HW for April 5-7

April 5: Quiz on vocabulary words "1" on syllabus

April 5: "Bees" annotation

April 7: Quiz on pages cover to 44 of Big Magic

April: 7: Type a 1/2 page summary on "Bees"

HW for April 5: Print, annotate, and bring to class

The bees need you.

Honeybee colonies are dying at frightening rates. Since 2007, an average of 30% of all colonies have died every winter in the United States. This loss is about twice as high as what U.S. beekeepers consider economically tolerable. In the winter of 2012-13, 29% of all colonies died in Canada and 20% died in Europe.

Wild bee species, particularly bumblebees, are also in peril.
Anyone who cares about the health of the planet, for now and for generations to come, needs to answer this wake-up call.
Honeybees and wild bees are the most important pollinators of many of the fruits and vegetables we eat. Of 100 crop species that provide 90% of our global food supply, 71 are bee-pollinated. The value of pollination of food crops by bees in the U.S. alone is estimated at $16 billion and insect pollinators in general contribute $29 billion to U.S. farm income.

Fewer bees lead to lower availability and potentially higher prices of fruit and vegetables. Fewer bees mean no almonds, less coffee and less alfalfa hay available to feed dairy cows.
Bees visit flowers because they need to eat. They derive all of the protein they need in their diet from floral pollen, and all of the carbohydrates they need from floral nectar. As they fly from flower to flower, collecting pollen on their fuzzy bodies to take home as food, they end up transferring pollen from one blossom to another of the same floral species, and pollination just happens.

We need good, clean food, and so do our pollinators. If bees do not have enough to eat, we won't have enough to eat. Dying bees scream a message to us that they cannot survive in our current agricultural and urban environments.

Fifty years ago, bees lived healthy lives in our cities and rural areas because they had plenty of flowers to feed on, fewer insecticides contaminating their floral food and fewer exotic diseases and pests. Wild bees nested successfully in undisturbed soil and twigs. Now, bees have trouble finding pollen and nectar sources because of the extensive use of herbicides that kill off so many flowering plants among crops and in ditches, roadsides and lawns.

Flowers can be contaminated with insecticides that can kill bees directly or lead to chronic, debilitating effects on their health.

 

 

Reading calendar for Big Magic

Reading calendar for Big Magic

Week one (beginning March 29): pages cover to 44

Week two: pages 44 -90

Week three: pages 90 – 136

Week four: pages 137 – 181

Week five: pages 182 – 228

Week six: pages 229 - finish

Due date extender

The One-Time-Only Due-Date Extender

Instructions: Fill in your name, the date, and the name of the assignment you’d like to turn in late or make up. Then attach the form to an email.

I am requesting permission to turn in the attached assignment, or make up a missed test, up to five calendar days late with no grade penalty. I agree not to ask for extensions on any other assignments I may turn in for this class, and I understand that any other assignment I turn in after the class period in which it is due, for whatever reason, will receive a grade penalty.

Note: no assignments will be accepted for any reason after the last regular day of classes (i.e. no assignments are accepted during finals week).

___________________________________

Name of assignment

___________________________________

Name of student

___________________________________

Date

Staying Sharp essay -- read, print, and bring to class March 31

Sunday, Jan. 08, 2006

Staying Sharp: Sleeping Your Way to the Top

By Sora Song

Americans are not renowned for their powers of self-deprivation; doing without is not something we do particularly well. But experts say there is one necessity of life most of us consistently fail to get: a good night's sleep.

The recommended daily requirements should sound familiar: eight hours of sleep a night for adults and at least an hour more for adolescents. Yet 71% of American adults and 85% of teens do not get the suggested amount, to the detriment of body and mind. "Sleep is sort of like food," says Robert Stickgold, a cognitive neuroscientist at Harvard Medical School. But, he adds, there's one important difference: "You can be quite starved and still alive, and I think we appreciate how horrible that must be. But many of us live on the edge of sleep starvation and just accept it."

