorcycal. I wood be very careful and not go 90 miles a hour.
They are very expencife but are easy on the gas. Evry day the
paper has pictures of accidents that coud be stopt by not going 90
miles a hour like many like to. They always in a hurry to buy a
paper or get there shoes fixet. Evry boy an girl which owns a bike
shud be reel careful.
226 • WRITING BETTER COMPOSITIONS
COMMENTS
No paragraphing
Very poor sentence structure
Careless in spelling and all other techniques
Wanders off the topic
Rated Good
Safety
There are too many accidents. We in the Junior High Schoo
should be more careful about bike riding. We can do something
about this and we should.
When we are out riding we should stick out our hands when
making a turn and stop on red lights. We should not fool around
by riding on one side of the road and then the other so that a
car won’t know which way to pass us. We should keep off the side­
walk and give the people walking the right of way. Two on a bike
is bad business. We should have a bell and good brakes. Also we
should have a light on front and a reflector in the rear if were
going to ride after it is dark.
However, even if we do this we are not sure about not getting
hurt. About half of the accidents that I know about were caused
by the rider looking the other way and banging into something, so
don’t do that.
COMMENTS
Fair organization
Some technical errors
Sentence structure faulty here and there
Fairly well written
Rated Fair
Safety
A fellow on a bicycle should be careful because many accidents
are caused by them. There are to many accidents caused by fel­
lows who are careless and run into people and even get. hurt them­
selves. Lets all of us make a firm resolution to be more careful.
I got hurt two years ago and ever since that time I have been
careful. The first thing you need is a good bike. You should have
it fixed if it is’nt. You need a bell to warn people your coming and
not holler at them. You must have a light on the handle bar or you
will be arrested if your caught. And a reflector on the rear mud
guard. Obey the traffic laws just like the driver of an auto.
WRITING BETTER COMPOSITIONS • 227
I think that we should start a real campane in the school and
make bike riding safe for everybody. Some of the seventh graders
almost knock you down. I saw one riding a kid on the cross bar
and another on the rear mud guard there crazy. If we took away
the bikes of fellows who don’t ride right and made them walk home
and back to school again the next day I bet there wont be so many
crazy riders. Lets all be safe riders. It pays.
COMMENTS
Paragraphs fair
Many technical errors
Has appealing enthusiasm
Sentence structure poor
WRITING THE SHORT STORY
One of the first steps in writing any good short story is to know
something about the subject you are writing about. If you do not,
the characters sound stiff and unreal and the descriptions do not
ring true. But this is, of course, just the beginning. You must know
1. How to develop the idea.
A good story, like a good
cake, has the right ingredi­
ents. And a good storywriter, like a good cook, has
recipes of his own. But he
doesn't forget the basic
requirements: knowledge of
what he is writing about, a
well-developed and inter­
esting plot, believable peo­
ple, places and happenings,
a title that will catch the
reader's attention.
228 • WRITING BETTER COMPOSITIONS
2. The requirements of a good short story.
Here are some of the qualities for a good short story.
THE INGREDIENTS OF A GOOD SHORT STORY-----1. An interesting title. It should catch the reader’s attention.
2. Good opening sentences. It should tell something impor­
tant and should make the reader eager to read more and
wonder what is going to happen.
3. An interesting plot. The plot should not be given away
either in the title or the opening sentences. But a hint may
be given.
4. Keep the continuity. Tell of the events in the order in
which they happen. Don’t jump around.
5. Make these events move toward the climax. Introduce
the most exciting events near the end to build up suspense
or stimulate curiosity.
6. Step up the pace of the story near the end by using
short sentences. This makes the reader feel the excite­
ment.
7. The ending may be one of many kinds. Whatever the end­
ing, it should fit the plot and the characters.
8. Use vivid words to describe people, places and hap­
penings.
9. Make the characters sound believable; make them act
and talk like real people.
A short story is a form of fiction that shows one or more
people in a given situation. The ingredients that make up a good
short story are:
1. Suspense. A good short story must have suspense to hold
the interest of the reader.
2. A plot. In many short stories suspense comes from the
plot, or planned action of the story. In others it comes from
WRITING BETTER COMPOSITIONS • 229
interest in a character. But the most important thing about
a short story is that something happens in it. The happen­
ings may be exciting, strange, amusing or even frightening.
But there is always interest to hold your attention.
Any short story is divided into a beginning, a middle and an
ending. Keep these parts clearly in mind when you are outlining
your story.
WHERE TO BEGIN?
The action of a short story usually begins near the opening of
the story. However, the same story may have more interest if it is
opened in the middle or even at the end—the very last scene.
1. Opening a Story at the Beginning
A short story may be begun by describing the basic situation.
This is the crucial point. In the first few sentences you should
arouse the reader’s curiosity and make him want to know what
happens next
2. Opening a Story in the Middle
A story may be opened in the middle and what has gone be­
fore is filled in later. The basic situation may be opened with a
conversation between two people. Then you work backward, ex­
plaining the background of the meeting and then move toward the
ending.
3. Opening a Story with the Last Scene
Sometimes good short stories open with the very last scene. In
this case, the body of your story should be a flashback to earlier
events;
It is a good plan to write out in brief outline form the sequence
of events you have in mind. Then glance down the list to choose
the place where it would be most interesting to start. If this place
is not at the head of your list, be sure that you can see how all the
other details are going to follow from your starting point. What­
ever your arrangement, make sure it is a logical one.
230 • WRITING BETTER COMPOSITIONS
HOW TO DEVELOP YOUR CHARACTERS—THE MIDDLE
Remember, make your characters speak and act like real people.
Try to write about characters of which you have firsthand knowl­
edge.
The Middle of the Short Story. The middle of your story is
the largest part. Here you must develop your characters and the
action of the plot. Here, too, you must make sure that all details
are clear and follow each other in a sensible order. The middle
must pick up the beginning and follow it naturally and easily.
A t the same time, it must move with sure steps toward the end.
The beginning presents a situation—the end tells the outcome of
that situation. The middle must be written so that there is no doubt
how the first situation changed and developed and why the out­
come was as it was.
THE ENDING
The ending of your short story is its final justification. You’ve
probably read stories that have held your interest all the way
through, only to disappoint you at the end. When that happens,
you feel cheated. Make sure that the ending of your story has a
real point.
Types of Endings
1. The Surprise or Twist Ending. At the very end of the
story, you suddenly reveal some unexpected information.
2. The Tricky Ending. You might lead the reader to believe
that the story will end in a certain way, only to end it on a differ­
ent note.
3. The "Tie-lt-Up" Ending. This is the simplest kind of end­
ing. You tell exactly what finally happened to the characters and
situations in your story.
4. The Hint Ending. Many modern stories use the hint end­
ing, which suggests the final outcome. But don’t make your hint
too subtle. Since you are leaving the reader in the middle of the
stream, give him a fifty-fifty chance of getting to the other side.
WRITING BETTER COMPOSITIONS • 231
MAKE YOUR STORY BELIEVABLE
The parts of your short story may be well constructed and yet
you may lose the reader’s interest. Why? Probably because you
overlooked one vital ingredient. That is, giving your story the
feeling of reality. The reader must believe that the people you de­
scribe could have lived. Whether or not events in your story have
happened, the question is—are they likely to happen?
Anyone can learn to write a short story. First read as many
stories as possible, and then practice. You may find that you really
can write and you really want to write. But don’t try to write
a novel in five or six pages of a story! Concentrate on one central
theme. Make every detail contribute to that theme.
Here are two short story situations to help you start doing the
kind of thinking a short story requires. Under each one are three
suggestions for endings. Choose the ending you prefer in each
case, then put your imagination to work on the problem of the
middle. Given these beginnings and endings, what interesting situ­
ations could you develop?
EXERCISE
1. A girl decides to spend a day “sick” in bed, because she’s “fed
up” with school. She—
a. Gets terribly bored—can’t wait for the next morning to go
back.
b. Finds herself really ill and running a temperature the next
morning. Has guilty feeling that she has thought herself
into being ill.
c. Enjoys the day and feels that she has pulled a very clever
trick. But when she calls up a friend in the evening, she
finds that she has missed out on a surprise birthday party
for another friend.
2. A high school boy takes a great dislike to his English teacher
because he is convinced that she “has it in” for him. He—
a. Discovers through working with her on a class play that
she is really a very fair and pleasant person.
b. Finds new respect for her when she cracks down on his
rudeness.
c. Feels shame when the principal tells him that he has made
things so hard for this teacher that she is thinking of
leaving.
232 • WRITING BETTER COMPOSITIONS
CHECK LIST BEFORE HANDING IN
WRITTEN WORK
The content and organization of written work must be decided
upon before you begin to write. Once you have completed your
work, you cannot concentrate on what should have gone into the
theme. You must, however, leave time for checking the technical
work. You must proofread and look for those credit-consuming
errors.
.........
Check and Double C h eck......................
1. Have you avoided using etc. and <fc?
2. Have you avoided beginning too many sentences
with and or but?
3. Have you any run-ons, comma sentences or senteuce
fragments?
4. Are you certain of all your spellings?
5. Have you spelled any one word in two different
ways?
6. Are you certain that you did not misuse one of the
most frequently misspelled pairs?
its—it’s
to—too
their—there
your—you’re
than—then
7. Have you used the apostrophe correctly each time
you used it?
8 . Have you placed question marks and exclamation
points where you had planned their use?
9. Have you capitalized where necessary?
10. Add to the check list items being stressed by your
teacher in lessons in usage.
WRITING BE (TER COMPOSITIONS • 233
Achieve the Check List Habit. The increase in your marks will
p ro v e how much this habit can mean!
—— —
— To Improve Your Written Work<■
■
1. Do not hand in any written work before you proofread it
fo r any errors in grammar, usage or spelling.
2. When written work is returned to you, make certain that
you understand each correction. Then resolve that you will not
m ake the same error again.
3. Keep a list of spelling words that you persist in mis­
spelling. Glance through the list before you take a test.
4. Do not try to overcome all of your errors at once. Begin
w ith those that cost you the greatest number of credits.
5. Do not be afraid to ask one of your fellow students to
help you proofread your material or explain the errors that
y ou have made,
6. Confer with your teacher on how you can achieve im­
provement.
7. Once you are on the right track toward higher marks,
d o n ’t weaken. Do not practice in the English classroom only.
C arry correct habits into all of your activities. Be as accurate
a s you can in all subject areas.
PENMANSHIP AIDS
Even though your handwriting may not be the most graceful,
y o u can prevent the loss of credit by following some very simple
ru les. The first is that you make each letter clear and distinct. Do
n o t close the loop of the e so that it may be mistaken for the i.
T he letters a and o must be distinguishable from each other. Dot
e a c h i and cross every t. Once you have developed this habit, you
w ill discover that more and more people will admire your hand­
writing.
234 • WRITING BETTER COMPOSITIONS
- ...... ...........Other Good Penmanship Aids
1. Skip lines where necessary.
2. Indent sufficiently for paragraphing.
3. Leave ample margin on each side of the paper, top
and bottom.
4. Leave space after each comma.
5. Increase space after each period.
6. Make each capital letter large and clear.
7. Do not crowd your words together.
A
Choose one of the following topics
and write a well-planned composition
of .about 100 words:
1. M y father (or mother) was
right!
2. The school safety patrol
3. I take a trip.
4. How to wash a dog (or cat)
5. Plans for a career
6. Our town (or community)
suits me.
7. Tracks in the snow
8. A wild winter night
9. Studying the seed catalogs
10. I made it myself.
11. H ow our team won the
game
12.. Racing the storm
13. When summer comes
14. Work I like to do
15. The ball team
16. The alarm clock and I
17. Something to remember
18. L earning history
19. Why I like (or dislike)
winter
2 0 . A great American
2 1 . Preparing for a party
2 2 . A successful adventure
2 3 . Why forests are important
2 4 . My favorite ..............
2 5 . A good game for a stormy
day
2 6 . Making a snowman
2 7 . Safety rules for boys and
girls
2 8 . A strange journey
2 9 . A p lace I w ould like to visit
3 0 . Digging for treasure
3 1 . T h e boat suddenly started to
leak
3 2 . Poison ivy
33 . How I finally caught that
mouse
34 . A story for the newspaper
WRITING BETTER COMPOSITIONS • 235
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
The work of the Weather 54.
Bureau
55.
How animals help man
56.
Water is so much fun.
57.
I enjoy Scouting.
58.
My hobby takes work.
59.
Why I dislike summer
60.
Looking ahead
61.
Animals that help man
Family customs
62.
A good lesson
63.
My collection
64.
Our class outing
65.
The first sunburn
66.
A camping experience
67.
The story of a busy day
Fun at the Fair
68.
Things were different long ago. 69.
Exploring space
70.
My favorite program
Sightseeing
A school activity that I enjoy
H ow I help at home
Things to do on a holiday
A visit to a nearby industry
I just couldn’t believe it.
Training my pet to do tricks
If I could talk to the weather
man
What I like about my friends
Good teamwork
An important news event
Fun in my community
Money of my own
How I may help in civilian
defense
The things a dog can learn
Amusing the baby
My hero
Chapter 8
THE ART OF
LETTER
WRITING
•Is letter writing a dead art? Are letters no longer being written?
Have the more direct means of communication—the telephone,
greeting cards and the canned, prepared telegrams—made the
original letter a thing of bygone days?
The postman will definitely not agree that letters are a thing of
the past. The fact that his pack gets heavier and heavier proves
that. Business executives know that all business letters cannot be
mimeographed and written to a formula.
The social letter, too, is still a necessity. The letter of com­
plaint, the letter of order, the bread-and-butter note must all have
the personal touch. They must be home-made. Even invitations
and notes of congratulation, have that distinctive touch when they
are handwritten.
If you were ill, think how pleased you would be' if a friend sent
you a cheer-up note. And how gratified the friend would be when
he receives your handwritten thank-you note. During your entire
life you will have occasion to write social and business letters. Learn
to do it properly. Let’s start now.
236
THE ART OF LETTER WRITING • 237
DIAGNOSTIC TEST ON WRITING
ACCEPTABLE LETTERS
A.
Form of the Letter
In the space provided, label each of the following as True or
False:
. . . . 1. Another name for an informal note is a business letter.
. . . . 2. The same courteous tone required in a friendly letter
should be present in a business letter.
. . . . 3. There is only one correct form for business letters.
4. The Inside Address contains the date.
. . . . 5. The block form should be used for all friendly letters.
. . . . 6. The Body of the letter follows the Complimentary Close.
7. A bread-and-butter letter is an example of a business
letter.
8. The Salutation must never be followed by a semicolon.
9. The Complimentary Close is always followed by a
comma.
10. The Heading is omitted in a friendly letter.
B. Contents
Name a basic weakness in the contents of the following letters'.
1. Dear Helen,
We are planning a party. I will be disappointed if you do
not come.
Your friend,
Paul
2. Dear sir:
I saw your ad in the paper. I sure would like to have the
job. Please give it to me. I know we will get along well.
Yours truly,
Arthur Schiff
3. Dear sir:
I need a sweater for my skating outfit. Please send me one
before Friday. Charge it to my mother’s account.
Your truly,
Edna Hecht
238 • THE ART OF LETTER WRITING
4.
5.
.
6
7.
8.
9.
Dear Helen,
I am writing this note because custom says that it should
be done. I verify my former assertion that I would have a
most pleasurable and memorable series of experiences. As a
result of the weekend I had spent at your house, I can def­
initely assert that my book of memories will have several
more pages added to it.
Your friend,
Phyllis
Dear Paul,
I shed tears because your uncle died.
Your friend,
Dave
Dear Sirs:
Please send me 4 tickets for the Saturday night performance
of your play.
Yours sincerely,
Joan Daley
Gentlemen:
I did not enjoy the program that you presented on your
Television-Fantasy Hour on Wednesday of this week. The
program should be discontinued.
Yours sincerely,
I won’t sign my name
Dear Edna:
I am fine. How are you? I would write more to you, but
we are so busy looking for something to do that I just can’t
think of what to write. I promise to write much more to
you soon. Please do not forget to write to me as soon as
possible. I know that I shall have enough time to read what
you have to say.
Your friend,
Hal
Dear Al:
Just a few lines to let you know that I am enjoying camp
this year. Sorry that I haven’t written sooner, but you know
how busy a camp-waiter can be. I can’t think of anything
else to say to you now since the head-counselor is calling me.
I hope that I have not bored you with this letter. Regards
to all from all. We are all fine and hope to hear the same from
you. You know what I mean.
Till we meet again, I remain as ever
Your friend,
Harry
THE ART OF LETTER WRITING • 239
10. Dear Postmaster:
We are moving this week. Please do not deliver any more
mail to our old address. From now on send all letters to our
new house.
Don’t forget.
Yours truly,
Phillip Johnson
LETTER-WRITING SKILLS
The Three typ es of Letters
1. The Informal Note. The note that you leave on the kitchea
table to remind your mother of some arrangement that you had
made with her; the reminder that you slip into the hand of your
classmate who sits in front of you; the warning you put in writing
for your brother to see when he reaches into your portion of the
clothes closet are just some examples of the type of note in which
form is not as important as content. Intimacy of relationship takes
the place of form.
2. Friendly Letters, in these the reader consciously rates the
writer on his knowledge of form. Some examples of this type of
communication are: notes of sympathy or congratulations, invita­
tions, acceptances, thank-you notes, greetings and chitchat sent
to relatives and friends. Courtesy, neatness and naturalness are
the essentials of this type of letter.
3. Business Letters. In these, social courtesy demands that
you follow an acceptable form. Some of the types of business
letters that you may be called upon to write are mail orders, ap­
plications, complaints, requests for television or theater tickets,
letters requesting adjustments to be made by business concerns,
congratulations or suggestions to legislative representatives. The
ABC’s of the business letter are Accuracy, Brevity and Courtesy.
You must state what you want to say briefly, politely and clearly.
240 • THE ART OF LETTER WRITING
CONGRATULATORY LETTER
(Indented Form)
227 McKinley Avenue '
Island Park, New York Heading
December 9, 19—
Salntation
Dear Howard,
lody
I was certainly excited when I
saw your picture in our local paper
showing you sinking a set shot and
winning that close game! I showed
it to all the kids around here and
they think you’re a great big hero!
If any of those big league scouts
know their business, they’ll hire for
their team—now!
Keep sinking them in, Howie.
We’re all rooting for our old neigh­
bor and good friend.
Your friend,
| Closing
| Signature
Joe
FRIENDLY LETTER
(Indented Form)
227 McKinley Avenue
Island Park, New York
July 1, 19.—
Dear Stephen and Nancy,
Now that school is oyer for die summer I thought back to the
time when we attended P.S. 181 together. How well I remember
the wonderful times we had!
Do you recall the excitement of the dances, ballgames, hikes
THE ART OF LETTER WRITING • 241
and picnics on the beach? Well, I certainly do, and I get a
w arm feeling when I think about those good old days.
A s a matter of fact, that’s why I’m writing you. Since we’re
all o n vacation I’d like you to visit me. We can relive those
happy days and have more fun together. Mom and Dad remem­
b er you, too, and insist that both of you visit me. So, that’s all
arranged. All I need now is a note from you saying you’ll crane.
Please write soon and say yes.
Your friend,
Sandy
"Keep me in proper
fa sh io n to fit the high
h a t. It's the business
s ty le , you know." Don't
f o r g e t the inside address.
Use a colon after the sal­
u ta tio n . Be brief and to
th e poin t. Use block form.
242 • THE ART OF LETTER WRITING
BUSINESS LETTER
(Block Form)
866 West Plymouth Street
Plymouth, Massachusetts [>Heading
December 21, 19—
Inside
Address'
Salutation
j
V"
Body
Joubel and Company
1926 Broadway
New York, New York
Gentlemen:
Please send me the following ar­
ticles as advertised in the New York
Times on December 11th:
11 dozen black, No. 2
pencils @ 80c per
dozen
$8.80
1 box of gum erasers
1.25
2 8 x 1 1 notebooks
.80
$10.85
Postage
.62
$11.47
I have enclosed a money order of
$11.47. Please deliver these articles
before January 1st,
Yours truly,
Joseph Caruso
j
Closing
1 Signature
I Always
Written
J
THE ART OF LETTER WRITING • 243
THE SIX PARTS OF A LETTER
1. The heading—your address (street and city) and
the daf-e.
2. The inside address—only in business letters; this is
the same as the envelope address.
3. The salutation—the respectful beginning phrase.
Dear John,
4. The body of the letter—paragraphs containing the
message.
5. The complimentary closing—the respectful ending
phrase.
Very truly yours, Affectionately yours, etc.
6. The signature—your name written in longhand; no
period.
BUSINESS LETTER: BLOCK FORM PREFERRED
818 Thomas Avenue
1. Heading < Glens Falls 13, New York
January 18, 1956
Gatoff Electrical Company
8630 23 Avenue
Brooklyn 14, New York
Gentlemen:
2. Inside Address
j 3. Salutation
4. Body of Letter
5. Complimentary Close j Very truly yours,
6. Signature j
Margen’ T
244 • THE ART OF LETTER WRITING
ENVELOPE FORM
Margery James
818 Thomas Avenue
Glens Falls 18, New York
Gatoff Electrical Company
8630 23 Avenue
Brooklyn 14
New York
FRIENDLY LETTER
Whichever form you use, indented or block, be consistent. If
you indent the heading, remember to indent your signature under
the closing.
1416 Smith Lane
Albany 22, New York
July 23, 1956
Dear Jerry,
Cordially yours,
Beatrice Tesso
ENVELOPE FORM
Beatrice Tesso
1416 Smith Lane
Albany 22, New York
Mr. Gerald Hopkins
2110 Strauss Street
Chicago 51
Illinois
THE ART O F LETTER WRITING • 245
DESIRABLE QUALITIES OF A LETTER
T h e Frie n d ly L e tte r
1. A friendly and cordial attitude expressed in a simple and
straightforward way.
2. Taking the “you” attitude, thinking in terms of the recip­
ie n t’s interests and needs.
3. A conversational warmth of style, either intimate or for­
m a l depending on the person addressed.
4. Clear expression of opinions, feelings, attitudes so that
th e reader will not misunderstand.
5. Definite information as to time, place and date in arrang­
in g meetings.
6 . Prompt reply in accepting or declining invitations, and
acknowledging gifts.
7. Appropriate ink and stationery.
8 . Legible handwriting and neat arrangement of paragraphs.
T h e Business L e tte r
1. Courtesy in asking for information or making complaints.
2. Brevity and organization by omitting unessential details.
3. Completeness and accuracy in stating quantities, prices,
d ates, names, addresses and similar information.
4. Truthfulness about one’s self, neither boastfulness nor
over-m odesty when applying for a position.
5. Arrangement of material according to a natural order of
tim e o r of logic so as to be clear and convincing.
6. Proper spacing and correct usage in typewritten work.
EXERCISES TO MAKE YOU LETTER-PERFECT
A.
Write the heading for a letter to be sent from each of the
fo llo w in g addresses, using today’s date:
1. tw o hundred and one sixtieth street new york seven new york
2. b o x seventeen general post office brooklyn one new york
3. lucille road riverside north Carolina
246 • THE ART OF LETTER WRITING
B. Write the inside address for a letter to each of the following:
1. jack and jill magazine independence square Philadelphia 5
Pennsylvania
2. library journal sixty-two west forty-fifth street new york
thirty-six new york
3. the delta manufacturing company m ilwaukee Wisconsin
4. university loudspeakers incorporated eighty south kensico
avenue white plains new york
5. children’s book council fifty west fifty-third street new york
19 new york
C. Write a letter to:
1. Your out-of-town relative who has just sent you an unex­
pected but much appreciated gift.
2. The mother of your friend who had invited you to spend the
last weekend at her home. You had gone and an enjoyable
time had been yours. Your letter is to be a bread-and-butter
note, one of thanks.
3. Your out-of-town cousin who has just won a free trip to
Europe, all expenses paid. You are to congratulate him.
4. Your principal, explaining to him that you want his permis­
sion to use his name as a reference in your application for a
part-time job.
5. Your homeroom teacher explaining the reason for a previous
absence from school.
D. Apply for one of the following positions (or for a position
advertised in your local paper. Bring the advertisement to class):
1. Alert student interested in science; to assist in busy electronics
lab on Saturdays; good pay. Box 810, G.P.O.
2. Part-time delivery boy; good pay; chance to learn business.
Z83, Local Paper.
3. Part-time clerical helper; chance for permanent position in
future; good pay. Y18, Local Paper.
4. Stock help for department store; Saturdays; write stating best
time for interview. W17, Local Paper.
5. Junior counselors, counselors-in-training, waiters for old,
established co-ed camp; exp. desirable but not essential. Box
444, Local Paper.
£. Write a letter to:
1. The local television station, requesting two tickets for admis­
sion to a future performance of your favorite television pro­
gram.
THE ART OF LETTER WRITING • 247
2.
A m ail-order house, ordering at least three different types of
articles.
3. A company advertising in the local paper, sending fo r the
item advertised.
4. T o the school guidance counselor requesting an interview to
discuss the courses you should take in high school.
5. T o a hobby company, requesting a copy of a catalogue o r
price list.
O ther Kinds of Letters
1. Letter of Thanks or Appreciation. W hen someone has
done something fo r you, write a short letter expressing yo u r appre­
ciation. The thank-you note should be sincere; it may be short.
2. Letter of Apology. T h is type of letter should give the feel­
ing o f sincerity. Th e expression of apology should be natural. D o
not dw ell unduly or apologize too profusely.
3. Invitations and Replies. Th e tone of an invitation written
b y a young person should be like that of a friendly letter. H ie re­
sponse to the invitation should be in a similar vein. State clearly
what the occasion is, when it is being held and where.
Dear Helen,
I will be so happy to
come to your party on
*
i
•
Replies to invita­
tions for informal par­
ties or gatherings
should be written like
friendly letters. They
should repeat the oc­
casion, time and place.
248 • THE ART OF LETTER WRITING
MASTERY ^ T E S T
A
Thank-You and Congratulations
1. M r. John Smith o f the Central L ib ra ry , Springtow n, N e w Y o rk ,
has helped yo u r class w ith a project on conservation. A s secretary
o f yo u r class, invite M r. Smith to come to see the exhibit yo u r
class has prepared.
2. Suppose you have received an unexpected gift, such as a bicycle,
from a friend o r relative. W rite a thank-you letter in w hich you
tell w h y you were pleased with the gift and describe some of yo u r
experiences with it.
3. Th e jo y that we feel when a friend has met w ith success makes
us want to congratulate him . Suppose a girl o r boy has just been
given some honor o r won a prize. W rite a letter o f congratulation
to show that you are pleased at his o r her good fortune.
B
Friendly Letters
1. Suppose that you have been visiting a friend in another com­
m unity and that yo u r friend has invited you to stay a few more
days than you had originally planned. W rite a letter to yo u r father
o r mother asking fo r permission to extend yo u r visit. Describe
what you have been doing and explain w hy you wish to stay longer.
2. Suppose that a classmate has broken a leg and must spend several
weeks at home. W rite him a letter suggesting one o r more radio
or television programs that you think he w ill find entertaining.
3. A friend has gone on a long trip with his father. H e has asked
you to take care o f a pet while he is away. W rite him a letter tell­
ing how you and the pet are getting along.
C
Requests for Information
1. Y o u are secretary o f yo u r class, which is planning to visit W ash­
ington, D . C ., during Easter vacation. W rite a letter to C apitol
T o u rs, In c., 99 Pennsylvania Avenue, W ashington 10, D . C ., ask
ing fo r inform ation about possible tours o f W ashington. Be sure
to indicate the num ber of boys and girls who w ill make the trip
THE ART O F LETTER WRITING • 249
and tell the company some of the things your class would like to
see on its tour.
2. Write a letter to the Rapid Bus Company, Ourtown, Kansas, in­
quiring about a jacket which you believe you left on a bus during
a recent bus ride. Be definite in describing the jacket and in identi­
fying the bus on which you traveled.
3. Suppose your class has organized a Safety Club. Write a letter to
Mr. John Smith, Standard Life Insurance Company,.Hometovfn,
New York, requesting pamphlets or other materials that you might
use in your club activities. Mention that you are secretary of your
club and explain the reason for your request.
4. Write to John H. Miller, Executive Secretary, Chamber of Com­
merce, Yourtown, New York, asking him to send you information
about the chief industries of Yourtown.
D
Orders
1. Answ er both a and b:
a . Last week yo u ordered a blue-and-white plaid sport shirt, size
14, priced at $3.50, from the Style Shop, 100 F irs t Street, H illfown, C alifornia. Yesterday yo u received from this store a
navy-blue shirt, size 18. W rite a letter to accompany the pack­
age when you return the shirt. E xp la in the e rro r and how yo u
wish it corrected.
b . D ra w an oblong representing the envelope in w hich the above
letter w ill be sent and prepare the envelope fo r mailing.
2. Y o u r class wishes to present a flag to the school. O rd e r it b y mail
from the Am erican Flagmakers, 115 D earborn Street, Chicago 2,
111. Include all necessary inform ation so that the com pany w ill not
need to write you fo r further inform ation.
3. Suppose that yo ur citizenship-education class, w hich is studying
the present foreign policy of the U nited States, has chosen yo u as
its secretary. W rite a letter to the U nited States Governm ent P rin t­
ing Office, Washington 25, D . C ., requesting fo u r copies o f O u r
F oreign P o licy, which is Department o f State Publication 3972.
Identify yourself as secretary o f the class and explain w h y yo u r
class is interested in receiving the booklets. A lso mention that you
are enclosing a money order fo r one dollar to cover the charge fo r
the four booklets.
E
L e tte rs o f A p p lic a tio n
1. Brow n’s Department Store, 32 Central Square, O urtow n, Pa., has
advertised fo r part-time workers. W rite a letter to M r. John Jones,
the manager, applying fo r a job. State yo u r age, qualifications and
experience. Include the names o f tw o references.
250 • THE ART OF LETTER WRITING
2. Suppose that you want to apply fo r one of the jobs described in
the advertisements below. W rite a suitable letter of application.
B O Y — T o deliver messages and small packages. Bicycle needed.
References required. Brown and Co., Ourtown, N . J.
G I R L — T o care for small child after school and Saturdays. Refer­
ences required. M rs. Charles Carlson, 24 G orton St.,
Ourtown, N . J.
3. Write a letter of application applying for the position advertised
below:
W A N T E D : A boy or a girl to make deliveries from 4:00 to 6:00
p.m. on school days and from 9:00 a.m. to 5:00 p.m. on Sat­
urdays. Answer in own handwriting. G ive your qualifications
and references. Homeside Florist, 26 M ain St., M ytow n, Mass.
¥
Invitation V ariety
1. Suppose that your class is planning to hold exercises on Friday,
June 23. W rite a letter to a friend or relative inviting him or her
to attend. T e ll in yo ur letter the time, the place and the other plans
that your class is making fo r your program.
2. Suppose a friend is visiting you. Y o u plan to have a party in your
friend’s honor. W rite a letter to another friend, inviting him or
her to attend the party. G ive all necessary details.
3. W rite a letter inviting a friend to spend a weekend with you at
your family’s summer bungalow at some nearby beach or lake.
Offer to take him or her in your car, tell what plans you have made
fo r entertainment and ask him or her to bring whatever you think
w ill add to the enjoyment.
&
M iscellaneous
1. Suppose that Teencamp, Inc., Evergreen, New Y o rk , is offering a
three-week camping trip with all expenses paid for the boy or girl
who can write the best letter telling w hy camping is a worth-while
activity fo r teen-agers. W rite a letter of no more than 100 words
to M r. Bob Man, Director, giving yo ur ideas on the value of camp­
ing.
2. Suppose that there is to be a “Letter to the Editor” contest con­
ducted by Ourtown N ew s, Ourtown, New Y o rk , in which each
contestant is to tell why he is proud and happy to be an American.
Assume that you are entering the contest and write a letter of
75 to 100 words expressing yourself on the subject.
3. W rite a letter inviting a friend to join your hobby club. T e ll him
(o r her) why you think he (o r she) will enjoy collecting stamps,
building models, painting pictures or some other hobby.
Chapter 9
READING AND
APPRECIATING
LITERATURE
Experience may be the best teacher, but the lessons that we
learn through experience need not have happened to us directly.
Literature gives us a chance to acquire such experience at little
cost to ourselves. We can read about the lives of great men and
during the reading process we can actually relive their lives with
them. We can learn the lessons that they learned or should have
learned. We can learn patience and concentration along with Edi­
son. We can learn humility with Einstein.
The world of make-believe in storyland gives us more oppor­
tunities to form our lives and opinions on what others did or had
done to them. From Romeo and Juliet’s suffering we learn the
importance of respect for the rights of others. From The Call of
the Wild we recognize the depth of devotion that a man can win
from a dog even if it is half wild. Sue Barton can teach us how
best to live with our fellow men. Diane’s experiences in A Date
for Diane save us the embarrassment that would accompany a first
date—if we had not shared hers with her.
The question on literature is more than a test of your ability to
read. It is a test of your ability to take from the stories, poems
and biographies that you have read the parts that you can use
to make your life fuller. When you have acquired this ability,
you will be more sensitive to the paths you must follow to become
a happy and understanding person.
251
252 • READING AND APPRECIATING LITERATURE
S k ill in answering questions about literature is based on several
factors. U nless yo u have read and understood a book, y o u cannot
w rite passably about it. U nless y o u understand the questions yo u
are asked about the b o o k , yo u w ill not be certain that w hat yo u
w rite is w o rth y o f credit. U nless yo u understand the technical
terms in the questions, yo u m ay so m isinterpret their meanings
that the exam iner w ill be unable to give yo u passing credit.
TEST O F YO U R KN O W LED G E
O F CO M M O N TERM S
A . Match the terms in Column One with the appropriate defi
nitions in Column Two:
Column One
Column Two
1. p lo t
a. anything that tells a story
2. antagonist
b. basic characteristics
3. autobiography
c. story o f a person’s life
4. setting
d. the events in a story
5. fiction
e. time and place o f a story
6. no n-fictio n
f. a w o rk o f literature that is based m a in ly
7.
8.
9.
10.
11.
biography
novel
narrative
traits
protagonist
o n observable facts
g- story o f a p erson’s life as to ld b y thai
person
h. the v illa in in a story
i. the m ain character
/• a long story
k. a w o rk o f literature that is based m ainly
on the author’s im agination
B. Label each of the following statements as either True or
False:
1. A poem can be a narrative.
2. A l l short stories are book-length w orks o f literature.
3. N o vels are w ritten in prose.
4. A l l autobiographies are biographies.
READING AND APPRECIATING LITERATURE • 253
5.
6.
7.
8.
9.
All biographies are autobiographies.
Autobiographies are examples of fictional prose.
The setting of Tom Sawyer is his final rescue from the cave.
A character can have character.
Character can be either a person or a person’s trait.
10. Longfellow’s Village Blacksmith is a good example of a prose
work.
11. Both short stories and poems are works of literature.
12. The Adventures of Huckleberry Finn is a biography.
C.
1. a.
b.
2. a.
b.
3.
a.
b.
4. a.
b.
5. a.
b.
Explain the difference between:
Refer to two poems and two short stories.
Refer to two poems or two short stories.
Refer to two works from the fields of the short story and
poetry.
Refer to two works from either the field of the short story
or poetry.
Refer to either a poem or a novel.
Refer to a poem and a novel.
Refer to a novel, a biography or a standard reference work.
Refer to two of the following: a novel, a biography, a
standard reference work.
Refer to two works of literature.
Refer to two works of literature, one poem and one short
story.
