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What you say is important—but so is how you say it. If you find yourself using the same words over and over again, making embarrassing. The extract from "Can You Catch a Misspelled Word," by Norman Lewis, is copyright, , by .. fill in the English word containing the prefix, root, or suffix. Better English. Page 7. HOW TO READ. BETTER. AND. FASTER. NORMAN LEWIS. Third Edition . ideas, continue to improve your perception, and learn how.
Either one of the girls is. Have either your son or daughter ever worked here?
One of my best friends works. Each one of these reports was.
2. supervise, advertise, despise, analize, memorize. _______________
Are your son and daughter home today? Are there a pen or pencil in the drawer? Neither the mechanic nor his helper has. Were the pen and pencil in the drawer? A vase of flowers is. The first batch of items was.
The aim of all our employees is.
Another collection of orders has. The horse thief was hanged. No one except she. Where can you find a better teacher than he. Was it they. Everyone agreed to the change but we. The baby looks more like I. We will work with whoever. Under these circumstances. He wants you and I. We are as good as they. He is the only judge who. How would you like to have dinner with my parents and I.
What would the girls do without we. His attitude makes me mad. Can I have another helping of dessert. Mad as a synonym for angry. We had a nice time at the party. His work is different than mine. I encountered less difficulties than I had expected. I will pay your bill if you accept my check.
She has an awful headache. Due to the storm. Everyone put on their coats and went home. How much money have you got?
It is me. Who did you meet? She acts as if she was my wife. We must remember to accurately check each answer. We only have five left. Go slow. A Cornell University professor. Professor at State University of Iowa. Professor at Northwestern University. General magazine editor. Well-known novelist. Professor at Cornell University. Professor at Atlanta University.
Incorrect grammar leads to awkward-sounding sentences. Associate editor of a general magazine.
A novelist. Another lexicographer. A professor of English. Well-known author. Professor at Colorado A. Due to the storm all trains are late. A lexicographer. Professor at Pratt Institute. Professor at Pomona College. I find that most educated people today split infinitives regularly in their speech and only eliminate them from their writing when they rewrite and polish their material.
Editor of one of the largest publishing houses. The adverb. He acts more like you and I every day. None of the houses are cheap enough. He is not doing his work like I told him to. She is having difficulty choosing between the three dresses.
He acts more like you and me every day. It is I who is responsible for his safety. Do you like these insignia? She is one of those girls who flirts with all the boys in the class. Joan has a childlike innocence that is most refreshing. Us boys certainly stole a march on the girls that time! I feel badly about your illness.
She is one of those girls. I who am. Girls flirt. The butcher stared at his customer in disbelief. The boy was sitting in his third-grade classroom one sunny spring day when a sparrow lighted on the window sill. Collecting his wits at last. I said kiddlies. The child was crestfallen and more than a little puzzled.
Norman Lewis – Word Power Made Easy | English Language .pdf
A boid! Measles is catching. Due to a bad cold. Please try and come early. Mathematics are a fascinating subject. The reason she is fat is because she eats too much. I can drink more Scotch than he can. I have a good mind to punch you right in the nose! Mohammedan Bible 7. Flag for inappropriate content. Related titles. Jump to Page. Search inside document. This criteria is not, in my opinion, very reliable. Damir Buric. Florin Apostoiu Y. Malwinder Singh. Ankit Kanojiya.
More From Olivia Rabb.
Liviu Grozav. How to Make a Million, by Joseph T. At this very moment, on this very page, you are reading more—slowly than you should read more slowly than you need to read—for good comprehension and, most important of all, much moreslowly than you are actually capable of reading.
You read slowly, in short, not because youre a poor reader, butbecause youre an inefficient reader. Or look at it this way: 2 — —— — — You now read, let us say for the sake of argument, ten books ayear If you could finish twenty or more without spending one extraminute on your reading If, through more aggressive comprehension and greater percep-tion skill, you could learn to cover an average-length book in anevening or two of solid concentration If, through the same means, you could learn to whip throughyour daily newspaper or favorite magazine in half the time younow take without missing anything of importance If you could develop the power of responding more actively toeverything you read And if, as a result, you discovered such new or heightenedpleasures in the printed page that you found yourself turning moreand more frequently to reading as a rewarding leisure-time activ-ity- Would all that be worth a few months of serious effort?
Or take some other possibilities: You are a business executive, and scores of papers come to yourdesk each day: reports, trade journals, minutes of meetings, clip-pings pertinent to the affairs of your firm. Each must be read,quickly but accurately; it is important, perhaps crucial, that yoube able to glance through a page for a few seconds and pull outthe essential points, the main ideas.
