Monday, September 30, 2013

Tuesday, October 1 Speech to Greater Houston Ministerial Association John F. Kennedy close reading



Due today: coordinating conjunction exercise
In class: vocabulary handout- 10 words; practice sentences due this Thursday; test Friday  copy below; some of you received this yesterday, because you finished the coordinating conjunction exercise. Anyone who turns this in before Thursday when it is due, will earn 20 extra points.
  Beginning close reading of  the Speech to Greater Houston Ministerial Association by
John F. Kennedy 
1960  in class handout; copy below

We will be working with an accompanying graphic organizer over the next couple of days. The format is similar to what you completed previously with Justice Steven's opinion. In class handout / copy below.
http://www.americanrhetoric.com/speeches/jfkhoustonministers.html

TEXT #7
Speech to Greater Houston Ministerial Association
John F. Kennedy
1960
Reverend Meza, Reverend Reck, I’m grateful for your generous invitation to speak my
views.

While the so-called religious issue is necessarily and properly the chief topic here
tonight, I want to emphasize from the outset that we have far more critical issues to face in
the 1960 election: the spread of Communist influence, until it now festers 90 miles of the
coast of Florida; the humiliating treatment of our president and vice president by those
who no longer respect our power; the hungry children I saw in West Virginia; the old
people who cannot pay their doctor bills; the families forced to give up their farms; an
America with too many slums, with too few schools, and too late to the moon and outer
space.

These are the real issues which should decide this campaign. And they are not religious
issues—for war and hunger and ignorance and despair know no religious barriers.
But because I am a Catholic, and no Catholic has ever been elected president, the real
issues in this campaign have been obscured—perhaps deliberately, in some quarters But because I am a Catholic, and no Catholic has ever been elected president, the real
issues in this campaign have been obscured—perhaps deliberately, in some quarters less
responsible than this. So it is apparently necessary for me to state once again not what
kind of church I believe in—for that should be important only to me—but what kind of
America I believe in.

I believe in an America where the separation of church and state is absolute, where no
Catholic prelate would tell the president (should he be Catholic) how to act, and no
Protestant minister would tell his parishioners for whom to vote; where no church or
church school is granted any public funds or political preference; and where no man is
denied public office merely because his religion differs from the president who might
appoint him or the people who might elect him.

I believe in an America that is officially neither Catholic, Protestant, nor Jewish; where
no public official either requests or accepts instructions on public policy from the
pope, the National Council of Churches, or any other ecclesiastical source; where no
religious body seeks to impose its will directly or indirectly upon the general populace or
the public acts of its officials; and where religious liberty is so indivisible that an act
against one church is treated as an act against all.

For while this year it may be a Catholic against whom the finger of suspicion is
pointed, in other years it has been, and may someday be again, a Jew—or a Quaker or
a Unitarian or a Baptist. It was Virginia’s harassment of Baptist preachers, for example, that
helped lead to Je)erson’s statute of religious freedom. Today I may be the victim, but
tomorrow it may be you—until the whole fabric of our harmonious society is ripped at a
time of great national peril.

Finally, I believe in an America where religious intolerance will someday end; where all
men and all churches are treated as equal; where every man has the same right to attend
or not attend the church of his choice; where there is no Catholic vote, no anti-Catholic
vote, no bloc voting of any kind; and where Catholics, Protestants, and Jews, at both the
lay and pastoral level, will refrain from those attitudes of disdain and division which have
so often marred their works in the past, and promote instead the American ideal of
brotherhood.

That is the kind of America in which I believe. And it represents the kind of presidency
in which I believe—a great o>ce that must neither be humbled by making it the
instrument of any one religious group, nor tarnished by arbitrarily withholding its
occupancy from the members of any one religious group. I believe in a president whose
religious views are his own private a)air, neither imposed by him upon the nation, or
imposed by the nation upon him as a condition to holding that office.

I would not look with favor upon a president working to subvert the First
Amendment’s guarantees of religious liberty. Nor would our system of checks and
balances permit him to do so. And neither do I look with favor upon those who would
work to subvert Article VI of the Constitution by requiring a religious test—even by
indirection—for it. If they disagree with that safeguard, they should be out openly working
to repeal it.
I want a chief executive whose public acts are responsible to all groups and
obligated to none; who can attend any ceremony, service, or dinner his o>ce may
appropriately require of him; and whose fulfillment of his presidential oath is not limited
or conditioned by any religious oath, ritual, or obligation.