SOME DEFINITIONS
Of course, you can understand and enjoy literature without be­
ing able to analyze and define just what you enjoy. It is sufficient
to many to be able to say, “That was a good story! I found it very
interesting.”
But how much deeper and more satisfying this enjoyment can
be when you actually know what it was that pleased you in the
story. The key to this ability is knowing some of the basic terms of
literature. How many of the following are at your command?
Prose
Works
works written in ordinary language without meter.
Short stories, novels, essays, modem plays and
biographies are written in prose.
254 • READING AND APPRECIATING LITERATURE
A poem. It is said, hath
charms to soothe the sav­
a ge b ea st. This yornig
man's poem seem s to
have made the king of
beasts docile. A poem is
w ritten in rhythmical
and often rhymed lan­
guage.
Poetry
works written in verse or rhythmical language.
Love songs, ballads, limericks, hymns and son­
nets are written in poetry.
Prose
Fiction
short stories and novels, writings based on the
author’s imagination rather than on faithful copies
of events in real life.
Short
Story
short narrative about only a few characters involved in a single interesting experience.
Examples: Irving— The Legend o f Sleepy Hol­
low
Stockton— The Lady or the Tiger
Novel
longer story containing many characters who go
through a series of experiences, usually against a
more detailed background than the simple setting
of a short story. It contains many more incidentsthan does the short story.
Examples: Tunis— All-American
Daly—Seventeenth Summer
READING AND APPRECIATING LITERATURE • 255
Prose
plays, essays, biographies, histories, newspaper
Non-fiction articles, editorials. These are useful writings based
chiefly on facts rather than on the make-believe
world of fiction.
Play
story interpreting real life by means of dialogue
spoken by actors on the stage, requiring for its
full effect the use of gesture, lighting, scenery,
costumes, the stage.
Examples: Shakespeare—Julius Caesar
Barrie— Dear Brutus
Essay
writing in which the author’s opinion is most im­
portant. The incidents are drawn to illustrate ideas
rather than to stress action.
Examples: Today’s newspaper editorials
Tunis— The Great Sports Myth
Biography
record of a man’s life told so that the reader may
profit by reading how another person met and
solved the problems that faced him. This type of
story is drawn from real life.
Examples: Sandburg—The Prairie Years
Detzer—Carl Sandburg
She loves them not . . .
she loves it! What does she
love?
1. Name three books, stories
or poems that you would
consider good literature.
256 • READING AND APPRECIATING LITERATURE
Ballad
story told in poetry. The old ballads attempted to
tell stories very briefly.
Examples: “Robin Hood”
“Sir Patrick Spens”
Love Songs
with spring in their hearts and rhymes at their
fingertips men will ever attempt to make others
see the beauty that enthralls them.
Examples: Byron— “She Walks in Beauty”
Burns— “My Love Is Like a Red,
Red Rose”
Fiction is writing based
on the author's imagina­
tion rather than on per­
sons and events from real
life. It includes several
forms of literature.
1. Can you name three
forms of fiction?
Limericks
five- or seven-line short poems, usually humor­
ous, that depend for their effects on the unexpect­
ed in either rhymes or last lines.
Example: There once was a lady from Niger,
Who went for a ride on a tiger.
They came back from the ride
With the lady inside
And a smile on the face of the tiger
READING AND APPRECIATING LITERATURE • 257
Hymns
solemn songs written to contain religious or
patriotic ideas in meters.
Examples: “America, the Beautiful”
“Rock of Ages”
Sonnets
fourteen-line poems following a definite rhyme
scheme and dealing with one subject, usually love.
Examples: Shakespeare — “Shall I Compare
Thee?”
Browning—“How Do I Love Thee?”
EXERCISE
Classify each of the following according to the definitions on
pages 253 to 257.
1. Dickens—David Copperfield
.......................
2. White— Daniel Boone, Wilderness Scout
.......................
3. Butcher—Exploring Our National Parks
and Monuments
.......................
4. Myers—The Alamo
.......................
5. Cooper— The Spy
.......................
6. Decker—The Catcher from Double A
.......................
7. Day—Life with Father
.......................
8. Poe—The Black Cat
.......................
9. Kingsley—Dead End
.......................
10. Barnes— I Hear America Singing..................... .......................
11. Holmes— Old Ironsides..................................... .......................
12. Longfellow— The Children’s Hour................. .......................
13. Dickens— A Christmas Carol........................... .......................
14. Lincoln— Gettysburg Address..................................................
15. Stevenson— Treasure Island............................. .......................
16. Gilbert— The Yarn of the Nancy Bell............. .......................
17. Bronte— Wuthering Heights.............................. .......................
18. Buchan—Julius Caesar..................................... .......................
19. Shakespeare— Julius Caesar.....................................................
20. Erskine— My Life as a Teacher........................ .......................
258 • READING AND APPRECIATING LITERATURE
JUDGING THE STORY
Why restrict yourself to one or two ways of expressing youi
reaction to a story that you have read? Let the following chart
direct the flow of your words.
THE PLOT
The plot is the weaving together of happenings or incidents
in order to keep up suspense until the turning point of the story
is reached. The plot is the order that the action takes. It is the
summary of the incidents.
Terms of Approval
tightly knit, clearly shown,
believable, true to life, logi­
cal conclusion, realistic, un­
expected but plausible end­
ing, suspenseful, imagina­
tive handling
Terms of Disapproval
improbable, fantastic, too
farfetched, illogical ending,
forced ending, lacking in
climax, overlong, too sweet
THE SETTING
The setting of a story includes the time and place, the back­
ground, the customs, the types of people and the general at­
mosphere of the story.
Terms of Approval
Terms of Disapproval
authentic, believable, true
to the period, giving evi­
dence of careful scholarship,
transports the reader to an­
other day
not true to facts of history,
distortion of truths of the
period, modern men dressed
in costumes of bygone day,
crudely drawn, unnatural
THE CHARACTERS
The persons in the story command our greatest attention, for
we identify ourselves with them. The boys usually identiiy
READING AND APPRECIATING LITERATURE • 259
themselves with the hero and the girls with the heroine. We
enlarge our own experiences by reading how others meet the
problems and situations of life.
Terms of Approval
true to life, natural, realis­
tic, well-motivated, fully re­
alized, drawn to full scale,
alive and breathing, worthy
of being imitated, true lead­
ership ability, true to its en­
vironment
Terms of Disapproval
stock characters, heroes and
villains and heroines, ster­
eotypes, unadmirable in
thought or deed, too simple,
not fully realized, not true
to life
APPRECIATING POETRY
You are now in the golden age of poetry. The full impact of the
strong rhythms of poetry should make you want to sing, to dance
to write your own poems. What are the basic elements of poetry
enjoyment?
1. IMAGES
Poetry presents an idea through pictures. It compares what is
being described with something more familiar to the reader. The
thoughtful reader will pause and try to discover what the two
things are that are being compared. Part of the joy of poetry is in
being able thus to analyze and share ideas with the poet.
2. METER
Poetry is written according to different dram beats, depending
upon the mood that the author is trying to recreate. Slow, measured
lines beat out the thoughts of the thoughtful or sad person. Swiftmoving lines race across the page to give the reader the feeling
of joy and happiness.
260 • READING AND APPRECIATING LITERATURE
3. EMOTION
Poetry is written to have you share the author’s emotional re­
action to an idea or situation. If he is deeply moved, he wants you
to react as he did. If he is angered by something, he wants you
to feel as he did.
4. SENSE
Poetry is written to convey an idea to you. The author wants
you to share that idea with him.
LONG-RANGE PLANNING
The successful student is the one who looks ahead, foresees
coming difficulties and plans his path of conquest far in advance.
The wise student uses a notebook, and in it he keeps notes on
everything he reads. For each story he follows an outline similar
to the one below:
Title (spelled correctly)
Author’s name
List of main characters
Setting
Main events
Opinion
Long before an examination, he has read and taken notes on
several works in each of the following fields:
Novel
Short story
Biography
Story of travel or true adventure
Narrative poetry
Descriptive poetry
GUIDE TO LITERATURE
The following list of books, stories and poems contains titles
that have been popular among students. Check the ones that you
already know. Make certain that you know the correct spelling of
the titles, the authors’ names and the names of the main characters.
READING AND APPRECIATING LITERATURE • 26!
Use your knowledge of the books to fill in a story outline for each.
You will then be able to use this information as the basis for your
answers to the literature questions appearing at the Kid of this
chapter.
This list would serve well as a basis for future reading on your
part. Remember, the path to scholastic success is lined with books.
The more books you read, the easier the path will be.
—
Boys of Fiction
Title
The Adventures
of Huckle­
b e rry Finn
The Adventures
of Tom
S a w yer
O liver Tw ist
Jim Davis
M artin Hyde,
the Duke's
M essenger
Author
About the Book
Huck and his Negro
friend Jim drift down
the Mississippi on a
raft and into many
happy adventures.
Tom, Becky, Huck
Mark Twain
and a host of other
Midwesterners live an
exciting, sun-drenched
set of adventures from
painting fences to be­
ing chased by a crimi­
nal.
Raised in an or­
Charles Dickens
phanage, Oliver al­
most becomes the vic­
tim of a criminal band
until fate lends a help­
ing hand.
Mix smuggling, spy­
John Masefield
ing and the seacoast
of England for a
, thrilling story of early
nineteenth-century ad­
venture.
Experience rebel­
John Masefield
lion in England and
life in the West Indies
with the ill-fated Duke
of Monmouth.
Mark Twain
262 • READING AND APPRECIATING LITERATURE
M a ster Skylark
John Bennett
All-Am erican
John Robert
Tunis
The H alf Back
Ralph Henry
Barbour
The Flamingo
Fea th er
Kirk Munro
Penrod; Penrod
and Sam ; Pen­
rod Ja sh b er
Treasure Island
Booth
Tarkington
Kidnapped
Robert Louis
Stevenson
Captains
Courageous
Rudyard Kipling
Back to
Treasure
Island
Harold Caiahan
Robert Louis
Stevenson
A young singer is
kidnaped and brought
to the London of
Queen Elizabeth I.
Thrilling football
games among highschool rivals set in
a democratic atmos­
phere.
This is an old-time,
all-time football favo­
rite.
A French boy trav­
els among the Indians
of Florida in the
1500’s.
Penrod plays actor,
detective, teen-ager.
With the aid of Ben
Gunn, Jim Hawkins,
Squire Trelawney and
the Hispaniola’s loyal
crew defeat pirates led
by the tricky Long
John Silver.
In order to escape
the plottings of his
evil-intentioned uncle,
David Balfour goes in­
to strange lands with
Alan Breck.
The spoiled son of
a rich man is taught
how to face life brave­
ly and with humility
by a group of daring
New England fisher­
men.
Jim Hawkins tan­
gles once more with
Long John Silver on
Treasure Island.
READING AND APPRECIATING LITERATURE • 263
Title
Author
About the Book
Spring Comes
Riding
Betty Cavanna
The five Sanderson
girls, all redheads,
meet Randy, the right
kind of boy.
That G irl o f
Pierre's
Robert Davis
Seventeen-year-old
Danielle tries to re­
build her family after
World War II.
Junior Miss
Sally Benson
Typical
teen-age
girls meet typical prob­
lems and solve them.
Seventeenth
Summer
Maureen Daly
The turning point in
Angie’s growing to­
ward maturity comes
during her seventeenth
summer.
Anne o f Green
G ables
Lucy
Montgomery
A lovable little girl
dyes her hair into un­
dying fame.
M rs. Wiggs of
the Cabbage
Patch
Alice Rice
The famous classic
of the amusing Wiggs
family makes fascinat­
ing reading.
Sue Barton,
Student Nurse
Helen Boylston
The first in a series
that takes the reader
through the varied, ex­
citing experiences of
nurses.
Peggy Covers
the News
Emma Bugbee
Peggy discovers the
fun and responsibili­
ties of newspaper re­
porting.
264 • READING AND APPRECIATING LITERATURE
Title
A uthor
A bo u t the Book
Bob, Son of
Battle
Alfred Ollivant
The Scottish sheep
dog, Bob, lives through
an intense rivalry with
Red Wull.
La d : A Dog
Albert Payson
Terhune
An older tale about
a collie raised in the
Sunnybank kennels.
Black Beauty
Anna Sewell
The classic horse
story told by the horse
himself.
M y Friend
Flicka
Mary O'Hara
The boy who final­
ly achieves his wish to
own a horse soon dis­
covers the responsibil­
ities involved.
The Red Pony
John Steinbeck
A boy’s heart breaks
when he loses his
pony.
Wild Animals 1
H ave Known
Ernest Seton
Half Mile Down
William Beebe
Animals A re
Like That
Prank Buck
Lassie Com e
Home
Erie Knight
These true but hardto-believe stories are
based on the author’s
own experiences.
Dive 3,028 feet be­
low the surface of the
water and watch the
strange life down
there.
A famous animal
trainer tells some of
his startling adven­
tures.
A beautiful collie
and her master face
many dangers together
in England.
READING AND APPRECIATING LITERATURE • 265
2
0Famous People
Title
Author
About the Book
Daniel Boone
John Mason
Brown
Push through the
wilderness with the
most famous of wil­
derness scouts.
Liberty Maid
Helen L.
Morgan
Mahatma
Gandhi
Catherine
Owens
Peter Zenger:
Fighter for
Freedom
Tom Galt
The S to ry of
David Ewen
John and Abigail
Adams play a vital
part in the founding
of our country.
This story of the
great Hindu leader is
a “must” for all who
want to understand
the India of today.
The famous New
York printer wins free­
dom of the press for
America.
This life of the jazz
composer who wrote
operas is crowded
with vivid events.
The early life and
the nursing career of
Florence Nightingale
make inspiring read­
ing.
Here is the story
behind the inventions
that brought fame to
Edison.
The author retells
the life of our great,
lonely,
questioning
leader.
A famous historian
writes of the Southern
general.
George
Gershwin
Lonely Crusader
Cecil
WoodhamSmith
Thomas Alva
Edison
Gienwood Clark
Abraham
Lincoln
James
Daugherty
Am erica’s
Robert E. Lee
Henry
Commager
266 • READING AND APPRECIATING LITERATURE
Wild BUI Hickok
Shannon Garst
Albert
Schweitzer
Joseph Gollomb
Thomas
Jefferson
Frank and
Cortelle
Hutchins
Ralph J . Bunche
Alvin Kugeimas
The Wright
Brothers
Quentin
Reynolds
The Boy's Life
of
Washington
Washington
Irving
Helen Nicolay
The Adventures
of Buffalo Bill
William Cody
Way of an
Eagle
Sonia
Daugherty
Penn
Elizabeth Gray
V
Laura Benet
The real-life story
of this greatest gunlighter and peace offi­
cer rivals television
and radio versions.
Called one of the
greatest men of this
century,
Schweitzer
has devoted his life to
the peoples of West
Africa.
You will be amazed
at the many-sided ex­
cellences of this lead­
er of democracy.
Ralph Bunche is one
of our leaders in the
United Nations.
The
air-minded
youth of today will
enjoy reading about
these pioneers of avi­
ation.
This classic life of
our first president is
a thrilling book.
An imaginative boy
grows up to be one of
our first great literary
figures.
Read the story of
Buffalo Bill Cody as
he told it himself.
Thomas Jefferson’s
place in our growth as
a democracy is the
subject of this inter­
esting book.
Quaker, lover of
peace, democrat and
humanitarian, William
Penn founded Penn­
sylvania.
READING AND APPRECIATING LITERATURE • 267
Hobbies
Title
Author
About the Book
On Soap
Sculpture
Lester Gaba
This volume con­
tains complete instruc­
tions in patterns, tech­
niques and tools to
use.
Tricks Any Boy
Can Do
Joseph Leeming
The man of many
puzzles lists 200 tricks
that require no equip­
ment.
Scientific
Checkers
Made Easy
William Ryan
There is more than
meets the eye in an or­
dinary game of check­
ers.
Playing with
C lay
Ida Wheeler
Besides giving hints
and techniques for die
modeler, this book
tells the story of pot­
tery.
Camping and
Atwood
Townsend
This is a classic in
the field of woodcraft.
Jackknife
Cookery
James Wilder
Outdoor living and
eating, as this author
describes them, are
fun.
Boys' Book of
Model Boats
Raymond
Yates
Outdoors with
the Camera
Paul Grabbe
Designs and draw­
ings of small boats
that can be powered
by electricity or rub­
ber bands are given
here.
Read a first-hand
account of the tech­
niques leading to suc­
cessful outdoor pho­
tography.
Scouting Lore
268 • READING AND APPRECIATING LITERATURE
Title
Author
About the Book
Connie Mock
Frederick Lieb
Split Second
Jackson Seholz
Big League
Rookie
Francis Wallace
Line Smasher
Dick Friendlieh
The Red Grange
Harold Grange
This is the story of
the grand old pilot of
the Philadelphia Ath­
letics.
A former champion
runner tells stories
about track-and-field
events.
A rookie struggles
to take over a veter­
an’s position in a bigleague baseball train­
ing camp.
Two boys learn
friendship and college
football tactics.
The Galloping Ghost
of football fame tells
his story.
Two outstanding
skating stars describe
the basic principles of
figure-skating.
The author was in­
tercollegiate ski cham­
pion.
Photographs help to
explain the form that
wins.
High-school basket­
ball in Indiana is the
background for an ex­
citing series of events.
This volume pre­
sents basic informa­
tion on hockey.
Story
Skating for
Beginners
Barbara Scott
and Michael
Kirby
The Art of
Skiing
Charles Proctor
Pitching
Tyler Micoleau
Yea! Wildcats
John Tunis
Hockey
Vaughan and
York
READING AND APPRECIATING LITERATURE • 26?
Short Stories
Title
" The Lady or
the Tiger"
"The Necklace"
"A fter Twenty
Years"
"Rip Van
Winkle"
"The Tell-Tale
H eart"
"The Luck of
Roaring
Camp"
"Sixteen"
"The G ift of
the Magi"
"Dr. Jekyll and
M r. Hyde"
"The RedHeaded
League"
Author
Frank Stockton
About the S to ry
Which did the young
man choose, the door
pointed to by his jeal­
ous lady love or the
other one?
Guy de
Vanity causes a
Maupassant
^family to spend their
days in wasted effort.
This story of life in
0 . Henry
New York City has a
typical 0 . Henry sur­
prise ending.
Rip follows a rather
Washington
expensive
formula to
Irving
avoid a nagging wife.
A killer’s conscience
Edgar Allan Poe
betrays him.
Because of an in­
Bret Harfe
fant, the inhabitants
of a rip-roaring West­
ern town turn into or­
dinary human beings.
Moonlight and ice
Maureen Daly
skating make life ro­
mantic for a sixteenyear-old girl.
A husband and wife
0 . Henry
sacrifice their most
precious possessions
to prove their love.
This account of a
Robert Louis
man
who is really two
Stevenson
men is one of the great
horror stories of aU
time.
Sherlock Holmes
Arthur Conan
outwits
cunning crim­
Doyle
inals.
270 • READING AND APPRECIATING LITERATURE
Poetry
Title
A uthor
A bout the Poem
" S e a -F e v e r"
John Masefield
An old sailor re­
grets his inability to
sail the seas.
"The High­
waym an"
Alfred Noyes
" A m erica"
Katherine Lee
Bates
OliverW.
Holmes
Despite the tragic
death of Bess, who
died to warn him, the
highwayman gets his
just deserts.
America is vast;
America is beautiful.
It does not pay to
tell your funniest
story.
Man cannot make
anything to compare
with the beauty of na­
ture.
Long and tragic is
the road for lovers
who are separated.
The raven becomes
a symbol of a lost
love.
The poet mourns
the death of his be­
loved.
We must learn to
love all the creatures
of the world.
A water boy proves
his courage and will­
ingness to save others
from suffering.
Fog creeps into a
city.
"T h e H eight
e f the
Ridiculous"
" T re e s"
Joyee Kilmer
''Evangeline"
"T h e Raven"
Henry
Wadsworth
Longfellow
Edgar Allan Poe
"Annabel L ee"
Edgar Allan Poe
"T h e A ncient
M ariner"
Samuel
Coleridge
"G unga Din”
Rudyard Kipling
"T h e Fo g "
Carl Sandburg
READING AND APPRECIATING LITERATURE • 271
Time-Proved Classics
Title
Author
About the Book
The Three
Musketeers
Alexandre
Dumas
Three guardsmen
fight their way through
the pages of French
history.
Lost Horizon
James Hilton
An American finds
himself in a land
where people grow old
slowly.
Riders of the
Purple Sage
Zane Grey
This Western story
is a classic in its field.
Men of Iron
Howard Pyle
The reader meets
knights of old.
The Captain
from
Connecticut
C. S. Forester
A captain fights the
British navy singlehanded during the
American Revolution.
Thirty Fathoms
Deep
Edward Ellsberf
Dive for treasure
beneath the seas of
the world.
Robinson
Crusoe
Daniel Defoe
Shipwrecked on a
desert island, Crusoe
manages to survive.
The M ysterious
Island
Jules Verne
One of the first science-fiction tales, this
story is still absorbing.
Beau G este
Pereival Wren
The men of the
Foreign Legion fight
for personal honor.
The Little
Minister
James Barrie
Heroism and love
win the reader’s heart.
272 • READING AND APPRECIATING LITERATURE
......................
EVALUATINGBOOKS----------------
1. If the book belongs to a type—western, detective, sports,
humor, crime—how does it compare with others of the same
kind?
2. If the story was intended to be realistic, was it really
true to life?
3. What was the author’s purpose? How well did he achieve
it?
4. Does the book reveal with truth and insight any phases
of human experience?
5. How did the story affect you?
a.
b.
c.
d.
N egative
It left you discontented.
It left you depressed.
You were bored by its
repetitiousness.
It stimulated unpleasant
memories.
a.
b.
c.
d.
e.
Positive
You felt stimulated.
You were relaxed.
You were amused.
You felt that now you
understand people and
yourself better.
It moved definitely to
the end.
6. What qualities will make this book live or not live? Does
it have significant human interest?
7. Is the book a truthful reflection of the author’s own life
or the time in which he lived?
8. Is the book a truthful reflection of life in times past?
9. Are the characters merely types or do they seem to be
individuals?
10. Is the action the result of the author’s wishes or does it
result from the clash between environment and character?
11. What qualities does the book have for which you could
recommend it to others?
12. Would you recommend it to your parents? Your friends?
Your younger brother or sister?
READING AND APPRECIATING LITERATURE • 273
WHAT'S YOUR SCORE ON THE
LITERATURE QUESTION?
Any question about literature is a test of more than whether
you have read a book. It tests your ability to express yourself.
The same high standards of technical skill demanded in a composi­
tion are required. The student who has read and understood a story,
but who misspells and shows evidence of a lack of sentence sense,
will do poorly.
But such a question is not primarily a test of your ability to
express yourself in correct written English. It is a test of your
appreciation of the work of literature you discuss.
The basis of this appreciation must be a knowledge of the funda­
mental events or ideas in the work. If you are discussing a; story,
you must be certain of the events in the plot. If you are writing
about a poem, you must be certain of the main ideas and mood
of the poem.
An ability to repeat the events in a story or give the ideas in a
poem is not enough, however. You must show that you understand
what you reacted to in your reading. You must be able to show
your appreciation of the work. This does not mean that you have
to like or enjoy it. It does mean that you have to grasp the author’s
purpose, point of view or basic ideas.
MODEL LITERATURE ANSWERS
Read the following questions taken from a past examination.
Write your own answers, basing them on books you have read.
Then compare your answers with those that follow. Which ones
are the best? Which ones are merely adequate? Which ones would
not receive passing marks? Be prepared to justify your answers.
QUESTION (From MiscellaneousI
Some stories, because of their exciting action or interesting
characters, could be turned into good plays. Select such a story
and in about 100 words tell why you think that the action or char­
acters are suitable for dramatization. Give the title and author.
274 • READING AND APPRECIATING LITERATURE
Answers
A
Some stories, because of their exciting action, could be turned
into good plays. A story of this type is “After Twenty Years” by O.
Henry. It is one of the most exciting stories that I have ever read.
It was so exciting that once I had begun to read it, I could not put
it down until I had finished it. It is the type of story that everybody,
boys and girls, find thrilling. I recommend it as good reading for
everybody. Because it is so exciting, it would make an excellent
play. I know that I would go to see it. I know that my friends
would also go.
B
Some stories, because of their exciting action or interesting
characters could be turned into good plays. Jim Hawkins in Treas­
ure Island by Robert Louis Stevenson finds a treasure map that
would lead to the treasure buried on the island. The ex-pirates,
instead of stealing the map from him, take jobs as sailors on board
the Hispaniola, the ship that Jim’s friends outfit for the treasure
hunt. ITie leader of the pirates is Long John Silver. Jim and his
friends have to fight the pirates. Ben Gunn finally helps Jim to
find the treasure and defeat the pirates.
C
Some stories, because of their interesting characters, could be
turned into good plays. “The Third Ingredient” by Charles Dickens
is just such a story. The heroine, Hester Prynne, is separated from
her husband by die Knights of the Round Table. Sir Launcelot,
who is in love with Elizabeth Taylor, comes to her rescue. I mean
comes to the rescue of Hester Prynne. He grabs her from the stake
at which she is to be burned and runs into the Cathedral with her.
Once she is inside, the killers dare not take her out. As you can
see, Hester is an interesting character because of the dangers she
faces. People would enjoy going to see how she is rescued. Thej
will enjoy seeing her cool courage in the face of death. This story,
because of its interesting character, could be turned into a good
play.
D
Some stories, because of their interesting characters, could be
turned into good plays. A story of this type is Treasure Island by
Robert Louis Stevenson. The most interesting character in the
story is by far that famous one-legged rascal, Long John Silver.
* Mends fail in their efforts to obtain the treasure
READING AND APPRECIATING LITERATURE • 275
map. Instead Jim Hawkins finds it. When Jim and his friends outfit
the Hispaniola, the shrewd Long John applies for the job as cook.
His friends become the crew members. Long John is an outstanding
hypocrite. With a smile he becomes Jim’s friend while he plans
the death of the boy. With a parrot on his shoulder and his sweet
voice he fools the men until the time comes for the pirates to try
to steal the map from them. Long John manages to handle the hot­
headed pirates. Once on the island, he even saves Jim’s life, not
for Jim’s sake, but for mercy for himself. A character like Long
John with his obvious trickery and smiling evil is fascinating. His
presence, alone, would make Treasure Island a good play.
B
0 Captain, M y Captain! was written by Walt Whitman. Walt
Whitman is called the good gray poet. During the Civil War, he
applied for a job to nurse the sick and wounded soldiers. He
worked for a long time in the hospitals. He tried to cheer up
everyone in the hospital. He became very popular. The soldiers
were sorry to see him go. When Lincoln died, Whitman wrote this
poem about him. It is a very sad poem. It does not tell about the
war. It does not tell about Whitman’s war experiences. It is a sad
poem. It is about the death of a great man. It makes everyone who
reads it sad. It is one of my favorite poems. It is a patriotic poem.
QUESTION CFrom Mainly C h a ra c te rs )
The ending of a book pleases us when we feel that the charac­
ters get what they deserve. Name one character that has impressed
you and in about 100 words tell what he (or she) did to deserve
the reward or punishment he (or she) received.
A nsw ers
A
The ending of a book pleases us when we feel that the characters
get what they deserve. Just such a book is The Man Without a
Country by Edward Everett Hale. The character who did get what
he deserved was Philip Nolan. In a fit of anger Nolan, an officer in
the Navy, has declared that he wished never again to hear of the
United States. He was condemned to living on board men-of-war
without ever being able to hear of what happened to his country.
I don’t think that the punishment fitted the crime in this case. He
had spoken in a fit of anger. Ever after that he revealed how sorry
he was. He had had a good record before the trial at which he had
so foolishly spoken in anger. I really feel that he was punished too
READING AND APPRECIATING LITERATURE
erely. I felt sorry for him. As the author points out, the punish­
ment was very painful. It wasn’t until the man was near deaui
that he finally learned of the many important events in our history.
B
The ending of a book pleases us when we feel that the characters
get what they deserve. Just such a story is the short story The
Purloined Letter. It was written by Edgar Allan Poe. The charac­
ter who got what he deserved was the official who had dared to
steal the letter from the Queen. The King was in the room at the
time that he had openly taken the letter from her. She could not
stop him because she was afraid that the King would then question
her about its contents. The official took the letter to blackmail the
Queen. So long as he had the letter, he was safe and he could
blackmail her. He had hidden the letter by placing it out in the
open. The police, not thinking that he would do so obvious a thing,
could not locate the letter. When Dupin, the great detective was
called in, he found the letter and took it without the official’s know­
ing that he had done so. Once the letter was in the hands of the
Queen, you can easily imagine the punishment the official received.
He had done evil, and thus he was punished for it.
C
The ending of a book pleases us when we feel that the characters
get what they deserve. Forbes’ biography of George Washington
Carver is just such a book. Bom a slave, Carver fought against
every possible obstacle to raise himself out of the ignorance that
surrounded him. Mainly self-taught, he struggled until he became
a first-rate research scientist. Not satisfied with just being able to
do research, he tried to find things that would help to raise the
standards of his fellow Southerners. He concentrated mainly on
finding additional commercial value in the lowly peanut which
could grow so abundantly in the Southern soil. He ended by dis­
covering hundreds of products that could be made from peanuts.
Thus the farmers could raise a crop other than cotton, a crop that
would give them more money than cotton that fluctuated in price
too much and that exhausted the soil too soon. For his great wor1
Carver was greatly honored by his fellow countrymen. He has 1
come a symbol of our democratic ideal of freedom of opportur
for all. Since he set out to help his fellow Southerners, he recer
part of his reward in his success with the peanut. He received
rest of his reward in the recognition that his country has given
READING AND APPRECIATING LITERATURE • 277
D
The ending of a book pleases us when we feel that the characters
get what they deserve. The book that proves this statement is The
Man Without a Country by Edward Everett Hale. The character I
should like to discuss is Philip Nolan. He is one of the most fasci­
nating characters I have ever met. I think that he is one who
should be known by all Americans. Had the soldiers who refused
to come home from Korea known this story, I am certain that they
would never have stayed in Communist China. He teaches us a
lesson that we should all know well. I hope that I do not have to
pay the way he did for what I say. All of us talk in anger and say
things that we are sorry for later on. The penalty he had to pay
was fitting and proper. I know that I would never say what he cLd.
E
The ending of a book pleases us when we feel that the charac­
ters get what they deserve. A good example to prove this statement
is Shakespeare’s Julius Caesar. Brutus is a character who did de­
serve the punishment that he received. Julius Caesar had just
returned from a victorious campaign against the enemy. Cassius
and his friends were afraid that he wanted to become dictator.
They spoke to Brutus and convinced him that Caesar was danger­
ous to the welfare of Rome. Instead of speaking to his friend and
discussing the issue with him, Brutus joined the conspirators. He
helped to kill his friend. As a result of his deed, Brutus paid with
his life when the other friends of Caesar avenged his death. Oc­
tavius and Antony defeated Brutus and the conspirators. Brutus
had plotted against his friend; he had helped to kill him. There­
fore, he deserved his punishment, taking his own life to avoid
capture.
QUESTION (From Mainly P o e try J
Poems frequently arouse the reader’s imagination through vivid
word pictures. In about 100 words describe the way one poem
you have read has appealed to your imagination.
A nsw ers
A
Poems frequently arouse the reader’s imagination through vivid
word pictures. One poem that appealed to my imagination was
Trees by Joyce Kilmer. Actually the poem has no real story to
tell. It is merely a series of pictures that show how wonderful a
tree is. Man can make many things, even poems; but he cannot
make a tree. You can see the tree protecting the nest of the young
278 • READING AND APPRECIATING LITERATURE
birds. You can see the tree, at another time of the year, with its
boughs hung with icicles and covered with snow. You can see
the poet standing humble before the tree realizing how miraculous
is this handiwork of God.
B
Poems frequently arouse the reader’s imagination through vivid
word pictures. Alfred Noyes’ poem The Highwayman is one of the
most exciting poems that I have ever read. It is even more thrilling
when it is read aloud. How can anyone resist reacting to its thrilling
plot. There are very few dry eyes when the sad tale reaches its
climax. However, since crime does not pay, the ending of this poem
is fitting and proper. The Highwayman got what he deserved. I
felt sorry for Bess who really did not do anything wrong. I don’t
think that the soldiers were fair. Yes, this is a poem that appealed
to my imagination. I enjoyed every picture in it.
C
Poems frequently arouse the reader’s imagination through vivid
word pictures. The Highwayman by Alfred Noyes is a poem that
appealed to my imagination. Tim the hostler is jealous of Bess’
love for the highwayman. He tells the Red Coats when the high­
wayman will be at the inn. The Red Coats plan a trap. Bess kills
herself in order to warn the highwayman. He escapes, but when
he hears of her death, he returns to the inn only to be shot by
the Red Coats. Although the story is exciting, the word pictures
are the most interesting part of the poem. The pictures of the
highwayman riding down the road in the moonlight, of Bess tied
to the bedpost with the gun in front of her and of the highwayman
at the very end lying on the road with the bloodstained lace around
his dead throat are some of the most vivid pictures I have ever
met in poetry.
D
Poems frequently arouse the reader’s imagination through vivid
word pictures. The Ancient Mariner by Samuel Taylor Coleridge
is a poem which does create vivid pictures. The old sailor had
once made a bad mistake. While traveling at sea, he had killed a
harmless bird. As a result, all of the members of the crew had died
of thirst on a strange sea. He himself was doomed to travel from
land to land telling others to be kind to the weak and innocent.
He has stopped a wedding guest to tell him the story. The reader
has to try to guess why he stopped this man and not another.
READING AND APPRECIATING LITERATURE * 279
E
Poetry appeals to my imagination. Whenever I am tired, I try
to find some poem that will interest me. I have read many poems
for enjoyment and relaxation. When we go to our English class, the
teacher will often read a poem to us. I have always found these
poems very enjoyable. I think that I enjoy them because they
arouse my imagination through vivid pictures. The pictures some­
times are as vivid as though I was viewing them on color television.
We don’t have a colored television set of our own yet, but I have
seen these sets in the department store. A poem of this kind is
Trees. I forget the author’s name, but he wrote an excellent poem.
It certainly appealed to my imagination.
Writing Your Own Answers
After you have analyzed the Model Student Answers given
above, you should be ready to write your own answers. Remember,
the more practice answers you write, the better prepared you will
be.
%
When you write your own answers, make certain that you
include:
Topic sentence. Usually this can be based
on the exact wording of the question itself.
Title and author. Place quotation marks
around the title or underline it. Do not do both.
Spell all names correctly.
Proof that you have read the story. Tell
part of it or give an important incident. Make
certain that you have chosen the correct literary
type.
Proof that what you have said about the
story answers the question. Connect the topic
sentence with what you say about the literary
work. Repeating the topic sentence is not enough.
280 • READING AND APPRECIATING LITERATURE
A
From Miscellaneous
1. Many of the stories we read would be very interesting if presented
on television. Give the name of a story that contains humorous or
exciting incidents and in about 100 words describe one incident
that you would like to see on television.
2. Choose a story from your reading that you think could be well
adapted for use on the radio. In about 100 words explain why you
think it could be adapted for radio use, telling enough of the story
to enable your readers to judge its worth.
3. In these times it is more important than ever for us as world citi­
zens to increase our knowledge of people whose lives are very
much different from our own. In about 100 words show how a
selection you have read has increased your knowledge of people
from other lands or from backgrounds different from yours. Men­
tion the title and the author.
