WORDS MEANINGS
______ 1. Remnants A. cried out
______2. Precede B. outline of the plot ______3. Hub bub C. estimate the value ______4. Promulgates D. small pieces ______5. Colleague E. go before
______6. Bring it about F. noise and confusion
______7. Poured G. in the evening just before dark ______8. Sluggish H. very old and valuable
______9. An antique I. officially declares ______10. Expanding J. make it happen ______11. At dusk K. co-worker ______12. Warrant L. made fun
______13. Merger M. slow to respond ______14. Tepid N. getting larger
______15. A synopsis O. everyone engaged in selling
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______16. expire P. written authorization ______ 17. Swerved Q. legal combination ______ 18. Derided R. turned his car sharply ______19. Appraisal S. slightly warm
______20. Vendors T. cease to be effective
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Exercise 3
Locating Words Having the Same Meaning
Name: _____________________________ Score: ________________
Directions: Write the letter of the word that means most nearly the same as the given word on the left.
Words
__ 1. LICENTIOUS A. generous B. lewd C. merry
__ 2. CAMARADERIE A. hospitality B. council C. comradeship __ 3. CLANDESTINE A. friendly B. Riotous C. secret
__ 4. APATHETIC A. indifferent B. sad C. Merciful __5. CIRCUMSPECT A. confident B. cautious C. honest __ 6. VACILLATE A. waver mentally B. inject C. avoid __ 7. MARAUDER A. rebel B. conquer C. invader __ 8. RELINQUISH A. long for B. let go C. defeat __ 9. CONSUMMATE A. repentant B. vicious C. perfect __10. ACRIMONIOUS A. bitter B. stingy C. humorous __ 11. GARGANTUAN A. greedy B. ugly C. huge
__ 12. MUNDANE A. worldly B. dull C. round
__ 13. CAVALIER A. courteous B. high handed
C. royal
__ 14. INSATIABLE A. greedy B. hungry C. thirsty
__ 15. POLEMICAL A. poisonous B. eloquent C. controversial
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__ 16. SUNDRY A. several B. shabby C. sunny __ 17. MAUDLIN A. petty B. feminine C. over
emotional __ 18. SALIENT A. prominent B. even C. salty __ 19. FIASCO A. success B. failure C. victory __ 20. BIGOTED A. intolerant B. large C. bearded
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LESSON 5
CORRECT MODIFIER PLACEMENT
Objectives:
1. State the meaning of modifiers.
2. Give the different kinds of modifiers 3. Use the correct modifiers in sentences.
Concepts:
A modifier is a word or group of words that limits or restricts the meaning of the word that it modifies. The modifier makes the meaning of a word definite and clear. The different kinds of modifiers are: the adjective which is used to modify a substantive which it describes or limits; the adverb which is used to modify a verb, an adjective or another adverb; and the article which is classified as a limiting adjective and is used to limit the noun that it modifies.
As a general rule, a modifier should be placed as close as possible to the word it modifies. If a modifier is misplaced or left dangling in a sentence, it will seem to modify the wrong word or no word at all (Forlini et al, 1982).
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EXERCISE 1
Recognizing Modifiers
Name: __________________________ Score: ________________
Directions: Pick out the modifiers in the following sentences and identify what kind of modifier it is.
1. In the pail light of early morn father rises.
2. These rocks are very dangerous.
3. Jane looked everywhere for her bag.
4. The children laughed merrily.
5. Our little hut stands near the brooks.
6. Gold is a precious metal.
7. My family owns a large orchard.
8. In our classroom there is a big clock.
9. She is an exceedingly talented magician.
10. My room was artistically arranged.
11. The girl spoke clearly and distinctly.
12. There are several stamps in the box.
13. That small girl has three rag dolls.
14. The happy students greeted their teacher.
15. The sky is filled with white, fleecy clouds.
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Exercise 2
Using of Correct Modifiers
Name: _____________________________ Score: ______________
Directions: Underline once the correct modifier in the parentheses, and twice the word it modifies.
