Vocabulary

Here are the first weeks. If I am way off base I will redo this and the rest of it; otherwise, I will post the remainder in the Word format.



 **  ** ** Master Vocabulary List and More ** **  **    Please also consult the **appendices** at the end of this list for more on   A. Sentence patterns and examples  B. Transitive vs. intransitive verbs  C. Notes to AP students on vocabulary quizzes  D. List of subordinating conjunctions        ** Week 1: ** Sentence Pattern: complex sentence 1. rogue 2. abdicate 3. gregarious 4. supersede 5. coerce 6. abstruse 7. extrovert 8. vindicate 9. catalyst 10. anomaly <span style="height: 30px; left: -14px; mso-ignore: vglayout; position: relative; top: 28px; width: 585px; z-index: 2;">
 * Study ten words per week to be quizzed on each Wednesday.
 * Quizzes will be as follows: I will pronounce a word and you will spell it correctly, define it, and use it in a sentence with contextual clues that help define it further.
 * You will also be expected to write sentences that follow certain sentence patterns or types. There are two reasons we do this:
 * Learn to recognize syntactical patterns (for AP test)
 * Improve personal style: by being able to use a variety of sentence types, you will improve your sentence fluency and ability to write emphatic prose.
 * See Appendix A for the list of types, explanations, and examples.
 * I suggest you know the part of speech; if the word functions equally as two parts of speech (a noun and a verb, for example) know the meanings for each.
 * Defining words:
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> You may use synonyms to define, but you need at least three of them.
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> You must use a definition that makes sense to you.
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> Your definition should “match” the part of speech. For example if the word is din, a noun, the definition would not be “noisy,” which would be a definition for an adjective. Instead write, a noise, a clamor. Use noun phrases to define nouns.
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> You may not define a word using the word.
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> I suggest using The American Heritage Dictionary, college version
 * When you write your sentences, you may use various forms of the word: adjective, adverb, or any verb tense, provided you use the form correctly.
 * The quizzes are worth 20 points each. One half point for spelling, one half point for the definition and one point for the sentence.
 * You will lose a whole point for your sentence for the following reasons:
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> A comma splice, a fragment, a run on, a subject-verb agreement error, or any other serious grammatical error
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> You convert the word to a part of speech that is not correct; for example, you try to make a noun serve as a verb.
 * You may lose ½ point per sentence for the following reasons:
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> You do not follow sentence pattern as indicated.
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> You do not provide sufficient context clues.
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> The sentence is awkward and difficult to understand.
 * <span style="display: block; mso-list: l2 level2 lfo3; punctuation-wrap: simple; tab-stops: list 1.0in; text-align: justify; text-autospace: ideograph-numeric;"> The sentence makes no sense
 * You should use this master list as your definition guide and to keep track of which words to study. You do not hand this list in.
 * This list will be used both semesters; don’t lose it! You do not hand it in.

** Week 2: ** Sentence Pattern: compound sentence 11. egregious 12. perfidious 13. succinct 14. taciturn 15. irrevocable 16. verbose 17. evanescent 18. extricate 19. tactile 20. indiscreet

** Week 3: ** Sentence Pattern: compound-complex sentence 21. elusive 22. insolent 23. linchpin 24. abhorrent 25. resilient 26. anarchy 27. wan 28. cynic 29. belligerent 30. covenant <span style="height: 28px; left: -12px; mso-ignore: vglayout; position: relative; top: 26px; width: 585px; z-index: 4;">

** Week 4: ** Sentence Pattern: loose sentence 31. codicil 32. heretical 33. predisposed 34. solicitous 35. sham 36. impeccable 37. fortuitous 38. equivocate 39. propensity 40. reprehensible

** Week 5: ** Sentence Pattern: periodic sentence 41. insatiable 42. innate 43. unremitting 44. aberration 45. bias 46. canny 47. diligent 48. emulate 49. florid 50. haughty

** Week 6: ** Sentence Pattern: balanced sentence 51. ineftable 52. incorrigible 53. benevolent 54. abstain 55. clairvoyant 56. fraught 57. disdain 58. wary 59. transient 60. sagacity

** Week 7: ** Sentence Pattern: balanced sentence 61. boisterous 62. scrutinize 63. reclusive 64. pragmatic 65. intrepid 66. lucid 67. manifold 68. nominal 69. obsequious 70. paradox <span style="height: 20px; left: -9px; mso-ignore: vglayout; position: relative; top: 18px; width: 585px; z-index: 7;">

** Week 8: ** Sentence Pattern: asyndeton 71. submissive 72. digression 73. reverence 74. precocious 75. inconsequential 76. juxtaposition 77. knell 78. malevolent 79. lurid 80. pariah