4. In our reading we frequently come across historical information
that is new to us. Choose a selection from which you gained this
kind of information and in about 100 words tell some of the un­
usually interesting facts you learned. Give title and author.
5. Whenever we read a story (poem, novel or play) we like to be
surprised. Usually we are surprised at the action of a character or
by the way the story ends. Choose a selection which turned out in
a way surprising to you. In about 100 words tell what you had
expected to happen and describe what you found surprising. Give
title and author.
B
From Mainly Characters
1. Sometimes in our reading we meet characters who are not the
kind of people we would like for our friends. Choose a character
that you have met in your reading and tell in about 100 words
why you would not like him or her as a friend or companion.
2. Some characters in our reading show in their actions fairness and
consideration for others; other characters show that they place
their own welfare or desires above those of others. Select a char­
acter from your reading and show in about 100 words how this
character is fair and considerate of others or how he (or she)
looks out for his (or her) own Welfare and desires.
READING AND APPRECIATING LITERATURE • 281
3. In at least 100 words describe a place that you have visited in your
imagination while reading a story. Name two or three of the char­
acters that you met in this place and tell how they were con­
nected with the place.
4. Good character traits help people to succeed in life. From your
reading choose one person who was able to overcome some diffi­
culty because of his courage, honesty, fairness, unselfishness or
some other good trait. In about 100 words tell how his good trait
or traits helped him to succeed.
5. From your reading of biography and autobiography, select a per­
son whom you admire and in about 100 words describe the actions,
thoughts or ideals of this individual which you think make him
worthy of admiration. Give title and author.
C
From Mainly Poetry
1. Choose two poems you have read recently. Give the titles
and authors of the poems, and in about 50 words each tell why
you did or did not enjoy reading them.
2. Some stories or poems are enjoyed best by boys and others by
girls. Select a poem or a story that you think would appeal espe­
cially to a boy (or a girl) and explain why in about 100 words.
3. In reading poems and stories we often learn lessons that will help
us avoid making mistakes ourselves. In about 100 words, show
how a poem or story you have read teaches a lesson that is worth
remembering. Give title and author.
4. Suppose that you have been selected by your literature class to
write for your school paper a short review of a poem, a humorous
story or an adventure story. In about 100 words write a review
that will make your schoolmates tyant to read the original poem
or story. Mention the title and the author.
5. A friend of yours says that he “just hates poetry.” You feel that
he may dislike it because he has never read poems that would in­
terest him. From your reading; select a poem that you think he
would enjoy and in about 100 words tell enough about it to prove
that not all poetry is dull. Give author and title.
Chapter 10
USING THE
LIBRARY
There was once an old storekeeper who sold many things. He
kept all his wares in white boxes and he kept all his boxes on
shelves. Everything was neat and orderly.
But when a customer came and asked for a spool of thread,
the storekeeper was in a dither. He opened every box from the
floor to the ceiling and, finally, four hours later, he found the
thread.
This should never happen to a librarian! It should never happen
to you in the library. There is a method that has been devised to
store all the knowledge that man has gathered and to make it
quickly available.
The system was formulated by Melvil Dewey, an American li­
brarian. The Dewey Decimal System makes the library a well-kept
USING THE LIBRARY • 283
storehouse of knowledge. It makes the good librarian somewhat
like a good storekeeper. She arranges all books with a definite
system. She knows how to help those library visitors who come
for entertainment and those who come for information. She can
easily find any book on any subject on the shelves.
The good student is somewhat like a good shopper. He knows
what he wants and he knows where to get it. He would not go to
an encyclopedia to learn the definition of a word any sooner than
he would go to a hardware counter to buy candy. He would not
look in an atlas to learn facts about a famous scientist any sooner
than he would go to a grocery store to buy a book. He not only
knows how to use such reference tools as encyclopedias, almanacs
and atlases, but he knows how to find them in the library.
How well do you know the language used by the librarians in
classifying books?
DIAGNOSTIC TEST ON
USING THE LIBRARY
A. Match definitions and terms:
1. Dewey Decimal a. books planned mainly for young people
System
b. writer of long stories
2. publisher
c. shortened version
3. autobiography
d. one who prints and distributes books
4. reference work e. method of assorting non-story books
5. abridged
/. mainly short and long stories
6. editor
g. collection of stories, articles or poems
7. unabridged
h. list of books
8. bibliography
i. most complete form
9. illustrator
/. one who selects stories or articles for
10. novelist
publication
11. anthology
k. one who makes the diagrams in a book
12. juveniles
/. story of one’s own life
m. story of another’s life
n. book set aside for circulation in library
only
284 • USING THE LIBRARY
B. Label each of the following as True or False:
1. Fiction books are arranged alphabetically according to titles
when they are placed on the library shelves.
2. Autobiographies and biographies are classified separately.
3. Non-fiction books are first grouped according to subject.
4. If a book is in the library’s list, then a card for it can be
found in the card catalogue.
5. A preface is a type of introduction.
6. The copyright protects the author from being charged with
stealing the work of others.
7. The words at the top of the pages of a dictionary are called
the glossary.
8. The index is found at the beginning of a book.
9. The table of contents contains, in order of appearance, the
major topics to be found in the book.
10. The abridged version of a dictionary is usually heavier than
the unabridged version.
11. Material listed in the index is usually arranged alphabetically
12. Fiction books are classified according to the decimal system
developed by Professor Dewey.
DEWEY DECIMAL SYSTEM
According to this plan the books are grouped into ten classes
General works (includes encyclopedias, periodicals)
100-199 Philosophy t includes psychology, conduct)
200-299 Religion (includes mythology)
300-399 Social Sciences (includes economics, government, law)
400-499 Language (includes dictionaries, grammars)
500-599. Science (includes mathematics, chemistry, physics)
600-699
Useful Arts (includes agriculture, engineering, aviation)
700-799 Fine Arts (includes sculpture, painting, music, photog
raphy)
800-899
Literature (includes poetry, plays, orations)
900-999 History (includes geography, collective biographies)
000-099
These numbers are called the class numbers. They are com­
bined with the initial of the author’s last name to give the call
number.
USING THE LIBRARY • 285
THE FOUR MAJOR DIVISIONS
FICTION
These books are arranged alphabetically, not by title but by
first initial of author’s last name.
Library books are ar­
ranged
alphabetically
according to the author's
last name.
Where would the boy add
these books to this shelf:
1. A Connecticut Yankee,
by Samuel Clemens
(M ark Twain)
2. The L ast o f the Mo~
hicans, by James Fenimore Cooper
BIOGRAPHY
This classification includes individual biographies and auto­
biographies. These books are arranged alphabetically according to
the last name of the person written about. All of these books
have two letters to identify them—the class letter “B,” and be­
neath that the initial of the last name of the person written about.
Biographies are
grouped together
under the class let­
ter "B."
W hat might the third
book on this shelf be?
1. F ill in a title,
author and clas­
sification letter.
These books are first grouped by subject so that all the books
in the same field are together. Then they are further classified by
286 • USING THE LIBRARY
author. The most frequently used system in our libraries is based
on the Dewey Decimal System of Classification.
REFERENCE BOOKS
Books that are required for research, such as encyclopedias
and dictionaries, are usually kept in one section of the library.
There is usually a librarian on duty to assist the students in their
research problems. At the request of teachers and principals, books
needed for class projects are often removed from circulation and
placed in the library reference room so that more students may
use these books which cannot be taken from the library.
Encyclopedias know the
answers to many ques­
tions. Do you know where
the encyclopedias are in
your library?
SUBDIVISIONS OF CLASSIFICATIONS
The classifications listed above are the main, important informa­
tion you must first know to find a book in a library. However,
within these classifications there are many subdivisions which
give more helpful information. For example, let us take a book
of poetry by Carl Sandburg. We know that, according to the
Dewey Decimal System, poetry belongs to the Literature classifica­
tion— 800-899. Since the author is American, the subdivision
numbers 810-819 will be assigned to this book. Thus, the first
two numbers of the book will be 81. Since it is a book of poetry,
the third number will always be 1. The classification number is
now 811. Finally, the initial of the poet’s last name is S(andburg),
which is added to the number 811. It is now 811 S. Translated
into words it means that an American wrcte a book of poems; his
last name begins with an S.
USING THE LIBRARY • 287
The C ill N mber
The call number is the number by which a book is classified.
The call number is found in the upper left hand comer of the
catalogue card. The call number will help you by telling you where
on the shelves of the library a book of any number class is to
be found.
The call number on
the catalogue card
tells you where to find
the book on the library
shelves.
1. W here do you find
the call number on
the library book?
2. W hat is the call num ­
ber o f the second
book on this shelf:
C ritical H istory o f
C hildren’s Literature?
CARD CATALOGUE
Every book, magazine and pamphlet that the library owns is
listed on an index card. These index cards are filed in cases
called the card catalogue. The card catalogue can tell you imme­
diately whether the library has a copy of a book in which you
are interested. It cannot tell you whether it is in the library or
has been borrowed.
How can the card catalogue tell you where to look for the book
on the shelves of the library? For each book in the average library
the card catalogue contains an Author Card, a Title Card and,
generally, a Subject Card. If you know the author’s name, you can
locate the title by looking up the Author’s Card. If, on the other
hand, you don’t recall the author’s name, the Title Card will tell
it to you.
I. A uth or C a rd
If you know the author’s name you can locate the title of any
book written by that particular author; providing, of course, that
the library owns that particular book. This card will also tell you
the title of all the books by that author that the library owns.
288 • USING THE LIBRARY
REFERENCE ROOM
This is the plan of a
typical library. The
books are arranged
according to the Dew*
ey Decimal System.
This makes all books
and all subjects easy
to find.
600-699
500-599
CHAR6IN6
P E?K
AUTHOR CARD
192
S
call
number
Schiller, Augusta
[author
Understanding the Teenager
N.Y.
title and place of publication
Cambndge, 1956
1 publisher and date
j
o( pub|iejrtion
2. Title Card
If you do not know the author’s name, but you do know the
title of the book, the Title Card will give you that information.
Title cards are placed in alphabetical order in the card catalogue
according to the first word of the title of the book. However, if
the first word of the book title begins with A, An or The, the
book is listed under the second word in the title.
Thrill of Danger, The
Time to Remember, A
Aerial Trip Around the World, An
USING THE LIBRARY • 289
TITLE CARD
192
S
Understanding the Teenager
Schiller, Augusta
Cambridge, 1956
N.Y.
3. Subject Ca rd
In order to locate more than one book in any field, for example,
on model airplanes, you could check the cards in the card catalogue
on model airplanes. Here you will find all the books in your library
on that subject.
SUBJECT CARD
Adolescence
192
S
(in red)
Schiller, Augusta
Understanding the Teenager
Cambridge, 1956
N.Y.
4. C ross Reference C a rd
Sometimes you will not be able to find the information that
you want because you have been looking through too narrow a
subject field. The librarian will try to direct your attention into re­
lated fields that may give you more of the material in which you
are interested. The identifying words of a cross-reference card
are “See” and “See A lso”
290 • USING THE LIBRARY
CROSS REFERENCE CARD
Adolescence
See Also
Psychology
Teenage, physical characteristics, problems
Youth, Forum, Employment
PARTS OF A BOOK
IN FIRST PAGES OF THE BOOK
Frontispiece^ is the illustration facing the title page.
Title page contains title, name of author or editor, publisher’s
name and address.
Copyright page, on back of title page, contains date of copy­
right, type of edition and repetition of publisher’s name and
address.
Preface usually contains list of acknowledgments, the names
of those who helped the author or supplied the material quoted
in the book.
Introduction usually contains the author’s statement of the
purpose of the book or information that the editor feels necessary
for the reader’s appreciation of the book.
Table of Contents contains, listed in their order of appearance,
the chapter titles and often the topics contained in each title.
IN THE BODY OF THE BOOK
Guide words are the words at the top of the pages of books
containing listings. These words tell the reader the alphabetical
limits of the words or names on the page.
Pronunciation key is the list of symbols and words found
at the bottom of the page of a dictionary to help the reader un­
derstand the proper pronunciation of the words on the page.
Footnote, on the bottom of a page, is the editor’s note or
statement of the source of quotation.
USING THE LIBRARY • 291
AT THE END OF THE BOOK
Bibliography is the list of books that the author has referred
to or suggests to the reader. Sometimes there may be a bibliography
at the end of each chapter, containing reference books for the
material contained therein.
Glossary is the alphabetical listing of words and terms found
in the book, and definitions for these words and terms.
A p p e n d i x contains additional material that the author or editor
did not wish to include in the body of the text.
Index is the alphabetical listing of the important topics and
terms found in the book. Next to each item is included the page
on which that item may be found.
EXERCISES
In which part of a book would you find:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
The name of the publisher.
The date on which the book was copyrighted.
An alphabetical listing of the major contents of the book.
Titles of books used by the author.
Names of people who assisted the editor.
The city address of the publisher.
The number of chapters in the book.
Purpose of the book.
Definition of a technical term used in the book.
The name of the author or editor.
On which page a given chapter begins.
Pronunciation key.
Titles of other books suggested for your reading by the
author.
Titles of other books by the author.
Supplementary material.
The different pages on which a topic may be found.
Guide words.
Source of a quotation used by the author.
Whether a given topic is discussed somewhere in the book.
The plan of the book.
292 • USING THE LIBRARY
HOW GOOD ARE YOUR LIBRARY MANNERS?
The library can function only when the people for whom it is
intended cooperate fully with the personnel who are there to
assist them. The library is planned for many people, but one per­
son can render much of it useless if he is careless or thoughtless.
Do you follow the golden library rules?
ESSENTIALS TO REMEMBER
1. Many persons are attempting to carry on varied activities
in the library. Do you assist by walking quietly to your seat?
2. Do you refrain from whispering and giggling when work­
ing at one of the tables?
3. Do you handle books and magazines with clean hands?
Fingerprint smudges can spoil a book.
4. Do you use a slip of paper to mark your place? Dog-ears
are unsightly and they eventually tear the page.
5. Do you take your notes in your own notebook? Writing
in library books merely spoils it for the next person.
6 Do you refrain from bending the book covers so far back
that you break the binding? All too soon will the pages loosen
and fall out if you break the binding.
7. Do you return a book as soon as you have finished with
it? Someone is always waiting to borrow that same book.
8 . Do you treat the librarians with the full consideration
they deserve? They are in the library to assist all those who
have problems in the land of books. Allow them to use their
full energies in assisting others instead of wasting their efforts
acting the part of policemen.
.
USING THE LIBRARY • 293
REFERENCE BOOKS
1. THE DICTIONARY
The most useful of all reference books, the dictionary, when
used properly, is more than just a source of synonyms. Every
student, at one time or another, must use it; therefore, it is im­
portant that you be able to know how to get the most out of it.
The Unabridged Dictionary gives complete information about
echmcal and general words. Two unabridged dictionaries are:
1. Merriam-Webster’s New International Dictionary.
2. Funk and Wagnall’s New Standard Dictionary of the
English Language.
The Abridged Dictionary is a shortened version of the un­
abridged. It lists common words and synonyms. The Unabridged
Dictionary contains:
A. INFORMATION ABOUT WORDS
1. Spelling. Which is the preferred American and which is
the preferred British spelling of honor—honour; catalog—
catalogue? Is the plural of the word gas spelled gases or
gasses?
2. Meaning. What is the difference in meaning between an
optometrist and an optician?
3. Derivation. What word did the word piano come from
originally?
294 • USING THE LIBRARY
4. Language of origin. What language contributed sofa,
potato to the English language?
5. Part of speech. What are the noun forms of convene,
beautiful?
6. Pronunciation. W hat are the preferred pronunciations of
romance, robust, genuine?
7. Synonyms. W hat are the differences among hate, loathe,
detest, dislike?
8. Antonyms. What are the opposites of follow, talk, pleasing?
9. Syllabication. If you had to divide each of the following
at the end of a line, where would the division occur:
offensive, illustration, demonstrate?
10. Abbreviations. What do the following abbreviations mean:
e.g., i.e., corp,?
11. Capitalization. Should the word physics be capitalized
or not?
B. ADDITIONAL INFORMATION
1. Illustrations. W hat does the flag of Argentina look like?
2. Biographical information. In which fields did these men
achieve fame— N ew ton, Robespierre, Lafayette?
3. Tables of measurements. How many feet are there in
an acre?
4. Names of fiction. In which story did A hab appear?
5. Foreign terms. What does sine die mean?
6. Proofreader's symbols. How does the proofreader signify
that a capital letter should not have been used?
7. Lists of rhymes. Can you name fifteen words that rhyme
with time?
8. Geographical data. In which country is San Juan located?
9. Pronouncing gazetteer. What are the preferred pronun­
ciations of Reim s, Sao Paulo, Eire?
10. Mythological characters. Can you identify Vulcan, Thor,
Zeus?
USING THE LIBRARY • 295
2. THE ENCYCLOPEDIAS
Encyclopedia Britannica
Collier’s Encyclopedia
Encyclopedia Americana
Compton’s Pictured Encyclopedia (for Younger Readers).
Advantages
Disadvantages
1. Ready source of much
1. Very often too technical,
information.
2. Becomes dated very quickly.
2. Quick source of basic facts. 3. Very expensive.
3. Helpfui illustrations.
4. Vocabulary very often beyond
4. Authoritative.
knowledge of pre-college stu5. Thorough.
dents.
5. Very oftenso general that it is
of little help to students looking
for specific information.
WHEN YOU USE THE ENCYCLOPEDIAS
1* When looking for information about people:
a. Look for the last name of a person who lived in
modern times.
Louis. Pasteiir would be found among the names
beginning not with L but P.
b. Nobility, royalty and people who lived before last
names were given are usually found under the names
they are known by in history books.
Aristotle would be found under A. Queen Eliza­
beth I under E, not T for Tudor.
2. When looking for information about places:
a. When a name consists of two parts, look for the place
under the first part.
Grand Canyon is in the G volume. New York is
in the N volume.
b. Treat abbreviations as if they were spelled in full.
Pa. will be found under Pennsylvania.
296 ■USING THE LIBRARY
3. When looking for a process or other information:
u. Look for the item under the key word first.
Bessemer Process may be listed under B.
b. If you cannot locate the information under the specific
title, look it up under a more general heading.
Bessemer Process may be listed under Steel.
c. If you cannot locate the item under the alphabetical
order that you had expected, use the index, usually
found in the last volume.
3. BIOGRAPHY
When you're looking
for information about
Thomas
Jefferson,
don't use a magnify­
ing glass. Use Who
Was Who In A m erica.
Look under J in a vol­
ume of about 1810—
or look in the index if
you have no idea of
the date.
Current Biography—published monthly in pamphlet form.
It keeps the public alert by describing the backgrounds of people
new to the news.
Who’s Who In America—published twice a year. It gives the*
backgrounds and achievements of important Americans who are
living now.
USING THE LIBRARY • 297
4. CURREN T INFORM ATION
The
World Almanac appears annually. It sum m arizes th e ev en ts
o f the past year. It also con tain s innum erab le facts and figures in
chart form , from the lifetim e batting averages o f B a b e R u th and
S tan M u sia l to the c o s t o f W orld W ar II.
The
Reader’s Guide to Periodical Literature is an in d e x o f
m agazin e articles. It d o es n o t con tain the articles, b u t it tells y o u
w h ere th ey can b e found. A re y o u lo o k in g for an article on ju v e­
n ile d elin q u en cy or the U .N .? Turn to the
Reader s Guide and see
w h ich current m agazin e con tain s the articles.
5. LITERARY HANDBOOKS
The
Home Book of Quotations lists selectio n s in p oetry an d
p r o se und er subject headings. If y ou n eed a q u otation on P atriot­
ism , A rb o r D a y , H o n o r , L o v e , this b o o k w ill help you .
Crowell’s Handbook for Readers and Writers con tain s facts,
figures, rules to h elp w riters. It a lso con tain s fa m o u s characters
and tech n ical term s to aid readers.
Merriam-Webster’s Dictionary of Synonyms exp lain s the differ­
e n ce b etw een variou s syn on ym s o f a w ord and th en lists its
antonym s.
"A horse! A horse!
My kingdom for a
horse!"
You will find it under
horse in the Home
Book of Quotations.
1. H o w w ould y o u find
the
author
and
source o f “W ater,
water
everywhere,
nor any drop to
drink”?
2. H ow w ould you find
a quotation about
freedom ?
298 • USING THE LIBRARY
EXERCISE
Which reference book would you consult to find:
1. The population of New York City in 1953
2. The derivation of the word manipulate
3. Who Lew Wallace was
4. The name of the inventor of the radio tube
5. The meaning of the phrase de gustibus non disputandum est
6. How many lives were lost in the Civil War
7. The name of the home designed and built by Thomas Jeffer­
son
8. The pronunciation of the name of the writer Rolvaag
9. A synonym for the word bellicose
10. The difference in meaning between frugal and stingy
11. The name of the wife of Abraham Lincoln
12. The title of two books written by Carl Sandburg
13. A story about Jupiter
14. After whom the day of the week, Thursday, was named
15. Where Eleanor Roosevelt was bom
16. In which book Jim Hawkins is a character
17. In which country the river Avon is found
18. A recent article on the conquest of disease
19. The name of the twelfth President of the United States
20. The year in which the airplane was invented
21. The name of the man who invented baseball
22. Why Hannibal is a famous name
23. How salt is mined
24. The feeding habits of the python
25. A quotation on brotherhood
1. Choose five of the following questions. On the line at the right of
each question you have chosen, write the number of the place
listed below where you could most easily find the answer to the
question.
(1) The World Almanac
(5) the title page
(2) a dictionary
(6) thetable of contents
(3) an encyclopedia
(7) the index
(4) the card catalogue
a. What is the correct pronunciation of the word umpire? a .
^
U SIN G THE LIBRARY • 299
b. What books about baseball does the library own?
b .........
c. On what pages of the book American Baseball Heroes
are there references to Babe Ruth?
c ..., •
d. Who is the publisher of the book American Baseball
Heroes?
d .....
e. What are the main divisions of the book American
Baseball Heroes?
............
/. What were the batting averages of the major league
baseball players for 1955?
f ..........
2. Complete each of fiv e of the following sentences by writing in the
blank space the word or expression that gives the correct informa­
tion:
a. Words in a dictionary are a rra n g e d ........................................
b. To locate specific information in a textbook quickly, one
should look in the .....................................................................
c. The story of a person’s life is c a lle d ........................................
d. The table of contents is found near t h e ................................
of a book.
e. In order to find out when a book was first published, one
should look at the '.....................................................................
/. To be sure of the correct spelling of a word, one should look
in t h e ...........................................................................................
3. Read carefully the following entry taken from a standard diction­
ary. Then answer the questions below, using only the information
given in the entry. Write your answers in the spaces provided at
the right.
beau'ti.ful (butt.fool; -fl), adj. Full of beauty; having the
qualities that constitute beauty.
Syn. Lovely, fair,
handsome, pretty.
Ant. Ugly, plain, homely. —
beau' t i . ful. ly, adv.
a: How many syllables are there in the word beautiful?
b. Which syllable of the word beautiful is accented?
c. Which part of speech is the word beautiful?
d. What is a word that means the same or nearly the same as
beautiful?
e. What is a word that means the opposite or nearly the oppo­
site of beautiful?
4. Below is the word journey as it appears in a students’ dictionary:
journey (jur' nl), n; pi. journeys (-niz). [OF. journee a day, a
day’s work or travel, fr. L. diurnum day, fr. diurnus daily.]
Travel or passage from one place to another. Syn. tour, trip.
In the space provided, tell what information about the word each
of the following items gives you:
a. (jur' ni) .......................................................................................
b. n................................................................................... ................ ..
C. pi. jo u rn ey s.............................................. ............................... •
300 • USING THE LIBRARY
5.
6.
7.
8.
d. Travel or passage from one place to another
.......................
e. Syn. tour, trip ............................
........................
A modem newspaper presents such different kinds of news and
services as the following:
Current events
Weather reports
Editorials
Homemaking suggestions
Radio and television
Science
Sports
Stories
Advertisements
Choose two items from the above list and, in about 50 words for
each, tell why you think it is interesting for boys and girls of
your age.
During your school life you have either read or have had read to
you many books, magazines or current publications. In about 100
words show how such reading has helped you. Give examples if
you wish.
Newspapers, story magazines and picture magazines provide us
with many of our reading experiences. In about 100 words tell
why you think one of these types of reading is of value to the
reader.
A library serves us in various ways. It is a source of information.
It gives pleasure by supplying reading material for all tastes. It
provides a quiet atmosphere for reading and study. In about 100
words, make clear the pleasures and satisfactions you have gained
from your use of the library.
C h a p t e r 77
PARLIAMENTARY
PROCEDURE
Many teen-age clubs spring up quickly and almost as quickly
fall apart. Yet there are clubs that carry on for years because
they conduct their meetings in a proper manner.
What is it that allows some groups to meet for months and even
years while others end after a few meetings spent in constant
quarreling and arguing? If you have a working knowledge of
parliamentary procedure you and your fellow club members can
handle the business of the meetings smoothly and thus get things
done. In order to take an intelligent part in meetings you must have
a basic knowledge of parliamentary procedure.
Parliamentary procedure is merely a set of rules for conducting
a meeting. Those clubs that have the least amount of fighting and
accomplish the most follow certain procedures. Are you familiar
with these rules of order?
D IA G N O STIC TEST ON
PARLIAM ENTARY PROCEDURE
A . Match the following terms and definitions'.
1. call meeting to order
a. disapprove of a suggestion
2. adjourn the meeting
b. ask for a vote on a suggestion
301
302 • PARLIAMENTARY PROCEDURE
3.
4.
5.
6.
7.
8.
9.
10.
read the roll
read the minutes
make a motion
take the minutes
preside at the meeting
move the question
defeat a motion
pass a motion
c. officially conduct the meeting
d. officially begin the meeting
e. keep a record of what happens
in the meeting
/• end official business
8- call the names of all members
h. approve of a suggestion
i. introduce a subject for discus­
sion
h tell those present what hap­
pened
B. True or False:
....
....
...
...
....
....
....
..
....
....
1. The first order of business is the collection of dues.
2. The chairman can pass any motion.
3. Any member can interrupt any othermember when he
doesn’t agree with the other member.
4. When the meeting is called to order, the vice-president
takes over.
5. The presiding officer cannot vote unless there is a tie.
6. Majority and two-thirds votes mean the same.
7. The presiding officer can drop any member from the
club.
8. The secretary can fine any member.
9. If a motion is passed, members can disregard it.
10. The president can give his point of view on a motion at
any time during a debate, by just speaking to the group.
STEPS IN O R G A N IZIN G A GROUP
Long experience has taught us that clubs organized in the fol­
lowing fashion are the ones that are the most orderly, last the
longest and accomplish the most.
PARLIAMENTARY PROCEDURE • 303
--------------- ESSENTIALS TO
1. General notice is mailed stating time, place and purpose
of meeting
2. Election of temporary chairman
3. Election of temporary secretary
4. Statement and discussion of object of meeting
5. Motion or resolution to organize the group
6. Motion seconded, discussed and adopted
7. Appointment of committee to draft constitution and/or
bylaws
8. Motion to adjourn or take recess until the committee is
ready to report
9. Report of committee read and accepted
10. Constitution considered, amended if necessary and adopted
11. Bylaws considered, amended if necessary and adopted
12. Nomination of permanent officers
13. Election of permanent officers
Note: Step 8 (motion to adjourn to take recess until the
committee is ready to report) may be omitted. Step 5 (motion
to organize) may be offered immediately after the meeting is
called to order. Such slight variations may be allowable.
STEPS IN CONDUCTING A MEETING
Once a group has been organized and is ready to function as
a club, then certain definite steps in running the meeting are
advisable. This is called the order of business.
304 • PARLIAMENTARY PROCEDURE
ESSENTIALS TO REMEMBER
1. Calling the meeting to order
2. Reading the minutes of the previous meeting
3. Hearing reports of the officers
4. Hearing reports of various committees
5. Discussing unfinished business
6. Discussing new business
7. Presenting the day’s program
8 . Adjourning the meeting
ORGANIZING A MEETING TO FORM A CLUB
{The following meeting takes place in the home of Joseph
Mally, on Thursday, March 7, 1956.)
Chairman {rises and raps on table): The meeting will please
come to order. (Site.)I’ve been asked to take charge of this meet­
ing until we can elect permanent officers. Will someone volunteer
to act as secretary so that the minutes of this organizational meeting
can be taken? Thanks, Bill. As you may know, this meeting was
called so that a club consisting of boys interested in building model
airplanes can be formed. Through this club we can spend many
pleasant hours and exchange ideas among us. Now I am going to
open the meeting for any suggestions you might have.
Bill (seated): Joe . . .
Chairman: In order to conduct this meeting properly we must
follow parliamentary procedure. Please rise when you address the
chair. And do not call the chair by his name; address him as Mr.
Chairman.
Bill (rising): Mr. Chairman, since all of us here are interested
in model airplane building, I make a motion that we organize a
model airplane builders’ club. {Sits.)
Jim {seated): I second the motion.
Chairman: It has been moved and seconded that we organize
a model airplane builders’ club. Is there any discussion on this
motion? {He remains seated.)
PARLIAMENTARY PROCEDURE • 303
Phil (rising): Mr.,Chairman.
Chairman: Phil.
Phil (still standing): Well, since we are living in a jet age, and
we do want to become acquainted with model jet planes, I move
that we amend Bill’s motion and instead of calling the club the
Model Airplane Builders’ Club, we call it the Model Aircraft
Builders’ Club. In this way it will include all aircraft, jets, conven­
tional planes and even helicopters. (Sits.)
Frank (rising): Mr. Chairman, I rise to a point of order.
Chairman: State your point of order.
Frank: I think that Phil’s motion to amend the main motion is
out of order because there already is a motion under discussion.
(Sits.)
A chairman can­
not make a motion.
He must let the
eager club members
speak, according to
parliamentary pro­
cedure.
Chairman: Well, Frank, according to the rules of parliamentary
procedure, a motion to amend a motion can be made while the
main motion is still under discussion. No, Frank, Phil’s motion to
amend is not out of order. (Sits.) Do I hear a second to Phil’s
motion?
Johnny (seated): I second the motion.
Chairman: Does anyone want to talk further on the motion to
amend?
306 • PARLIAMENTARY PROCEDURE
Several members: Move the question!
Chairman (rises): It has been moved and seconded that in the
original motion now before you the word “airplane” be changed
to “aircraft.” All those in favor of the amendment say “aye.”
The Group (seated): Aye!
Chairman (standing): All those opposed say “no.”
Chairman: Since there are none opposed the motion is carried
unanimously. Will the secretary read the original motion.
Secretary (rises): It has been moved and seconded that a
model aircraft builders’ club be organized. (Sits.)
Chairman (still standing): Is there any further discussion?
(Pauses.) Since there is no further discussion, it has been moved
and seconded that we organize a model aircraft builders’ club.
All those in favor say “aye.”
The Group: “Aye.”
Chairman (still standing): All those apposed say “no.”
(Pauses.)
Chairman: It appears that there are none opposed. Therefore,
the motion is carried unanimously. (Sits.)
Jack (rising): Mr. Chairman.
Chairman: Jack.
Jack (still standing): It seems to me thaf in order to conduct a
club properly we should have a set of rules. I would like to mace
a motion that you, as chairman, refer this question to a committee
and that you select a committee to draw up a constitution and
bylaws for our club.
Phil (seated): 1 second the motion.
Chairman: It has been moved and seconded that the Chair is to
appoint a committee to draw up a constitution and bylaws. Any
discussion. (Pauses.) None? Then are you ready for the question?
The Group (seated): Question!
Chairman (rises): It has been moved and seconded that the
Chair appoint a committee to draw up a constitution and bylaws.
All in favor say “aye.”
The Group: Aye.
Chairman: All those opposed say “no.”
Four members: No.
PARLIAMENTARY PROCEDURE • 307
Chairman: The “ayes” have it. The motion is carried, 9 to 4.
Now, I appoint Bill as chairman, and Jack, Phil and Jerry to work
on the committee with him. Please try to have a report ready for
the next meeting.
Sam (rising): Mr. Chairman.
Chairman: Sam.
Sam: Mr. Chairman, I move that we elect a president now.
(Sits.)
Chairman (rising): Your motion is out of order because the
election of officers must wait until a constitution has been adopted.
(Sits.)
George (rising): Mr. Chairman.
Chairman: George.
George: Mr. Chairman, since we can do nothing more until a
constitution is adopted, I move that we adjourn. (Sits.)
Jerry : I second the motion.
Chairman: It has been moved and seconded that this meeting
be adjourned. All in favor say “aye.” (Members call out “aye.”)
All those opposed say “no.” (No one speaks.) The meeting is
adjourned.
DEFINITION OF TERMS
Main Motion A new *tem brought up for group discussion and
decision. It is always debatable and amendable and generally re­
quires a majority vote. Only one main motion may be discussed
at a time.
Amend. To amend a main motion is to change the wording
or intent of the main motion. Amendments are voted on before
the main motion.
Adjourn. To adjourn is to call the meeting to an end. No more
official business may be voted on after motion to adjourn is carried.
To rise to a question of information. When one of the
members asks for some clarification of wording or facts, he raises
his hand and rises to a question of information. He may interrupt
the speaker. The chairman must see that such questions are an­
swered promptly.
308 • PARLIAMENTARY PROCEDURE
p ,fc r 0
When a motion requires further study
or the members do not wish to vote on it at the time, it is referred
to a committee. The committee may be a standing committee, one
already in existence, or it may be referred to a committee to be
appointed by the chairman to study this one motion.
Take a recess. When several members want to discuss issues
at the same time in different groups, the chairman may declare a
recess and set a convenient time for the meeting to reconvene.
Table a motion. A motion to table a motion is made to dis­
continue discussion of a main motion. It can be made while a
main motion is being considered.
Move the previous question. This is a motion requiring a
two-thirds vote. It is a motion to close debate and bring the main
motion to a vote. It can be made while a main motion is being
considered.
Second c mots<
Before a motion can be discussed, the chair­
man must recognize a speaker. This gives permission to one of the
members to speak to the group. This speaker then has the floor.
He may then begin, “I make a motion that . . . ” or “I move that
Order in the club­
house . . . One speaker
at a time. Before a
motion can be dis­
cussed, the chairman
must
recognize
a
speaker. The speaker
may make a motion.
Another member must
second his motion.
PARLIAMENTARY PROCEDURE • 309
. .
Before the group can discuss his motion, another member
must raise his hand and state, “I second the motion.” If a motion
is not seconded, it is not before the membership and cannot be
considered or debated.
ESSENTIALS TO REMEMBER
1. The purpose of parliamentary procedure is to simplify
machinery, not to create quarrels.
2.
There should be only one main motion on the floor at a
time.
3.
A nomination need not be seconded.
4.
All motions must be seconded.
5. All remarks should be addressed to the group.
6. All motions must be voted upon by the group.
7.
Only one speaker can be recognized at a time.
8. The chairman by his courteous behavior to the others sets
the pattern of conduct for the meeting.
9.
The chairman can summarize the discussions to date, but
he should not dominate the conversation and discussions
by offering his own opinions.
10. A motion to adjourn can be made at any point in the
meeting when the floor is not being held by a speaker.
In other words, a motion to adjourn is always in order.
MANNERS AT MEETINGS
Unless members want their own ideas to be laughed at, they
must treat the ideas and suggestions of the other members with
dignity. There should be no horseplay during a meeting. W
310 • PARLIAMENTARY PROCEDURE
cracks should be saved for the trip home afterward. More groups
have been wrecked by the would-be joker than by over serious
members.
