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<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=90 BGCOLOR="#006699" TEXT="#080000" bgproperties="fixed" background="029285a1erlcgo.png"> <div> <FONT SIZE="6" COLOR="#FFCC66" FACE="Arial" ><B>OLYMPIC VOCABULARY</B></FONT><B>|     </B><A HREF="index.htm" TARGET="_top" TITLE="_"><U><B>home</B></U></A></div> <div>                                                   </div> <div> </div> </td> </tr><tr> <td valign="top" width=210 BGCOLOR="#FFCC66" TEXT="#080000" background="028d2c00dkelyh.png"> <bR> <div> QUOTATIONS ON LANGUAGE</div> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he limits of my language are the limits of my mind. All I know is what I have words for.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Ludwig Wittgenstein </FONT></div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is the armory of the human mind, and at once contains the trophies of its past and the weapons of its future conquests.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Samuel Taylor Coleridge</FONT> </div> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >o a teacher of languages there comes a time when the world is but a place of many words and man appears a mere talking animal not much more wonderful than a parrot.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Joseph Conrad</FONT> </div> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he individual's whole experience is built upon the plan of his language.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Henri Delacroix</FONT> </div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is a city to the building of which every human being brought a stone.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Ralph Waldo Emerson</FONT> </div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is the blood of the soul into which thoughts run and out of which they grow.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Oliver Wendell Holmes</FONT> </div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is a form of human reason, which has its internal logic of which man knows nothing.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Claude Levi-Strauss</FONT> </div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is the inventory of human experience.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >L. W. Lockhart </FONT></div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage shapes the way we think, and determines what we can think about.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Benjamin Lee Whorf</FONT> </div> <div> <FONT SIZE="6" COLOR="#000000" FACE="Arial" >W</FONT>hen ideas fail, words come in very handy. </div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Goethe</FONT></div> <div> <FONT SIZE="6" COLOR="#000000" FACE="Arial" >L</FONT>anguage exerts hidden power, like a moon on the tides. </div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Rita Mae Brown</FONT></div> <div> <FONT SIZE="6" COLOR="#000000" FACE="Arial" >S</FONT>peak properly, and in as few words as you can, but always plainly; for the end of speech is not ostentation, but to be understood. </div> <div> <FONT SIZE="3" COLOR="#000000" FACE="Arial" >- </FONT>William Penn </div> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he downtrodden, who are the great creators of slang."</FONT></div> <div> <FONT SIZE="3" COLOR="#000000" FACE="Arial" >- </FONT>Burgess, Anthony </div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is not only the vehicle of thought, it is a great and efficient instrument in thinking.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Davy, Sir Humphrey</FONT></div> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he individual's whole experience is built upon the plan of his language.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Delacroix, Henri</FONT> </div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is the archives of history.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Emerson, Ralph Waldo</FONT></div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is an archeological vehicle... the language we speak is a whole palimpsest of human effort and history.</FONT></div> <div> <FONT SIZE="3" COLOR="#000000" FACE="Arial" >- </FONT>Hoban, Russell </div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage most shows a man, speak that I may see thee.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Johnson, Ben</FONT></div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is the dress of thought.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Johnson, Samuel </FONT></div> <div> <FONT SIZE="6" COLOR="#000000" FACE="Arial" >W</FONT>e invent the world through language. The world occurs through language<FONT SIZE="2" COLOR="#000000" FACE="Arial" >.</FONT></div> <div> <FONT SIZE="3" COLOR="#000000" FACE="Arial" >- </FONT>Pancoast, Mal </div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is only the instrument of science, and words are but the signs of ideas.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Johnson, Samuel</FONT></div> <div> Y<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ou can't write about people out of textbooks, and you can't use jargon. You have to speak clearly and simply and purely in a language that a six-year-old child can understand; and yet have the meanings and the overtones of language, and the implications, that appeal to the highest intelligence.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Porter, Katherine Anne</FONT> </div> <bR> <div> V<FONT SIZE="3" COLOR="#000000" FACE="Arial" >iewed freely, the English language is the accretion and growth of every dialect, race, and range of time, and is both the free and compacted composition of all.</FONT></div> <div> <FONT SIZE="3" COLOR="#000000" FACE="Arial" >- </FONT>Whitman, Walt </div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage shapes the way we think, and determines what we can think about.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Whorf, Benjamin Lee</FONT></div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is a part of our organism and no less complicated than it.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Wittgenstein, Ludwig</FONT></div> <bR> <div> <FONT SIZE="6" COLOR="#000000" FACE="Arial" >I</FONT>f the way in which men express their thoughts is slipshod and mean, it will be very difficult for their thoughts themselves to escape being the same. - - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Alford</FONT>.</div> <bR> <div> O<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ur common stock of words embodies all the distinctions men have found worth drawing, and the connexions they have found worth marketing, in the lifetimes of many generation; these surely are likely to be more numerous, more sound, since they have stood up to the long test of thee survival of the fittest, and more subtle, at least in all ordinary and reasonably practical matters, than any that you or I are likely to think up in our arm-chairs of an afternoon-the most favoured alternative method. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >J. L. Austin</FONT></div> <bR> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ll words have the "taste" of a profession, a genre, a tendency, a party, a particular work, a particular person, a generation, an age group, the day and hour. Each word tastes of the context and contexts in which it has lived its socially charged life.