Slide 1

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 2

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 3

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 4

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 5

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 6

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 7

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 8

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 9

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 10

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 11

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 12

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 13

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 14

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 15

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 16

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 17

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 18

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 19

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 20

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 21

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 22

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 23

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 24

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 25

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 26

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 27

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 28

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 29

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 30

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 31

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 32

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 33

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 34

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 35

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 36

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 37

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 38

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 39

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 40

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 41

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 42

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 43

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 44

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 45

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 46

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 47

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 48

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 49

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 50

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 51

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 52

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.


Slide 53

10R Midterm Review

Bring a sharpened # 2 pencil!

HOW TO LISTEN

Before Listening:
•Read the directions and determine the reason for listening:
•Briefly ask yourself some questions about the topic:
While Listening:
•Use the gap, between the rate of speech and your rate of
thought, to organize and identify main ideas:
•Don’t worry about spelling or messy notes, use “shorthand”
and write only key words or phrases:
•On the second reading, jot down dates, names and
numbers that are important. Use this time to write any
quotations you may want to include:
After Listening
•Use the multiple choice questions to help with spelling and
ideas if you’re writing an essay!

The Manual of Language Arts is a set of standards for putting together
research in an academically acceptable way.
Some things we do without thinking-- like putting our names at the top of
a paper... some things we have to learn to with more attention to detail
like using parenthetical citation.
In the academic world, a person who holds a doctoral degree is referred to
as a Doctor. We are most familiar with the Medical Doctors who take care
of us when we are sick; however, there are other kinds of doctors too.
These doctors have completed research projects which have added to
mankind's knowledge through the study of a specific topic-- they have
made themselves experts.
They use research to make themselves experts.
Your mission is to make yourself a "Mini-expert" on the topic you are
writing about.
You will prove you are an expert by using proper research paper format
and selecting quality sources to support your points.

MLA Citation Style
MORE MLA

Characteristics of Romanticism
Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the
romantic movements had in common only a revolt against the prescribed rules of
classicism. The basic aims of romanticism were various: a return to nature and to belief
in the goodness of humanity; the rediscovery of the artist as a supremely individual
creator; the development of nationalistic pride; and the exaltation of the senses and
emotions over reason and intellect. In addition, romanticism was a philosophical revolt
against rationalism.

Rationalism [Lat.,=belonging to reason], in philosophy, a theory that holds that
reason alone, unaided by experience, can arrive at basic truth regarding the
world. Associated with rationalism is the doctrine of innate ideas and the
method of logically deducing truths about the world from “self-evident”
premises. Rationalism is opposed to empiricism on the question of the source
of knowledge and the techniques for verification of knowledge.

Classicism The principles and ideals of beauty that are characteristic of Greek and
Roman art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.

THE MIGHTY APOSTROPHE
The apostrophe has only a handful of
uses, but these uses are very
important. A misplaced apostrophe
can be annoying — not to mention
lonely.

The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms

THE MIGHTY APOSTROPHE
The apostrophe is used to create
possessive forms for singular and
plural nouns, especially nouns
referring to people.
the mayor’s car, my father’s moustache
Pedrito’s sister, Joe Kennedy’s habits

THE MIGHTY APOSTROPHE
When a noun already ends in “s,” you
can decide whether or not to use
another “s” after the apostrophe.
Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s”
after the apostrophe.

Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature

THE MIGHTY APOSTROPHE
To form the possessive of an inanimate
object, we’re usually better off using an
“of phrase,” but the apostrophe
possessive is not impossible, especially
with expressions of time and in
personifications.
The roar of the greasepaint,
the smell of the crowd
a year’s salary, my heart’s desire, your
dollar’s worth, the paper’s conclusion

THE MIGHTY APOSTROPHE
To form the possessive of a plural noun, we
pluralize first and then add the apostrophe.

The Kennedys’ house
The children’s playhouse
The travelers’ expectations
Notice that with an irregular plural, the apostrophe
will come before the “s.”

THE MIGHTY APOSTROPHE
A contraction allows us to blend sounds by
omitting letters from a verb construction. The
apostrophe shows where something is left out.