ESSENTIALS TO REMEMBER ---------------
I. Wait until the speaker has completed what he has planned
to say before raising your hand to request recognition by the
chair.
I
2.
3.
4.
5.
6.
7.
8.
Talk about the merits of or weaknesses in the motion on
the floor and not about the members who are for or against
the motion.
Remember that the purpose of the group is not to give you
an opportunity to win a debate and cover yourself with
verbal glory.
Give your undivided attention to the speaker. Do not spend
your listening time chatting with your neighbor.
Wait until a motion has been proposed and seconded be­
fore beginning to discuss it.
Always address the presiding officer as “Mr. Chairman”
rather than by his first or last name.
Give the chairman every opportunity to run the meeting in
an orderly fashion. The “called-out” wisecrack too often is
uncalled for and causes too great a disruption. Save your
jokes for an entertainment program.
Unless you have positive proof of errors on their part, ac­
cept the rulings of your elected officers with good grace.
EXERCISE
A t a Meeting
A.
What is the next order of business following each of the
following statements:
1. “I second the motion.”
2. “All in favor?”
PARLIAMENTARY PROCEDURE • 311
3.
4.
5.
6.
7.
8.
9.
10.
“Therefore, the motion has been passed.”
“The meeting will now come to order.”
“Mr. Chairman, I believe that the speaker is out of order.”
“Point of information, Mr. Chairman.”
“I move that nominations be closed.”
“The speaker is out of order.”
“Nominations are now in order.”
“Mr. Chairman, I move that this meeting be adjourned.”
B. What procedure should the chairman follow when:
1. The secretary has just completed the reading of the minutes.
2. The speaker has just stated his motion.
3. Two members have raised their hands. One of them wants
to make a point of order; the other wants to make a new
motion.
4.. The speaker is not discussing the motion on the floor but
wants to make another motion.
5. A motion has just been seconded.
6. He wants to start the meeting.
7. He thinks that a vote should be taken on a motion.
8. He really wants to express his opinion on a motion.
9. Too few members are present; there are not enough to repre­
sent a quorum.
10. A majority of the members present have voted to move the
previous question.
Chapter 12
MASS
COMMUNICATIONS
Different forms of news and entertainment, read, heard and seen,
reach people all over the country and all over the world. News­
papers, magazines, radio, television and motion pictures do this
job of communicating to tremendous numbers of people every day.
These are called the media of mass communication.
THE NEWSPAPER
The newspaper serves many different purposes for many differ­
ent people. The housewife looks over the advertisements in search
of shopping bargains. The job-hunter studies the classified ad­
vertisements. The youngster who likes comic strips can hardly wait
until the second section is passed on to him. The moviegoer, the
theatergoer, the television and radio fan reads the critics’ columns
for their opinions on what to see or hear. The business man studies
the news from home and abroad because it may have a bearing on
his business.
In order for you to be an intelligent user of the daily paper, you
must know what it offers. In order that you be a well-informed citi­
zen in a democracy, you must know the facts and opinions found in
the columns of the news and editorial sections., You must be able
312
MASS COMMUNICATIONS • 313
to reach your own sound conclusions based on these facts and
■opinions. For only in a democracy is there a free press which gives
a ll the facts so that you may be better able to come to a wise con­
clusion. In many other countries the facts are withheld in order
to keep the people ignorant of the true state of affairs.
H ow well are you acquainted with the contents of a typical
newspaper?
DIAGNOSTIC TEST ON NEWSPAPERS
A . Match the term with the correct definition:
1. by-line
a. Newspaper library in which refer­
2 . dateline
ence material is kept
b. Originally a newspaper of smaller
3. feature story
size; newspaper that favors sensa­
4. human interest story
tional news stories
5. caption
c. Item in which the interest lies in
6. copy
some factors other than news value
7. cut
d.
Name
of the writer preceding news
8. dummy
9. tabloid
article
e. Boxes on either side of the news­
10. morgue
paper title plate
f. News story written to emphasize
emotional values
g. Title or explanatory note accom­
panying a picture
h. Pasted copy showing position of
articles and illustrations, given to
printer to guide him
i. Name of city showing the place of
origin of a story and the date
j. Manuscript prepared for publica­
tion in a newspaper
k. Metal plate used in the reproduc­
tion of newspaper illustrations
B . Label each of the following statements as True or False:
1. Advertisers pay more toward the support of the newspaper
than does the purchaser of copies.
2. Another name for a news item is an editorial.
3. The owner of a newspaper is called apublicity agent.
4. The newspaper worker who sets the type is called a com­
positor.
314 • MASS COMMUNICATIONS
5. The newspaper man who collects news is called an editor.
6. Another name for a subscriber is a copyreader.
7. Newspapers present the side of the news that favors their
point of view.
8. Newspapers print only a small portion of the news of the day.
9. Headlines summarize the news articles that follow.
10. Newspapers attempt to influence public opinion.
MAKING THE NEWS
Follow this picture story carefully and you will see how news is
made and handled in different places.
THE FIRE IS DISCOVERED.
ALARM IS GIVEN.
THE REPORTER GETS THE
DETAILS FROM AN EYE­
WITNESS OR VICTIM.
THE FIRE ENGINE RUSHES
TO THE SCENE. REPORTER
HAPPENS TO BE ABOARD.
THE LOCAL NEWS
PRINTS THE STORY FROM
A LOCAL POINT OF VIEW.
MASS COMMUNICATIONS • 315
THE NEWS IS SENT BY
TELETYPE TO THE BIG
CITY NEWSPAPER.
le ic iti DESTROYS
THE
NEWSPAPERMAN
CHECKS BACKGROUND
INFORMATION IN THE
MORGUE.
h a r r is o h home
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m a n v valuable
records
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CARELESS ilH
SM OK1N6 IN fOI
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Blamed R*t-
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LAST NI6HT Of ,
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P R E S lD B ffS
THE STORY APPEARS IN
PRINT IN THE BIG CITY
NEWSPAPER,
WRITTEN
WITH MORE COLOR AND
INFORMATION OF GENER­
AL INTEREST.
S T R A IG H T NEWS
A straight news story must do one thing—report the facts; and
it must report them accurately. In writing a straight news story
the professional never lets his personal feelings enter into his writ­
ings. Regardless of how he feels about the facts he must write an
impartial story.
A ll good news stories consist of three parts.
316 • MASS COMMUNICATIONS
1. The Headline. This is an eye-catching sum­
mary of the story, usually printed in large,
heavy type at the head of the story. It gives a
quick idea of what the story is about. Some­
times, there is a subhead underneath the head­
line to give a further summary of the story.
i
Headline writers rarely use the articles a, an, the in a headline
because they must save space. Sometimes a verb may be dropped
o u t of a headline to save space. Usually the verbs are, is, will be
are understood. For example:
REDS MEET BLUES SUNDAY
REDS NOW LEAD LEAGUE
In reporting an event that has taken place, the verb is used in
the present tense. For example:
REDS BEAT BLUES
Taft Wins Meet
In reporting an event that is yet to come, the reporter uses an
adverb that shows future time; or, future action may be shown
by the use of an infinitive. For example:
Reds Meet Blues Tomorrow
Reds to Meet Blues Monday
MASS COMMUNICATIONS • 317
2. The Lead. This is the most important part
of the news story because it tells briefly the
essential parts.
TH E NEWS A R TIC LE
Straight News
Diamond of 572 C a ra ts
Is Found in South A frica
By Philip Sehiff
KIMBERLEY, South Africa,
June 11—De Beers Consolidat­
ed Mines has found a 57214carat diamond in its Jagersfontein mine near Kimberley.
This is the third largest ever
found at this mine, the largest
being the 971-carat Excelsior
diamond discovered in 1893.
The famed Cullinan diamond
found at the Premier mine
weighed 3,024% carats.
The company said that the
latest find was “rather disap­
pointing in that its color is not
good and there are a number of
spots and cracks, and its qual­
ity is therefore not of a high
standard.”
The stone was found by a na­
tive. It is 1 inch thick, 2 inches
long and 1% inches wide.
Headline
| By-line
Date-line
Lead
Body
I n this story the writer has answered these questions:
Who? De Beers Consolidated Mines.
What? Found a 572-carat diamond.
When? Yesterday, June 10.
Where? In a Jagersfontein mine near Kimberley.
i
318 • MASS COMMUNICATIONS
If the news item were to end here, you would have a complete
story. B ut the interest and color would be lacking; therefore, the
writer adds the body.
3. The Body. The body of a story gives the
facts, in fuller details, that were not given in
the lead. The body gives the most important
details first and the least important ones last.
This is done because newspapers are some­
times pressed for space. Therefore, when
space is needed, news stories are cut from the
bottom up so that no essential details are
omitted. Notice that in the story above the
last two paragraphs could be omitted without
hurting the story.
THE FEATURE STORY
A feature story is a story based on facts that the reporter has
dug up and checked. However, the facts are presented in such a
m anner as to arouse sympathy or to be humorous. Another type
o f feature story is the human interest story. These may be found
o n the inside editorial page or even on the front page. This type
o f story gives interesting sidelights of the feelings of people in­
volved in the news. It may be an appeal for the return of a be­
loved animal; the story will tell why the animal is especially im­
portant to a sick child; it will tell of the strong bond between the
child and the animal. Feature stories make interesting reading and
are part of every newspaper.
Analyze the feature story below. How does the story affect you?
Does it amuse you? Does it make you feel sorry for the newlyweds?
MASS C O M M U N IC A T IO N S - 3 1 9
Feature Story
COUPLE RULES ISLAND
Newlyweds Buy Former
Base of Pirates
Off Britain
JETHOU Island, English Chan­
nel, June 8 — (Reuters) — Two
British newlyweds have started
married life as rulers of this iso­
lated pirates’ isle, freed by medi­
eval laws from taxes and un­
wanted visitors.
Without the express permission
of Mr. and Mrs. Philip Watkins,
no one can land on this fortyfour-acre island to disturb their
solitary but contented existence.
They are the recognized rulers
of Jethou, and feudal rights still
in force after hundreds o f years
exempt them from taxes, licen­
ses and other government regu­
lations afflicting mainlanders.
Little Jethou, with, a colorful
past of piracy and smuggling, is
one. of the islands between
France and England where laws
dating back hundreds of years
still can assure the owner what
amounts to a kingdom of his
own.
Mr. Watkins, a yachtsman,
leased the island for £2,000
($5,600) in competition with
more than fifty other would-be
buyers.
THE EDITORIAL
There is one page in every newspaper that is set aside to ex­
press opinions; either the paper’s opinions or the readers’. This is
the editorial page.
Editorials are written to sway or change public opinion; to give
information of a serious nature and to comment on it, o r to in­
fluence the actions of people.
Editorial writers are careful to state facts to back up their opin­
320 • MASS COMMUNICATlOh
ions. If facts are lacking, their opinions or arguments will lor<* im­
p act and lose the reader, too.
H ere’s an editorial reprinted from Practical English, published
by Scholastic Magazines, Inc.
“I’ve Got My Rights”
I ’V E got my rights.” Have you ever noticed that these words
I are usually spoken by the very people who least deserve to
have their rights respected?
A sk the two boys sitting next to you on the back seat of the bus
if they’ll stop playfully wrestling each other so you can read your
newspaper. “I’ve got my rights,” one boy replies, as he and his
friend continue their playful but disturbing sport.
Explain to the boy who’s bouncing a ball all by himself on the
tennis court that you and three friends would like to play doubles.
Y ou’ve probably guessed the answer. “Why should I move?” he
snaps. “These are free courts. I’ve got my rights.”
Point out to the girl who is redecorating her face in the vicinity
o f your lunch that her powder is dropping into your soup. She, too,
becomes violently defensive. “Since when can’t you powder your
nose when you want to? This is a free country. I’ve got my rights.”
So it goes Of course, what these champions of freedom have
forgotten is that EVERYONE in a free country has rights, not just
the people who agree with them.
The person who wants to read in the bus has a better right to
d o so than the wrestlers have to wrestle. Why? Because he isn’t
depriving other bus riders of their rights by reading.
The four who want to play tennis have a greater right to the
court than the solitary ball-bouncer. They want to use the court
for the purpose it was intended—a game.
The person who doesn’t care for powder in his soup is correct
when he challenges the girl’s right to put it there. He’s eating where
he should be— at the table. He can’t very well take his soup into
the washroom, but that’s where she and her powder puff belong
if she’s going in for a major overhauling job.
True, in a democracy we all have our rights, but they stop short
at the point where they take someone else’s rights away. And along
with our rights go obligations. The most serious of these obliga­
tions is our duty to respect the rights of other people, even though
we may be stronger or more influential than they. If only the strong
and powerful had rights, then we would be living in a dictatorship
— not a democracy.
MASS COMMUNICATIONS • 321
Here is the “hats-off” type of editorial. It congratulates some­
one for a job well done.
OUR VICTORY
With the winning of the city-wide title of “champions,” our
basketball team completed its second season under the leadership
of Coach Ostrow.
Remarkable indeed is the record of our team. It played 32 games
without suffering one defeat and three of the varsity players were
named members of the All-City Stars. We must certainly be proud
of this record.
However, we think that there is another aspect of these results
that requires even greater praise. Opponent after opponent com­
mented on the good sportsmanship shown by our team. Two rival
coaches even sent letters of congratulation to Coach Ostrow.
Hats off to these real champions who played the game fairly
and won!
EXERCISE
A . Bring to class a copy of today’s newspaper and be prepared
to answer these questions:
1. On which page will you find the index?
2. According to the index, on which page will you find:
a. sports
f. classified advertisements
b. television programs
g. weather reports
c. local news
h. stock market summaries
d. foreign news
i. obituaries
e. movie advertisements
/. houses for sale
3. Which contributed most of the news items:
a. Associated Press
c. United Press
b. local reporters
d. International News Service
322 • MASS COMMUNICATIONS
4.
In which part of the newspaper would you look if you wanted
to discover:
a. the latest quotations on U.S. Steel shares
b. the editor’s attitude toward the latest political scandal
c. the scores in last night’s games
d. a reporter’s opinions of the new movies that opened yes­
terday
e. th e results of the debate before the U.N.
f. a sports writer’s opinion of latest baseball trades
g. where you could buy a good used outboard motor
h. where you could obtain a part-time job
i. w hat the latest sales in the local department stores are
/. a t what time to expect high tide
General newspaper questions:
1. Some newspapers have full pages of comic strips. Others do
n o t carry a single cartoon. Why?
2. Should newspapers favor one or the other political parties?
3. Should government officials limit the type of information that
the newspapers are allowed to print?
4. Should newspapers be allowed to criticize the President?
5. Should newspapers be allowed to print sensational crime
news?
6. Should newspapers print gory accident pictures?
7. H ow can the owners of a newspaper justify the inclusion of
puzzles, comics, contests?
8. H ow can newspapers safeguard the individual liberties of citi­
zens of a democracy?
9. Should editors be immune to libel suits?
10. H ow can readers protect themselves from being misled by the
daily newspapers?
REVIEWING M O T I O N PICTURES
In telling a friend about a motion picture you should tell him
what you liked or disliked about the picture. But you should not
divulge the ending.
H ere are some general rules to follow in giving a movie review:
MASS COMMUNICATIONS • 323
The movie reviewer
must tell the where's,
when's, who's and
why's of the picture.
He must weigh care­
fully the good and bad
points of the movie
and then give his opin­
ion.
1. Think of a moving
picture that you saw
recently. Did you
enjoy it? Why or
why not?
...... —
—— A MOVIE REVIEW----------------------
1. Tell what kind of a picture it is: adventure, detective,
Western, comedy, love story, etc.2. Tell where and when the story takes place: Paris in the
mid 40s; Texas in 1865; New York today.
3. Give the names of the stars of the picture.
4. Tell about the plot. Did you like it or not? Why?
5. Tell about the acting, the photography, the music, dancing,
etc.
6. Give an honest opinion of how you felt about the picture.
Here’s a review about a baseball picture. If you have seen it,
how does it compare with your reaction?
If you haven’t seen it, does the review tell you enough about
the picture to make you want to see it?
★★★★Tops, don't miss. ★★★Good,
★★Fair. ★Save Your Money.
★★★THE PRIDE OF ST. LOUIS (20th Century - Fox. Produced by
Jules Schermer. Directed by Harmon Jones.)
A humorous and endearing baseball story has been built around
the legendary exploits of Dizzy Dean, one of the zaniest pitchers
in the annals of die sport
324 • MASS COMMUNICATIONS
The chief charm of The Pride of St. Louis is that it is content
to portray a man rather than a superman. Herman Mankiewicz’s
easy-going screen play doesn’t try to change minor human virtues
into major ones. It simply tries to entertain us with the erratic
career of a brash but lovable fellow.
a Dan Dailey turns in one of his best performances as the cocky
young Arkansas pitcher who clowned his way through seven mem­
orable seasons of big-league ball and then went on to almost equal
fam e as a sports announcer when his pitching arm gave out. Joanna
D m plays Dizzy’s wife in the film. Paul Grenna is very good as
“Daffy” Dean, Dizzy’s younger brother.
CHECKLIST FOR EVALUATING MOTION PICTURES
Here is a checklist of questions you should answer in order to
give a good evaluation of a motion picture.
ESSENTIALS TO REMEMBER
If the story was intended to be realistic, was it true to life
as you know it?
2 If the story belongs to a type—Western, musical, crime
or horror—how did it compare with others of the same
kind?
3. How did the story affect you?
.
N egative
4.
5.
6.
7.
Positive
a. It left you depressed a. You were relaxed.
b. It left you morbidly b. You were uplifted.
stimulated.
c. You felt enthusiastic.
c. You were bored by d. You felt that you now un­
derstood people better.
its dullness.
d. You felt discontented.
Did the picture glorify crime? War?
In your opinion, did the picture tend to increase or lessen
race, class or national prejudice?
Were the actors well cast?
Were the characters stereotypes, types or real people?
MASS COMMUNICATIONS • 325
8.
9.
10.
11.
12.
Was the humor embarrassing or kindly? Did you laugh with
or at the characters?
Did the pace of the picture keep your interest from flag­
ging?
Were there any interesting.photographic angles or scenes?
Was the background music skillfully blended?
Was the direction of a high standard? Did the picture focus
toward one definite personality?
REVIEWING TELEVISION PROGRAMS
Television has reached practically every part of the country. No
matter who your favorite movie performers are, the chances are
that you will see them on your television screen in black and white
or in color.
TV is a more difficult medium to work in for performers, script
writers and directors than is the movies. An error made on tele­
vision cannot be “reshot” until it is perfect. Once a “flub” is made
it has been made for all viewers to see.
Here is a checklist of questions you should answer in order to
be able to discuss the merits of a particular television program.
--------------------------CHECKLIST FOR-----------------------—
EVALUATING A TELEVISION PROGRAM
1. To what interests or emotions of the audience does the
program appeal?
2. At which type of person is it aimed?
3. Are its effects on all listeners wholesome or harmful?
4. What is the aim of the program?
a. To inform?
b. To convince?
c. To stimulate thinking?
cl. To entertain?
5. Is the incidental learning of the listeners wholesome or
harmful?
6. How well does the program achieve its aims?
7. Is there any phase of the program that blunts the aims of
the entire production?
326 • MASS COMMUNICATIONS
8. How well does it compare with other programs of the
same general type?
9. How well does it compare with other programs in the
same series?
10. Were the commercials a part of the program? D id.the
commercials take more than their proportion of time?
11. Could the program have been more effectively presented
in less time? In more time?
12. Was the photography as carefully planned as the music, the
acting?
The corner magaiine
stand has many stories
to tell and many magaiines to sell. You will
find stories written
just for you—in Amer­
ican G irl, Boy's Life,
Scholastic, Seventeen.
MAGAZINES AND COM IC BOOKS
O n your corner newsstand and magazine rack, the bright colors
and fresh pictures of the latest magazines and comic books call'to
you as you walk by. Which do you purchase—the magazine with
stories of everyday life, or the sensational comic book with stories
of impossible supermen and supermice? Watch your step! Be care­
ful of what you form a habit of reading.
Stuffing your mind with the fantastic exploits and hair-raising ad­
ventures of comic-book desperadoes may deprive you of the joys
to be found in everyday living. It is far better to learn something
about what really makes men and women face the problems of life
MASS COMMUNICATIONS • 327
with courage and perseverance. If you have a taste for fiction, try
the better magazines like these:
Boy’s Life
Seventeen
American Girl
Mademoiselle
Young America
Saturday Evening Post
Scholastic
Colliers
If you are interested in popular science and like to make things
in your workshop at home, then try these:
Popular Mechanics
Science Digest
Popular Science
Scientific American
O r if your taste is for outdoor life, sports and games, you should
become acquainted with these magazines:
Hunting and Fishing
Baseball Magazine
Field and Stream
Athletic Journal
Sports Illustrated
Open Road for Boys
Outdoor Life
EXERCISES
1. Plan a panel discussion to be presented to the class on the topic
“Should Comic Books Be Banned?”
2. Be prepared to tell the class in a three-minute talk why every­
one should browse among the magazines in the library.
3. Choose one of the magazines mentioned above and prepare a
report to be submitted to your classmates who plan to sub­
scribe to magazines for the class reading club. What is the
price? Number of pages? How often is it issued? Are there
few or many pictures? Are the stories interesting and under­
standable? Are there samples of things to make at home?
Which kind of reader would find it valuable? Do you recom­
mend it? Why?
4. Explain the difference between the way Life magazine will treat
an event and the way a daily newspaper will describe it.
5. How is the Sunday magazine section of the newspaper different
from Scholastic Magazine in its presentation of feature stories?
328 * MASS COMMUNICATIONS
MOTION PICTURES
T e s t y o u r knowledge. of movie terms.
A
C hoose the correct ending in each of the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
T h e h e ro of a horse opera usually sings (a) to the accom­
p a n im e n t of a guitar (b) to the accompaniment of a sym­
p h o n y orchestra (c) with a chorus (d) on the stage.
W h e n th e camera takes a shot, it (a) is oiled (b) is ruined
b y a b u lle t hole (c) captures a scene (d) is given an
in je c tio n .
T h e p ro jec to r is found in (a) the desert (b) the star’s
•com pany (c) the theater (d) the camera.
T h e p ro d u c e r (a) writes the story (b) tells the actors
w h a t t o d o (c) plans and finances the motion picture
( d ) w rites the story and distributes the finished motion
p ic tu re .
T h e a c to r whose name precedes the title of the picture is
( a ) th e featured actor (b) a character actor (c) a director
( d ) a. sta r.
T h e scenario is (a) the place where the picture is made
( b ) th e costumes of the actors (c) the origin of motion
p ic tu re s ( d ) the story.
The
m ovie critic (a) helps to write the motion picture
( b ) acts in it but in minor roles (c) reviews the motion
p ic tu re ( d ) helps the director to plan the picture.
A m ovie extra is (a) a cartoon (b) one of the crowd
( c ) a double feature (d) an unhappy ending.
S la p stic k is a type of (a) tragedy (b) weapon (c) melo­
d ra m a ( d ) comedy.
T h e casting office will help the director (a) ship supplies
( b ) select his story (c) select his actors (d) throwaway
u n n e ce ssa ry materials.
B
N a m e five pictures of this season based on novels or short
1.
s to rie s :
a ............................... ...................................................................
b ...................................................................................................
. ■ ........... .......................................... .
................................................................................................................
dm
e ...................................................................
MASS COMMUNICATIONS • 329
2. Three musical comedies:
a .....................................................................................................................
b ...................................................................................................................................................................................................
c............................................................................................... ..
3. A famous Hollywood producer: ....................................
4. An outstanding character actor: ....................................
5. An outstanding character actress: ................................
6. A famous Hollywood d irector:........................................
7. A well-known studio: .....................................................
8. The name of a movie critic whose reviews appear in a local
newspaper: ....................................
9. The winners of the Motion Picture Industry Oscars for this
year:
Actor: ....................................
Actress: ....................................
Story: ......................................
Director: ....................................
10. A recent animated picture: ...........................................
1.
2.
3.
4.
5.
6.
7.
8.
9.
DISCUSSION QUESTIONS
Should Western pictures and serials be banned?
How does television affect the movies? How do the movies
affect television?
Should popular actors be allowed to take the role of the vil­
lain in one film and then the hero in another?
How many times a week should a lower grade school student
be allowed to go to the movies?
Do the movies really prove that crime does not pay?
Should movies be planned to teach us or to entertain us?
Have movies contributed to the increase in juvenile delin­
quency?
Should recent movies be presented on television?
Should the world’s great books be turned into movies?
TELEVISION
How varied is your weekly radio and television program fare?
Complete the chart on page 330.
DISCUSSION QUESTIONS
1. Is television a detriment to study?
2. D o the stations devote too much time to entertainment at the
expense of educational programs?
3. Should murder and mystery plays be forced off the air?
330 • MASS COMMUNICATIONS
4. Should television stations be government-owned as in Eng­
land?
5. How can the schools make more efficient use of television?
6. What, in your opinion, is the outstanding dramatic program?
Should other programs be compelled to follow the standards
set by this program?
WORTH LISTENING TO AND WATCHING
Co ntent
Forums
Quiz programs
Adaptations of
great plays
Newscasters
News commen­
tators
Variety
programs
Situation
comedies
Drama
Detective
fiction
Experimental
programs
Science
programs
Serious music
Dance music
Adaptations of
movies
Humor
Family life
Lectures
Pageants of
history
Program
Channel Day Hour
C h a p t e r 13
ORAL
ENGLISH
T h e only purpose of speech is communication. Any other ob­
ject defeats this purpose by taking attention from it. When
speakers forget the' purpose of speech, talk in a very pleasant
voice, use clever wording or make graceful gestures, listeners
may fail to note the point of what is being said. On the other
hand, that pleasing voice, excellent vocabulary and good bodily
action are valuable aids when they are working with you in com­
m unicating your message.
Using the Whole Body in Speech. Do you experience stage
fright when you speak before a group? What causes stage fright?
Can y o u overcome stage fright? Is it a sign of a poor speaker?
L e t’s answer the first question first. No lecturer, actor or actress,
regardless of experience, ever completely overcomes stage fright.
They overcome it to a point where it is not noticeable. They learn
to u se it to their own advantage. The feeling of stage fright grows
out o f the sense of the importance of the job of speaking before
a group. T h e speaker tries to influence or change the minds of
his audience; thus he has a great responsibility.
Stage fright creates in your body a great amount of energy.
Sometimes it is so great that it makes you tense. If this energy
can b e used properly it can help you to make your language
sm oother a n d your thinking clearer.
K now ing how to use your body during a talk will give you
greater confidence. Here are two simple exercises to try which
will prove to you how important bodily action is to a speaker.
331
332 • O R A L ENGLISH
1.
S ta n d in front of the room as relaxed as you can without
collapsing on the floor. Next, without tensing any muscle,
sa y with feeling, “I hate you!” If you have followed direc­
tio n s, you can’t put any feeling into the words. If you in­
te rp re t the words with any feeling, it is because the muscles
o f your body became more tense.
2 . S tan d before the class in the posture of a prizefighter. Tense
th e leg muscles, abdominal muscles and chest muscles and
th e arm muscles, and clench the fists. When this is done,
sa y very quietly, “I’m so sorry.” You can’t say the words
correctly without relaxing your body to a great extent.
N o w you can see how your body is an instrument which helps
y o u com m unicate your ideas. If you are to speak calmly and
q u ie tly , y o ur body must not be tense. If your body, voice and the
w ords y o u use work together, your communication will be much
m o re effective.
r ——
...... HOW TO USE THE BODY IN SPEECH —
1.
P o stu r e. Stand erect in a comfortable position, hands at
y o u r sides, feet a little apart with one slightly ahead of the
o th e r. Let your arms hang loosely at your sides. From this
e re c t position you can move easily in any direction. Your
h a n d s are ready to help with gestures. In this position you
w ill b e able to breathe correctly.
2.
E y e movements. Before starting to speak, look at your I
audience for a few seconds. This helps you get used to them,
a n d they will become ready to listen, to you. Look from
o n e p a rt of your audience to another so that everyone feels
t h a t you are speaking to him and no one feels left out.
3.
B o d y . Working from the posture mentioned above, your I
b o d y as well as your voice will be able to communicate.
U se the muscle tone to fit the mood of what you are saying.
U se gestures only when you want to illustrate what you are
explaining. Change your position to help tell your listeners
t h a t you are changing from one idea to another. Remember,
t h a t too much bodily action will attract attention to the
m ovem ent and away from the idea which you should be
conveying.
ORAL ENGLISH * 333
EXERCISES
The following activities may be used to show you how effective
your bodily action is.
A . W ithout speaking a word show how you would act if you
were saying the following remarks:
1. I know that man. What you say about
himisa lie!
2. Who is that coming down the street: Isn’t t h a t
? Sure
that’s Joe. How are you, Joe?
3. Hey! Wait for me!
4. B6y! Is this a mess!
5. Where is it? I can’t find it.
6. One more chance. All I ask is one more chance.
7. How do you like my new dress?
8. You have a new Cadillac? So what?
B. I n not more than a minute, pantomime one of the following:
1. You are watching an exciting movie. Imagine some annoying
movie goers.
2. A little boy being made to wash his face, neck and ears.
3. A vain high school boy at a mirror combing his hair.
4. A student trying to write a composition when thoughts will
not come.
5. A policeman giving a ticket for speeding. Perhaps he lecture*
the driver.
6. A driver getting a ticket from a policeman.
7. A photographer making a family group picture. Small children
may be annoying.
8. A boy explaining to his mother why he shouldn’t go to school.
Use of th e Voice. Your voice gives your listeners a very definite
impression of you. If it is weak, they feel that you are weak or
afraid. If it is too loud, they are annoyed by you. If it is shrill and
unpleasant, they think that you are high-strung and nervous. The
nice thing about the voice is that it can be trained to be whatever
you wish it to be.
The best way of analyzing your voice is to make a recording
erf it. If this is impossible, you can listen to it fairly well by cupping
your hands over one ear and forward toward your mouth as you
speak. A s you listen to your own voice try speaking in different
manners. Speak with your teeth shut together. Speak with your
334 • ORAL ENGLISH
throat and mouth passage relaxed and open. Speak as if you were
snarling, with the top of the throat tense. Find which manner is
the most pleasant and use that. Generally speaking, you will pro­
duce the best tone while standing erect, relaxed and breathing from
the diaphragm.
Improving Your Enunciation. It has been said that breathing
and posture have a direct effect on the quality of the voice. The
next step is that of cutting this vocal tone into particles which
become syllables and words. This is done by the tongue, the hard
and soft palates, the teeth and the lips. The more carefully these
are trained to do their work, the more exact the enunciation will
be. If someone must ask us to repeat a statement because our
voice is weak or our words are mumbled, we have not been effec­
tive as a speaker. We have not communicated well.
EXERCISE
Practice saying some of the folbwing combinations of words.
1. What do you mean?
Is that your friend?
I don’t know
What did you do?
2. I asked my uncle
What do you want?
Don’t you do it.
Let’s ask him
3. might have been
I want to go.
What have you got?
What do you know?
4. I’m going to do it
tell him
Can’t you do it?
Who is your friend?
Amidst the mists and coldest frosts,
With stoutest wrists and sternest boasts,
He thrusts his fists against the posts
And still insists he sees the ghosts.
You probably know many other tongue twisters. All of them can
e used in practicing enunciation.
The Speech Itself. The chapter on Writing Better Composi­
tions, page 210, has a discussion of outlining. Outlining is just as
ORAL ENGLISH • 335
important in speech making as it is in composition writing. The
speaker must keep his listeners interested. He must carry them
from one idea to the next. They will not be interested in hearing
him create his speech. They want to hear the finished product.
In order to insure a well-organized speech, a good finished prod­
uct and an interested audience, plan your speeches and oral re­
ports carefully. Review the material on outlining and apply it to
your speech making.
EXERCISES
Use this check list to help you analyze and improve your
speeches. Your teacher might rate each item as excellent, good,
fair or poor.
1.
2.
3.
4.
5.
A . Body
Posture
Muscle tone fits the type of speech
No unnecessary movement
Good eye contact with the audience
Pleasant expression
1.
2.
3.
4.
B. Voice and diction
Pleasant tone
Volume (loud enough to be heard)
Distinct enough to be understood
Speed of speech
C. The outline
1. Interesting beginning
2. Organization
3. Strong ending
Chapter 14
UNDERSTANDING
AND
APPRECIATING
POETRY
Poets do not agree on a definition of poetry. Samuel Coleridge
calls it “the best words in the best order.” Edgar Allan Poe de­
fines it as “rhythmical creation of beauty.” Edward Arlington Rob­
inson describes it as “language that tells us, through a more or less
emotional reaction, something that cannot be said.” Others have
called it a rhythmical expression of deeply felt emotion or experi­
ence in a manner impossible for prose.
Many elements are found in poetry: ideas and thoughts, emo­
tion, imagination, rhythm, rhyme, word pictures. Two of these—
rhythm and emotion— are always necessary. In general, it is these
two elements that make the difference between poetry and prose.
Some prose is poetic; some poetry is like prose. But prose usually
lacks the rhythm, the compactness and the picture-making quali­
ties of poetry. Prose makes a statement; poetry pictures or suggests.
Prose thinks; poetry feels. The emotion or feeling in poetry may
be one of any degree between great hatred and great love, great
enthusiasm and great fear.
The practice of simple choral reading will help you to under­
stand rhythm. You will find in this type of poetry that the rhythm
has a very definite beat, like that in marching music. In other types
©f poetry the rhythm is less obvious; you will have to listen for it
and feel it.
Try reading this poem aloud, noticing the rhythm.
336
UNDERSTANDING AND APPRECIATING POETRY • 337
The wind was a torrent of darkness among the gusty
trees,
The moon was a ghostly galleon tossed upon cloudy
seas,
The road was a ribbon of moonlight over the purple
moor,
And the highwayman came riding—=
Riding—riding—
The highwayman came riding, up to the old inn-door.
He’d a French cock-hat on his forehead, a bunch of
lace at his chin,
A coat of claret velvet, and breeches of brown doe-skin;
They fitted with never a wrinkle: his boots were up to
the thigh!
And he rode with a jeweled twinkle,
His pistol butts a-twinkle,
His rapier hilt a-twinkle, under the jeweled sky.
— from The Highwayman, Alfred N oyes.
( A pproaches to Poetry, D . Appleton-Century C o.)
A poem with less definite rhythm begins like this:
I have known the silence of the stars and of the sea,
And the silence of the city when it pauses.
— from Silence, Edgar Lee Masters.
CA dventures in Am erican Literature, Harcourt, Brace and C o.)
Emotion, like rhythm, may be in many different forms. The sim­
plest delight brought by limericks and nonsense poetry is a degree of
emotion, usually combined with a definite rhythmic pattern.
There was a young fellow of Perth,
Who was born on the day of his birth;
He was married, they say,
On his wife’s wedding day.
And he died when he quitted the earth.
Now that you know what the limerick is like, perhaps you would
like to try some of your own. Submit some possible first lines to
the class. Have the students select one. Write it on the board, and
then let each supply his own version of the rest.
Perhaps you would like some samples of Ogden Nash’s poetry.
338 • UNDERSTANDING AND APPRECIATING POETRY
The Canary
The song of canaries
Never varies
And when they’re moulting
They’re pretty revolting.
— from F am ily Reunion,
Little, Brown & C o.
The Duck
Behold the duck.
It does not cluck.
A cluck it lacks
It quacks.
It is especially fond
Of a puddle or pond.
When it dines or sups,
It bottoms ups.
— from What Cheer; A n A n­
thology o f Am erican and
British Humorous and W itty
Verse, Coward-McCann.