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Mikhail Bakhtin </FONT></div> <bR> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >hinking cannot be clear till it has had expression. We must write, or speak, or act our thoughts, or they will remain in a half torpid form. Our feelings must have expression, or they will be as clouds, which, till they descend in rain, will never bring up fruit or flower, So it is with all the inward feelings; expression gives them development. Thought is the blossom; language the opening bud; action the fruit behind it.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >H.W. Beecher</FONT></div> <bR> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he language denotes the man; a coarse or refined character finds its expression naturally in coarse or refined phraseology. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Christian Bovee.</FONT></div> <div> <FONT SIZE="6" COLOR="#000000" FACE="Arial" >H</FONT>ow did the surgeon acquire his knowledge of the structure of the human body? In part this comes from the surgeon's firsthand experience during his long training. But what made this experience fruitful was the surgeon's earlier training, the distillation of generations of past experience which was transmitted to the surgeon in his anatomy classes. It has taken hundreds of years and millions of dissections to build up the detailed and accurate picture of the structure of the human body that enables the surgeon to know where to cut. A highly specialized sublanguage has evolved for the sole purpose of describing this structure. The surgeon had to learn this jargon of anatomy before the anatomical facts could be effectively transmitted to him. Thus, underlying the 'effective action' of the surgeon is an 'effective language.<FONT SIZE="2" COLOR="#000000" FACE="Arial" >I. D. </FONT>- <FONT SIZE="2" COLOR="#000000" FACE="Arial" >J. Bross</FONT></div> <bR> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" > very great part of the mischiefs that vex this world arises from words.</FONT></div> <div>  - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Edmund Burke</FONT></div> <bR> <div> I<FONT SIZE="3" COLOR="#000000" FACE="Arial" > couldn't express myself, so I struck our physically</FONT></div> <div> - John Lennon</div> <bR> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" > blow with a word strikes deeper than a blow with a sword. </FONT></div> <div> -<FONT SIZE="2" COLOR="#000000" FACE="Arial" >Robert Burton</FONT></div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is not merely a means of expression and communication; it is an instrument of experiencing, thinking, and feeling ... Our ideas and experiences are not independent of language; they are all integral parts of the same pattern, the warp and woof of the same texture. We do not first have thoughts, ideas, feelings, and then put them into a verbal framework. We think in words, by means of words. Language and experience are inextricably interwoven, and the awareness of one awakens the other. Words and idioms are as indispensible to our thoughts and experiences as are colors and tints to a painting. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >William Chomsky</FONT></div> <bR> <div> F<FONT SIZE="3" COLOR="#000000" FACE="Arial" >or one word a man is often deemed to be wise, and for one word he is often deemed to be foolish. We should indeed be careful what we say. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Confucius</FONT></div> <bR> <div> G<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ive me the right word and the right accent and I will move the world. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Joseph Conrad</FONT></div> <bR> <div> H<FONT SIZE="3" COLOR="#000000" FACE="Arial" >e who wants to persuade should put his trust, not in the right argument, but in the right word. The power of sound has always been greater than the power of sense.</FONT></div> <div>  - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Joseph Conrad</FONT></div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is not only the vehicle of thought, it is a great and efficient instrument in thinking. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Sir H. Davy.</FONT></div> <bR> <div> H<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ow can we appraise a proposal if the terms hurled at our ears can mean anything or nothing, and change their significance with the inflection of the voice? Welfare state, national socialism, radical, liberal, conservative, reactionary and a regiment of others ... these terms in today's usage, are generally compounds of confusion and prejudice. If our attitudes are muddled, our language is often to blame. A good tonic for clearer thinking is a dose of precise, legal definition. </FONT></div> <div> - Dwight D. Eisenhower.</div> <bR> <div> S<FONT SIZE="3" COLOR="#000000" FACE="Arial" >o sensible were the Romans of the influence of language over national manners, that it was their most serious care to extend, with the progress of their arms, the use of the Latin tongue. </FONT></div> <div> - Gibbon</div> <bR> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he pressure to conform to 'politically correct' speech is primarily a pressure not to use certain expressions. But when our freedom to use certain expressions is taken away, then our ability to think in certain ways is also curtailed. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Wayne Grudem</FONT></div> <bR> <div> W<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ords ... so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become, in the hands of one who knows how to combine them!  </FONT></div> <div> -<FONT SIZE="2" COLOR="#000000" FACE="Arial" >Nathaniel Hawthorne</FONT></div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguages happily restrict the mind to what is of its own native growth and fitted for it, as rivers and mountains bond countries; or the empire of learning, as well as states, would become unwieldy and overgrown. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Hazlitt</FONT></div> <bR> <div> M<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ost wonderful of all are words, and how they make friends one with another. </FONT></div> <div> - O. Henry<FONT SIZE="3" COLOR="#000000" FACE="Arial" >.</FONT></div> <bR> <div> <FONT SIZE="6" COLOR="#000000" FACE="Arial" >T</FONT>he most noble and profitable invention of all other was that of speech, consisting of names or appellations, and their connexion; whereby men register their thoughts, recall them when they are past, and also declare them one to another for mutual utility and conversation; without which there had been amongst men neither Commonwealth, nor society, nor contract, nor peace, no more than amongst lions, bears and wolves. </div> <div> - Thomas Hobbes</div> <bR> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" > word is not a crystal, transparent and unchanging; it is the skin of a living thought and may vary greatly in color and content according to the circumstances and time in which it is used.</FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Oliver Wendell Holmes.