I am a student here = I’m a student here.
I have been working on the railroad. = I’ve
been working on the railroad.
They could have been great together. = They
could’ve been great together.

THE MIGHTY APOSTROPHE
More contraction examples:
Let us go. = Let’s go.
Who is there? = Who’s there?

It is Dierdre. = It’s Dierdre.
REMINDER: It’s is a contraction for “it is”;
the possessive of it = its (no apostrophe).

THE MIGHTY APOSTROPHE
The apostrophe is also used to form the
plural of digits and letters . . .

The word Mississippi has four s’s.

She got three A’s and two B’s last semester.
She dotted all her i’s very carefully.

. . . and to indicate omission of a number in a
date:
summer of ’99; class of ’38

THE MIGHTY APOSTROPHE
The mighty apostrophe doesn’t mind
being used, but it wants to be used
wisely.
Use it well and it will be there whenever
you need it!

You can now review the apostrophe and the
other marks of punctuation in the Guide to
Grammar and Writing.

Words Easily Confused/Homonyms
for Review
YOUR / YOU’RE
“You’re” is always a contraction of “you are.” If you’ve written “you’re,” try substituting
“you are.” If it doesn’t work, the word you want is “your.” Your writing will improve if
you’re careful about this.
If someone thanks you, write back “you’re welcome” for “you are welcome.”

COULD HAVE, SHOULD HAVE, WOULD HAVE
This is one of those errors typically made by a person more familiar with the
spoken than the written form of English.
A sentence like “I would have gone if anyone had given me free tickets” is normally
spoken in a slurred way so that the two words “would have” are not distinctly
separated, but blended together into what is properly rendered “would’ve.”
Seeing that “V” tips you off right away that “would’ve” is a contraction of “would
have.” But many people hear “would of” and that’s how they write it. Wrong.
Note that “must of” is similarly an error for “must have.”

THEY’RE/THEIR/THERE
Many people are so spooked by apostrophes that a word like “they’re” seems to them as
if it might mean almost anything. In fact, it’s always a contraction of “they are.” If you’ve
written “they’re,” ask yourself whether you can substitute “they are.” If not, you’ve made
a mistake. “Their” is a possessive pronoun like “her” or “our” “They eat their hotdogs
with sauerkraut.”
Everything else is “there.” “There goes the ball, out of the park! See it? Right there! There
aren’t very many home runs like that.” “Thier” is a common misspelling, but you can
avoid it by remembering that “they” and “their” begin with the same three letters.
Another hint: “there” has “here” buried inside it to remind you it refers to place, while
“their” has “heir” buried in it to remind you that it has to do with possession.

ASK/ AX
The dialectical pronunciation of “ask” as “ax” suggests to most people that the
speaker has a substandard education. You should avoid it in formal speaking
situations.

AFFECT / EFFECT
There are five distinct words here.
1 When “affect” is accented on the final syllable (a-FECT), it is usually a verb meaning
“have an influence on”: “The million-dollar donation from the industrialist did not affect
my vote against the Clean Air Act.”
2 Occasionally a pretentious person is said to affect an artificial air of sophistication.
Speaking with a borrowed French accent or ostentatiously wearing a large diamond ear
stud might be an affectation. In this sort of context, “affect” means “to make a display of
or deliberately cultivate.”
3 Another unusual meaning is indicated when the word is accented on the first syllable
(AFF-ect), meaning “emotion.” In this case the word is used mostly by psychiatrists and
social scientists—people who normally know how to spell it.

The real problem arises when people confuse the first spelling with the second: “effect.”
This too can be two different words.
4 The more common one is a noun: “When I left the stove on, the effect was that the
house filled with smoke.” When you affect a situation, you have an effect on it.

5 The less common is a verb meaning “to create”: “I’m trying to effect a change in the
way we purchase widgets.” No wonder people are confused.
Note especially that the proper expression is not “take affect” but “take effect”—
become effective.
Hey, nobody ever said English was logical: just memorize it and get on with your life.
The stuff in your purse? Your personal effects.
The stuff in movies? Sound effects and special effects.

