Vocabulary for Unit 1: Analyze – to examine closely and carefully Element – an essential or characteristic part of something Infer – to conclude from evidence Sequence – a continuous or connected series Structure – mode of building or organization Schema – the background information you carry with you on any subject Inept – lacking in necessary skill or ability Increment – something added or gained Optimal – most desirable or satisfactory Trepidation – fear or uneasiness about the future Vocabulary for Unit 1: Analyze – to examine closely and carefully Element – an essential or characteristic part of something Infer – to conclude from evidence Sequence – a continuous or connected series Structure – mode of building or organization Schema – the background information you carry with you on any subject Inept – lacking in necessary skill or ability Increment – something added or gained Optimal – most desirable or satisfactory Trepidation – fear or uneasiness about the future I should probably write these down...

Vocabulary for Unit 2: 1. Cite: Quote (a passage, book, or author) as evidence an argument or statement 2. Conclude: arrive at a judgment or opinion by reasoning 3. Evident: Plain or obvious; clearly seen or understood 4. Contrast: Compare in such a way as to emphasize differences 5. Synthesis: The combination of separate elements into a whole 6. Essay: a piece of writing narrowly focused on a particular subject 7. Resonate: Reminding or suggesting images, memories, and emotions 8. Transcend: go beyond the range or limits of something; to surpass (a person or an achievement) 9. Garner: gather or collect (something, especially information or approval) 10. Nourish: provide with the food or other substances necessary for growth, health, and good condition Vocabulary for Unit 2: 1. Cite: Quote (a passage, book, or author) as evidence an argument or statement 2. Conclude: arrive at a judgment or opinion by reasoning 3. Evident: Plain or obvious; clearly seen or understood 4. Contrast: Compare in such a way as to emphasize differences 5. Synthesis: The combination of separate elements into a whole 6. Essay: a piece of writing narrowly focused on a particular subject 7. Resonate: Reminding or suggesting images, memories, and emotions 8. Transcend: go beyond the range or limits of something; to surpass (a person or an achievement) 9. Garner: gather or collect (something, especially information or approval) 10. Nourish: provide with the food or other substances necessary for growth, health, and good condition I should probably write these down...

Vocabulary Sentences for Unit 2: 1. Write an original, short sentence (no more than 12 words) using each vocabulary word (one sentence per word). 2. Each sentence must be about the articles and stories we have been reading about Seabiscuit. 3. Highlight or underline your vocabulary word. 4. Each sentence must demonstrate your understanding of the word: Incorrect: Pollard is, and he likes chocolate. (**Problems: I have no idea whether you know the word inept or not from this sentence; also, it’s not about what we read) Correct: Red Pollard was because he allowed Rosemont to win the race. 5. For your sentence, underline your subject once, and your verb twice. 6. Due Friday, September 27 th, Test: Monday, Spetember 30th Vocabulary Sentences for Unit 2: 1. Write an original, short sentence (no more than 12 words) using each vocabulary word (one sentence per word). 2. Each sentence must be about the articles and stories we have been reading about Seabiscuit. 3. Highlight or underline your vocabulary word. 4. Each sentence must demonstrate your understanding of the word: Incorrect: Pollard is, and he likes chocolate. (**Problems: I have no idea whether you know the word inept or not from this sentence; also, it’s not about what we read) Correct: Red Pollard was because he allowed Rosemont to win the race. 5. For your sentence, underline your subject once, and your verb twice. 6. Due Friday, September 27 th, Test: Monday, Spetember 30th Highlight Inept

Vocabulary for Unit 3: Emphasize: give special importance or prominence to (something) in speaking or writing Relevant: Closely connected or appropriate to the matter at hand Significant: Sufficiently great or important to be worthy of attention; noteworthy Source: A person who provides information; A book or document used to provide evidence in research Differentiate: Identify differences between (two or more things or people) Thesis: a statement or theory that is put forward as a premise to be maintained or proved Petrified: So frightened that one is unable to move; terrified; literal: Turned to stone Inherent: Existing in something as a permanent, essential, or characteristic attribute Saunter: Walk in a slow, relaxed manner, without hurry or effort Inexplicable: Unable to be explained or accounted for Vocabulary for Unit 3: Emphasize: give special importance or prominence to (something) in speaking or writing Relevant: Closely connected or appropriate to the matter at hand Significant: Sufficiently great or important to be worthy of attention; noteworthy Source: A person who provides information; A book or document used to provide evidence in research Differentiate: Identify differences between (two or more things or people) Thesis: a statement or theory that is put forward as a premise to be maintained or proved Petrified: So frightened that one is unable to move; terrified; literal: Turned to stone Inherent: Existing in something as a permanent, essential, or characteristic attribute Saunter: Walk in a slow, relaxed manner, without hurry or effort Inexplicable: Unable to be explained or accounted for I should probably write these down...

Vocabulary Sentences for Unit 3: 1. Write an original, short sentence (no more than 12 words) using each vocabulary word (one sentence per word). 2. Each sentence must be about expository writing. 3. Highlight or underline your vocabulary word. 4. Each sentence must demonstrate your understanding of the word: Incorrect: Pollard is, and he likes chocolate. (**Problems: I have no idea whether you know the word inept or not from this sentence; also, it’s not about what we read) Correct: Red Pollard was because he allowed Rosemont to win the race. 5. For your sentence, underline your subject once, and your verb twice. 6. Due Tuesday, October 8th, same day as your test. Vocabulary Sentences for Unit 3: 1. Write an original, short sentence (no more than 12 words) using each vocabulary word (one sentence per word). 2. Each sentence must be about expository writing. 3. Highlight or underline your vocabulary word. 4. Each sentence must demonstrate your understanding of the word: Incorrect: Pollard is, and he likes chocolate. (**Problems: I have no idea whether you know the word inept or not from this sentence; also, it’s not about what we read) Correct: Red Pollard was because he allowed Rosemont to win the race. 5. For your sentence, underline your subject once, and your verb twice. 6. Due Tuesday, October 8th, same day as your test. Highlight Inept