</FONT></div> <bR> <div> W<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ords may be either the servants or masters. If the former they may safely guide us in the way of truth. If the latter they intoxicate the brain and lead into swamps of thought where there is no solid footing. Among the sources of those innumerable calamities which from age to age have overwhelmed mankind, may be reckoned as one of the principal, the abuse of words. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >George Horne</FONT></div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is by its very nature a communal thing; that is, it expresses never the exact thing but a compromise ... that which is common to you, me, and everybody. </FONT></div> <div> - T. E. Hulme</div> <bR> <div> M<FONT SIZE="3" COLOR="#000000" FACE="Arial" >an lives with the world about him principally, indeed ... exclusively, as language presents it to him]. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Wilhelm von Humboldt</FONT></div> <bR> <div> W<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ords are tools which automatically carve concepts out of experience. </FONT></div> <div> -<FONT SIZE="2" COLOR="#000000" FACE="Arial" > Julian Sorrell Huxley</FONT></div> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he poor and the affluent are not communicating because they do not have the same words. </FONT></div> <div> - Peter Jennison</div> <div> O<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ur concepts structure what we perceive, how we get around in the world and how we relate to other people. Our conceptual system thus plays a central role in defining our everyday realities.</FONT></div> <div> - George Lakoff</div> <bR> <div> R<FONT SIZE="3" COLOR="#000000" FACE="Arial" >egardless of how primitive or abbreviated language may be, it is pivotal to cognition: by means of it we designate numbers, perform mathematics, calculations, analyze perceptions, distinguish the essential from the nonessential, and form categories of distinct impressions. Apart from being a means of communicating, language is fundamental to perception and memory, thinking and behavior. It organizes our inner life.</FONT></div> <div>  - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >A. R. Luria</FONT></div> <bR> <div> H<FONT SIZE="3" COLOR="#000000" FACE="Arial" >uman beings do not live in the objective world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the 'real world' is to a large extent unconsciously built upon the language habits of the group. No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. </FONT></div> <div> - Edward Sapir</div> <bR> <div> S<FONT SIZE="3" COLOR="#000000" FACE="Arial" >yllables govern the world. </FONT></div> <div> - John Selden</div> <bR> <div> ...<FONT SIZE="6" COLOR="#000000" FACE="Arial" >s</FONT>peech  is the measure of the universe.</div> <div>  - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Shelley</FONT></div> <bR> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he difference between the right word and the almost right word is like the difference between lightning and the lightning bug. </FONT></div> <div> - Mark Twain</div> <bR> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he knowledge of words is the gate of scholarship.      </FONT></div> <div> - John Wilson</div> <bR> <div> H<FONT SIZE="3" COLOR="#000000" FACE="Arial" >uman society, the world, and the whole of mankind is to be found in the alphabet. </FONT></div> <div> - Victor Hugo</div> <bR> <div> I<FONT SIZE="3" COLOR="#000000" FACE="Arial" >n its communicative function, language is a set of tools with which we attempt to guide another mind to create within itself a mental representation that approximates the one we have. </FONT></div> <div> - Scott Delancey</div> <bR> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" > language does not become fixed. The human intellect is always on the march, or, if you prefer, in movement, and languages with it.</FONT></div> <div> - Victor <FONT SIZE="3" COLOR="#000000" FACE="Arial" >Hugo</FONT></div> <bR> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >here are very deep and restrictive principles that determine the nature of human language and are rooted in the specific character of the human mind.</FONT></div> <div> - Noam Chomsky</div> <bR> <div> <FONT SIZE="6" COLOR="#000000" FACE="Arial" >T</FONT>alk to people in their own language. If you do it well, they'll say, 'God, he said exactly what I was thinking.' And when they begin to respect you, they'll follow you to the death.</div> <div> - Lee Iacocca</div> <bR> <div> <FONT SIZE="6" COLOR="#000000" FACE="Arial" >L</FONT>anguage is the soul of intellect, and reading is the essential process by which that intellect is cultivated beyond the commonplace experiences of everyday life. </div> <div> - Charles Scribner, Jr.</div> <bR> <div> <FONT SIZE="6" COLOR="#000000" FACE="Arial" >L</FONT>anguage is the means of getting an idea from my brain into yours without surgery. </div> <div> - Mark Amidon<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> I<FONT SIZE="3" COLOR="#000000" FACE="Arial" > have been a believer in the magic of language since, at a very early age, I discovered that some words got me into trouble and others got me out.</FONT></div> <div> - Katherine Dunn<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> E<FONT SIZE="3" COLOR="#000000" FACE="Arial" >uphemisms are unpleasant truths wearing diplomatic cologne.  </FONT></div> <div> -<FONT SIZE="2" COLOR="#000000" FACE="Arial" >Quentin Crisp</FONT></div> <bR> <div> I <FONT SIZE="3" COLOR="#000000" FACE="Arial" >like the word "indolence." It makes my laziness seem classy. </FONT></div> <div> - Bern Williams</div> <bR> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he Ancient Mariner would not have taken so well if it had been called The Old Sailor. </FONT></div> <div> - Samuel Butler</div> <bR> <div> I <FONT SIZE="3" COLOR="#000000" FACE="Arial" >can remember the lush spring excitement of language in childhood. Sitting in church, rolling it around my mouth like marbles--tabernacle and pharisee and parable, tresspass and Babylon and covenant. </FONT></div> <div> - Penelope Lively</div> <bR> <bR> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he word "good" has many meanings. For example, if a man were to shoot his grandmother at a range of five hundred yards, I should call him a good shot, but not necessarily a good man. </FONT></div> <div> - G.K. Chesterton<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" > different language is a different vision of life. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Federico Fellini</FONT></div> <bR> <div> I <FONT SIZE="3" COLOR="#000000" FACE="Arial" >stand and listen to people speaking french in the stores and in the street. It's such a pert, crisp language, elegant as ruffling taffeta. </FONT></div> <div> - Belva Plain</div> <bR> <div> F<FONT SIZE="3" COLOR="#000000" FACE="Arial" >or every man there is something in the vocabulary that would stick to him like a second skin. His enemies have only to find it. </FONT></div> <div> - Ambrose Bierce</div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is a mixture of statement and evocation. </FONT></div> <div> - Elizabeth Bowen</div> <bR> <bR> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ccent is the soul of a language; it gives the feeling and truth to it.