Kindly Unhitch That Star, Buddy
I hardly suppose I know anybody who wouldn’t rather be a success
than a failure,
Just as I suppose every piece of crabgrass in the garden would
• much rather be an azalea,
And in celestial circles all of the run-of-the-middle angels would
rather be archangels or at least cherubim and seraphim,
And in the legal world all the little process-servers hope to grow
up into great big bailiffim and sheriffim.
Indeed, everybody wants to be a wow,
But not everybody knows exactly how.
— Ogden N ash.
{L ittle Treasury o f A m erican P oetry, Charles Scribners Sons.)
Perhaps you would like the poem “How Doth the Little Croco­
dile” from Alice’s Adventures in Wonderland by Lewis Carroll.
How doth the little crocodile
Improve his shining tail,
And pour the waters of the Nile
On every golden scale!
How cheerfully he seems to grin,
How neatly spreads his claws,
And welcomes little fishes in,
With gently smiling jaws!
The more serious emotions form the basis for the most worth­
while poetry. We are thrilled by an emotion called patriotism when
we sing America or The Star-Spangled Banner. We feel a pride in
our forefathers when we hear The Concord Hymn. These are actu­
ally poems as well as songs. In the following poem you will find
emotion caused by a successful struggle.
UNDERSTANDING AND APPRECIATING POETRY • 339
Do You Fear the Force of the Wind?
Do-you fear the force of the wind,
The slash of the rain?
Go face them and fight them,
Be savage again.
Go hungry and cold like the wolf,
Go wade like the crane:
The palms of your hands will thicken,
The skin of your cheeks will tan,
You’ll grow ragged and weary and swarthy,
But you’ll walk like a man!
— H am lin Garland.
( M agic Casem ents, M acm illan C o .)
No one is going to expect you to like every poem which you
read. If you have not faced a feeling or emotion which is ex­
pressed in a poem, that poem might mean little to you. If, how­
ever, something is said in a poem that clicks with your experience,
you might feel a chill; you might shudder; you might feel happy;
you might feel sad. Then, that poem is poetry to you. When you
find such a poem, the discovery is enjoyment. So be fair with each
poem you read, hoping that it will be poetry for you.
Stars
Alone in the night
On a dark hill
With pines around me
Spicy and still,
Myriads with beating
Hearts of fire
That aeons
Cannot vex or tire;
And a heaven fullof stars
Over my head
White and topaz
And misty-red;
Up the dome of heaven
Like a great hill,
I watch them marching
Stately and still,
And I know that I
Am honored to be
Witness
Of so much majesty.
— Sara Teasdale.
(Silver Pennies, M acm illan C o .)
Do you think we have the power to shape our own future, or do
you think chance determines our lives? We frequently find a poem
on this subject with an emotional tone. Read the following one.
340 • UNDERSTANDING AND APPRECIATING POETRY
The Ways
To every man there openeth
A Way, and Ways, and a Way.
And the High Soul climbs the High Way,
And the Low Soul gropes the Low,
And in between, on the misty flats,
The rest drift to and fro.
But to every man there openeth
A High Way, and a Low.
And every man decideth
The Way his soul shall go.
— John Oxenham.
( Poetry for Daily Needs, T he Round Table Press.)
The poet uses words cleverly to draw pictures in the minds of
the reader. These pictures, or this imagery, is often the stuff that
poetry is made of. It is word magic. Before reading the next poem,
think of some filling station attendant whom you know or have
seen. Perhaps there is nothing very unusual about him. But in this
poem, the attendant seen through the eyes of the poet becomes
quite unusual. Notice the comparisons, the word pictures, the exag­
gerations and the very descriptive adjectives.
Filling Station
Giant flagons in a row— flashing in the sun—
Stand beside the silken road where steel coursers run;
Flagons made of crimsoned iron and of crystal glass,
Waiting till some thirsty car pause before he pass.
Wine as green as windy seas—wine a gentian blue—
Wine like crimson clouds that are the sunset’s avenue—
Wine for thirsty runners wherein the lightnings wink:
So I stop my courser and drive him up to drink.
Casual man in overalls, you know not what you do,
Pouring wine of lightnings out, magic thunder-brew,
Golden mile-a-minute flame from your giant’s cup!
Morning’s young; the long road waits: comrade, fill her up.
— E. Merrill Root (Hendricks H ouse, Inc.)
Whether you will admit it or not you are probablv eager to try
to write a poem; something more serious than a limerick. Here is a
good method to use. Have a colorful beginning line placed on the
board. As a group, build a second line that relates to tt in meaning,
UNDERSTANDING AND APPRECIATING POETRY • 341
rhythm and mood, a third line, a fourth line, and so on until the
poem is complete. Here are some possible first lines.
1. Once on a dark October night
2. Through mist and fog and freezing rain
3. The deep burning gold of the sunset
4. October maples hand-painted by God
5. Budding youth ready to blossom
6. Her eyes, twin pools of the clearest blue
Now that you have created poetry as a group, suppose you try it
individually. The first problem is what to write about. To avoid
being overly sentimental, stay away from such subjects as country,
flag, God, mother, George Washington and Abraham Lincoln. You
have read many poems on these subjects, and so you are likely to
use trite phrases as you write. Instead, write about a sunset, people,
night lights, traffic, crowds, the beach, a lake, the forest, the snow,
the wind, a jet plane, a roaring sports car, an abandoned building,
love, fears, dreams, something which you have lost. Your imagina­
tion can extend this list indefinitely.
Now that you have a subject, you are ready to start. Begin by
putting a word down on your paper, the first word of the first line.
Perhaps your first word is “stars.” Add some word magic to this.
Stars that are fixed suns
Piercing the dome of night,
Become night lights of the earth
While the solar system sleeps.
There it is. It may be the start of an interesting poem. Perhaps
it is a whole poem.
There is another approach to imagery which may be helpful.
With some of the simplest drawing materials try your hand at
illustrating some poems such as “The Chambered Nautilus,” “Snow
Bound,” “Old Ironsides,” “To a Waterfowl.” In order to do well
you will have to read the poems carefully, noting imagery, word
pictures, and word magic. You may be surprised how accurate
you will be.
Next, approach the problem from the opposite side. Create in
your imagination, or on paper, the images which you would like to
put into words. This is one of the most challenging tasks you can
342
UNDERSTANDING AND APPRECIATING POETRY
attempt. You will use all of your vocabulary and search for more;
you will use all of your wits and wish you had more; you will use
word magic and wizardry to help you put your images in word
form so clearly that those who read what you write will see your
pictures. When you can do this you are a poet.
In order to do a good job in any trade one must know the terms
pertaining to that trade. Here are some terms pertaining to poetry,
and their definitions. You will want to become very well acquaint­
ed with them.
1. The rhythm of a poem is measured in meters or metrical feet.
In order to understand something about meter, notice the rhythmic
pattern of stressed ^accented) and unstressed syllables in a line of
poetry.
How doth the little croc o dile
The most common metrical foot is iambic: (re-venge). The
first syllable is unstressed; the second syllable is stressed. Other
common metrical feet are trochaic: (beau-ty), dactylic (ten-derly), anapestic (on the hill).
Each of these syllable groups is called a foot. “How doth,” in
the line by Lewis Carroll quoted above, is one iambic foot.
The number of feet in a line determines the name given to that
line. Trimeter, tetrameter and pentameter are names given to lines
with three, four and five feet in them. The line about the crocodile
would be called iambic tetrameter. It has four metrical feet and
each foot contains an unstressed syllable followed by a stressed
syllable.
2. Rhyme is the repetition of the same sound at the end of lines.
Sometimes two consecutive lines will end with the same sound.
Sometimes the first and third, and the second and fourth, will
rhyme. Notice the variation of rhyme in several different poems.
3. Other sound effects include alliteration, the repetition of the
first consonant sound in two or more words in a line:
Still sits the school house by the road
and onomatopoeia, the use of a word which sounds like the thing
described:
The tintinabulation of the bells.
UNDERSTANDING AND APPRECIATING POETRY • 343
4.
Sharper pictures and images are gained by the use of com­
parisons. A simile is a stated comparison of objects that are not
alike using the words like or as. A metaphor is an implied compari­
son without using like or as. Personification is the treatment of a
lifeless object as if it were living. In the following poem, The Fog,
by Carl Sandburg, you will find both personification and metaphor.
The fog is given life. Without the use of like or as, it is compared
to a cat:
The fog comes
on little cat feet.
It sits looking
over harbor and city
on silent haunches
and then moves on.
— from M odern A m erica n P o e try , edited by L ouis U nterm eyer,
H arcourt, B race
EXERCISES
Review some of the poetry which you like and see if you can
find some of the terms of the poetry trade which have been de­
scribed above. After you are sure that you know what we have
been talking about, try some of the suggestions listed below.
1.
2.
3.
4.
5.
6.
7.
8.
9.
SUGGESTED ACTIVITIES
Bring in a poem from a magazine, a newspaper or a valentine
and read it to the group. Explain why you think it is just a
jingle or good poetry.
Select two or three sentences from a magazine and rearrange
the word order so as to improve the sound effect. Make the
sentences more rhythmical. You may have to add or leave
out some words.
Make a list of objects which you see every day. Find a vivid,
picture magic phrase to describe each object.
Try describing a sunset, a lake in the morning, the movement
of the ocean, a skyscraper. Use brief, concise phrases full of
imagery.
Find examples of alliteration, onomatopoeia, repetition and
refrain. Keep them in a notebook.
Write
a poem dealing with strong emotion.
Write a narrative poem about an exciting event.
Write a ballad about some heroic event. This may be one
which has actually occurred, or it may be purely imaginary
Try the experiment of turning some poetry into prose or
some prose into poetry.
C h a p t e r 15
READING FOR
COMPREHENSION
Many years ago a town crier ran through the town and shouted
out all the news. Many years before that, the news was simply
passed from neighbor to neighbor around the village or the town.
But now we live in the Atomic Age. Too many things happen
too quickly for us to learn about them by word of mouth. Too
many forces try to influence the people one way or the other for
us to allow one news commentator, for example, to make up our
minds for us. That is why we must read and know more and more
things about the world.
Of course some people will argue that it is pointless to read.
“You cannot believe everything you read,” they say. That’s ex­
actly the strength of our country! You need not believe everything
you read! And that’s also why we must read so much. Problems
always have more than one side. We must examine both sides to
reach a wise conclusion.
In order that our country remain a democracy, in order that
we know what is going on around us, in order that we lead and
not be led, we must not only know how to read; we must know
how to read critically. We must know how to find the truth in
the written word. That is why in most examinations there is a ques­
tion devoted to testing your ability to read with understanding.
There is no reason for this question to prove a stumbling block
to anyone. Instead, if ought to be a stepping stone to more enjoy­
ment, better understanding, and even better citizenship.
344
READING FOR COMPREHENSION • 345
SELF-EVALUATION TEST
find
several incomplete statements about the selection. Each statement
is followed by five words or expressions numbered 1 to 5. After
reading each selection, read the statements at the right. Then
A t the right of each of the following selections you will
choose the word or expression that most satisfactorily completes
each statement and write its number in the parentheses after the
statement. [Two credits for each correct answer]
A.
The regular unit of European
life in the Middle Ages was not the
city or the open farmstead. It was the
feudal castle—a fortification situated
if possible upon a lofty hill, and often
with a little village of the crude huts
of the lord’s peasants clustered close b.
beside it. During the earlier feudal
period the castle in most cases would
be simply a single huge tower, round
or square, with merely a crude pali­
sade and a ditch for outworks. The
height would baffle any scaling-ladder, c.
There would be no opening in its blank
masonry until a considerable distance
from the ground. Then the narrow
door would be entered only by a flimsy
wooden bridge, easy to demolish, or
by a frail ladder, drawn up every d.
night. Inside the tower there would be
a series of dark, cavernous rooms, one
above another, communicating by
means of ladders. The sole purpose of
such a comfortless castle was defense,
and that defense by mere height and
mass, not by any special skill in ar­
ranging the various parts.
e.
Little by little this simple donjon be­
came more complicated. The original
tower was kept, but inclosed by other
lines of defense. To force the outer
barriers meant simply that you had a
far stronger inner bulwark before you.
The best kind of medieval castle need-
a.European life in medi­
eval times centered
around the (l)king’s
army (2) farm (3)
city (4)castle (5)
peasant village . . ( )
The most important
part of the fortifica­
tions was the (l)palisade (2)ditch (3)
tower (4) drawbridge
(5) h ill...............(
)
The chief value of the
castle was (l)strategy
in attack (2) a good
view (3 )simple de­
fense (4 )warmth (5)
comfortable living ( )
To defend a well-built
castle the lord needed
a (l)sm all group of
soldiers
(2) kingly
army (3)peasant fam­
ily (4)great deal erf
skill (5) more compli­
cated system . . . . ( )
A true statement about
the medieval castle is
that ( l ) a hill was its
ideal situation (2 )the
peasants lived in the
tower (3) its innermost
fortifications were its
weakest parts
(4) it
346 « READING FOR COMPREHENSION
ed only a very small number of sol­
diers. From behind its walls even an
inferior baron could protect himself
from a kingly army.
was entered through a
wide door ( 5 ) it was
made completely of
wood ................ ( )
B.
Money has now become so im­a.
portant that we often lose sight of what
lies behind it. The usual way to regain
our focus is to ask a question like
this: “If you were without food on a
desert island with no chance of rescue
for a long time and had to choose be­
tween a million dollars in gold or a
fifty-pound Wisconsin cheese, which
would you take?” I think it is extremely
necessary to see clearly and simply
what lies behind the dollars. I doubt
if we can solve our financial problems
unless we see the people, the land,
the machines, the houses, the freight
cars, the loaves of bread which alone
give dollars any meaning. In the long
run it is human labor, capital invest­
ment, raw materials, mechanical en­
ergy and scientific knowledge which
form the chief parts of the economic
machine.
The title that best ex­
presses the main theme
or subject of this selec­
tion is:
1. Solving our financial
problems
2. The real meaning of
dollars
3. Wisconsin cheese
4. Money and the ma­
chine
5. Living on a desert
............ ( )
island
The author suggests
that if one were away
from civilization (1)
money would be his
most important posses­
sion (2) he would miss
the economic machine
( 3 ) food would be of
greater value than
money (4 )it would be
necessary to solve fi­
nancial problems (5)
human labor would be
unnecessary
( )
C.
The Tuaregs, wanderers of the
Sahara Desert, are bom fighters. Tall,
muscular, capable of almost superhu­
man resistance and patience when
stalking a human prey, the Tuareg b.
prince hides his light complexion and
fine, intelligent features under the
litham. This dark cloth, which entirely
covers his face except for the eyes,
he is supposed to wear even during c.
sleep and barely to raise while eating.
a.The complexion of the
Tuaregs is
(1) light
(2) brown
(3) black
( 4 ) yellow ( 5 ) red ( )
The litham worn by
the Tuareg man is a
(l)tu rb an
(2)sash
( 3 )veil (4 )robe (5)
neck scarf . . ( )
The litham is supposed­
ly worn for protection
READING FOR COMPREHENSION * 347
Like the Bedouin of Central Arabia,
he firmly believes that a man is sur­
rounded by malignant spirits constant­
ly endeavoring to penetrate into him
by way of his lips and nostrils, in order
to take possession of his soul—a super­
stition that is probably only a poetic
way of describing the whirling, allpervading sands of the desert.
D.
Liberia, the tiny republic on the
west coast of Africa, has long been of
interest to the United States. This is
partly because it was founded as a
sovereign state by little bands of freed
slaves from the United States and the
West Indies who settled there a little
over a century ago, and partly because
of its fast-developing rubber planta­
tions.
Only slightly larger than Ohio, Li­
beria is unique in that it is the only
part of the African continent remain­
ing in Negro hands and under Negro £
control. Its name refers to the new­
found liberation of the former slaves
who colonized its shores, and whose
descendants today rule the little na­
tion. Besides some 2,000,000 primitive
natives who live in the tropical inland
areas, there are about 70,000 civilized
inhabitants with a standard of living
patterned after that of the United States c.
or Europe. Only Negroes may be citi­
zens of Liberia.
Although tiny, Liberia is of some
military importance. It has no good
ports, but its capital, Monrovia (named
for President Monroe), is practically
next door to the great British naval
base at Freetown. Liberia exports some
$3,000,000 worth of crude rubber an­
nually.
irom t ; me giare or
the sun (2) sandstorms
(3 )evil spirits (4 )cold
(5)tribal enemies ( )
a.The title that best ex­
presses the main theme
or subject of this selec­
tion is:
1. Rubber from Liber­
ia
2. The west coast of
Africa
3. Descendants of the
slaves
4. A Negro republic
5. A colony of the U.S.
( )
Liberia was settled (1)
before the United
States (2) twenty-five
years ago
(3 )more
than one hundred
years ago (4) about
eighty years ago (5)
two hundred years ago.
( >
The name “Liberia”
was chosen because
(1) it described the
small size of the coun­
try
(2) the founders
had recently been freed
from slavery (3)the
United States was in­
terested in it (4)rubber was an important
crop
(5) President
Monroe suggested it.
348 • READING FOR COMPREHENSION
Key to Self-Evaluation Test
A. a. (4) b. (3) c. (3) d. (1)
e. (1)
B. a. (2) b. (3)
C. a. (1) b. (3) c. (3)
D. a. (4) b. (3) c. (2)
What was your score? How many questions did you answer
correctly?
Atexamination time, each of these answers is worth 2 points,
the total being 30. Therefore, if youwant to work out a mathe­
matical average on the basis of 30, multiply the total number of
correct answers by 2. If you want to estimate your mark on the
basis of 100 per cent, then multiply the number of correct answers
by 6 2/3.
If you had all 15 answers correct, then your results were per­
fect. All you need do is to practice answeringseveral other ex­
aminations at the end of this section in order to keepyourkeen­
ness on that level.
If you missed three or fewer, then while your reading is defi­
nitely superior, it can be improved. Read the analysis that follows
and do the practice exercises.
Five wrong gives you a barely passing mark. More than five
wrong indicates the need for serious practice in handling these
comprehension exercises. In either case, whether the mark is
merely passing or a failing one, there is no need for despair.
Through concentrated effort and practice on your part, you can
easily raise that mark. Let the following exercises prove this state­
ment to you.
Taking Stock
The reading-comprehension question is not a test of:
1. Your ability to read a story
2. Your enjoyment of what you read
3. Your
knowledge of history,science, literature
4. Your
ability to
read rapidly
5. Your
ability to
skim
6. Your
ability to
guess an answer
READING FOR COMPREHENSION • 349
The reading-comprehension question is a test of:
1. Your ability to gain information from the printed page
2. Your ability to read a paragraph word by word in order to
gain this information
3. Your willingness to read and reread a paragraph until you
really understand what the author has to say
4. Your willingness to disregard your own knowledge in an at­
tempt to learn exactly what the paragraph has to tell you
—
IF YOU WANT THE CORRECT ANSWER--------
1. Read the paragraph rapidly the first time so that you can
answer the question: What is the topic the paragraph deals
with?
2. Reread the paragraph, word by word, sentence by sentence,
so that you can answer: What does each sentence say about
the topic?
If necessary, reread the paragraph several times until you
can answer this key question.
3. Now turn to the questions.
4. If the question is a title-question:
a. By referring to the paragraph, eliminate those possibili­
ties that include only a part of the selection or that are
too general.
b. Then prove that one of the remaining possibilities is cor­
rect by showing that each sentence in the paragraph per­
tains to the title,
5. If the question is one of fact:
a. Find the portion of the selection that contains the
answer.
b. Do not presume that you know the answer.
Careful reading pays dividends. Don’t be hasty.
350 • READING FOR COMPREHENSION
MODEL QUESTIONS AND ANALYSES
In order that you obtain the fullest value from this exercise,
read the paragraph and then write your own answers. Then com­
pare your answer and the reason you chose it with the ones
listed below.
The title that best express­
a.
Whales today are sought for food
es the main theme or
and fat substitutes, and to make glycer­
subject of this selection
in, high explosives and soap. In early
is:
days the average whaling ship was of
1. The dangers of whale
three hundred tons’ burden; the aver­
fishing
age catch, three thousand barrels of
oil. To get this amount of oil took 2. Whale fishing today
3. The importance of
from three to four years. The so-called
whale fishing
mother ships of today are in reality
4. Whaling boats
great factories. Their average tonnage
5. Whale fishing as an
is thirty thousand; their season aver­
occupation . . . . ( )
ages no more than four months, and
they catch five hundred thousand tons
The season for whaling
a year. These mother ships have every
in
modern times is about
improvement. The crew consists of
(1)120
days (2)240
two hundred and forty men who re­
days
(3)300
days (4)
ceive a salary and a percentage. The
3
years
(5)4
years.
( )
mother ships have a number of killer
The
average
tonnage
of
boats which use guns firing a one-hunwhaling ships at the
dred-fifty-pound bomb or explosive
present
time is about
harpoon. The whale is towed back to
(1)150
(2)300 (3)
the mother ship and is hoisted to the
3000
(4)30,000
(5)
vessel, which opens a vast door in its
500,000
................
( )
side to admit the entire whale. Eighty
Sperm
whales
are
no
per cent of the whales are taken in the
longer
captured,
be­
Antarctic. Today’s whalers cannot cap­
cause they (1) have be­
ture the sperm, right and bowhead
come
extinct (2)have
whales, which were the standby of
changed
the place where
the old whalers, because these mam­
they
live
(3 )are warned
mals can hear a powerboat twelve
by the noise of the
miles away.
boats (4) are too small
to be profitable (5) are
dangerous fighters. ( )
READING FOR COMPREHENSION • 351
Analysis
In the title question:
1.
The dangers of whale fishing is incorrect because none of
the sentences deals with this, although many hasty readers would
think this a possible main idea.
4. Whaling boats is incorrect since less than half of the sen­
tences deal with this phase of whaling. The other sentences are not
related to this topic.
5. Whale fishing as an occupation is not the correct choice
since only one sentence deals with this topic directly and since this
choice would not cover the sentences dealing with whaling boats.
3.
The importance of whale fishing and 2. Whale fishing today
are the two remaining topics. Both can be called applicable, but
since the paragraph emphasizes not importance but present-day
conditions and methods, the key word becomes today. Therefore,
2. Whale fishing today is the correct answer.
Questions 2, 3 and 4 are a test of the student’s ability to locate
specific information.
Reading for compre­
hension means reading
for understanding. And
reading with understand­
ing will give you pleas­
ure that you could not
otherwise have gotten.
352 • READING FOR COMPREHENSION
The season for whaling in modern times is about is answered in
“their season averages no more than four months. . . .” The an­
swer is, therefore, (1) 120 days.
The average tonnage of whaling ships at the present time is
about is answered in “Their average tonnage is thirty thou­
sand. . . .” The answer, then, is (4 ) 30,000.
Sperm whales are no longer captured because they is answered
in the last sentence, “Today’s whalers cannot capture . . . because
. . . can hear a powerboat twelve miles away.” Therefore the cor­
rect answer is (3) are warned by the noise of the boats.
b.
The continent of South America
The title that best express­
is one of the richest, most varied, most
es the main theme or
dramatically beautiful land masses on
subject of this selection
the face of the globe. Everything is
is:
huge; everything is extreme. South
1.How South America
America has every variety of climate,
solved her economic
from the tropics to the Antarctic cold
problems
of Cape Horn. Among the many na­
2. The richest continent
tions of South America, most of which
in the world
are republics, those hampered by the
3. South American
hot, damp climate of the tropics in the
people
North have advanced more slowly in
4. The backwardness of
civilization than those in the southern
South America
part where the climate is temperate.
5. Why South Ameri­
South American nations also have been
cans dislike foreign­
ers .................... ( )
faced with the problem of how to util­
ize the treasures of their lands for
The climate of South
national prosperity. Their mountains
America is (l)h o t (2)
contained vast stores of valuable min­
cold (3 )moderate (4)
erals; their jungle forests were rich in
dry (5)varied . . . ( )
useful woods; their plains were capable
Civilization in South
of supporting animal life and of pro­
America has progressed
most slowly in the (1)
ducing immense food crops. In every
North (2) South (3)
nation, however, it was necessary to
East (4 )West (5)cenreplace trails with roads and railways,
tral part ..............( )
to span mountain rivers with bridges
Progress in South Amer­
and set steamers to navigating streams.
But the republics had neither the cap­
ica has been hampered
ital nor the skilled men for such diffi­
by (l)scarcity of wood
(2) lack of mineral
cult undertakings. They possessed the
raw materials greatly needed by the
products (3 )barrenness
READING FOR COMPREHENSION • 353
industrial nations, particularly the
United States, Germany and England.
These nations had money, machinery,
and experts to help the South Americans develop their resources. So it
came about that foreign capital and
experts built railways, telegraph lines
and power lines; they developed mines
and plantations. South American nations based their economic life on the
export of raw materials and the import of manufactured goods.
of soil (4)difficulty of
transportation
(5)
scanty rainfall . .( )
South Americans have
been dependent on other
countries for (l)raw
materials (2)expert engineers (3)laborers (4)
food products (5)farm................. ( )
ers
Most of the South
American countries are
(l)colonies of other
nations (2)monarchies
(3) republics
(4) em­
pires (5)federations.
(
)
Analysis
In the title question:
2. The richest continent in the world is a wrong choice; it is a
trap planned to catch the hasty reader who is willing to misread,
“The continent of South America is one of the richest. . .”
3. South American people is not the correct choice since only
one sentence makes mention of the people of South America.
5.
Why South Americans dislike foreigners is not correct. The
reader, from his previous reading, may have drawn this conclu­
sion, but nowhere in the paragraph is there any mention of the
attitude of the South Americans toward other peoples.
1.
How South America solved her economic problems and 4.
The backwardness of South America are the two remaining titles.
Although the paragraph does deal with the backwardness of South
America, the basic idea explains how economic backwardness was
solved. Therefore, 1. How South America solved her economic
problems is the correct answer.
Questions 2, 3, 4 and 5 test the student’s ability to locate spe­
cific information.
The climate of South America is answered in “South America
has every variety of climate. . . .” The answer, therefore, is
(J) varied.
354 • READING FOR COMPREHENSION
Civilization in South America has progressed most slowly in the
( / ) North is proved by the statement,
. . republics, those ham­
pered by the hot, damp climate of the tropics in the North have
advanced more slowly in civilization. . . .”
Progress in South America has been hampered by is answered
in “In every nation, however, it was necessary to replace trails
with roads . . . streams.” The answer, then, is (4) difficulty of
transportation.
South Americans have been dependent on other countries for
is answered in, “These nations had money, machinery and experts
to help the South Americans develop their resources.” The answer,
therefore, is (2) expert engineers.
Most of the South American countries are is answered in
“Among the many nations of South America, most of which are
republics. . . ” The answer, therefore, is (S) republics.
c.
The use of wood as a materialThe title that best express­
from which to make paper was first
es the main theme or
suggested in the Western world in a
subject of this selection
treatise dated November 15, 1719, by
is:
Rene de Reaumur (1683-1757), a cel­
1. What a French nat­
ebrated naturalist residing in France.
uralist decided
Reaumur had observed die habits of
2. The habits of wasps
certain wasps and concluded that the
3. Wasp nests
wood filaments used by these insects
4. The papermaking in­
dustry
to construct their paperhke nests could
also be used in the actual process of
5. The contribution of
papermaking. Human invention in the
the wasp to papermaking of paper had been anticipated
making ............. ( )
by the wasp, which may be considered
The man who first sug­
as a professional papermaker, devot­
gested the making of
ing most of her time and energies to
paper from wood was a
the making of this material which she
specialist in (l)farm ing
uses in the construction of nests. For
(2)papermaking
(3)
this purpose the wasp seeks dry wood,
printing ( 4 ) trade (5)
which she saws or rasps by mastica­
nature study .........( )
The primary source of
tion. She mixes the material with a
gluey substance exuded for the pur­
the material used in the
pose, and, working the whole into a
nests of papermaking
paste, spreads the paper substance in
wasps is (l)d irt (2)
water (3) paste (4)
a manner truly remarkable. The nest
READING FOR COMPREHENSION • 355
is usually a prolonged irregular spheroid, exceptionally light in weight, of
a dark color, and bound with repeated
bands of paper to the bough from
which it is suspended. The nest is
water-resistant to a high degree, partly
because of the rounded top but more
because of the fact that the paper
strips overlap like the shingles of a
house.
wood (5)glue .. ( )
The shape of the nest
of the papermaking
wasp is usually (l)oblong (2)regular (3)
flat (4)spherical (5)
sq u are................... ( )
Analysis
In the title question:
1. What a French naturalist decided is not the correct title
since less than one-third of the paragraph deals with Rene de
Reaumur.
4.
The papermaking industry is not the correct title since the
article deals primarily with wasps and not with man’s factories.
2. The habits of wasps is not the correct title since it is too
general. Wasps have many habits other than nest-building which
is discussed in this paragraph.
3. Wasp nests and 5. The contribution of the wasp to papermaking are the two remaining titles. The decision in this case is a
close one. The first part of the paragraph stresses the contribution
of the wasp to papermaking, the use of wood pulp to make paper.
The paragraph does not continue to develop this idea, however. It
does not explain, for example, how De Reaumur’s idea was accept­
ed and further developed. Instead, the remainder of the paragraph
explains the construction and pattern of the nest. This latter part
has nothing to do with the wasp’s contribution to papermaking.
The first sentences do introduce the idea of how wasp nests are
constructed. Therefore, the correct answer is (5) Wasp nests.
The remaining questions are fact question, testing the student’s
ability to locate specific information:
The man who first suggested the making of paper from wood
was a specialist in is answered in “. . . Rene de Reaumur . . . a
celebrated naturalist . . .” Therefore, the answer is (5) nature
study.
The primary source of the material used in the nests of the
356 • READING FOR COMPREHENSION
papermaking wasp is is answered in . . the wood filaments used
by these insects to construct their paperlike nests . .
The an­
swer, then, is (4) wood.
The shape oj the nest of the papermaking wasp is usually is
answered in “The nest is usually a prolonged irregular spher­
oid
” The answer, therefore, is (4) spherical.
MASTERY
TEST
A t the right of each of the following selections you will find several
incomplete statements about the selection. Each statement is followed
by five words or expressions numbered 1 to 5. A fter reading each selec­
tion, read the statements at the right. Then choose the word or expres­
sion that most satisfactorily completes each statement and write its
number in the parentheses after the statement.
Group 1
a.
It has been said that the Eskimos,The title that best expresses
until their contact with Europeans, had
the main theme or subject
trouble with counting. That idea, how­
of this selection is:
ever, cannot have come from any close
1. The Eskimo year
knowledge of the Alaskan Eskimos. They
2. Eskimo method of
counting
count by twenties, using both fingers and
toes where we use only the fingers, so
3. Eskimo ideas of time,
that what corresponds to our 100, ten
place and number
times ten, is 400, twenty times twenty.
4. Geography among the
Occasionally some Eskimo might tell you
Eskimos
that it was not possible to count higher
5. Eskimo colonies in
than 400, but if you pressed him, he
Alaska..............( )
could usually devise an extension. An
The Eskimos in Alaska
idea or at least a word that they did not
(l)can not count (2)
have was year. They spoke of spring,
summer, autumn and winter, and they count by tens (3)count
reckoned years either in winters or in by twenties (4) can count
only to 20 (5)can count
summers. They had months in the sense
only to 100 ...........( )
of moons and usually knew that there
were thirteen in the complete cycle. One
Long periods of time are
of the strangest ideas to an Eskimo,
reckoned by the Eskimos
though, is that of our cardinal points in (l)days (2)weeks (3)
(north, east, south, west). Their think-
READING FOR COMPREHENSION • 357
ing in this respect is not governed by the
sun; it is governed by the shore line, for
most of them are coastal people. Their
directional words, therefore, are “up the
coast,” “down the coast,” “inland” and
“out to sea.”
b.
One hundred and fifty years ago,a.
nine American families out of ten lived
on farms. They raised their own corn in
their own fields, built their houses from
the trees in the wood lot and wove their
own clothes with wool from sheep in the
pasture. Nine tenths of the things con­
sumed in a typical New England village
were grown and made right in the vil­
lage. Less than one tenth came in from
other villages or towns. Only a tiny frac­
tion came from other countries. The
harder the family worked — and that
meant the children too—the more they b.
produced and the better they lived. The
standard of living was a direct result of
the energy exerted by the father, mother,
sons and daughters.
months (4) seasons (5)
y e a r s ........................( )
Most Eskimos live (1) in­
land (2) along rivers (3)
on the seashore (4) on
lakes (5) in boats . . ( )
The title that best ex­
presses the main theme
or subject of this selec­
tion is:
1. Supplies from all over
the world
2. An old-fashioned
New England farm
3. Changes in self-suf­
ficiency
4. My great-great-greatgrandfather
5. Family labor .. ( )
In the 1790’s most
American families (1)
imported many articles
(2)lived in cities (3)
produced their own sup­
plies (4) carried on a
Today, like my great-great-great-grandlarge trade (5) worked
father, I live on a New England farm.
for someone else. ( )
But I produce on my own place less than
c.
The
standard of living in
ten per cent of what I consume. I raise
former times depended
vegetables and apples, I cut firewood and
directly on
(1) the
I bang my thumb with a hammer making
amount
of
money
in cir­
a few rough benches and bookshelves.
culation
(2)
the
work
of
That is all. My wife spins no thread and
all
members
of
the
fam­
weaves no cloth. Not ten per cent of our
ily (3) factory produc­
supplies originate in our town.
tion (4) weaving cloth
My great-great-great-grandfather was
(5)the neighboring
ninety per cent self-sufficient; that is, he
tow ns......................( )
was able to produce ninety per cent of
Today the average Amer­
the goods he needed. I am, you are,
ican is (l)n o t more
nearly every American is, at most, ten
than 10 per cent selfper cent self-sufficient. We can not live
sufficient (2) entirely in­
unless millions of people we have never
dependent of others (3)
seen keep sending us goods.
90 per cent self-sufficient
(4) wholly dependent on
others (5) opposed to
importing goods. ( )
358 • READING FOR COMPREHENSION
c.
Tom Sawyer said to himself that ita.
was not such a hollow world after all.
He had discovered a great law of human
action without knowing it—namely, that
in order to make a man or boy desire a
thing it is only necessary to make the
thing difficult to attain. If he had been a
great and wise philosopher, he would now
have understood that work consists of
whatever a body is obliged to do, and
that play consists of whatever a body is b.
not obliged to do. And this would help
him to understand why constructing arti­
ficial flowers or performing on a tread­
mill is work, while rolling tenpins or
climbing Mont Blanc is only amusement.
There are wealthy men in England who
drive four-horse passenger coaches 20 or
30 miles on a daily line in the summer,
because the privilege costs them consider­
able money; but if they were offered c.
wages for the service, that would turn it
into work, and then they would resign.
The “law of human ac­
tion” discovered by Tom
could be stated as fol­
lows: A man wants most
that which (l)h e al­
ready has (2) he is ob­
liged to do (3)he can
not easily attain (4) no
one else likes (5) he can
get for nothing .. ( )
According to the author,
play consists of (l)th e
things a person does of
his own free will (2)
the things a person has
to do (3)jobs such as
working a treadmill (4)
the things that make this
a hollow world (5) tasks
done for wages .. . ( )
A man who does such a
thing as drive a coach
for amusement would
resign if offered wages
for the activity because
(l)h e doesn’t want to
earn money (2) it is a
dangerous activity (3)
he would lose money
(4) he doesn’t have time
(5) the activity would
then become work. ( )
Group 2
a.