1. It would be (ideal, ideally) if I could talk to you every afternoon.
2. Sitting on that corner was (perfect, perfectly) for me.
3. Everyone felt (jubilant, jubilantly) about his winning the presidency.
4. The performer seemed (shy, shyly) as she tried to escape from the camera.
5. I feel (confident, confidently) about the contest.
6. My aunt apologized for her (insolent, insolently) remark.
7. The teacher can’t see why the students didn’t understand her instruction since it was so (explicit, explicitly).
8. My brother is (certain, certainly) that he can find his friend.
9. Daisy performs (good, well) at her class.
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10. If you read the newspaper (regular, regularly), you can be informed of the current issues.
11. He has been criticized (harsh, harshly) by his classmates.
12. For someone who has been ill, Shane seems to be (well, good) this evening.
13. Time seemed to pass very (slow, slowly), as the audience listened to the boring speech of the candidate.
14. Today of all days, why does she look (weak, weakly)?
15. My teacher must have a cold because his voice sounded so (bad, badly) this morning.
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Exercise 3
Dangling Modifiers
Name: ________________________________Score: ________________
Directions: Make each item into a complete sentence, using the construction in parentheses. Make sure that you do not use any misplaced or dangling modifiers.
1. The graduates posed (prepositional phrase).
2. (participial phrase) , Lucy searched for the television station for children.
3. The architects liked (gerund phrase).
4. They tried (infinitive phrase).
5. Roger was asked (infinitive phrase).
6. (participial phrase), the books couldn’t be located.
7. (participial phrase), the baby drifted off into a nap.
8. The student writes a friendly letter (prepositional phrase).
9. (participial phrase), the president called an emergency meeting.
10. (independent clause), Patricia found herself without friends.
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LESSON 6
WRITING SUMMARY STATEMENTS
Name: ___________________________ Score: __________________
Objectives:
1. Explain what summary is all about.
2. State the primary purpose of summary.
3. Write important information or details of the given passage or paragraphs.
Concepts:
Summary is a shortened version of a text that highlights its key points. It is a comprehensive and usually brief abstract, recapitulation or compendium of previously stated facts or statements (dictionary.reference.com / browse/
summary). The primary purpose of a summary is to give an accurate, objective representation of what the work say (Clee eat al, 1999).
One important skill in reading is to summarize information. Summarizing help readers understand what they have read. Making summary allows readers to pull out only the most important information (Myers, 1996). When readers summarize, they identify key elements and condense important information into their own words during, after reading to solidify meaning.
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EXERCISE 1
Writing Summary (A)
Directions: Summarize the selection below. Use your own words rather than the author’s.
But the third man remained obstinately silent under all the strokes from the knotted cord. He was very different in aspect from his two fellow prisoners.
They were young and hardy and, in the scant clothing which the avarice of their captors had left them, looked like vulgar, sturdy mendicants. But he had passed the boundary of old age and could hardly be less than four or five and sixty. His beard, which had grown long in neglect, and the hair, which fell thick and straight round his baldness, were nearly white. His thickset figure was still firm and upright, through emaciated, and seemed to express energy in spite of age- an expression that was partly carried out in the dark eyes and strong, dark eyebrows, which had a strangely isolated intensity of color in the midst of his yellow, bloodless, deep wrinkled face with its lank, gray hairs. And yet there was something fitful in the eyes which contradicted the occasional flash of energy; after looking round with quick fierceness at windows and faces. They fell again with a lost and wandering look. But his lips were motionless, and he held his hands resolutely down.
- George Eliot, Romola
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Exercise 2
Writing Summary (B)
Name: ______________________________ Score: ________________
Directions: Write a summary of this selection.
The mind is like a mechanical instrument that plays a great variety of tunes but it must play them in succession. One idea recalls another, but it at the same time excludes all others. In trying to renew old recollections, we cannot as it were unfold the whole web of our existence; we must pick out the single threads. So in coming to a place where we have formerly lived and with which we have intimate associations, everyone must have found that the feeling grows more vivid the nearer we approach the spot, from the mere anticipation of the actual impression; we remember circumstances, feelings , persons, faces, names that we had not thought of for years; but for the time all the rest of the world forgotten!
- William Hazlitt, On Going a Journey
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Exercise 3
Summarizing Paragraph
Name: __________________________________ Score: _______________
Directions: Summarize this paragraph.
