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English Language & Composition~Master Vocabulary List and More~~ Study ten words per week to be quizzed on each Wednesday.~ Quizzes will be as follows: I will pronounce a word and you will spell it correctly, define it, anduse it in a sentence with contextual clues that help define it further.~ You will also be expected to write sentences that follow certain sentence patterns or types. Thereare two reasons we do this:Learn to recognize syntactical patterns (for better writing).Improve personal style: by being able to use a variety of sentence types, you will improve your sentence fluency and ability to write emphatic prose.See Appendix A for the list of types, explanations, and examples.~I suggest you know the part of speech; if the word functions equally as two parts of speech (a nounand a verb, for example) know the meanings for each.~Defining words:You may use synonyms to define, but you need at least three of them.You must use a definition that makes sense to you.Your definition should “match” the part of speech. For example if the word is din, anoun, the definition would not be “noisy,” which would be a definition for an adjective.Instead write, a noise, a clamor. Use noun phrases to define nouns.You may not define a word using the word.I suggest using The American Heritage Dictionary, college version or . ~ When you write your sentences, you may use various forms of the word: adjective, adverb, or anyverb tense, provided you use the form correctly.~The quizzes are worth 20 points each. One half point for spelling, one half point for the definitionand one point for the sentence.~ You will lose a whole point for your sentence for the following reasons:A comma splice, a fragment, a run on, a subject-verb agreement error, or any otherserious grammatical error.You convert the word to a part of speech that is not correct; for example, you try to makea noun serve as a verb.~ You may lose ? point per sentence for the following reasons:You do not follow sentence pattern as indicated.You do not provide sufficient context clues.The sentence is awkward and difficult to understand.The sentence makes no sense.~ You should use this master list as your definition guide and to keep track of which words to study.You do not hand this list in.~ This list will be used both semesters; don’t lose it! You do not hand it in.Please also consult the appendices at the end of this list for more onA. Sentence patterns and examplesB. Transitive vs. intransitive verbsC. Notes to English 11 students on vocabulary quizzesD. List of subordinating conjunctionsWeek 1: Sentence Pattern: complex sentence1. brazen2. compunction3. din4. edict5. indiscretion6. pandemic7. sepulcher8. suppliant9. tumult10. maraudingWeek 2: Sentence Pattern: compound sentence11. admonish12. apathetic13. lassitude14. licentious15. muse (noun and verb)16. pecuniary17. plight18. presumptuous19. subversive20. vacuousWeek 3: Sentence Pattern: compound-complex sentence21. apotheosis22. callous23. capricious24. disparity25. efficacy26. epistle27. hospice28. impetus29. moribund30. vacillateWeek 4: Sentence Pattern: loose sentence31. akin32. corroborate33. inexorable34. insipid35. nefarious36. physiognomy37. retinue38. suppliant39. tedium40. torridWeek 5: Sentence Pattern: periodic sentence41. affront42. blasé43. cajole44. choleric45. encumber46. feckless47. impasse48. indolent49. lugubrious50. quintessenceWeek 6: Sentence Pattern: balanced sentence51. adulation52. censure53. dissemble54. dissimulation55. droll56. expectorate57. parsimonious58. peremptory59. pusillanimous60. sacrosanctWeek 7: Sentence Pattern: chiasmus61. acerbate62. capacious63. didactic64. diurnal65. ignominious66. mitigate67. palpitate68. phlegmatic69. propitious70. prostrateWeek 8: Sentence Pattern: asyndeton71. acquiesce72. amity73. arduous74. gestalt75. inundate76. perjury77. pithy78. prepostero79. trepidation80. volubleusWeek 9: Sentence Pattern: polysyndeton81. arduous82. aplomb83. barrage84. cognizant85. collusion86. deleterious87. hegemony88. paradigm89. unctuous90. urbaneWeek 10: Sentence Pattern: anaphora91. ambulatory92. brazen93. churlish94. diffident95. emasculate96. inscrutable97. prognosticate98. schism99. sedition100. wizen(ed)Week 11: Sentence Pattern: epistrophe101. austere102. corpulent103. derisive104. effeminate105. jocund106. manifest107. ostentatious108. sanguine109. strident110. vehementWeek 12: Sentence Pattern: parallel structure111. cynosure112. desultory113. infirmity114. malady115. nuance116. profligate117. remonstrance118. scintillate119. terse120. vitiateWeek 13: Sentence Pattern: complex sentence121. ambivalent122. analogous123. emissary124. felicity125. incendiary126. magnanimous127. morose128. repartee129. ubiquitous130. venerableWeek 