This is the kind of America I believe in, and this is the kind I fought for in the South
Pacifc, and the kind my brother died for in Europe. No one suggested then that we
may have a “divided loyalty,” that we did “not believe in liberty,” or that we belonged to a
disloyal group that threatened the “freedoms for which our forefathers died.”

And in fact, this is the kind of America for which our forefathers died, when they Red
here to escape religious test oaths that denied o>ce to members of less favored
churches; when they fought for the Constitution, the Bill of Rights, and the Virginia Statute
of Religious Freedom; and when they fought at the shrine I visited today, the Alamo. For
side by side with Bowie and Crockett died McCa)erty and Bailey and Carey. But no one
knows whether they were Catholic or not, for there was no religious test at the Alamo.



                                             Name_______________________
Speech to Greater Houston Ministerial Association by John F. Kennedy     vocabulary


TEST FRIDAY   Keep the top sheet to study.  The practice sentences are DUE THURSDAY, OCTOBER 3

1.  obscure –adjective-  not clear, vague
2.   prelate- noun- an important church dignitary
3.   parishioners- noun- a member of a parish or local church community
4.   ecclesiastical- adjective- having an association with a church
5.   indivisible- adjective- not able to separate
6.   disdain-noun- a feeling of contempt, scorn or derision
7.   to subvert- verb- to corrupt
8.   arbitrary- adjective- Determined by chance, whim, or impulse, and not by necessity, reason, or principle
9.   pastoral- adjective- relating to a clergyman or priest in charge of a congregation or his duties as such
10.                     lay-adjective- a person who is not a member of the clergy, but participates in the service; note that the noun form is laity.




Text 7 vocabulary practice sentences
Please fill in the correct word based upon the context of the sentence.
1.     The minister’s ___________________________ duties included blessings at the beginning and end of life.
2.     She expressed ____________________at the adulation the industry gives to beauty over talent, blaming it on the influence of the academy awards.
3.     Most years, because of their brief duration, moonlight or cloudy conditions _______________________the show.
4.     With the assistance of the __________________ churches, temples and mosques are able to provide many more services for their congregations.
5.     The pope also appoints the ___________________of the order from the three candidates proposed by the grand master.
6.     _______________________  architecture is that regarding the pattern and structure of Christian Churches and other religious constructions.
7.     This choice appears to be simply inconsistent and _______________________.
8.     What ______________________________means is that we're all in this together.
9.     The military leaders in the establishment are trying to _______________________ the will of the people.
10.                         Following the services, the ____________________________ would gather for a light meal.





Sunday, September 29, 2013

Monday, September 30 review of past participle assignment and turning phrases into complete sentences.


Due today: The First Amendment Essay and graphic organizer, if you have did not turn them in on Friday.


In class: reviewing the homework assignments from the last two weeks. (Period 8 did not have this one, but we'll go over this in class.
Homework: due tomorrow, Tuesday, October 1: combining sentences using conjunctions
class handout; copy below

What is a past participle?

A past participle indicates past or completed action or time. It is often called the 'ed' form as it is formed by adding d or ed, to the base form of regular verbs, however it is also formed in various other ways for irregular verbs.


What have other people said to you about it?

Write each sentence, using the past or past participle of the verb in parentheses.

1.      Dylan had (rise) to his feet.


2.      He (take) notes on our ideas.


3.      All of us have (draw) on many sources.


4.      We (seek) out new sources, too.


5.      We had (speak) to many people.


6.      Books and articles (give) us additional facts.


7.      Then we (make) use of all that information.


8.      We have (begin) to discover a unifying thread.


9.      The thread has (spring) from somewhere.



10.  It has (come) from our shared ideas.




Revise each fragment below into a sentence by adding either a subject or predicate.