</FONT></div> <div>  - Jacques-Rousseau</div> <bR> <div> I<FONT SIZE="3" COLOR="#000000" FACE="Arial" >f language had been the creation not of poetry but of logic, we should only have one. </FONT></div> <div> - Friedrich Hebbel</div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is memory and metaphor. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Storm Jameson</FONT></div> <bR> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he coldest word was once a glowing new metaphor. </FONT></div> <div> - Thomas Carlyle</div> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ll language reflects the prejudices of the society in which it evolved. </FONT></div> <div> - Casey Miller</div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is the roadmap of a culture. It tells you where its people came from and where they are going. </FONT></div> <div> -  Rita Mae Brown</div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is power, life and the instrument of culture, the instrument of domination and liberation. </FONT></div> <div> - Angela Carter</div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is wine upon the lips. </FONT></div> <div> - Virginia Woolf</div> <bR> <div> W<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ords are, of course, the most powerful drug used by mankind. </FONT></div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Rudyard Kipling</FONT></div> <bR> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ccuracy of language is one of the bulwarks of truth. </FONT></div> <div> - Anna Jameson</div> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" >t no time is freedom of speech more precious than when a man hits his thumb with a hammer. </FONT></div> <div> - Marshall Lumsden</div> <bR> <div> O<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ur major obligation is not to mistake slogans for solutions.</FONT><FONT SIZE="2" COLOR="#000000" FACE="Arial" > </FONT></div> <div> - Edward R. Murrow</div> <bR> <div> W<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ords, like Nature, half reveal And half conceal the Soul within.</FONT></div> <div> - Alfred, Lord Tennyson</div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is by its very nature a communal thing; that is, it expresses never the exact thing but a compromise - that which is common to you, me, and everybody. </FONT></div> <div> - Thomas Earnest Hulme</div> <bR> <div> W<FONT SIZE="3" COLOR="#000000" FACE="Arial" >e are getting into semantics again. If we use words, there is a very grave danger they will be misinterpreted. </FONT></div> <div> - H. R. Halderman</div> <bR> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >hanks to words, we have been able to rise above the brutes; and thanks to words, we have often sunk to the level of the demons. </FONT></div> <div> - Aldous Huxley</div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is a form of human reason, which has its internal logic of which man knows nothing. </FONT></div> <div> - Claude Levi-Strauss</div> <bR> <div> D<FONT SIZE="3" COLOR="#000000" FACE="Arial" >rawing on my fine command of the English language, I said nothing. </FONT></div> <div> - Robert Benchley</div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ike a diaphanous nightgown, language both hides and reveals. </FONT></div> <div> -  Karen Elizabeth Gordon</div> <bR> <div> U<FONT SIZE="3" COLOR="#000000" FACE="Arial" >nder certain circumstances, profanity provides a relief denied even to prayer. </FONT></div> <div> - Hermann Weyl</div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage exerts hidden power, like the moon on the tides. </FONT></div> <div> - Rita Mae Brown</div> <bR> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied. Even the interpretation and use of words involves a process of free creation. </FONT></div> <div> - Noam Chomsky</div> <div> L<FONT SIZE="3" COLOR="#000000" FACE="Arial" >anguage. I loved it. And for a long time I would think of myself, of my whole body, as an ear. </FONT></div> <div> - Maya Angelou</div> <div> W<FONT SIZE="3" COLOR="#000000" FACE="Arial" >e defend ourself with descriptions and tame the world by generalizing. </FONT></div> <div> -  Iris Murdoch</div> <bR> <div>  <A NAME="000588"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >he quality of our thoughts is bordered on all sides by our facility with language.</FONT></div> <div> - J. Michael Straczynski:<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> F<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ie, fie upon her! There's language in her eye, her cheek, her lip; Nay, her foot speaks. </FONT></div> <div> Her wanton spirits look out </div> <div> At every joint and motive of her body. </div> <div> - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Shakespeare:</FONT></div> <div> T<FONT SIZE="3" COLOR="#000000" FACE="Arial" >here was speech in their dumbness, language in their very gesture.</FONT></div> <div>  - <FONT SIZE="2" COLOR="#000000" FACE="Arial" >Shakespeare</FONT></div> <div> A<FONT SIZE="3" COLOR="#000000" FACE="Arial" > rose by any other name woudl smell as sweet. </FONT></div> <div> - Shakespeare</div> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> </td> <td valign="top" height=390 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> Olympic Vocabulary  Home</div> <bR> <bR> <div> <IMG SRC="00e1ac80.png" border=0 width="282" height="200" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div> OLYMPIC VOCABULARY</div> <div> Learned through Sentence Context</div> <bR> <div>                                                                              </div> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div>  <FONT SIZE="5" COLOR="#000000" FACE="Arial" >Introductory Notes</FONT></div> <bR> <bR> <div> <B> <TABLE BORDER="2" CELLPADDING="2" CELLSPACING="1" WIDTH="469" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 1548 WIDTH="457"><bR> <div> <B>THE MEANING IN WORDS</B></div> <bR> <div> The range of one's vocabulary determines the range of one's thoughts.</div> <bR> <div> The written word is the third dimension of language.</div> <bR> <div> Open your vistas; open a book, open a dictionary -- open your mind!</div> <bR> <div> Read! Read! Read!...and words will tumble from your mind as ideas crisscross every which way.</div> <bR> <div> Build your mind upon the foundation of words; the less words the more your mind is built upon sand.</div> <bR> <div> The more words at your command the less ignorance at your </div> <div> detriment more you break down your barriers of ignorance.</div> <bR> <div> Not all words need to be spoken; they need only to be available.</div> <bR> <div> Without words to express an idea,  the more that idea remains a concept,: an abstraction that remains amorphous.</div> <bR> <div> Calculated silence is a language in itself; the word is "silence."</div> <bR> <div> When we search for the right word, we know it's in our mind somewhere; but where?</div> <bR> <div> Concepts, like "friendship," have  their corresponding idea as "friend." </div> <bR> <div> "Words, words, words," exclaims young Hamlet -- how they ramble on aimlessly, how they slice through dangerously, how they trip over themselves foolishly, how they delude us unwaringly  how they elude us frustratingly, how they inspire us undauntingly,  how they rouse us fightingly, how they move us meltingly, how they humanize us mysteriously...and on and on.