14: Sentence Pattern: compound sentence131. countenance132. deposition133. discursive134. epigram135. feign136. interpolate137. laconic138. mien139. veracity140. wryWeek 15: Sentence Pattern: compound-complex sentence141. confound142. curate (noun and verb)143. ethereal144. gibe145. mutability146. obelisk147. paradigm148. pedantic149. quail (verb)150. rhetoricalWeek 16: Sentence Pattern: loose sentence151. effusive152. fatuous153. febrile154. incredulous155. interminable156. obliquely157. pernicious158. sardonic159. ultimatum160. writheWeek 17: Sentence Pattern: periodic sentence161. astute162. beseech163. capitulate164. deprecating165. glean166. obfuscate167. pathos168. primeval169. salubrious170. solicitousWeek 18: Sentence Pattern: balanced sentence171. albeit172. bereft173. gratis174. intercession175. lineaments176. presage177. prodigal178. prolixity179. sinecure180. visageWeek 19: Sentence Pattern: chiasmus181. accordant182. accouterments183. deportment184. exposition185. impugn186. impute187. parapet188. pertinacity189. temperance190. volitionWeek 20: Sentence Pattern: asyndeton191. brevity192. copious193. dichotomy194. imbue195. irksome196. ponderous197. scrupulous198. sundry199. tenacious200. transcendentWeek 21: Sentence Pattern: polysyndeton201. caustic202. deleterious203. dissolute204. entourage205. fatuous206. monolithic207. poignant208. resolute209. turgid210. variegatedWeek 22: Sentence Pattern: anaphora211. chastening212. denigrate213. derive214. dubious215. ethos216. equivocal217. errant218. goad219. melange220. ruminateWeek 23: Sentence Pattern: epistrophe221. aphorism222. assail223. beget224. denizen225. discourse226. garrison227. lexicon228. misnomer229. usurp230. vexationWeek 24: Sentence Pattern: parallel structure231. allocation232. arcane233. beguile234. blandishment235. emanate236. envoy237. ideology238. interloper239. languid240. vicarious Appendix A: Sentence Types and PatternsYou will need to be familiar with the following in the order listed below. You will practice each patterntwice. 1. Complex: contains an independent clause and one or more subordinate clause. Ex: Since the APstudents were prepared, they did very well on their exams. [See a list of subordinatingconjunctions in appendix D].2. Compound: contains two independent clauses joined by a comma and a coordinating conjunction.Remember coordinating conjunctions with the acronym “fanboys:” for, and, nor, but, or, yet, andso. Ex: The AP students were prepared, so they did very well on their exams.3. Compound/complex: contains two or more independent clauses and one or more subordinateclauses. Ex: Since they had read and studied, the AP students were prepared, so they did very wellon their exams.4. Loose sentence: the sentence reveals the key information right away and unfolds loosely after that.Ex: Due to snowy conditions, the principal announced an early release, and students were jubilant,high-fiving, shouting about sleds and video games, wishing the clock would go faster.5. Periodic sentence: the main idea or most important information is not revealed until the end of thesentence. Ex: That morning, after a longer than normal bus ride on icy roads, we made it safely toschool.6. Balanced sentence: similar to parallel structure, a balanced sentence features two similar elementsthat balance each other (like on a teeter-totter). Ex: The students reveled in the snow day; theteachers reveled in the student-less day.7. Chiasmus: the repetition and arrangement of two key terms in a sentence using the ABBA pattern.Ex: “Ask not what your country can do for you, but what you can do for your country.” –John F. Kennedy8. Asyndeton: the omission of conjunctions in a series of related clauses. Ex: I came, I saw, Iconquered.9. Polysyndeton: opposite of asyndeton, the deliberate use of many conjunctions for emphasis. Ex: The movie was amazing—the acting and the camera work and the soundtrack and the specialeffects. Wow!10. Anaphora: repetition of the same word or group of words at the beginning of successive clauses, sentences or lines. Ex: “We shall fight on the beaches, we shall fight on the landing-grounds, we shall fight in the fields and in the streets, we shall fight in the hills.” -Winston Churchill11. Epistrophe: ending a series of lines, phrases, clauses, or sentences with the same word or words. Ex: What lies behind us and what lies before us are tiny compared to what lies within us."