1.      My career in art.




2.      Have enrolled in a pottery class.


3.      Jennifer DuBerry, the instructor.



4.      The wheel and the kiln.


5.      Created an odd-looking vase.



HOMEWORK:  COMBINING SENTENCES, USING CONJUNCTIONS
Combine the sentences using the subordinating conjunction in parentheses. For example:
"I put my coat on." "It was cold." (because) ---> I put my coat on because it was cold."

1.         1. I took my umbrella. It was raining. (as)



2.         Some apples are red. Others are green. (while)


3.         The ship could not move. There was no wind. (since)


4.         Surfing is fun. It can be dangerous. (though)


5.         You should stay away from bears. They are dangerous. (because)


6.  Deer are cute. They eat all your flowers. (although)




Exercise on Conjunctions and Transitions

1. Make these two sentences into one using the conjunction "because":
The Harrisons were having a party.
Their daughter was getting engaged.

2.  Join these two sentences into one using the transition "therefore":
The police issued a warning on the radio.
A dangerous man had escaped from hospital.

3. Link these two sentences using the transition "however":
Marie was worried about the killer.
Her husband was only worried about the car.

4. Link these sentences using the conjunction "so":
George went to find help.
The car broke down.

5. Link these sentences using the conjunction "since":
Marie could not walk in the rain.
Her clothes were not suitable.

6. Link these sentences using the conjunction "so that":
No-one could see her.
Marie hid under a blanket.


7. Link these sentences using the conjunction "as a result":
Marie heard a strange sound on the roof.
She became very frightened.



8. Link these sentences using the conjunction "as":
The knocking continued all night.
Marie could not sleep.



9. Link these sentences using a conjunction:
Several policemen leapt out.
One of them rushed towards the car.


10. Link these sentences using a conjunction:
The policeman told Marie not to look back.
She could not help it.



Friday, September 27, 2013

Friday, September 27 second day of essay



Due today for period 8: vocabulary 1

In class: you are finishing up your essay on Justice Steven's argument that the Santa Fe School District did not comport with the establishment clause of the First Amendment. At the end of class, please turn in your essay and the accompanying graphic organizer.

There is a copy of the graphic organizer on Wednesday's blog and the essay on Thursday's.


Thursday, September 26, 2013

Thursday, Sept 27 in class essay





Period 6- due today- sentence fragment exercise assigned for homework yesterday
Period 7- due tomorrow- sentence fragment exercise that will be passed out today in class. There is a copy on Wednesday's blog
Period 8- due tomorrow- vocabulary 1 exercise

In class:  In class essay. Using your text based evidence notes from the graphic organizer you are writing an essay that responds to the following: Why did Justice Stevens find that the Santa Fe School District did not comport with the Establishment Clause of the First Amendment?  
Using your notes from the evidence based graphic organizer, respond to the following: Using your text based evidence notes from the graphic organizer you are writing an essay that responds to the following: Why did Justice Stevens find that the Santa Fe School District did not comport with the Establishment Clause of the First Amendment? 
Follow this organizational model.
Introduction: Give background information on what the First Amendment says about religion and what actions brought the Santa Fe School District in conflict with it. Conclude your introduction with a thesis statement or main idea that states that the district did not comport with the Establishment Clause of the First Amendment.
Paragraphs 2, 3 and 4. You are using the three points that you found yesterday. 
                         Transition suggestions: Firstly,…. In addition….Moreover…. Consequently….Furthermore…Thus….Therefore
Conclusion: DO NOT SAY IN CONCLUSION…….you are summarizing your points, not repeating… evaluate Steven’s logic.

 Be mindful of language conventions: grammar, spelling, subject verb agreement


Wednesday, September 25, 2013

Wednesday, September 25 evidence based claims



Homework for periods 6 and 7 sentence fragment exercise. class handout / copy below; due Thursday / tomorrow
                   for period 8- vocabulary 11- due Friday

In class: collecting the graphic organizer for text 5, Steven's Supreme Court Decision
              Using the same text, we are looking for evidence-based claims to respond to a text-generated question.  At this point, you should have closely read the text. You shall now review three specific paragraphs, selecting only that text that supports a response to the question. You will then paraphrase, put into your own words, the text.
     