LIKE
Since the 1950s, when it was especially associated with hipsters, “like” as a sort of
meaningless verbal hiccup has been common in speech. The earliest uses had a sort of
sense to them in which “like” introduced feelings or perceptions which were then
specified: “When I learned my poem had been rejected I was, like, devastated.” However,
“like” quickly migrated elsewhere in sentences: “I was like, just going down the road,
when, like, I saw this cop, like, hiding behind the billboard.” This habit has spread
throughout American society, affecting people of all ages. Those who have the irritating
“like” habit are usually unaware of it, even if they use it once or twice in every sentence:
but if your job involves much speaking with others, it’s a habit worth breaking.
Recently young people have extended its uses by using “like” to introduce thoughts and
speeches: “When he tells me his car broke down on the way to my party I’m like, ” I
know you were with Cheryl because she told me so.” To be reacted to as a grown-up,
avoid this pattern.

LIKE/AS
Some stodgy conservatives still object to the use of “like” to mean “as,” “as though” or
“as if.” Examples: ”Treat other people like you want them to treat you” (they prefer: “as
you would want them to treat you”). “She treats her dog like a baby” (they prefer “she
treats her dog as if it were a baby”). In expressions where the verb is implied rather than
expressed, “like” is standard rather than “as”: “she took to gymnastics like a duck to
water.”
In informal contexts, “like” often sounds more natural than “as if,” especially with verbs
involving perception, like “look,” “feel,” “sound,” “seem,” or “taste”: “It looks like it’s
getting ready to rain” or “It feels like spring.”
So nervous do some people get about “like” that they try to avoid it even in its core
meaning of “such as”: “ice cream flavors like vanilla and strawberry always sell well”
(they prefer “such as vanilla . . .”). The most fanatical even avoid “like” where it is
definitely standard, in such phrases as “behaved like a slob” (“behaved as a slob” is their
odd preference).
Like you care.

PASSED/PAST
If you are referring to a period of time before now or a distance, use “past”: “the team
performed well in the past,” “the police car drove past the suspect’s house.” If you are
referring to the action of passing, however, you need to use “passed“: “when John
passed the gravy, he spilled it on his lap,” “the teacher was astonished that none of the
students had passed the test.” Remember that no matter however you have ”passed the
time” you have never “past the time,” not even in the distant past.

TO/TOO/TWO
People seldom mix “two” up with the other two; it obviously belongs with words that
also begin with TW, like “twice” and “twenty” that involve the number 2. But the other
two are confused all the time. Just remember that the only meanings of “too” are “also”
(“I want some ice cream too.”) and “in excess” (“Your walkman is playing too loudly.”).
Note that extra O. It should remind you that this word has to do with adding more on to
something. “To” is the proper spelling for all the other uses.

COARSE/COURSE
“Coarse” is always an adjective meaning “rough, crude.” Unfortunately, this spelling is
often mistakenly used for a quite different word, “course,” which can be either a verb or
a noun (with several different meanings).

ALL READY/ALREADY
“All ready” is a phrase meaning “completely prepared,” as in “As soon as I put my coat
on, I’ll be all ready.” “Already,” however, is an adverb used to describe something that
has happened before a certain time, as in “What do you mean you’d rather stay home?
I’ve already got my coat on.”

BRAKE/BREAK
You brake to slow down; if your brakes fail and you drive through a plate-glass window,
you will break it.

STATIONARY/STATIONERY
When something is standing still, it’s stationary. That piece of paper you write a letter on
is stationery. Let the “E” in “stationery” remind you of “envelope.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

THREW/THROUGH
“Threw” is the past tense of the verb “throw”: “The pitcher threw a curve ball.”
“Through” is never a verb: “The ball came through my living room window.” Unless your
sentence involves someone throwing something—even figuratively, as in “she threw out
the idea casually”— the word you want is “through.”

PLAIN/PLANE
Both of these words have to do with flatness. A flat prairie is a plain, and you use a plane
to smooth flat a piece of wood.

“Plain” is also an adjective which can describe things that are ordinary, simple, or
unattractive.
But whether you go the airport to catch a plane or meditate to achieve a higher plane of
consciousness, the meanings that have to do with things high up are spelled “plane.”