Part of the problem is we are so used to being chronically sleep deprived--and have become so adept at coping with that condition--that we no longer notice how exhausted we really are. In 2003, sleep expert David Dinges and colleagues at the University of Pennsylvania School of Medicine tested the effects of restricting slumber to eight, six or four hours a night for two weeks. During the first few days, subjects sleeping less than eight hours admitted to being fatigued and lacking alertness. But by Day 4, most people had adapted to their new baseline drowsiness and reported feeling fine--even as their cognitive performance continued to plummet.

Over time, the experiment's sleep-restricted subjects became so impaired that they had difficulty concentrating on even the simplest tasks, like pushing a button in response to a light. "The human brain is only capable of about 16 hours of wakefulness [a day]," says Dinges. "When you get beyond that, it can't function as efficiently, as accurately or as well."

In the real world, people overcome their somnolence--at least temporarily--by drinking coffee, taking a walk around the block or chatting with office mates. But then they find themselves nodding off in meetings or, worse, behind the wheel. Those short snatches of unconsciousness are what researchers call microsleep, a sure sign of sleep deprivation. "If people are falling asleep because 'the room was hot' or 'the meeting was boring,' that's not coping with sleep loss. I would argue that they're eroding their productive capability," says Dinges.

What most people don't realize is that the purpose of sleep may be more to rest the mind than to rest the body. Indeed, most of the benefits of eight hours' sleep seem to accrue to the brain: sleep helps consolidate memory, improve judgment, promote learning and concentration, boost mood, speed reaction time and sharpen problem solving and accuracy. According to Sonia Ancoli-Israel, a psychologist at the University of California at San Diego who has done extensive studies in the aging population, lack of sleep may even mimic the symptoms of dementia. In recent preliminary findings, she was able to improve cognitive function in patients with mild to moderate Alzheimer's simply by treating their underlying sleep disorder. "The need for sleep does not change a lot with age," says Ancoli-Israel, but often because of disruptive illnesses and the medications used to treat them, "the ability to sleep does."

If you're one of the otherwise healthy yet perpetually underrested, there's plenty you can do to pay back your sleep debt. For starters, you can catch up on lost time. Take your mom's advice, and get to bed early. Turn off the TV half an hour sooner than usual. If you can't manage to snooze longer at night, try to squeeze in a midday nap. The best time for a siesta is between noon and 3 p.m., for about 30 to 60 minutes, according to Timothy Roehrs, director of research at the Sleep Disorders and Research Center at Henry Ford Hospital in Detroit. He advises against oversleeping on weekend mornings to make up for a workweek of deprivation; late rising can disrupt your circadian rhythm, making it even harder later to get a full night's rest.

According to Dinges' analysis of data from the 2003 American Time Use Survey, the most common reason we shortchange ourselves on sleep is work. (The second biggest reason, surprisingly, is that we spend too much time driving around in our cars.) But consider that in giving up two hours of bedtime to do more work, you're losing a quarter of your recommended nightly dose and gaining just 12% more time during the day. What if you could be 12% more productive instead? "You have to realize that if you get a good night's sleep, you will actually be more efficient and get more done the next day. The more you give up on sleep, the harder it is to be productive," says Ancoli-Israel. "What is it going to be?"

If mental sharpness is your goal, the answer is clear: stop depriving yourself, and get a good night's sleep.

Students that keep Teachers Inspired HW - due March 31, and future HW

HW: 1. Go to: http://www.npr.org/2013/06/03/188355966/the-students-that-keep-teachers-inspired

Read the interview and be prepared for a short oral quiz in the next class.

Note: I have tried the link and it works, but if you have trouble, just Google:

"The Students That Keep Teachers Inspired" and click on the title.

2. Get Big Magic and begin reading in preparation for a quiz April 7.

3.A.  Due March 31 -- Project One

 Find an article on one of the following.

