UNITED STATES MARINE CORPS IIARINE COR'S INSTITUTE ARLINGTON. VA.

12222-0001

01 .18j

18 Nov 85

1. ORIGIN

MCI course 01 .18j, SPELLING, has been prepared by the Marine Corps

Institute.

2. APPLICABILITY

This course is for instructional purposes only.

/< I'n. !(.Jl...r,.,. & ..llf K. M. KENNEDY

Lieutenant Colonel, U.S. Marine Corps Deputy Director

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ACKNOWLEDGMENT

The Marine Corps Institute, Marine Barracks, Washington, D.C. gratefully acknowledges the important contributions provided by the following MCI personnel in developing and publishing this course:

Course Developers. • • • • • • • • •• Becky Eastburn Monica Noell Olan Martin Marilyn Rahilly

Capt Donna B. Chalkley

Officer in Charge •••••

Wordprocessing Techinicians

Sgt Elliot C. Martin Cpl Sheri R. Armstead LCpl Jeff L. Simmons

Graphics Illustrator. • • • • • • •• LCpl Bobby Evans

The Marine Corps Institute gratefully acknowledges the assistance of the Marine Barracks, 8th and I Streets, Washington, D.C., in the validation of this course.

The Marine Corps Institute gratefully acknowledges Harper & Row, Publishers, Inc. for permission to reprint from Roget's International Thesaurus, Third Edition, copyright 1962.

MCI-R24i-NRL

INFORMATION

FOR

Mel

STUDENTS

Welcome to the Marine Corps Institute training program. Your interest in self-improvement and increased professional competence is commendable.

Information is provided below to assist you in completing the course.

Please read this guidance before proceeding with your studies.

1. MATERIALS

Check your course materials. You should have all the materials listed in the "Course Introduction." In addition you should have an envelope to mail your review lesson back to MCI for grading unless your review lesson answer sheet is of the self-mailing type. If your answer sheet is the pre-printed type, check to see that your name, rank, and social security number are correct. Check closely, your MCI records are kept on a computer and any discrepancy in the above information may cause your subsequent activity to go unrecorded. You may correct the information directly on the answer sheet. If you did not receive all your materials, notify your training NCO. If you are not attached to a Marine Corps unit, request them through the Hotline (autovon 288-4175 or commercial 202-433-4175).

2. LESSON SUBMISSION

The self-graded exercises contained in your course are not to be returned to MCI. Only the completed review lesson answer sheet should be mailed to MCI. The answer sheet is to be completed and mailed only after you have finished all of the study units in the course booklet. The review lesson has been designed to prepare you for the final examination.

It is important that you provide the required information at the bottom of your review lesson answer sheet if it does not have your name and address printed on it. In courses in which the work is submitted on blank paper or printed forms, identify each sheet in the following manner:

DOE, John J. Sgt 332-11-9999 08.4g, Forward Observation Review Lesson

Military or office address (RUC number, if available)

Submit your review lesson on the answer sheet and/or forms provided.

Complete all blocks and follow the directions on the answer sheet for

mailing. Otherwise, your answer sheet may be delayed or lost. If you have to interrupt your studies for any reason and find that you cannot complete your course in one year, you may request a single six month extension by contacting your training NCO, at least one month prior to your course completion deadline date. If you are not attached to a Marine Corps unit you may make this request by letter. Your commanding officer is notified monthly of your status through the monthly Unit Activity Report. In the event of difficulty, contact your training NCO or MCI immediately.

1

1. MAIL-TIME DELAY

Presented below are the mail-time delays that you may experience between the mailing of your review lesson and its return to you.

EAST COAST WEST COAST FPO NEW YORK

FPO SAN FRANCISCO

TURNAROUND MAIL TIME 16

16

18

22

MCI PROCESSING TIME

5 5 5 5

TOTAL NUMBER DAYS

21 21 23 27

You may also experience a short delay in recelvlng your final examination due to administrative screening required at MCI.

4. GRADING SYSTEM
LESSONS EXAMS
GRADE PERCENT MEANING GRADE PERCENT
A 94-100 EXCELLENT A 94-100
B 86-93 ABOVE AVERAGE B 86-93
C 78-85 AVERAGE C 78-85
D 70-77 BELOW AVERAGE D 65-77
NL BELOW 70 FA lUNG F BELOW 65 You will receive a percentage grade for your review lesson and for the final examination. A review lesson which receives a score below 70 is given a grade of NL (no lesson). It must be resubmitted and PASSED before you will receive an examination. The grade attained on the final exam is your course grade, unless you fail your first exam. Those who fail their first exam will be sent an alternate exam in which the highest grade possible is 65%. Failure of the alternate will result in failure of the course.

5. FINAL EXAMINATION

ACTIVE DUTY PERSONNEL: When you pass your REVIEW LESSON, your examination will be mailed automatically to your commanding officer. The administration of MCI final examinations must be supervised by a commissioned or warrant officer or a staff NCO.

OTHER PERSONNEL: Your examination may be administered and supervised by your supervisor.

6. COMPLETION CERTIFICATE

The completion certificate will be mailed to your commanding officer and your official records will be updated automatically. For non Marines, your completion certificate is mailed to your supervisor.

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7. RESERVE RETIREMENT CREDITS

Reserve retirement credits are awarded to inactive duty personnel only.

Credits awarded for each course are 1 hted in the "Course Introduction. II Credits are only awarded upon successful completion of the course. Reserve retirement credits are not awarded for Mel study performed during drill periods if credits are also awarded for drill attendance.

8. AMERICAN COUNCIL ON EDUCATION (ACE) ACCREDITATION

~any of Mel's MaS courses have been evaluated by ACE and determined to have equivalency credit in either the Vocational Certificate (VC) category or -the Baccalaureate/Associate Degree (BA) level.

If you are enrolled in a college or vocational program or plan to enroll and have cOMpleted one or more MCI courses, you may be able to receive college or vocational credit for them. All that you need to do is to petition your school to see if they will !ward you credit for the courses that apply to your Drogra~ ar~a. You will need your completion certificate, and the Evaluation of Educational Experiences in the Armed Services.

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9. DISENROLLMENT

Only your commanding officer can request your disenrollment from an MCI course. However, an automatic disenrollment occurs if the course is not completed (including the final exam) by the time you reach the CCD (course completion deadline) or the ACCD (adjusted course completion deadline) date. This action will adversely affect the unit's completion rate.

10. ASSI STANCE

Consult your training NCO if you have questions concerning course

content. Should he/she be unable to assist vou, Mel is ready to help you whenever you need it. Please use the Studel. ~ourse Content Assistance Request Form (ISD-l) attached to the, end of your course booklet or call one of the AUTOVON telephone numbers listed below for the appropriate course writer section.

Personnel /Admi ni strati on/Correcti ons/ Lega 1 /Mi 1 i tary Pol ice Embarkation/Maintenance Management Communications/Electronics/Aviation/NBC/Intel 1 igence Infantry

Engineer/Motor Transport/Utilities Supply/Food Services/Fiscal Tanks/Artillery/Infantry Weapons Repair Assault Amphibian Vehicles

For administrative problems use the UAR ~r call the MCI HOTLINE:

288-3259 288-2285 288-3604 288-3611 288-2275 288-2285 288-2290

288-4175

For commercial phone lines, use area code 202 and prefix 433 instead of 288.

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SPELLING

Course Introduction

Ol.lSj, SPELLING, is designed to provide a foundation for all Marines to develop sound spelling skills. The course presents instruction in the use of a dictionary and thesaurus, with an overview of vowels, consonants, and syllables. It concentrates on words most frequently misspelled. The instruction covers how to add suffixes to words, when to double the final consonant, and when to drop the final E. It presents basic rules for forming plurals, contractions, and the possessive case of nouns and pronouns. It also presents an opportunity for the student to distinguish between the spelling and definitions of words often confused, in addition to mastering the use of many military terms.

ADMINISTRATIVE INFORMATION ORDER OF STUDIES

Study Unit Study
Number Hours
1 2
2 2
3 2
4 2
5 2
6 2
2
2
10 Subject Matter

The Fundamentals The Elusive "E" Suffixes

Plural s

The Apostrophe,

Possessives, and Contractions Look-alikes, Sound-alikes and Mi 1 i ta ry Words

REVIEW LESSON

FINAL EXAMINATION

RESERVE RETIREMENT

CREDITS: 5

EXAMINATION: Supervised final examination without textbook or notes with a time limit of two hours.

MATERIALS: MCI Ol.lSj, Spelling, review lesson, answer sheet, The Pocket Dictionary.

RETURN OF MATERIALS: Students who successfully complete this course are permitted to keep the course materials.

Students disenrolled for inactivity or at the request of their commanding officer will return all course materials.

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HOW TO TAKE THIS COURSE

This course contains 6 study units. Each study unit begins with a general objective which is a statement of what you should learn from that study unit. The study units are divided into numbered work units, each presenting one or more specific objectives. Read the objectives(s) and then the work unit text. At the end of the work unit text are study questions which you should be able to answer without referring to the text of the work unit. After answering the questions, check your answers against the correct ones listed at the end of the study unit. If you miss any of the questions, you should restudy the text of the work unit until you understand the correct response. When you have mastered one study unit, move on to the next. After you have completed all study units, complete the review lesson and take it to your training officer on NCO for mailing to MCI. MCI will mail the final examination to your training officer or NCO when you pass the review lesson.

TABLE OF CONTENTS

Work Unit Page

Course introduction

Table of contents . iii

Study gui de . v

Study Unit 1. THE FUNDAMENTALS

The dictionary •••••..••. Vowels, consonants, and syllables Locating words in the thesaurus

1-1 1-2 1-3

Study Unit 2. THE ELUSIVE E EI and IE • .

EE, EA, and I •

The silent E .

2-1 2-2 2-3

Study Unit 3. SUFFIXES

Doubling the final consonant ....•

Adding suffixes to words ending with E Suffixes for words ending in Y ..•. Spelling words ending in ARY and ERY •.•. Spelling words ending in ENT/ENCE and ANT/ANCE Spelling words ending in ABLE and IBLE •. Spelling words ending in ISE, IZE, and YZE Spelling words ending in LY and ALLY

Study Unit 4. PLURALS

3-1 3-2 3-3 3-4 3-5 3-6 3-7 3-8

Regular, singular nouns Nouns which end in Y Proper nouns .••. • .

Words which end in F, FE, or FF Words which end in 0 .. Irregular, singular words ..•

Compound words •. . • . • • • • • • • . • • • . Numbers, letters, symbols, and words used as words

4-1 4-2 4-3 4-4 4-5 4-6 4-7 4-8

Study Unit 5. THE APOSTROPHE, POSSESSIVES, AND CorHRACTIOIJS

The apostrophe . . . • . • . . • • . .

Possessive case of nQuns and pronouns ..••.••

Contracti ons • • . . • • • • • • . • . • • • • • • •

5-1 5-2 5-3

Study Unit 6. LOOK-ALIKES, SOUtJD-ALlKES, AND MILITARY WORDS Spelling group #1

Spelling group #2

Spelling group #3

Spelling group #4

Spelling group #5

11il itary words

Glossary •••

1-2 1-9 1-11

2-1 2-4 2-7

3-1 3-3 3-4 3-5 3-7 3-8 3-10 3-11

4-3 4-5 4-9 4-10 4-12 4-14 4-16 4-18

5-3 5-5 5-8

6-1 6-2
6-2 6-10
6-3 6-18
6-4 6-26
6-5 6-35
6-6 6-44
G-l
R-l Rev; ew Lesson

iii

MARINE CORPS INSTITUTE STUDY GUIDE

Congratulations for enrolling in the Marine Corps Institute's correspondence training program! By enrolling in this program,YOu have shown a desire to improve the skills you need to enhance your on-the-job performance.

Since 1920, MCI has been helping tens of thousands of hard-charging young Marines, like yourself, achieve educational goals by teaching necessary new skills or reinforcing existing skills. MCI will do every thing possible to help you reach your individual goals, whatever they may be.

Before you begin your course of instruction, you may be asking yourself, "How much will I benefit from a correspondence training program?" The answer to this depends upon you, "YOUR PROFESSIONAL TRAITS" (what you bring to the learning situation).

Because you have enrolled in an MCI course, your professional traits are evident and we know that:

YOU ARE PROPERLY MOTIVATED.

You made a positive decision to get training on your own. Self-motivation is perhaps the most important force in learning-or achieving-anything. Wanting to learn something badly enough so that you will do what's necessary to learn- THA'T IS MOTIVA TION.

YOU SEEK TO IMPROVE

YOURSELF. You enrolled to learn new skills and develop special abilities.

YOU HAVE THE INITIATIVE TO ACT. By acting on your own, you have shown that you are a self-starter, willing to reach out for opportunities.

YOU ACCEPT CHALLENGES. You have self-confidence and believe in your ability to gain training in your areas of interest.

YOU ARE ASL E TO SE T PRACTICAL GOALS. You are willing to commit time, effort, and resources toward accomplishing what you set out to do. These professional traits will help you achieve success in your MCI program.

To begin your course of study:

* Look at the course introduction page.

Read the COURSE INTRODUCTION

to get the "nitty gritty" of what the course is about. Then read the MATERIALS section near the bottom of the page to find out which textfs) and study aids you should have received with the course. If any of the listed materials are missing, see Information for MCI Students to find out how to obtain them. If you have everything that is listed, you are ready to begin your Mel course.

* Read through the TABLE OF CONTENTS of your textts). Note the various subjects covered in the course and the order in which they are taught. Leaf through the textfs) and look at the illustrations. Read a few work unit exercise questions to get an idea of the types of questions that are asked. If MCI provides other study aids,· such as a slide rule or a plotting board, familiarize yourself with them. Now, you are ready to begin work on your MCI course.

* Turn to the first page of study unit 1.

On this page you will find the study unit goal. This is a statement of what you should be able to do when you complete the final exam. Each study unit is divided into work units. Each work unit contains one terminal learning objective and several enabling objectives. The terminal learning objective. is what you should be able to accomplish when you complete the work unit exercises. The enabling objectives are the steps you need to learn to help you accomplish the . terminal learning objective. Read each objective for the work unit and then read the work unit text carefully. Make notes on the ideas you feel are important.

* Without referring to the text, answer the questions in each exercise.

* Check your answers against the correct ones listed at the end of the study unit.

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* If you miss any of the questions, restudy the work unit until you understand the correct response.

* Go on to the next work unit, repeating the above steps, until you have completed all the work units in the study unit.

* Follow the same procedure for each study unit of the course. If you have problems with the text or work unit questions that you cannot solve on your own, ask your training NCO for the name of someone who can help you. If they cannot aid you, request assistance from MCI on the Student Course Content Assistance Request included with this course, or refer to your INFORMATION FOR MCI STUDENTS (MCI-R24i-NRL) for the telephone number of the appropriate Course Developing Division at MCI.

* When you have finished all the study units, complete the course review lesson. Try to answer each question without the aid of reference materials. However, if you do not know an answer, look it up. When you have finished the review lesson, take it to your training officer or NCO for mailing to MCI. Mel will grade it and send you a feedback sheet (MCI-R69) with your final examination listing 'course references for any questions that you missed on the review lesson.

"RECON" Reviews:

To prepare for your final examination you must review what you learned in the course; Therefore, why not make reviewing as interesting as possible. The following suggestions will make reviewing not only interesting but also a challenge.

1. Challenge yourself. Reconstruct the learning event in your mind. Try to recall and recapture an entire learning sequence, without notes or other references. Can you do it? You just have to "look back" to see if you've left anything out, and that will be an interesting read-through (review) for you.

Undoubtedly, you'll find that you were not able to recall everything. But with a little effort you'll be able to recall a great deal of the information.

Also, knowing that you are going to conduct a "reconstruct-review" will change the way you approach your learning session. You will try to learn so that you will be able to "reconstruct the event."

2. Use unused minutes. While waiting at sick bay, riding in a truck or bus, living through· field duty, or just waiting to muster-use these minutes to review. Read your notes or a portion of a study unit, recalculate problems, do self-checks a second time; you can do many of these things during "unused" minutes. Just thinking about a sequence of instruction will refresh your memory to help "secure" your learning.

3. Apply what you've learned. Always, it is best to do the thing you've learned. Even if you cannot immediately put the lesson to work, sometimes you can "simulate" the learning situation. For example, make up and solve your own problems. Make up problems that take you through most of the elements of a study unit.

4. Use the "shakedown cruise" technique. Ask a fellow Marine to lend a hand and have him ask you questions about the course. Give him a particular study unit and let him fire away. It can be interesting and challenging.

The point is, reviews are necessary for good learning, but they don't have to be long and tedious. Several short reviews can be very beneficial.

SemperFi

vi

STUDY UNIT 1

THE FUNDAMENTALS

STUDY UNIT OBJECTIVE: WITHOUT THE AID OF REFERENCES, YOU WILL IDENTIFY THE FUNCTION OF DICTIONARIES AND THE CATEGORIES OF INFORMATION WHICH MAY BE FOUND WITHIN THEM. YOU WILL ALSO IDENTIFY VARIOUS PARTS OF SELECTED WORD ENTRIES.

Why should you bother to learn how to spell correctly?

If you're in an MOS or you choose a career that doesn't seem to deal much with writing, think again. Even truckdrivers have logbook entries or reports to make that help them keep track of maintenance, routes traveled, and disposition of cargo. Writing that information--using proper words and spelling them correctly--is most important, because whoever is using that information for recordkeeping is going to need to see it written clearly and correctly. Just think--if the bookkeeper misunderstands your entries, you may not be paid properly.

People who have poor spelling skills are still judged rather harshly. Poor spelling makes the correspondence difficult to read and m~kes a poor impression on the reader. Any reader who had to guess his or her way through poor spelling in your resume or business request would probably turn you down automatically. The importance of your message would be lost because of your careless spelling. Your reader might come to the conclusion that your poor spelling habits are a reflection of your poor work habits. IS THIS THE IMPRESSION YOU WANT TO MAKE?

Look at the following examples of business writing. Which one would leave you with a favorable impression?

#1 I wood like you too consider my applicashun four imploment. #2 I would like you to consider my application for employment.

You would certainly be more impressed with example #2. Look at the differences between examples #1 and #2. The proper spelling in example #2 makes the whole message flow smoothly and look professional. Example #2 is what you want to achieve!

Think about the spelling of a word--don't just write down the first thing that comes to mind.~centrate on the correct pronunciation of the word. Sometimes exaggerating the pronunciation will help you to "hear" all the sounds in the word and to spell it correctly (Example: LAN GU AGE). If you're stirr-not sure about the spelling, look it up in the dictionary. After you've looked up a particular word several times, written it a few times, and established its spelling pattern in your mind, you won't need to look it up. Think of the dictionary as a reference aid but not as a permanent crutch. Remember also to use the spelling rules as memory aids (mnemonics). A combination of proper pronuciation, familiarizing yourself with the dictionary's patterns, and remembering the spelling rules will help to establish proper spelling patterns in your mind.

This course provides you with guidelines on the references, rules, and memory aids that will help you become a better speller. It also provides practice drills that will reinforce the guidlines presented.

NOTE TO STUDENT

The pocket-size dictionary included with this course is meant to serve when you do not have access to other larger, more complete dictionaries. The pocket dictionary is a limited basic tool; however, most of the words or their variations used in this course are located in this pocket dictionary.

1-1

Work Unit 1-1. THE DICTIONARY

STATE THE TWO FUNCTIONS ALL DICTIONARIES HAVE IN COMMmJ.

LIST THE 13 GENERAL CATEGORIES OF INFORMATION FOUND IN A STANDARD DICTIONARY. LIST THE THREE CHARACTERISTICS OF A TYPICAL STANDARD DICTIONARY PAGE.

STATE THE FUNCTION OF THE HEADING WORDS FOUND AT THE TOP OF THE TWO-COLUMN DICTIONARY PAGE.

LIST THE CATEGORIES OF INFORMATION FOUND IN A TYPICAL WORD ENTRY.

WITH THE AID OF THE DICTIONARY AND WHEN GIVEN A HORD ENTRY, IDENTIFY SELECTED PARTS OF THE WORD ENTRY.

WITH THE AID OF A DICTIONARY, LOCATE SELECTED WORDS AND ENTRY FUNCTIONS.

"Look it Up~1I How many times have you heard that phrase when you asked someone to give you the correct spelling or definition of a word? Well, it is really good advice. Learning to use a dictionary can be one of the best habits you candevelop. No matter who you are or what type of work you do, you must deal with written information. To be effective, that information must be clear. The more you use your dictionary, the clearer your expression will be.

Dictionaries come in various sizes (standard or pocket) and. subjects (technical, foreign language, medical). Collectively, they cover every word and abbreviation used in the English language. All dictionaries will give you the spelling and definition of words. They will also provide you with a how-to-use fuide in the front of the book. The standard dictionary, usually a hardcover, desk re erence book, contains more extensive information than you will find in the abridged, pocket-sized dictiona~ies.

Depending on the particular dictionary you are using, you can expect to find, in addition to the spell ing and definition of words, useful, auxi1 iary informatio." such as:

pronunciation syll abi cati on parts of speech capitalization

origin of words (etymology) the history of our language punctuation

weights and measures signs and symbols numbers abbreviations proofreading marks

the States and their capitals

Learning how to use a dictionary is not difficult. Usually just ~eading through the how-to-use guide and the pronunciation key will help you. These two guides explain syllabication, accent marks, marks indicating long and short vowels (diacritical marks), pronunciation of letters, pronunciation of foreign word sounds, parts of speech, definitions, and most important, the alphabetical arrangement of the dictionary.

This alphabetical arrangement is what makes the dictionary the useful tool that it

is. If you know which letters make the first sound of the word, you can be on your way to finding the spelling of the whole word. Keep in mind, however, that a dictionary is designed to give definitions of words you know, at least roughly, how to spell. It can be a very useful tool for most spelling, but a dictionary is NOT designed to teach spelling. You should have no problem finding how to spell receive ("i before e," or vice versa). gut how do you find psoriasis if you know it is pronounced sor-i-uh-sis, and you don't know that it starts with a lip?" You must then either ask someone how to spell the word or try to find it in some reference material.

1-2

Now that you have become acquainted ~lith the general characteristics of the dictionary, take a look at the specific items on a dictionary page. Using figure 1-1, look at the two boldface words dipper and diriment at the very top of that page. These are called headings. The heading on the left side of the page denotes the first complete alphabetical entry of that particular dictionary page, and the heading on the right aenotes .the last entry of that particular page. If the spelling of the word you are looking for falls alphabetically between the spellings of these two heading words, then you know you will find your word entry on that page. Remer.lber also to read a 2-co1umn dictionary page starting at the top of the left-hand column and down to the bottom of the column and then up to the top of the right-hand column and down to the bottom of that column.

