Audio GED Prep Language Arts Lessons 6-10

Audio GED Prep Language Arts Lessons 6-10

Audio GED Prep Language Arts Lesson 6:

Learning words through context/vocabulary

• Prefixes

• Suffixes

• Related languages: Greek/Latin

• Hints for telling things by vocabulary

• Examples and exercises

A prefix is a set group of letters with a certain meaning that comes at the beginning of words.

A suffix is a set group of letters with a certain meaning that comes at the end of words.

Many prefixes and suffixes come to our language from different languages such as Greek and Latin. If you know what these prefixes and suffixes mean, you can more easily figure out the meaning of new words.

Here are some common prefixes:

a, an = without, not

Example: anarchy, amoral

ante = before

Example = anteroom, antecedent

auto = self

Example = automatic, automaton

bi = two

Example = binary, bipartisan

bene = well, good

Example = benevolent, benefactor

epi = upon, over

Example = epidermis, epitaph

ex = out

Example = exterior, exotic

geo = earth

Example = geography, geology

homo = same, alike

Example = homogeneous, homonid

im, in = not

Example = incredible, infinite

mirco = small

Example = microscope, mircoorganism

philo = love

Example = philosophy, philanthropy

poly = many

Example = polygamy, polyphonic

pre = before

Example = premier, preview

scope = to examine

Example = microscope, telescope

scribo = to write

Example = transcribe, scribe

subter = under, secret

Example = subterfuge, subtle

sin/sys = together, with

Example = synchronize, symphony

tele = distance

Example = telegraph, telephony

trans = across

Example = transport, transmit

vis/vide = to see

Example = video, visible

Suffixes:

There are two kinds of suffixes: inflectional and derivational.

The inflectional suffix does not change the meaning of the original word, but usually changes the tense or makes it plural, etc.

Some examples are: -s, -en, -ed, -ing-, -er, and –est.

Derivational suffixes give a word a completely different meaning, though it can be related to the root word. Sometimes you have to modify the word a little bit before you add a suffix, especially if the word ends with Y. Here are some examples:

These suffixes make words nouns:

-ation: transform - transformation

-sion: precise - precision

-er: build - builder

-cian: music - musician

-ess: hier - hieress

-ness: happy –happiness

-al: deny -denial

-ary: diction - dictionary

-ment: conceal - concealment

-y: tragic – tragedy

These make words adjectives:

-al: president - presidential

-ary: second – secondary

-able: wear - wearable

-ly: sister - sisterly

-y: ease - easy

-ful: wonder - wonderful

This one makes words adverbs:

-ly: slow –slowly

These make words verbs:

-ize: idol - idolize

-ate: hyphen - hyphenate

When you come across a new word, it pays to dissect it. See if you recognize any prefixes or suffixes and start there. Then add the meaning of the rest of the word and see if that sheds any light on the meaning. If you still cannot understand the word, then you should look to the larger context of the word in the sentence.

Sources: https://www.msu.edu/~defores1/gre/roots/gre_rts_afx_tab1.htm

http://www.englishclub.com/vocabulary/suffixes.htm

Audio GED Prep Language Arts Lesson 7:

Finding the main idea and supporting arguments

• Definition of a main idea

Any good paragraph, essay, etc. will consist of a main idea and supporting ideas. The main idea is what ties everything in the paragraph or larger work together. Supporting ideas, are ideas that support the main idea. A good main idea needs to be clear and to the point so that the reader will understand what you are trying to say. You also want to try to make your main idea memorable enough to stick in your readers’ minds.

• How to identify a main idea

When you are reading something, you will want to quickly identify the main idea. Many times, writers will put their main ideas near the beginning of their work, or in the opening sentence of each paragraph. Do not assume this, however. Sometimes, the first sentence will be something else, like a transitional sentence.

You want to look for a sentence or idea that is something that can be supported.

• How to Research

When writing academically, you will have to do research and cite your sources. Unless you cite your sources, you can be accused of plagiarism, which is trying to pass of someone else’s work as your own. This is never acceptable at school or in the workplace and can lead to serious consequences.

The biggest tip about research is that you need to be organized. If you do not have a system of organization, it may be difficult to find the information later when you need it. How you organize is up to you, but you can use note cards, computer documents, outlines, or whatever else works for you.

It is important to get your research from reputable sources.

• Sources

There are different kinds of sources: primary sources and secondary sources. A primary source was written with someone with firsthand knowledge of an event, such as a journal or autobiography.

A secondary source is a source written by someone who only has second-hand knowledge about an event. These include many newspaper and magazine articles.

You need to make sure that your sources are reputable, especially if you get them from the Internet. This is not to say that all Internet sources are bad, only that you need to be careful.