COPY OF HOMEWORK FOR PERIODS 6 and 7              
 Grammar link: exercise 4   Avoiding sentence fragments

Sentence fragments are acceptable in your notes or personal journals, but are not appropriate in more formal writing. When you write for others, however, use complete sentences.

I am a tall, sleepy-eyed medical student in a white coat.

Revise each fragment below into a sentence by adding either a subject or predicate.

1.                               1            My career in art.




2.                                      2.    Have enrolled in a pottery class.


3.                                           3.     Jennifer DuBerry, the instructor.



4.                                              4. The wheel and the kiln.


5.                                             5.  Created an odd-looking vase.

COPY OF EVIDENCE BASED GRAPHIC ORGANIZER

 Name __________________________________________________
Reading Purpose:___To understand why the US Supreme Court thought the Santa Fe School District abridged the Establishment Clause of the First Amendment of the Constitution.
Text based question: How does a voluntarily elected student council member giving a prayer or invocation before a football game not comport or abridge the Establishment Clause of the First Amendment?
Look carefully at the bolded example and follow the model. Note that when you paraphrase, whenever possible use synonyms or phrases to explain the idea and not repeat the exact word in the original text.
Lines used

What is the most important, specific textual evidence within the paragraph that answers the above question? Note the example and the process of omitting extraneous information, so that you include only what is necessary.

28-34
“the majoritarian process implemented by the District guarantees…that minority candidates…will be silenced.”
paraphrase

 The procedure put in place by the school district means that the lesser number of people will not have a say in what prayer or invocation is used.
64-73



paraphrase




103-109



paraphrase




120-132



paraphrase






                     


G

Tuesday, September 24, 2013

Tuesday, Sept 24 penultimate day of Text 5


Due today: periods 6 and 7 past participle sentences that were handed out yesterday.
       Friday, period 8- vocabulary 1

In class: we are continuing with the close reading of Text 5, Justice Stevens.
lines 46-63

… In addition to involving the school in the selection of the speaker, the policy, by its terms, 
invites and encourages religious messages. The policy itself states that the purpose of the message is "to solemnize the event." A religious message is the most obvious method of 
solemnizing an event. Moreover, the requirements that the message "promote good sportsmanship" and "establish the appropriate environment for competition" further narrow the 
types of message deemed appropriate, suggesting that a solemn, yet nonreligious, message, such as commentary on United States foreign policy, would be prohibited. Indeed, the only type of 
message that is expressly endorsed in the text is an "invocation" - a term that primarily describes an appeal for divine assistance. In fact, as used in the past at Santa Fe High School, an "invocation" has always entailed a focused religious message. Thus, the expressed purposes of the policy encourage 
the selection of a religious message, and that is precisely how the students understand the policy. The results of the elections described in the parties' stipulation make it clear that the students understood that the central question before them was whether prayer should be a part of the 
pregame ceremony. We recognize the important role that public worship plays in many communities, as well as the sincere desire to include public prayer as a part of various occasions so as to mark those occasions' significance. But such religious activity in public schools, as elsewhere, 
must comport with the First Amendment… 

lines 64-73

One of the purposes served by the Establishment Clause is to remove debate over this
kind of issue from governmental supervision or control. We explained in Lee that the
"preservation and transmission of religious beliefs and worship is a responsibility and a
choice committed to the private sphere." The two student elections authorized by the
policy, coupled with the debates that presumably must precede each, impermissibly
invade that private sphere. The election mechanism, when considered in light of the
history in which the policy in question evolved, refects a device the District put in place
that determines whether religious messages will be delivered at home football games.
The mechanism encourages divisiveness along religious lines in a public school setting,
a result at odds with the Establishment Clause…

lines 74-79
The Religion Clauses of the First Amendment prevent the government from making any
law respecting the establishment of religion or prohibiting the free exercise thereof. By no
means do these commands impose a prohibition on all religious activity in our public schools.
Thus, nothing in the Constitution as interpreted by this Court prohibits any public school student
from voluntarily praying at any time before, during, or after the school day. But the religious liberty
protected by the Constitution is abridged when the State affirmatively sponsors the particular
religious practice of prayer…