You will in most cases have to look at the second, third, or even fourth letters of the heading words for the alphabetical 1 isting. For example, on figure 1-1 the heading words are ~ipper and diriment. The first and second letters are the same--di, the third letter is R in ~ and r m dirlffient. If you are looking for the word direct, you must look for the a1pnaoetTca1 order for the fourth letter. Does dire come before-tne heading word diri? It

does since the fourth letter! comes before 1. -- --

Still following figure 1-1, think of each word entry on the page as a tiny, individual

biography of that word. Each word entry has the following elements:

• a "place of birth" (Latin, Greek, Old English, French, etc.)

• correct pronunciation

• a job (what part of speech--noun, verb, adjective, etc.)

• a job description (definition--the exact meaning of the word and how to use it)

• a list of relatives (past and future tenses, synonyms)

• a list of enemies (antonyms)

• and sometimes, an obituary (if the word has become obsolete).

1-3

dipper

diriment

equal but opposite electric charges or magnetic poles separated by a very small distance 2. Chtm. a molecule in which the centers of positive and negative charge are separated 3. a radio or television antenna that is a single linear conductor (commonly equal il) length to one half the wavelength at the frequency employed) separated at the center by a tramsmission line feed or other source or receiver of radio signals: in fuU. dipole antenna -dl'po'lar (.pO'l,r) adj.

dlp·1M'!' (dip'ar) n. 1. a person whose work is di'pping something in liquid 'tt2. a long-handled cup or Similar container for dipping ttl. (D-) either of two groups of

tY~j~:~ t~~e o~~~~d~~T~L~PEi~P~~) i~Btrrs~lrrl:l-::r i~. U:~

of a genus (Cinclus) of songbirds. as the water ouzel. living near swift streams into whi ch they wade and submerge in search of insects, larvae, etc. -dlp'per·lul' n .• pl. -lui.'

::~prci.~i~;:~~d{~i,~;:rPe-I~!~~Y l~l;:::,~ C!~Z~~!~S::LeLANT d"p:'~i~~r~~M<1~~~yiar;:~~~o~~~~~~di~~~~gl~'cr~v~~ ~.~~,~~~!\c (~~~~i-;;-tl'f;-:dr'nl.ac' (·ak') n. -dlp'ao-

dlp·stick (dip'stik/) n. 1. a graduated metal rod for measuring the depth of a substance in its container. as of oil in a crankcase u2. same as SNUFF STICK

dlpt (dipt} occas. pI. '" pp. of DIP

dlp.ter.al (dip'tar all adj. Archil. surrounded by a double row of columns

dlp.ter.an (van) n. J < ModL. Dipltra. name of the order

~d~~u(b8!ie~~)~f'in~t~~;~i~c~~df~;~~!~~~~eaft~~ ~fo:ql:i~~~

gnat, etc.. having one pair of functional, membranous w -ings and usually a vestigial second pair

d!f.'lt:r~~:RsO:·:s!o~~1' {~h~~~gd~~~~r~.tn~.~~· s~%~i~~cstes~

or two winglike appendages. as some seeds 2. of the dipterans

dlp.tych (dipvtik) n. [LL. diplycna, writing tablet of two leaves < Gr. diplycha. neut. pl. of diPl~.chos, folded < di-.

~ir;:t:~l::~:d~o~~ ~ !tlt~~~d s: ~f~o~d::: o~i~~~: ¥~e~e~i~~I~~gp!ini:dt~~t c~~~~~n~~ ~:~egi::~~i~~bl~~~ac3~

anything consisting of two parallel or contrasting parts Dl·rac (di rake). Paul Adrlen Maurice 1902- ; Eng. mathematician & nuclear physicist

d~ .. dJ!~d~~i.r'~~pe~tYr~) t· I~I ~'a:eur:d~"-;_. C~t.~t~~] d~O~d~) ~~:.- r.~~!~1. "!.~~~~o[l:. di~~s~ef~~~f~l < IE. base

·du'ei-, to fear, whence Gr. dtinos, fearful] 1. arousing

~ni~g °fo~a~!\~~ ~~~i~~;e u~i:!~~( a dd~:~C~~~dtjr~~fre~;

.dll. -dlre'ness n.

d~~~~~t.(?~ l:~t:tra~~~t.a~{~e~~~·di~ a~~r~if:~~S+ ~~ger~~

to keep straight. rule: Cor IE. base see REGAL] 1. by the shortest way, without turning or stopping; not roundabout; not interrupted; straight [a direct route} 2. honest and to the point; straightforward; frank fa direct answer} 3. with nothing or no one between; immediate; close, first.

:~~~b:oe:~i~~ ~1id:!c~~~~1i~e~fre~.~xoa~~~~g~p1~t~~

absolute (the direct opposite] 6. in the exact words of the speaker [a direct quotation] 7. not needing a mordant: said of certain dyes 8. by or of action of the people

~~r~~e~~iUlo. A~i:o!~si~~! o;~~r~~g~~~rr~~~;;~v~~

RET.ROGRADE 10. Math. designating or of a relationbetween vanables in which one increases or decreases with the

:~~~: ~t;:c!N~~r::r;~~~~.0~r~~t1o~ ~~~:~de~c~~J~c~~

regulate 2. to order or command with authority 3. to turn or point (a person or thing) toward an object or

I~~~ :~~;e~e(!o~s:~e:~r~~, ~~~)~~ ~h~;~~ct~e~~~a~;

persons. or in a specific direction 6. to write the name and

;1d{:s~ra;~a ~~~f~~ e~dtJ;e~) !~c~ia~~3e t~ct~~~:::v1s~ff~~tJ

instruct (the actors and technicians) in the carrying out of

~c~h~rr~aba!~~~~~~e~~.anf. ct~n~u;; ~7;e~ti~f~~~~~ee o!

practice of directing 2. to be a director. as of a group of performers -adu. in a direct manner; directly -S¥N. see

d~~~~ig.i~~~i~~ ~:::~dd~~:tlyn~t achieving an objec-

t~ve; esp .. the use of strikes, demonstrations. civil dis.

dlr~~e~~~:~ct ~~ ~i:~~~~s cO:;:~/~:~\~~~t; direction

dl·rect·ed (da reketid, dt-) adj. indicated as being positive

drr:~~~;.e. (~~ ~e~~~~~: ~~!le~~la!rE.se~~~io"n < L.

d2,rt"io] 1. the act of directing; management; supervision • (usually pl.] instructions for doing. operating. using,

preparing. etc. ". an authoritative Cirder or command 4. the point toward which something" faces or the line along which something moves or lies ["north." ~'up," "forward," and "left" are dir~"icmsJ 5. an aspect, line of