Academic publications such as professional journals, research studies, and the like are often good sources of information. Some magazines and newspaper are good sources as well. Pages like Wikipedia may be good places to start, but should never be the sole source of information, as these can be changed by anyone. For best results, you want to find papers that have been “peer reviewed”, meaning that they were checked for quality by other experts in the same field.

There are certain services that allow you to search databases of academic papers. These allow you to use search engines in order to sort the papers by topic. EBSCO is one such database.

In order to get better search results, you need to understand Boolean operators. These are different words you can use in Internet searches that help you make the search more specific. For example, you can use AND, OR, NOT to be more specific in your search terms.

Also be on the look out for what biases your source may have. A bias is a strongly held belief that will sway a person to one side of an opinion or the other. For example, if you are learning about the dangers of animal testing from an animal rights organization, they may have a bias against animal testing that will influence what they say and write.

• Bibliography

A bibliography is where you show all of the sources that you used in a paper or other work. Typically, this will come in a separate section at the end of the paper and where you list your sources in alphabetical order by author name.

You will typically list things like the author’s full name, the name of the source, page number, publishers, and the year the source was published. There are several different kinds of styles of bibliographies including APA, Turabian, and Chicago. It is something you figure out before you start writing the paper. If you are writing for school, your teacher might have a preference.

The number of sources you will need in your bibliography will vary as well. Often, teachers will ask you to have a minimum number of sources.

• Citing Sources

When you use specific quotes, or even paraphrase another person’s work, you need to cite your source. You do not, however, have to write the entire source every time. Instead, you can use what is called an “in text citation”. Depending on the style of citation you are using, this might look a bit different, but might include the author’s last name and the page number on which the quote or other content is found. (Smith, 4)

If you are referencing the same source multiple times in a row, you can often use the Latin phrase ibid, which means, “in the same place.”

Audio GED Prep Language Arts Lesson 8:

Writing persuasively.

When writing persuasively, you are trying to make win over the reader to your point of view. In order to do this, you will have to first, state the main idea in a clear and concise manner, second, explain what evidence you have to support your claim in a clear, concise manner, and third, address any concerns that might be brought up by those who have an opposite point of view.

• Choosing a topics

When you are looking into choosing a topic, there are several things you need to consider. It is best to pick a topic, which you are fully behind, a cause that you believe in. You will also need to pick a topic that can be defended, meaning that there is sufficient evidence to support your claim one way or the other. It is best to pick a topic that you believe will have relevance to an audience who will be willing to consider your message.

• Choosing a main idea

The main idea needs to be able to fit all of your arguments inside of it. Imagine, if someone asks you what a passage or paper is about, how would you sum it up in just one sentence? This is probably the main idea. Once you have settled on a main idea, you need to write it out or state it clearly. You need to include just enough information to get your idea across so that you do not confuse your reader. Stating the main idea usually only takes one sentence. The idea is that there should be no doubt in the reader or listener’s mind what topic you are defending and what your stance is.

• Choosing supporting details

Supporting details need to be specific—the more specific the better. They also do need to be both true, and able to be backed up with evidence. When you are brainstorming for details, you should write down anything that comes to mind, and then prune the list down to the most compelling details as your time or space will often be limited.

Organize them into a list that puts them in the most logical order, often an order that builds on each other.

• Rebutting common arguments

As a part of writing persuasively, you will need to anticipate some of the arguments against what you are saying and be prepared to defend yourself. This will require research, and the ability to try to put yourself in the shoes of those who hold a different opinion.

When planning a persuasive writing, it is a good idea to make a list of your arguments, and write the counterarguments under each one. Then plan how you will defend yourself. Acknowledge what the other side says and do not seek to the put them down or be spiteful, but logically describe why you disagree.

Sometimes, you may simply have to admit that your opponents have a valid point, but that the detriment is overcome by a number of positive factors. In any case, it is for you to handle the dissenting points yourself rather than to let others explore them for you.

Hooks

The first thing in a paper or paragraph needs to grab the reader’s attention and hold it. You need to use something catchy: an interesting fact, a bold way of saying something, a related quote. Descriptions need to be vivid and specific.

One good way to see if your hook works is to give it to another person to read. If they are interested, then you have done your job well.

Transitions

Going from one point to another without something in between can be jarring for the reader. These in between parts are called “transitions”. They can be as little as a word or phrase, or as a long as a sentence of two. They should indicate that you are leaving one topic and going to another, and in the best case scenario make some sort of connection between the two.

Words and phrases like:

First,

Secondly,

In conclusion,

Keeping in mind that,

In addition

Can work as transitions. It is especially important to transition into the closing of your paper so that the reader understands that you are making your final points.

Endings

Just as beginnings are important, endings are perhaps even more so. The way you end your paper is the last thing your reader will experience, and might be the thing that makes or breaks your argument.