lines 80-84
… But the Constitution also requires that we keep in mind "the myriad, subtle ways in which
Establishment Clause values can be eroded," and that we guard against other diferent, yet equally
important, constitutional injuries. One is the mere passage by the District of a policy that has the
purpose and perception of government establishment of religion. Another is the implementation
of a governmental electoral process that subjects the issue of prayer to a majoritarian vote…

lines 85-91
As discussed, the text of the October policy alone reveals that it has an unconstitutional
purpose. The plain language of the policy clearly spells out the extent of school involvement in
both the election of the speaker and the content of the message. Additionally, the text of the
October policy specifies only one, clearly preferred message - that of Santa Fe's traditional religious
"invocation." Finally, the extremely selective access of the policy and other content restrictions
confrm that it is not a content-neutral regulation that creates a limited public forum for the expression of student speech…

lines 92-102

This case comes to us as the latest step in developing litigation brought as a challenge to
institutional practices that unquestionably violated the Establishment Clause. One of those
practices was the District's long-established tradition of sanctioning student-led prayer at varsity
football games. The narrow question before us is whether implementation of the October policy
insulates the continuation of such prayers from constitutional scrutiny. It does not. Our inquiry
into this question not only can, but must, include an examination of the circumstances
surrounding its enactment. Whether a government activity violates the Establishment Clause is "in
large part a legal question to be answered on the basis of judicial interpretation of social facts...”.
Every government practice must be judged in its unique circumstances. Our discussion in the
previous sections, demonstrates that in this case the District's direct involvement with school
prayer exceeds constitutional limits.

lines 103-109
The District, nevertheless, asks us to pretend that we do not recognize what every Santa Fe
High School student understands clearly - that this policy is about prayer. The District further
asks us to accept what is obviously untrue: that these messages are necessary to "solemnize" a
football game and that this single-student, year-long position is essential to the protection of
student speech. We refuse to turn a blind eye to the context in which this policy arose, and that
context quells any doubt that this policy was implemented with the purpose of endorsing school
prayer

Monday, September 23, 2013

Monday, Sept 23 continuation with text 5

 

Steven's Supreme Court Decision


We are continuing with the above in class. Many chose not to complete last week's vocabulary homework. This is now recorded as a zero. 

HOMEWORK for periods 6 and 9: past participle verb exercise. DUE TUESDAY-TOMORROW- SEPTEMBER 24  class handout / copy below.

Grammar Link  exercise 10      using correct verb forms

When you check your verbs, be especially alert to possible errors in the use of the past and past participle of irregular verbs.

What is a past participle?

A past participle indicates past or completed action or time. It is often called the 'ed' form as it is formed by adding d or ed, to the base form of regular verbs, however it is also formed in various other ways for irregular verbs.

What have other people said to you about it?

Write each sentence, using the past or past participle of the verb in parentheses.

1.                                               Dylan had (rise) to his feet.


2.                                                    He (take) notes on our ideas.


3.                                                     All of us have (draw) on many sources.


4.                                                     We (seek) out new sources, too.


5.                                                      We had (speak) to many people.

                       Books and articles (give) us additional facts.


7.                                                     Then we (make) use of all that information.


8.                                                      We have (begin) to discover a unifying thread.


9.                                                                The thread has (spring) from somewhere.


                                10. It has (come) from our shared ideals

PERIOD 8  vocabulary 1  DUE FRIDAY, SEPT 27 class handout / copy below
Vocabulary I  definitions
        
       .           

1)      acquisitive-  adj -able to get and retain information; concerned with acquiring wealth or
property, greedy, avaricious
2)      arrogate- verb- to claim or take without right, usurp, expropriate

3)      banal- adj- hackneyed, trite, commonplace, stale

4)      belabor- verb- overwork, pummel, to thrash soundly

5)      carping- adj- tending to find fault in a hairsplitting way, nit-picking

6)      coherent –adj- consistent, comprehensible, cohesive, unified

7)      congeal- verb- to change from liquid to solid, thicken, harden, jell, coagulate

8)      emulate- verb- to imitate with the intent of equaling or surpassing, copy, mimic

9)      encomium- noun- a formal expression of praise, a lavish tribute, panegyric,
                                    commendation; eulogy
10)  eschew- verb- to avoid, shun, keep away, steer clear of, forgo