</div> <bR> <div> The right word, the right expression, are a light turned on in darkness.</div> <bR> <div> "I can't find that word!" as your mind searches for it almost frantically. Yes, it is there; and it can be retreived as you go through your repetoir of words, as you grope for the idea to retrieve that word. And if you give up; it sometimes comes to you later on from "nowhere!" Example: I am searching "desperately" for the right word that means "harm oneself." The word "harm" is not the precise word I need to comple my statement. I know the word is "there" somewhere in my mind, I can almost "taste" it; it's almost at the tip of my mind. I eventually give up, and go or to another train of thought. I then return to the "search" again; and behold! the word come to me -- "detriment". Now that is some wonderment of the mind, is it not! </div> <div>     Again, I decide that I've uesd the word "wonderment" toomany times, and so I begin my mental search for a synonym. I know I could resort to a thesaurus to help me out, but I intend to find the appropriate synonym on my own. "Amazement" comes to me --no. I keep repeating the sentence, "Now that is some wonderment of the mind, is it not!" repeatedly hoping to click into the synonym I'm seeking. It takes considerable concentration. I focus of the word "wonderment" swelling it up to its evocative meaning, hoping to find my word. I switch my thought to scenes of wonderment, such as the Grand Canyon; and the word "glorious" comes to me; and I have found my word in the noun form of "glorious," that is, "glory." I then substitute the word "glory" for "wonderment", and I have "Now that is some glory of the mind, is it not!" Perfect.</div> <bR> <div> Would it not  be wondrous  to be able to  express oneself in appropriate words at all times!  Why is that not possible?</div> <bR> <div> What is insight but a concept receptive to ideas naked of words required to give it conscious meaning.</div> <bR> <div> Ideas are concepts clothed in words.</div> <bR> <div> Images are mental pictures unaccompanied by their identifying words.</div> <bR> <div> To contemplate, to make oneself aware of, to focus into, the meaning of any one word awes the mind into mysterious wonderment!</div> <bR> <div> The meaning of any one word is the ultimate meaning of <I>all </I>words. AMEN! </div> <bR> </tD> </tR> </TABLE></B></div> <bR> <bR> <bR> <bR> <div> Five levels of Vocabulary in Context vocabulary studies are available for supplementary enrichment: one level for 1st - 2nd grades, one level for 3rd - 4th grades, one level for 5th - 6th grades,  one level for 7th - 9th grades, and one level10th -12th grades, for the SAT, ACT, and adults.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>LEVEL I: 1st - 2nd grades</B><FONT SIZE="4" COLOR="#0000FF" FACE="Arial" ><B> </B></FONT></div> <bR> <div> <B>LEVEL II:  3rd - 4th grades</B></div> <bR> <div> <B>LEVEL III: 5th - 6th grades</B></div> <bR> <div> <B>LEVEL IV: 7th - 9th grades</B></div> <div> <B>[SSAT / ISSE]</B></div> <bR> <div> <B>Level V: 10th - 12 grades</B></div> <div> <B>[SAT / ACT]</B></div> <bR> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="191" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 44 ><NOBR><div> LEVEL A </div> <div> 1st - 2nd grades</div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> FORWARD</div> <bR> <div> This level of vocabulary in context studies, Conversational Vocabulary, was originally created for ESL (English as a second language) students, but can be used for remediation studies and for first and second graders as well. </div> <bR> <div> The study procedure is straightforward inasmuch as students read each incomplete sentence and fill in the blank with the appropriate word selected from the word list at the left hand column. </div> <bR> <div> It is advisable that the teacher, first, have students read aloud the word list before they begin filling in the blanks; and second, have students read aloud the completed sentences with the correct rhythm. </div> <bR> <div> This book covers 725 1st -2nd grade vocabulary words in their conversational sentences' context. </div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> INTRODUCTORY NOTES & INSTRUCTIONS</div> <div> <IMG SRC="00f01010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> FORWARD</div> <bR> <div> This level of vocabulary in context studies was originally created for elementary ESL (English as a second language) students, but can be used for remediation studies and for first and second graders as well. </div> <bR> <div> The study procedure is straightforward inasmuch as students read each incomplete sentence and fill in the blank with the appropriate word selected from the word list at the left hand column. </div> <bR> <div> It is advisable that the teacher, first, have students read aloud the word list before they begin filling in the blanks; and second, have students read aloud the completed sentences with the correct rhythm.</div> <bR> <div> The following examples of context clues will introduce students to finding words from the context of sentences. </div> <bR> <div> How long have you been _______________ from school?</div> <div> CONTEXT CLUES: “from” school / You cannot be “at” school if you are “from” it. so, you are away from school, you are not there. From this reasoning, the correct word that completes the sentence from the 10-word list would be absent.</div> <bR> <div> Look ___________________ at the floating clouds.</div> <div> CONTEXT CLUES: “look” and “clouds” / Where would you look to see clouds?</div> <div> From this reasoning, the correct word that completes the sentence from the 10-word list would be: above.</div> <bR> <div> Monday comes _____________ Sunday.</div> <div> CONTEXT CLUES: “comes” / What is the relationship, or connection, between Monday and Sunday? It has to do with time. From this reasoning, the correct word that completes the sentence from the 10-word list would be: after.</div> <bR> <div> Don't go _______________ mad.</div> <div> CONTEXT CLUES: “go” and “mad” / Where would you go if you were mad? From this reasoning, the correct word that completes the sentence from the 10-word list would be: away.</div> <bR> <div> Is Andrew ____________________ or is he still sleeping?</div> <div> CONTEXT CLUES: “Andrew,” “sleeping” / Andrew is either sleeping or he is not sleeping. He is not sleeping so he must be something in some other condition. From this reasoning, the correct word that completes the sentence from the 10-word list would be: awake.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> ____________________</div> <bR> <div> <IMG SRC="01001010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0">     </div> <div> VOCABULARY INSTRUCTIONS: (1) Pronounce each vocabulary word, (2) read each incomplete sentence carefully, as such: “How long have you been BLANK from school.,” “The plane is BLANK to take off,” (3) decide from the context, or meaning, of each sentence which word of the list of ten completes the sentence correctly, and (4) write that word in the blank of the sentence. </div> <div> WRITING INSTRUCTIONS: </div> <div> NOTE: Depending upon the particular student, or class dynamics, these writing exercises can be optional.