You can't go slowly; in a busyday there simply isn't time to examine every word, to ponder everydetail. You know that you must develop the ability to push throughmaterial at top speed. Or you are a lawyer, an accountant, a tax expert, an engineer, ascientist, an editor, a proofreader. During your professional dayyou must read slowly, carefully, word by word in some instances,because every syllable, every punctuation mark, every subtle im-plication has to be studied and examined.
And so you have built uphabits of careful, minutely analytical, snail-paced reading, withinfinite attention to minor details.
The result? Your reading at the—office or plant is efficient enough efficient for the type of readingyou are required to do professionally. But when you try to doreading of another sort, light, general reading purely for enjoy-ment and relaxation, you find naturally enough that your officehabits have spread over into your personal life, and it takes you an 3 — — —— —hour to cover a long magazine article, a month or more to finish anovel.
You note this phenomenon first with surprise, then with in-creasing annoyance, for you are getting practically no reading doneafter working hours. Or you are a high school or college student, and in the time ittakes you to absorb a few pages in a textbook your classmates areable to cover a whole chapter. Despite the hours of study youdevote to your subjects, you're falling behind. And you begin tosuspect the reason: your reading is too slow, too poky, too time-consuming, too inefficient Now —Whether the circumstances of your life because you are an—executive, a professional person, or a student require you to getmore reading done in less time Or whether you have become aware that many of your friends orassociates read much faster than you do, and with equally good—or often better comprehension and retention Or whether you have simply begun to feel an uneasy sense ofinadequacy in your day-to-day performance, and are disturbed bya growing realization that you are reading less than you used to, orless than you would like to, or less than you ought to If you were convinced that a few months of systematic and in-tensive training could materially increase the efficiency and speedof your reading, would you consider it time well spent?
You are now holding in your hands a book that aims to help you—achieve all the goals catalogued above a book that offers you thestep-by-step training and practice which can make you a far bet-ter, far more efficient, far more rapid reader than you are today.
But merely reading this book is not enough. You must not slap one single page. You must not let anything stop you from enthusiastically andmethodically completing your job from beginning to end.
And most important, you must be willing to devote time and effort.
If you go through this book conscientiously, you have weeks andmonths of hard work ahead of you. Hard, but stimulating and en-couraging from the start—for every small skill you master will 4 :effect a noticeable change in your reading performance.
And whenyou have completed the last session of your training you will findthat you have learned to cruise through print at a rate of speed, andwith an effortless efficiency, that you might once have thoughthardly possible. That a person of normal intel-ligence can learn to read better and faster is not a theory; it is afact. It is a fact which has been established in the reading clinics ofhundreds of colleges and adult education centers throughout thecountry.
Here are a few random but representative examples At the University of Florida, as reported by John A. Broxson inthe Peabody Journal of Education, adults took a three-monthreading course, meeting once a week for a four-hour session.
Thegroup was composed of business men and women, teachers, law-yers, ministers, a newspaperman, housewives, clubwomen, andtwo superintendents of schools. At the start of the course, students were reading at the rate of to words per minute,or no better than seventh-grade primary-school level.
Twelve weekslater almost all had shown spectacular improvement, 52 out of these slowest readers sailing along at a rate of to words per—minute high school and college level. While only 20 per cent ofthe adults had been able to read at college speed before train-ing, over 40 per cent could do so before the course was over. Another example: Dr. Robert M. Bear, director of the readingclinic at Dartmouth College, reports: In the ten years that we have been helping Dartmouth students improve their reading, I have seen few freshmen who read nearly as —rapidly and efficiently as they should and could after a little train- ing.
Year after year, our reading classes start off at an average of around words per minute, and finish up a few weeks later at around words per minute.
Another group of freshmen, similar in general and reading abilities to those enrolledin training, but pursuing only the regular course of study, made again of but 9 per cent over the same period.
Professors Cosper andMills draw these very significant conclusions from a comparisonof training and nontraining: In general, results seemed to show that reading ability improves very slowly, if at all, in the conventional course of study. By work- ing directly on reading skill, it is possible to increase decidedly the rate at which a student can grasp the content of the printed page.
Through its Extension Center, Purdue offered a training course toindustrial executives whose plants were located in the area. A class ofolder executives, in the age group, started at words perminute and completed training with a speed of words per—minute a gain of approximately 60 per cent. Age may play somepart in slowing down the rate of improvement after the middle years—are reached, but is apparently no bar to healthy gains notice thatthe adults well beyond their prime came within 2 per cent of theachievement made by the Purdue freshmen.
Professor Ernest W. Kinne, to whose article in College EnglishI am indebted for the above statistics, remarks:. On the whole, the adults compare very favorably with the average performance of the younger students, belying the old saw about teaching an old dog new tricks. And a final example: at the Adult Reading Laboratory of theCity College of New York, a group of fourteen students, at theend of a twelve-week training period in faster reading, recordedan average arithmetic gain in speed of Notice someof the radical improvements in rate in the chart below.