11)  germane-adj- relevant, appropriate, apropos, fitting

12)  insatiable- adj- not to be satisfied, unquenchable, ravenous, voracious

13)  intransigent- adj- refusing to compromise, uncompromising, obdurate

14)  invidious- adj- offensive, hateful, malicious, spiteful; perjorative

15)  largesse- noun- generosity, lavish, munificence, bounty

16)  reconnaissance- noun- survey made for military purposes, scouting expedition

17)  substantiate-verb- to establish by evidence, to prove, verify, confirm, validate

18)  taciturn- adj- habitually silent or quiet, tight-lipped, uncommunicative; laconic

19)  temporize- verb- to stall or act evasively, hedge, dillydally, procrastinate

20)  tenable- adj- capable of being held or defended, justifiable; maintainable


 Vocabulary I,   exercise 1  Choose the word that best completes each of the following sentences. Make sure to use the correct verb tense or plural as needed.
1.            The novel contains an interesting study of a miser’s _____________________________ lust for gold and its evil effects on those around him.

2.            Some of the episodes in the series were wonderfully fresh and original; others were just plain ______________________________.
3.            I don’t object to the inclusion of anecdotes in a serious lecture, but they should at the very least be ________________________ to the subject.
4.            “There is no need for you to _________________________ the point,” I replied, “when I already understand what your criticism is.”
5.            There is nothing wrong with ________________________________ the great singers of the past, as long as you eventually develop a style of your own.

6.            When the temperature dropped suddenly, the water in the ditch _____________________ into a mass of icy sludge.
7.            Your essay would be a great deal tighter and more _____________________________ if you removed the extraneous information it now contains.
8.            I would rather work at the most menial, ill-paying job than be the recipient of the government’s ____________________________.
9.            The purpose of military _____________________________remains the same whether cavalry or helicopters are used: to learn as much as possible about the enemy.

10.          I doubt very much that he can ____________________________his assertion that he won two gold medals in the 1956 Olympics.

11.          Despite the ________________________ and nit-picking of a few petty minds, I feel we have substantially improved our school system of late.

12.          In any crisis, as long as a person ______________________________, the greater the danger is likely to become.

13.          In my humble opinion, there is no justification for making such ____________________ distinctions between two types of products.

14.          Never having any money in one’s pockets can be a real trial for someone born with the __________________________ habits of a pack rat.

15.          Students who seek high grades must learn to _____________________ the allure of the TV set.
16.          As the result of recent research, earlier theories about the origin of the universe are no longer __________________________.

17.          In spite of the size, he was so _________________________ that we tended to forget that he was even in the room.
18.          By whose authority did you ____________________________to yourself the right to decide how the club’s money should be spent.

19.          Even the most severe critics showered _____________________________on the young writer for the remarkable narrative power of the novel.

20.          How can we “meet them halfway” when they are so ________________________________in their opposition to what we propose to do?

Vocabulary 1, exercise 2 Choose the word that best completes each of the following sentences. Make sure to use the correct verb tense or plural as needed.


1.     1, If you do not wash your dishes right away, the food on them will  ____________________________.
2.      2.The young athletes promised the coach that they would train vigorously and _______________________ bad habits.
3.     3.  The field officer required a thorough ______________________________ before ordering troop movements.
4.     4.  In an _________________________________ society, there is a great deal of emphasis on buying and selling.
5.      5.The play’s ______________________ dialogue made it seem more like a soap opera than a serious drama.
6.      6. Abraham Lincoln has the reputation of having a dour and _______________________ personality.
7.     7. For most of Shakespeare’s greatest tragedy, the protagonist Hamlet chooses to ______________________________ rather than act.
8.      8.Most beginning writers try to ___________________________ a great writer and later develop their own individual style.
9.      9.The ambitious noblemen will put the young king under house arrest and _______________________________ royal privileges.
10.  10.The physics teacher gave a surprisingly _________________________ description of quantum mechanics.
11.  11.The prospector was unable to _____________________________ his claim to the land where the gold was found.
12.  12.The university was the fortunate beneficiary of the ____________________________ of many of its graduates.
13. 13. Little will be accomplished if the legislators of both parties maintain their _________________________________ attitudes.
14. 14. Most artists choose to ignore the _______________________ of critics and just get on with their work.
15.  15.His tendency to _____________________________ the small points often made him miss the big picture.
16.  1.Teachers should avoid making ______________________________ comparisons between their students.
17.  17.Bringing up examples from the past is not _________________________ to the present discussion.
18.  18.The researchers put forth a ____________________________ theory, but their conclusions would be reviewed by others.
19.  19. People with an ____________________________ appetite for gossip often do not have compelling stories of their own.
20.  20.On Veteran’s Day, the President delivered a heartfelt _________________________ to those who died for their country.