Many people know that Ben Frank- a.The title below that best
lin’s kite experiment helped to prove that
expresses the main theme
lightning is electricity. Kites have been
or subject of this selec­
used for scientific purposes since the
tion is:
middle 1700’s — for testing weather con1. Kite making as a
ditions, taking aerial photographs, etc.
hobby
They have also been employed in many
2. Methods of signaling
interesting ways during wartime. Cen3. Uses of kites through
turies ago, a Korean general sent a kite,
the years
with line attached, to the opposite bank of
4. Our debt to Ben
Franklin
a river. A cable followed the line, form­
ing the nucleus from which a bridge was
5. Wartime use of kites
built. The Japanese developed a man( )
READING FOR COMPREHENSION • 359
carrying kite, invaluable in scouting the b. The author tells us that
enemy’s position. Many armies used to
the Japanese used kites
employ kites for signaling purposes. Now
for (l)photography (2)
some airplane lifeboats are equipped with
scouting (3 )radio signal­
kites carrying radio antennas which auto­
ing (4) scientific stud­
matically signal S.O.S.
ies (5) weather predict­
ing .......................... ( )
The most recent use of
kites mentioned is car­
rying (l)bridge cables
(2) soldiers (3)photographers
(4) electricity
(5) radio antennas. ( )
b.
High in the Swiss Alps long years a.The story tells us that of
the three old men, the
ago, there lived a lonely shenherd h~v
who longed for a friend to share his vig­
one whose glass the boy
ils. One night, he beheld three wrinkled
chose was the (l)sm allold men, each holding a glass. The first
est in size
(2) most
said: “Drink this liquid and you shall be
wrinkled
(3) first to
speak (4) oldest (5)
victorious in battle.”
last to speak . . . . ( )
The second said: “Drink this liquid
and you shall have countless riches.”
,
The last man said: “I offer you the *• One liquid offered to the
boy would have brought
happiness of music—the alphom.”
him (l)defeat in battle
The boy chose the third glass. Next
(2)great wealth
(3)
day, he came upon a great horn, ten
lonely
vigils
(4)
another
feet in length. When he put his lips to it,
boy to help him (5)
a beautiful melody floated across the val­
three
w ish e s
( )
ley. He had found a friend. . . .
So goes the legend of the alphorn’s c> To the boy, the alphom
origin. Known in the ninth century, the
(1)seemed too heavy to
alphom was used by herdsmen to call
play (2 )seemed like a
cattle, for the deep tones echoed across
real friend (3)brought
the mountainsides. And even today, on a
unhappiness (4) sound­
quiet summer evening, its music can be
ed unpleasant
(5)
heard floating among the peaks.
brought great riches. ( )
The practical use of the
alphorn is to (l)sum mon the three old men
(2 )make friends
(3)
call cattle (4) give sum­
mer concerts
360 • READING FOR COMPREHENSION
c.
The word atom has captured man’s a.The word atom was first
imagination. In addition to atomic bombs
used by. (l)an English
and atomic energy, we see signs adver­
chemist (2) a Greek phi­
tising products with names such as
losopher (3)an Ameri­
“atomic-energized gasoline.” Who invent­
can scientist (4) an ad­
ed the word atom and what does it mean?
vertising writer
(5) a
The inventor was a Greek philosopher
Greek physician ,. ( )
named Democritus, who lived about 400
B.C. Even then Greek physicists were b. The author indicates
that Democritus’ theory
wondering about the structure of matter.
of the atom was (1)
Democritus suggested that matter is not
partly right
(2) com­
what it seems—a continual mass of ma­
pletely
wrong
(3)never
terial. He thought that matter could be
accepted by others (4)
broken up into finer and finer parts until
too imaginative (5) con­
finally it could be broken no further.
tradicted by Dalton’s
These basic particles he called atoms,
theory
..................( )
something which could not be cut or
divided.
c. Sugar is believed to dis­
We can see for ourselves that Democ­
solve in water because
ritus did have a good idea. When a tea­
(l)th e water is solid and
spoonful of sugar is put into a cup of
continuous (2)the su­
coffee, the sugar dissolves and disappears.
gar is solid and continu­
If coffee—or water—were solid and con­
ous (3)they are both
tinuous, there would be no room for the
solid and continuous (4)
sugar. But since the sugar does disap­
only a teaspoonful is
pear, we must conclude that the water
used (5) there is room
and sugar are both made up of tiny par­
for sugar particles be­
ticles with spaces between them. The
tween the water parti­
sugar particles slip into the spaces be­
cles
( )
tween the water particles.
In one way, however, we have come to
For centuries men be­
disagree with Democritus. Following his
lieved that atoms (1)
lead, for hundreds of years, men thought
were destructive (2)had
of atoms as solid little bits of matter.
revolving parts (3 )were
really unimportant (4)
Newton spoke of them as being “so very
hard as never to wear or break into
could not be divided
(5)were like sugar par­
pieces.” John Dalton, an English chem­
ist, in 1807 called atoms “indivisible,
ticles .................... ( )
eternal and indestructible.”
An atom can be com­
Today we know that atoms are not
pared to a solar system
solid and not indestructible. We now
because an atom (l)is
think of an atom as a miniature solar
round
(2) is unbreak­
system, with a central nucleus or “sun”
able
(3)has particles
around which tiny particles revolve.
revolving around a cen­
ter (4) is “indivisible,
eternal and indestruct­
ible” (5) is a continuous
mass ofmaterial. ( )
READING FOR COMPREHENSION • 361
Group 3
a.
In days when the world was peace­
The white rhinoceros is
ful, animal-loving tourists journeyed to
(1) rapidly dying out
African game reserves in the hope of see­
(2)becoming a nuisance
ing a white rhinoceros. A decade ago
(3)extinct (4)increasing
these animals were rare and fears for
in number (5) gradually
their preservation were felt by zoologists.
decreasing ............... ( )
At present, however, investigation shows
an increase of 50 per cent in numbers, Compared to the black
rhino, the white rhinocer­
the estimated total being about 220. Un­
os is (l)smaller
(2)
like his black brother, who feeds on
slower (3)stronger (4)
thorns, the white rhinoceros is a grass
tamer (5)fiercer . .( )
feeder and is generally said to be more
gentle. He looks ungainly but is capable
of considerable speed, although fortu­
nately he cannot keep it up. The white
rhino’s weight is estimated at four to five
tons. The white lady rhino differs from
her black sister in that she pushes her
calf in front of her, whereas the black
leads the way. Why this is so is not
known.
b.
In the nineteenth century, to shortenClipper ships were devel­
oped to
the time of voyages, especially of the voy­
age to California, a special type of ship
(1) carry passengers to
was built. These ships were long and slen­
Europe
der so that they could cut through the
(2) carry heavier freight
water more easily and they had tall masts
loads
so that they could carry more sail. They
(3) compete with steam­
were called “clipper” ships because they
boats
went through the water at such a fast
(4) speed ocean shipping
clip. Clipper ships were first built in
(5) sail in races .. ( )
America, the most famous ones in the
shipyards of Donald McKay, and the Donald McKay was a fa­
mous ship (l)owner (2)
“Yankee Clipper” was known every­
builder
(3) pilot (4)
where for her speed and grace. The sea
racer
(5)
captain. ( )
has never known anything more beauti­
ful than a clipper ship under full sail. Clipper ships are described
What exciting races there were between
as being (l)larger than
the fast clipper ships! With favorable
other ships of their day
winds they could easily outsail the first
(2)short and broad (3)
steamboats. The clipper ship Red Jacket
very seaworthy (4) simi­
crossed the Atlantic in 13 days, as fast
lar to early steamships
as slow freighters can make it today.
(5)unusually graceful
362 * READING FOR COMPREHENSION
c.
I would give the grizzly bear firstThe best of the foiu
place in the animal world for brain pow­ titles for this paragraph
er. H e is superior in mentality to the
is:
horse, the dog and even the gray wolf.
1. Characteristics of the
Instinct the grizzly has, but he also has
grizzly
the ability to reason. His ever-alert, amaz­
2. The grizzly in a fight
ingly developed senses are constantly
3. Comparison of the
supplying his brain with information—
grizzly with other ani­
information which he uses, and uses in­
mals
telligently. His powers of scent are ex­
4. How the grizzly ob­
quisite. His ears hear faint sounds; they
tains information
are continually on scout and sentinel
5. The grizzly’s attitude
toward man . .. ( )
duty. Wireless messages from long dis­
tances which his senses pick up are ac­
curately received and their place of ori­ The writer says that the
grizzly bear is (l)sugin correctly determined. It cannot be
perior to the dog in brain
stated too strongly that the grizzly is not
power (2) unable to rea­
a coward. He has no fear. He is intelli­
son (3)inferior to the
gent enough to know that man is a dan­
horse
in mentality (4)
gerous enemy. He wisely endeavors to
lacking
in alertness (5)
avoid man, but if he cannot do so, when
unintelligent
( )
the fight comes he exhibits one hundred
per cent of courage and efficiency.
The grizzly’s sense of hear­
ing is (l)faint (2)fair­
ly good (3) acute (4)
inaccurate
(5) undevel­
oped ........................ ( )
Group 4
a.
The pack horse and the trail were The settlers brought supplies
the means for acquiring the products of from the East by (1)
the East. In the beginning every family canoe (2)stagecoach (3)
collected all the furs they could, by hunt- pack train (4)railroad
ing and trapping or by trading with the (5)stone boat . . . . (
)
Indians, to send over the mountains for
_
.
barter. Later they also collected quanti- They paid for what they
ties of wood ashes for the potash. Still bought by ( l)check (2)
later they raised cattle and horses for sale °011?s AR? (4)greenon the Atlantic coast. In the fall of the backs (5)barter . ( )
year each family went into a sort of asso­
ciation with some of their neighbors to
m ake up a pack train. They went to
Baltimore to do their bartering for salt
and for iron and steel. The common
price for a bushel of alum salt was a
good cow and calf.
READING FOR COMPREHENSION • 363
b.
Color in nature impresses itself upon the casual observer primarily because
of the element of beauty involved. In
many cases, though, the distribution of
pigment is definitely protective or concealing. For instance, the brightly colored upper surfaces of the wings of the
Kallima butterfly of India make the insect conspicuous while in flight. When
file insect is at rest, however, the under
surfaces are exposed and present a striking resemblance to a dried brown leaf.
It seems common sense to suppose that,
when in this position, the insect is likely
to be taken for a leaf by possible enemies and so left unmolested.
The function of protective
coloration in nature is to
(l)conceal (2 )give variety
(3 )produce great
beauty
(4) create new
species (5) attract attention ............................ ( )
.
e Kalhtna butterfly is pro­
tected by (1) its resemblance to a dried leaf (2)
the size of its wings (3)
? covering of leaves (4)
J*® rapid motion (5 )its
bright w m g s
( )
c.
One of the first star-pictures that The best of the following
the beginner learns to recognize in the
titles for this paragraph
northern sky is the Big Dipper. This
is:
picture group forms part of the well- 1. How the Big Dipper
known constellation, Ursa Major. It is
helps us find the North
universally familiar because of its very
Star
distinctive and simple outline as well as 2. Facts about the Big
for the fact that two of its seven stars
Dipper
oint out the North Star, Polaris. The
3. An interesting double
ig Dipper, however, is interesting for
star
other reasons as well. If you have good 4. History of the Big
eyesight, you will notice that just above
Dipper
the middle star of the three in the handle 5. Strange relationships
is another, much fainter star. The name
among stars .. . ( )
of the brighter star is Mizar, meaning
_.
the horse, and that of the fainter, Alcor, ^ e. ®JS Dipper is recogthe rider. Together they form a multiple
9 ! ^ . easity because of its
star, probably the first naked-eye double
(l)size (2)location (3)
star to be noticed in early times. An- direction (4) shape (5)
other point of interest is that five of the
brilliancy................... ( )
seven bright stars in the Big Dipper form 0ne of the seven bright stars
one of our star families—they are movin the Big Dipper is called
mg m the same direction and parallel to
(l)Sirius (2 )Alcor (3)
each other and they are moving with
Ursa Major
(4) Mizar
about the same rate of speed. It is also
("SIPolaris
( 1
amazing to discover that Sirius, which to
.............
us seems so far removed from the stars
in the Big Dipper, belongs with this
group.
g
364 • READING FOR COMPREHENSION
Group 5
a.
In the early days of our Nation, be­
The best of the following
fore United States money was issued,
titles for this selection is:
there were in circulation English shil­
1. The* establishment of
lings, French louis d’or and Spanish dou­
paper currency
bloons, with other units of the money of
2. The work of the Unit­
those nations. This caused confusion and
ed States Mint
slowed up trade. The dollar was adopted
3. The first United States
by Congress in 1785 as the unit of our
* coins
money, and the decimal system as the
4. .Beginning of the Unit*
method of reckoning. In 1792 the United
ed States monetary
States monetary system was established,
system'
and the United States Mint began coin­
5. Continental money
ing money at Philadelphia. The first coins
.................................... C )
minted were handed to the President’s
wife, Martha Washington, by the first In the early days of the
United States, the use of
Director of the Mint, David Rittenhouse.
the
money of various
The coins were half-dimes made from
other
nations (l)m ade
household silver sent from Mount Ver­
paper
money worthless
non by President Washington. Besides
(2)helped trade (3Iconhalf-dimes, the Congress authorized the
fused people (4) lowered
issuance of the other metal coins of our
the value of the dollar
currency, to be minted from gold, silver,
(5) increased prices ( )
nickel and copper.
The unit of United States
Paper currency was used by our peo­
money is (1) the dollar
ple even before the Declaration of Inde­
(2)the cent
(3)paper
pendence was signed. It was called Con­
money (4) the dime (5)
tinental currency. Its value became so
the half-dim e
( )
small that “not worth a continental” was
a common saying. The plates for the first The monetary system of the
United States was estab­
of this money were engraved in 1775 by
lished in (1)1775 (2)
Paul Revere, who made the famous mid­
1785 (3)1792 ,(4)1861
night ride. Paper money also was used
(5)1913 ................. ( )
after the adoption of the Constitution in
1789. It was not Federal currency but The first United States coins
bank notes issued by two United States
made were presented to
banks established by the Congress. The
(1)Martha Washington
present system of United States paper
(2)Paul Revere (3 )Con­
money, however, began with the Civil
gress (4) President Wash­
War in 1861 and took its present form
ington (5)David Ritten­
with the adoption of the Federal Reserve
house ..................... ( )
Act, December 23, 1913.
READING FOR COMPREHENSION • 365
b. Officials of seventy-five corpora­ The selection reports the
tions were asked to list, from their own
combined opinions of
experience, the most common causes for
(l)salesmen (2) employ­
the discharge of office and clerical work­
ees (3)businessmen (4)
ers. A study of the replies showed that
teachers (5) government
about 10 per cent lost their positions be­
officials
( )
cause they lacked specific skills in short­
hand, typjng, English, bookkeeping, the Most of the employees who
lost their jobs were dis­
use of office machines and the like. The
missed because of (1)
thing that may be surprising to you,
no
knowledge of office
however, is that the approximate 90 per
machines
(2 )lack of
cent remaining were discharged because
specialized training (3)
they were considered to have certain
deficiency in character
character deficiencies. Among the chief
(4)poor
scholarship (5)
causes of dismissal were: non-coopera­
inaccuracy
( )
tion, carelessness, laziness, lack of ambi­
tion, dishonesty, lack of courtesy. Em­ Responsibility for character
ployers, of course, must have men and
development rests chiefly
women who are competent, who are
on the (l)parents (2)
skilled at their jobs. But they must also
government
( 3 ) school
have workers who are dependable, in­
(4) employer (5) individ­
dustrious, cooperative, honest and cour­
ual
( )
teous, and too few people possess these
qualities. Schools are partly to blame but
no one can put all the blame on his
school if he is lacking in the traits of
character that make for success and hap­
piness. Each individual is responsible for
his own moral and social development,
and this is a responsibility that no
thoughtful person will neglect.
c. Were all mosquitoes males, the hu­ The title that best expresses
man race would doubtless pay them small
the central idea of this
attention, for the male mosquito’s food
paragraph is:
1. The mosquito appetite
is vegetable juice. It is only the female
mosquito that has an appetite for animal
2. Male vs. female mos­
quitoes
blood and an apparatus for procuring it.
The female mosquito’s proboscis (feed­
3. The structure of a
male mosquito
ing organ) is a flexible tube with a groove
on the upper side. Within this groove
4. Why mosquitoes bite
are sheathed six needle-keen stylets with
human beings
5. How a mosquito bites
points like lancets. It is these with which
the tapping of the blood streams is done.
( )
When the mosquito has discovered a
good feeding-site, she presses her pro­ The male mosquito lives on
boscis against it until the external sheath
(1) dew
(2) vegetable
juice (3 )blood (4 )grass
is bent back and the stylets ate allowed
leaves (5 )spittle . . ( )
to plunge into the flesh. Upon the upper-
366 • READING FOR COMPREHENSION
most of these piercing organs there is a The female mosquito pierces
the skin of her victim by
tiny trough or channel through which
means
of her (l)lancets
the blood of the victim is drawn up. So
(2)stylets (3 )groove (4)
tffiy and quick is the mosquito’s punc­
glands (5) sheath .( )
ture that in itself it would cause no dis­
tress to man or animal. The distress is
caused by a different operation. As she The irritation resulting from
a mosquito bite is due to
draws in the blood, she pours out also
(l)pressure of the pro­
the secretion of her salivary glands—a
boscis
(2 )coagulation of
fiercely irritant spittle which she injects
the
blood
(3 )puncture
deep into the wound. The purpose of
of
the
skin
(4) sucking
this is to delay the coagulation of the
of
the
blood
(5)injec­
blood until her feeding is completed.
tion of a liquid . . . ( )
G roup 6
a. As much as is possible, all scenes The title that best expresses
the main theme or subject
in motion pictures are shot on the lot.
of this selection is:
Forests, ships, country lanes, mountains,
canals—all are built up and tricked. The
1. Where motion pic­
tures are made
best standard by which to judge a setting
S, of course, the feeling of reality that it
2. Why some motion
pictures fail
ves. However, this does not mean that
3. Settings for motion
ie setting will be exactly as it would be
pictures
in real life. To the facts of life must be
4. Variety in motion pic­
added the imagination of the scenic ar­
tures
tist who develops the set. It is true that
5. Realistic motion pic­
tiie modem settings are usually realistic,
tures ................. ( )
but sometimes impressionistic or symbol­
ic effects are also used. Settings should,
therefore, be judged by their appropri­ Settings of motion pictures
should always be
(1)
ateness, that is, by the way in which
modernistic
(2)
symbolic
they fit the characters in the play. An­
(3)beautiful
(4) expen­
other standard of judgment is the his­
sive
(5)
appropriate.
( )
torical accuracy of the settings. The cus­
toms and traditions of the period con­ A factor to be avoided in
cerned must be followed. Still another
developing the scenes in
standard for settings is variety. It is pos­
a motion picture is (1)
sible, of course, that the settings might
reality (2 )sameness (3)
he accurate and appropriate but that
variety
(4) imagination
they might be too few or too much the
(5)historical detail. ( )
game throughout the entire picture.
b. The Samoans are pure Polynesians The title that best expresses
and are unequaled in appearance by
the main theme or subject
most of the other Pacific islanders. Samo­
of this selection is:
ans are light brown in color, of splen­
1. The Pacific islanders
did physique and are regular in feature.
2. Popular sports in Sa-
g
READING FOR COMPREHENSION
367
moa
The men are tall, and as a group, they
3. Appearance of Samo­
are honorable, generous and hospitable.
an people
Simple and ordinarily friendly, they nev­
4. Religion in Samoa
ertheless are brave fighters. Fine dress
5. Samoan characteris­
appeals to the Samoans, and they are
tics and customs. ( )
very fond of singing. Dancing, fishing,
swimming and oratory are all popular.
Prior to the coming of the white men, The people of Samoa are
(l)small (2)inactive (3)
they believed in many gods, but indulged
fond
of dress
(4) un­
in no human sacrifices, and thought that
friendly
(5)cruel..(
)
their dead reached a hereafter by way of
a pool at the western end of the island According to the paragraph,
of Savaii. Women and children were
the primitive Samoans
well treated. Tattooing was so important
used to (1) believe their
to them that a youth was regarded as
dead went on to a here­
ineligible for marriage until he had been
after (2)bum their dead
tattooed from the hips to the knees.
(3)offer human sacrifices
Originally, courtship was carried on by
(4) think death ended ev­
proxy. Property was vested in the fam­
erything (5) drown their
ily, not in the individual.
old people ............. ( )
In early times a Samoan
youth (l)d id not marry
until he had reached a
certain age
(2)never
saw his bride before mar­
riage (3)secured some­
one else to do his court­
ing for him (4) was ex­
pected to carry off his
bride by force (5 )had
to win his bride by com­
bat ........................... (
Group 7
a.
Milk is a suspension of nourishingThe title that best expresses
materials in water, which constitutes
the main theme or subject
about 86 per cent of the total weight.
of this selection is:
The 14 per cent of nutrient solids con­
1. A history of milk
sist of milk sugar five per cent, fat about
2. The sources of milk
four per cent, protein just a fraction less
3. Milk, a perfect food
than that and finally minerals and vita­
4. Food values in milk
mins. It can readily be seen that milk is
5. Popular milk
a kind of natural combination contain­
p ro d u cts............ ( )
ing most of the body’s requirements for
growth and health. What is unique about The largest part of milk is
milk is its richness in minerals and vita­
composed of (l)fa t (2)
mins. Fat, sugar and protein can come
sugar (3) water (4) min­
from other sources, but the vitamin A
erals (5)vitamins
( )
368 • READING FOR COMPREHENSION
and the minerals of milk cannot be easily
obtained elsewhere. It is also rich in the
vitamin B group so urgently needed for
health. Calcium and phosphorus are two
minerals contained in milk that are of
primary importance. These minerals are
essential for normal development and
maintenance of bones and teeth. Not only
is milk rich in bone-forming calcium and
phosphorus but it carries them in a form
that is much more readily assimilated
than the same minerals found in vege­
tables. Yet it is fortunate for us that we
do not have to subsist on milk alone.
Milk does not supply the body with the
iron needed to prevent anemia. Milk also
lacks vitamin D, although sunshine easily
compensates for that shortage. Under
our conditions of preparing milk, it also
lacks vitamin C, which is the antiscurvy
vitamin of many fruits and vegetables.
Cream and butter contain the fat of the
milk, while cheese contains its solidified
protein plus some fat, its vitamin A and
some minerals. We also have, of course,
the concentrated forms of milk, such as
evaporated, condensed and powdered.
These are whole milk equivalents minus
some or all of the water.
Milk is an especially im­
portant food because
(1)it is cheap (2 )it is
easily available (3) it
contains so much protein
(4) its fat content is so
large
(5 )its minerals
cannot be readily ob­
tained otherwise . . . ( )
Milk is deficient in (1)
phosphorus (2 )iron (3)
fat (4)protein (5)vitamin A ..................... (
)
In order to have good teeth,
a person should have
plenty of
(l)calcium
(2 )iron (3 )protein (4)
sugar (5) cheese .. ( )
Sunshine is a good source
of (l)vitam in a
(2)
vitamin C (3 )vitamin D
(4)phosphorus (5)calcium
( )
b.
Military pigeons have been trainedThe title that best expresses
the main theme or subject
to meet the needs of our soldiers, sailors
and airmen for night flyers. It takes
of this selection is:
months to teach a pigeon that naturally
1. Noted carrier pigeons
flies in the daytime to wing through the
2. Habits of pigeons
3. Night flying
darkness at night. Training begins as soon
4. Pigeon racing
as the baby birds or squeakers are
hatched—even before, since they are se­
5. Specialized training of
lected from parents choosing to fly at
military pigeons. ( )
early dawn or at dusk. They are kept all
day in dark lofts and allowed out only Night flyers
(l)learn to
at night. When hungry, they are tossed
ring a bell (2) are spe­
first near home, then farther and farther
cially fed (3 )a re k e p tin
away until they become perfect messen­
streamlined lofts (4 )are
gers for night flights of fifty miles. Just
bred from birds that like
before World War II, a frequent sound
to fly at dawn or dusk
at Fort Monmouth was the tinkle of a
(5 )carry tiny flashlights
bell announcing the arrival of a night
( )
READING FOR COMPREHENSION • 369
flyer, while a pigeoneer with a flashlight Two-way pigeons are those
stood ready to pull out the message
that (l)fly at night as
brought.
well as in the daytime
(2)fly to their destination
The need of generals at the front has
and return without stop­
always been a two-way flyer that, on a
ping (3) make only long
short flight, could not only deliver a mes­
flights
(4) carry two
sage but make a quick turnabout and
messages at once (5 )can
bring back an answer. Our Signal Corps
carry a message and re­
filled this need with a great company of
turn with an answer. ( )
two-way pigeons. Of these Mr. Corrigan
( l) a
was the fastest; and well he might be, Mr. Corrigan was
night flyer (2) the com­
for he was a great-great-grandson of Al­
mander of the Signal
ways Faithful, that once snatched the
Corps (3) a general (4)
prize from a thousand birds in a 750a trainer (5) a two-way
mile race, covering the airline from Chat­
tanooga to Fort Monmouth at almost a
flyer ........................ ( )
mile a minute. How these birds were
trained is a military secret but it is no One way of training twoway pigeons is to (1)
secret that Italy’s and later Germany’s
race
them often (2) feed
two-way flyers were fed at one place and
them
at the starting place
watered at the second.
and water them at the
other end of the route
(3) keep them always
hungry (4) keep them in
the dark (5 )fly them in
pairs ........................ ( )
c.
An advertising agency in Shanghai The title that best expresses
placed the first lipstick and vanishing the main theme or subject
cream advertising in Chinese papers of this selection is:
about 35 years ago, and since that time 1. Advertising cosmetics
the advertising and sale of cosmetics 2. Why Chinese girls alhave been important businesses there. It
ways find husbands
must not be assumed, however, that such
3. The oldest retail shop
advertisements started Chinese girls on
in the world
the cosmetic road to beauty. Five thou4. The use of cosmetics
sand years ago, according to authentic
in China
Chinese history, Chinese girls were pluck5. A beauty kit for every
ing useless hairs from their eyebrows
woman ..............( )
and putting rouge on their cheeks. The Chinese women (l)never
oldest retail shop in China is an estab- use any cosmetics (2)
lishment in Hangchow, which was the have just begun to use
Chinese equivalent of a beauty shop cen- cosmetics (3 )have used
turies ago and still does a thriving busi- cosmetics only during the
ness in rouge, talcum and other aids to past 35 years (4 )have
daintiness and beauty. The best Chinese used some form of cos-
370 • READING FOR COMPREHENSION
customers for cosmetics, though, are the
metics for 5000 years past
married women and not the debutantes.
(5)have used cosmetics
Chinese women discovered many cen­
for five centuries only
turies ago that, if they would make
themselves attractive enough, their hus­ The best customers for cos­
bands would willingly employ servants
metics in China are (1)
to do the cooking and scrubbing. The
young girls
(2) wives
result is that Chinese women are the
(3) servants (4) middlemost perfectly groomed in the world and,
aged spinsters
(5) old
everything considered, enjoy the greatest
widows . i ................( )
measure of luxury. Every woman, rich Chinese women as a whole
o r poor, has a beauty kit. Only aged
(l)are unattractive (2)
widows deny themselves such vanities,
are overworked (3 )are
careless about their ap­
because the use of cosmetics might im­
ply a desire to remarry, which would be
pearance (4) are better
looked upon as wantonness.
groomed than most wom­
en (5) do not like to have
servants
( )
Group b
a.
On the population map of the a. The population of the
world the tropical deserts are shown as
deserts of the world is
great blank spaces; yet they have con(l)scant (2 )dense (3)
tributed many things to our lives. When
starving (4 )large (5)
you step into a store to buy a box of
unfriendly ..............( )
dates, you are buying the sunshine and
the dryness of the oases of the Sahara, "■ Some products of the
Arabia, Mesopotamia or the Coachella
Imperial Valley menValley. A lettuce salad or fresh peas for
tioned m the paragraph
dinner in winter represent the work of
are (1 )dates (2 )wool
an irrigation farmer in the Salt River
an“ c0tt10®. (3 )borax
Valley or the Imperial Valley. Thelfine
and-wool (4) cotton and
broadcloth shirt or balloon-cloth dress
lettuce (5)nitrates. ( )
which you received on your birthday was c. Balloon cloth is made
made of silky, long-fibered cotton either
(l)o f silk (2 )of cotton
.from the Imperial Valley or from Egypt.
(3)of wool
(4)partly
Your half-wool and half-cotton sweater
of cotton (5) partly *of
m ay contain Australian wool and Peruwool ......................( )
vian cotton — both steppe and desert , c
.
, ,
,
nrrutiWs
d- Surveying was developed
^
'
because people needed
These are only a few of the physical
to (l)determine land
contributions which the tropical deserts
boundaries _after floods
make to our daily lives. In addition they
(2) find their way across
have made important cultural contributhe desert at night . (3)
tions. Our number system is from Arabia.
have some means of irriThe desert people developed irrigation.
gation (4) learn a num-
READING FOR COMPREHENSION • 371
The necessity of measuring water and
ber system
(5) study
noting land boundaries after the Nile
the stars .. . . . ( )
floods led to surveying and the develop­
ment of mathematics and engineering. e. Culturally, the deserts
have (l)been of no val­
The desert people studied the stars so
ue (2) contributed sev­
that they could find their way at night
eral important sciences
across the limitless expanses of the des­
and processes
(3)not
ert; in this way they became our earlv
influenced our lives (4)
astronomers.
been retarded by the
Nile floods
(5)been
blank spaces . . . . ( )
b. Paricutin is Mexico’s newest vol­The title that best expresses
cano, a huge baby christened from the
the main theme or subject
hamlet where it was bom. One Dionisio
of this selection is:
Pulido and his son were plowing their
1. Mexico’s largest vol­
field for the spring planting of com, when
cano
their crude ox-drawn plow turned up a
2. How a volcano grows
3. The story of Paricutin
wisp of white smoke. The startling vision
4. A sight to remember
was accompanied by odd rumbling
sounds in the earth. The place was two
5. Destruction brought
miles outside the Michoacan village
about by Paricutin
called Paricutin and the date was Febru­
( )
ary 20, 1943. The frightened Pulido
hastened to tell the priest of his village Mexico’s newest volcano
was named for the (1)
and then the head man of Parangaricuman
who owned the field
tiro, another village slightly more im­
(2)parish
priest (3)head
portant and slightly farther away. Every­
man
(4)
nearest
village
one thought the man crazy but he had
(5)
district..............(
)
only to lead them to the spot and let
them see for themselves. Within a few This volcano is now a (1)
hours the wisp was a column of ash-dust
wisp of smoke (2) column
and within a day there was a true vol­
of ash-dust
(3) come
canic cone thirty or forty feet high. Now
thirty feet high (4)huge
it is a mass of lava half a mile high,
erupting crater (5 )dead
erupting from a crater in the midst of a
heap of ash ........... ( )
desolate area of ash thirty-five miles in
diameter. Despite the size and activity of The life period of Paricutin
(l)w ill last only a few
Paricutin, however, its life expectancy is
years (2) will cover many
indeterminable. Other volcanic cones in
centuries (3 )will continue
the neighborhood have been short-lived.
forever
(4) cannot be
calculated (5) is over
( )
c. Hatting was one of the first domes- a. The title that best ex­
industries to develop in the colonies,
presses the main theme
early as 1640, American hats were
or subject of this selec-
372 • READING FOR COMPREHENSION
one of the homemade articles used for
barter and exchange. By the beginning
of the eighteenth century, hatting had
become one of New England’s important
industries; in the 1730’s hats were being
exported from the colonies in sufficient
numbers to arouse uneasiness among hat­
ters in the mother country and to cause
them to exert successful pressure on
Parliament for a law prohibiting the ex­
port of hats from one colony to an­
other, and from any colony to Great
Britain or any ‘other country.
Wool was the principal raw material,
but a considerable proportion of the hats
were made of fur felt, using beaver fur
as the base. The average price of wool
hats during the eighteenth century ranged
from 40 to 80 cents, and beaver hats
ranged from $2.50 to $3.50.
tion is:
1. Raw materials for
hats
2. Colonial exports
3. How hats were made
4. Kinds of hats in
America
5. An early American
industry
( )
A law regarding the hat
trade was enacted by
Parliament in response
to a complaint by (1)
colonists (2)Indians (3)
English noblemen (4J
citizens of foreign coun­
tries
(5 )English hatmakers
( )
This law made it illegal
for (l)G reat Britain to
export hats (2) the col­
onies to import hats (3)
the hatters to use beaver
fur (4 )the colonies to
export hats (5) the col­
onies to change the price
of hats
( )
American hats (l)w ere
made principally of wool
(2 )did not suit the cus­
tomers in Great Britain
(3 )were an unimportant
part of New England in­
dustry
(4 )were sent
only to Great Britain
(5 )were not made until
1730
( )
Beaver hats
(l)w ere
unpopular
(2)were
much cheaper than those
of wool (3 )were made
mainly for barter with
the Indians
(4 )cost
more than wool hats (5)
were not exported. ( )
INDEX
Abbreviations, 191-192
Action words, 49, 66, 69
Active voice, 50-51
Adjectives, 45-48, 59, 114
clauses, 63
comparison of, 46-48
predicate adjectives, 66, 71
Adverbial clauses, 63
Adverbs, 53-55, 59, 103, 121122
Agreement of subject and verb.