The average person reads unnecessarily slowly and ineffi-ciently. After a comparatively short period of intensive training, sucha reader can sharpen his comprehension skill, can increase hisover-all efficiency, and can, as a result, add considerably to hisspeed.
Day by day, as your training progresses, we shall be on thealert to detect the changes in your reading performance. Individ-ually, these changes may be slight, but they will be perceptible;they may be gradual, but they will be cumulative. And eventuallythey will add up to broad and sweeping alterations in basic habits,approach, and methods. You will be in unending competition, as you move through yourwork, not with others, but with yourself, with your previous self as 7 eader.
In what ways are you reading better today than you didyesterday? How much faster do you now cruise through print thanyou did last week? With how much more skill and assurance doyou attack your twentieth reading selection than you did your first,or fifth, or tenth, or fifteenth? How many more books did you readthis month than last? In order to make these comparisons, we will keep continuousstatistics on the rate of your reading and the efficiency of yourWecomprehension.
And throughout, as you gradually perfect your technique,increase your skill, and build up speed, you will set new personal—records of performance and then immediately attempt to beatthem.
Tag: 30 days to better english by norman lewis pdf
A Test of Your Present Reading Speed Our first step, then, is to test your present performance so thatwe may establish a yardstick with which to measure your improve-ment, a criterion by which to judge your progress. In taking this test, function as you normally do, reading for thekind of comprehension you are accustomed to, and in the samemanner in which you generally cover any material of similar type—avoid, as much as possible, any consciousness of a test situation.
Start your timing at the first black arrow; when you reach thesecond arrow, note, in the appropriate blank, the exact numberof minutes and seconds you required to finish the selection. Thetable for computing your present rate will be found on page 11,directly after the comprehension test. Reprinted with permission of the author.
As I turned it over in my the fact that many, if not most, ofmind it occurred to me that possi- its addicts will not touch a Westernbly my correspondent's suggestion or an adventure story with a ten- foot pole.
They would rather, ifmight apply equally well to West- matters came to a show-down, beerns, to spy stories and to tales ofadventure in general. But when thatalthough not in external circum- sinister, cruel-lipped elderly manstance, to 'actual living beings. Evilthat the appeal of the detective has been smelled out, and the de-story is solely that of solving a jig- mands of a just world have beensaw puzzle, plus a few hours' satisfied.
I'm not so sure that such tion in discussing the whys andprotestations are entirely correct. But myself as a tried and true fan;there seems to me little doubt that most of my reading in that blood-the characteristics to which she stained category has been done incalls attention do play a part inswelling the ranks of mystery story those infrequent periods when I have been confined to my bed.
That the appeal of these Sherlock Holmes in the days of hischaracteristics is not peculiar to the —prime I make an exception butmystery story is amply proved by then, isn't there Sherlock Holmes, 9 d after him all other detectives; rounds be such an adoring nit-wit? Professor Moriarity, and after him Mr. Holmes, it seems to me, whoseall other diabolic master-minds? I wonder some- But no more of these plaintivetimes, for example, why the man protests.
My correspondent wouldfrom Scotland Yard, or the chief ofour homicide bureau at home, must agree, I think, that besides thealways be presented as having the triumph of justice and the punish-mental agility of my old friend Zip, ment of the wicked, besides the pleasure of exercising his wits andwhose egg-shaped cranium used to forgetting his troubles, the mysterybob above the crowd as it circu- reader is held also by the strangelated below the platforms of the fascination which violence in anyfreaks in the basement of MadisonSquare Garden.
Wouldn't it be pos- form has for the human race; the particular appeal which the sadisticsible, just once, for the brilliant and the horrible seem to have for so many people in our time; and theyoung attorney, or the debonair participation in events which lieyoung man about town, or the outside the ordinary round of living. And must the young female whoalways accompanies the amateurcriminologist on his self-appointedTest Your Comprehension Which one of the following statements most accurately sum-marizes the main idea of the selection you have just finished?
Most mystery story readers do not care for adventure books. The appeal of the mystery story lies in the chance it gives areader to see wickedness punished; to exercise his wits in the solu-tion of a puzzle; to participate vicariously in acts of violence; andto escape from the humdrum patterns of his own living. The popularity of the mystery yarn is due primarily to theopportunity it gives the reader to solve a sort of jig-saw puzzle.
The characters in mystery and detective stories run too muchto a pattern. Key: The answer is given in somewhat cryptic form so that youwill not inadvertently discover the correct response before makingyour own choice.
