Vocabulary Development and Analyzing Word Choice
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Base Word – These are the lowest that words can be simplified while still having meaning. This happens when you strip a word of all its prefixes and suffixes. For example, the base word of restless, restful, and
unrest, is rest. Although the base word will often be spelled correctly, sometimes letters are dropped when suffixes are added: memory + -ize = memorize and judge + -ment = judgment.
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Affixes – They are attached to the beginnings or endings of words to create different words. o A prefix appears before a root/base word (unrest, replay, prepay). It changes the word’s meaning. o A suffix appears after a root/base word (restless, happily, creation). It may changes the word’s part of speech and its meaning.
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Root – This is the origin of a word, but it does not stand alone in our language. For example, when you strip the word rejection of all its affixes, you’re left with the root, ject, which comes from the Latin word jacere,
“to throw”). Project and eject are examples of words that use the same root.
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Related Forms – A word that is related to another word because it shares the same base or root, and it keeps the same meaning; however, the suffix is different. Biology is the study of life; a biologist studies life.
To create (v.) is “to cause to exist;” creation (n.) is “the act of causing to exist.”
*Strategy: When given an unfamiliar word, separate the word into all its word parts (affixes and base word/root) and define each part individually. Next, combine the individual meanings to come up with the unfamiliar word’s definition.
Step 1: procreation  pro- + create + -ion: pro- = forward, forth create = to cause to exist -ion = the act or process
Step 2: Think of other words that have the similar word parts: project, produce; recreate, creation; action, expectation.
Step 3: Combined Definition – procreation = the process of bringing forth existence; production of offspring.
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Analyzing Word Choice – Words affect meaning and establish the tone, or the attitude of the narrator or speaker. Pay close attention to the poet’s choice of action verbs and descriptive words below.
Murky Monday. Lockers slam,
Doorways clog and hallways jam.
Sweetest Ruby smiles so wide—
She can’t see me shyly hide…
Wondrous Monday. Lockers shine.
Ruby smiled at me in line.
Lines Positive
1-2
Negative murky, slam, clog, jam
3-4 sweetest, smiles shyly, hide
5-6 wondrous, shine,
smiled
Analysis: The speaker’s whole attitude changes after Ruby smiles at him.
*Analyzing an author’s choice of words will help you understand a text’s meaning and tone.

Vocabulary Development and Analyzing Word Choice o Denotation – This is a word’s literal meaning, the meaning in the dictionary. Childish means “of, like, or befitting a child.” Youthful means “of, relating to, or befitting youth.” These two words have almost identical denotations. o Connotation – This is a word’s emotional meaning, the feeling of a word. The word childish gives off more of a negative feeling than youthful because it often refers to the immature behavior of a person while youthful implies that a person is lively and energetic. In other words, youthful has a positive connotation.
*Strategy: Using a thesaurus, look up the words that seem to add to the feeling or energy of the text, such as adjectives and verbs. Compare the words you selected to their synonyms in the thesaurus. Are they more positive or negative?
Are they weaker or stronger? After comparing several of the text’s words, you should be able to identify a common feeling – choose a word to describe this sentiment. Now, you have officially identified the text’s tone!
Step 1: Thesaurus Check – childish  synonyms: childlike, youthful, naïve lazy  idle, inactive, sluggish
Step 2: Conclusion – Childish and lazy seem more negative than many of their synonyms; they represent character flaws.
Step 3: Tone – It’s critical or disapproving because the author chooses words that point out a person’s flaws.
Learning Goal 1: I am able to analyze the impact of word choice on meaning and tone, and I can support my analysis with evidence.
4 3 2 1 0
I am able to analyze the impact of word choice on meaning and tone and can explain why the author chose specific words over others to convey that meaning and tone.
I am able to analyze the impact of word choice on meaning and tone, and I can support my analysis with evidence.
I can cite evidence, such as identifying important words chosen by the author, but I am unable to explain the impact those words have on meaning and tone.
I can identify a tone, but I am unable to cite evidence, such as identifying important words chosen by the author.
I am unable to analyze the impact of word choice on meaning and tone.
Learning Goal 2: I am able to determine the meaning of words with 70-80% accuracy.
4
I am able to determine the meaning of words with 90-100% accuracy.
3
I am able to determine the meaning of words with 70-80% accuracy.
2
I am able to determine the meaning of words with 50-60% accuracy.
1
I am able to determine the meaning of words with 30-40% accuracy.
0
I am able to determine the meaning of words with 0-20% accuracy.