g~vT~alm::nt~)w~b~ td~~'t~:~~ [;f:af~~ ~~~::'i~~re:~~i~

effects. as of act~. lighting. etc. b) his instructions to the

~~~r!, ::~~e. ~:!:Ge~~. ~s~~r~p~~~s:d °ttitt~ ,!,g:ki~

art of directing a choir, band. etc.

di·rec·tion·al (·'1) adj. 1. of. aimed at. or indicating

~:d~~~~~~~~ir~~~~neJ~c~r~!f;e~ f~~~a~~a~~eorp~~~T~~\~~

directions l a dirtaitmal antenna] 3. designed to pick up 01' send out sound most efficiently in one direction - dl·rec'tlon·a]'I·ty n. -dl·rec'tJon·al·ly adll.

direction finder a device for finding out the direction from

ili~~~;;~ ~~~~:do(r~~a~n~ev~~ti~~'a~~sa loop antenna

dt.eec-nve (da reketrv, dt.) adj. 1. directing; tending or intended to direct 2. indicating direction -no a general

d\~;~cUt~i~Cd~ r~k~~le:s~~~)d a~~~h~~i~~t~~rrect way or line;

straight 2. without a person or thing coming between;

}di~~~;a~~~o~t:;jC~: i~~~~~~f~~lri~h~~~~~C~~~j.[C~~~~

Brit.) as soon as

trdirect mail mail sent directly to a large number of individuals. advertising or promoting a product.' in. stitution. etc .• and soliciting orders. donations. etc. direct object -the word or words denoting the thing or person that receives the action of a transitive verb; goal or result of a verbal action (Ex.: ball in he hit the ball)

Dt-rec-tolre (di rek twar') n. [Fr. < ML. directorium, see DIRECTORY] an executive body of five men in the First Republic in France. given office October 27, 1795. and ousted November 9. 1799 -adj. of or characteristic of the

~rl~er' f~~i~~sr~~~lr~~~~t~~ the period of- the Directoire:

d!.~~~:- o<;t~h~~t~h~~' Jft~;~·!r ~~~:;~f:t ~~lt.di~)G~h]

head of a project. bureau, school. etc.: supervisor b) a member of a board chosen to direct the affairs of a corporation or institution UG) a person who directs the production of a play. motion picture. etc. d) Music a conductor - dl·rec'tor·.hlp' n. -dl·rec'creu (-tris) (Now Rare] n./em. dt-rec-ror-ate (.it) n. 1. the position of director 2. a board

of directors .

dt-rec-rc-rf-al (da rekltor'e 31. di-) adj. 1. of a director or directorate 2. of directing or management

director's chair [from its use on the set by motion-picture directors] a lightweight folding chair. usually a wooden or metal frame with a canvas back and seat

di·rec·to·ry (da rekvta re, dl-) adj. [LL. directorius] direct-

tf: ~~~:~~~J]ad;~s~n~~k·':;t·di~e~~i~~t· :;ri~~or~h:c~

service 2. a book listing the names. addresses. etc. of a specific group of persons [a telephone directory} 3. a directorate 4. (D-1 same as DIRECTOlRE

odirect primary election a preliminary election at which candidates for public office are chosen by direct vote of the people instead of by delegates at a convention: in closed primary elections voters must declare party affiliation and may vote only for candidates of their party

dt.eec.rrtx (da rekvtriks, dl-) n .• pl. -trtx-ee, -trt-cee (di'rek tri'sez) 1. [Rare] a woman director 2. Geom, a fixed line

~~_c}~~e~n~~~i;f o~l~see'c~;~:~hl:'r~tio h6{~h~0~i~t!~~~

from .. he focus to the distance from 'the fixed line is a

constant .

direct tax a tax levied directly on the person by whom it is to be paid. as an income tax or property tax

dire·ful (dir'fal) adj. dreadful; terrible -dtre'ful·ly adu. dirQ,e {dwr j) n. [ME. < L. dirigt. imperative of dirigoot, to

&iftf~:'f~~~h~riiuri~f~c 6:h:nD:~~thl~na ~~~~~~l ~~8ln~n 2t~:

slow, sad song. poem, or musical composition expressing

df~~ao~ (di:~~n~~la:[Xr. < L. drachma. DRACHMA] I.

the standard monetary unit of ~I orocco and oC the United Arab Emirates: see MONETARY UNITS. table 2. a monetary unit of Qatar equal to 1/100 of a riyal

d~~i~~~:~I~I~~~iittaa~'~~~,)~j'a.) adj. [ML. dirigibilis: see

directedorsteered-n.samt ~ ... ,:..-_-.

as AIRSHIP ::;..-~_ ::;::::':'-.-.'_~.~ .-_ .. '

dt"<.IL~di~i~~~~.'~~~~}) di:t A;;;;;;:

moot. to interrupt < dis-. ~

apart + emert. to take < IE.

base .tm, whence Lith. Imu]

making absolutely void; nul-

~!~~ R£?t~~:::: ~bsh::; DIRIGIBLE

that automatically annuls a marriage

Fig 1-1. Sample dictionary page.

There are even more aspects to consider than the ones just mentioned when you are researching a word. A dictionary will also illustrate syllabication (the number of syllables the word is divided into); whetber or not the word is capitalized; and the preferred usage or spelling (if there is more than one way to spell the word correctly).

Take a look at each of these elements individually and then study them in the following figures.

a. The IIplace of birth" that each word has is called its origin. The formal name for a word origin is called etymoloaY; however, in this spelling course-wewill use the word origin. The origin is deflne as the development of a word since its earliest recorded occurrence in the language where it was found. Many times the word entry in the dictionary will have several countries of origin listed. Th~s is to show where the word was first used and then what languages later adopted it. Think of it as a family tree or genealogy of the word.

1-4

Figure 1-2 illustrates a typical entry concerning a word's origin.

Marine (rna ren') adj. [ME. maryne] L. Marinus (mare, the sea: see MARE2

Fig 1-2. Origin of word in dictionary entry.

The information in the BRACKETS [ J in figure 1-2 is the origin. The I1Estands for Middle English which was the English language as it was written and spoken between-llOO A.D. and 1500 A.D. t1aryne is the way the word "marine" was spelled in the Hiddle English

language. tlaryne was derived or borrowed from the Latin (represented by L.) word marinus which was derived from the Latin base word mare meaning "the sea." So the word manne can

trace its family tree all the way back to tne-incient language of Latin. -----

b. Correct pronunciation is exactly what it means. The dictionary illustrates how a word is divided into syllables and which syllab-le (or syllables) receives the accent mark. Accent marks indicate which syllable(s) is (are) emphasized when you say a word (fig 1-3).

Marine (m a ren')

Fig 1-3. Accent mark in dictionary entry.

Accent marks are what make the word sound the way it does. Some words have two accent marks--one to illustrate where the strong emphasis in pronunciation should be and one to illustrate where the weaker emphasis should be. All of this emphasis on pronouncing words correctly will help you "hear" the right sounds in a word so that you can determine the correct letters to spell the word.

c. The "part of speech" of a word determines the job the word has to do. It could be a noun (person, place, or thing), a verb (action word), an adjective (describes a noun) or adverb (describes a verb, adjective, or another adverb). It could also be a variation of any one of these parts of speech. Knowing what kind of word you are dealing with can help you )determine the spelling.

For example: Adverbs in our language often end in ly; therefore, if you know you are de,ling with an adverb you could add the ly ending and end up with the correct spelling. This would really come in handy when you startiWith a root \/ord such as real and you are not sure whether to double the final consonant. If you know your parts of speech, you would automatically add that ly ending and correctly spell the word really.

The part of speech in a dictionary entry is usually abbreviated, and it is found immediately following the pronunciation in parentheses (fig 1-4).

Marine (rn a ren") @

Note: In this case, the word "Marine" is used as an adjective, describing something of the sea or ocean.

Fig 1-4. Part of speech indication.

d. The definition or meaning of a word is usually presented the same way regardless of the dictionary you use. The length and detail of the definition, however, may be determined by the size of the dictionary. A small, pocket dictionary doesn't have the space a large dictionary would have; therefore, the definitions found in a small dictionary would be more concise. You wouldn't find the very detailed definitions, infrequently used definitions, or obsolete definitions that you would in a larger dictionary. You would find the main definitions and various definitions for the different parts of speech a word may be. Study figures 1-5 and 1-6 to see the differences between the definitions in a small dictionary and a large dictionary.

Marine (ma-ren') adj. Of the sea, sea life, or maritime activities. - n. Marine. A member of the U.S. Marine Corps.

Fig 1-5. Definition as presented in the Pocket Dictionary.

1-5

Notice that the word marine can be used as an adjective and as a noun.

Marine (m <l ren') adj. [ME. Maryne L. Marinus Mare, the sea: see MARE2] 1. a) of the sea or ocean b) inhabiting, found in, or formed by the sea 2. a) of navigation on the sea; nautical b) of naval affairs; naval c) of shipping by sea; maritime

3. used, or to be used, at sea [a marine engine] 4. altrained for service at sea, on land, etc,. as certain troops b) of such troops -Fl, 1. a member of a marine military force; specif,*[often M] a member of the Marine Corps 2. naval or merchant ships collectively; seagoing ships; fleet [the merchant marine] 3. in some countries, the department of government in charge of naval affairs

4. a picture of a ship or sea scene

Fig 1-6. Definition as presented in a larger dictionary.

Notice the obvious differences between the definitions in the small and large dictionaries. Both entries present the two parts of speech that the word marine can be used as, but the larger dictionary entry is much more detailed and even illustrates (see the star) when the word should be capitalized.

The definition is usually presented as it is preferred or most often used in our language. The order of preference is indicated by numerical sequence (1., 2., 3., 4., etc.) and further divided by lowercase (a), b), c), etc). However, you should read the guide at the front of the dictionary to make sure you understand the format in the particular dictionary you are using.

e. The list of relatives (or closely related words) found in a dictionary entry includes spellings of past and future tenses of the word and synonyms (words which are closely related in meaning). Tenses are usually printed in boldface type and placed before the definition and before the word origin (if your dictionary lists one).

di-vide (de vid') vt. -vid 'ed, vld'Ing

Fig 1-7. Placement of tenses in a dictionary entry.

divide (de vid ,) vt. vided, vkr'ingj Mfi.dividen L.dividere, to separate, divide, distribute ai-I dis-iapart) + base seen in vidua: WIDOW IE. base" weidh-, to separate (prob. wi-, apart + dht-,set,DO')]----------------

SEPARATE - dividable adj.

Fig 1-8. Placement of synonyms in a dictionary entry.

1-6

f. The list of "enemies" or antonyms in a dictionary is generally smaller than that of synonyms. Antonyms are words that are opposite in meaning (fig 1-9). Not every dictionary entry will have a synonym, and even fewer will have an antonym listed. There are reference books available that deal specifically with synonyms and antonyms. These books are used much the same way as a thesaurus which you will study in a later work unit.

civ-il (siv/I) adj. [ME.& OFf. L. civilis civis: see CITY] 1. of citizen or citizens[civil rights] 2. of a community of citizens, their government, or their interrelations [civil service, civil war] 3. cultured; civilized] 4. polite or courteous, .esp, in a merely formal way 5. of citizens in procedures or matters that are not military or religious [civil marriage] 6. designating legally recognized divisions of time [a civil year] 7. [sometimes C-] of or according to Roman civil law or mordern civil law 8. Law relating to the proviate rights of individuals and to legal actions involving these: distingushed from CRIMINAL, POLITICAL SYN. -civil implies merely a refraining form rudeness [keep a civil tongue in your head]; polite suggests a more positive observance of etiquette in social behavior [it is not polite to interrupt]; courteous suggests a still more positive and sincere consideration of thers that springs from an inherent thoughtfulness [always courteous to strangers]; chivalrous implies disinterested devotion to the cause of the weak, esp, to helping women [quite chivalrous in her defense]; gallant suggests a dashing display of courtesy, esp. to women [here gallant 10ver1{ANT. rude J

Fig 1-9. Placement of antonym in a dictionary entry.

g. The last aspect of the dictionary entry that you will be dealing with is the entry covering words which have become obsolete. Obsolete means no longer in use or out-of-date. A word or one of its meanings that has become obsolete is generally no longer in use or has been replaced by a more recent term. The word archaic is another word used in dictionaries to describe words rarely used or no longer in use; however, archaic refers more to certain restricted contexts, as in church ritual.

Clothtkloth, klath) n.ipl. Cloths 1 (ldothz, klathz, klathz; also kloths, klaths for "kinds of cloths") (ME OE,cloth, cloth,

hence garment, akin to-clithan, to stick, adhere; see CLAY), IE base * g/eit- to stick, adhere: see CLAY), whence G. kleid, dress]

1. a woven, knitted, or pressed fabric of fibrous material, as cotton,

wool, silk, hair, synthetic fibers, etc 2. a piece of ic for a

specific use [tab/ecloth, washcloth, loincloth] 3. [obs.] apparel;dres 4. Naui. cavnas sail-adj. mode of cloth -the clot the 1. usua or identifying dress of a profession, esp, of the clergy 2. the clergy collectively

Fig 1-10. Use of the term obsolete in a dictionary entry.

Now that you have studied several of the more important aspects of a word in the dictionary--BE PREPARED: Dictionaries vary in how they deal with preferred spellings, preferred meanings, how they present slang terms, and even pronunciations. When you use a dictionary, glance through the guide (if there is one) at the beginning of the book. Hake sure that you understand how the dictionary is arranged (formatted) and that you understand the particular format. Dictionaries are wonderful reference tools, but, remember, there are many contradictions in our English language and the many dictionary forms are a reflection of thi s.

1-7

EXERCISE: Answer the following items and check your responses against those listed at the end of this study unit.

1. State the two functions all dictionaries have in common.

2. List the 13 general categories of information that may be included in a standard dictionary.

a. g.
b. h.
c. i.
d. j.
e. k.
f. 1. m.

3. List the three characteristics found on a typical standard dictionary page.

a.

b.

c.

4. State the function of the heading words found at the top of two-column dictionary pages.

5. List the categories of information found in a typical word entry.

a.

b.

c.

d.

f.

g. h.

6. Identify the encircled parts of the word entry shoun below and place your answers

in the spaces provided.

uniform (fYOo na - fOt~) 1. Consistent <S" Be~ the same everywhere}) identical - n. an ou lt 1 entifying those who wear lt as members of a

special group, organization, etc.

a.

b.

c.

1-8

7. Using your dictionary, write the pronunciation of the word corps as it appears in the dictionary's word entry.

8. Using your dictionary, write the definitions of the word ~ used as a noun.

a.

b.

9. Using your dictionary, write the third most preferred definition of the word wing.

Work Unit 1-2. VOWELS,CQNSONANTS, AND SYLLABLES

STATE THE REQUIREtlENTS FOR A LETTER TO QUALIFY AS A LONG VOWEL.

WHEN GIVEN A GROUP OF WORDS CONTAINING SHORT AND LONG VOWELS, SELECT THE WORD WHICH CONTAINS A SHORT VmIEL.

NAME THE THREE CONSONANTS WHICH CAN BE PRONOUNCED AS HARD OR'SOFT. STATE THE DEFINITION OF A SYLLABLE.

WHEN GIVEN A LIST OF WORDS, INDICATE THE Nut·1BER OF SYLLABLES IN EACH WORD. STATE THE H1PORTANCE OF SYLLABLES IN SPELLING.

Now that you've studied the details of the dictionary, look at the some of the details of the words found in the dictionary.

Words are made up of letters called vowels and consonants. There are five letters that are always used as vowels: a, e, i, 0, U; however, the y and w also sometimes function as vowels. Notice when you-say-a vowel you do not squeeze your-mouth-or lips or stop your flow of breath.

Each vowel has two or more sounds. Hhen a vowel has the sound of its own name, such a~ the a in late, it is said to be a long vowel. When this a is used in a word such as cat, it is said t06'e a short vowel. - -

Dictionaries use diacritical marks to indicate how vowels ar~ pronounced. A long vowel sound is marked with a stra1ght i1ne over it like this--a, e, t , 0, u. A short vowel is marked by a short, curved line over it like this--a, e, i, 0, u.

Sometimes when a vowel within a word is unstressed or only lightly stressed, it is indicated as a schwa. The schwa sound is represented by the symbol a. It looks like an upsidedown! and represents-rne-sound in words like alone (alon). ---

Consonants are the letters that are pronounced by squeezing or stopping your flow of breath. Notice what your mouth and lips do when you pronounce letters like d and £. Consonants are pronounced in words as if they were by themselves. In other words, a "t" always sounds like t no matter which word you use it in. Of course, there are exceptions to everything and you nave letters like i and c and s which can be pronounced in different ways,

specifically, hard or soft. --

Example: hard i as ~n iirl
soft i as 1n ierm
hard c as in cup
soft cas in cell
hard s as in hiss
soft s as in rise But these are easy to learn and there are not many of them.

1-9

One aspect of consonants that may prove to be a little tricky is when there is a combination of consonants that make the sound of only one consonant.

Example:

"ph" sounds like Of" as in philosophy Ugh" sounds 1 ike Of" as in ~out

"ck" sounds like Uk" as in ~

"cks" sounds 1 ike "x" as in----enecks

However, these word patterns are also easy to remember once you become familiar with them. It is important to refer to the dictionary if you are not sure of a spelling.

When you use vowels and consonants or any combination of them to spell words, you are putting together syllables. A syllable may be a whole word or part of a word, but it is always a sinale, unlnterrupted sound. For example, the word choose is one, single, uninterrupte sound; therefore, the word choose has one sylla~A longer word, such as particular, has four uninterrupted sounds--par ti cu lar; therefore, the word particular has four syllables.

Syllables are important in that they will help you "hear" each part of a word and establish a sound pattern of that word. When you can "hear" the various sounds in words, you may be able to determine which letters make up that word.

One thing to remember in syllables is to be careful with suffixes. When you add an ending to a word you are not necessarily adding a syllable. Remember, a syllable is a single, separate sound; therefore, when you add, for example, an ned" to a word you are not always adding a syTTable.

Example: The word refuse has two syllables. The word refused also has two syllables.

EXERCISE: Answer the following items and check your responses against those listed at tne end of this study unit.

1. When is a vowel said to be a long vowel?

2. Which of the fo11o~ling examples uses the letter a as a short vowel?

a. relate

b. skate

c. action

d. rain

3. Name the three consonants which can be pronounced hard or soft.

4. State the definition of a syllable.

5. In the space provided next to each word, state hOIl many syllables there are in
each word.
a. Marine
b. unit
c. commander
d. separate
e. confused
6. Why are syllables important in spe 11 ing? 1-10

Work Unit 1-3. LOCATING WORDS IN THE THESAURUS STATE THE FUNCTION OF THE THESAURUS.

GIVEN SELECTED WORDS ANI} PERTINENT PAGES FROI~ A THESAURUS. LOCATE THREE SYNONYMS FOR EACH WORD.

How many times have you tr led to write or have a conversation and have not been able to find the exact word you need to express yourself? If we all had nickels for everytime this had happened to us, we would all be millionaires!

Unfortunately. nobody has been doling out nickels. so you will have to find the right reference tool to help you improve your conversational and writing skills which. in turn. can improve your job performance. The reference tool you will need is called a thesaurus.

Thesaurus is derived from the Greek word "thesauros" which means "a treasure." This book truly is a treasure in that it has a wealth of information dealing with the synonyms and antonyms of words and how ideas and words relate to one another. It will help you determine alternatives to selected words. However. 1 ike a treasure. the thesaurus will do you no good unless you dig it up and use it.

There are generally two types of thesauruses--one in the original and more common thesaurus format and the other in dictionary format. The dictionary format obviously lists the entries alphabetically wit~' parts of speech and synonyms following each entl"Y.l\ntonyms (if given) are listed in the next block after' the synonyms.

------ - - i

The original format tnesaurus is the one that we will concentrate our tnst-uct ton on.

Each thesaurus has a now-to-use guide at the front of the book which you may refer to. In order to help yqu use this "treasure," the following instructions and figures on how to use the "original" thesaurus are included here.

SUIDE FOR LOCATING WORDS IN THE THESAURUS

a. In the dictionary you begin with a word and look for its meaning. In the "original" thesaurus you begin with your idea and find the exact word to express what you want to say.

b. There are two parts in a thesaurus. The front part contains the "word ideas" and the synonyms, and the back part contains the index. If, for example, you wanted to find a specific military term for the word "corps." you would go first to the index and find the word "corps" (listed alphabetically). See circled entl"y in figure 1-11.

c. Next. keeping in mind that you are look ing for a military term, look at the indented entry under the word "corps." The indenting signi7ies that the entry is part of the ma m

St..l"corps." .N~tice that the indented entry is militarl unit 798.~O. The mi1~taryllnit is o Ious ly the mlhtary aspect of the corps that you are looKmg Tor. Now--what are the numbers? They are reference numbers. The number shown in t~e index refers you to the section in the synonyms t'1at you need. It does not refer you to the page number. The sections are indicated by the boldface niJmbers pl'inteaon the outside corner of each page (fig 1-12). The section numbers are also listed in sequence.

d. After you have determined the kind of synonym and the section number you need. find ~he section number in the front part of the thesaurus. (See fig 1-12 for the entry sample found in the front part of the book where the synonyms are located.)

e. Now that you have found the section number, notice the 2-digit number that follows the decimal point after the section number. This ~-digit number signifies the sub-section within the indented entry (fig 1-13).

f. Once you have gone through the previous steps, you can determine what you specifically need within the sub-section.

-,

1-11

771 corm - corrigible
d~392.9 com JIOne 306a.28 corpoleuce counterpart 20.5
Jig thearted 868.11 com shuck 227.17 obesity 194.8 conjunction 584.2
corm 410.20 com shucking 920.12 bodily size 203.2 ddjs. correlated 13.9
cormolllnt 992.3 cornstalk 410.19 corpulent similar 20.13
com cornstarch 388.5 stout 194.18 correlativism.
nouns food 306a.4 com sirup 430.3 bulky 203.8 correlativity 13.1
re::in 410.5 comucota 659.3 corpus correspond
eme1410.29 comute 257.12 collection 74.1 0 reciprocate 13.8
cliche 516,3 cornwallis 877.2 body 375.3 coincide 14.4
growth 684.29 com whisk~ 994.16 capital 833.15 be like 20.7
mon~833.2 comli 881. Co~us Christi agree 26.7
old jo e 879.9 coro Ia 410.26 038.15 equal 30.6
Iihuor994.16 corollary corpuscle 405.5 conform 82,3
\'" s699.8 addition 41.1 corpuscular concur 176.2
com belt 181.1 effect 153.1 in6nitesimal 195.13 parallelize 217 .s
com bread 306a.28 deduction 493.4 cellulari05.20 write to 602.11
corncob pi~ 433.7 corona circle 252.2 corpus delicti accord 792.2
ear410._7 halo 334.14 corree 407.1 3 CORRESPOND TO 9.3
cornea 438.9 chandelier 33 5.6 evi ence 504.2 correspondence
corned 994.40 flower \3rt 410.26 corpus juris 996.5 correlation 13.1
corned beef 306a.l3 cigar 4 3.4 C0Q,us Juris Civilis identity 14.1
corneous 355.10 coronach 873.5 96.4 uniformity 17.1
comer coronary 252.1 0 corralnn in 235.5 similarity 20.1