** Week 9:  ** Sentence Pattern: polysyndeton <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 1. intuitive <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 2. nomadic <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 3. luminous <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 4. patent <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 5. quagmire <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 6. rancor <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 7. salient <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 8. tedious <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 9. demagogue <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 10. stoic ** Week 10:  ** Sentence Pattern: anaphora <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 11. impetuous <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 12. judicious <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 13. oblivious <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 14. mollify <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 15. quandary <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 16. satiate <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 17. malediction <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 18. noisome <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 19. prosperity <span style="line-height: 200%; margin-left: .25in; mso-list: l0 level1 lfo1; punctuation-wrap: simple; tab-stops: list 0in; text-autospace: ideograph-numeric; text-indent: -.25in;"> 20. nonchalant

** Appendices ** ** Appendix A: ** Sentence Types and Patterns You will need to be familiar with the following in the order listed below. You will practice each pattern twice. See your Glossary and Guide for more. ** Appendix B: ** Transitive and Intransitive Verbs Depending on the type of object they take, verbs  may be transitive, intransitive, or  linking. The meaning of a is incomplete without a direct object, as in the following examples: The shelf ** holds **. The shelf ** holds ** three books and a vase of flowers. The committee ** named **. The committee ** named ** a new chairperson. The child ** broke **. The child ** broke ** the plate. An, on the other hand, // cannot // take a direct object: This plant has thrived on the south windowsill. The compound verb "has thrived" is intransitive and takes no direct object in this sentence. The prepositional phrase "on the south windowsill" acts as an adverb describing where the plant thrives. The sound of the choir carried through the cathedral. The verb "carried" is used intransitively in this sentence and takes no direct object. The prepositional phrase "through the cathedral" acts as an adverb describing where the sound carried. The train from Montreal arrived four hours late. The intransitive verb "arrived" takes no direct object, and the noun phrase "four hours late" acts as an adverb describing when the train arrived. Since the company was pleasant and the coffee both plentiful and good, we lingered in the restaurant for several hours. The verb "lingered" is used intransitively and takes no direct object. The prepositional phrase "in the restaurant for several hours" acts as an adverb modifying "lingered". The painting was hung on the south wall of the reception room. The compound verb "was hung" is used intransitively and the sentence has no direct object. The prepositional phrase "on the south wall of the reception room" acts as a adverb describing where the paint hung.
 * 1) Complex: contains an independent clause and one or more subordinate clause. Ex: Since the AP students were prepared, they did very well on their exams. [See a list of subordinating conjunctions in appendix D].
 * 2) Compound: contains two independent clauses joined by a comma and a coordinating conjunction. Remember coordinating conjunctions with the acronym “fanboys:” for, and, nor, but, or, yet, and so. Ex: The AP students were prepared, so they did very well on their exams.
 * 3) Compound/complex: contains two or more independent clauses and one or more subordinate clauses. Ex: Since they had read and studied, the AP students were prepared, so they did very well on their exams.
 * 4) Loose sentence: the sentence reveals the key information right away and unfolds loosely after that. Ex: Due to snowy conditions, the principal announced an early release, and students were jubilant, high-fiving, shouting about sleds and video games, wishing the clock would go faster.
 * 5) Periodic sentence: the main idea or most important information is not revealed until the end of the sentence. Ex: That morning, after a longer than normal bus ride on icy roads, we made it safely to school.
 * 6) Balanced sentence: similar to parallel structure, a balanced sentence features two similar elements that balance each other (like on a teeter-totter). Ex: The students reveled in the snow day; the teachers reveled in the student-less day.
 * 7) Chiasmus: the repetition and arrangement of two key terms in a sentence using the ABBA pattern. Ex: Ask not what your country can do for you, but what you can do for your country.
 * 8) Asyndeton: the omission of conjunctions in a series of related clauses. Ex: I came, I saw, I conquered.
 * 9) Polysyndeton: opposite of asyndeton, the deliberate use of many conjunctions for emphasis. Ex: The movie was amazing—the acting and the camera work and the soundtrack and the special effects. Wow!
 * 10) Anaphora: repetition of the same word or group of words at the beginning of successive clauses, sentences or lines. Ex: We shall fight on the beaches, we shall fight on the landing-grounds, we shall fight in the fields and in the streets, we shall fight in the hills. Winston Churchill
 * 11) Epistrophe: ending a series of lines, phrases, clauses, or sentences with the same word or words. Ex: What lies behind ** us ** and what lies before ** us ** are tiny compared to what lies within ** us **." —Emerson
 * 12) Parallel Structure: refers to grammatical or structural similarity between sentences or parts of a sentence. Ex: She loved singing, dancing, and acting.
 * INCOMPLETE **
 * COMPLETE **
 * INCOMPLETE **
 * COMPLETE **
 * INCOMPLETE **
 * COMPLETE **

** Appendix C: ** Notes to AP English students about vocabulary quizzes <span style="display: block; font-family: Garamond; font-size: 10pt; line-height: 150%; text-align: center;">“The difference between the almost right word & the right word is really a large matter--it's the difference between the lightning bug and the lightning.” Mark Twain in a Letter to George Bainton, 10/15/1888