End with something memorable, but also find a way to remind your reader about all of the things that you have said in your paper. If you can tie all of these together with a final point, you will likely have a strong ending.

Audio GED Prep Language Arts Lesson 9:

Plot Structure and Characters:

• Different literature formats

• Examples of structure in literature

M.I.C.E. Quotient: In every story, four elements can determine structure: milieu/setting, idea, character and event. One of these is usually stronger than others in any given story and the story will go differently depending on which one is dominant.

Famous writers have identified many different kinds of plots:

Aristotle- 2 basic plots: Tragedies (Bad things happen to good people) and Comedies (Good things happen to good people).

Shakespeare- 7 basic plots: the Love story, the Revenge Story, Murder Mystery, the History, the Tall Tale, Coming of Age, and Hail & Farewell.

Joseph Campbell - 1 basic plot: The Journey of the Hero.

Robert Heinlein - 3 basic plots: Boy Meets Girl; Boy Looses Girl; Boy Makes Girl.

Literature has different forms used for different effect. They include the following:

The Three-Act Structure: The story is set up in three acts. The first act introduces a problem, the second act features the exposition of the problem and the third act shows the resolution of the problem.

Try-Fail Cycles: The story presents a problem that the main character tries to solve several times unsuccessfully, and tries harder with each attempt until the problem is solves.

Episodic Structure: This is the structure found in many TV shows and some movies, where every story is set in the same universe with the same characters, but is divided into shorter episodes that may or may not have an over-arching plot.

Plot Pyramid: This is where the story has a rising action, a period through most of the story where the tension and suspense are rising until they reach the most intense part of the story, called the climax. After the climax, there is a period of falling action, sometimes called a denouement, where the story is resolved.

There are many different types of characters, which determine the structure of your story:

protagonist: This the main character whom you will follow throughout the story. They often have a goal they cannot fulfill because of a major obstacle. In most stories, this is the character that you will know most about and be rooting for. Sometimes called “the hero”.

antagonist: This is the character whose goals are at odds with the protagonist. He seeks to thwart the goals of the protagonist while trying to obtain his own goals. He is sometimes called “the villain”.

foil: A foil is a character that is used to reveal something about another character, often to reveal inner thoughts and desires. This can be for the protagonist or the antagonist.

contagonist: Are a secondary villain, often working with the main antagonist who seek to delay and deflect the progress of the protagonist.

sidekick: The sidekick is a person who helps the protagonist in his goal, providing support in one way or another, sometimes simply emotional support.

love interest: This is a person with whom the protagonist would like to be come romantically involved. They usually are a positive influence to help the protagonist toward his goal.

mentor: This is a wise person who serves as a guide for the protagonist and who often dies or becomes otherwise unavailable so that the protagonist must stand on his own.

temptress: This is another kind of person with whom the protagonist could become romantically involved, but who would like to draw the protagonist away from his goal.

Audio GED Prep Language Arts Lesson 10:

Theme in Literature

• Identifying themes

A theme is a larger topic that a piece of writing is about. They are often broad concepts like honor, the power of love, or the importance of telling the truth. A story can have more than one theme. Identifying a theme is a good way to help you better understand and appreciate what you are reading.

Sometimes, author put themes in their writing on purpose, but other times themes develop of their own accord as they are writing.

• Examples of themes in literature

External conflicts are those which come from outside sources, not from within a person:

• Man vs. Man

This is the classic person against person plot, where two people or parties have mutually exclusive goals. Because they cannot both get what they want, conflict ensues, with each side trying harder and harder to overcome the other. Eventually, one side usually wins out and the story ends.

• Man vs. Nature

This is a plot in which a person is pitted against forces larger than himself, such as the forces of nature. A person might be trying to reach a destination through dangerous conditions. In the end, the person either endures through the trials of the larger forces or succumbs to them.

• Man vs. Society

This is a plot in which a person is at odds with the expectations of the society in which he or she lives. The person tries to overcome the pressures society is putting on them, and the society tries to force conformance. In the end, either the person caves to societal pressure or overcomes them, often changing society in a powerful way.

Internal conflicts are those which come from within the character instead of from outside forces:

• Man vs. Self

This is a plot in which a person has to overcome an internal conflict. They have a problem that is causing significant trouble to themselves or others. Perhaps the person is battling an addiction or a severe character flaw. Through the course of the story, the person either finds a way to overcome the problem or is brought down by it.

Pitfalls When Writing:

Unspecific or unfocused topic.

No transitions.

Ignoring other opinions.

Too many quotes, not enough of your own.

Tense shifting.

Lack of proofreading.

Too many adjectives/adverbs.

Wrong kind of voice/Not knowing audience.

Gimmicks to gain attention.

Too wordy.

Telling vs. Showing

Stereotypes and clichés.

No hook/weak endings.