nounS nook 191. 3 coronarv thrombosis her 415.7 agreement 26.1
angle 250.2 684.8 correal 47.12 equivalence 30.2
- of the eve 438.9 coronation 778,3 correct conformity 82.1
hiding place 613.4 coroner 686.5 verbs disillusion concurrence 176.1
impasse 729.5 coroner's jury 1000.7 519.2 symmetry 247.1
monopoly 806.4 coronet circle 252.2 - copy 601.1 5 letter writing 602
- on the market insignia 567.3 emend 689.12 mail 602.5
831.20 ornament 899.6 remedy 692.13 harmony 792.1
IS A CORNER corporal reprove 967.1 7 IN CORRESPONDENCE
secretlv 612.19 nouns officer 747.23 punish 1008.10 TO 82.8
cornered 729.23 fanon 1040.1 0 adis. accurate 515.14 correspondence
verbs angle 250.5 adis. 375.9 meticulous 5 31.I 2 principle 325.2
place in difficulty corporality 375.1 grammatical 584.13 correspondence
72'1.15 corporalship 747.25 elegant 587.7 school 565.2
monopolize 806.7 corporate joint 47.12 conventional 643.7 correspondent
CORNER THE MARKF.T leagued 52.6 proper 956.8 nouns correlate 13.4
monopolize 806.7 corporate body 786.9 orthodox 1022.8 counterpart 20.5
stock market 831.26 corporate trust 831.16 correctable 692.25 letter writer 602.9
cornered corporation correction newsparrman
angular 250.6 bellv 192.3 revision 689.4 603.2
at au impasse company 786.9 reparation 692.6 accused 1003.6
729.23 corporational, reprimand 967.5 ddjs. reciprocal 13.12
cornerstone corporative 52.7 punishment 1008.1 coinciding 14.7
foundation 21 5.7 corporeal 375.9 corrective consistent 17.5
important thing corporeality 375.1 'nouns 685.1 analogous 20.11
670.6 corporealization 375.7 adis. remedial 685.34 corresponding 26.1·
comerways, corner- corporeaIize 375.8 emendatory 689.16 e~uivalent 30.9
wise 218.26 corporeity 375.1 corrective action a equate 659.6
cornel cone 254.5 corporeous 375.9 348.7 correspondinp
inslrument 464.8 corporify 375.8 correctness reciprocal 3.12
officer 747.23 corporosity accuracy 515.3 coinciding 14.7
cornettist 463.4 corpulence 194.8 meticulousness analogous 20.11
COm field 412.9 fat man 194.12 531.3 agreeing 26.14
com god 412.4 elegant style 587.1 equivalent 30.9
cornhusk 227.17 convention 643.1 conformable 82.6
cornhusking 920.12 prooerness 956.2 accordant 792.3
corniculate 257.12 correctors 348.3 7 corridor hall 191.18
cornification 355.5 corre~dor. 747.18 airwav 277.39
cornified corre Ie passageway 655.4
pointed 257.12 nouns correspondent corrie 256.8
hardened 355.13 corpse 13.4 corrigendum 517.3
comiform 251.11 nouns thin person counte1art 20.5 I corrigibility
cornify 355.7 204.8 verbs 13. restorability 692.9
comilv 881.11 dead body 407.13 correlated. submissiveness
cornitiess 881.3 ci~ar butt 433.6 correlational 13.9 763.4
COming 699.2 ve. s 408.14 correlation I3 corrigible
COmo 464.7 corpselike 407.23 correlative correctable 692.25
COrnopean 464.8 corpseIikeoess 407.1 0 nouns correlate 13.4 submissive 763.14 Fig 1-11. Sample index page in a thesaurus.

From Roget's International Thesaurus, Third Edition, TIlomas Y. Crowell Co., Inc., ~1962, reprinted by permission of Harper & Row, Publishers, Inc.

1-12

797.15 -798.19

hand; well-armed, well-geeled [slang. U.S.], heavy-armed, full-armed, bristling with arms; armed to the teeth, armed cap-a-pie; light-armed.

15. defensible, defendable, fencible, tenable.

ADVS. 16. defensively, in defense, in self-defense; on the defensive, on guard; at bay, DUX abois [F.], with one's back to the wall.

17. annor aegis

annet backplate bard. barde basi net beaver breastplate brigandine buckler cabasset cam ail casque casquetel chamfron coif

corselet. corslet cubitiere

habergeon hauberk headpiece heaume helm helmet

I'amb

orica

morion

nose guard nosepiece

.pedieux [F.] Pickelhaube [Ger.] plate

rerebrace

sallet, salade scutum [Rom.

antiq.] shield siege cap sollerets vambrace visor

cuirass

cuisse face guard gauntlet gas mask gorget greaves

~.CoMB~

NOUNS I. combatant, lighter, battler, scrapper [slang]. contestant, contender, competitor, disputant. wrangler, struggler, tussler, scuffler: belligerent, militant; gladiator; jouster; swordsman. blade. sabreur [F.]. beau sabreur [F.]; fencer, swordplaver; duelist; gamecock, lighting cock.

2. pugilist, pug [slang]. boxer, lighter, prize lighter, fisticuffer. bruiser, miller, [slang or cant]. sparrer: flyweight, bantamweight, featherweight, lightweight. welterweight. middleweight, light heavyweight, heavyweight.

3. wrestler, rassler or rastler \dial., U.S.], grappler, scuffier, matman [co 1.].

4. bullfighter, toreador, torero [Sp.]: picador; matador.

5. militarist, wannonger, war dog or hound; chauvinist, chauvin; jingo, jingoist; Rajput [India].

6. serviceman, military man, uniform; navy man 275.4; air serviceman 278.3; militiaman; commando, commandoman, Ranger

S2b [U.S.]; storm trooper; legionnaire [F.j, legionary.

7. soldier, warrior, wayfarer, brave, fight. ing man, man-at-arms, rifle, gun; caDDOli fodder, Kanonenfutter [Oer.], food fo,' powder; warrioress, Amazon; spearman. pikernan, halberdier.

S. (nationalities) doughboy, G.I., Gl.

Joe, Sammy. Yank [U.S.]; Tommy Atkins. tommy, Johnny [English]; redcoat [Eng. hist.]; bing boy [Canadian]; poilu [Frenchj:

Aussie, digger [Australian]: Jock, lady ofar from hell [Scottish]; Fritz, Jerry, Heinit Hun, Boche [German]; [anizary or Janissary [Turkish]: sepoy [India]; askari[Africa:

9. enlisted man, noncommissioned offi. cer; common soldier. peon; private, bud private [slang. U.S.]; private first class. Pic. 10. infantryman, foot soldier, footslog. ger [slang], dogface [slang. U.S.]; light infantryman. chasseur, Zouave .

II. artilleryman, artillerist, cosmoline [slang, U.S.]; gunner, guns [slang], gun. cannoneer; machine gunner, mitrailleuT [F.J: rifleman, musketeer. iager [Ger. & Austria], tirailleur [F.]; carabineer, carabi· nier [F.J, carabiniere [It.]. carabinero [Sp.l fusilier, fusileer; sharpshooter, bersaglieie [It.J: sniper, bodv snatcher [slang]; torpe doer, torpedoist; bomber, bomb thrower, bombardier; grenadier.

12. cavalryman, mounted infantryman, trooper; dragoon, light or heavy dragoon: lancer, lance, uhlan; hussar, Cossack [Russ. hist.], cuirassier, spahi [Turk. & Algerianj, sowar [India].

13. engineer; seabee [U.S.]; sapper, sapper and miner.

14. guardsman, gendarme; yeoman, yeoman of the guard. beefeater [EngJ

15. irregular, casual. Croat [hist.], bashi bazouk [Turk.]: guerrilla, partisan or partizan: bushfighter, bushwhacker [U,S.]: underground, resistance.

16. mercenary, hireling, condottiere [It. J, franctireur [F. J, free lance, free com· panion [hist.], soldier of fortune, adven· turer, Hessian [U.S.].

17. recruit, rookie [slang, U.S.], CODscript, drafted man, draftee, inductee, selectee, enlistee, enrollee. trainee. boot [slang. U.S. J; raw recruit, tenderfoot; awk· ward squad; recruits. draft, levy, Landsturm.

IS. veteran, vet [coll.], campaigner, old campaigner, old soldier, war horse [coll.J. 19. (military units) unit, tactical unit, outfit [slang]; division, subdivision, section,

Fig 1-12. Sample of indented entry in the thesaurus.

From Roget's International Thesaurus, Third Edition, Thomas Y. crowel l Co., Inc , , {£)1962, reprinted by permission of Harper & Row, Publishers, Inc.

1-11

527 798.20 - 799.2 wing, regiment, battalion, garrison, com- fight, leathernecks [slang], jollies [slang, pany, troop, brigade, legion, phalanx, co- Eng.], devil dogs [slang, U.S.], gyrenes hort, platoon, battery, maniple [Rom. [slang, U.S.]; horse marines.

hist.], combat team; squad, squadron; de- 29. air service, air force, air arm, flytachment, detail, posse; kitchen police, ing corps, fourth arm [coli.], "airy navies K.P.; column, flying column; rank, file; grappling in the central blue" [Tennyson]; .lliI:!·:':!'-'c"'o!!!m"-!bC!.!a!..!ot....ltr~a~i_w.w"'-lt~ra~in~·~l:.d~re ... _~ .... strategic air force, tactical air force; squad-

20. corps; army corps, corps d'armee on.flight [U.S.], wing.

[F.]; corps troops; New Zealand Army 30. Air Force; U.S.A.F., U.S. Air Force;

Corps, Anzacs [coll.]: drum corps, bugle .S.A.A.F., U.S. Army Air Force; R.A.F.,

corps; Engineer Corps, Corps of Engineers; oyal Air Force; R.C.A.F., Royal Canadian

Tank Corps, panzer division; Army Service ir Force; R.A.A.F., Royal Australian Air

Corps, Quartermaster Corps, Service of orce: USNAS, U.S. National Air Service;

Supplies, service company, - battery or NAD, Naval Air Division [U.S.], Navy troop; Signal Corps, Medical Corps, Chern- Air, Fleet Air Arm [Eng.]: ANAC, Armyical Warfare Corps, Officers' Reserve Navy Air Corps [U.S.]; FEAF, Far East Air Corps; JANSCO, Joint Army-Navy Signal Force; Air Command, Bomber Command,

Corps U.S. . Coastal Command; SAC, Strategic Air

. arm, ranc ,selVlce. Command; ATC, Air Transport Command

22. army, this man's army [slang], [U.S.]; ATS, Air Transport Service [U.S.]; armed force, fighting machine, military, MATS, Military Air Transport Service soldiery, forces, troops, host, array, [U.S.]; NATS, Naval Air Transport Service Sabaoth: ranks, rank and file; regular or [U.S.]; CASU, Carrier Aircraft Service active army, regulars; the line, troops of the Unit [U.S.]; ARF, Airborne Reconnaisline: line of defense, first -, second etc. sance Force [U.S.]; Paratroops.

line of defense; ground forces, ground 31. (women's services) WAVE, Waves, troops: commandos, shock troops; storm Women Accepted for Volunteer Emertroops; ski troops; task force; occupation gency Service [U.S.]; WAC, Wacs, force. Women's Army Corps [U.S.]; WRAC,

23. standing army; militia, organized Wracs, Women's Royal Army Corps; militia, national militia, mobile militia, ter- WAAC, Waacs, Women's Army Auxiliary ritorial militia, reserve militia; National Corps [Eng.]: 'VREN, Wrens, Women's Guard, garde nationale [F.], state guard Royal Naval Corps; 'VAF, Wafs, Women's [U.S.]; minutemen [U.S. hist.], trainband Air Force [U.S.]; WRAF, Wrafs, Women's [Eng. hist.]. Royal Air Force; W AAF, Waafs, Women's

24. reserves, auxiliaries, corps de reserve Auxiliary Air Force [Eng.]; WASP, Wasps, [F.], second line of defense, Landwehr; Women's Air Force Service Pilots [U.S.]; army reserves, home reserves, territorial re- WAM, Warns, Women's Reserve of the serves, territorial or home defense army, Marine Corps [U.S.]; Spars, Women's Auxsupplementary reserves, organized reserves; iliary of the U.S. Coast Guard (from their

USAR, U.S. Armv Reserve. motto, semper paratus, "always ready").

25. volunteers', volunteer militia, vol- 32. guards, household troops; yeomen

unteer navv, of the guard, beefeaters, Life Guards,

26. hoise and foot; cavalry, horse, Horse Guards, Foot Guards, Grenadier mounted infantry or rifles; infantry, foot, Guards, Coldstream Guards, Scots Guards, rifles; artillery, gunners, field artillery, light Irish Guards [all Eng.]; Swiss Guards.

artillery, heavy artillery, horse artillery. 33. war horse, charger, courser, trooper.

27. navy, naval forces, first line of de-

fense; fleet, flotilla, argosy, armada, squadron, escadrille [F .1, division, task force; mosquito fleet; U.S.N., United States Navy; R.N., Royal Navy; marine, mercantile or merchant marine; naval militia; naval reserve, Royal Naval Reserve; coast guard; Seabees, Naval Construction Battalion; yeomanry.

28. marines, Marine Corps, the first to

799. ARMS

NOUNS 1. arms, weapons, deadly weapons; armament, munitions, ordnance, munitions of war, apparatus belli [L., apparatus of war]; gunnery, musketry; small arms; side arms, armes blanches [F.]; panoply, stand of arms.

2. armory, arsenal, magazine, dump;

Fig 1-13. Sample of sub-section entry (indicated by 2-digit number).

From Roget's International Thesaurus, Third Edition, Thomas Y. Crovel l Go., Inc., ~1962, reprinted by permission of Harper & Row, Publishers, Inc.

In summary, go over the steps you need to find a military synonym for the word "corps."

First -- you have the idea COtPt and you need a specific term to express exactly what you wan 0 say.

Second -- go to the index in the thesaurus and find the word corps.

Third -- indented under the word 10r~s you find the term "military unit" with the numbers "798.20" fol oWlng it.

Fourth -- turn to the front part of the book and find the number "798.20" in boldface type at the outside top corner of the page.

Sixth

locate the number "798" next to the entry you want, and then locate the number "20" within the "798" entry, and

Fifth

Seventh -- look through the terms listed at number "20" and choose the specific term you need.

EXERCISE: Complete the following items and check your responses against those listed at the end of this study unit.

1. State the function of the thesaurus.

Note: For items 2-4, locate three synonyms for each item I s 110rd and write the synonyms in the spaces provided. Page numbers on which to find sample thesaurus references needed are listed after each word.

2. Safety: (pp , 1-17) _

3. Insignia: (pp , 1-19) ~-------------

4. Create: (pp , 1-23) _

1-15

:et 1114 J1l5
rustication sabbatical sacramental saddle borse 413.18 sage angel 1013.1
ruralization 181.4 nouns 709.3, nouns 1038.3.11 saddler horse 413 .18 nouns 467.1 apostle 1020.2
banishment 308.4 ad;s.709.10 ad;s.1038.21 merchant 828.3 ad;s.466.17 pietist 1026.4
retirement 922.1 sabbatism sacramentalism 1038.1 saddlery 830.5. sagging WITH THE SAINTS
rusticity 181.3 hyperorthodoxy sacramentalist 1038.2 saddling 154.1 hanging 214.10 407.24
rustle 1022.6 sacrarium 1040.3,4,5,9 Sadducee 1018.19 drooping 314.11 verbs sanctifv 1024.5
sound softlv 451.12 ritualism 1038.1 sacred 1024.7 sadism 688.32 sagittal, sagittate canonize 1035.12
hustle 70 s."l 2 sabbatist 1038.2 Sacred College 1036.1 sadist 688.14 257.14 St. Anthony's fire
steal 822.13 sabe sacrifice sadistic 688.48 Sahara 165.2 684.27
rustler nouns intelligence nouns loss 810.1 sadness 870 sahib man 419.5 sainted 1024.8
hustler 705.8 466.1 giving up 812.1 sad sack tille 915.3 St. Elmo's fire 334.13
thief 823.9 understanding 474.3 self-sacrifice 977.1 weakling 159.6 Sahibah lady 420.5 sainthood 1026.2
rustling verbs 474.12 oblation 1030.7 wretch 984.2 mistress 420.8 sainting 1024.3
nouns 451.6 saber AT ANY SACRIFICE safari 272.5 said aforesaid 64.5 saintly, saintlike
adis. 451.18 nouns 799.22 622.20 safe spoken 592.20 virtuous 978.7
rustre 567.2 verbs 796.27 verbs lose 810.5 nouns 834.12 ALL s .... rn AND DONE godly I 02~.9
rust-worn 690.41 Sabir 578.10 give up 812.3 adis. secure 696.4 720.10 Saint Nicholas
rusty old 123.14 sable give away 816.20 protected 697.20 IT IS SAID 556.16 1012.20
aged 126.17 nouns fur 228.8 sell 827.8 cautious 893.8 sail saint's dav
rust-colored 366.4 black 364.1 be sacrificing 977.3 safe and sound 696.4 nouns vovage 274.6 anniversary 137.4
corroded 690.41 animal 413.49 offer - 1030.14 sa feblowing, safe- ship 276.6 holvdav 10>8.14
unpracticed 732.18 adis. 364.8 sacrificial 812.5 breaking. safe- ship's - 276.14 saintship 1026.2
surly 949.24 sabotage sacrificing cracking 822.3 types of - 276.30 Saint-Simonian
rut nouns 690.1 nouns 977.5 safe-conduct IN FULl. s.m. 268.24 743.12,20
nouns furrow 262.1 verbs 690.16 adis.812.5 escort 73.' IN SAIl. 274.66 St. Tib's Eve 106.2
sexual heat 418.5 saboteur sacrilege 1028.2 guard 697.13 PUT ON S."I!. St. Vitus's dance
routine 640.5 subversive 617.11 sacrilegious 1028.6 passport 775.7 speed 268.16 684.17
track 655.3 destrover 691.8 sacrilegist 1028.3 safe-deposit box set sail 274.22 sake motive 646.1
IN A RUT sabreur 798.1 sacring bell 1038.11 834.12 UNDER PRESS OF SAIL purpose 65l.l
sarnely 17.7 sabuline. sabulose sacrist, sacristan safeguard swiftlv 268.21 FOR THE S."KE OF
habituated 640.18 360.12 1036.9 nouns protection sailinr; 274.67 because of 154.9
verbs furrow 262.3 sabulositv 360.2 sacristy 1040.9 697.3.n UNDER SAIL for 65l.l2; 783.26
be in heat 418.15 sabulous '360.12 sacrosanct 1024.7 passport 77).7 moving 266.7 salaam
ruth 942.1 SAC 798.30 sad great 34.8 precaution 893.3 sailing 274.67 nouns 962.2
ruthful 942.7 undcrcooked 329.8 verbs 697.17 verbs move smoothly verbs 962.6
ruthfulness 942.2 sac 192.2 dark 364.9 safehold refuge 698.1 272.34 salaams 923.3
ruthless sacatra 44.9 gray 365.3 stronghold 797.6 naviaatc salabilitv 827.7
cruc1937.B.24 saccbaride 307.5 paltry 671.18 safekeeper 274.13.20,57 salable 827.12
merciless 943.3 saccharin 430.3 terrible 673.9 protector 697.4 float 352.9 salacious
ruthlessness saccharine 430.6 unfortunate 727.14 preserver 699.4 go easilv 730.8 concupiscent 418.20
crueltv 937.11 saccharinity 430.1 grievous 862.11 safekeeping SAIL AWAY FROM unchaste %7.29
mercilessness 943.1 saccular 192.9 unhappy 870.20 protection 697.1 274.38 obscene 988.9
rutilant, rutilous sacellum 1040.3 depressing 870.31 preservation 699.1 SAIL INTO salacitv
334.30 saccrdotal1035.13 shamcful913.11 safelv 696.8 navigation 274.43 lasciviousness 987.5
rutted 262.4 sacerdotalism 1035.3 sad case 984.2 safetv sccuritv 696 set to work 714.15 obscenity 988.4
rutting. ruttish, rutty sachem sadden 870.18 protection 697 fight 794.15 salad mixture 44.6
418.21 personage 670.8 saddened 870.20 safetv belt, safetv buoy attack 796.15 food 306 a .36
rve 410.29 politician 744.7 saddle 699.5 SAIL TIlE IIE .... VENS salad dressing 306a.37
ryot 917.8 chief 747.3,9 nouns ridge 206.6 safetv first 893.1 281.15 salamander
sachet 435.6 seat 215.19 safeh' glass 226.2 SAIL TOO NEAR THE poker 328.1,
S sack typesof - 21 5.32 safeh- match 330.5 WIND spirit 1012.13
nouns bag 192.2 - of mutton safetv valve 697.3 risk 695.7 salarnandrian 413.43
Sabaism 1031.1 306a.15 be rash 892.5 salami 306 a , 21
Sabaist 1031.4 pillage 822.5 meat cut 306a.17 safeh- zone 698.3 SAlT. UNDER FALSE salaried 839.22
Sabaoth 798.22 THE S.\CK 308.5 seat of power 737.9 saffron 369.4 COLORS 614.23 salary
verbs load 183.16 sag
sabbat 1033.3 bag 235.9 IN THE SADDLE nouns hang 214.2 sailboat 276.6 nouns 839.4
Sabbatarian prepared 718.16 sailer 276.6 verbs 839.10
nouns ascetic 989.2 discharge 308.18 in charge 737.21 droop 314.2 sailing sale 827
ritualist 1038.2 secure 809.7 verbs harness 47.10 market slump 8>1.5 nOllns gliding 272.8 FOR S.\l.E 827.14
adis.989.3 catch 820.14 burden 3 51.13 depreciation 847.4 navigation 274.1,2 MAKE _.\ SALE 827.8
Sabbatarianism plunder 822.15 SADDLE WITH verbs hang 214.6 adis.274.63 PUT liP FOR SALE
asceticism 989.1 SACK UP 710.16 affix 40.3 bend 2>1.6 sailing master 275.7 827.10
hyperorthodoxy sackbut 464.8 attribute to 154.3 drift 274.31 sailing vessels 276.23 sales agent
1022.6 sackcloth and ashes hamper 728.11 droop 314.6 sailor voyager 273.1 agent 779.3
ritualism 1038.1 mourning 873.6 obligate 960.11 deprecia tc 847_6 mariner 275.1 salesman 828.4
Sabbath penance 1010.3 impose 961 .4 saga 606.6 navy 798.27 sales campaign 827.2
dar, of rest 709.5 sacker 823.6 accuse of 1003.9 sagaciate 7.6 sailor's blessing 970.4 salesclerk 828.4
ho yday 1038.14 sacking 822.5 interis. 300.24 sagacious 466.16 sailplane 279.12 salesman 828.4
Sabbath-breaker sack race 794.12 saddleback 206.6 sagacity 466.4 saint sales manager 828.4
1028.3 Sacrament, the 1038.8 saddle blanket, saddle- sagaman 606.10 nouns good person salesmanship S~7.2
Sabbath school 565.10 sacrament 1038.3 doth 227.12 13gamore 747.9 983.6 sales resistance 827.6 From Roget's International Thesaurus, TI1_ird Edition, Thomes Y. Crowell Co., Inc., @1962, repri nted by permi ss i on of Harper & Row, Pub 1 i shers, Inc.

1-16

463

bound or ironbound coast, lee shore; undertow, undercurrent; pitfall 616.n; snake in the grass, snake in one's bosom.

VERDS 6. endanger, imperil, peril; risk, hazard; jeopardize, jeopard, jeopardy, compromise; expose, lay open; put in danger, put in jeopardy, put on the spot [sIang]; incur danger, run into or encounter danger.

7. take chances, take a chance, risk, run the chance, ~ risk or hazard; expose oneself, lay oneself open to, open the door to; tempt Providence, defy danger, skate on thin icc, stand or sleep on a volcano, sit on a barrel of gunpowder, live in a glass house, put one's head in the lion's month, beard the lion in his den, march up to the cannon's mouth, play with fire, go through fire and water, go out of one's depth, go to sea in a sieve, carry too much sail, sail too ncar the wind; risk one's life, take one's life in one's hand.

S. be in danger, have one's name on the danger list, have the chances or odds against one; be despaired of, be overdue [naut.], hang by a thread: tremble on the verge, totter on the brink; feel the ground sliding from under aile; have to run for it.

ADJS. 9. dangerous, dangcrsome [dial.], perilous, parlous [arch.], jcopardous, bad, attended ~, beset or fraught with danger.

10. hazardous, risky, chancy [coIl.] , riskish, riskful, full of risk; adventurous, venturous, venturesome; speculative, unsound, wildcat.

11. unsafe, unhealthy [coli.]; unreliable, undependable, untrustworthy; unsure, uncertain, doubtful, dubious; insecure, unsound, infirm, unstable, unsteady, shaky, tottery.

12. precarious, ticklish, touchy, critical, delicate; slippery, slippy; on thin ice, on slippery ground; hanging by a thread, trembling in the balance.

13. in danger, in jeopardy, in peril, on the spot [slang], in a bad way; endangered, imperiled, jeopardized; at the last extremity, between the hammer and the anvil, between Scylla and Charybdis, between two fires, between the devil and the deep blue sea.

14. unprotected, unshielded, unsheltered, uncovered, unscreened, unguarded, undefended, unfortified, unarmored, unarmed, weaponless, guardlcss, defenseless, helpless.

15. exposed, open, naked; liable, susceptible.

695.6 - 697.3

16. vulnerable, pregnable, penetrable, expugnablc; assailable, attackable, surmountable; conqucrable, boatable, vincible.

ADVS. 17. dangerously, perilously, hazardously, riskily, unsafcly; precariously, ticklishly, critically.

696. SAFETY

NOUNS 1. safety, safeness, security, surety; danger past, storm blown over, clear coast; protection, safeguard 697; collective security,

VERBS 2. be safe, be on the safe side; weather, ride out, weather the storm; keep one's head above water, tide over; light npon one's feet; save one's bacon [coll.], save one's neck; bear a charmed life, possess nine lives.

3. play safe [coll.], keep on the safe side, take precautions 893.6, make sure, look before one leaps.

ADJS. 4. safe, secure, safe and sound; protected 697.20; on the safe side; unthreatened, unmolested.

5. unhazardous, undangerous, unperilous, unrisky, unprecarious; dependable, reliable, trustworthy, sound, stable, steady, firm, "founded upon a rock" [Bible]; as safe as houses.

6. in safety, out of danger, out of the meshes, in the clear, out of harm's reach or way; under cover, under lock and key; in shelter, in harbor or port, at anchor, in the shadow of a rock; on sure ground, on terra firma, high and dry, above water.

7. snug, cozy; airworthy; seaworthy, seakindly.

ADVS. S. safely, securely, reliably, dependably; with safety, with impunity.

INTERJS. 9. all's weill, all clear I, all serene!

697. PROTECTION

NOUNS 1. protection, guard, safekeeping; safety 696; shelter, cover, shade, shadow, lee, the shadow of a rock; refuge 69B; preserva tion 699; defense 797.

2. protectorship, guardianship; care, charge, keeping, custody, auspices, patronage, tutelage, guidance, wing; ward, wardship, wardenship, watch and ward; oversight, iurisdiction, management. government.

3. safeguard, palladium; guard, shield, screen, aegis; bulwark; backstop; fender, bumper, buffer; cowcatcher [V.S.], pilot;

From Roget's International Thesaurus, Third Edition, Thomas Y. Crowell Co., Inc., @)1962, reprinted by permission of Harper & Row, Publishers, Inc.

1-17

937 inquiring - insipid
inquiring insatiability 632.8 insensibiJity inside out
nouns 484.1 insatiable, insatiate infinitcsimalness thoroughly 56.1 5
adis. questioning 632.28 195.2 inverted 219.7
484.14,39 insatiable desire 632.8 inanimateness 381.2 insider
curious 526.5 inscribe infix 142.10 physical ~ 422 informant 555.5
inquiring mind fix in the mind incognizance 476.3 member 786.11
inquiry 484.1 535.18 neurosis 688.22 insides contents 193.1
curiosity 526.1 record 568.15 emotional ~ 854.2 internals 224.4
inquiry engrave 576.12 insensible vitals 224.5
inquiring 484.13,16 letter 579.9 inappreciable 195.13 inside track
trial 1002.5 write 600.23 inanimate 381.5 advantage 36.2
INQUIHY INTO 484.5 address 602.14 physically - 422.5 influence 171.2
MAKE INQUIRY 484.21 inscribed imperceptible 444.4 IIAVE TilE INSIDE
inquisition recorded 568.17 IIl1aware476.14 TRACK
nouns inquiry 484.1 engraved 576.16 emotionally ~ have advantage
tribuna I 999.1 written 600.24 854.10 36.11
trial 1002.5 inscriber 577.8 INSENSIlH.E TO TilE have influence