 Interest for a home mortgage

How web browsers individualize searches

Healthcare cost of a single urgent care visit

Community college enrollment trends

Student loan debt

 For the one you choose, you will need to print it and annotate it.

3. B. Due April 7. Go through these steps in the Reading Process:

 
Type 5 questions BEFORE you read.

1. As you read, circle 10 unfamiliar words (on the article itself)
2. After you read, type answers to the questions you made before you read. Then, type a 5-item True or False quiz about the article. Then, type the “guessed meanings” of each unfamiliar word, and then type the dictionary meaning below it.
3. Finally, type a ½ page summary of it.

 

RD 115 Syllabus

Mt. Hood Community College

RD 115 Reading for College Success

Humanities Division – Academic Literacy – Spring 2016

 

Instructor: Joe Van Zutphen    Email: Joe.VanZutphen@mhcc.edu

Office and mailbox:  Humanities Division, AC 2450      Office Hours: TTH 1:30-2:30

Class Location: MM 1253 Time: 2:40-4:00 p.m.

Blogspot: http://vanzutphenrd115mhcc.blogspot.com/

 

Course Information _________________________________________________________________________

Credits: 3

 

WELCOME TO MT. HOOD COMMUNITY COLLEGE!

For those of you new to the college experience, this document, your course syllabus, will outline everything of importance in this course. Keep this syllabus, refer to it often, and use it to guide your work in this course. Please know that this guide, like most others, is subject to change, and that if substantive changes do occur, I will issue revisions to this document.

 

MT. HOOD COMMUNITY COLLEGE MISSION STATEMENT

A commitment to the community: Mt. Hood Community College affords all people a knowledge-based education, giving them the ability to make life choices: adapt to change; build strong communities; contribute to and derive benefit from the new economy; and become part of a skilled workforce.

 

COURSE DESCRIPTION

Effective reading of college textbooks requires a variety of critical thinking and reading skills. This course teaches effective strategies and tactics directly applicable to textbook learning. Students develop skill with techniques designed to make them active, thinking participants in the reading/learning process. Focus of instruction is on comprehending textbook material through the recognition, understanding, and application of main ideas and thesis. College-level vocabulary acquisition is also emphasized.

 

REQUISITE

Placement in RD 115 is based on the college reading placement (CPT) test scores, grades of C or better in RD090 and WR090, or instructor referral. Concurrent enrollment in WR115 or higher is recommended.

 

STUDENT LEARNING OUTCOMES:

 

Upon successful completion of this course, the student will be able to:

• Use context clues to determine unfamiliar word meaning at an advanced level.
• Use word parts (prefixes, roots and suffixes) to define unknown words.
• Accurately answer factual questions about a college-level text at an advanced mastery level.
• Identify both stated and implied main ideas in college-level texts at an advanced mastery level.
• Identify and distinguish among main ideas, major support and minor support in college-level texts at an advanced mastery level.
• Identify transition words at an advanced mastery level.
• Identify organizational patterns in college-level texts at an advanced mastery level.
• Write a simple summary of college-level texts at an advanced mastery level.
• Create a visual representation of main idea and supporting details within a text using skills such as creating an outline, map, or Cornell Notes at an advanced mastery level.
• Make accurate inferences from a college-level text at an advanced mastery level.
• Use a variety of reading strategies at an advanced level, such as previewing, annotations, prediction, visualization, recalling and reacting to text, and/or writing a summary.
• Read and respond to selected readings from diverse voices at an advanced mastery level.
• Demonstrate increased fluency and study skills by reading a book-length work (300 pages or more).
• Discuss and demonstrate productive student behaviors including note-taking at an advanced level.
• Distinguish fact from opinion in a text at an advanced level.
• Identify an author’s purpose at an advanced level.
• Identify an author’s point of view in a persuasive text at an intermediate level.
• Identify figures of speech at an intermediate mastery level.