-Emerson12. Parallel Structure: refers to grammatical or structural similarity between sentences or parts of asentence. Ex: She loved singing, dancing, and acting.Appendix B: Transitive and Intransitive VerbsDepending on the type of object they take, verbs may be transitive, intransitive, or linking.The meaning of a transitive verb is incomplete without a direct object, as in the following examples:INCOMPLETEThe shelf PLETEThe shelf holds three books and a vase of flowers.INCOMPLETEThe committee PLETEThe committee named a new chairperson.INCOMPLETEThe child PLETEThe child broke the plate.An intransitive verb, on the other hand, cannot take a direct object:This plant has thrived on the south windowsill.The compound verb "has thrived" is intransitive and takes no direct object in this sentence. Theprepositional phrase "on the south windowsill" acts as an adverb describing where the plant thrives.The sound of the choir carried through the cathedral.The verb "carried" is used intransitively in this sentence and takes no direct object. The prepositionalphrase "through the cathedral" acts as an adverb describing where the sound carried.The train from Montreal arrived four hours late.The intransitive verb "arrived" takes no direct object, and the noun phrase "four hours late" acts as anadverb describing when the train arrived.Since the company was pleasant and the coffee both plentiful and good, we lingered in therestaurant for several hours.The section “restaurant for several hours" acts as an adverb modifying "lingered".The painting was hung on the south wall of the reception room.The compound verb "was hung" is used intransitively and the sentence has no direct object. Theprepositional phrase "on the south wall of the reception room" acts as a adverb describing where the painthung.Appendix C: Notes to English 11 students about vocabulary quizzes.“The difference between the almost right word & the right word is really a large matter--it's the differencebetween the lightning bug and the lightning.” Mark Twain in a Letter to George Bainton, October 15, 1888As to definitions:1.Defintions can be short, but they must be precise. If your definition would just as easily work for another word, make it more specific. If you use synonyms, use several. One word is not a definition.2. If your definitions are poor or imprecise and you blame your dictionary, get a different one.3. The wording of your definition should match your part of speech. For example, you should be able to tell it’s a definition for a verb by how it’s worded. Beguile: to trick or charm or put under a spell; this is definitely a definition for a verb. Interloper: one who meddles or interferes in the affairs of others; noun. See??4. Parts of speech: if you use a noun as a verb or a verb as an adjective, that is, if you force a part of speech to function unnaturally as “someone” else in a sentence, that sentence earns no points. Also, be very careful when you convert words. You can change tense and forms, that’s true, but make sure an adjective form exists first. You can’t make up words.5. Transitive vs. intransitive verbs: Transitive verbs need objects; intransitive verbs don’t. See appendix B on this.6. Do not use the word, or a form of the word, to define the word. This is such an old rule that I thought it was a given. Guess not. Be careful.Now, as to sentences:1. You MUST have context clues. A “CC” near your sentence means that your sentence was lacking context clues. Serious infractions in the future will mean reduced points.2. Use these quizzes as a means of perfecting the craft of sentence writing. Be sure you always mean what you say. Be precise. Eliminate wordiness. Watch out for modifier errors or other errors that result in confusing wording. 3. Major sentence faults cannot be tolerated in scholarly writing. Therefore, a comma splice (CS) or a fragment (Frag.) will earn no points. A CS is when you connect two complete sentences, two independent clauses, together with only a comma. Never send a comma to do a period’s job. And if you can’t recognize a fragment by now, we need to get you some grammar counseling. These errors are generally the result of you rushing to get done. So, learn to write fast and great. 4. Do not ascribe human qualities to nonliving things. A book cannot be vicarious. Only people can be crass.5. Lastly, if I can’t read it, it’s wrong. On handwriting: while it might not be quite fair, the quality of your handwriting will impact other exam scores on the SAT, ACT and in college. Poor writing will bias a reader against you, especially if he/she is tired and has read a gazillion essays that day. They won’t want to decipher your scratches. Use these quizzes as a way to practice legibility.Appendix D: Most common subordinating conjunctionsafter how till (or 'til)althoughif unlessas inasmuch untilas if in order that whenas long as lest wheneveras much as now that whereas soon as provided (that) whereveras though since whilebecause so thatbefore thaneven if thateven though though ................
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