Analysis of Text and Graphic.
Reading a text and graphic

Understand the Chart
Look at the title of the entire chart
(subject, dates, locations, time).
Look at the title of the X and Y axis.
Look at the source of the chart.
Is any information projected or guessed
at?

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October
100
90
80
70
60
50
40
30
20
10
0

be
r
ct
o
O

Se
pt
e

m

be
r

us
t
A
ug

Ju
ly

Mice
Grain
Water
Grasshoppers
Colds

Ohio Mouse Population
1993 July through October

July
August
September
October

Ohio Mouse Population
1993 July through October

120
100
80
60

Mice
Water
Colds

40
20
0
-20

0

1

2

3

4

5

Understand the Text
Does the text agree with the chart or
graph?
Is there any information that has been
omitted from the chart or graph or that is
irrelevant?
Look at the source of the text.
Is any information projected or guessed
at?

HOT LITERARY CONCEPT
TEXT

CHART

A Venn Diagram
is a great tool for
comparison and contrast

HOT LITERARY CONCEPT
TEXT

CHART

CITE SOURCE
Differences
from other

CITE SOURCE
Qualities Shared!

Similarities

Differences
from other

At its best, English spelling can be
perplexing, especially for non-native
speakers and writers. The following
rules and suggestions are offered as
aids. You will always be able to find
exceptions to these rules, but most
writers find them helpful.

i before e, except after c . . . .
achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve,
fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt,
receive, deceit, conceit

chief,

. . . and in words that rhyme with hay. . .
neighbor, freight, beige, sleigh, weight, vein, and weigh

. . . and some other exceptions. . . .
either, neither, feint, foreign, forfeit, height, leisure,
weird, seize

A final y changes to i when an ending is
added .

supply becomes supplies
worry becomes worried
merry becomes merrier

. . . except when that ending is -ing. . .
crying, studying

. . . And when the y is preceded by a
vowel. . . .
obeyed, saying

A silent e is dropped when adding an
ending that begins with a vowel . . .
advance + -ing = advancing
surprise + -ing = surprising

. . . but kept when the ending begins with a
consonant . . .
advancement, likeness

. . . unless the e is preceded by a vowel. .
..
argue + -ment = argument
true + -ly = truly

Adding a prefix seldom changes the
spelling of a word.
misspelled
unnecessary
dissatisfied
disinterested
misinform

We form plurals in English by adding

-s or -es.

shoes
porches
boxes
bushes
blitzes

For words ending in a consonant plus -y, change the -y to -i and add -es.
For proper nouns, keep the -y.

toys
companies
Kennedys

When adding an ending to a word that
ends in a consonant, we double that
consonant when the ending begins with a
vowel and the last syllable of the word is
accented and that syllable ends in a single
vowel followed by a single consonant.

Now that’s a mouthful! Let’s look at
some examples. . . .

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

ADMIT + -ed = ADMITTED
ADMIT is accented on the last syllable and the final consonant is preceded by
a vowel, so we double the
admitting, admitted.

t before adding, for instance, an -ing or -ed :

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

FLAP + -ed = FLAPPED
FLAP contains only one syllable, which means that syllable has to be accented.
The final consonant is preceded by a vowel, so we double that final consonant:
flapped, flapping.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

COUNSEL + -ing = COUNSELING
COUNSEL contains two syllables and the final consonant is preceded by a
vowel, but the word is accented on the first syllable, so we don’t double the
consonant before adding an ending.

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

BEGIN + -ing = BEGINNING
BEGIN contains two syllables and the final consonant is preceded by a vowel,
and the word is accented on the last syllable, so we double the consonant
before adding an ending: beginner, beginning

When adding an ending to a word that ends in a consonant, we double that
consonant when the ending begins with a vowel and the last syllable of the word
is accented and that syllable ends in a single vowel followed by a single
consonant.

DESPAIR + -ed = DESPAIRED
DESPAIR contains two syllables, and the final syllable is accented, but the final
consonant is preceded by two vowels, not a single vowel, so we don’t double
that final consonant when we add an ending.

Becoming a better speller is a matter of
personal commitment and finding your own
method to add this important skill to your
writing arsenal.