literature McDougal Littell ii acknowledgments introductory unit Houghton Mifflin: Excerpt from Number the Stars by Lois Lowry. Copyright © 1989 by Lois Lowry. All rights reserved. Reprinted by permission of Houghton Mifflin Company. Simon & Schuster: “Quilt,” from A Suitcase of Seaweed and Other Poems by Janet S. Wong. Copyright © 1996 by Janet S. Wong. Reprinted with the permission of Margaret K. McElderry Books, an imprint of Simon & Schuster Children’s Publishing Division. Plays/Sterling Partners Inc.: Excerpt from “The Little Princess” by Frances Hodgson Burnett, adapted by Adele Than, from Plays from Famous Stories and Fairy Tales and Plays, the Drama Magazine for Young People. Copyright © 1989 and © 1985. Reprinted with the permission of the Publisher Plays/Sterling Partners, Inc., P.O. Box 60016, Newton, MA 02460. Sterling Lord Literistic: Excerpt from Steven Spielberg: Crazy for Movies by Susan Goldman Rubin. Copyright © 2001 by Susan Goldman Rubin. Reprinted by permission of Sterling Lord Literistic, Inc. Francisco Jiménez: Excerpt from “The Circuit” by Francisco Jiménez from Arizona Quarterly. Autumn 1973. Reprinted by permission of Francisco Jiménez. Continued on page R142 art credits cover, title page Detail of Tree Goddess (1994), Jerry N. Uelsmann. © Jerry N. Uelsmann. Continued on page R148 Copyright © 2008 by McDougal Littell, a division of Houghton Mifflin Company. All rights reserved. Warning: No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system without the prior written permission of McDougal Littell unless such copying is expressly permitted by federal copyright law. With the exception of not-for-profit transcription in Braille, McDougal Littell is not authorized to grant permission for further uses of copyrighted selections reprinted in this text without the permission of their owners. Permission must be obtained from the individual copyright owners as identified herein. Address inquiries to Supervisor, Rights and Permissions, McDougal Littell, P.O. Box 1667, Evanston, IL 60204. ISBN 13: 978-0-618-56864-2 ISBN 10: 0-618-56864-6 Printed in the United States of America. 1 2 3 4 5 6 7 8 9—CKI—12 11 10 09 08 literature McDougal Littell Janet Allen Arthur N. Applebee Jim Burke Douglas Carnine Yvette Jackson Robert T. Jiménez Judith A. Langer Robert J. Marzano Mary Lou McCloskey Donna M. Ogle Carol Booth Olson Lydia Stack Carol Ann Tomlinson EVANSTON, ILLINOIS • BOSTON • DALLAS janet allen Reading and Literacy Specialist; creator of the popular “It’s Never Too Late”/“Reading for Life” Institutes. Dr. Allen is an internationally known consultant who specializes in literacy work with at-risk students. Her publications include Tools for Content Literacy; It’s Never Too Late: Leading Adolescents to Lifelong Learning; Yellow Brick Roads: Shared and Guided Paths to Independent Reading; Words, Words, Words: Teaching Vocabulary in Grades 4–12; and Testing 1, 2, 3 . . . Bridging Best Practice and High-Stakes Assessments. Dr. Allen was a high school reading and English teacher for more than 20 years and has taught courses in both subjects at the University of Central Florida. She directed the Central Florida Writing Project and received the Milken Foundation National Educator Award. arthur n. applebee Leading Professor, School of Education at the University at Albany, State University of New York; Director of the Center on English Learning and Achievement. During his varied career, Dr. Applebee has been both a researcher and a teacher, working in institutional settings with children with severe learning problems, in public schools, as a staff member of the National Council of Teachers of English, and in professional education. Among his many books are Curriculum as Conversation: Transforming Traditions of Teaching and Learning; Literature in the Secondary School: Studies of Curriculum and Instruction in the United States; and Tradition and Reform in the Teaching of English: A History. He was elected to the International Reading Hall of Fame and has received, among other honors, the David H. Russell Award for Distinguished Research in the Teaching of English. jim burke Lecturer and Author; Teacher of English at Burlingame High School, Burlingame, California. Mr. Burke is a popular presenter at educational conferences across the country and is the author of numerous books for teachers, including School Smarts: The Four Cs of Academic Success; The English Teacher’s Companion; Reading Reminders; Writing Reminders; and ACCESSing School: Teaching Struggling Readers to Achieve Academic and Personal Success. He is the recipient of NCTE’s Exemplary English Leadership Award and was inducted into the California Reading Association’s Hall of Fame. douglas carnine Professor of Education at the University of Oregon; Director of the Western Region Reading First Technical Assistance Center. Dr. Carnine is nationally known for his focus on research-based practices in education, especially curriculum designs that prepare instructors of K–12 students. He has received the