verbs 484.21 inscript PAST 536.9 l71.l0
inquisitional 484.39 engraving 576.1 insensibly insidious
inquisitionist 484.17 inscription 600.3 unknowingly 476.19 deceitful 616.22
inquisitive inscription unfeelingly 854.H wily 733.12
nouns 526.2 epitaph 409.18 Inseusitive dishonest 973 .15
adis. meddlesome 1I10tto 516.4 physically ~ 422.5 insidiously
237.9 engraving 576.1 call ous 854.12 deceitfully 616.24
curious 526.5 lettering 579.8 insensitivity cllnllillgly 733.15
inquisitiveness writing 600.3 physical - 422.1 insight
meddlesomeness address 602.10 callousness 854.3 discernment 466.4
237.2 dedication 603.13 insentience intuition 480.1
curiosity 526.1 inscroll record 568.1 5 inanimateness ~81.2 clairvoyance 1032.8
inquisitor 484.17 inscribe 600.23 physical ~ 422.1 insignia 507.1
inqui,itoriaI484.39 inscrolled 600.24 insentient Insiguificnnce
in re 9.10 inscrutability 547.1 inanimate 381.5 smallness 35.1
inroad inscrutable 547.11 insensitive 422.5 meaninglessness
nouns intrusion 237.1 insculpture inseparability 353.2 5~5.1
overstepping 311 .3 sculpture 573.6 inseparable unimportance 671.1
invasion 796.4 engrave 576.12 joined 47.15 insignificancy
MAKE AN INROAD insculptured 576.16 solid 353.13 triRe 671.6
796.21 insect hug 413a.2 inseparables 926.7 a nobody 671.7
verbs 796.21 types of ~ 4130.11 insert insignificant
inrun 301.2 wretch 984.6 nouns 303.2 inconsiderable 35.7
inrush Insecta insects 413a.1 verbs infix 142.10 meaningless 545.9
nouns influx 301.2 zoology 414.8 put in 303.3 unimportant 671.15
inspiration 402.1 insecticide 408.11 insincere false 614.32
verbs 301.10 insectile 41 3a.9 register 568.15 affected 90 1.I 5
INSERT IN 236.7
in rushing 30 1.I 3 Insectivora, insecti- insertion insincerely 614.36
ins 744.11 vores 414.12 interjection 236.2 insincerity
insalubrious insectivore 41 3.3 putting in 303 falseness 614.5
harmful li73.12 insectivorous 306.29 insert 303.2 affectation 901.1
unwholesome 682.4 inseetlike 41 3a.9 registration 568.14 insinuate
intrude 237.5
insalubrity insects bugs 41 3a.1 inset insert 303.3
harmfulness 673.5 zoology 414.8 1I0,ms 303.2 hiut 555.9
unwholesomeness insecure verbs 303.4 INSINU .... TE IN 2'30.7
682 uncertain 513.18,21 inseverable 47.15 INSINIJ .... TE ONESEI.F
ins and outs unsafe 695.11 inshore cuter 301.7
circumstances 8.2 insecurity deljs.224.10 ingratiate 905.9
vicissitudes 155.5 unreliahility 513.6 advs. 224.15 insinuated 544.7
insane unsafcncss 695.2 inside insinuating 5++.6
mentally deficient inseminate HOWlS inner nature insinuation
468.22 impregnate 168.11 5.4 interjection 236.2
foolish 469.8 sow 412.18 interior 224.2 intrusion 2. 37.1
mad 472.24 inseminated 168.17 ddis. interior 224.9 insertion 303.1
BE INSANE 472.19 insemination confidcntial612.16 hint 555.4
insane asylum 472.14 impregnation 168.4 dell'S. 224.14 ingratiation 905.2
insanely 472.34 sowing 412.14 INSIDE ANO OUT aspersion 969.4
insanitary 682.4 insensate throughout 56.18 insinnutive 544.6
insanity innuiurutc rs 1. 5 everywhere 178.11 insipid
mental deficicncy iuscusitivc -f215 preps. 224.17 wishy-washv 159.17
468.9 unintelligent ~68.13 inside information tasteless 429.2
foolishness 469.1 unwise 469.9 555.2 prosaic 608.5
lunacy 472 iuscusateness 381.2 inside I1I"n 779.9 indifferent 634.5 From Roget's International Thesaurus, Third Edition, Thomas Y. Crowell Co., Inc., ~1962, reprinted by permission of Harper & Row, Publishers, Inc.

1-18

371

ADJs. 22. indicative, indicatory, indicant; indicating. signifying; significant, significative; designative, denotative. denominative, stipulatory. pointing out; expressive, suggestive, demonstrative. exhibitive; symptomatic. semeiotic, sema tic. pathognomonic (al) .

23. gestural, gesticulative. gesticulatory; pantomimic. in pantomime, in dumb show.

567. INSIGNIA

NOUNS 1. insignia. regalia. ensigns. emblems. badges, symbols; badge. badge of office; livery, uniform. toga. mantle; cap and gown. mortarboard [colI.]; cockade; brassard; figurehead. eagle; cross. ankh. tau cross; swastika; hammer and sickle.

2. (heraldic insignia) heraldry. heraldic device or achievement; bearing. bearings; coat of arms. arms. armorial bearings. blazon; hatchrnent, achievement; escutcheon, scutcheon; crest. charge, field. shield; device, motto; pheon, broad arrow; cross; spread eagle; fleur-de-lis; garland, chaplet; ordinary, bar. bend. bend sinister. chevron. chief, cross, fesse, pale, pile, saltier; subordinary, billet. bordure. canton, flanche, fret, fusil, gyron, inescuteheon, label. lozenge, mascle, orle, quarter, rustre, tressure; supporters.

3. (royal insignia) regalia; scepter, rod, rod of empire; orb rEng.]; purple, ermine. robe of state or royalty; purple pall; crown. royal crown, coronet, tiara, diadem; cap of maintenance. - dignity or estate. triple plume, Prince of Wales's feathers. uraeus [Egyptian]; seal. signet. privy seal or signet [Eng.].

4. (ecclesiastical insignia) tiara, triple crown; ring. keys; miter, crosier, crook, staff; cardinal's hat, bishop's lawn. -

apron, - sleeves or gaiters; fillet. '

5. (military insignia) chevron. stripe [slang]; star. bar. eagle [U.S.], spread eagle, crown [Eng.], oak leaf [U.S.]. caduceus [U.S.); aviation badge. wings [U.S.); stripe, service stripe; epaulet or epaulette; Sam Browne belt [U.S.].

6. flag. pennant. pennon, banner, streamer. bunting; ensign, standard. colors; banneret, banderole. banderol; Old Glory [colI.), Stars and Stripes. Star-Spangled Banner; red, white and blue; tricolor. drapeau tricolor [F.); white -, blue or red ensign [Eng.); whip, coachwhip; vexillum, labarum [both Rom. antiq.j; Jolly Roger.

566.22 - 568.10 blackjack; burgee. blue peter, gonfalon. guidon. jack. union jack, oriflamme, signal flag; flag at half mast. union down.

568. RECORD

NOUNS I. record, recording; register. registry; chronicle; annals, account, roll; list 88; vestige, trace. relic.

2. archives, public records. historical documents; chartulary. cartulary; registry. register office; chancery.

3. memorandum, memo [eoll.], memoir, memorial [law] , commonplace: reminder 535.6; note. notation. annotation. jotting; footnote; entry. register. registry, item; minute, minutes.

4. document, instrument, paper, parchment, scroll, roll, writing; scrip, script; holograph, chirograph; legal document, legal instrument; papers, ship's papers; dossier; blank. form.

5. certificate, certification; ticket, docket, token; authority, authorization; credential, voucher. warrant, note, diploma, testimonial; affidavit, affidavy [dia1.]; deposition, witness, attestation, proc~s-verbal [F.); visa, visc!; bill of health. clean bill of health; navicert; diploma [educ.), sheepskin [coli., U.S.]; certificate of proficiency, testamur [Eng. univ.).

6. report, bulletin, brief. statement, acconnt, accounting; account rendered, compte rendu [F.l; minutes, proceedings; returns, census report or returns. election returns.

7. (official documents) state paper,

white' . blue book [esp. Eng.], green

book I' '.), red book [Austria). white

book [esp, Ger .• Pg. & Jap.); yellow book [esp, F}, livre iaune [F.); Statesman's Yearbook; Congressional Record [U.S.). Hansard [Eng.],

8. (registers) Lloyd's Register [Eng.); genealogy. pedigree. studbook; social register, bluebook [coli., U.S,), studbook [ioc.]:

Who's Who; Almanach de Gotha [Cer, & F.l; Red Book, Royal Kalendar [both Eng. 1767-1893).

9. (recording media) bulletin board scoreboard; tape, ticker tape; card, indc card. filing card; microeard, microfilm; fil 88.3.

10. (record books) notebook, pocketbook, blankbook; loose-leaf notebook; memorandum book, memo book [colI.), promptbook, engagement book, common-

From Roget's International Tnesaurus, Ttri rd Edition, Thomas Y. Crowe l l Co., Inc., @ 1962, repr i nted by perm; ss i on of Harper & Row, Pub 1; shers, Inc.

1-19

777 creaky - cringe
stridulation 457.5 crvs NO CREDENCE TO apprehension 889.4 gambling den
verbs stridulate 457.6 502.5 creepy crawl~ 425.11 514.14
screech 457.7 credenda belief 500.2 scary 889. 0 translation 550.3
creaky 457.13 religious - 1021.2 cremate burn 328.24 brothel 987.9
cream credential - the dead 409.21 verbs confine 235.6
nouns lotion 379.3 voucher 568.5 cremation cheat 616.18
semili~uid 388.5 recommendation burning 328.5 steal 822.13
foam 04.2 966.4 - of the dead 409.2 cribbed 235.l0
the best 672.8 credibility 500.6 crematorium, cribble 354.4
verbs emulsify 388.10 credible 500.21 crematory crible 576.2
foam 404.5 credit incinerator 328.12 cribriform 264.20
adis.369.4 nouns belief 500.1 morgue 409.9 crick
creamer 49.6 financial - 837 creme de la creme nouns creek 394.1
creamery account entry 843.5 672.8 pain 423.2
manufactory 717.3 repute 912.3 Cremona 464.6 stridulation 457.5
store 830.6 honor 914.1 cremona 464.23 verbs 457.6
creaminess DO CREDIT TO 966.14 crena 261.I cricket footstool 215.5
whiteness 363.1 GET ON CREDIT 819.3 crenate, crenated insect 413a. 5
semiliquidity 388.1 GIVE NO CREDIT TO 261.5 fair play 974.3
cream puff 502.5 crenation, crenelation, NOT CRICKET 975.10
weakling I 59.6 ON CREDlT,837.10 crenulation 261.2 cricketer 876.20
pastry 306a.40 verbs believe 500.8 crepe 253.6 crier 559.3
mollycoddle 420.11 extend - 837.5 crepitant 455.1 0 crime
creamy yellow 369.4 - to account 843.8 crepitate 455.7 wronfdoin~ 980.1,2
emulsive 388.11 creditable crepitation 455.2 iIlega ity 9 7.4
foamv 404.7 reputable 912.16 crefouscle, crepuscule criminal
crease ~raiseworthY 966.19 oredawn 13 3.4 nouns swindler
nouns fold 263.1 onorable 972.13 dusk 134.3 617.3,4
wrinkle 263.3 credited crepuscular 134.8 thief 823
verbs fold 263.5 believed 500.20 crescendo thug 941.4
wrinkle 263.6 well-rated 837.8 nouns 461.25 felon 984.9
engrave 576.12 creditor 837.4 adis. increasing 38.8 adis. dishonest
create cause 152.11 Credo 1038.10 music 461.54 973.15
make 166.12 credulity 501 advs. increasingly felonious 980.4
creation making 166.3 credulous 38.9 fiuiltv 981 .3
product 167.1 undoubtin~ 500.18 music 461.54 legal 997.6
universe 374.1 gullible 50 .7 crescent criminalitv
work of art 572.11 BE CREDUI.OUS 501.5 nouns city - 182.8 improbity 973.1
divine function creed, credo curve 251.5 wrongdoing 980.1
1011.I6 belief 500.2 moon 374.8 fiuilt 981.1
ALL CREATION religious - 1021.2 adis. increasing 38.8 legality 997.1
consummation 56.4 creek crack 200.2 crescent-shaped criminate 1003.10
universe 3}4.1 stream 394.1 251.I I crimination 1003.2
IN ALI. CREATION cove 398.1 crest criminatory 1003.14
178.11 creep nouns mountaintop criminology 996.7
creational166.21 nouns slow motion 206.8 crimp
creative 269.2 summit 210.2,3 nouns curl 229.5
productive 164.9 crawl 272.9 feathers 229.16 fold 263.1
originative 166.23 verbs linger on 110.7 cockscomb 261.2 wrinkle 263.3
inventive 533.18 go slow 269.6 insignia 567.2 sl.anghaier 823.11
creativitv 533.3 crawl 272.25 verbs 210.8 verbs curl 253.5
creator cause 152.4 feel creepv 425.7 crested topped 210.11 ~ash 261.4
producer 166.10 sneak 613.10 tufted 229.29 old 263.5
poet 607.13 grovel 905.6 crestfallen wrinkle 263.6
THE CREATOR 1011.2 CREEP lIPO" 538.6 dejccted 870.22 thwart 728.16
creature being 3.3 CREEP WITH humiliated 904.12 shanghai 822.18
be numerous 101.5 cretaceous 363.8 adis. 360.13
product 167.1 pervade 185.7 cretin 470.8 crimper 823.11
food 306a.1
animal 413.2 infest 311.6 cretinism 684.8 crimson
abound 659.5 crevasse verbs redden 367.4,5
person 416.3 creeper plant 410.4 nouns cleft 200.3 turn color 855.20
eat's-paw 656.3 hack writer 600.16 pit 208.2 blush 906.8
creature comfort creepers 230.30 verbs 264.11 adis.367.7
food 306a.1 creeping crevice 200.2 crine 229.2,4
comforts 885.3 nouns crawling 272.9 crew company 74.3 cringe
creature of habit 640.9 radio 34 3.24 air - 278.4 nouns 283.3
creche 565.4 adis. slow 269.10 staff 748.12 verbs shrink 283.7
credence belief 500.1 crawling 272.38 crib flinch 889.12
prothesis 1040.11 reptile 413.4 3 nouns hut 190.9 cower 890.9
GIVE CREDENCE TO creeps chilliness 332.2 room 191.2 gro\'eI905.6
500.8 sensation 425.4 bed 215.34 CRrNGE TO 763.10 From Roget's International Thesaurus, Third Edition, Thomas Y. Crowell Co., Inc., €)1962, reprinted by permission of Harper & Row, Publishers, Inc.

1-20

71

spring up, 'cast up [Scot. & dial., Eng.], arise, come forth, come or draw on, appear, materialize, present itself.

7. tum out, become of 153.5.

8. experience, have, know, feel, taste; encounter, meet, meet with, meet up with [slang], run up against [coli.]; undergo, go through, pass through, be subjected to, be exposed to, stand under, labor under, endure, suffer, sustain, pay, spend.

ADJS. 9. happening, occurring, passing, doing, taking place, on, going on; cunent, prevalent, prevailing, in the wind, afloat, on foot.

10. eventful, momentous, stining, bustling, full of incident; phenomenal.

II. eventual, coming, final, last, ultimate; contingent, collateral, secondary, indirect.

ADVS. etc. 12. eventually, ultimately, finally, in the long run; in the course of things, as things go, as times go, as the world goes, as the tree falls, as the cat jumps [coll.], as things turn out, as it may be.

13. in the event of, in case, in case of, in the contingency of, in case that, if it should happen that.

151. IMMINENCE

NOUNS 1. imminence or imminency, impendence or irnpendencv, forthcoming. ness; forthcoming, coming, approach, loom.

VERBS 2. be imminent, impend, overhang, hang or lie over, hang over one's head, hover, threaten, menace, lower or lour; brew, gather; come or draw on, draw near, forthcome, approach, near, await, loom, stare one in the face, be in store for.

ADJS. 3. imminent, impending, impendent, overhanging, hanging over one's head, threatening, lowering, menacing, "in danger imminent" [Spenser]; brewing, gathering. preparing; coming, forthcoming, upcoming, to come, about to be, about or going to happen, approaching, nearing, looming. looming in the distance or future; near, Idose, immediate, instan.t, at hand, near-at-hand, close at hand; 10 the offing, on the horizon, in prospect, in view, in one's eye, in store.. in reserve, in the wind, in the womb of time, on the knees or lap of the gods, in the cards [coll.], that will be, that is to be.

ADVS. 4. imminently, impendingly; any time, any time now, any moment, any min-

150.7 - 152.13 ute, any hour, any day; to be expected, as may be expected, as may be.

152. CAUSE

NOUNS 1. cause, occasion, call, ground, grounds, base, basis, element, principle, factor; determinant, determinative; causation, causality.

2. reason, reason why,. rationale, rational, rational ground, explanation, the why, the wherefore, the whatfor [coll.], the whyfor [dial.], the why and wherefore, the idea [slang], the big idea [slang], the because of.

3. ultimate cause, causing cause, causa causans [L.], Great First Cause; final cause, causa /inalis [L.]; provocation, last straw, straw that broke the camel's back, match in the powder barrel.

4. author, agent, originator, generator. creator, mover; parent, mother, father, sire; prime mover, primum mobile [L.].

5. source, origin, original, origination. derivation, rise, beginning, inception. commencement, head; provenance, provenience; root, grass roots; stem, stock.

6. fountainhead, headwater, headstream, riverhead, springhead, headspring, mainspring, wellspring, wellhead, well, spring fountain, fount, font, fons et origo [L., fount and origin].

7. rudiment, anlage; egg, germ, nucleus, seed; embryo, bud.

8. birthplace, breeding place, rookery, hatchery; hotbed; incubator, brooder; nest, nidus; cradle, nursery.

9. womb, matrix, uterus, venter {law], 10. (a principle or movement) cause, principle, interest, issue, burning issue, great cause, movement, mass movement, activity; drive, campaign, crusade.

VERBS 11. cause, be the cause of, lie at the root of; bring about, bring to pass, effect, bring to effect, occasion, make, create, generate, produce, breed, work, do; originate, give origin to, ·give occasion to, give rise to, give birth to; author, father, sire, sow the seeds of; gestate, conceive; set up, set afloa t, set on foot.

12. induce, lead, procure, get, obtain, contrive, effect, bring, bring on, draw on, call forth, elicit, evoke, provoke, draw down, open the door to; determine, decide, tum the scale, have the last word; superinduce.

13. contribute to, lead to, conduce to,

From Roget's International Thesaurus, Third Edition, Thomas Y. Crowell Co., Inc., ~1962, reprinted by permission of Harper & Row, Publishers, Inc.

1-21

164.3 -166.11

3. fertilization, enrichment, fecundation; impregnation 168.4.

4. fertilizer, dressing, enrichener; organic fertilizer, manure, muck, night soil, guano, compost, castor bean meal; commercial fertilizer, inorganic fertilizer, chemical fertilizer, phosphate, superphosphate, ammonia, nitrogen.

5. (gods of fertility) Demeter [Gr. myth'j' Ceres [Rom. myth.], Frey [Norse myth. , Isis [Egyptian myth.], Baal [Semitic myth.], Astarte or Ashtoreth [Phoenician myth.].

6. (comparisons) milk cow, rabbit, Hydra, warren, seed plot, hotbed, rich soil, land Bowing with milk and honey, mustard.

VERBS 7. proliferate, pullulate, multiply, teem.

8. fertilize, enrich, fatten; fructify, fecundate, fecundity, prolificate; impregnate 168.11; dress, manure.

ADJS. 9. productive, fruitful, fecund; fertile, pregnant [fig.], rich, fat; prolific, proliferous, uberous, teeming, plenteous, plentiful, copious, generous, bountiful, abundant, luxuriant, exuberant; creative 168.23.

10. bearing, yielding, producing; fruitbearing, fructiferous.

11. fertilizing, enriching, richening, fattening, fecundative.

80

166. PRODUCTION

NOUNS 1. production, performance, execution, effectuation; through-put; overproduction.

2. mass production, volume production, assembly-line production; production line, assembly line.

3. creation, manufacture, making, fashioning, framing, forming, formation, formulation, preparation, composition, elaboration; construction, building, erection, architecture; fabrication, prefabrication; workmanship, craftsmanship, handiwork, handicraft.

4. establishment, foundation, constitution, institution, installation, formation, organization.

5. origination, invention, fabrication, concoction, coinage, devising, hatching. contriving, contrivance; improvisation; authorship; creative effort.

6. generation, genesis; development; procreation 168.2; abiogenesis, archigenesis, biogenesis, blastogenesis, digenesis, dvsmerogenesis, epigenesis, eumerogencsis, heterogenesis, histogenesis, homogenesis, isogenesis, merogenesis, metagenesis, monogenesis, oogenesis, orthogenesis, pangcnesis, parthenogenesis, phytogenesis, sporogenesis, xenogenesis; spontaneous generation.

7. incubation, gestation, hatching,

165. UNPRODUCTIVENESS maturation; brooding, sitting, covering.

NOUNS I. nnprodnctiveness, unproduc-. 8. bearing, yielding; fruition, fruiting,

tivity, nnfruitfulness, barrenness, sterile- fructification.

ness, sterility, unfertileness, infertility, in- 9. birth, genesis, nativity, nascency, fecundity; impotence; ineffectualness 157.3. childbirth, childbearing, parturition, de-

2. waste, wasteland, desolation, barren livery; hatching (from the egg); act of or barrens, barren land, "weary waste" God [ioc.], blessed event [slang, U.S.]; the [Southey], heath; desert, Sahara, "a bar- Nativity; multiparity; abortion, miscarren waste, a wild of sand" [Addison]; riage; confinement, lying-in, childbed. karroo or karoo [So Africa]; wilderness, accouchement [F.]; labor, travail, birth howling wilderness, wild, wilds; bush, throe; birth control, contraception, con-

brush. traceptive; birth rate; stork.

VERBS 3. be unproductive, come to noth- 10. producer, maker; manufacturer,

ing, hang fire, Bash in the pan, fizzle out industrialist; creator, begetter, author. [coll.]: lie fallow. mother, father, sire; generator, mover; orig-

ADJS. 4. unproductive, nonproductive, inator, initiator, inaugurator, introducer, non producing; unfertile, nonfertile; un- institutor, beginner, prime mover; founder, fruitful, sterile, impotent, acarpous [bot.] , organizer; inventor, deviser; builder, con infecund, unprolific, ineffectual 157.15; bar- structor, artificer, architect; executor, execren, desert, arid, dry, jejune; childless, is- utrix; grower, raiser.

sueless, fruitless, teemless [poetic], without VERBS 11. produce, perform, do, exe

issue, sine prole [L., law]; fallow. cute, effectuate, bring about; cause 152.11:

5. uncreative, noncreative; uninventive, raise, rear, grow; mass-produce, volume

unoriginal. produce; overproduce.

Prom Roget's International Thesaurus, Third Edition, Thomas Y. Crowal l Co., Inc., (91962, reprinted by permission of Harper & Row, Publishers, Inc.

1-22

81'

12. create, make, manufacture, form, formulate, evolve, elaborate, fashion, forge, fabricate, frame; construct, build, erect, put up, set up, run up, raise, rear; make up, get up, prepare, compose, devise, concoct, compound; put together, piece together, patch together, fudge together; mill, machine; carve, chisel; prefabricate, prefab

[U.S.].

13. establish, found, constitute, institute, install, form, set up, organize.

14. originate, invent, make up, devise, contrive, concoct, fabricate, coin, frame, hatch, hatch up, cook up, strike out; improvise; think up [U.S.], think out, dream up [U.S.], set one's wits to work, strain or crack one's invention.

15. generate, develop; breed, engender, beget, spawn, hatch [all fig.]; bring forth, give rise to, give being to, bring or call into-being; procreate 168.9.

16. incubate, hatch; brood, sit, set, cover.

17 .. bear, yield, teem [dial.], produce, furnish; bring forth, usher into the world; fruit, bear fruit, fructify.

18. lay ( eggs), deposi t, drop; spawn, spat.

19. give birth, bear young, born [dial.], teem [dial.], kindle [chiefly dial.], come in [coli., U.S.], find [dial.], have, have young; drop. spring. cast, throw [all of animalsl; bear a child, have a baby, baby [slang; pup. whelp, cub, kitten. foal. calve, fawn; lamb. yean, ean [dial.]: litter; miscarry, abort, slink. sling. cast; lie in; labor.

20. be born, have birth, come forth, issue forth, come into the world; hatch; be born on the wrong side of the blanket, come in through aside door [both slang].

ADJS. 21. productional, creational, formational; manufacturing, manufactural, industrial.

22. c~structional, structural, edificial; architectural, architectonic.

23. creative, originative. causative, productive 164.9. constructive, formative, fabricative, demiurgic.

24. generative, genial, gametic; genital, genitive; genetic, abiogenetic, biogenetic, blastogenetic, digenetic, dysmerogenetic, epigenetic, eumerogenetic, heterogenetic, histogenetic, homogenetic, isogenetic, merogenetic, metagenetic, monogenetic, oogenetic, orthogenetic, pangenetic, parthenogenetic, phytogenetic, sporogenous, xenogenetic.

166.12 -167.5

25. produced, caused, brought about; effectuated, executed, performed, done; grown, raised; mass-produced, volume-produced.

26. born, given birth; hatched; "born naked" [Robert Burton], "cast naked upon the naked earth" [Pliny the Elder]; nee; newborn; stillborn.

27. made, manufactured, created, formed, fashioned, built, constructed, fabricated; well-made, well-built, well-constructed; homemade, homespun, handmade, selfmade; machine-made; custommade, custom-built, custom, made to order; ready-made, ready-formed, readyprepared, ready-to-wear, ready-for-wear; prefabricated, prefab [coli.].

28. invented, fabricated, coined, madeup, made out of whole cloth.

29. producible, productible, causable. ADVS. 30. in production, under construction, in the works.

167. PRODUCT

NOUNS 1. product, result, end product; work, reuvre [F.], handiwork, manufacture, production. creation, creature; offspring, child, fruit; issue, outgrowth, outcome, outgo; invention, origination, coinage, brain child; concoction, composition; opus (pl. opera), opuscule; consumer products.

2. produce, proceeds, yield, output; crop, harvest.

3. by-product, outgrowth, offshoot, side issue.

4. (amount made) make, making; batch, lot.

5. products basketwork headwork bobbinwork bodywork bolsterwork brasswork brickwork bridgework brushwork cabinetwork chainwork checkerwork fancywork featherwork firework 8owerwork frostwork glasswork goldwork Ironwork knitwork

lacework leadwork leafwork leatherwork masonry masonwork metalwork millwork needlework panelwork patchwork pinwork plasterwork potwork rockwork scrollwork sheetwork shellwork silkwork silverwork splatterwork

From Royet's International Thesaurus, Third Edition, ,!,homas Y. Crowell Co., Inc , , ~1962, reprinted by permission of Harper & Row, Publlshers, Inc.