 

REQUIRED MATERIALS

• Book: Big Magic: Creative Living Beyond Fear, by Elizabeth Gilbert
• Three-ring notebook
• A personal e-mail account & access to a computer and the Internet

 

HOW MUCH TIME SHOULD I INVEST IN THIS COURSE?

You should be prepared to devote at least 6 and optimally 9 or more hours per week to preparing for this class, or around 2 to 3 hours of preparation for each hour you spend in class. Preparation includes reading and completing your assignments, reviewing your work, working with your study group, and any other work that you need to do to support your learning.

 

COURSE COMPONENTS

Class Participation: I like to think of class participation as a willingness to participate in and/or adhere to all of the following:

1. class discussion
2. in-class exercises
3. collaborative/group work
4. punctuality
5. coming to class regularly
6. being respectful of your peers
7. motivation to succeed

If I feel that you fall short in any of these areas, I reserve the right to drop your class participation grade as I see fit. I will use my “Tardiness and Attendance” policy below to further arrive at your participation grade.

 

Homework: Students will be asked to complete specific homework assignments as outlined on the course calendar and as directed in class. These assignments will provide students with the opportunity to practice and apply skills taught both in lectures and from the text.

 

Vocabulary Development: College students can expect to encounter a large number of words and terms that they will not be familiar with in their textbook reading.  One of the best ways to develop an understanding of these words is to use structural analysis – learning to recognize common prefixes, suffixes, and roots (morphemes) that make up many words in the English language. In order to develop recognition and understanding of these common word parts, students will be asked to create vocabulary cards, using the master list provided, and you will be tested on these morphemes.

 

Exams: There will be 3 mastery exams during the term.  These exams will include recall and application of skills and strategies taught.  It is the students’ responsibility to prepare for exams.  It is also the students’ responsibility to find out why he/she missed items on an exam and to check with the instructor if grading is unclear.

 

GRADING

You will be graded on a letter grade basis at the end of the term: A, B, C, D, F, and I (Incomplete). During the term, I will use grades A – D for passing work and the grade F for non-passing work. Letter grades in this course equate to percentages in the following ways:

A = 90% - 100%, B = 80% - 89%, C = 70% - 79%, D = 60 - 69%, F = 0 – 59%

 

 

 

 

 

 

Your final grade for the course will be determined by the following:

 

Attendance & Participation                                 40

Additional assignments                                            20

Assignments (8 projects x 10)                                         80

Summaries            (10 X 6)                                      60                                     

Quizzes (10 pts each) & Exams           (40 pts each)      200

                                                                        400 Total

 

Note that some programs consider a C grade or better in RD115 to be passing.

 

Students who wish to know their progress during the term will need to make an appointment to meet with me to discuss such information.

 

LATE WORK

The purpose of homework is two-fold: to extend in-class learning, and to prepare to continue learning. If homework is not done in a timely manner, both of these purposes are lost. Any homework not turned in at the time that it is collected is considered late and will not be accepted. This policy applies to all circumstances, including excused absences. Any assignments completed during class time on the due date are late and a grade of zero will be entered. At the end of the term, I will drop your lowest homework grade and quiz grade, which can take care of a missed assignment and a missed quiz. Additionally, there is a one-time due date extender (see blogspot); this extender is worth 5 end-of-terms points if unused.

 

TARDINESS

Tardiness disturbs me greatly, as it should you.  Every time someone walks into class late, he or she disturbs the flow of learning.  For this reason, I will hold you accountable to the following:

• All entrances into the room after I have finished taking roll will be marked as tardy. Students more than 5 minutes late will lose some participation points for that class meeting. Extreme tardiness for a class meeting may result in a loss of all participation points for that day.
• If you enter the classroom after I have taken roll, it is up to you to notify me that you are present by the end of class so that I don’t mistakenly mark you as absent.
• Three tardies will count as an unexcused absence (see below how unexcused absences will affect your final grade).
• Leaving class early or stepping out in the middle of class is just as disruptive as arriving late. Therefore, if you leave early or step out of class to attend to personal business, it will be treated the same as a tardy.
• I will start this policy after the second week of classes. By then, you should know if the timing of this class and your own personal schedules are workable together. 