By and by Tom’s reading and dreaming about princely life wrought such a strong effect upon him that he began to act the prince, unconsciously. His speech and manners became curiously ceremonies and courtly, to the vast admiration and amusement of his intimates. But Tom’s influence among these young people began to grow now, day by day; and in time he came to be looked up to by them with a sort of wondering awe, as a superior being. He seemed to know so much! and he could do and say such marvelous things!
and withal, he was so deep and wise! Tom’s remarks and Tom’s performances were reported by the boys to their elders; and these, also, presently began to discuss Tom Canty, and to regard him as a most gifted and extraordinary creature. Full-grown people brought their perplexities to Tom for solution, and were often astonished at the wit and wisdom of his decision. In fact, he was become a hero to all who knew him except his own family- these only saw nothing in him.
Mark Twain, The Prince and the Pauper
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LESSON 7
WRITING TOPIC SENTENCE
Objectives:
1. Know what a topic sentence is.
2. Identify topic sentences in a paragraph.
3. Write and use topic sentence in a paragraph.
Concepts:
The most important sentence in a paragraph and is sometimes referred to as focus sentence is the topic sentence. It helps organize the paragraph by summarizing the information in the paragraph. In formal writing, the topic is usually the first sentence in the paragraph (examples. your dictionary.com/
examples of a topic. sentences. html). Sometimes topic sentences occur in the middle or at the end of the paragraph rather than at the beginning; sometimes they exist as fragments of sentences or as two or three separate sentences covering separate parts of the paragraph.
Further, a topic sentence is a sentence that captures the meaning of the entire paragraph or group sentences. It tells what the passage is mainly about (Isa.colrado.edu.summary street/helptext/topic.html/). Topic sentences show the relationship of each paragraph and tell the reader what to expect in the paragraph that follows. They also establish their relevance right away making clear why the points they are making are important (writing. Centerfas.harvard.
edu/pages/topic-sentences).
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EXERCISE 1
Finding Topic Sentences in Paragraphs
Name: ___________________________ Score: __________________
Directions: Find the topic sentence of each of the following paragraphs.
Paragraph (1)
“Habit a second nature! Habit is ten times nature,!” The Duke of Wellington is said to have exclaimed; and the degree to which this is true no one can probably appreciate as well as one who is a veteran soldier himself.
The daily drill and the years of discipline end by fashioning a man completely over again, as to most of the possibilities of his conduct.
-William James, Habi
Paragraph (2)
The outstanding characteristic of man’s creativeness is the ability to transmute trivial impulses into momentous consequences. The greatness of man is in what he can do with petty grievances and joys, and with common physiological pressures and hungers. “When I have a little vexation,” wrote Keats, “it grows in five minutes into a theme for Sophocles.” To a creative individual all experience is seminal-all events are equidistant from new ideas and insights – and his inordinate humanness shows itself in the ability to make the trivial and common reach an enormous way.
-Eric Hoffer, Dull Work
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EXERCISE 2
Identifying Topic Sentences in Paragraphs
Name: ____________________________ Score: __________________
Paragraph (1)
It is perfectly normal not to feel good. This does not mean it is normal to feel rotten all the time, or even to feel bad too steadily. All things in moderation, said the Greeks, and that is the rule for feeling gone and bad. A person who feels bad with reasonable regularity will enjoy, the occasional period of feeling good far more than somebody who feels good so often that he is bored by it.
-Russel Baker, The Pursuit of Unhappiness
Paragraph (2)
… Few of us take the pains to study the origin of our cherished convictions; indeed, we have a natural repugnance to so doing. We like to continue to believe what we have been accustomed to accept as true, and the resentment aroused when doubt is cast upon any of our assumptions leads us to seek every manner of excuse for clinging to them. The result is that most of our so-called reasoning consists in finding arguments for going on believing as we already to.
James Harvey Robinson, On various Kinds of Thinking
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EXERCISE 3
Constructing Paragraphs based on Topic of Interests
Name: ___________________________ Score: _________________
Directions: Choose a topic that interests you. Construct a paragraph based on this topic by developing supporting details that clarify, explain, and reinforce the idea expressed in the topic sentence. Write your paragraph below.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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CHAPTER V