108-110
Alliteration, 342
Antonyms, 24-27
Apostrophes, 45, 112, 186-190
Appositives, 95-96, 197
Articles, 45
Author card, 287-288
Auxiliary verbs, 49-50, 52, 69
Ballad, 256
Biographical references, 296
Biographies, 255, 285
Books
evaluating, 272
parts of, 290-291
Business letters, 239, 242-245
Call number, 287
Capitalization, 204-205
Card catalogue, 287-290
Case, 133
Choppy sentences, 83-84
Clarity, 101-104
Classics, English world, 271
Clauses, 63
Club, forming a, 304-307
Colon, 199-200
Colloquial English, 6-9
Comic books, 326
Comma, 195-198
Comma sentence, 83
Comparative degree
of adjectives, 46-48
of adverbs, 54-55
Complex sentences, 69, 71, 8688
Compositions
writing, 210-235
rating, 211-212
Compound objects, 71, 97
Compound sentences, 69, 71,
86-88
Compound subjects, 96
Compound verbs, 69, 97
Comprehension, reading for,
342-370
Confused words, 10-21
Congratulatory letters, 240
Conjunctions, 57-59, 125-126
Contractions, 118, 189
Coordinating conjunctions, 57
Copulative verbs, 49,133
Cross reference cards, 289-290
Current information, 297
Dangling constructions, 102-104
Declarative sentences, 90, 194
Demonstrative pronouns, 45
Dependent clauses, 63
Dewey Decimal System, 284-286
Diagramming, 73-75
Dictionary, 293-294
Direct object, 66
Editorials, 319-321
Elliptical clauses, dangling, 103
Encyclopedias, 295-296
Essays, 255
Evaluating books, 272
motion pictures, 324-325
television programs, 325326
Exclamation point, 194
Exclamatory sentences, 90, 194
Feature story, 318-319
Fiction, 254-255, 285
Formal English, 6-9
Friendly letter, 239-241, 244245
INDEX
Gerunds, 49, 96, 103
Grammar, fundamentals of, 4076
Groups of words, 61-63
Headlines, 316
Helping verbs, 49-50, 52, 69
Homonyms, 24-27, 29, 158-9
Hymns, 257
Illiterate, 8-9
Imagery, 259, 340-342
Imperative sentences, 67, 90,
194
Incomplete sentences, 80-81
Indefinite pronouns, 44
Indirect objects, 66, 72
Infinitives, 49-50, 69, 90, 96-97
Infinitive phrases, dangling, 104
Informal English, 9
Informal notes, 239
Interjections, 58, 59
Interrogative sentences, 67, 69,
90
Intransitive verbs, 50
Irregular verbs, 116
Joining verbs, 49, 133
Language levels, 6-9
Letter writing, 236-250
form
block, 242-244
indented, 240-241, 244
parts of, 243
types
business, 239, 242-245
friendly, 239-241, 244245
other, 239, 247
Library, using the, 282-300
Library manners, 292
Limericks, 256, 337
Literary handbooks, 297
Literature, reading and appreci­
ation, 251-281
guide to literature
adventures with animals,
264
boys of fiction, 261-262
classics, 271
for the girls, 263
hobbies, 267
poetry, 270
short stories, 269
sports, 268
twenty famous people,
265-266
Love songs, 256
Magazines, 326-327
Mass communication, 312-330
Metaphor, 342-343
Metrical foot (meter), 259, 342
Misused words, 10-21
Motion, 303-309
Motion pictures, 322-325
News articles, 315-318
Newspapers, 312-321
Nominative case, 133
Non-fiction, 255, 285-286
Nouns, 43, 59
case, 133
clauses, 63
person and number, 129130
Novels 254
Number, 109, 112, 129-130, 134
Object, 71
direct, 66
indirect, 66, 72
of preposition, 66, 72
simple and compound, 71
Objective case, 133
Onomatopoeia, 342
Oral English, 331-335
Outlining, 217-219, 333-334
INDEX •
Parallel structure, 103-104
Parliamentary procedure, 301311
Participles, 44, 69, 96, 116
dangling, 103
Parts of a book, 290-291
Parts of a sentence, 64-73
Parts of speech, 41-61
Passive voice, 50-51
Penmanship, 233-234
Period, 194
Person, 129-130
Personification, 343
Phrases, 56, 62
Play, 255
Plot, 258
Plural, forming the, 168-169,
189
Poetry, 254, 259-260, 270, 336343
Positive degree
adjectives, 46-47
adverbs, 54-55
Possessive case, 118, 133, 188
Possessive pronouns, 45, 159
Posture, 331-332
Predicate adjectives, 66, 71
Predicate complement (nomina­
tive), 66, 71
Predicate verb, 66
Prefixes, 30-33
Prepositional phrases, 56, 62
Prepositions, 56, 59, 123-124
Principal clauses, 63
Principal parts of verbs, 116
Pronunciation, 155-157, 334
Pronouns, 43-44, 59, 111-112
demonstrative, 45
indefinite, 44
relative, 44
possessive, 45, 118, 159
Prose, 253-255
Puns, 29-30
Punctuation, 45, 89-90, 186203, 219
Question marks, 194
Questions, 67, 69, 90, 194
Quotation marks, 201-202
Quotations, 197, 201-202, 297
Reading for comprehension,
342-370
Reference books, 286, 293-297
Relative clauses, 63
Relative pronouns, 44
Review of
motion pictures, 322-324
television, 325
Rhyme, 336, 342
Rhythm, 336-337, 342
Roots, 31-32, 34
Run-on sentence, 80-82
Semicolon, 199-200
Sentence, 63-106
choppy, 83-84
clarity, 101
comma, 83
complex, 69, 71, 86-88
compound, 69, 71, 86-88
declarative, 90, 194
errors, 78-85
exclamatory, 90, 194
fragment, 80-81
imperative, 67, 90, 194
interrogative, 67, 69, 90,
194
order, 99-100
parts of, 64-73
run-on, 80-82
simple, 86-88
types, according to
form, 86-88
use, 89-90
variety, 92-95
INDEX
Setting, 258
Short stories, 227-231, 254, 269
Silent letters, 154
Simile, 342-343
Simple sentences, 86-88
Simple subjects, 67
Slang, 8-9
Sonnets, 257
Spelling, 143-185, 293
basic word list, 171-184
hints, 152
rules, 149-150, 169
State-of-being word, 66, 69
Stress, 155-156
Subject, 65, 67, 96, 108-110
Subject card, 289
Subjective case, 133
Subordinating clause, 63
Subordinating conjunction, 58
Suffixes, 30-32, 34-35
Superlative degree
adjectives, 46-47
adverbs, 54-55
Synonyms, 24, 26-27, 297
Verbal dangers, 119-120
Verbals, 49, 90, 96
Verbs, 49-53, 59, 66, 127-128
agreement with subject,
108-110
auxiliary or helping, 49-50,
52, 69
compound, 69
gerund, 49, 69, 103
infinitive, 49, 69, 96-97,
104
intransitive, 50
irregular, 116
locating the verb, 69
participle, 49, 69, 96, 103,
116
principal parts, 115-116
tense, 127-128, 130, 135
transitive, 50
verb additions, 117-118
verbal dangers, 119-120
verbals, 49, 90, 96
voice, 50-51
Vocabulary growth, 1-39
Voice
in speaking, 333-334
of verbs, 50-51
Television, 325-326
Tense, 127-128, 130, 135
Terminal punctuation, 193-194
Title card, 288-289
Transitive verb, 50
Word groups, 61-63
Words confused and misused,
Usage, correct, 107-142
Word levels, 6-9
10-21
HSI1DN3
°r
hv}£ 'wcrmrp
CHAPTER 1
Diagnostic Test on the Language of Vocabulary
6.
A. 1. c
2. a
7.
8.
3. h
9.
4. g
10.
5. j
C. 1. maybe
2. deserves
3. rare
4. sweet-smelling
5. gleaming
6. observe
7. benefits
8. harm
9. riches
10. feast
11. understanding
12. desire to succeed
13. hug
14. really
15. vigorous
16. make believe
k
1
e
d
i
B.
2.
3.
4.
5.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
1. 6
3
2
5
1
name
extra
point of view
freight
seldom
foolish
get
gave up
cripple
enough
quickly
hide
live
sure
earlier
beginning
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
(pp. 2-5)
6. 3
7. 6
8. 4
9. 4
10. 1
distress
very
pointed out
puzzled
heartily
bewilder
unfriendly
bear
wander
expert
destruction
merrily
worry
harsh
location
(pp. 9-10)
13. illiterate
14. formal
15. formal
16. slang
G etting to K now W ord L evels
A.
2.
3.
4.
1. illiterate
formal
slang
formal
5. slang
9. slang
6. slang
10. colloquial
7. formal
11. slang
8. colloquial 12. slang
W ord Pitfalls
1.
2.
3.
4.
5.
b. “aggravating” should be
“annoying”
a. “amount” should be “number”
c. “besides” should be “beside”
b. “funny” should be “strange”
b. omit “it on”
Exercises
A. 1. real
2. break
3. canvas
4. continuously
5. Capitol
B. 1. allowed
2. angle
3. beach
4. beat
5. conscience
C. 1. alter
2. pair
3. pitcher
4. proposition
5. moral
6.
7.
8.
9.
10.
6.
7.
8.
9.
10.
6.
7.
8.
9.
10.
know
bored
pain
hoarse
whole
diary
seemed
steak
course
fare
personnel
right
tale
soar
which
17. colloquial
18. slang
19. colloquial
20. slang
(pp. 13-14)
6. a. “awfully” should be “very”
7. b. “mad” should be “angry”
8. c. “turned out” should be
“proved”
9. b. omit “down”
10. a. “inside” should be “within”
(pp. 21-23)
11. knight
12. minors
13. moans
14. pale
15. principal
11. flee
12. dye
13. formerly
14. peace
15 hour
11. through
12. thrown
13. dessert
14. duel
15. alley
16.
17.
18.
19.
20.
16.
17.
18.
19.
20.
16.
17.
18.
19.
20.
quite
pour
clique
carrots
custom
mourn
main
preyed
read
weak
bear
faint
flee
pane
meet
1
Synonym s
4. food
5. horse
6. reporter
B. 1. volumes
2. raced
3. father
(pp. 27-28)
7. chatted
8. annoyed
9. watch
10. engineer
11. sound
12. tapped
(p. 28)
Group 2
1. b
2. c
3. c
4. a
A ntonym s
B.
1.
2.
3.
4.
Group 1
5. d
a
6. b
a
7. c
c
8. c
c
9.
10.
11.
12.
a
c
d
a
5.
6.
7.
8.
b.
a
b
a
(p. 29)
11. read
12. fair
13. two, too
14. there
15. site, cite
9.
10.
11.
12.
c
b
a
a
H om onym s
A. 1. dear
2. die
3. stare
4. its
5. meat
6.
7.
8.
9.
10.
serial
course
cent
peal
morning
B. 1. rowed
2. shoo
3. flee
4. flour
5. fined
6. hear
1. optimist
2. Brigantine
spinster
anecdote
3. cud
4. Nassau
so
isle
or, ore
piece
scene
10. corps
11. ceiling
12. creak
7. dessert
8. fair
9. buy
Misses and Near-Howlers
16.
17.
18.
19.
20.
(p. 30)
7. gizzard
8. alibi
(p. 36)
5. b
7. d
6. c
8. d
9. Polka dot
10. polygamist
Exercises
B. 1. d
2. b
3. a
4. b
M astery Test
9. b
10. a
(pp. 36-39)
1. A. 3, 3, 1, 1, 1, 3, 2, 1, 2, 4
B. 3, 1, 4, 3, 2, 5, 2, 1, 5, 5
C. 3, 5, 3, 1, 3. 2, 2, 2, 5, 1
B. a. 5
b. 1
c. 3
d. 5
e. 2
f. 2
g- 1
h. 4
2. A. a. 1
b. 3
c. 5
d. 1
e. 5
f. 1
g. 4
h. 2
i. 2
C. a. reliable
b. make
c. observe
d. leader
e. dwarf
f. truthful
g. angry
h. famous
CHAPTER 2
Diagnostic Test on Parts of Speech
A. a. 4
B.
2.
3.
4.
2
b. 6
c. 8
1. flowers, state, country
were formed, flowed
It, who, that
severe, frightened, thatched
d. 1
5.
6.
7.
8.
e. 7
(pp. 42-43)
f. 5
g. 2
never, so, skilfully
in, with
and, but
Alas, Oh
h. 3
C. students — noun
reach — verb
secret — noun
of — preposition
unless — conjunction
have — verb
deep — adjective
and — conjunction
that — pronoun
they — pronoun
little — adjective
pupil — noun
who — pronoun
is — verb
well — adverb
he — pronoun
must — verb
facts — noun
attitudes — noun
in — preposition
Exercises on Nouns (p. 43)
band, America
musicians, songs
sound, music
boys, girls
conductor, baton
A.
2.
3.
4.
5.
Exercises on Pronouns (p. 44)
1. you, who
2. us, which
3. her, all, us
4. they, our
5. that, them
Exercise on Adjectives (p. 45)
1. famous, bold
B. 1. your
many, unsuccessful
2. it’s
long, hot
3. whose
beloved, disloyal
4. an
adventurous, abrupt
5. these
1.
2.
3.
4.
5.
Exercises on Comparison of Adjectives (p. 48)
braver
6. dirtiest
duller
7. kindlier
more friendly
8. most beautiful
any other
9. worse
fancier
10. fastest
1.
2.
3.
4.
5.
Exercises on Verbs (pp. 51-52)
B. 1. is
2. equals
3. are
4. has
5. becomes
6. was
7. follows
8. is
9. melts
10. measures
Exercises on Adverbs (pp. 53-54)
3. now
5. not
7. quickly
4. originally
6. very
8. extremely
9. always
10. deeply
Exercise on Comparison of Adverbs (pp. 55-56)
3. faster 5. sooner
7. more graceful
4. worse 6. most beautiful 8. more
9. farther
10. more
A. 1. adjective
2. infinitive
3. noun
4. verb
5. noun
6. infinitive
7. verb
8. adjective
9. noun
10. infinitive
1. often
2. usually
1. more
2. most
Exercise on the Preposition (pp. 56-57)
1. in the United States; United States; adverbial
2. of Colorado; Colorado; adjective
of these tall mountains; mountains; adjective
3. of them all; them; adjective
in California; California; adverbial
3
4. to the height; height; adverbial
of 14,495 feet; feet; adjective
5. of the second highest; mountain (understood); adjective
6. in Colorado; Colorado; adverbial
7. of 14,431 feet; feet; adjective
8. to the top; top; adverbial
of one; one; adjective
of these peaks; peaks; adjective
9. in Colorado; Colorado; adjective
to its top; top; adverbial
10. in an automobile; automobile; adjective
of reaching the summit; reaching the summit; adjective
of one; one; adjective
of these awesome immensities; immensities; adjective
The Conjunction (p. 58)
1. which, subordinating
6. and, coordinating
2. and, coordinating; but,
7. and, coordinating
coordinating
8. that, subordinating
3. while, coordinating
9. that, subordinating
4. if, subordinating
10. if, subordinating
5. when, subordinating
Review of Parts of Speech (pp. 60-61)
A. 1. The — article, American — adj., Bureau — noun, of — prep.,
Standards — noun, does — verb, investigation — noun, for — prep.,
the — article, government — noun.
2. Today — adv., it — pron., has established — verb, research — adj.,
centers — noun, in — prep., Colorado — noun, to investigate — infinitive,
the — article, effect — noun, of — prep., the — article, upper — adj.,
atmosphere — noun, on — prep., radio — adj., waves — noun.
3. Often — adj., a — article, storm — noun, in — prep., the — article,
air — noun, high — adv., above — prep., us — pron., will cause — verb,
poor — adj., radio — adj., reception — noun.
4. Such — adj., reception — noun, may cause — verb, a — article,
warship — noun, to receive — infinitive, the — article, wrong — adj.,
messages — noun.
5. An — article, army — noun, in — prep., foreign — adj., fields — noun,
may find — verb, itself — pron., unable — adj., to contact — infinitive,
the — article, officials — noun, in — prep., the — article, Pentagon —
noun.
6. This — adj., research — noun, could lead — verb, to — prep.,
our — pron., discovering — noun, the — article, best — adj., time — noun,
to broadcast — infinitive, messages — noun, that — pron. (or conj.),
can be heard — verb, around — prep., the — article, world — noun.
B.
2.
3.
4.
1. verb
noun
verb
noun
5.
6.
7.
8.
noun
verb
adj.
conj.
9. prep.
10. noun
11. noun
12. noun
13.
14.
15.
16.
verb
verb
adj.
noun
17.
18.
19.
20.
noun
verb, adj.
noun
verb.
C. 1. special — adjective
2. just — adverb
3. after— adverb
4. announcement — noun
5. her — pronoun or adjective
6. roll — noun
7. is — part of verb
8. all — pronoun
9. come — part of verb
10. yet — adverb
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
one — pronoun
Thafs — pronoun and verb
bad — adjective
any — adjective
who — pronoun
is — verb
have — part of verb
of — preposition
his — adjective or pronoun
today — adverb
D. 1. noun
2. verb
3. prep.
4. adj.
9.
10.
11.
12.
pron.
adj.
conj.
pron.
1. S
2. Cl
5.
6.
7.
8.
noun
noun
verb
adj.
13. adj.
14. noun
Diagnostic Test on Groups of Words (p. 62)
3. Ph
5. Cl
7.Ph
4. S
6. Cl
8.Ph
9. S
10. Cl
Exercises on Word Groups (p. 64)
6. S
B. 1. adverb
6. noun
7. S
2. relative
7. adverb
8. Ph
3. adverb
8. relative
9. Ph
4. relative
9. main
10. S
5. relative
10. adjective
Diagnostic Test on Parts of the Sentence (p. 65)
6. h
B. 1. car, will be delivered
A. 1. c
7. i
2. They, did give, copy
2. f
8. a
3. kettle, is
3. e
9. b
4. I, may be called
4. g
5. d
5. She, is, girl
Locating the Subject (p. 68)
A. 1. The old man; man
6. This; This
2. a stranger; stranger
7. A twinkle; twinkle
3. you; you
8. some truth; truth
4. Holding up his empty basket,
9. The young fry and the older fish;
the fisherman; fisherman
fry, fish
5. The questioning visitor; visitor
10. They; They
B. 1. a puddle of muddy water;
water
6. (you); (you)
2. Who; Who
7. (You); (You)
3. the answer to all of the problems; 8. the cake; cake
answer
9. a movement to rename you
4. any truth; truth
Nero; movement
5. Which one of the men; one
10. With your playing in mind,
A. 1. S
2. Cl
3. S
4. Ph
5. Cl
I; I
A. 1. asked
2. will marry
3. did take
4 contained
5. can marry
Locating the Verb (p. 70)
6. shall admire
7. saw
8. would want
9. had hesitated
10. do want; have married
5
6. would have been
7. did see
8. had
9. know; would have forgiven;
had been hit
10. can decide
B.
2.
3.
4.
5.
1. could have been
avoided
w ou ld have resulted
leaves
cou ld have told
A.
2.
3.
4.
5.
1. pred. adj.
object
object
object
pred. adj.
C.
2.
3.
4.
5.
C aspian Sea; is; none
It; borders; Iran, Russia
Caspian; is called; none
body; should be named; none
It; is surrounded; none
6.
7.
8.
9.
10.
E xercises (pp. 71-72)
object
B. 1. fish
2. banner
pred. com .
object
3. none
pred. adj.
4. none
object
5. chart, depths
6.
7.
8.
9.
10.
6.
7.
8.
9.
10.
books
guides
all
type
elem ent
geographers; recognize; it
(geysers); are; none
Visitors; will find; them
120; have; names
few; resemble; Old Faithful
Exercise (p. 7 3)
1. N ath an — subject; sold — verb; m e — indirect object; car — direct
object.
2. you — subject; did send — verb; Oscar — indirect obj.; gift — direct
obj.; birthday — object o f prep.
3. M ary — subject; sang — verb; us — indirect object; song — direct
object; room — object o f prep.
4. Joe — subject; gave — verb; me — indirect object; copy — direct object;
L o st in the F orest — object o f prep.
5. (Y o u ) — subject; bring — verb; m e — indirect object; quart — direct
object; m ilk — object o f prep.; store — object o f prep.
6. he — subject; showed — verb; Jenny, me — indirect object; boat —
direct object; dinner — object o f prep.
7. M ike — subject; feeds — verb; fish — indirect object; worm s — direct
object.
8. Joan — subject; show ed — verb; m e — indirect object; photograph —
direct object; room — object o f prep.
9. Jerry — subject; loaned — verb; bicycle — direct object; m e — object
o f prep.
10. M other — subject; bought — verb; sister — indirect object; dress —
direct object; dance — object o f prep.
A . a.
cat, ran
b. fo u r, offered
M astery T est (p. 76)
c- T o m , approached
d.
B. a. legend, peak, weather, region
residents, outline, day
b. Indians, Old Squaw, Catskills
c. supposedly, still, plainly
d. told, resided, controlled,
believe, see
e. she, her, they
6
e. boys, dashed
elm , was
f. about, o f, on, o f, in, on
g. Indians, She, residents, they
h. and, because
i. legend, weather, outline
j. curious, Old, high, som e,
her, clear
C. a. 1. noun b. 1. preposition c. 1. adjective
2. verb
2. adverb
2. noun
A. l . a
2. b.
d. 1. noun
2. adverb
e. 1. noun
2. adjective
CHAPTER 3
Diagnostic Test on Sentence Sense (pp. 78-79)
3. d
5. a
7. c
4. d
6. d
8. c
9. a
10. d
B. 1. I went to see Larry, who is my cousin.
2. I left early because I had a headache.
3. On the shelf in the library you
will find the old manuscript.
4. I wish y o u had seen his face, filled with surprise
and astonishment.
5. Correct.
6. W e tried to follow him sometimes, but he was too deep for us to
understand.
7. Because o f the failure o f the power line, we never saw the end o f the
play.
8. Correct.
9. We chose the black car since it would require less cleaning.
10. I had wanted to leave early because I was going to have a test the
next day.
A.
2.
3.
4.
5.
6.
Catching Sentence Errors (pp. 84-85)
1. run-on sentence
7. correct
sentence fragment
8. sentence fragment
comma sentence
9. sentence fragment
sentence fragment
10. comma sentence
run-on sentence
11. run-on sentence
sentence fragment
12. sentence fragment
B. 1. Cork is produced in the countries along the Mediterranean. Sentence
fragm ent.
2. It also grows well in California, on our West Coast. Sentence fragm ent.
3. It is produced by an evergreen tree which is called the cork oak.
Sentence fragm ent.
4. Correct
5. Cork farmers have to be very patient because they have to wait twenty
years for a crop. Sentence fragment.
6. The first crop is coarse and rough. It is fit only for chopping up to pack
grapes. Run-on sentence.
7. Because it is so coarse, it is not fit for stopping bottles. Sentence fragment.
8. The farmer must wait another ten years before he can again strip the
bark from the trees. Sentence fragment.
9. At the end o f the ten years, the tree is ready. Sentence fragment.
10. The farmer is rewarded. The cork is of the finest. Run-on sentence.
11. Correct.
12. The tree is ready to supply him with cork every ten years. Sentence
fragment.
A.
1. S
2. S
3. C X
4. CP
5. C X
Diagnostic Test on Types o f Sentences (pp. 85-86)
6. C X
B. 1. interrogative 6. interrogative
7. CP
2. declarative
7. declarative
8. S
3. interrogative
8. interrogative
9. C X
4. imperative
9. exclamatory
10. CX
5. exclamatory
10. declarative
1. S
2. C X
3. C X
A.
2.
3.
4.
5.
6.
4. C X
5. CP
6. S
Exercise (p. 89)
7. S
8. CX
9. CX
10. CP
11. S
12. CP
R ecognizing Sentence T ypes (pp. 90-91)
7. imperative
B. a. imperative
1. exclamatoryy
interrogative
8. declarative
b. interrogative
imperative
9. interrogative
c. declarative
declarative
10. exclamatory
d. interrogative
11. imperative
e. declarative
interrogative
12. declarative
exclamatory
C. a. S
b. I
c. S
d. I
e. Cd
f. Cd
i. Cd
j. S
D iagnostic Test on V arying Sentence Beginnings (p. 93)
[Note: Other variations may be accepted, at discretion o f teacher]
1. A fter many hours o f careful search, w e finally found the missing papers.
Phrase at beginning.
2. If you had chosen the other route, you would have arrived earlier. A dverb
clause at beginning.
3. Then we saw the monster crawl through the ooze. A d verb at beginning.
Through the ooze, then, we saw the monster crawl. Phrase a t beginning.
4. W hen we finally arrived, they told us what had happened. A d verb clause
at beginning.
5. G o, I must. V erb at beginning.
6. Shouting words of welcom e, the old man walked toward us. V erbal at
beginning.
7. Because you had made the error, the entire class was penalized. A dverb
clause a t beginning.
8. Before the children had reached the crossing, the policeman tried to stop
the approaching automobile. A dverb clause at beginning.
9. Laughing at m y unsuccessful efforts, they walked away. V erbal at
beginning.
10. Finally he arrived. A dverb at beginning.
Varying Sentence Beginnings (p. 94)
[Note: Other variations may be accepted, at discretion o f teacher]
1. A t long last the new piano arrived. Prepositional phrase at beginning.
2. A fter the collision we had to see the doctor. P repositional phrase at
beginning.
3. Reading each direction carefully, we advanced step by step. V erbal at
beginning.
4. If you had applied the brakes in tim e, the car would have com e to a
safe stop. A d verb clause at beginning.
5. By doing her homework early in the morning, Margie was able to please
her mother. A djective clause at beginning.
6. W hen they realized that the books were overdue, they went to the
library. A dverb clause at beginning.
7. Finally he was able to do the puzzle. A dverb at beginning.
8
8. Although the results were not to our liking, we had to agree with him.
A dverb clause at beginning.
9. From nowhere the three lions had appeared. Prepositional phrase at
beginning.
10. Follow you, I cannot. Verb at beginning.
11. Slowly, the gunman walked into the room. A dverb at beginning.
Into the room the gunman slowly walked. Prepositional phrase at beginning.
12. While starting the fire, he saw the papers burst into flame. Verbal at
beginning.
13. If you so desire, I will put the contract into writing. A dverb clause at
beginning.
14. Quietly in the corner of the room the old man sat. A dverb at beginning.
In the corner o f the room the old man quietly sat. Prepositional phrase af
beginning.
15. Disregarding the menacing guns of the villain, he rushed on ahead.
Verbal at beginning.
Diagnostic Test on Gaining Sentence Variety (p. 95)
[Note: Other variations may be accepted, at discretion of teacher]
1. Lou Gehrig, formerly first baseman for the Yankees, was called the
“Iron Man o f Baseball.” A ppositive phrase.
2. I saw Jackie Robinson, one o f the baseball greats of the 1950’s.
A ppositive phrase.
3. I took the make-up examination that the instructor had told me I had
to take. Relative clause.
4. A lice bought a copy o f the newspaper and a magazine. Com pound object.
5. Paul and 1 bought tickets. Com pound subject.
6. Eleanor Roosevelt, the wife o f a former President, devoted many years
to helping the underprivileged. A ppositive phrase.
7. They bought the tickets and the refreshments. Com pound object.
8. The teacher called me into his office because I had failed the entrance
examination. A dverb clause.
9. Mr. Elson, our ner -door neighbor, is an expert mechanic. A ppositive
phrase.
10. Seeing us coming, Helen left. Verbal.
Helen saw us coming and left. Com pound verb.
Exercises (pp. 97-99)
1. Irma, our neighbor, helped me find the missing book. A ppositive phrase.
2. Helen and I had heard him tell the story before. C om pound subject.
3. W e went to see the new music hall and the swimming pool. Com pound
object.
4. They bought him a new tie and a handkerchief to match for his birth­
day. Com pound object.
5. Finding the example very difficult, she asked me to show her how to
do it. Participial phrase.
6. Henry George, founder of a new school of economists, delivered many
lectures throughout the country. A ppositive phrase.
7. Into the fence he crashed the car and ruined it to save the life o f the
child. Com pound predicate and infinitive phrase.
9
8. A1 decided to take his vacation early this year to do som e trout fishing.
Infinitive phrase.
9. Franklin R oosevelt, one o f our greatest Presidents, was sincerely inter­
ested in the com m on man. A p p o sitive phrase.
10. H aving seen the accident, w e rushed to the corner to see if w e could
be o f any assistance. P articiple, infinitive phrase.
11. H e passed the test, was excused from school and went to the game.
C om poun d predicate.
Having passed the test, he was excused from school and w ent to the game.
Participle, co m p o u n d predicate.
12. Thinking I should be unable to reach the station in tim e, I called a
Black-and-W hite Taxi. P articiple, com pou nd noun.
13. Christopher Colum bus, m ost fam ous o f all discoverers, was born in
G enoa, Italy. A p p o sitive. O m ission o f unnecessary words.
14. W e hurried hom e from school and found a note from m other saying
that she had gone away. C om pou n d predicate, relative clause.
15. Benjamin Franklin, a poor printer from Philadelphia who becam e a
great and w ise man, rendered valuable service to his country. A p p o sitive
phrase, relative clause.
16. Save the m oney that you no doubt w ould spend foolishly to give as a
gift to som e form o f charity. R elative clause, infinitive phrase.
17. The Indians approached through the gloom in great canoes o f birch
bark. P reposition al phrase.
18. On a c o o l sunny day m y father took m e for a ride in the country,
where I saw the m ost beautiful flowers I had ever seen. Prepositional phrase,
adverb clause.
19. Sw im m ing is good exercise and is not dangerous, but you m ust be
careful not to swim out too far to water over your head. C om pou n d verb,
com pou n d sentence.
20. Liking to read, I have a library o f m y ow n, where I keep m any books
that my father and m other bought for m e. P articiple, adjective clause.
21. I w ent with my father to Bell’s M am m oth Circus, at the old fair­
grounds, and enjoyed it very much. P repositional phrase, com pou n d verb.
22. G eneral Braddock, com m ander in chief o f the army, with G eorge
W ashington as his aide, set out to capture Fort D uquesne with Braddock’s
expedition. A p p o sitiv e phrase, prepositional phrase.
23. Careless driving o f autom obiles is dangerous and m ust be stopped
because it causes many collisions in w hich many persons are injured and
some are killed. C om plex sentence.
24. Hard at work spading in the garden, I turned over a clod o f earth and
found m y lost knife. P repositional phrase, com pound verb.
25. The N ile flows through Egypt, a strange land in the midst o f a desert
where rain alm ost never falls. A p p o sitive phrase, prepositional phrase,
adverb clause.
26. Our school orchestra, under the direction o f Miss Brown, gave us m uch
fine music last term, and it will begin this term’s work with an organization
meeting on February 16. P repositional phrase, com pound sentence.
27. I like to play outdoors in the winter, when I can skate on the ice and
slide dow nhill on m y skis or on our bobsled, which my brother made from
our sleds and a long board. P repositional phrase, adjective clause, co m pound predicate, relative clause.
10
28. The L egen d o f Sleepy H o llo w by Washington Irving, set near Tarrytown in the southeastern part of New York State, has for its main charac­
ter a schoolmaster, Ichabod Crane. P reposition al phrase, a d jective phrase,
app o sitive.
29. John, my cousin, a very capable captain of our basketball team, was
elected by the boys, who all like him. A p p o sitiv e, prep o sitio n a l phrase,
rela tive clause.
30. Tom and I went skating on a cold day, but the ice was so rough that
we did not have a good time and went home early. P reposition al phrase,
com p o u n d sentence, adverb clause, co m pou n d predicate.
A.
2.
3.
4.
5.
6.
7.
8.
9.
10.
W o rd O rder (pp. 100-101)
1. a b c d e
3 6 9 12 15
prehistoric, medieval, modern, future
stone, earth, milky way, universe
gram, ounce, pound, ton
stream, river, lake, sea, ocean
private, corporal, lieutenant, captain, general
second, hour, day, month, year, millennium
whisper, conversational tone, shout, explosion
infant, child, adolescent, adult, octogenarian
B. 1. 2
2. 16
3. orator
4. carpentry
5. pen
6. English pound
7. unconcerned
8. scenario
9. sturgeon
10. burden
D iagn ostic T est on C larity in Sentence T hought (p. 102)
1. My third reason for going to high school is that the subjects taught there
give us a better understanding of ourselves. D angling participle.
2. I had to see the man’s son, who had just lost his baby molars. M isp la ced
m odifier.
3. Personally, I think that the results of the test were disappointing.
D angling
ad verb .
4. To do your work conscientiously, you must not count the time spent
in studying in terms of minutes. D angling infinitive.
5. Correct
6. Correct.
7. The fact that we had gone to see the results of the wreck annoyed
Hank because we had failed to call for him. M isp la ced m odifier.
8. Correct.
9. We had an appointment with the store owner who had promised us a
part-time job. Placing o f m odifiers.
10. Correct.
E xercises (p. 105)
1. Upon entering the room, we saw the Christmas tree that lay on the
floor. D angling participle.
2. We smiled to the man who had lent us the dollar, and who was sitting
in the chair. M isplaced m odifier.
3. When I wish for a star, the moon must be a full one. D an glin g participle.
4. I want to see the Empire State Building, to visit Radio City and to
listen to a lecture at the Planetarium. N o t parallel structure.
5. He is slower at learning new plays than any other member of his club.
M isp la ced phrase, necessary w ord o m itted .
6. Phyllis told Edna, “I will have to hurry home.” She is
indefinite.
11
7. When he was three, his parents moved to Brooklyn.
D angling elliptical
p h ra se.
8. Three minutes was too brief for me to do the dishes.
D angling infinitive
p h ra se.
9. He was as willing as, if not more willing, than his brother.
N ecessary
w o r d o m itted .
10. The fact that they told the entire story to my mother relieved me very
much. Which is indefinite.
11. We had just listened to the man’s story that was printed in the latest
issue of the school magazine. M isplaced modifier.
12. Swimming, bathing and fishing are my three major July activities.
N o t parallel structure.
13. When you cook in the kitchen, you should keep the dishcloth away
from the flames. D angling participle.
14. Correct.
15. Personally, I do not think this idea seems too practicable. D angling
a dverb.
16. When he was fifteen months old his father registered him at Harvard.
D a n g lin g elliptical phrase.
17. The fact that you saw the entire incident that had been discussed now
allows you to have a distinterested opinion of the matter. Which is indefinite.
18. On leaving the city, we noticed that the traffic lights became less fre­
quent. D angling participle.
19. While riding in a new car, you should keep your shoes of! the uphol­
stery. D angling participle.
2 0 . My main object is that the price of these articles is much too high for
the ordinary man’s pocketbook. D an glin g participle.
M astery T est (p. 106)
A. a. The man with the broken arm climbed the ladder.
b. The fruit which we ate had been carefully wrapped in paper.
c. Take one of these powders in a little hot water on going to bed.
d. Sitting on the front porch, I saw a falling star the other night.
e. It is said that Lincoln wrote his most famous speech on a scrap of brown
paper while he was riding to Gettysburg.
f. The hunter did not see the rabbit, which was nibbling quietly on the
cabbages.
g. I have lost the book that I borrowed from the library.
h. Wading in the stream, we discovered an old rowboat.
i. The band members, dressed in their new uniforms, were applauded by
the principal.
j. The birthday cake decorated with bright candles pleased the little girl.
B. a. On his head he wore a cap with a hole in it.
b. On a trip last summer I went to the house where I was bom.
c. The old man drenched with perspiration was sitting on a park bench.
d. The table with two dents on the legs was sold by a dealer.
e. While at the Game Farm, the boys, with their brother, fed theanimals.
f. Through my window, I saw a man chopping wood.
g. The forepart of last week, Henry hurt his back by lifting.
h. Let’s buy something at the lunch counter after the ball game.
i. The dog that we feed with bones belongs to our neighbor,
j. A fountain pen filled with red ink was lost by the boy.
12
CHAPTER 4
1. w as
2. are
1.
2.
3.
4.
D iagn ostic T e st on A g reem en t o f Su b ject and V erb (p. 108)
3. are
5. does
7. w e
9. w as
4, have
6. he
8. am
10. was
is
w ere
has
w ere
E xercise (pp. 109-110)
9. was
13.
10. was
14.
11. suggests
15.
12. are
16.
5. are
6. know s
7. co m e
8. is
know s
they
he
is
D iagn ostic T est on P ronou ns (p. I l l )
w hom
5. A n article in the
8. T his
w hich
newspaper states
9. W hom
M y cousin said
6.
ours
10. those
M y friends and I
7. We
11. his
A.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1. John said
theirs
there is a statem ent
w h om
M y brother and I
It’s
w ho
there is a statem ent
hers
S lew fo o t and I
1.
2.
3.
4.
5.
six feet
th ose
kind o f
w ell
sw eet
1.
2.
3.
4.
5.
six -fo o t
th ose
g ood
truthful
eight feet
1. hanged
2. cam e
3. lie
1.
2.
3.
4.
5.
begun
began
lay
fallen
threw
E xercise (p. 113)
B. 1. W e
2. This
3. W hom
4. W ho
5. T h ose
6. his
7. his
17.
18.
19.
20.
12.
13.
14.
15.
has
w ere
is
are
we
I
W hom
his
8. I
9.
10.
11.
12.
13.
14.
15.
they
those
W hom
T hat
his
T hese
W ho
D iagn ostic T e st on A d je c tiv e s (p. 114)
6. this
7 . sore
8. handsom e
9. thoughtful
10. o f
E xercise (p. 115)
6. o f
7. this
8. kind
9. clean
10. intelligent
11.