 

ATTENDANCE

Students are expected to attend each class.  Regular attendance is necessary in order to meet the course objectives.

• It is not possible to make-up classroom activities. Therefore, any absence will result in no participation points for that class period.
• Important: Students who miss more than 20% of class hours (i.e., two weeks of instruction) risk failing the course and may be encouraged to drop the class.
• If you miss one class during the first two weeks of the term, you may be dropped from the course.
• In order for an absence to be excused, you must contact me before class via voicemail or e-mail. It is a good idea to program my number/e-mail address into your phone. Failure to do this will result in an unexcused absence.
• If you miss more than three class sessions, you must confer with me to discuss the best course of action regarding your learning in this course. In most cases, I recommend that you withdraw from the course if you must miss more than 3 or 4 class sessions all term.
• Each unexcused absence will cost you 1% of your overall points earned this term.
• Excessive excused absences will result in lower achievement and reduced learning.

 

IMPORTANT NOTE:  The following applies if there is a waitlist for the class. If you are not present by the second-class meeting and if I have no message or understanding of your intention to continue with the class by the beginning of the second-class meeting, I will drop you from my personal roster and move you directly to the waitlist. You are then responsible for officially withdrawing from the course.

 

LATE ADDS

I will not accept “late adds” after the second class meeting during the first week of instruction. NO EXCEPTIONS. Any student who would like to be added must do all the work and be caught up with the rest of the class.

 

PERSONAL ELECTRONIC DEVICES

Please turn off all cell phones and audio equipment when class starts and keep this equipment out of sight. If I see you making a habit of texting or using your phone in any inappropriate manner during class time, I will request a brief conference with you. If the inappropriate behavior continues, I will deduct 10 points from your overall grade for each subsequent occurrence. If the distracting behavior persists beyond this point, I reserve the right to drop or fail you from the course. If your cell phone goes off or if I see a cell phone or other evidence during an exam or quiz, you will lose all points for that exam/quiz. If you are a parent or someone needing to be attendant to the needs of someone else for emergencies only, please leave your phone on silent mode and take the emergency call only after you have quietly stepped out of the classroom. If you cannot turn your cell phone off on a day when we have a test, you will need to make alternate arrangements as you cannot leave your cell phone on during exams.    

 

CLASSROOM COMMUNITY

In order to create the best learning environment possible, I ask that we respect each other at all times. This especially means no talking while others are contributing to classroom discussion. I will do my best to make sure that everyone has a chance to participate.  In addition, I would appreciate your commitment to refraining from the following: sleeping, doing homework for other classes, packing up early, arriving late, wearing headphones while in class, text messaging, and other behaviors that, with a little bit of foresight, you know are disruptive. Ongoing disruptive behavior will affect your participation grade in this class. I also reserve the right to drop you from the course if the disruptive behavior continues.

 

STUDENT CONDUCT

Students are expected to adhere to the guidelines spelled out in the student handbook with regard to conduct.

 

CHEATING POLICY

It is against MHCC Guidelines for Student Conduct to cheat or plagiarize, both of which are grounds for disciplinary action.  For purposes of this course, any student who submits work that they did not do, copies work from other students, allows other students to copy their work, or cheats in any form, will not receive credit for the work and will not be allowed to redo the work.  If the situation warrants, further disciplinary action may be taken.

 

INSTRUCTOR E-MAIL AND VOICEMAIL

I will only check and reply to voicemail and e-mail Tuesday and Thursday during those times that I am on campus. After grades are due at the end of the term, I will not respond to student e-mail or voicemail until the first day of class at the start of the next term.

 

Letters of Recommendation

If you seek a letter of recommendation from me, you need to be earning an 88% or higher in my course which includes an overall average grade of 88% or higher on your exams.

