Download Completed Review Guide for CP Section 1. Vocabulary Be able to

Completed Review Guide for CP
Section 1. Vocabulary
Be able to match these words to their definitions.
1. demur: to raise an objection, to delay
2. flagrant : shockingly evident; outrageously conspicuous
3. incense: to infuriate, to enrage
4. inundate: to submerge or over flow with water, to flood; to overwhelm
5. cosmopolite: a person at ease in any part of the world and/or knowledgeable in many subjects
6. turbid: muddy, not clear, opaque; confused, disordered
7. stolid: showing or appearing to feel no emotion; apathetic
8. temper: to moderate; to bring to a particular texture or consistency, often hardness
9. superannuated: retired or disqualified because of age; antiquated, obsolete
10. temporal: pertaining to worldly affairs; transitional, short-lived
Fill-in-the-blank sentences to study:
1. Although Dorothy Parker’s conversation sparkled with witty epigrams, she was caustic toward a fellow
writer: “The only ‘ism’ she believes in is ‘plagiarism.’”
2. The fire fighters and citizens alike fought the conflagration after the San Francisco earthquake in 1906 with
fervor, great passion.
3. If you tell someone you are majoring in water hydrology, you are redundant
4. To the music of Tchaikovsky, the trapeze artists scintillated in their sequined tights.
5. A word that can be either a noun or an adjective and means “outflowing” is effluent.
6. Film and television stars often discover that celebrity redounds in the loss of privacy.
7. A physician studies the patterns of undulation on an electrocardiogram to determine the health of the
patient’s heart as it contracts and relaxes.
8. When speaking to an audience large or small, try not to pontificate unless you really know what you are
talking about.
9. Because she had tricks up her sleeve to rectify every situation, the effervescent Mary Poppins could remain
imperturbable no matter what problems beset her.
10. The insubordination of Odysseus’ greedy and disobedient crew as they open the crucial bag of winds not
only enrages him, but also further delays their return from the Trojan War.
11. A(n) asterisk may call attention to a note containing details too lengthy for the body of the report.
12. The rainclouds dispersed in time for the graduation ceremonies to proceed as planned.
13. Attempting to rectify a historical injustice, a grandson of Dr. Samuel Mudd claims that he was not an
accomplice of Abraham Lincoln’s assassin, John Wilkes Booth, but only set his leg before letting him go.
14. Some mathematicians believe in immutable relationships of mathematical elements that seem timeless and
valid in all places at all times.
15. In Letters to Alice on First Reading Jane Austen, Fay Weldon uses a(n) epistolary format to express her
admiration for Austen as a way to help an imaginary niece write her own novel.
16. Some people considered Margaret Mead temerarious for going to a remote South Sea island to conduct
research in the thirties.
17. An ardent apostle of temperance, Evangeline Booth writes that alcohols has “Dug more graves that any
other poisoned/ Scourge.”
18. When the government failed to respond to their ultimatum for better working conditions, the air traffic
controllers went on strike.
19. When interviewed on television, the comic Robin Williams amazes his audience with spontaneous,
extemporaneous characterizations and sound effects.
20. The striking clock in Act 2 of Shakespeare’s Julius Caesar is a famous anachronism.
21. In the novel, One Flew Over the Cuckoo’s Nest, patients in the mental hospital do their best to outwit the
obdurate and rigid Nurse Ratchett.
22. Katherine Mansfield’s sojourn in Bavaria provided material for her stories In a German Pension.
23. The most remarkable example of senescence in the Bible is Methuselah, who is said to have lived to be 969
years old.
24. Fossils of cockroaches prove that they have abounded from time immemorial.
25. Mothers of Chileans who were held under duress and disappeared following the 1973 coup have sought
help through genetic research to identify and match the recovered remains with surviving grandchildren.

Section II. Grammar Portion
determine if a prepositional phrase is used as adj (describes a noun immediately before it) or adv (gives
more information about a verb; tells when the action occurred, etc)

… identify an underlined section of a sentence as:
o infinitive: always begins with “to ____.” Has a verb after the “to,” not a noun.
o Gerund: ends in –ing, is ALWAYS used as a noun (person, place or thing).
o Participial: can end in –ing or –ed. Acts as an adjective (describes a noun). Often is used with commas,
but not always.

Label an underlined gerund as
o subjective complement: comes after linking verb (such as: “will be” or “is”)
o direct object: comes after an action verb (such as: “likes”)
o object of preposition: after a preposition (such as: of, in, by)
o subject: typically at the beginning of the sentence. The main thing the sentence is talking about.

Decide if an infinitive or infinitive phrase is:
o Noun: used as a person, place or thing. Can be acting as a subject, direct object, object of preposition.
o Adjective: describing a noun that comes before it.
o Adverb: gives more information about a verb (telling when, how action is taking place), adjective, or
other adverb

Identify the type of phrase that is underlined in each sentence by choosing:
o Gerund (see earlier note)
o Participial (see earlier note)
o Infinitive (see earlier note)
o Prep: prepositional phrase. If you still have a hard time finding these, review your most common
prepositions, like of, to, from. Remember a preposition must have a noun after it “to school”; an
infinitive will have a verb after it—“to run”
o Appositive: renames an earlier noun. Is always surrounded by commas and is next to a noun that it is
referring to. This will NOT have a verb-like word in it, but only nouns, adjectives, and maybe articles
(words like the, a, or an)
From Lesson 13 Vocab Quiz (Grammar quiz that is on the back)
 … to identify an underlined verb in a sentence as:
o Active: the subject is doing the verb. It might be a present-tense verb OR a past-tense verb.
o passive: the subject is receiving the action. Often has a preposition after it. Remember, just be cause a
verb is in the past-tense, it is not necessarily passive!
o Transitive: action verb with a direct object after it.
o Intransitive: action verb but no object after it. This usually means the verb has a prepositional phrase
after it.
o Linking: the verb is always classified as “linking” and not transitive or intransitive if it is one of the
linking verbs (is, was, will be, am, are...)