Vocabulary I, exercise 3 Provide either the synonym or antonym for the bold word.
Synonyms
1. harp on the same point again and again                             ____________________________
2. the grasping real estate developer                                     ______________________________
3. tries to copy her social graces                                           ______________________________
4. tends to hedge when confronted by direct questions        _______________________________
5. the nit-picking comments of a perfectionist                     _______________________________
6. the voracious hunger                                                         _______________________________
7. led the scouting expedition into the jungle                       _______________________________
8. was thanked for her munificence                                      _______________________________
9. could not verify the alibi                                                  _______________________________
10. received a well-deserved commendation                       _______________________________
11. blood that does not coagulate                                        _______________________________
12. was pertinent to the investigation                                  _______________________________
13. obdurate on certain points                                             _______________________________
14. a justifiable reason for disagreeing                               _________________________________
15. tried to usurp control of the finances                            ________________________________

Antonyms

16. made a very complimentary remark                               _________________________________
17. questioned the garrulous witness                                   _________________________________
18. the novel lyrics to that song                                           _________________________________
19. a disjointed essay on foreign policy                               _________________________________
20. adopted the use of technology                                       __________________________________



Vocabulary I, exercise 4
Circle the correct word for each sentence.

  1. Aristotle had such a(n) (acquisitive, tenable) mind, that his writings are a veritable gold mind of odd and interesting information.
  2. The mood of easy cordiality with which we began the meeting soon (congealed, temporized) into icy politeness.
  3. “That word has such (invidious, germane) connotations in American parlance,” I said, “that I would hate to use it, even in jest.”
  4. In that moment of grief, the conventional expressions of sympathy I had always considered (tenable, banal) were surprisingly comforting.
  5. The speech was so filled with (encomiums, reconnaissance) that I found it hard to believe that the subject of all this acclaim was plain ole me.
  6. When the evidence of his misconduct became irrefutable, he saw that his position was not (banal, tenable) and resigned.
  7. I am proud to have it said of me that I am (invidious, intransigent) when genuine moral issues are involved.
  8. His figure bears witness to his (acquisitive, insatiable) appetite for the pleasures of the table.
  9. Ethelred the Unready was so reluctant to face the Vikings who invaded his kingdom that in effect he (arrogated, temporized) himself off the throne.
  10. After I mowed the lawn for an hour, he gave me a whole dollar with the air of a feudal lord bestowing his (largesse, intransigence) on a grateful serf.
  11. The poor woman was in such a state of shock after the accident that she couldn’t give a (coherent, taciturn) account of what had happen.
  12. Your critical comments about my “lack of social background” may be true, but they are not (coherent, germane) to my qualifications for office.
  13. What evidence can you offer to (substantiate, eschew) the assertion that capital punishment does not deter potential murderers?
  14. Aerial (reconnaissance, encomium) of the enemy’s positions provided the general with the information he needed to plan the attack.
  15. In our attempt to improve the quality of life in America, we should not be too quick to (eschew, cohere) old ideas simply because they are old.
  16. The new batting champion in our softball league is a(n) (insatiable, taciturn) young man who prefers to let his bat to his talking for him.
  17. Suddenly a band of ruffians set upon us and began to (congeal, belabor) us with blows and curses.
  18. After the editor read the story, he returned it to the author with only a few (carping, coherent) criticisms of minor faults penciled in the margin.
  19. Even a very imperfect human being may have virtues of mind or character that are worthy of (carping, emulation).
  20. The Constitution is uniquely designed to provide protection against those who might seek to (substantiate, arrogate) undue power to themselves.