Skip to main content

English II Vocabulary List Seven


Due March 29, 2016

Directions: Copy the vocabulary words. Most of them have been taken from your textbook; some words/terms may not be typical vocabulary words (for example, names of places or allusions to famous things); nevertheless, you should know them. 
  • Look up the definitions and parts of speech of each word. Write both in your notebook. (You must handwrite this assignment; not type, or cut and paste). 
  • For each of the words, find an excellent context sentence by googling the Internet (always cite your source within parentheses after the sentence--the name of the website). 
  • In addition, create an excellent context sentence of your own. (Try to make a personal connection to your own life or the life of someone you know when you use the word. If you do this, you will remember the word better.) 
  • Clearly label the "googled" sentence and your "own" sentence: "I" for Internet sentence; "My" for the sentence that you create. 
  • Look up four synonyms and four antonyms for each word; simply list them. 
  • Highlight the vocabulary word in each sentence. 
  • All of this work should be written on loose-leaf paper in your binder, so that it can be turned in for a grade.
  • Include MLA heading on top left side of first page only.
  • Include header (last name and page number) at top right side of each page (including the backs of handwritten pages).
Please note that some words may not have synonyms or antonyms (Cape Cod, for example). If a word has multiple definitions (many will), choose any definition. If a word can be used as more than one part of speech, choose any part of speech.

Please highlight your name in the heading. Thank you.

  1. unpalatable
  2. unadulterated
  3. fain
  4. serfdom
  5. disarmament
  6. humility
  7. iniquitous
  8. preemptory
  9. monopoly
  10. Providence
  11. valid
  12. relevant
  13. claim
  14. degraded
  15. flail
  16. inversion
  17. equidistant
  18. transpire
  19. ergo
  20. abattoirs
  21. Kabul
  22. Dresden
  23. Johnnesburg
  24. flagrant
  25. havoc
  26. haunches
  27. girded
  28. innovate
  29. arbitrator
  30. intractable
  31. obsequious
  32. obstinate
  33. oscillate
  34. reciprocity
  35. ambivalence
  36. amorous
  37. taciturn
  38. apathy
  39. despondent
  40. euphoria
  41. indifferent
  42. lachrymose
  43. relient
  44. timorous
  45. abscond
  46. affluent
  47. copious
  48. destitute
  49. impecunious
  50. modicum

Popular posts from this blog

Analysis of "How It Feels to Be Colored Me" by Zora Neale Hurston

Zora Neale Hurston, an important voice of the Harlem Renaissance, was an American folklorist, anthropologist, and novelist best known for her work, Their Eyes Were Watching God.   Sadly, she died in 1960 after suffering financial and medical difficulties.  In 1973, Alice Walker, another famous American writer, "rediscovered" Hurston and promoted her body of work.  In the classic essay, "How It Feels to Be Colored Me," Hurston explores the idea that all of us have multiple selves, depending upon the context and environments in which we find ourselves.  Hurston's writing has an ebullience, self-assertiveness, and pride that is particularly evident in this text.  She was a flamboyant and dramatic personality, at times clashing with fellow writers from the Harlem Renaissance, who believed that black Americans should use their art to speak out against racial oppression and the white majority. Hurston chose not to align herself with the political ideologies of ot...
Read more

All Classes--Analysis of Patrick Henry's Speech in the Virginia Convention

Scholars:  It is good to read examples of analytical writing because it helps you understand how to write your own analysis essays. The habit of reading and studying models (examples) is the best way to learn how to write more effectively. Below is an analysis that I wrote on Patrick Henry's Speech in the Virginia Convention. 
Read more

Teacher Model--Responding to an Argumentative Prompt

Below is an example of a written response to the AP English Language and Composition Argumentative Prompt (2011). I will use this in my classroom to model for students the writing process on the AP Exam. (The response was written in a 40-minute timed session when I attended an AP Summer Institute.) I want to show students that AP Readers understand that their writing is a draft and that they will not be marked down because of cross-outs and penmanship that is difficult to read. The caveat I would tell students is to of course try to write as legibly as possible. If the penmanship is very poor, the AP Reader will struggle and may miss important content in the student response.
Read more