10R Midterm Review Bring a sharpened # 2 pencil!

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! HOW TO LISTEN

MLA Citation Style 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. 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. classicismrationalism

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

THE MIGHTY APOSTROPHE The apostrophe is used to create possessive forms for singular and plural nouns, especially nouns referring to people. possessive forms 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 Dumas ’ second novel, Jesus ’ birth, Socrates ’ ideas, Illinois ’ legislature With multisyllabic words, don’t add another “s” after the apostrophe.

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.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.”

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

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 CITE SOURCE Differences from other CHART CITE SOURCE Differences from other Similarities Qualities Shared!

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, chief, fiend, patience, pierce, priest ceiling, conceive, deceive, perceive, receipt, receive, deceit, conceit... 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 f inal 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

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

W e 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....

ADMIT + -ed = ADMITTED When adding an ending to a word that ends in a consonant, we double that consonant when the ending begins with 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 is accented on the last syllable and the final consonant is preceded by a vowel, so we double the t before adding, for instance, an -ing or -ed : admitting, admitted.

FLAP + -ed = FLAPPED When adding an ending to a word that ends in a consonant, we double that consonant when the ending begins with 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 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.

COUNSEL + -ing = COUNSELING When adding an ending to a word that ends in a consonant, we double that consonant when the ending begins with 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 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.

BEGIN + -ing = 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. 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

DESPAIR + -ed = DESPAIRED When adding an ending to a word that ends in a consonant, we double that consonant when the ending begins with 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 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.

10R Midterm Review Bring a sharpened # 2 pencil!

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