</div> <div> After completing 2 vocabulary sets, students are to turn to the back of their studybook, and complete the two following writing assignments: For the first 2 sets (SETS 1 & 2), students are to choose any three of the vocabulary words, write each one in its blank, then write an original sentence -- with the meaning of each word as part of their sentence idea. For the next 2 vocabulary sets (SETS 3 & 4), students are to choose any three of the vocabulary words, and write a short paragraph. This paragraph can be in the form of a story, a letter, a dialogue, a factual report, a description, a situation, or a poem. Have students write a title for their paragraph. </div> <div> The FIFTH AND SIXTH sets, repeat this sentence-paragraph pattern, and so on, alternately.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> SAMPLE</div> <bR> <div> <IMG SRC="00be7300.png" border=0 width="743" height="1072" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <div> WRITING EXERCISES </div> <bR> <bR> <div> <IMG SRC="00c78780.png" border=0 width="632" height="888" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <div> See BOOK CATALOG for ordering information.</div> <bR> <bR> <bR> <div>  <A NAME="level_2__3rd___4th_grades_1"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="191" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 44 ><NOBR><div> LEVEL B </div> <div> 3rd - 4th grades</div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> The main purpose of this Vocabulary in Context vocabulary study is to prepare students in the 3rd and 4th grade, as well as ESL and remedial students, to (1) learn the meaning of words through the context of their use in a sentence, and (2) make fine distinctions between the various shades of meaning of a word, through varying definitions of that word, and as the word is used as different parts of speech. </div> <bR> <div> Two examples of these distinctions are exemplified by the following two words from the exercises: </div> <bR> <div> ache (Ak) </div> <div> __ I had a stomach ache after eating too much. </div> <div>       [is a word that names an idea - a noun] </div> <div> __ My muscles ached after doing my exercises for the first time. </div> <div>       [is a word that shows action -a verb]</div> <bR> <div> This example demonstrates that the word "ache" is used both as a noun and a verb. Students have to recognize this distinction by choosing the correct definition for each word from the given list of definitions. The correct definition for the first sentence is the noun definition "a pain that does not go away"; and the correct definition for the second definition is the verb definition "to have a pain that does not go away." </div> <bR> <div> A brief grammatical definition follows a given word’s sentence so as to distinguish it from another grammatical use of that same word in order to highlight the distinction for the student. </div> <bR> <div> appear (uh pEr') </div> <div> __ The sun suddenly appeared from behind a dark cloud. </div> <div> __ It appears the weather will be nice today. </div> <bR> <div> This example demonstrates that the word "appear" has two different meanings. In the first sentence, it means "to become visible; to be able to see"; and in the second sentence, it means "to seem; to be likely." </div> <bR> <div> By repeatedly being exercised in these types of distinctions, along with finding the meaning of words with one definition through the context of the sentence, students not only increase their vocabulary recognition, but their critical thinking ability, as well. </div> <bR> <div> 108 sets of 10 sentences each, with their definitions, cover words that are used conversationally at an approximate elementary, third, fourth grade levels.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> SAMPLE VOCABULARY PAGE</div> <bR> <div> INSTRUCTIONS: Students pronounce each vocabulary word, with help of the pronunciation key next to it, then read the sentence. From the context of the sentence, they will derive a general meaning of the word. Then, they will choose the correct definition from the boxed definitions at the right-hand column. </div> <bR> <div> Also included in this vocabulary study are optional sentence and paragraph writing exercises for selected vocabulary words. These exercises are placed at the back of the book. </div> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <IMG SRC="01fe6030.png" border=0 width="742" height="1027" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <div> SAMPLE WRITING PAGE</div> <bR> <div> I </div> <bR> <div> WRITING EXERCISES </div> <bR> <div> INSTRUCTIONS: After completing each set of vocabulary words in context, students are to turn to the back of their studybook, and complete the two following writing assignments: For the first set (SET 1), students are to choose any three of the vocabulary words, write each one in its blank, then write an original sentence <FONT SIZE="4" COLOR="#000000" FACE="Symbol" >-</FONT> with the meaning of each word as part of their sentence idea. For the second set (SET 2), students are to choose any three of the vocabulary words, and write a short paragraph. This paragraph can be in the form of a story,a letter, a dialogue, a factual report, a description, a situation, or a poem. Have students write a title for their paragraph. </div> <bR> <div> The third set, repeats the sentence writing pattern and the fourth set repeats the paragraph writing pattern, and so on alternately. </div> <bR> <div> NOTE: Depending upon the particular student, or class dynamics, these writing exercises can be optional.</div> <bR> <div>  </div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <IMG SRC="00c78780.png" border=0 width="632" height="888" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <div> See BOOK CATALOG for ordering information.</div> <bR> <bR> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="191" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 44 ><NOBR><div> LEVEL C </div> <div> 5th - 6th grades</div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> Level 3 of Olympic Vocabulary consists of 760 vocabulary words in sentences formatted in 76 sets consisting of 10 words in each set. </div> <bR> <div> The words have been targeted for approximate grades 5 through 6. </div> <bR> <div> The words have been chosen according to school subjects which include the physical sciences, social studies, the fine arts, psychology, and ethics. </div> <bR> <div> According to the individual student, some words will be familiar , but most , I believe will be unfamiliar. In the former case, though a word may be familiar, it includes both a definition and a sentence context that will require focus on the specific definition of the word in distinction from the definitions of nine other words in the same set. In the latter case, for words students are unfamiliar with, however difficult, the pronunciation guide will help with their pronunciation of each word, and the context of the sentence will provide the correct definition chosen from the ten given definitions.