2020-01-28 TOEFL: word roots, parallels, insertion

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Word Roots (list 1) - With your partners, try to think of one or two words to explain each root
ab (abduct, abdicate) = away/down
ad (advocate, addition, advance) = to/toward/onto (This is the original root in many English words that start with ‘a’ plus a double consonant, such as “afford”, “aggravate”, “attend”, etc.)
aer/aero (aerial, aerate) = air
agri/agro (agriculture, agribusiness, agrarian) = field/farmland
ambi (ambidextrous, ambiguous, ambivalent) = both
amb/ambul (amble, ambulatory, ambulate) = walk/move
ami/amo (amiable, amorous, enamored) = love/friendship
andro (android, androgen) = man/male (“oid” is a suffix meaning “like” or “similar to”) (The complementary root for female is “gyn”. A “gynandromorph” is an animal with male and female parts.)
anim (animate, animal) = spirit/movement
ann/enn (annual, millennium, anniversary) = year
ante/anti (antecedent, anteroom, anticipate) = before
	(“anti”, “con”, and “ob” all have meanings both of “in front” or “together” and “against”)
anthropo (anthropology, philanthropy) = human
anti (antibacterial, antisocial) = against
aqua (aquamarine, aqueduct, aquarium) = water
arch (monarch, hierarchy, archbishop) = first (in importance or power) / top
archa (archaeology, archaic) = first (in time) / old
art (artist, artifact, artisan) = skill (This sense is still used in academia. The “liberal arts” are the skills necessary for free people.)
astro (astronomy, astrology) = star
aud/audi (audience, audible) = hear
auto (automatic, autograph) = self
bell (belligerent, rebellious) = fight/war
bene (benefit, benevolent) = good (The opposite prefix is “mal”.)
bi (bilingual, bilateral, bisexual) = two
bio (biology, biography, biosphere) = life
cept/ceive (intercept, receive) = catch/capture (These all have the same root.)
cardi/cardio (cardiac, cardiology) = heart
carn (carnivore, carnal) = meat/flesh (In English, “meat” is dead, “flesh” is alive.)
cede/ceed (intercede, exceed) = go
cent (century, centimeter, centennial) = hundred(th)
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Parallel Structure - when two parts of a sentence are connected with a conjunction, they should have the same grammatical structure (Also, successive sentences are often clearer if they’re parallel.)
“Time nowadays is different that it was 50 years ago, not in the sense of going faster or slower, but how we manage it is different.”
“how we manage it is different” is a clause, but “in the sense of going faster or slower” is a prepositional phrase, so these are not parallel even though they’re joined with “but”
- Change the clause to “in how we manage it” and they’re both prepositional phrases.
“This makes room for time (that) we don't spend on our obligations, but, instead, (we spend) on what we like to do.”
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“[G]overnment of the people, by the people, for the people, shall not perish from the earth.”
- You could say, “Government of, by, and for the people shall not perish from the earth,” but that removes a lot of the impact of the original.
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Handout part A practice - Identify which item in each set is not parallel to the others, and then fix it if you can.
1 boat rides → boating
2 They are digging for clams. → They dig for clams.
3 his eyes → between his eyes (any preposition)
4 painting pictures → paintings/painted pictures/pictures (it needs to be a noun)
5 sadly → sadness
6 into the Rolls Royce → driven in a Rolls Royce (change it to a passive phrase)
7 strong → strength
8 fly → flew
9 eating meat pies → meat pie stands
10 in the fall → cheerful in the fall
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BREAK
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Part B - Fix the sentences so they have parallel structure.
1 Tom enjoys swimming and skating.
2 He wore a green suede jacket, a flowered shirt, and multicolored platform shoes.
3 At 16, I was wild, outspoken, and uncaring.
4 The work was difficult and dangerous.
5 ...roles: wife, mother, student, and worker.
6 I talked loudly, fought with my classmates, threw paper airplanes, and even climbed on the desks.
  I would talk loudly, fight with my classmates, throw paper airplanes, and even climb on the desks.
7 My parents punished me:
	no going out, no talking on the telephone, and no having company.
	no going out, talking on the telephone, or having company.
	I couldn’t go out, I couldn’t talk on the telephone, and I couldn’t have company.
	I couldn’t go out, talk on the telephone, or have company.
8 Slowly, easily, and soundlessly, the dancers moved offstage.
9 The drums pounded, throbbed, rose, and fell. (/ were pounding, throbbing, rising, and falling.)
10 Good writing must be honest, fresh, and precise.
   Good writing must have honesty, freshness, and precision.
   (A good writer must write honestly, freshly, and precisely.)
11 My son wants to be either a fireman or a pilot.
   My son wants to either fight fires or fly planes.
12 The students were more interested in dating girls than in studying math.
   The students were more interested in dates with girls than in math.
	(“interested in dates with girls than math” it’s possible to read it as “dates with math”)
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not A and not B = not A or B = neither A nor B = both of them are negative
(not A or not B = not A and B = at least one of them is negative)
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He liked his dog more than his wife.
	= He liked his dog more than his wife liked his dog.
	= He liked his dog more than he liked his wife.
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- When you check your writing, identify which things a conjunction is connecting, and make sure they’re in the same form. (Especially “and”, “but”, and “or”, as these can connect forms other than complete clauses.)
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TOEFL: 4 sections, 3.5-4 hours, 120 points total
1 reading: 54-72 minutes, 3-4 passages, 9-10 questions each
2 listening: 40-60 minutes, 5-7 passages (2-3 conversations, 3-4 lectures)
	(10-minute break)
3 speaking: 17 minutes, 4 tasks, 3m45s of speaking time
4 writing: 55 minutes, 2 tasks, 20+30 minutes of writing time
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Reading Question Types:
- purpose
- vocabulary
- fact
- negative fact
- inference
- reference
- paraphrase
- sentence insertion
- summarize
- organize/categorize
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Sentence Insertion - This is always the question before the final question. It can be about any paragraph (or pair of paragraphs) in the text. You have to insert a new sentence into one of four possible places in the text.
- The Delta book calls these “coherence” questions, because wrong answers often break the coherence of the rest of the paragraph and correct answers preserve it.
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Delta p. 125 - Make sure you know what all the pronouns mean.
English has some dual forms, which apply to exactly two things, in contrast to plural forms, which apply to more than two things. If the new sentence has a dual pronoun, it must refer to a previous sentence with exactly two things.
dual			plural
both			all
either			any/some/one
neither		no/none
former		first
latter			last
[comparatives]	[superlatives]
between		among
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Transition signals can also help you place the new sentence in the correct position, and transitions in the existing sentences might indicate where you can’t add a new sentence.
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exercise 1.7.1 - Identify the correct places to add the sentences.
#7 - The reason C is better than D is that usually general information appears before specific details. The new sentence introduces the connection betwen pitch and color, and the sentence after C gives specific numerical details.
(The exception is when the sentence is a conclusion, which almost always means it has some transition signal indicating that.)
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Homework: Oxford exercises 2R4 (p. 72-74) and 2R8 (p. 76-78) - These also include reference questions.