<span style="line-height: 150%; margin-left: .25in; mso-list: l0 level1 lfo1; tab-stops: list 0in; text-indent: -.25in;"> 1. ** Definitions ** can be short, but they must be ** precise **. If your definition would just as easily work for another word, make it more specific. If you use synonyms, use several. One word is not a definition. <span style="line-height: 150%; margin-left: .75in; mso-list: l0 level2 lfo1; tab-stops: list .75in; text-indent: -.25in;"> 1. If your definitions are poor or imprecise and you blame your dictionary, get a different one. <span style="line-height: 150%; margin-left: .25in; mso-list: l0 level1 lfo1; tab-stops: list 0in; text-indent: -.25in;"> 2. The wording of your definition should ** match your part of speech **. For example, you should be able to tell it’s a definition for a verb by how it’s worded. Beguile: to trick or charm or put under a spell; this is definitely a definition for a verb. Interloper: one who meddles or interferes in the affairs of others; noun. See?? <span style="line-height: 150%; margin-left: .25in; mso-list: l0 level1 lfo1; tab-stops: list 0in; text-indent: -.25in;"> 3. Parts of speech: if you use a noun as a verb or a verb as an adjective, that is, if you force a part of speech to function unnaturally as “someone” else in a sentence, that sentence earns no points. Also, be very careful when you convert words. You can change tense and forms, that’s true, but make sure an adjective form exists first. You can’t make up words. <span style="line-height: 150%; margin-left: .25in; mso-list: l0 level1 lfo1; tab-stops: list 0in; text-indent: -.25in;"> 4. Transitive vs. intransitive verbs: Transitive verbs need objects; intransitive verbs don’t. See the appendix B on this. <span style="line-height: 150%; margin-left: .25in; mso-list: l0 level1 lfo1; tab-stops: list 0in; text-indent: -.25in;"> 5. ** Do not use the word **, or a form of the word, ** to define the word **. This is such an old rule that I thought it was a given. Guess not. Be careful. <span style="line-height: 150%; margin-left: .25in; mso-list: l0 level1 lfo1; tab-stops: list 0in; text-indent: -.25in;"> 6. Now, as to sentences: <span style="line-height: 150%; margin-left: .75in; mso-list: l0 level2 lfo1; tab-stops: list .75in; text-indent: -.25in;"> 1. You MUST have ** context clues **. A “CC” near your sentence means that your sentence was lacking context clues. Serious infractions in the future will mean reduced points. <span style="line-height: 150%; margin-left: .75in; mso-list: l0 level2 lfo1; tab-stops: list .75in; text-indent: -.25in;"> 2. Use these quizzes as a means of perfecting ** the craft of sentence writing **. Be sure you always mean what you say. Be precise. Eliminate wordiness. Watch out for modifier errors or other errors that result in confusing wording. Write simply and avoid writing MFM. <span style="line-height: 150%; margin-left: .75in; mso-list: l0 level2 lfo1; tab-stops: list .75in; text-indent: -.25in;"> 3. Major sentence faults cannot be tolerated in AP English. Therefore, a comma splice (CS) or a fragment (Frag.) will earn no points. A CS is when you connect two complete sentences, two independent clauses, together with only a comma. Never send a comma to do a period’s job. And if you can’t recognize a fragment by now, we need to get you some grammar counseling. These errors are generally the result of you rushing to get done. So, learn to write fast // and // great. You will be glad you developed this skill in May!! <span style="line-height: 150%; margin-left: 1.0in; mso-list: l0 level3 lfo1; tab-stops: list 1.0in; text-indent: -.25in;"> 1. Consult the grammar section in your G & G <span style="line-height: 150%; margin-left: .25in; mso-list: l0 level1 lfo1; tab-stops: list 0in; text-indent: -.25in;"> 7. Do not ascribe human qualities to nonliving things. A book cannot be vicarious. Only people can be crass. <span style="line-height: 150%; margin-left: .75in; mso-list: l0 level2 lfo1; tab-stops: list .75in; text-indent: -.25in;"> 1. // Pathetic Fallacy: // <span style="line-height: 150%; margin-left: .75in; mso-list: l0 level2 lfo1; tab-stops: list .75in; text-indent: -.25in;"> The mistake of attributing human aspirations, emotions, feelings, thoughts, or traits to events or inanimate objects which do not possess the capacity for such qualities. See the discussion in any good encyclopedia. <span style="line-height: 150%; margin-left: .25in; mso-list: l0 level1 lfo1; tab-stops: list 0in; text-indent: -.25in;"> 8. // Lastly, if I can’t read it, it’s wrong. // On handwriting: while it might not be quite fair, the quality of your handwriting might impact your AP exam scores. It will bias a reader against you, especially if he/she is tired and has read a gazillion essays that day. They won’t want to decipher your scratches. Use these quizzes as a way to practice legibility.

** Appendix D ** Most common subordinating conjunctions
 * after || how || till ( or 'til) ||
 * although || if || unless ||
 * as || inasmuch || until ||
 * as if || in order that || when ||
 * as long as || lest || whenever ||
 * as much as || now that || where ||
 * as soon as || provided (that) || wherever ||
 * as though || since || while ||
 * because || so that ||  ||
 * before || than ||  ||
 * even if || that ||  ||
 * even though || though ||  ||