1-23

Answers to Study Unit #1 Exercises

Work Unit 1-1.

1. They all provide the spelling and definition of words. Alphabetical word listings of spelling and definitions How-to-use guide

Pronunciation

Parts of speech

Capitalization

Origin of words (et~ology) History of our language Punctuation

Weights and measures Signs, symbols, numbers Abbreviations Proofreading marks

The States and their capitals

3. a. Heading words

b. Two-column format

c. Alphabetical word entries

4. The heading word on the left side of the page denotes the first complete alphabetical entry of the page. The heading on the right denotes the last entry of the page.

5. a. Origin

b. Correct pronunciation

c. Part of speech

d. Definition

e. Closely related words (other tenses) and synonyms

f. Antonyms

g. Obso 1 ete word s

2. a.
b.
c.
d.
e.
f.
g.
h.
t ,
j.
k.
1.
m. 6. a. Pronunciation

b. Part of speech

c. Second preferred definition

7. Kor, kor

8. a. '·10ving air b. Respiration

9. A side projection of an airplane

l-Jork Unit 1-2.

1. It has the sound of its own name.

2. c

3. c, g, s

4. A syllable is a single, uninterrupted sound.

5. a. 2

b. 2

c. 3

d. 3

e. 2

6. Syllables help you "hear" each part of a word and establish a sound pattern of that word to aid in correct spelling.

Work Unit 1-3.

1. The thesaurus serves as a reference which contains synonyms and anton~s to aid in determining alternatives to selected words.

2. (Any three synonyms listed under the entry 696. SAFETY or 697. PROTECTION are
correct. )
3. (Any three synonyms listed under the entry 567. INSIGNIA are correct.)
4. (Any three synonyms listed under the entry 152. CAUSE or 166. PRODUCTION are
correct.) 1-24 STUDY UNIT 2 THE ELUSIVE .s

STUDY UNIT OBJECTIVE: WITH01lT THE AID OF REFERENCES, YOU WILL IOENTII='Y CORRECTLY SPRLED WORDS WHICH CONT.'\IN THE VmJEl Cot1BINATIONS OF EI, IE, EE, E", I, AND THE SILENT E.

Wouldn't it be nice if all the words with a long e sound were spelled with two ee's as in creep and p~~~? It would also be much simpler if you just used a or i when the vowel sound in a word sounaea like those letters, as in neighbor or forfeit. inis would certainly eliminate much of the confusion in spelling.

Rut because there are many different ways to use these elusive e spelling patterns, this study unit will help you review the word patterns by discussing the rules and presenting a variety of drills and exercises that will reinforce your skills.

It's to your advantage to learn spelling rules because they will help you remember the spell ing patterns of particular words. Some words w+Tl not conform to rules, but many do. You will find these rules to be sound, helpful devices.

Work Unit 2-1. EI and IE

GIVEN A PARAGRAPH HI"UCH CONTlUNS INCO~'PL£TELY SPELLED WORDS, SUPPLY THE MISSING IE OR EI VOWEL COMBINATION TO CORRECTLY SPELL EACH WORD.

You probably became acquainted with the following rule years ago. Refresh your memory now by studying the rule and the examples below it. Af'ter you have worked through the drills within this and the succeeding work units in this study unit, you will have greatly strengthened your spel ling skills.

Rule: I BEFORE! E, EXCEPT AFTER C, TfR \oJHEN S1llJNDED UKE A - AS IN NEIGHBOR AND WEIGH.

I before E Yleld gFTef believe relTef chief piece mld stege gFTevous

Except after" r ece ive perceive deceTv'e conceive ceilTrig receipt deceTt conceit

Or when sounded like A nei9h60r

weTgh

might

sleTgh

feTgn

reTgn

heTnous

-

veln

2-1

DRILL I.

Fill in the missing ie or ei letter combination (remember the rule). Check your

answers on page 2-8.__ __

1. The corn crop should y __ ld more this year than last year.

2. It was a rel f to be home.

3. Do you bel __ ve in yourself?

4. r·ly father is the ch __ f of police.

5. Her gr __ f was overwhelming.

6. You should care about your appearance, even out in the f ld.

7. bel __ ve I will rec __ ve visitors today.

8. perc __ ve this to be a problem of my n __ ghbor's.

9. Be sure to vl_gh the fr __ ght when you rec __ ve it.

10. She hung a tiny sl __ gh from a hook in the c __ ling.

Did you remember to follow the rule?

DRILL II. In column 1, fill in the missing ie or ei letter combination. In column 2, write the whole word. In column 3, fina-the WOrd in the dictionary and write its definition in the space provided. Check your answers on page 2-8.

Column Column 2 Column 3
Example: l. yield lield to give forth; produce
2. bel ve
3. perc __ ve
4. sl __ gh
5. gr_f
6. h nous 7. fr_ght

Remember, though, NEVER ASSUME! There are exceptions to the "i before !, except after c" rule, as shown in the following list of sample exceptions.

SAMPLE EXCEPTIONS

weird le1sure

seize forfeit reinaeer

neither foreign theW

DRILL III. Fill in the missing ei or ie letter combination. (Remember the exceptions to the rule!) Check your answers on page 2-9.

1. You must forf __ t your turn in the game.

2. There isn't much time for l __ sure in boot camp.

3. You need more sc nce and math courses.

4. They must s __ ze the enemy's supplies.

5. Some sc __ nce fiction stories are really w __ rd.

6. I think I hear r ndeer on the roof.

7. N ther one wanted to go.

2-2

8. You must s __ ze the opportunities for 1 sure.

9. Old w rd Frank is wired for sound.

10. They both received A's in th __ r for __ gn language class.

DRILL IV. In column 1, fill in the missing ei or ie letter combination. In column 2, write the whole word. In column 3, finothe word in the dictionary and write its definition in the space provided. Check your answers on page 2-9.

Column 1 Column 2 Column 3
1. w rd
2. th r
3. s ze
4. n ther
5. for _gn
6. r ndeer
7. 1 sure
8. sc nce
9. forf t
10. bel ve DRILL V. Write the i before e rule below (without looking back at it) and provide one word for each part of the rule and its exceptions. Check your answers on page 2-9.

Rule:

1. ____

2. ____

3. ____

EXERCISE:

Answer the following items and check your responses against those listed at the end of this study unit.

The paragraph be low contains partially spelled words. Complete the spelling of each word by supplying the correct ie or ei combination.

The s ge took place at noon. We could not bel ve that it was happening so

(1) (2)

fast~ We could not bel ve that these people, who had been our n ghbors, could now be

{3} (4)

committing such a h nous crime against us. A f rce front r was something we had

(5) (S) (71

expected, but this gr vous situation was more than we had imagined. Amid the f ld of

(a) (9)

battle, the 1 utenant shr ked orders in a vain attempt to move people into action

(10) (11)

'instead of letting them y ld to th r gr f. But despite our disbel f at the

(12) (13) \T4T (15)

situation, we knew we would ach ve victory. And never again would we be dec ved by

(16) (17)

anyone's attempt to f gn fr ndship.

(18) {1gJ

2-3

Work Unit 2-2. EE, EA, AND I

GIVEN DEFINITIONS AND PARTIALLY WRITTEN HORDS HHICH ARE SPELLED mTH EE, EA, OR I VOWELS, WRITE THE CORRECT SPELLING OF EACH WORD BY SUPPLYING THE MISSING VOWEL COMBINATION FOR EACH WORD.

The words that are spelled with the double e (ee) are usually pronounced with that long e sound. These include such words as crehe, peeh, steep, sheep, sheet, sleet, fleet, and beet.- Hovever , there are even exceptions to t ,s~ T ere are some worCfSffiat""'"De'g'1n ~e and can-nave the prefix ~ added on, in which case the two e's are pronounced separately. me first e is pronouncea-as a long e, and the second e is pronounced as a short e.Examples of

these are: - - -

preeminence (pre eminence) preelection (pre election) preestablish (pre establish) preexist (pre exist)

Sometimes these words are spelled with a hyphen between the prefix and the word, such pre-eminence

pre-election

pre-establish

pre-exist

as: ~

/~ 5

Both spellings are correct but one may be preferred over the other. In cases like this, it is best to consult the dictionary used by your unit or office.

There are no hard and fast rules about which specific words \'iith the long e sound will be spelled with a double e. These spellings must be memorized or you will be constantly consulting the dictionary: Do the following drill so you can familiarize yourself with these double,~ spellings.

DRILL VI. In column
word. In
the space
Column
Example: 1. p~l
2. r
3. st 1
4. st d
5. r f
6. gr_t
7. gr_d
8. s d
9. d d
10. f d
11. h d
12. k n
13. kn
14. k
15. p_k 1, fill in the missing double ee, and then in column 2 write the whole column 3, find the word in the-aictionary and write its definition in provided. Check your answers on page 2-9.

Column 2

Column 3

peel

The skin or rind, esp. of a fruit

2-4

Now we'll discuss some of the words spelled with the ea combination. Most of these have the same long e pronunciation as the double ee words. But, as in all spelling, there are exceptions. There are some words where the e ana-the a have very distinct and separate

pronunciations such as: -

creator (cre a tor) permeate {per me ate' theatrical (the at ri cal)

There are also words that because of mispronunciation are pronounced with just the long e sound. However, correct pronunciation reveals that the! in these words is pronounced. -These include:

theater (the a ter) real (re a 1)

This marka, that looks like an upside down e, is pronounced "uh." Itis very softly emphasized, but it does have a distinct souna of its own in words like "theater" and "real."

These ea combination words are another group with which you must famili~ize yourself so you won't nave to spend a great deal of precious time at the dictionary. t1emorizing the word patterns and doing exercise drills are two of the best ways to learn these ~ words.

DRILL VII. In column 1, fill in the missing ea combination, and then in column 2 write the whole word. In column 3, find the-word in the dictionary and write its definition in the space provided. Check your answers on page 2-q.

Column 1 Column 2 Column 3
Example: 1. beat beat To strike repeatedly
2. cl t
3. d 1
4. dr m
5. ch
6. f t
7. f st
8. h _p
q. h ve
10. j_ns
11. 1 d
12. 1 _gue
13. 1 n
14. 1 ve
15. m n
16. n ....
..
17. p_ce
18. p_k
19. r ch
20. s t 2-5

The last part of the long e-sounding words that will be discussed concerns the letter i. Using the letter i to make the Tong e-sound involves a small group of words.

~pecifically, for example, the suffix ine, used to form such words as ,asoline and Vaseline, is derived from the Latin suffix inus Wfi'ich means "having the nature 0 ,like." Ine is also pronounced in, in, n depending on-nQW it is used. But because we are concerned wit[ the long ~ sound, we-Wilr-concentrate on the group of words whose ending is pronounced ~.

This last group usually does not cause problems in spelling, possibly because we either see them and use them a great deal or because we never use them. The following list and drill will, however, offer some practice with their use.

gasoline carbine intrigue machine

magazine naive Vaseline chlorine

DRILL VIII. In column 1,
whole word.
in the space
Column
1. maga
2. carb
3. intr
4. mach
5. gaso
6. na
7. vas
8. chlor fill in the missing ending of each word. In column 2 write the

In column 3, find the word in the dictionary and write its definition provided. Check your answers on page 2-10.

Column 2

Column 3

EXERCISE: Answer the following items and check your responses against those listed at the

end of this study unit.

~ Listed below are definitions and partially spelled words. Complete the spelling of

~ the words, and write each word three times in the spaces provided.

~. 21•• :a~:ght rifle

f~ A secret scheme

intr _

3. The skin or rind, especially of a fruit

p_l

4. Having a sharp cutting edge k n

5. A ridge of rock, sand, or coral near the surface of the water

r f

6. Principal structural member of a ship which forms its backbone

k

2-6

7. A projection used to prevent slipping cl t

8. A pile

h_p

9. The absence of war or other hostilities

p_ce

10. An association or alliance

l_gue

11. To placate, especially by granting concessions

app_se _

12. A line made by pressing, folding, or wrinkling

cr se

13. A contract granting use of land or holdings in exchange for rent 1 se

14. To discontinue; stop

c se

15. Spool or frame that turns on an axis, used for winding rope

r 1

In the following sentences, circle the word that best fits the meaning of the sentence.

16. The (reel/real) fell o~f my fishing rod and dropped into the bay.

17. It doesn't (seem/~) as though he knows where he's going.

18. The bell will (peel/~) at the stroke of midnight.

19. That wound will not (heel/heal) until you have stitches put in it.

Work Unit 2-3. THE SILENT E

STATE THE RULE GOVERNING THE SILENT E.

USING THE TEXT AS A REFERENCE, LIST EXCEPTIONS TO THE SILENT E RUL,E.

The "silent" or unpronounced e found in many words can cause spelling problems if you rely totally on pronunciation to help-you spell. The silent e is one of those letters that evolved into an unpronounced letter through the modernization-of our language. Therefore, it is best to "visualize" the spellings of silent! words rather than to pronounce them.

Dealing with silent e may not be as difficult as you may think, though, because of the

following rule: -

Rule: THE SILENT E AT THE END OF A WORD "CHANGES" THE PRECEDING VO~IEL FROM ~ORT TO LONG.

I

Examp 1 e: lop lope

slop slope

cop cope

pop pope

2-7

This rule also extends itself to other words of more than one syllable. Notice the long vowels in the following examples:

Example: promote parade parachute

envelope (don't confuse this with envelop)

explode demote

tirade

intercede

Now that you have learned that rule--STOP! Do you know why? Because you're about to find out that there are exceptions to the rule. Consider such words as: none, one, some, were, are, done. And there are words with more than one syllable that are exceptions to the silent e rule.

Example: definite infin ite

service

opposite practice ultimate

native

crevice

Exceptions like these are why it is so important to develop both visual patterns and sound patterns to help you spell. You will be learning more about-rne silent e and suffixes in

study unit 3. -

EXERCISE: Answer the following items and check your responses against those listed at the end of this study unit.

1. State the rule concerning the silent !.

2. From examples given in this work unit, list 4 one-syllable exceptions to the s i1 ent e ru 1 e.

3. From examples given in this work unit, list 4 words with more than one syllable that are exceptions to the silent e rule.

Answers to Study Unit #2 Drills

DRILL I.

1. yield

2. relief

3. bel ieve

4. chief

5. grief

DRILL II.

6. field

7. believe, receive

8. perceive, neighbor's

9. weigh, freight, receive

10. sleigh, ceiling

1. (example)

2. believe -- To accept as true or real

3. perceive -- To become aware of through the senses

4. sleigh -- A horse-drawn sled

5. grief -- Acute sorrow or anguish

6. heinous -- Reprehensible

7. freight -- Goods carried by a vehicle; cargo

2-8

DRILL III.

1. forfeit

2. leisure

3. science

4. seize

5. science, weird

6. reindeer

7. neither

8. seize, leisure

9. weird

10. their, foreign

DRILL IV.

1. weird -- Strange; uncanny

2. their -- The possessive form of "they"

3. seize -- To take suddenly and forcibly

4. neither -- Not one or the other

5. foreign -- Of or from a country other than one's own

6. reindeer -- A large deer with antlers, of northern regions

7. leisure -- Freedom from work

8. science -- The study of natural phenomena or the knowledge so acquired

9. forfeit -- A penalty or fine

10. believe -- To accept as true or real

DRILL V.

Rule: I before E, except after C, or when sounded like A as in neighbor and weigh

1.)

2. Anyone word from each of the three columns found on page 2-1

3.

DRILL VI.

1. (examp1 e)

2. reel -- Spool or frame that turns on an axis, used for winding rope

3. steel -- A hard, malleable alloy of iron and carbon

4. steed -- A horse

5. reef -- A ridge of rock, sand, or coral near the surface of the water

6. greet -- To address in a friendly way; welcome

7. greed -- Rapacious desire; avarice

8. seed -- A source or beginning

9. deed -- An act

10. feed -- To give food to

11. heed -- To pay attention to

12. keen -- Having a sharp cutting edge

13. kneel -- To rest on bent knees

14. keel -- Principal structural member of a ship which forms its backbone

15. peek -- To look, peer, or show briefly

DRILL VII.

1 • ( ex amp 1 e )

2. cleat -- A projection used to prevent slipping

3. deal -- To distribute

4. dream -- A series of images, ideas, etc., occurring in sleep

5. each -- One of two or more considered individually; every

6. feat -- A remarkable achievement

7. feast -- A large meal; banquet

8. heap -- A pile

9. heave -- To raise or lift

10. jeans -- Pants made of heavy, usually blue cotton cloth

11. lead -- To guide, conduct, escort, or direct

12. league -- An association or alliance

13. lean -- To bend; incline

14. leave -- To go away from; depart

15. mean -- To be defined as; denote; represent

16. neat -- Tidy

17. peace -- The absence of war or other hostilities

18. peak -- A point that projects upward

19. reach -- To extend; to arrive at

20. seat -- A surface or place for sitting, as a chair

2-9

DRILL VIII.

1. magazine -- A storehouse for ammunition

2. carbine -- A light rifle

3. intrigue --A secret scheme

4. machine -- A mechanical system or device that assists in the performance of work

5. gasoline -- A flammable liquid derived from petroleum and used as motor fuel 5. naive -- Lacking sophistication; ingenuous

7. Vaseline -- A trademark for a petroleum jelly

8. chlorine -- A chemical element; a bleaching agent

Answers to Study Unit #2 Exercises Work Unit 2-1.

1. siege 11. shrieked
2. believe 12. yield
3. believe 13. their
4. neighbors 14. grief
5. heinous 15. disbelief
6. fierce 16. achieve
7. frontier 17. deceived
8. grievous 18. feign
9. field 19. friendship
10. lieutenant
Work Unit 2-2.
1 • carbine
2. intrigue
3. peel
4. keen
5. reef
6. keel
7. cleat
8. heap
9. peace
10. league
11. appease
12. crease
13. lease
14. cease
15. reel
15. reel
17. seem
18. peal
19. heal
Work Unit 2-3. 1. The silent e at the end of a word changes the preceding vowel from short to long.

2. (any four) - none

one

some were are done

3. (any four) definite infinite service native

opposite practice ultimate crevice

STUDY UNIT 3

SUFFIXES

STUDY UNIT OBJECTIVE: i-IITHOUT THE AID OF REFERENCES YOU WILL IDENTIFY THE CORRECT SPELLING OF HORDS ENDING WITH ARY OR ERY, ENT/ENCE OR ANT/ANCE, ABLE OR IBLE, ISE, IZE, OR YZE, AND LY OR ALLY. YOU WILL ALSO IDENTIFY PROPER DOUBLING OF FINAL CONSONANTS, CHANGING OF Y TO I, AND DROPPING OF THE FINAL E OF ROOT HORDS BEFORE ADDING ENDINGS.

Suffixes are syllables added to the end of a root word. Suffixes change the function of a root word 1n a sentence, but they do not:Change the basic meaning of the root word. For example, the word bad is used to describe aperson or thing; the word badly is used to

describe an action-. - ---

Suffix tleaning Exam~le
able; ible capable of being (adj) capable, perceptible
ally (al + ly) in the manner of (adv) natura 1, natura lly
ary changes the root word to honorary
adjective
ery changes the root word to a place
of business hatchery, creamery
i se, i ze, yze make a root do something ( v) adv ise , realize, analyze
ance, ence denoting a state of (n) acquaintance, convenience
ant, ent one who does; form (n; adj) attendant, confident Suffixes will give you some tricky problems since they often require changes to the last letters of a root and because there are different suffixes meaning the same thing. Most of this study unit will be concerned with these spellings.

Caution: Do Not confuse suffixes with prefixes.

Prefixes are syllables or sounds added in front of a root word, and they normally change the mean1ng of the word. The word prefix itseTT has the syllable ~, meaning ahead of or in front of, added to the root word fix, meaning to fasten. So prefix means fasten in front of. Prefixes will seldom give you-any tricky spelling problems, and they will not be further emphasized in this course.

Work Unit 3-1. DOUBLING THE FINAL CONSONANT

FROM LISTS OF WORDS WITH SUFFIXES, SELECT THE LIST WITH ALL WORDS SPELLED CORRECTLY.

Before you start thinking about adding suffixes, there is a simple Qatter you must consider. Do you double the final consonant before you add ed, ~, or other suffixes starting with a vowel? Do you double the ~ in a~pear to make-it past tense? Do you double the R in jum~? Do you double the 1 in travel?

The answer to the preceding three questions in the previous paragraph is no, for the follovling reasons. You double only: (1) consonants after single vowels (jP2har has two vowels); (2) consonants which are single (jum~ has two consonants); and (3 t e consonant must come at the end of a one-syllable word or a word with the accent on the last syllable.

Rule: TO DOUBLE THE FINAL CONSONANT \4HEN YOU ADD A SUFFIX, ALL FOUR OF THE FOLLO~JING

t1UST EXIST IN THE ROOT WORD AND SUFFIX: -

a. THE liORD t1UST BE ONE SYLLABLE OR HAVE THE ACCENT ON THE LAST SYLLABLE.S,

b. THE FI NAL CONSONANT mIST BE PRECEDED BY ONLY ONE VOWEL. ~J.I. HA·

c. ONLY ONE CONSONANT rlUST BE AT THE END.

d. THE SUFFIX HUST BEGIN HITH A VOHEL.

o cC>{> t)

Now carefully apply the above four conditions to each word in the following list.

3-1

Root Add To Spell Practice
Example: run er runner
defer ed
swim ing
begin er
expel ed
control ed
hot est
flirt ing
permit ed
compel ing
expect ation
open ing
inform ed
number ing
hit er
travel ing
riot ous
exist ence
color ation
stop age (Correct answers in order: runner, deferred, swimming, beginner, expelled, controlled, hottest, flirting, permitted, compelling, expectation, opening, infomed, numbering, hitter, traveling, riotous, existence, coloration, stoppage)

EXERCISE: Answer the fo l lowtnq item and check your response against the one 1 isted at the end of this study unit.

1. From the lists of words given below, select the list with all words spelled

correctly. -

a. runner, swimming, traveling, colorration, stopage

b. existance, hottest, beginer, expeled, controled

c. deferred, riotous, nu~bering, flirting, compelling

d. permited, expectation, openning, informed, hitter

3-2

Work Unit 3-2. ADDING SUFFIXES TO HORDS ENDING HITH E

FROM LISTS OF WORDS WITH A SUFFIX ADDED TO ROOTS ENDING IN E, SELECT THE LIST WITH ALL WORDS SPELLED CORRECTLY.

For roots ending v/ith an e and the suffix starting with a consonant, there is no problem. For example, if you add-ful to hope, you spell it hopeful. Suffixes like 1l. (ninety), less (careless), II (ent1rely), ment (paveMent), or some (awesome) can be added directly witliOut change. lnere are some exceptions, however: 'Cfii"e + ly = duly; true + ly = truly; whole + ly = wholly; acknowledge + ment = acknow ledqnent ; nine + th = ninth. You can

only memorize these exceptions. --

But when the suffix starts with a vowel, you normally drop the ~ at the end of the

root.

Rule: HHEN THE SUFFIX BEGINS \-lITH A VmIEL, DROP THE ROOT'S FINAL E AND ADD ~HE 't"',

SUFFIX. ~

Some exceptions: mileage, noticeable, advantageous, dyeing y~

Study the follo\'1ing examples and write the correct spelling in the spaces provided.

Root Add To Spell Practice
nine ty ninety
hope ful
pave ment
hope ing
care less
awe some
love able
share ing
imagine ary
admire ation
force ible
entire ly -: 3-3

Be careful with the following·
Root Add
mile age
due ly
judge ment
dye ing
true ly
nine til
notice able
whole ly
advantage ous
acknowledge ment To Spell

Practice

(Correct answers in order: hopeful, pavement, hoping, careless, awesome, lovable, sharing, imaginary, admiration, forcible, entirely, mileage, duly, judgment (or judgement), dyeing, truly, ninth, noticeable, wholly, advantageous, acknowledgment\

EXERCISE: Answer the following item and check your response against the one listed at the end of this study unit.

1. From the lists of words given below, select the list with all worns spelled correctly.

a. ninety, milage, careless, nineth, forcible, truly

b. duly, judgment, sharing, dyeing, wholly, famous

c. pavement, awsome, hopeful, Iloping, noticable, lovable

d. careing, imagineary, admiration, entirely, a~vantageous.

Work Unit 3-3. SUFFIXES FOR WORDS ENDING IN Y

FROM LISTS OF WORDS ENDING IN Y AND A SUFFIX, SELECT THE LIST WITH ALL WORDS SPELLED CORRECTLY.

The rules for changing a y at the end of a word to i before adding a suffix are as