The number of the statement which best sum-marizes the main idea can be found by subtracting six from sevenand adding one. Anmnr ' w. Record this figure on the chart on page ;on the graph below the chart plot your first statistic by marking aheavy dot in the appropriate place on the line labeled Selection 1. As you glance at page , you will notice that it contains roomfor information on selections only; when filled in, this firstchart and graph will be a quick pictorial representation of your—progress during the preliminary period of training a period inwhich you will be doing a good deal of new learning; wrestlingwith, and attempting to use, a variety of new and perhaps un-familiar techniques; making a start at breaking down comfortable, 11 , less efficient habits, and replacing them with new and muchmore efficient ones.
At this point you are probably curious as to how your presentrate measures up to the average. The average untrained reader,the typical student beginning his work at any of the adult orcollege reading clinics spread through the country, invariably coversmaterial pitched on the level of Mr.
Adams' article at a rate of— w. On the other hand, if our theoretical reader is somewhatabove average, if he has learned to perform at, or close to, collegelevel, he would go considerably faster, in the neighborhood of w.
Both rates, of course, merely indicate what a certaintype of reader does, not by any means what he is capable of do-ing. Your rate may be, probably is, somewhere between average andcollege speed.
Or it may possibly be slower, even very much slower,than average; or, on the contrary, a good distance beyond collegelevel. Actually, while such comparisons are interesting, they are—of no great moment. You read as you read good, bad, or in-different, your present rate is roughly whatever this test has in-dicated.
What will be far more interesting, and of far greatersignificance, as we go on, is how much your rate increases over—that of your initial performance for the extent of the increase willindicate how successfully you are capitalizing on your latent capac-ities.
The comparisons that will interest us most, bear in mind, arethose between your later and your earlier performances, betweenhow you function at any given time and how you functioned daysor weeks or months previously. Term after term, during the years that I supervised the coursesat the Adult Reading Laboratory of City College, I would demon-myGtrate the truth of this statement to students.
So that you can get the full flavorof what invariably occurred, I shall use the present tense inexplaining the procedure we followed and in describing the generalreactions of the students.
We start by testing the class on material of about the samelength and level of difficulty as the J. Donald Adams article onwhich you timed yourself in the previous section.
Pretendyou are at home in your favorite easy chair. Just read. The great bulk of the class reads at approximately words—per minute the average speed of the untrained adult, but alsothe normal reading rate of eighth-grade elementary school pupils.
This result may sound shocking, but the fact is that most adults—considerably cut down their reading especially their reading of—books after leaving school, and for that reason among otherstheir speed drops back from the high school and college level of words per minute to elementary-school speed.
The rate of only a few students falls considerably above orbelow the average. Three or four read at college level w. These adults have come to my class because they are troubledand unhappy about their reading. Slow reading, they realize, isawkward, unsatisfying reading. They see their friends cover thesame ground in half the time and with more enjoyment and betterretention; and they hope that after a few months of training theycan at least make a start at catching up with these speedier readers.
The probabilityis very great that you are reading slowly partly because you havedeveloped lazy habits. You are unwilling to jog your minds. Youfind that you can comfortably react to the message of print at a—certain speed a comparatively low speed, as you've discoveredtonight. You have got into the habit of sauntering leisurely alonga mental countryside when you should push along briskly and—with a purpose the purpose of finding the meat of an author'sideas in the quickest possible time.
You occasionally stop andadmire the intellectual scenery, you sometimes retrace your stepsto make sure you've seen everything instead of pushing ahead withthe exclusive desire of getting an over-all view. Youread at elementary school speed.
Feel that you're going fast, but not so fast, of course,that comprehension is lost. You may miss the full flavor or meaningof certain words, or of occasional sentences. Seasonal Flower Arranging. Julie Michaels and Ariella Chezar. Jimmy Santiago Baca. Stuff Every Grandmother Should Know. Ellen Scolnic and Joyce Eisenberg. Stuff Every Grandfather Should Know.
James Knipp. How to Become a Straight-A Student. Woe Is I. Patricia T. Benjamin Dreyer. The Best Value Colleges, Edition. The Princeton Review and Robert Franek.
English for Everyone Slipcase: Business English. Time and Navigation. Paul E. Ceruzzi , Roger D. Connor , Andrew K. Johnston and Carlene E. Handbook for a Post-Roe America. Robin Marty. Knopf MapGuides: Knopf Guides. Knopf Mapguides:Excerpt from an article by Frank Laycock Is more inter-and subordinate elements at the ested in the basic thinking thatsacrifice of a clear awareness of sa- shapes an author's writing than inlient concepts and important over- minor points or background infor- mation.
To meander is to wander aimlessly. We had a nice time at the party. If yourhonest answer is no, then you'd better get started, today, on amore challenging type of reading than you've been accustomedto.
One of my best friends works. Through its Extension Center, Purdue offered a training course toindustrial executives whose plants were located in the area. Down with tyrants! You can startbuilding your vocabulary and stimulating your intellectual curi-osity.
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