12.
13.
14.
15.
of
three feet
those
That
good
D ia g n o stic T est on P rincipal P arts o f V erbs (p. 115)
4. sitting
7. throw n
10. blow n
5. sw um
8. b ecom e
11. raise
6. broken
9. flow ed
12. done
6.
7.
8.
9.
10.
E xercise (pp. 1 16-117)
dived
11. hung
flew
12. hanged, hung
swam
13. sat
lying
14. lie
broken
15. co m e
16.
17.
18.
19.
20.
rose
did
done
fled
fallen
13
1. It’s
2. have
3. T hey’re
1.
2.
3.
4.
5.
D iagnostic Test on Verb A dd itio n s (pp. 117-118)
4. W ho’s
7. ought
9. had
5. aren’t
8. ought not
10. have
6. haven’t
had
have
w ho’s
ought
w ould not
.
1.
haven’t
2 am not
1.
2.
Isn’t
isn’t
3. aren’t
4. doesn’t
1.
.
anyway
2 purposely
1.
2.
purposely
any
3. than
4. Regardless
5. any
.
1.
2
me
her
from
from
you
me
me
1. that
2. the one
3. as
4. Since
5. the one
1.
2.
3.
4.
5.
14
as
Since
occurs
Because
Because of
6.
7.
8.
9.
10.
E xercise (p. 119)
its
w hose
w ho’s
A ren’t
had
11.
12.
13.
14.
15.
they’re
It’s
ought
have
they’re
D iagnostic T est on Verbs (p. 119)
isn’t
5. W ere
7. swung
doesn’t
6. brought
8. drowned
ExerJise (pp. 120-121)
5. burst
6. brought
7. drowned
8. swung
9. beat
10. burst
9. beat
10. doesn’t
D iagnostic Test on A d verb s (p. 121 )
7. Regardless
3. any
5. than
8. everywhere
4. any
6. sm oothly
9. very m uch
10. anything
Exercise (pp. 122-123)
6. very m uch
11. anything
7. then
12. Everywhere
8. any
13. than
14. quietly
9. efficiently
15. anything
10. anywhere
D iagnostic Test on P repositions (p. 123)
3. him
5. blame m e
7. from
4. into
6. to
8. from
Exercise (pp. 124-125)
6. us
11. us
7. into
12. to
8. among
13. from
9. him
14. off
10. them
15. him
D iagnostic T est on Conjunctions (p. 125)
6. Since
in
w hich
7. Because o f
8. that
9. occurs
in
w hich
10. as
Exercise (pp. 126-127)
6. Because
7. that
8. that
9. as if
10. the scene in which
9. am ong
10. her
Tense (p. 127)
He cameinto
the room andsaid
We have liv e d in this house all of our lives
When he left I realized I had forgotten
Yesterday I fo llo w ed
George Washington w alked into the room and to ld us
Exercises (p. 129)
A. 1. My uncle has lived
B. 1. visited
2. Three days ago I w atched
2. saw
3. Correct
3. went
4. The man watched me and fo llo w e d
4. saw
5. Last time they were here, theylistened
5. wanted
D iagnostic Test on Using W ords C orrectly (p. 130)
1. himself
3. stayed
5. teach
7. weather
9. lend
2. an
4. Let
6. lose
8. fewer
10. take
Exercises (p. 132)
1. fewer
6. Take
16. let
11. let
2. borrow
7. Take
17. take
12. lose
8. himself
13. borrow
18. stayed
3. taught
4. stay
14. an
19. whether
9. themselves
10. Leave
15. fewer
5. Bring
20. an
R eview E xercise (pp. 134-135)
1. anything
4. any
7„ anywhere
9. can
2. any
10. any
5. could
8. anything
3. can
6. anything
Verbs an d Tenses (pp. 137-138)
A. 1. come
6. taught
16. did
11. lay
2. written
7. lain
12. saw
17. saw
3. laid
8. taught
13. lay
18. lay
4. eaten
9. gone
14. set
19. taken
5. looked
10. Set
15. drew
20. done
B. 1. begun
7. ate
13. been
19. ridden
25. fled
2. drew
8. laid
14. rose
20. spoken
26. hung
3. gone
15. raised
9. did
21. sang
27. tore
4. swam
10. drowned 16. learned
28. frozen
22. lost
5. grown
11. seen
17. rang
23. blew
29. chosen
6. threw
12. taught
18. drank
24. drove
30. fallen
E xercise on Case o f Pronouns (pp. 138-139)
1. me
6. me
11. he
16. we
21. we
2. We
7. I
12. me
17. my
22. she
3. her
8. he
13. me
18. me
23. me
4. I
9. me
14. his
19. her
24. we
5. his
10. my
15. me
20. I
25. his
M iscellaneous C orrect U sage (pp. 139-140)
7. ought
1. ought not
13. almost
19. ought not 25. into
2. should have
8. almost 14. beside
20. from
26. choice
3. unless
9. those
15. let
21. rather
27. very
4. may
10. all right 16. from
22. must have 28.. much
5. in
11. from
17. May, can
23. very
29. angry
6. among
12. those
18. could have 24. surely
30. May
1.
2.
3.
4.
5.
15
1. has
2. h is
A g re e m e n t o f V erbs a n d P ron ou n s (p. 140)
3. w as
5.is
7. has
4. know s
6. his
8. are
1. W h o m
2. w h o m
3. w h om
4. W ho
A.
B.
b,
c,
d,
C
f.
g.
9. was
10. h e, his
W ho o r W h o m (p. 140)
5. w hom
7. w hom
6. W hom
8. w ho
9. w ho
10. W hom
M a stery T est (pp. 1 40-142)
b. brightest
c. best
a. few er
o.
p.
q.
r.
s.
t.
a. n oth ing, anything h. least, less
w ere, w as
i. out, (o m it)
w en t, gone
j. are, is
ca refu l, carefully
k. laid, lay
I. m e, I
U s, W e
ca n ’t, can
m . th em , they
y o u r ’s yours
n. sw eet, sw eetly
V erb Forms
A . a. seen
b. eaten
c. drow ned
d . spok e
e. taught
f.
g.
h.
i.
j.
done
w ent
w rote
are
k now n
B.
b.
c.
d.
e.
a. speaks
studied
w ill fall
w ent
drowned
drunk, drank
spoke, spoken
don e, did
W h o’s, W hose
none, any
I, m e
f.
g.
h.
i.
j.
did
drank
broke
ran
had com e
C orrect U sage
A . W as, w ere; goin, goin g
I ain ’t; I’m not; d o n ’t, d oesn ’t; no, any
d o n e, did; w h o , w hom
L ea v e , Let; ou gh ta, ought to
w en t, gone
B.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1. was, w ere
Its, It’s
to , too
I, m e
y o u r, y o u ’re
o f, have
w en t, gone
I, m e
brung, brought
g iv e , given
C. a. here
b. o f
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
c. afternoon
U s, W e
set, sat
g o o d , w ell
began, begun
b u yed , bought
n o, any; or w eren’t, w ere
learn, teach
d o n ’t, doesn’t
W hats, W hat’s
seen , saw
d. she
e. at
CHAPTER 5
A.
2.
3.
4.
5.
6.
7.
8.
16
1. their
to o
occasion
C em etery
than
losing
w eigh
niece
D ia g n o stic T est on Spelling (pp. 144-146)
9. writing
17. disappointed 25.
10. (C orrect)
18. continually
26.
11. m atter
19. heroes
27.
12. Y o u ’re
20. receive
28.
13. There
21. paid
29.
14. m onkeys
30.
22. courageous
15. friend
23. succeeds
31.
16. accidentally
24. principal
32.
all ready
separate
disappointed
sim ilar
clothes
business
b elieve
W ednesday
33. villain
34. whether
35. knew
36. said
37. referring
38. (Correct)
39. (Correct)
B. 1. accept
2. canvas
3. It’s
4. hoping
5. lesson
40.
41.
42.
43.
44.
45.
46.
6.
7.
8.
9.
10.
all right
written
piece
often
grammar
beginning
doesn’t
shown
steel
angle
stationery
Capitol
47.
48.
49.
50.
51.
52,
53.
11.
12.
13.
14.
15.
instead
(Correct)
judgment
Neither
mischievous
surprised
shipped
course
advice
through
piece
later
C.
2.
3.
4.
5.
6.
7.
8.
9.
10.
adequate
fierce
expense
brief
courteous
11.
12.
13.
14.
15.
swimming
probably
trimmed
standard
undecided
1. worry
brilliant
calendar
arrested
nonsense
54.
55.
56.
57.
58.
59.
60.
16.
17.
18.
19.
20.
16.
17.
18.
19.
20.
careful
women
foreign
stubbornness
copied
tomatoes
radios
stayed
fare
all ways
alter
sight
fireman
errand
hurried
forty
destroy
Alphabetical Order (p. 147)
7. dreary
4. discuss
8. dredge
5. dish
9. dreg
6. dream
10. dress
7. measly
4. matchplay
1. matador
8. medicate
5. matchwood
mate
9. meditate
6. mean
match
10. medium
7. Nilson, Alfred
1. Nelson, George
4. Nelson, Gertrude
8. Nilson, Arthur
Nelson, George Henry 5. Nelson, Joan
9. Nilson, Henry
6. Nelson, John
Nelson, George J.
10. Oppenheim, James
4. Alexander
7. Allentown
1. Adamstown
8. Alliance
Akron
5. Alexander City
9. Altona
6. Allegheny
Albuquerque
10. Altoona
1. 1. discount
2. discrete
3. discretion
2.
2.
3.
3.
2.
3.
4.
2.
3.
Exercises Based on Spelling Rules (pp. 150-151)
14. freight
7. niece
15. reindeer
8. thief
16. believe
9. mischief
17. neither
10. review
18. their
11. priest
19. weight
12. veil
20. ceiling
13. achieve
Insert e in 2, 4, 6, 8, 11, 12, 13, 17, 19, 20
14. picnicked
7. (correct)
1. mimicking
15. (correct)
8. frolicking
(correct)
9. (correct)
16. frolicker
shellacking
17. shellacked
10. frolicked
(correct)
11. picnicker
18. (correct)
panicky
12. mimicker
19. (correct)
(correct)
20. colicky
13. (correct)
A. 1. receive
2. friend
3. brief
4. piece
5. vein
6. shriek
B.
C.
2.
3.
4.
5.
6.
17
D. 1. business
2. busiest
3. obeying
4. dried
5. loveliness
E. 1. batter
2. standing
3. robber
4. lighter
5. referred
1.
2.
3.
4.
5.
6.
c.
a.
c.
a.
b.
b.
all rigut
7.
misspell
8.
meanness
9.
accidentally 10.
villain
11.
dissatisfy 12.
Group One
1. k
2. b
3. g
4. w, t, e
5. w, a
Group Two
1. b
2. k, c, e
3. 1
4. b
5. t
Group Three
1. 1
2. k
3. w
4. e
5. ugh
C. 1. 1
2. 4
3. 4
D. 1. library
2. casualty
3. gymnasium
A.
2.
3.
4.
5.
18
6.
7.
8.
9.
10.
6.
7.
8.
9.
10.
1. boat
cake
rough
night
bought
carried
implying
laid
betrayed
steadiness
occurring
occurrence
preferred
preference
difference
11.
12.
13.
14.
15.
11.
12.
13.
14.
15.
luckily
buying
defied
crying
coyness
stopping
druggist
hater
conferring
conferred
16.
17.
18.
19.
20.
16.
17.
18.
19.
20.
Spelling Boners (pp. 153-154)
b. concede
13. a. donkeys
19.
c. proceed
14. b. precede
20.
c. all right
15. a. exceed
21.
b. grateful
16. a. wonderfully 22.
b. separate
17. b. upstairs
23.
a. occasionally 18. a. already
24.
25.
Silent Letters (pp. 154-155)
dizzily
obeying
said
shyness
glorious
committee
offering
beggar
supper
regretted
c.
a.
b.
b.
a.
a.
c.
occasionally
theirs
hers
meanness
monkeys
succeed
villain
6.
7.
8.
9.
10.
1
g
k
b
k, e
11.
12.
13.
14.
15.
b
t, e
t
p, 1
1
16.
17.
18.
19.
20.
g
1
t
t, e
e
6.
7.
8.
9.
10.
g, e
t, e
w, e
b
h, t
11.
12.
13.
14.
15.
k
1
w
b
1
16.
17.
18.
19.
20.
t
1
w, a
b, e
1
6. k, e
16. k
11. k, gh
17. w, e
7. g
12. g, £, g
8. 1
13. 1
18. 1
9. w, c
14. w, e
19. p
10. o, gh
15. o
20. h, t
Pronunciation Exercises (pp. 156-157)
4. 4
7. 4
10. 7
13. 3
5. 5
8. 3
11. 3
14. 5
6. 4
9. 4
12. 3
15. 4
4. height
7. athletic
5. mystery
8. burglar
6. February
9. barbarous
10.
Vowels and Consonants (p. 158)
6. built
11. bright
16. sign
7. coast
12. cough
17. said
8. straight
13. met
18. skate
9. freight
14. selling
19. slight
10. greet
15. sane
20. mighty
21. pretty
Re
7. brer
8. per
9. sup
4. dren
5. coo
6. rele
B. 1. di
2. us
3. per
Homonyms (PP- 159-162)
A. It’s, Its
1. It’s
2. its
3. it’s
4. its
You’re, Your
1. your
2. your
3. You’re
4. you’re
5. your
6.
7.
8.
9.
10.
5. It’s
6. it’s
7. It’s
8. its
Than, Then
1. then
2. than
3. than
4. than
5. then
you’re
your
your
You’re
you’re
6.
7.
8.
9.
10.
9. its
10.
Then
than
than
than
then
There, Their, They’re
1. their
6. their
2. There
7. their
3. They’re
8. They’re
4. their
9. there
5. they’re
10. their
B. 1. They’re
6. their
2. than
7. your
3. too
8. than
4. there
9. You’:re
5. too
10. than
Two, Too, To
1. too
6.
2. too
7.
3. too
8.
4. two
9.
5. to
10.
too
too
to
too
to
11.
12.
13.
14.
15.
too
there
They’re
its
their
16.
17.
18.
19.
20.
too
It’s
It’s
You’re
it’s
C.
2.
3.
4.
5.
1. than
your
It’s
their
they’re
11.
12.
13.
14.
15.
their
its
There
two
than
16.
17.
18.
19.
20.
their
your
You’re
It’s
its
1.
2.
3.
4.
5.
accept
all ready
angles
band
meet
A.
1.
2.
3.
4.
Forming the Plural (p. 170)
(note: numbers here refer to rules on page 169)
1
5. 4
9.
6. 6
5
10.
7
7. 10
11.
8
8. 5
12.
B.
2.
3.
4.
5.
6.
7.
I. 1. comedies
deer
flies
branches
women
flashes
duties
6.
7.
8.
9.
10.
6.
7.
8.
9.
10.
their
You’:re
too
their
too
Troublesome Word Groups
main
11. peal
16.
later
12. pair
17.
moral
13. real
18.
14. right
picture
19.
plain
15. wring 20.
8.
9.
10.
11.
12.
13.
14.
tragedies
cupfuls
magazines
proofs
catches
heroes
teeth
(p. 168)
role
principal
steal
reign
sole
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
wrap
read
stationery
statue
whale
2
2
6
8
mottoes
calves
boxes
knives
donkeys
sheep
19
II. 1. picnics
2. enemies
3. hands
4. counties
5. radios
6. alleys
7. pianos
8.
9.
10.
11.
12.
13.
14.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11. difficu lt
halves
shelves
foxes
parties
congressmen
Eskimos
clouds
Spelling
February
brief
acknowledge
actually
annually
athlete
athletic
excellent
banana
benefit
12.
13.
14.
15.
16.
17.
18.
19.
20.
15.
16.
17.
18.
19.
20.
potatoes
lilies
skies
children
allies
ladies
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
niece
ninety
hurriedly
library
Wednesday
village
variety
interrupt
occurred
usually
(pp. 171-172)
finally
foreign
government
secretary
separate
similar
misspell
necessary
grocery
Spelling (pp. 175-176)
1. apartment
8. delicious 15. excellent 22. manual
2. cafeteria
9. discovery 16. graceful 23. importance
3. attacked
10. diamond 17. haul
24. mirror
4. argument 11. destroyed 18. heaven
25. likely
5. dictionary 12. curtain
19. impossible 26. military
6. duties
13. gradually 20. industries 27. miner
7. cranberries 14. elevator 21. household 28. instrument
1. attached
2. ambulance
3. barely or
barley
4. bugle
5. allegiance
6. aquarium
7. balance
A. a. salary
b. finally
c. except
d. almost
e. bin
f. which
g. clothes
h. lose
8.
9.
10.
11.
12.
13.
14.
Spelling (pp. 180-181)
conductor 15. deodorant 21.
catalogue 16. forehead 22.
23.
companies 17. dragon
distant
18. grapefruit 24.
closely
19. funeral
25.
connected 20. explained 26.
describe
27.
lemonade
inventor
guitar
interior
lipstick
innocent
merely
Mastery Test (pp. 184-185)
B. a. canvas, break
b. stationery, principal’s
c. through, capital
29. provide
30. operation
31. rainbow
32. occupied
33. mystery
34. prisoner
35. succeeded
28.
29.
30.
31.
32.
33.
34.
35.
C. a. peace, piece
b. sum, some
c. There, their
d. threw, through
e. too, to
D. knights, rode, their, through, week, eight, won, sun
plane, meet, too, straight, course, through, hear, see, through, hole,
compliment
20
mission
manner
plural
olden
messengei
reaching
resources
quarrel
CHAPTER 6
Diagnostic Test on Use of Apostrophe (pp. 187-188)
A. 1. Women’s, father’s
4. judge’s, or s’, prisoner’s
7. men’s
2. It’s
5. Wasn’t
8. man’s
3. Didn’t, Dickens’
6. They’re, friend’s
9. isn’t, woman’s
10. policemen’s
B. 1. You’re
2. hers
3. Who’s
4. your
5. yours
6. its
7. There’s
8. ours
9. your
10. it’s
Exercises (pp. 189-190)
f. Henry’s
g. sister-in-law’s
h. people’s
i. hero’s
j. Mary’s
A. a. boys’
b. women’s
e. woman’s
d. dog’s
e. ladies’
B. 1. men’s hats
2. governor’s mansion
3. commentator’s voice
4. Tony’s books
5. men’s jackets
k. leaders’
1. leader’s
m. Tommy’s
n. brother-in-law’s
o. James’
6. fisherman’s reel
7. spectators’ eyes, fighter’s
movements
8. actor’s gestures
9. Mr. James’ house
10. Jack’s argument, justs’
(or just’s) eyes
C. 1. Mr. Smith’s
2. John’s
3. book’s
4. correct
5. correct
6. Women’s
7. leader’s
8. children’s
9. Gunsher’s
10. diplomat’s
D. 1. aren’t
2. hadn’t
3. wouldn’t
4. I’m
5. we’ve
6. you’ll
7. it’s
8.
9.
10.
11.
12.
13.
14.
15,
16.
17.
18.
19.
20.
21.
where’s
we’re
doesn’t
won’t
they’ve
it’ll
there’s
ne’er
you’re
o’er
isn’t
didn’t
who’s
what’s
Diagnostic Test on Abbreviations and Contractions (p. 190-191)
6. hour
A. 1. m.p.h.
6. bu.
B. 1. number
7. etc.
2. that is
7. barrels
2. e.g.
3. gal.
8. in care of
8. oz.
3. anonymous
4. A.M.
9. f.o.b.
4. cash on delivery
9. conjunction
10. rural free
5. co.
10. A.D.
5. weight
delivery
A. 1. etc.
2. e.g.
3. adj.
4. anon.
5.
6.
7.
8.
i.e.
R.S.Y.P.
pron.
c/o
Exercises (pp. 192-193)
9. f.o.b.
13. n.b.
10. adv.
14. qt.
or qu.
11. P.S.
12. C.O.D. 15. pp.
16. P.O.
17. doz.
18. prep.
19. ’i.O.U.
20. gal.
21.
22.
23.
24.
lb.
misc.
inc.
yd.
21
B. 1. won’t
2. o’clock
3. I’d
4. ’twas
5. she’ll
6. where’s
7. dept.
8. they’d
9. must’ve
10. shan’t
Diagnostic Test on Terminal Punctuation (p. 193)
1. !
6. ?
2. ?
3. 1
4.1
5.
A. 1. ,
2. 1
3. ?
4. .
5. ? or .
6. ?
7. .
8. lifeboats! captain.
9.1
.10.
?
7.
8.
9.
10.
11.
12.
.
?
.
?
?
?
Exercises (pp.
B.
2.
3.
4.
5.
194-195)
1. 1
!
1
.
? or .
6.
7.
8.
9.
10.
!
.
?
?
.
Diagnostic Test on Use of the Comma (pp. 195-196)
1. strings, brasses, winds,
2. played,
3. front,
4. orchestra, conductor,
5. Brooklyn 10, December 25, Mary, friend,
6. (correct)
7. baton,
8. Al,
9. (correct)
10. certain, he thinks it is, However, right, (comma optional after right)
I think it is,
Exercises (pp. 198-199)
A. 1. b. Paul, Henry, (comma optional after Henry)
2. b. waltz,
3- a. early,
4. b. sandwiches, soda pop, (comma optional after pop)
5. b. sophomores,
6. b. visit,
7. b. Hitler, conqueror,
8. a. reason
9. a. room,
10. b. gay
B.
2.
3.
4.
5.
6.
7.
8.
22
1. Agra,
1632,
white,
to see it,
Canal, world,
world,
1869,
planning,
9. Eastern Time, Central Time, Mountain Time,
(comma optional after Mountain Time)
10. belts,
11. west,
12. hand, east,
13. bale, goods,
14. Johnstown, Pennsylvania,
15. 1889,
1.
2.
3.
4.
5.
Diagnostic Test on Colon and Semicolon (pp. 199-200)
problem: completely; arbitration;
Sir:
7:37
door;
following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Exercises (p. 201)
8:34
Madam:
loneliness;
follows: treasurer; authorities;
6:15
stung;
me;
matter;
My dear Mr. Kelly:
Diagnostic Test on Use of Quotation Marks (pp. 201-202)
1. No quotation marks. Treasure Island should be underlined or italicized.
2. Who wrote, “My kingdom for a horse!”?
3. “Jack Green,” said the teacher, “will you please bring the chart to me?”
4. “Don’t leave me alone,” murmured the worm on the end of the hook.
5. Correct.
6. He asked despondently, “Jane, may I now see my failing paper?”
7. Do you ever read the comics in the “Herald Tribune?”
8. “When you return home,” he said, “please tell your father to call me.”
9. “I shall follow your very clear instruction,” I said gleefully.
10. Correct
Exercises (p. 203)
A. 1. Supermouse shouted to the pursuing catmen that they would never
catch him.
2. The sergeant ordered each man to be in his bunkhouse by ten.
3. She agreed that the program as they had planned it was much too long.
4. The student said that he could now understand the theory behind those
problems.
5. The author said that one can learn to write only through writing.
B. 1. The mother exclaimed, “Tommy, the canary has disappeared!”
2. Tommy replied, “Mom, I don’t know why, for it was there just now
when I tried to clean it with the vacuum cleaner.”
3. “Hello, Phil,” said Fran, “I thought I would see you about the umbrella
you borrowed from me last week.”
4. “I’m sorry,” replied Phil, “but I lent it to a friend of mine. Did you
want it back?”
5. “I don’t want it for myself,” replied Fran, “but the man I borrowed it
from says that the owner wants it.”
6. “Slick, I hear that you have bought a new car,” said his friend.
7. “Well,” Slick said, “I went into the auto sales room to use the telephone
and I didn’t want to go away without buying something.”
8. When the waiter finally arrived at his table, the sour-looking individual
asked impatiently, “Do you serve crabs here?”
23
9. “What do you wish?” said the waiter. “I can assure you that we serve
anybody.”
10. “Didn’t you see the stop sign!” exclaimed the irate officer.
Diagnostic Test on Capitalization (pp. 204-205)
1. I, The Kid, Tompkinsville
2. At, Hadley Avenue
3. We, Shakespeare, When
4. Tom Smith’s, Battle, Bulge, France, World War
5. Our, Dr. Rogers
6. Friday, Saturday, Sunday
7. He, Stay
8. The President, United States
9. During
10. When, New York City, I, United Nations Assembly
Exercises (p. 206)
Group One
1. French
11.
2. Hudson River 12.
5. Omaha
14.
6. United States 15.
7. Jewish
16.
8. Pope
17.
9. Supreme Court 20.
Group Two
2. Democratic Party
4. Lady Peele
5. Protestant Church
7. Professor Shostak
A. a. brother-in-law’s
b. theirs
c. teacher’s
d. children’s
e. dog’s
C. a. children’s
b. chiefs’
c. Their
d. babies’
e. heroes’
f. wolves’
g. foxes’
h. men’s
i. monkeys’
j. Our
E.
b.
c.
d.
Overlook Bridge
Lafayette High School
English
Republicans
Broadway
Indian
Atlantic Ocean
22.
23.
24.
25.
26.
27.
28.
8. December
9. Fourth of July
12. Christian principles
15. House of
Representatives
17. Uncle Paul
19. San Francisco
Mastery Test (pp. 206-209)
B. a. aren’t
e. don’t
b. he’s
f. I’m
c. isn’t
g. we’ve
d. you’ll
h. you’re
D. a. adjective
b. inch
c. dozen
d. District of Columbia
e. pound
f. cash on delivery
a. Benjamin Franklin, Declaration, Independence
The, Doctor Brown
The, English, Quakers
He, Christmas, January, Aunt Sarah
e. Peter, How, The Lady, Tiger
f. Joe, She, English, Miss Smith
g. My, Mother, Albany, Sunday, May
24
Catholic
Senator Edwards
Negro
Luzerne High School
Jerry
American history
Golden Gate Bridge
a. no.
b. ave.
c. qt. or qu.
d. lb.
e. P.M. or p.m.
f. blvd.
g. dept.
h. U. N.
i. etc.
j. D. C.
F. a. “Did you give Betty an opportunity to play?” asked Jenny.
b. Every February 22 we celebrate the birth of George Washington, a great
American.
c. John Smith lives at 10 Broadway, Albany, N. Y.
d. “I will come soon,” she said to Mary.
e. We read a story about Bambi, a deer.
f. “I have a ball and a bat,” Jack said.
g. Yes, Mother will be there for Aunt Mary’s birthday in July.
h. “May we go with you, John?”
G. a. period
f. quotation marks
b. period
g.
comma
c. apostrophe
h.
comma
d. question mark
i.
apostrophe
e. colon
j.
exclamationmark
H. 1. When the snow began to fall, the children became excited. They
felt sure they would have no school the next day because snow had fallen
only two days before and still lay on the ground about six inches deep.
Another six inches would surely make it impossible to get to school. There
is a poem which says, “Hope springs eternal in the human breast.” Every
time it snows a bit, the children hope that school will be closed.
2. While the medium sized children really talked about the prospect, the
big boys and girls, of course, pretended to be very sophisticated and
reserved and did not voice their hopes; but a close observer might have
noticed that both age groups made plans for a holiday. The smallest group
of children, to whom school was more of a novelty and staying home an
old story, seemed sad but resigned. And how did the parents, teachers and
bus drivers feel about all this?
3. “All you young people,” he added, “think that modern literature began
with Sinclair Lewis.”
“Oh, no,” I told him. “We don’t think Sinclair Lewis is modern. He’s
classic.”
“Good grief!” said my father. “Martha, did you hear that?” he asked
my mother. This is a question he often asks Mother.
“No, I didn’t,” she said. So my father began telling my mother.
I called up Harry and we talked about our assignments and our plans
for Saturday. Harry said he had never heard of Rudyard Kipling.
4. The badges will be white with printing in a medium shade of blue, which
has been used by us in the past for this type of badge. They should bear
the monogram of Onteora School Service Club going around the outside
of the badge. I am sending in this letter a sketch of the badge and a
piece of ribbon which is the shade of blue we want.
5. East Tennessee s chiefly a great valley. This valley lies between the
great Smoky Mountains on the east and the Cumberland Plateau on the
west. The valley is very rich in soil and is a splendid mixed-farming
region. Corn is the important crop; it is fed to livestock. Cotton, tobacco
and wheat are grown, too.
6. Yellowstone National Park is two and one-half times the size of Rhode
Island. It is not only the largest but also the oldest and most famous of
our national parks. The Grand Canyon of the Yellowstone River is a mass
of colors: red, greens, grays and yellows.
7. August 15, 1939, marked a quarter of a century since the opening of
the Panama Canal. Fifty miles long, it was constructed at a cost of
$541,000,000. Since the first ship passed through its locks on August 14,
1914, more than $450,000,000 in tolls had been collected from the 100,000
vessels which had traveled between the two oceans.
25
CHAPTER 8
Diagnostic Test on Writing Acceptable Letters (pp. 237-239)
A. 1. false
5. false
8. true
2. true
6. false
9. true
3. false
7. false
10. false
4. false
B. 1. When and where is the party? What kind of party? Who is plan­
ning it?
2. What job? What are his qualifications? His references? In which paper
did he find the ad?
3. What kind of sweater? What size? What is mother’s name? Salesman
who reads the letter will not be interested in what she needs the sweater
for.
4. Too formal. Lacks friendly and sincere tone.
5. Too formal, too cold and too brief.
6. What price tickets? How will she pay for them?
7. Lacks constructive criticism. Letter should be signed.
8. Trite; says nothing.
9. Too general; gives no specific information; end is too formal.
10. What is new address? One sentence giving this information would be
sufficient.
Exercises To Make You Letter-Perfect (pp. 245-246)
A. 1. 201 60 Street
B. 1. Jack and Jill Magazine
New York 7, New York
Independence Square
Philadelphia 5, Pennsylvania
(date)
2. Box 17, General Post Office 2. Library Journal
Brooklyn 1, New York
62 West 45 Street
3. Lucille Road
New York 36, New York
Riverside, North Carolina
3. The Delta Manufacturing Company
(date)
Milwaukee, Wisconsin
4. Box 84
4. University Loudspeakers, Incorporated
Boylan Hall
80 South Kensico Avenue
White Plains, New York
Cornell University
Ithaca, New York
5. Children’s Book Council
(date)
50 West 53 Street
5. R.F.D. Route 3
New York 19, New York
Hadley, New York
(date)
CHAPTER 9
Test Of Your Knowledge Of Common Terms (pp. 252-253)
A. a. 9
d. 1
g. 3
j. 8
h. 2
k. 5
e. 4
b. 10
i. 11
c. 7
f. 6
B. 1. true
2. false
3. true
26
4. true
5. false
6. false
7. false
8. true
9. true
10. false
11. true
12. false
1.
2.
3.
4.
5.
novel
6.
biography
7.
prose, non-fiction 8.
poem
9.
10.
novel
A. a. 12
b. 10
c. 5
d. 2
e. 1
f. —
g. 11
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
16.
17.
18.
19.
20.
poem
novel
biography
play, poem
autobiography
CHAPTER 10
Diagnostic Test on Using the Library (p. 283-284)
h. 8
B. 1. false
7. false
i. 7
2. false
8. false
3. true
j. 6
9. true
k. 9
4. true
10. false
1. 3
5. true
11. true
m. —
6. false
12. false
n. 4
Exercises (p. 291)
11. front- - table of contents
front- - title page
12. body - - foot of page
front- - copyright page
13. end — bibliography
front - - table of contents
end — bibliography
14. front - - copyright page
front ■- preface
15. end — appendix
16. end - index
front • - title page
front- - table of contents
17. body
front ■- introduction
18. body - footnote
19. end — index
end — glossary
front - title page
20. front - table of contents
1. World Almanac
2. dictionary
3. encyclopedia,
dictionary
4. encyclopedia
5. dictionary
6. encyclopedia
7. encyclopedia
8. dictionary
9. dictionary or
dictionary of synonyms
10. dictionary of
synonyms
1.
b.
c.
d.
e.
f.
Exercise (p. 257)
prose, fiction 11. poem
play
12. poem
short story 13. novel
play
14. essay
poem
15. novel
a. 2
4
7
5
6
1
Exercises (p. 298)
11. encyclopedia, Who Was Who in America
12. Current Biography, Who’s Who In America
13. Reader’s Guide to Periodical Literature
14. dictionary
15. Current Biography, Who’s Who In America
16. Crowell’s Handbook for Readers and Writers
17. dictionary, encyclopedia
18. Reader’s Guide to Periodical Literature
19. encyclopedia
20. encyclopedia
21. encyclopedia
22. encyclopedia
23. encyclopedia
25. Home Book of Quotations
24. encyclopedia
Mastery Test
2. a. alphabetically
b. index
c. biography
d. front
e. copyright page
f. dictionary
(pp. 298-300)
3. a. three
b. first
c. adjective
d. pretty
e. ugly
4.
b.
c.
d.
e.
a. pronunciation
part of speech
plural
meaning
synonyms
27
CHAPTER 11
Diagnostic Test on Parliamentary Procedure (pp. 301-302)
A. a. 9
f. 2
B. 1. false
6. false
b. 8
g. 3
2. false
7. false
c. 7
h. 10
3. false
8. false
d. 1
i. 5
4. false
9. false
e. 6
j. 4
5. true
10.false
Exercise (pp. 310-311)
A. 1. Discussion of the motion.
2. “All opposed?”
3. “Is there more new business?”
4. “Will the secretary read the minutes of the previous meeting?”
5. Chairman answers whether or not the speaker is out of order.
6. Chairman sees that question is answered.
7. Motion must be seconded.
8. Members must disregard what was done out of order and repeat the
action according to parliamentary procedure.
9. Nominations are made (not seconded).
10. Motion must be seconded.
B. 1. Chairman asks for corrections or additions. If none, minutes are
accepted as read.
2. The chairman asks for a second.
3. Chairman asks, to hear the point of order.
4. He must discuss the motion on the floor or stop speaking.
5. Chairman asks for discussion.
6. Chairman calls meeting to order.
7. He may suggest that someone move the question.
8. He appoints a temporary chairman.
9. Meeting is adjourned.
10. Chairman takes a vote on the question.
A. a. 10
b. 9
c. 3
d. 1
e. —
f. 4
A. 1. a
2. c
3. d
4. c
5. a
CHAPTER 12
Diagnostic Test on Newspapers (pp. 313-314)
B. 1. true
6. false
g. 5
h. 8
2. false
7. false
i. 2
3. false
8. true
4. true
9. true
j. 6
k. 7
5. false
10. true
Motion Pictures
6.
7.
8.
9.
10.
(p. 328)
d
c
b
d
c
CHAPTER 15
Mastery Test on Reading for Comprehension (pp. 356-372)
Group 1
Group 5
a. 3, 3,4, 3
a. 4, 3, 1, 2, 1, 2
b. 3, 3,2, 1
b. 3, 3, 5
c. 3, 1, 5
c. 5, 2, 2. 5
28
Group 2
a. 3, 2, 5
b. 5, 2, 2, 3
c. 2, 1,5,4, 3
Group 6
a. 3, 5, 2
b. 5, 3, 1, 3
Group 3
a. 4, 4
b. 4, 2, 5
c. 1, 1, 3
Group 7
a. 4, 3, 5, 2,1, 3
b. 5, 4, 5, 5, 2
c. 4, 4, 2, 4
Group 4
a. 3, 5
b. 1, 1
c. 2, 4,4
Group 8
a. 1, 4, 2, 1, 2
b. 3, 4, 4, 4
c. 5, 5,4, 1,4
2f
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