 

WITHDRAWAL PROCEDURES

Should it be necessary to quit attending this or any other class, you must officially withdraw in the Registration Office by the dates published in the class schedule or risk a failing grade.  A UW (Unofficial Withdrawal) is equivalent to an F on your transcript.

 

PLEASE NOTE

Because the individual make-up and needs of each class varies, and the reality that unforeseen circumstances may interfere with the completion of all of the items in the course syllabus, the instructor reserves the right to modify this plan in ways that will not penalize any student. Students will always be notified of any modification.

 

FOR ADDITIONAL IMPORTANT MHCC POLICIES AND SAFETY INFORMATION, PLEASE VISIT THE FOLLOWING WEBSITE:

 

http://home.mhcc.edu/office_of_instruction/pdf%20forms/syllabus_addendum_Gresham_Bruning.pdf

 

TUTORING

Many of you may wish to work with a tutor periodically throughout this course.  In some cases, I may require that you do so.  FREE tutoring is available through the Learning Success Center in AC 3300 on the third floor above the Library.  Call 503-491-7108 for an appointment. Keep in mind that tutors are not there to proofread your work. When visiting with a tutor, please make sure to bring your textbook so the tutor understands what assignment you are working on and try to be as specific as possible as to what you want help with.  Also, don’t wait till the last minute to seek out tutoring; the tutoring/learning process doesn’t work if you try to meet with a tutor the day your assignment is due. The LSC also offers individual learning skills consultation and academic success seminars. The LSC Computer Lab is available for individual academic use and has a variety of skill-building software available.

 

 

TENTATIVE SCHEDULE

(Please listen to specific assignments as they are given in class. If you are absent, please check with a classmate)

 

Week 1: Introductions/Orientation Active Learning	Week 1:  Active Learning
Week 2: Vocabulary Project 1 due	Week 2: Vocabulary Quiz 1
Week 3: Strategic Reading and Study Project 2 due	Week 3: Strategic Reading and Study Quiz 2
Week 4: Predict Exam Content Review for Exam #1 Project 3 due	Week 4: Exam # 1 w/Quiz 3
Week 5: Main Idea Project 4 due	Week 5: Main Idea Quiz 4
Week 6: Patterns of Organization Project 5 due	Week 6: Patterns of Organization Quiz  5
Week 7: Organizing Textbook Information Project 6 due	Week 7: Organizing Textbook Information Quiz 6
Week 8: Predict Exam Content Review for Exam #2 Project 7 due	Week 8: Exam # 2 w/ Quiz 7
Week 9: Graphic Illustrations Project 8 due	Week 9: Graphic Illustrations
Week 10   Test Taking Review for Exam	Week 10 Rate Flexibility Quiz 8
Week 11 Finals Week   Exam # 3 Day and time TBA	Week 11

Latin Roots Quizzes

Roots Quiz One

1. (a)equis                                           equal, even                                        equivocal, equate

2. anima                                               breath, spirit                                      magnanimous, inanimate

3. ann, enn                                         year                                                       annuity, bicentennial

4. anthropo                                        man                                                       misanthropic, philanthropy

5. astro                                               star                                                          astronomical, astral

6. aud, audit                                       to hear                                               audiophile, audiotape

7. auto                                                  self                                                         autistic, autopilot

8. bellum                                             war                                                        rebel, belligerent

9. bene                                               good, well                                             benign, benefactor

10. bio                                                   life                                                          biodegrade, bionic

 

Roots Quiz Two

1. cap, cept                                         to take                                                  capture, capacious

2. capit                                                 head                                                       caption, decapitation

3. cede, ceed                                     to yield, to go                                    concession, concede

4. cent                                                  hundred                                              centennial, centipede

5. chron                                                time                                                       synchronize, anachronistic

6. civ                                                      citizen                                                   civility, civilization

7. cogni                                               to know                                               recognize, connoisseur

8. corpus                                              body                                                      corpulent, corpse