</div> <bR> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <IMG SRC="021e5200.png" border=0 width="741" height="800" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <div> SAMPLE WRITING PAGE</div> <bR> <div> I </div> <bR> <div> WRITING EXERCISES </div> <bR> <div> INSTRUCTIONS: After completing each set of vocabulary words in context, students are to turn to the back of their studybook, and complete the two following writing assignments: For the first set (SET 1), students are to choose any three of the vocabulary words, write each one in its blank, then write an original sentence <FONT SIZE="4" COLOR="#000000" FACE="Symbol" >-</FONT> with the meaning of each word as part of their sentence idea. For the second set (SET 2), students are to choose any three of the vocabulary words, and write a short paragraph. This paragraph can be in the form of a story,a letter, a dialogue, a factual report, a description, a situation, or a poem. Have students write a title for their paragraph. </div> <bR> <div> The third set, repeats the sentence writing pattern and the fourth set repeats the paragraph writing pattern, and so on alternately. </div> <bR> <div> NOTE: Depending upon the particular student, or class dynamics, these writing exercises can be optional.</div> <bR> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <IMG SRC="023dcdd0.png" border=0 width="732" height="989" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="191" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 44 ><NOBR><div> LEVEL C </div> <div> 7th - 9th grades</div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> The main purpose of this Vocabulary in Context vocabulary study is to prepare students in the 6th through 9th grades, as well as test preparation students. There are 1650 vocabulary words divided into 165 sets of ten words. These words fairly much cover a wide spectrum of word meanings that junior high students will come across in their textbook reading and national tests. </div> <bR> <div> Also included in this vocabulary study are optional sentence and paragraph writing exercises for selected vocabulary words. These exercises are placed at the back of the book. </div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> INTRODUCTORY NOTES & INSTRUCTIONS</div> <bR> <bR> <div> Purpose: The purpose of these exercises is to train students to grasp the meaning of unfamiliar words through the context, or meaning, of the sentence as a whole. This training facilitates not only retentive vocabulary development, but the ability to read for contextual meaning in one's whole reading experience. </div> <bR> <div> The writing assignments - for both sentence and paragraph - is to choose selected words from each vocabulary set to develop students' own sentences with contextual clues. This training prepares students for more advanced writing assignments.</div> <div> <IMG SRC="01001010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> Methodology: The following clues will assist students in gleaning the meaning of a word through the context of its sentence.</div> <div> <IMG SRC="01001010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> 1. As you read each sentence, look for familiar clue words or phrases that will signal the definitional meaning of the given vocabulary word. In the sentence below, </div> <DIV ALIGN="LEFT"></DIV> <div> An employer should not abuse an employee for making a mistake.</div> <div> you would glean the meaning of “abuse” from the word “not” and the phrase “making a mistake.” Of course an employer would be angry if an employee made “a mistake”; but in that anger, he should “not” do something to the employee. What is that “do something?” So, from your reasoning, the definition you would choose from the list of ten definitions, would be to mistreat; call names.</div> <bR> <div> 2. As you read each sentence, look for contrasting words or phrases, such as "but,"  "on the other hand,"  "although," etc..In the sentence below, </div> <div> Although the new director seemed rigid at first, the cast soon found her to be amenable to change, </div> <div> the word-clue is "although" - first she is rigid, then she is open to change; hence, the meaning of "amenable" is agreeable; cooperative.</div> <div> <IMG SRC="01001010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> 3. As you pronounce each vocabulary word, take note of its part of speech (verb, noun, etc.), as that will be helpful in narrowing down the meaning of the word. For example, verb definitions have the infinitive "to" before them, such as "to mix; combine"; "to improve or correct."</div> <div> <IMG SRC="01001010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> 4. As you read each sentence, look for words that signal a conclusion, either as the first clause of a sentence or the second clause. The words "so," "it follows," "therefore, consequently, etc." usually occur in the second clause; whereas, the words "because," "because of," "due to," etc. usually occur in the first clause. In this type of sentence, something more has been added to the conclusion that is related to the prior statement. For example, in the sentence below,</div> <div> Idle children are certain to get into trouble; so adults have to keep them busy.</div> <div> The meaning of the word “idle” can be gleaned from the conclusion that follows the word “so.” If adults want to keep children from getting into trouble they have to keep them busy. So from this thought, you can reason to the conclusion that children who are not kept busy, get into trouble. So, from your reasoning, the definition you would choose for “idle” from the list of ten definitions, would be not working, or active.</div> <bR> <div> Similar reasoning would follow conversely, if the above sentence were stated:</div> <div> Because idle children are certain to get into trouble, adults have to keep them busy.</div> <div> 5. As you read each sentence, observe whether the sentence has an overall positive, negative, or neutral tone.  For example, the sentence “Nature-lovers cherish a walk through the woods in summer,” has an overall positive tone to it because of the word “nature-lovers” and the phrase “a walk through the woods in summer.”</div> <div> Hence, the definition you would choose for “cherish” from the list of ten definitions, would be to hold dear.</div> <DIV ALIGN="LEFT"></DIV> <div> _____________________________</div> <div> <IMG SRC="01001010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div> VOCABULARY INSTRUCTIONS: (1) Pronounce each vocabulary word, (2) read each sentence carefully, and for the italicized vocabulary word, choose its correct meaning from the definition list and write the number in the blank next to the vocabulary word.</div> <div> WRITING INSTRUCTIONS: </div> <div> NOTE: Depending upon the particular student, or class dynamics, these writing exercises can be optional.</div> <div> After completing 2 vocabulary sets, students are to turn to the back of their studybook, and complete the two following writing assignments: For the first 2 sets (SETS 1 & 2), students are to choose any three of the vocabulary words, write each one in its blank, then write an original sentence -- with the meaning of each word as part of their sentence idea. For the next 2 vocabulary sets (SETS 3 & 4), students are to choose any three of the vocabulary words, and write a short paragraph. This paragraph can be in the form of a story, a letter, a dialogue, a factual report, a description, a situation, or a poem. Have students write a title for their paragraph. </div> <bR> <div> The FIFTH AND SIXTH sets, repeat this sentence-paragraph pattern, and so on, alternately.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> SAMPLE VOCABULARY PAGE</div> <bR> <div> INSTRUCTIONS: Students pronounce each vocabulary word, then read the sentence. From the context of the sentence, they will derive a general meaning of the word. Then, they will choose the correct definition from the boxed definitions below the set of sentences.