…identify a capitalized noun as:
o Direct address: the sentence is speaking to a particular person who is named in the sentence. The name
is set off with commas.
o Direct object : the noun after an action verb. Answers the question, “to what?”
o Appositive: *see notes for this with types of phrases!
o object of preposition: must be after a preposition (common prepositions are of, to, from, in…)
o subjective complement: this is very similar to a direct object. The difference is that the SC comes after a
linking verb—so look for verbs like is, are, was. Then, this is the noun that comes immediately after that
linking verb.
o Subject: typically this is the first noun you see in a sentence. It is the main thing that the sentence is
talking about.
o indirect object: this noun will also come after an action verb. It always appears between the verb and
the direct object. Answers the question, “to whom? Form whom?
From Lesson 16 Vocab quiz (back)
 determine if a word group is:
o Phrase: verbal or nouns/adjectives. Cannot stand as its own sentence.
o Clause: must have a subject and a verb. Often uses a connecting word or subordinating a conjunction as
the first word of the clause.

Find a clause in a sentence: study your flow chart and the table of connecting words and subordinating
conjunctions. The flow chart, also, explains in a variety of steps, how to find the clause.

Determine if the underlined clause is:
o adjective or adverb clause: the adjective clause will give more information about a noun that comes
directly before it. Adjective clauses often use connecting words—these are listed on the flow chart. The
adverb clause will give more information about how or when the action is taking place. The adverb
clause often uses subordinating conjunctions. These are listed on the 3-column table. Both types of
clauses must have a subject and a verb.
o independent or subordinate clause: An independent clause could be its own sentence. A subordinate
clause does not make sense by itself—will start with a connecting word or subordinating conjunction.
Section III: Passages
You will read 2 nonfiction passages (longer) and 1 fiction passage (shorter):
Terms and concepts to review:
 How to determine structure of a text: look for the order of topics, how the main ideas of the passage are
connected

How an author achieves a purpose: This type of question assumes you already understand the main idea—
why did the author write this? What is the author trying to teach us? Next, this type of question requires that
you carefully evaluate how the author is communicating to us. You might find it helpful to figure out a place
in the passage where the author’s purpose is most clearly expressed and consider what type of writing is
there—is it description? Is it examples? Is it facts and figures?

Finding textual evidence to support an answer: This requires you to go back through the passage and find
support for an answer. Remember, the passages are intended to be a difficult reading level. Be patient and
allow yourself to read, re-read, and even re-read again the whole passage or at least parts of it!

Author’s bias—what is it, how to find it. Bias means that the author has a preference for or against
something. This might be very obvious or a major part of the passage that you are reading. Be prepared for
a question (or more than one!) asking you to choose a quote that shows bias—look for something with
opinion or that shows preference/dislike. It will not be an answer choice that is purely fact.

Objective summary—what is it, how to create one. Objective means unbiased, neutral. A question asking
you for an objective summary will likely refer to a persuasive text that is not otherwise neutral; so your
answer choice will be a brief summary that does not indicate the author’s position or stance on the issue.
(ex: “this passage is about unicorns as the school mascot—objective.” “This passage is about why unicorns
should be the school mascot”—subjective or opinion).

Setting: ways to figure out time period if not stated directly. Look for mentions of clothing types, objects
used (car or bicycle?), technology used. In other words, don’t ignore the details!

What to look for if a question is asking you to:
o Justify: prove your point with support
o Give details: these might be the evidence to support something; minor points, description (think about
the 5 senses—taste, touch, sound, smell, sight)
o Identify: find something. This might mean you have to find one thing from the passage—be prepared to
go back and skim read!
o Illustrate: often means giving an example. Similar to “giving details” in that it supports a main point.
o Emphasize: stress the importance of something. Look for repetition, unique paragraph breaks, or
anything that draws your attention to something—even a striking example is something that can
emphasize a main point.
o Compare: find similarities.
o Contrast: find differences
o Explain: answers the questions “why?” or “how?” Usually requires evidence—giving the examples,
illustrations, etc.
o Describe: see “give details”

Know what the following terms mean and why an author might use it:
o Repetition: repeated key words (not a random “the” somewhere in the passage) or ideas. True
repetition will be an obvious pattern—not simply a word that the author has happened to use more than
once. Draws attention (emphasis). Sometimes also creates a rhythmic or poetic feel.
o Symbolism: an object representing something more significant than what it appears at the surface. For
example, yams were a symbol of masculinity in Things Fall Apart.
o Irony: the opposite of what you expect. Irony typically appears as an event in a fictional story—rarely
will you see an example of irony in just one sentence.
o Personification: giving human-like qualities to something non-human, typically nature or an object. This
is rarely as obvious as “The desk sang to me”; look carefully at verbs used (like “Time marched on”—
because time is an abstract object that cannot literally march like a soldier)
o Metaphor: comparison that does not use like or as. Typically at this level of advanced reading, the
metaphor states that something is something else (“Her eyes were poisoned arrows, ready to pierce me
with one wrong move”)