9. crat, cracy                                       rule                                                        aristocracy, bureaucrat

10. cred, credit                                to believe                                              credit, incredible, credence

 

Roots Quiz Three

1. cult                                                    to care for                                           culture, occult

2. cycle                                               wheel, circle                                         cyclical

3. dem                                                  people                                                  pandemic, democracy

4. dent                                                  tooth                                                     dentifrice, dental

5. derm                                               skin                                                         hypodermic, pachyderm

6. dic, dict                                            to say, to speak                              indicate, verdict

7. duc, duct                                         to lead                                                  educate, conducive

8. fac, fact                                           to make                                               facsimile, factor

9. fin                                                      end, complete                                  finish, infinity

10. gen, gene                                     birth, origin                                         gender, generator

 

Roots Quiz Four

1. geo                                                    earth                                                     geography, geophysics

2. gram                                               to write                                                grammar, epigram

3. graph                                                to write                                                              graffiti, phonograph

4. hetero                                             other                                                     heterosexual, heterodox

5. homo                                               same                                                     homonym, homogenous

6. hydra                                                water                                                    hydrate, dehydrated

7. jac, ject                                            to throw                                              dejected, ejaculate

8. log, logo                                          word, study                                        etymology, mineralogy

9. loqui, locut                                     talk                                                         ventriloquist, loquacious

10. luc, lus                                           light                                                       illustrate, elucidate

 

Roots Quiz Five

1. mania                                               madness                                              maniac pyromaniac

2. manus                                              hand                                                      manacle, manipulate

3. metr                                               measure                                                parameter, metric

4. micro                                                small                                                      microscope, microfiche

5. mit, miss                                         to send                                                transmit, mission, demise

6. mono                                               one                                                        monopolize, monogamy

7. mor                                                   dead                                                      immortality, morgue

8. ocul                                                   eye                                                        monocle, binocular

9. path                                                  feeling, suffering                             apathy, psychopath

10. ped                                               foot (also child)                                  expedite, pedestrian

 

Roots Quiz Six

1. photo                                               light                                                       photophobic, photograph

2. port                                                   to carry                                               deport, portfolio

3. phon                                               sound                                                     symphony, cacophony

4. scrib, script                                     to write                                                               scribble, nondescript

5. spec, spect                                     to look                                                  spectrum, circumspect 

 6. un-                                                   not                                                         unkind, unnecessary

7. re-                                                     again, back                                          replace, repeat

8. in-, im-, il-, ir-                              not, opposite of                               illogical, immature, inactive

9.  dis-                                                   not, without                                       dislocate, disrupt

10. en-, em-                                       in, to cause to be, put                    emphasis, enlarge, enemy

 

Roots Quiz Seven

1. non-                                                  not                                                         nonentity, nonpayment

2. over-                                              over                                                         overdue, overcoat, overt

3 mis-                                                    ill, mistaken                                        mistake, mischief, misdeed

4. sub-                                                  under, below                                     submerge, substitute

5. pre-                                                   before (both time & place)          preamble, predict

6 inter                                                   between                                             intergalactic, interfere

7. fore-                                                before, in front of                            forehead,

8. de-                                                    from                                                      delight, dedicate

9. trans                                               across                                                     transportation, trajectory

10. eu                                    good                                                    euphoria, euphemism

 

Roots Quiz Eight

1. ambi                                           both                                             ambivalent, ambiguous

2. mal                                                 bad, evil                                                  malevolent, malady

3. ad-                                              toward                                         adhere, adverse

4. be-                                              on all sides, overly                  bemoan, bedazzled

5. con-, com-                                 with, together                                       construct, companion

6. –ist                                             one who                                     dentist, oncologist

7. mal-                                           bad, evil                                      maladjusted, malcontent

8. dia-                                            through                                                       dialysis, diagnosis, diameter

9. sur                                             over, above                                                surface, sirloin, survivor

10. luna                                         moon                                                            lunatic, loony, lunar