</div> <bR> <div>                          </div> <bR> <div> <IMG SRC="01aea4e0.png" border=0 width="746" height="846" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <div>  </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> SAMPLE SENTENCE & PARAGRAPH WRITING PAGES</div> <bR> <bR> <div> <IMG SRC="00c78780.png" border=0 width="632" height="888" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <div> See BOOK CATALOG for ordering information.</div> <bR> <bR> <bR> <bR> <div>  <A NAME="level_iv__10th___12th_grades_sat__act__gre__adults_1"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="197" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 65 ><NOBR><div> LEVEL E </div> <div> 10th - 12th grades   </div> <div> [SAT / ACT / adults] </div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> LEVEL IV is of the same pattern as LEVEL III, only the words are more advanced appropriate to SAT, ACT, and GRE exams, and for adults. </div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> INTRODUCTORY NOTES</div> <bR> <div> Purpose: The purpose of these exercises is to train students to grasp the meaning of unfamiliar words through the context, or meaning, of the sentence as a whole. This training facilitates such test questions as the new SAT sentence completions. The writing assignments <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT> for both sentences and paragraphs <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT> is to choose selected words from each vocabulary set to develop students' own sentences with contextual clues. This training prepares students for the new SAT essay writing assignment.</div> <div> Methodology: The following study procedures will assist students in gleaning the meaning of a word through the context of its sentence.</div> <div> 1. As you read each sentence, look for familiar clue words or phrases that will signal the definitional meaning of the given vocabulary word. In the sentence below, "The hospital board wanted to ameliorate the ER, so they hired a dozen more nurses," by "hiring a dozen more nurses," there certainly will be an improvement in that department; hence, that phrasal clue signals the meaning of "ameliorate". And so, from your reasoning, the definition you would choose for “ameliorate” from the list of ten definitions, would be: to make better, improve. </div> <div> 2. As you read each sentence, look for contrasting words or phrases, such as "but,"  "on the other hand,"  "although," etc..In the sentence, "Although the new director seemed rigid at first, the cast soon found her to be amenable to change," the word-clue is "although" <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT> first she is rigid, then she is open to change; And so, from your reasoning, the definition you would choose for “ameliorate” from the list of ten definitions, would be: agreeable; cooperative.</div> <div> 3. As you pronounce each vocabulary word, take note of its part of speech (verb, noun, etc.), as that will be helpful in narrowing down the meaning of the word. For example, verb definitions have the infinitive "to" before them, such as "to mix”, to combine", "to improve."</div> <div> 4.   As you read each sentence, look for words that signal a conclusion, either as the first clause of a sentence or the second clause. The words "so," "it follows," "therefore," usually occur in the second clause; whereas, the words "because," "because of," "due to," etc. usually occur in the first clause. In this type of sentence, something more has been added to the conclusion that is related to the prior</div> <div> statement. For example, in the same sentence used in procedure #1 <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT> "The hospital board wanted to ameliorate the ER, so they hired a dozen more nurses” - its meaning could be approached by this analysis: The hospital board wanted to do something to the ER, and so, by hiring a dozen more nurses, that "something" must be to its benefit; hence the conclusion indicator "so" signals that the meaning of "ameliorate" must be a favorable definition. And so, from your reasoning, the definition you would choose for “ameliorate” from the list of ten definitions, would be to make better, improve.</div> <div> 5. As you read each sentence, observe whether the sentence has an overall positive, negative, or neutral tone. For example, in the same sentence used in procedures #1 and 4 <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT> "The hospital board wanted to ameliorate the ER, so they hired a dozen more nurses” <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT> it is easy to see that it has an overall positive tone to it by the fact that the hospital hired a dozen more nurses. Hence, the definition you would choose for “ameliorate” from the list of ten definitions, would be to make better, improve.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> _____________________________</div> <bR> <bR> <div> NOTE: The following 2 vocabulary sets are samples taken from the vocabulary studybook consisting </div> <div> of 160 sets (1600 words) sentence and paragraph writing. </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> INSTRUCTIONS</div> <bR> <bR> <div> VOCABULARY INSTRUCTIONS: (1) Pronounce each vocabulary word using its pronunciation key, if needed, (2) read each sentence carefully, and for the meaning of the italicized vocabulary word, choose the correct meaning from the definition list and write the number in the blank preceding the sentence.</div> <bR> <div> WRITING INSTRUCTIONS: </div> <div> NOTE: Depending upon the particular student, or class dynamics, these writing exercises can be optional.</div> <div> For the first set (SET 1), students are to choose any three of the vocabulary words, write each one in its blank, then write an original sentence -- with the meaning of each word as part of their sentence idea. For the second set (SET 2), students are to choose any three of the vocabulary words, and write a short paragraph.This paragraph can be in the form of a story, a letter, a dialogue, a factual report, a description, a situation, or a poem. Have students write a title for their paragraph. </div> <bR> <div> The third set, repeats their sentence writing, the fourth set repeats their paragraph writing, and so on alternately.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <IMG SRC="01ce9400.png" border=0 width="745" height="1088" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <bR> <div> <IMG SRC="01dec430.png" border=0 width="748" height="1091" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> ANSWER KEY</div> <bR> <div> 5     8     10     9     7     4     6     1     3     2</div> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> ANSWER KEY</div> <bR> <div> 7      1      4      6      10      2       3       9       8       5</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> See BOOK CATALOG for ordering information.</div> <bR> <bR> <div>  Return to top of page</div> <bR> <bR> <div> <A HREF="mailto:thepublicbenefit@roadrunner.com" TARGET="_top" TITLE="mailto:thepublicbenefit@roadrunner.com"><U>thepublicbenefit@roadrunner.com</U></A></div> <bR> <bR> <bR> <bR> <bR> <bR> </td> </tr></table></body>