~l~: - -

~ EXCEPTImJS: DAY, LAY, SAY, PAY

~~ EXCEPTIONS: NEVER USE A DOUBLE I

By following this rule you woul d add ful to joy and get joyful. Ilut to add fu1 to duty you would get dutiful. The words day, lay, say, and pay alTeiiain a silent y;"tfiey all have the long a sound. So you don't write dayly--you spelr-Tt daily; you write paid or laid rather than payed or layed. Even for layingagun, you write "tfi'E!9un is laid"--not ~aY1d. For baby, you spell tne-pTural babies; but it would look awkward to write DiOfing--ma e t

baby 1'"iif." ---

Rule: IF THE Y IS PRECEDED BY A VOWEL, KEEP THE Y. IF THE Y IS PRECEDED BY A CONSONANT, CHANGE THE Y TO I.

3-4

Now study the following examples and write the correct spelling in the spaces provided.

Root Add To Spell Practice
worry ed worried
cry ing
pay ed
joy ful
boy hood
fifty eth
lazy ness
say ing
baby ish
funny er
array ed
hurry ing
hasty ly
duty ful
beauty ful
reply es (Correct answers in order: crying, paid, joyful, boyhood, fiftieth, laziness, saying, babyish, funnier, arrayed, hurrying, hastily, dutiful, beautiful, replies)

EXERCISE: Answer the following item and check your response against the one listed at the end of this study unit.

1. From the lists of words given below, select the list with all words spelled correctly.

a. crying, saying, dutyful, fiftyeth

b. lazyness, babiish, beautiful, hastyly

c. boyhood, funnier, hurriing, arraied

d. worried, paid, replies, joyful

Work Un it 3-4. SPELLI NG WORDS ENDI NG IN ARY ANI) ERY

FROM LISTS OF WORDS ENDING IN ARY OR ERY, SELECT THE LIST IN lriHICH ALL WORDS ARE SPELLED CORRECTLY.

Another list of words which is troublesome includes words like stationary or ~tation~ry, hatchery, creamery, bravery, solitary, etc. The rule, as you have noticed for most spelling rules, doesn't always apply. But it is this: if the word ends in ary, the word usually is an adjective, which is used in front of a noun. Examples are "discipl1n!!:l act," "sanitary kitchen," "solit!!:l action." If the word ends in ery, it is probably a noun. _Examplesare bravery, nursery, discovery, etc. But this ruleapplies only if the ary or ery is on a root word. February does not fit the rule because, after taking off the arj7 Febru-

doesn't make anything close to a word. -----

3-5

Study the following examples and write the correct spelling. Don't guess; use your dictionary.

Root

Add ary or ery to spell bravery

Practice

brave

nurse

discipline document

auxili---

solit---

tempor---

annivers---

cemet---

periph--libr---

secret---

necess---

judici---

infirm---(not in The Pocket Dictionary)

mi 11 in---

Febru---

contempor---

sanit---

tribut---

extraordin---

discov---

precaution---

diction---

(Correct answers in order: bravery. nursery. disciplinary, documentary. auxiliary. solitary. temporary. anniversary. cemetery. periphery. library. secretary. necessary. judiciary. infirmary. millinery. February.,contemporary. sanitary. tributary. extraordinary. discovery. precautionary. dictionary)

EXERCISE: Answer the following item and check your response against the one listed at the end of this study unit.

1. From the lists of words given below. select the list with all words spelled correctly.

a. bravery. necessery, 1 ibrary, documentery. peri phery

b. nursery, anniversery, judiciery~ February, contemporary

c. discovery, tributary, millinery, temporary, cemetery

d. disciplinery. auxiliery. secretery. sanitety, infirmery

3-6

Uork Unit 3-5. SPELLING ~IORDS ENDING IN ENT/ENCE AND ANT/ArlCE

FROM LISTS OF WORDS ENDING IN ENT/ENCE AND ANT/ANCE, SELECT THE LIST WITH ALL 140RDS SPELLED CORRECTLY. -

Does existence take an ance or ence; is superintendent spelled \'1ith ent or ant? This is another one of those head-scratchers-wnich calls for a look in the dictionary. ~ there isn't much of a rule to help with these words.

It may be helpful to remember the following:

ENDINGS TEND TO BE ENT OR ENCE HHEN (1) THE ROOT ENDS IN L, 0, OR N (2) A VERB ROOT ENDS IN R

(3) THE ROOT ENDS IN SH OR S-SOUND OR IN SOFT G

Some examples of L, 0, N guidelines are:

excell - ent preval - ent

Example of verbs ending in Rare: concur (r)ence

recur (r )ence

deter (r)ence

adher - ence

occur (r)ence

incid - ent defend - ent

promin - ent emin - ent

refer - ence defer - ence confer - ence prefer - ence infer - ence

When you think of the "sh" sound, you know now (from earlier in the course) t'hat "ci" (like in efficient) and other combinations often make this sound. Roots ending in this sound also take the-ent and ence suffix.

- --

effici - ent profici - ent

suffici - ent defici - ent

Some soft 1-sounds (the first 1 in garage is hard, the second soft) are illustrated in the following words.

intellig - ent emerg - ence

If the guidelines you have just read were hard and fast, all the rest of these words would end with ant/ance, but they don't. The following list of words is paired to help you see the difference.--COok closely to see the differences in the roots and complete each one.

To

Add ent/ence or ant/ance

Practice

excell---

brilli---

extravag (hard 1)--emerg (soft 1)--signific (hard £)---

magnific (soft £(~-sound))---

3-7

(Correct answers in order: conscience, influence, ~ttendance, vengeance, convenient (or ence), audience, cadence, subsistence, predominant (or ance), referenc~, adherent (or ence), deficient (or ence), conference, sufficient, concurrent (or ence), balance, sustenance, preference, important (or ance))

EXERCISE: Answer the following item and check your response against the one listed at the end of this study unit.

1. From the lists of words given below, select the list with all words spelled correctly.

a. subsistence, reference, deficient, balance, influence

b. consciance, attendence, importence, vengeance, preference

c. convenience, sustenence, audiance, cadence, predominance

d. adherant, conference, sufficient, balance, concurrence

Work Unit 3-6. SPELLING WORDS ENDING IN ABLE AND ISLE

FROM LISTS OF WORDS ENDING IN ABLE OR IRLF., SELECT THE LIST WITH ALL WORDS SPELLED CORRECTLY.

You are writing "The lawyer said the evidence was admiss--." Do you use able or ible? This choice is usually made simple by looking at what you wrote of the worarsQ far--admiss. If it is not a word in itself (as admiss is not) you add ible. On the other hand,"""Wfi'e'ilyou write repair--you add aplt! because repair, itself, is a word.

3-8

Hhen you add able or ible, (remember work units 3-2 and 3-3), roots ending in e usually drop the e; ana-tor words ending in l' you must usuallY,change the l to i before adding able or ibTe.

Another guideline is that if the root ends in a soft ~ or c (as in ~ and city) or Itith an i, you add able, even though, as in soci-able, the root is-not a worain itserr. With soft ~ or ~ endings keep the !.

Here are the rules again:

Rule: ADD ABLE l[ THE ROOT:

(1) IS A WORD ITSELF.

(2) ENDS IN A SOFT G OR C. (3) ENDS IN AN I. -

ADD IBLE l[ THE ROOT IS NOT A WORD ITSELF.

Try these examples:

To

Add able or ible

Practice

justify

play

admire

pity

blame

adrniss (meaning to admit)

aud

rectify adapt

e 1 ig

invinc

envi

service

incred

depend

excuse

advis

laugh

vis

accept

(Correct answers in order: justifiable, playable, admirable, p-itiable, blamable, admissible, audible~ rectifiable, adaptable, eligible, invincible, .enviable, serviceable, incredible, dependable, excusable, advisable, laughable, visible, acceptable)

3-9

EXERCISE: Answer the following item and check your response against the one listed at the end of this study unit.

1. From the lists of words given below, select the list with all words spelled

correctly. -

a. justifiable, blamable, adaptible, serviceible, advisable

b. playable, admissible, eligible, incredable, laughable

c. admirable, audable, invincable, dependible, visible

d. pitiable, rectifiable, enviable, excusable, acceptable.

Work Unit 3-7. SPELLING WORDS ENDING IN ISE, IZE, AND YZE

FROM LISTS OF WORDS ENDING IN ISE, IZE, AND YZE, SELECT THE LIST WITH ALL WORDS SPELLED CORRECTLY.

So far you have some rules or guidelines for adding suffixes. (There will be times when it may be as difficult to remember the rule as it is to remember the actual spelling--no one has ever said spelling is easy.)

It is true in this case that if you end a word with ize there is more than an even chance that you are right. (But that chance is not good enough if you are writing an application for a job.) For just now, ignore the ize words and take a good look at the ise and ~ words. - -

ISE

YZE

surprise exerci se adverti se enterprise supervi se mechandise advise disguise compromise

analyze paralyze

These lists are by no means complete but they include some of the most commonly used words. Notice that ise endings go onto words which tend to have to do with business or

management. -

Now try this list of words. Remember, if the ending is not ise or yze, it is most likely ize.

To

Add ize, ise, or yze patroni ze

Practice

patron theor

anal

surpr

exerc

penal

1 i beral

author

paral adv

3-10

To

Add ize, ise, or yze

Practice

merchand

fami 1 iar

real

emphas advert

recogn critic

enterpr

superv

sumMar

character

brutal

symbol

(Correct a~swers in order: patronize, theorize, analyze, surprise, exercise, penalize, liberalize, authorize, paralyze, advise, merchandise, familiarize, realize, emphasize, advertise, recognize, criticize, enterprise, supervise, summarize, characterize, brutalize, symbolize)

EXERCISE: Answer the following item and check your response against the one listed at the end of this study unit.

1. From the lists of words given below, select the list with ~words spelled correctly.

a. exercize, theoryze, paralyze, realize, criticise

b. surprise, penalize, advise, emphasize, enterprise

c. analize, merchandize, advertize, supervise, sumQarize

d. patronize, authorize, familiarize, recognize, characterise

Work Unit 3-B. SPELLING WORDS ENDING IN LY OR ALLY

FRO~l LISTS OF lJORDS ENDING IN LY OR ALLY, SELECT THE LIST IHTH ALL WORDS SPELLED CORRECTLY.

In order to change a ~oun or adjective to an adverb, you usually just add II or ally.

The noun chief becomes an adverb when you add ly--chiefly. In most cases this wil~not cause you any pro1i'lem. You must, however , remember aoout handling the final e and final y (work

units 3-2 and 3-3). -

There are only a few notes to pay attention to for lyor ally.

a. If a word already ends in an I, you add ly. equally, morally, ~ly

b. If the word ,ends in able or ible, change the! to 1. comfortable - comfortably

profitable - profitably

3-11

c. If the word ends in ic, usually add!lJ1.. critically, automatically, mechanically

Now try this list of words. Refer back to the work unit on the final e and final las necessary.

To

Add 1y or ally

Practice

accidental

occasional

final

certain

specific

scarce

safe

due

immediate

shy

easy

true

(Correct answers in order: accidentally, occasionally, finally, certainly, specifically, scarcely, safely, duly, irrmediate1y, shyly, easily, truly)

EXERCISE: Answer the following item and check your response against the one listed at the end of this study unit.

1. From the lists of words ending in 1l or!lJ1. given below, select the list with all words spelled correctly.

a. truly, due1y, certainally

b. easily, safely, finally

c. shyly, scarc1y, occasionally

d. immediately, specific1y, accidenta1y

Answers to Study Unit #3 Exercises Work Unit 3-1.

Work Uni t 3-3.

1. c

1. d

Work Uni t 3-2.

Work Unit 3-4.

1. b

1. c

3-12

Work Unit 3-5. 1. a Work Unit 3-6. 1. d Work Unit 3-7. 1. b Work Unit 3-8. 1. b

3-13

STUDY UNIT 4

PLURALS

STUDY UNIT OBJECTIVE: ~JITHOUT THE AID OF REFERENCES, YOU WILL IDENTIFY SPELLING RULES AND GUIDELINES AND APPLY THEt·1 IN IDENTIFYING THE CORRECT PLURAL SPELLING OF REGULAR WORDS, THOSE ~JHICH END IN AN S-SOUND, THOSE WHICH END IN Y, 0, AND F, CDt1POUND WORDS, AND ONES I.JHICH ARE FORMED BY IRREGULAR METHODS.

S .••••••• ES ••••••••••

Okay. What's next?

Keep the Y? Drop the Y?

Then there's F, and changing to V. And with that 0, do you keep the E?

And what about those that stay the same?

And foreign words, signs, numbers, and names, Compound nouns, exceptions to same.

What are we talking about now? Forming-plurals of nouns, that's what.

If singular means one, plural means more. Learn just a few rules, and you'll master this chore.

An S or ES, as you might guess, are the plural endings we use most often. To make most of our singular words plural, simply add one or the other of those endings to the word. ~Je call such words "regular" ones because we don't have to do anything special to them other than add on the ending.

Book B

studtnt St(Ad~r\t

4-1

At>C> AN ES

BoSS BOSSes

4-2

Bus BUS

~~¥cB ~~~

DRESS PRES

DISH DIS 1-1

Work Unit 4-1. REGULAR, SINGULAR NOUNS

STATE THE RULE FOR FORMING THE PLURAL OF REGULAR, SINGULAR NOUNS. LIST THE LETTERS WHICH rlAKE AN S-SOUND AT THE END OF SINGULAR HORDS.

STATE THE RULE FOR FORMING THE PLURAL OF WORDS WHOSE SINGULAR FORM ENDS IN AN S-SOUND.

WHEN GIVEN A LIST OF REGULAR, SINGULAR NOUNS, FOR~·' THEIR PLURALS.

WHEN GIVEN A LIST OF SINGULAR ~WRDS WHICH END IN AN S-SOUND, \~RITE THEIR PLURAL FORMS.

Look at the words on page 4-2 whose plurals were formed by just adding an S. Think of some more words and write them here for yourself in both the singular and the plural forms. Check your work by looking up each word in the dictionary.

Singular

Plural

Rule 1: ADD ONLY AN S TO MOST

NOUNS TO FORN THEIR PLURALS.

(This is the most common 11ay.)

NOW, look again at the words on page 4-2, except this time concentrate on the ones whose plurals were formed by adding ES. Say the singular and plural forms of each of them out loud.

Did you notice that all those words in the sin~ular form ended in an S-sound?

form?

Did you notice that they each acquired an additional syllable when you said the plural

The formation of their plural is governed by the following rule:

Rule 2: ADD ES TO WORDS ImOSE SINGULAR -- FORWTNDS I N AN S-SOUND.

Clue: Forming their plural makes an extra sound. This happens with singular words which end in the letters s, x, z, ch (when its sound is-sort)7 sn7 or tch.

If .you had tried to make those words plural by adding only an S, they would have been almost impossible to pronounce. Try it. Sometimes the singular word's final S-sound is like a "hiss" or "shhh" such as in "box" (hiss sound) or "porch" (shhh sound).

As the rule in the box explains, when singular words which end in an S-sound change to plurals, you hear an extra syllable. You need to spell that extra syllable in order to aid pronunciation. Therefore, add an E to the usual plural ending.

4-3

Before applying what you have learned thus far, take a few moments to write out each of the rules in the spaces provided below.

Rule No.1:

Rule No.2:

(Did you remember to mention the clue?)

EXERCISE: Answer the following items and check your responses against those 1 isted at the end of this study unit.

1. State the rule for forming the plural of most singular, regular nouns.

2. Some singular words end in letters or combinations of letters which have an S-sound. In their plural form you hear an extr a sound. I_ ist the letters which itl i 11 give you a clue for how to form the p1 ura 1 of those words.

3. State the rule for forming the plural of words whose form ends in an S-sound.

4. Now is your chance to write your own plurals. Change each of the singular words shown in column 1 into its plural form and write your answer in the spaces provided in column 2. If you wish to check yourself further, you may use column 3 to write the specific reason for your choice of plural ending.

Column 1

Column 1 Column 2
Singular Plural
garden
match
crash
blanket
shed
monarch
waltz
father
wish
punch
bus
box
watch Reason for choice of plural ending

brush

bunk

To make sure these words and rules stick in your mind, take a blank sheet of paper and cover up columns 2 and 3. Then, for each of the words, say them out loud, visualize their correct spelling, and write each three times on your blank sheet of paper.

Work Unit 4-2. NOUNS vlHICH END IN Y

STATE THE TWO RULES FOR FORrmlG THE PLURAL OF COt1l10N NOUNS vlHICH END IN Y. WHEN PROVIDED WITH THE SINGULAR FOR!4 OF COM!4ON NOUNS WHICH END IN Y, APPLY THE RULES FOR WRITING THEIR PLURAL FORr1S.

Now that you've mastered making regular nouns plural, take a look at how to spell the plural of those which end in Y. There are just a few simple guidelines to help you. The first is:

Rul e 1: TO rORt1 THE PLURAL OF WORDS WHICH END IN r,

IF THE FINAL Y

FOLLOWS A VDVir'L,

KEEP THE Y AND

ADD AN S.-

The second guideline for forming plurals of nouns which end in Y is:

Rule 2: TO FORI1 THE PLURAL OF l'IORDS WHICH END IN r,

IF THE FINAL Y

FOLLOWS A CONS-ONANT,

CHANGE THE Y TO I

AND ADD ES.- -

As you can see, to change words which end in Y from the singular to the plural, you'll still be adding an S or ES to the word. But you'll be making one extra decision--"Do I keep the Y or change it to I?"

To help you decide, determine whether the letter just in front of the final Y is a vowel or a consonant. Do you remember which is which?

Some people use mnemonic aids (memory aids) to help them remember the spelling rules and guidelines. Do you like this one?

The word Consonant begins with a C The word Ch~nae begins with a C

So that rem,n s you to ChESge

the Y to I before adding •

Using memory aids is another tool on the road to perfect spelling. Learn the ones found throughout this course or make up your own and you will master many spelling problems.

4-5

4-6

FI!j F/,'

4-7

EXERCISE: Complete the following items and check your responses against those listed at the end of this study unit.

1. State the two rules for forming the plural of common nouns which end in Y.

a.

b.

2. The plural of decoy is spelled because the final Y is

preceded by a _

3. The plural of lady is spelled because the final Y is

preceded by a -- •

4. The grocery store is closing soon, so buy your right

away. -----------

5. If one monkey is trouble, two are double trouble.

f). Hy study of the nocturnal behav ior of my pet gerbil s has mushroomed into a ser ies

of -- and a lot of sleepless nights.

7. Change each of the nouns in the list below into its plural form. Write the plural form three times and then make up your own sentences in the spaces provided using the plurals you formed.

city

holiday

salary

enemy

chimney

1 ibrary

duty

penalty

display

4-8

donkey -

buddy

Work Unit 4-3. PROPER NOUNS

STATE THE TWO RULES FOR FORMING THE PLURAL OF PROPER NOUNS.

WHEN SUPPLIED WITH SELECTED PROPER NOUNS, CHANGE THEM FROM THE SINGULAR TO PLURAL FORM.

Have you ever wondered how to spell the plural of somebody's name? After learning the following material, you'll have the answer.

Names of specific persons, places or things are known as ~roper nouns. Examples would be: your name, the name of your high school, the days of the wee, cities, states. (Proper nouns are always capitalized.)

Writing proper nouns in their plural form is not so difficult. Here's how to do it correctly:

Rule 1: TO FORM THE PLURAL OF MOST PROPER NOUNS, FOLLOW THE REG~ULES. ADD AN S OR ES.

;I

I

If the name ends in a letter other than one with an S-sound, just add an S.

Example:

Singular: The Jackson concert was great.

Plural: The Jacksons will be performing next month.

If the name ends in an S-sound, add ES.

Rule 2: TO FORI1 THE PLURAL OF PROPER NOUNS WHICH END IN Y, ADD ONlY AN S.

ExaJJJi?le:

Singular - We're going to include the Mimms family. Plural - We're going to have dinner wi~e Mimmses.

For these proper nouns, never change the Y to I. Add only an S to the complete name.

Adding just the S to V-ending names prevents the name from being changed too drastically. It does not make any difference whether the Y is preceded by a vowel or a consonant. ,Just add an S after the Y.

Example: "Would you believe me if I told you there were 16 Harrys in the BEQ?"

EXERCISE: Complete the following items and check your responses against those listed at the end of this study unit.

1. State the two rules for forming the plural of proper nouns.

a.

b.

4-9

2. Uhich one of the _--.,."""",,.,,,,,.,,..,- __ is famous for the Black Hills? (Dakota)

3. I'd be happy if we had six --,.-r-o ......... -- a year. (Ju ly)

4. The --,~~~_ won the sweepstakes. (Franus)

5. The _-,....,....--:--::""'1' __ are giving another one of their famous parties. (flppens)

6. NOVI form the plural of each of the following proper nouns:

Kennedy _

Karen

--------------

Libby _

Hughes _

Wednesday _

Duffy _

Rexroad

----~--------

11art i n

-----------------

Murray _

Work Unit 4-4. ~IORDS WHICH END IN F, FE, OR FF

STATE THE GUIDELINES FOR FORMING THE PLURAL OF HORDS HHICH END IN F, FE, OR FF. WHEN GIVEN A LIST OF SINGULAR HORDS \4HI£H END IN F, FE, OR FF, WRITE THEIR PLURAL FORMS.

HHEN GIVEN SELECTED PLURAL HORDS HHOSE SI NGULAR FOmlS END IN F, FE, OR FF, CHANGE THEt1 BACK INTO THEIR SINGULAR FORMS.

Let's now take a look at forming the plural of nouns which end in F, FE, or FF.

Chef ChefS

~Jj

Rule 1: FOR MOST NOUNS

WHICH END IN F, FE, OR FF, SIMPLY ADD AN S.

Rule 2: BUT FOR OTHERS,

FIRST CHANGE THE F TO V AND THEN ADD AN S.

There are no special tricks to help you decide which rule applies to which word.

Develop mnemonic aids when you can. tlemorize, practice, and use your dictionary.

4-10

Study the lists of nouns shown below. For the first group, all you need to do to make a word plural is to add an S. The words in the second group require you to change the FIFE ending to a V and then add S or ES.

JUST ADD AN S

CHANGE THE F TO V

belief - beliefs strife - strifes tariff - tariffs sheriff - sheriffs

fife - fifes

roof - roofs

cliff - cliffs chief - chiefs mischief - mischiefs

chef - chefs

reef - reefs

gulf - gulfs

proof - proofs

knife - knives leaf - leaves wharf - wharves

elf - elves

half - halves

leaf - leaves

wolf - wolves

self - selves yourself - yourselves loaf - loaves

calf - calves

life - lives

shelf - shelves

EXERCISE: Complete the following items and check your responses aginst those listed at the end of this study unit.

1. In the spaces below, state the guidelines for forming the plural of words which end in F, FE, or FF.

a.

b.

2. Make each of the following nouns plural and then write the plural word three times in the spaces provided. Saying the words aloud as you write will help cement them in your mind. And, of course, always refer to the dictionary when in doubt.

knife

sheriff

yourself chief

calf

shelf

belief

1 ife

chef

loaf

cl iff

leaf

3. For each of the designated words in parentheses, fill in the blanks with the appropriate singular or plural form. Use your dictionary as needed.

a. The little cub grieves because all the older _,.,..,.".., ...... in the pack left

him behind. (wolf)

b. That black and white cat is a major disaster. From the looks of her, lid

guess she has used up six of her nine __,. ............. _

(l1fe)

c. Welre going to take a long leave of absence and fly to all

the on the planet.

(gulf)

4-11

~~

d. We'll be gone before the first fall from Grandma's red

maple tree. ---(Mjl"';:e"'!"a1"ft-'j .... .----

e. \~e're going to see a lot of ----r.~~~-- in the different countries

we'll be visiting. (wharf)

f. And who knows? Maybe we'll see an or two along the way.

---r:( e:"lj':':'ve':":s:"'l'j--

g. I doubt if we'll see a single until we get back.

----r(c~a:"ll':':'v~es~·)~---

h. You two pack your bags and bring ----~t~y~ou~r~s"'!"e~lf~i-----

Work Unit 4-5. WORDS I.JHICH END IN 0

STATE THE THREE GUIDELINES FOR FORMING THE PLURAL OF t40ST WORDS HHICH END IN O. LIST THE NINE WORDS WHICH ARE EXCEPTIONS TO THE GUIDEUNE FOR FORMING THE PLURAl. OF WORDS WHICH END IN O.

WHEN GIVEN SINGULAR NOUNS ENDING IN 0, \~ITE THEIR PLURAL FORMS.

Forming the plural of words which end in 0 is really quite simple.

• To form the plural of most words which end in ~imply add an S.

• Learn the nine words which take an ES.

• and a few optional ones wh ich take

an S or ES.

With words which end in 0, you don't have to worry about vowels, consonants, or dropping or changing anything before adding the plural ending. Just tack on an S to the majority of words which you come across. There is even a memory aid which covers a whole group of these words: if the word ending in 0 refers to music, add only as S.

pianos banjos duos trios concertos

cellos

There are only a fe\'/ O-ending words which are exceptions to the guidelines. They are listed below. Study them, say them out loud, write their plural forms in the spaces provided, and they'll be yours. Refer to your dictionary as needed.

Nine exceptions which

require an ES plural ending

Plural forms

echo

embargo

Negro

no

potato

4-12

tomato

torpedo hero

veto

Exceptions which may take either an S or ES plural ending

Plural forms

mosquito buffalo

mosquitos, mosquitoes

buffa10s, buffaloes

The plural endings of these two words is up to you. Add either an S or ES. Both are correct. However, try to be consistent in your writing. If you start out spelling mosquitos, don't switch off in the same paper to mosquitoes.

EXERCISE: Comp 1 ete the fo llowi ng items and check your responses agai nst those 1 isted at the end of this study unit.

1. State the three guidelines for forming the plural of most words which end in O.

a.

b.

c.

2. List the nine exceptions to the guideline for forming the plural of most words which end in O. Then write the plural form of each three times.

a.

b.

c.

d.

e.

f.

g. h.

i.

3. Form the plural of the following words and wr l te each three times.

a. banjo
b. radio
c. mosquito
d. silo
e. dynamo
f. studio 4-13

g. zoo

h. trio

i. piano

Note: For items 4-7, write the plural form in the blank spaces for each word in parentheses.

4. While the music from the two

three tOY __ -r==--=-=,...--_ ( torpedo 1

his • refusing to eat until he was served French

-----r.(t~o-m-at~o')-----

'---r.:.-oF"::-::'~--- played in the background and the [pianol

lay idle on the floor, little Jamie sulked over

fried •

--Tpotatof----

5. For a gripping story of American

,----rr-c~~~~---' read my copy of Bury My (buffalo)

Heart at Wounded Knee.

6. The board issued six

this month. It's obvious there were (7": v"'-e-;"t-o t"") -

more than yeses. Therefore, don't build any more

---'(~n-o'-) -

any of the state until further notice.

--'(---z~oo~)'--

in '-,(7;"='g ''-:0:'::0:1)---

7. Another season is over. The crowds have their ----,(r-memen to )

and

'-r-,---

the

have closed. -O("'""r-o .... de-o .... )---

Work Unit 4-6. IRREGULAR, SINGULAR WORDS

WHEN SUPPLIED WITH A LIST OF IRREGULAR, SINGULAR WORDS, WRITE THJ::M IN THEIR PLURAL FORMS.

There are some words I'lhich are a little offbeat. Their plurals are formed by i rregul ar methods and we often refer to the words as i rregul ar, too.

For some words you must change the entire root word as in the examples below:

Singular chil d mouse goose man woman

ox

tooth

Pl ural

children mice geese men women oxen teeth

For others you do noth'ing at all; Singul ar

the root stays the same.

Plural

sheep deer Chinese trout

sheep deer Chinese trout

Many of the foreign words we use in English require special consideration when forming their plurals. For some, you will use the same plural form as the original language uses (alumnus, alumni; datum, datal. Look at the words in the following list. What do they all have in common with each other?

synopsis thesis neurosis

oasis hypothesis psychosis

parenthesis diagnosis crisis

basis analysis axis

4-14

Right. They all end in • To form the plural of foreign words which end in IS,

change the IS to ES.

For other words you have a choice. The plural ending you choose is optional and is determined more by local custom. In the examples which follow, you may apply the English rules and use S/ES, or use the foreign ending.

Singular index appendix

Plural

indexes, indices appendixes, appendices

For these words, consult your dictionary or your unit's standing operating procedures. Whichever plural form you choose, be consistent and stick with it throughout your piece of writing. If you used a variety of forms for the same word in the same piece of writing, your readers would be distracted and might think you don't know how to spell the word.

Review:

The plural of certain words is formed by using an irregular method.

For some, change the root.

For some, the root stays the same.

For some, change the IS to ES. For some, take your choice

(use the foreign plural ending or the English S/ES).

EXERCISE: Complete the following items and check your responses against those listed at the end of this study unit.

1. Follmiing is a list of singular words. Determine the plural form for each word shown. Consult your dictionary as needed. Then write the plural words three times each in the spaces provided. If a word has more than one acceptable plural ending, indicate them both.

Singular form Plural form
a. chi 1 d
b. Chinese
c. neurosis
d. mouse
e. deer
f. thesis
g. goose
h. index
i. memorandum
j. man
k. woman
1. hypothesis
m. basis
n. appendix
4-15 Note: For items 2-10 supply the plural form for each of the words shown under the blanks.

2. Do you think there is such a thing as a planet with two ----r~~--? (axis)

3. Gunny Beavers caught one baby shark, three blues, and 16 __ --.~--,....--(trout)

4. How many ---r",""",=",""",~--- can a person have at one time? (pSYChOS1S)

5. Their business has all the time, so Karen is going to conduct

--'T{ c:::::r:":!'i'::"s~l s::"l)--

to resolve the problems.

various

(analysls)
6. When everything is collected, we will submit all the to
(datum)
Headquarters.
7. Ahab said the 65 will gather on the third hill.
(ox)
8. There are in books.
(appendlX)
9. There are in bodies.
(appendix)
10. Do you know what a group of baby is called?
(goose) 11. Many people misspell the plural form of parenthesis. If you spell the word with an IS, you're really talking about only nalf a set of punctuation marks. IJhen

you're ref'err tnq to a pair, spell it like this: _

Work Unit 4-7. COtlPOUND WORDS

STATE THE GUIDELINE FOR FORllING THE PLURAL OF COtIPOUND WORDS.

WHEN SUPPLIED WITH SI NGULAR COMPOUND HORDS, CHANGE THE~l I NTO THEIR PLURAL FORrIS.

Every so often you are faced with the need to spell the plural of nouns which are made up of two or more words. We call such words compound nouns. Some are written as one word (cupful), some as several (commander in chief), and some are connected with hyphens (drive-in).

A very common problem is deciding which part of the compound noun gets the plural ending. Should you add the S/ES to the first part of the word, the middle part, or the last part? Forming the plural of these words is really quite simple.

Rule 1: TO FORM THE PLURAL OF COMPOUND WORDS,

ADD THE PLURAL ENDING TO THE MAIN OR 140ST SIGNIFICANT WORn.

Decide which part of the term is the most important and add the plural ending to that part. It could be the first word, the middle word, or the last word.

Study the examples below in which the most significant word of the compound has been made p 1 ura 1.

Significant word first: adjutants general aides-de-camp comptrollers general notaries public sergeants at arms surgeons general sergeants major

Significant word last: assistant secretaries lieutenant colonels major generals

judge advocates

judge advocate generals

4-16

Equal significance coats of arms wonen aviators

men employees

Significant word in middle: assistant attorneys general assistant chiefs of staff assistant surgeons general

But:

No word significant in itself:

forget-me-nots

hand-me-downs

pick-me-ups

If the compound word is wr lt ten together ~/ith no space or hyphen between the parts, just add the plural ending to the end of the word; thus, cupful becomes cupfuls; leftover becomes leftovers.

Once in a while, however, forming the plural of compound nouns using the regular methods will turn the word into nonsense or will distort its meaning. Those cases make up the exceptions, and they are easy to recognize:

Singular drive-in standby six-year-old

Plura 1

drive-ins standbys six-year-olds

Remember: Refer to your dictionary whenever you are in doubt.

EXERCISE: Complete the following items and check your responses against those listed at the end of this study unit.

1. State the guideline for forming the plural of compound words.

2. Following is a list of singular, compound words. Change each word into its plural form and write each three times in the spaces provided.

a. leftover

b. nother--f n-Jaw

c. man-of-war

d. daughter-in-l aVI
e. court martial
f. secretary general
g. passer-by
h. major general
i. commander in chief
j. sergeant major
k. sergeant at arms
1 • surgeon general
m. pick-me-up
n. right-of-way 3. We used to buy Mighty Moes at three different Howard Johnson back in the Fifties. ----~(d~r~'~v~e--~'n~)~----

4-17

4. All the for the flight to Cabo San Lucas have to get in line

--~(~str.a~n~d~by~)r-----

over there.

5. The are down at the creek catching salamanders and crawdads.

-(""'s,..,..; .... x --:"y~e~a r~-~o""'l dT')r--

6. I'm sure she'll get the message. The florist will deliver a bunch

of to her on Sunday.

(forget-me-not)

7. Don't turn your nose up at ; you could miss some real

trea su re s • ---TIt h:-::a~n~d--::m=::e~-dT.o::-w~nT) -

Work Unit 4-8. NUMBERS, LETTERS, SYMBOLS, AND WORDS USED AS WORDS

STATE THE GUIDELINE FOR FORtlING THE PLURAL OF NU~1BERS, LETTERS, SY~1BOLS, AND WORDS USED AS ~/oRDS.

14HEN GIVEN SENTENCES AND THE SINGULAR FOR!1 OF CERTAIN Nut1BERS, LETTERS, AND WORDS, COMPLETE THE SENTENCES BY CHANGING THE SINGULAR ITEt1 INTO ITS PLURAL FOR~I.

Your guideline for forming plurals is very simple.

When you need to form the plural of letters, numbers, signs, and

words used as words, just

add an S or an apostrophe + S.

Study the following examples:

"I d i dn 't earn too many ~ after partyi ng all night." "There are six E6's in this class."

"Don't get bogged down with all the if's, and's and ~."

The mark you see in front of the S 'sis called an apostrophe. It is one of our punctuation marks. It looks like a comma but, unlike the comma, is written above the line. It has several functions, and in this case is used to help you form the plural of numbers, letters, symbols, and words used as words. Sometimes you will see these plurals formed with only an S, without the apostrophe, but traditionally the plurals were formed with an apostrophe + S. Follow your unit's standing operating procedure.

EXERCISE: Complete the following items and check your responses against those listed at the end of this study unit.

1. State the guideline for forming the plural of numbers, letters, s~nbols, and words used as words.

2. He drew six on the blackboard.
(X)
3. The inventory listing consists of four
(3)
4. Please print your clearly.
(q)
5. Add some more to the chart.
( +)
6. How many are there in Toledo?
(YMcA) 4-18

/

.Ans\~ers to Exerci ses to Study Unit #4

Work Unit 4-1.

1. Add only an S.

2. s, x, z, ch (soft sound) sh, or tch

3. Add ES.

4. gardens (Regular word. Add only an 5.)

matches (Singular ends in soft ch sound. Add ES.) crashes (Singular ends in soft Sf sound. Add ES.) blankets (Regu 1 ar word, Add on 1Y an 5.)

sheds (Regular word. Add only an 5.)

monarchs (Regular word. Singular ends in hard ch sound. Add only an 5.) vlaltzes (Singular ends in sh sound. Add EIT"-

fathers (Regular word. Ada-only an 5.)

wishes (Singular ends in soft sh sound. Add ES.) punches (Singular ends in S-sound. Add ES.) buses (Singular ends in S-sound. Add ES.)

boxes (Singular ends in S-sound with the letter x. Add ES)

watches (Singular ends in S-sound. Add ES.) -

brushes (Soft sh sound. Add ES.)

bunks (Regular word. Add only an 5.)

Work Unit 4-2.

1. a. If the final Y follows a vowel, keep the Y and add an S.

b. If the final Y follows a consonant, change the Y to I and add ES.

2. decoys, vowel

3. ladies, consonant

4. groceries

5. monkeys

6. studies

7. cities holidays salaries enemies chimneys libraries duties penalties displays donkeys buddies

Hork Unit 4-3.

1. a. To form the plural of most proper nouns, add an 5 or ES.

b. To form the plural of proper nouns \~hich end in Y, add only an S.

2. Dakotas

3. Julys

4. Franuses

5. Tippenses

6. Kennedys Karens Libbys Hugheses Hednesdays Duffys Rexroads Hartins Murrays

Work Unit 4-4.

1. a. For most words simply add an S.

b. For others, first change the F to V and then add an S.

2. knives sheriffs yourselves chiefs calves shelves beliefs

4-19

lives chefs loaves cl iffs leaves

3. a. wolves

b. lives

c. gulfs

d. leaves

e. wharves

f. elf

g. calf

h. yourselves

Work Unit 4-"i.

1. a. For most words which end in 0, simply add an S.

b. Learn the nine exceptions.

c. Learn the few optional ones which can take either an S or ES.

2. a. ~cho--echoes

b. embargo--embargoes

c. Negro--Negroes

d. no--noes

e. potato--potatoes

f. tomato--tomatoes

g. torpedo--torpedoes

h. hero--heroes

i. veto--vetoes

3. a. banjos

b. radios

c. mosquitos or mosquitoes

d. silos

e. dynamos

f. studios

g. zoos

h. trios

i. pianos

4. pianos, torpedoes, tomatoes, potatoes

5. buffalos or buffaloes

6. vetoes, noes, igloos, zoos

7. mementos, rodeos

Work Unit 4-6.
l. a. children
b. Chinese
c. neuroses
d. mice
e. deer
f. theses
g. geese
h. indexes or indices
1. memorandums or memoranda
j. men
k. women
1. hypotheses
m. bases
n. appendixes or appendices
2. axes
3. trout
4. psychoses
5. crises, analyses
6. data
7. oxen
8. appendixes or appendices
9. appendixes or appendices
10. geese
11. parentheses 4-20

Work Units 1-7.

l. Add the plural ending to the most important word.
~. a. leftovers
b. mothers- in- 1 aw
c. men-of-war
d. daughters-in-law
e. courts martial
f. secretaries general
g. passers-by
n. major genera 1 s
i , commanders in chief
j. sergeants major
k. sergeants at arms
1 • surgeons genera 1
m. pick-me-ups
n. rights-of-way
3. drive-ins
4. standbys
5. s ix-year-o 1ds
6. forget-me-nots
7. hand-me-downs Work Unit 4-8.

1. Just add an apostrophe + s.

2. X' s

3. 3' s

4. q's

5. +' s

s. YflCA' s

4-21

STUDY UNIT 5

THE APOSTROPHE, POSSESSIVES, AND CONTRACTIONS

At the end of the previous study unit you \Jere introduced to the apostrophe. This little mark of punctuation has several important functions. Once you learn them, you will have no problem handling spelling questions like these:

IT'S .. OR ITS 777

HOW 00 YOU SHOW THE

POSSES~VE CASE OF NOUNS

AND INDEFINITE PRONOUNS?

5-1

OF PERSONAL PRONOUNS?

/

5-2

Sometimes you need to write a word that shows ownership. When you write such a word, you use what is called the possessive case of that word. Sometimes that requires using an apostrophe. Are you ever unsure of where to put t~e apost~ophe (or even whether to use one)? That will soon be a problem of the past.

Work Unit 5-1. THE APOSTROPHE

LIST THE FUNCTIONS OF THE APOSTROPHE.

WHEN GIIfEN LISTS OF WORDS, .I\ND IHTH THE AID OF A DICTIONARY, DETERMINE WHICH GROUPS CONTAIN INDEFINITE PRONOUNS AND WHICH CONTAIN POSSESSIVE PERSONAL PRONOllNS.

loJhcit do you need to know about using apostrophes? Apost'l'ophes are used to:

• Show possessive case of nouns and indefinite pronouns.

• Form contractions.

• Sometimes form plurals of letters, numbers, symbols, 'as covered in work un it 4-8).

Note: Don't use them to show possessive case of personal pronouns.

You will be learning more about each one of the apostrophe's functions as you ~/ork through this study unit. First you need to know a few terms.

HERE YOU GO.

5-3

Example:

Possessive case. Use this term to indijcate ownership of something.

"the man's car"

(man possessing, car)

"nobody's business"

"the t1arines' wives"

(more than one Marine and more than one wife)

"Joe's canteen"

Indefinite pronoun. This is a type of pronoun which names an unspecified number of persons or things. Some common examples are:

all another anybody both

each everybody few nobody

no one one other somebody

These are pronouns which refer to ownership by a tarticular person or thing. Be sure you don't confuse hem with the indefinite pronouns. Here is a listing of the forms of possessive personal pronouns:

Possessive personal pronouns.

my, mine your, yours

his

her, hers

its

our, ours

their, theirs

EXERCISE: Answer the following items and check your responses against those listed at the end of this study unit.

1. List the functions of the apostrophe.

a.

b.

c.

d.

2. Each of the word groups below (a-f) contains either all indefinite pronouns or all possessive personal pronouns. Determine which type pronoun is shown in each group and place your response in the blanks provi ded. label as fo 11 OHS:

I = indefinite pronoun

ppp = possessive personal pronoun

____ a. our

ours their theirs

b. his
her
hers
its
c. someone
no one
one
other
5-4 d. each

---- everybody

few nobody somebody

e. all

---- another

anybody both

____ f. my mine your yours

Work Unit 5-2. POSSESSIVE CASE OF NOUNS AND PRONOUNS

STATE THE RULE FOR FORrUNG THE PDSSESSIVE CASE OF NOUNS AND INDEFINITE PRONOUNS. STATE THE GUIDELINE FOR FORMING THE POSSESSIVE CASE OF WORDS WHICH END IN AN S OR S-SOUND.

STATE THE RULE FOR SPELLING POSSESSIVE PERSONAL PRONOUNS.

WITH THE AID OF THE DICTIONARY, WHEN PROVIDEn WITH SELECTED ~IOR!)S, PHRASES, ANI) PARTIALL Y cm1PLETED SENTENCES, FORM THE POSSESSIVE CASE OF NOUNS ANn PRONOUNS.

a. Let's get started with this basic rule:

r---------------------------------,

Rule: TO FORM THE POSSESSIVE CASE

OF NOUNS AND INDEFINITE PRONOUNS,

ADD AN APOSTROPHE + S

.•• UNLESS THE WORD ENOS IN S.

Here's the way that rule works.

S or S-sound.

Notice that none of the words given below ends in an

Nouns and Indefinite Pronouns

Form the possessive

by adding apostrophe + S

Mr. Martin's solar house ch i1 dren 's day

men's options

someone's package mechanic's 'van

other's choice

deer's migration

women ' s movement daughter's ambition

t1r. Martin children

men

someone mechanic other deer women daughter

If two persons possess the same thing, write it like this:

"Turn left into George and Eleanor's house."

But if the persons possess things separately, write it like this:

"I'll be packing up David's and Fred's clothing to help them get ready for tneir trip."

If the word is a compound noun, just add an apostrophe + S to the last word:

"mother-in-law's blessing" "commander in chief's policy"

"Department of Health, Education, and Welfare's personnel"

You must also use the apostrophe in certain expressions of time and money when the words function as possessive adjectives. In some cases you will use only the apostrop~e, and in others you \~ill use the apostrophe with an S. Study the following examples. The words with the apostrophe function are

5 cents' worth

1 dollar's worth a day's work

a weeKT's leave

3 montns' supply

5-5

b. Here is a double guideline about forming the possessive case of S-sound words.

IF THE WORD IS PLURAL AND ENns IN AN S OR s-soonn, ADD,ONLY AN APOSTROPHE.

IF THE S-SOUND \lORK IS SINGULAR, YOU HAVE A CHOICE: ADn EITHER

JUST AN APOSTROPHE OR AN APOSTROPHE + S.

As the rule states, for the possessive of plural words 'ending in S, you may use only an apostrophe.

reporters ......... reporters' story
typists ......... typists' jobs
horses ......... horses' hoofs (or hooves)
daughters ......... daughters' anilitions With singular words and proper nouns which end in an S or S-sound, however, you have a choice. The possessive ending you choose will be determined by ease of pronunciation. For example, "Charles Dickens' stories" is as acceptable as "Charles Dickens's stories." If you pronounce the last name as "Dickenses," you would add the extra S and spell it "I')ickens's."

Study the following examples:

Acquaintance

(ends in S-sound)

an acquaintance' sickness

(or: acquaintance's sickness'

class

class' assignment

(or class's assignment)

r1r. Jones' house

( or: I~r. Jones's house)

r~r. Jones

John Keats

John Keats' poetry

(or: John Keats's poetry)

c. You'll like this next rule:

Rul e: TO SPELL POSSESSIVE PERsmf.l\L PRONOUNS, LEARN WHAT THEY ARE, AND

DON'T liSE AN APOSTROPHE.

Possessive personal pronouns (see page 5-4) have two characteristics you should learn:

• They refer to a specific person or thing (unlike the indefinite personal pronoun)

• They do not use an apostrophe to show possession.

5-6

The following underlined words are examples of possessive personal pronouns:

my hat your cat his bucket

It is mine.

The cat is yours. His is full.

her check

This one is hers.

its place

our car

Put it in its place. The car is ours.

their furniture

The furniture is theirs.

NO\~ you're ready for some pr act ice.

EXERCISE: Co~plete the following items and check your responses against those listed at the end of this study unit.

1. State the rule for forming the possessive case of nouns and indefinite pronouns.

2. State the guidelines for forming the possessive case of words which end in S or S-sound.

a.

b.

3. State the rule for spelling possessive personal pronouns.

Note: Complete items 4 through 13 by forming the possessive case of each word shown in parentheses.

4.

love concertos.

-n(f:r:lo~z':':a r::'It")-

5. We were up all night because snake got loose in the house.

-------~(D~a~v~eT)-------

6. The bowl is empty, and she is sitting in front of it with her ears back.

1CatT

7. Use -"or:!"O ....... "..,.,..r-r7~"....,,-- tape deck. (Bl11 and Karen)

8. We can probably borrow -----,'W'!'T"I"'''':'::'T''1~=T_'--- bikes, too. (Bl11 and Karen)

9. The ----n~"'7P':==~--- briefing brought good results. (1st sergeant)

10. The _,..,-r,.....,.,~.--..,.,..,r-.....-- review produced a complete change in text. (edltor-ln-chlef)

11. Joey plunked three nickels down on the counter and said, "I'd

like worth of.licorice, please."

(2 dollars)

5-7

12. The -....-r'.".".,~.,....- bottles are stacked up on the counter in the third aisle. (bab,es)

13. Vie bought this lawnmO\~er at the __ '"""'..-..--.,....._ yardsale. (Riggins)

Note: For items 14 through 19, write the correct possessive personal pronoun in the spaces provided.

14. The thieves divided take.

T( trlh:-::e~y"'i r~e~,~th~e~r~e-, ''"It!:'l:h~e~, r~)'"'"'

15. Once this phase of the project is completed, the responsibility

is

-----~(~y~ou~r~)--------

-,

16. This manual is Gunny Longshore's, but that one is

---r('I:."h'::-:er::'1)r-----

17. We're going to his place first, but we'll be coming back by ---r(o~u~r"'!")--

18.

_--,,..,.,,..,,.,.... salad is this, anyway?

mho)

19. The business has merged; _..,.,...,......_ records are stored on the fourth floor. (,t)

Work Unit 5-3. CONTRACTIONS DEFINE CONTRACTIONS.

STATE THE THREE MOST COMt,10N ERRORS Hl USING CONTRACTIONS.

WITH THE AID OF THE DICTIONARY AND WHEN PROVIDED A LIST OF WORDS, DIFFERENTIATE BETWEEN CONTRACTIONS I\ND POSSESSIVE PRONOUNS.

WITH THE AID OF THE DICTIONARY AND VlHEN PROVIDED SELECTED WORDS AND LISTS OF PARTIALLY COt1PLETE PHP-ASES AND SENTENCES, FORf.1 THE CONTRACTIONS OF THE WORDS OR PHRASES.

A contraction is a word which comes from two words which have been reduced to form just one word. We use contractions in our speech and in our less formal writing all the time.

\~hen you want to form a contraction, you must drop certain letters from the original set of words. Then you must substitute an apostrophe for missing letters.

5-8

Here are some examples of words changed into contractions. Use your dictionary to find others.

Origina 1 \'1ords cannot

does not has not would not were not

I am

could not you are they are

it is

is not

was not have not let us would have I would will not

Contractions

can't doesn't hasn't wouldn't weren't I'm couldn't you're they're it's isn't wasn't haven't let's \'iould've I'd won't

The three most comMon errors in using contractions are:

a. Misspelling its and it's

(its is possessive; ,£'s is the contraction of it i!.)

b. Not using the apostrophe when required

(writing ~ when you mean you're; writing their when you mean they're)

c. Inserting the apostrophe in the wrong place. (does'nt, lets', etc.)

Be careful; think about what you are writing!

The cartoons on the following pages will illustrate the principles of correct use of contractions.

5-9

I

SPELLING I.G.

OF TRUTH.

THERE IT IS AGAIN !

5-10

THE APOSTROPHE STANDS FOR "'5" R ..,.' OF THE WORD

THE MISSING LETTE

5-11

HOW ABOllT THIS ONE ? .. (ns/IT's) ROOF IS LEAKING.

W GIVE ME A SENTENCE NO )

USING "ITS" (THE POSSESSIVE PERSONAL PRONOUN).

5-12

HOW DO YOU KNOW YOU

PERSONAL PRONOUNS DON'T TAKE THE APOSTROPHE.

WRITTEN IT'S I I WOULD HAVE SAYING 'rr IS WHEELS ARE

ON CROOKED:·

5-13

JUST A FEW MORE. I WANT 10 BE SURE YOWE cor IT.

RIGHT. BECAUSE ..•

5-14

HOW LONG IS THIS

GOING TO GO ON ?

IT'S A CONTRACTION. IT 'MEANS "IT IS WORTH THE EFFORT."

5-15