Lifetime Achievement Award from the Council for Exceptional Children and the Ersted Award for outstanding teaching at the University of Oregon. Dr. Carnine frequently consults on educational policy with government groups, businesses, communities, and teacher unions. yvette jackson Executive Director of the National Urban Alliance for Effective Education. Nationally recognized for her work in assessing the learning potential of underachieving urban students, Dr. Jackson is also a presenter for the Harvard Principal Center and is a member of the Differentiation Faculty of the Association for Supervision and Curriculum Development. Dr. Jackson’s research focuses on literacy, gifted education, and cognitive mediation theory. She designed the Comprehensive Education Plan for the New York City Public Schools and has served as their Director of Gifted Programs and Executive Director of Instruction and Professional Development. robert t. jiménez Professor of Language, Literacy, and Culture at Vanderbilt University. Dr. Jiménez’s research focuses on the language and literacy practices of Latino students. A former bilingual education teacher, he is now conducting research on how written language is thought about and used in contemporary Mexico. Dr. Jiménez has received several research and teaching honors, including two Fulbright awards from the Council for the International Exchange of Scholars and the Albert J. Harris Award from the International Reading Association. His published work has appeared in the American Educational Research Journal, Reading Research Quarterly, The Reading Teacher, Journal of Adolescent and Adult Literacy, and Lectura y Vida. senior program consultants iv judith a. langer Distinguished Professor at the University at Albany, State University of New York; Director of the Center on English Learning and Achievement; Director of the Albany Institute for Research in Education. An internationally known scholar in English language arts education, Dr. Langer specializes in developing teaching approaches that can enrich and improve what gets done on a daily basis in classrooms. Her publications include Getting to Excellent: How to Create Better Schools and Effective Literacy Instruction: Building Successful Reading and Writing Programs. She was inducted into the International Reading Hall of Fame and has received many other notable awards, including an honorary doctorate from the University of Uppsala, Sweden, for her research on literacy education. robert j. marzano Senior Scholar at Mid-Continent Research for Education and Learning (McREL); Associate Professor at Cardinal Stritch University in Milwaukee, Wisconsin; President of Marzano & Associates. An internationally known researcher, trainer, and speaker, Dr. Marzano has developed programs that translate research and theory into practical tools for K–12 teachers and administrators. He has written extensively on such topics as reading and writing instruction, thinking skills, school effectiveness, assessment, and standards implementation. His books include Building Background Knowledge for Academic Achievement; Classroom Management That Works: Research- Based Strategies for Every Teacher; and What Works in Schools: Translating Research Into Action. donna m. ogle Professor of Reading and Language at National-Louis University in Chicago, Illinois; Past President of the International Reading Association. Creator of the well-known KWL strategy, Dr. Ogle has directed many staff development projects translating theory and research into school practice in middle and secondary schools throughout the United States and has served as a consultant on literacy projects worldwide. Her extensive international experience includes coordinating the Reading and Writing for Critical Thinking Project in Eastern Europe, developing integrated curriculum for a USAID Afghan Education Project, and speaking and consulting on projects in several Latin American countries and in Asia. Her books include Coming Together as Readers; Reading Comprehension: Strategies for Independent Learners; All Children Read; and Literacy for a Democratic Society. carol booth olson Senior Lecturer in the Department of Education at the University of California, Irvine; Director of the UCI site of the National Writing Project. Dr. Olson writes and lectures extensively on the reading/writing connection, critical thinking through writing, interactive strategies for teaching writing, and the use of multicultural literature with students of culturally diverse backgrounds. She has received many awards, including the California Association of Teachers of English Award of Merit, the Outstanding California Education Research Award, and the UC Irvine Excellence in Teaching Award. Dr. Olson’s books include Reading, Thinking, and Writing About Multicultural Literature and The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom. carol ann tomlinson Professor of Educational Research, Foundations, and Policy at the University of Virginia; Co-Director of the University’s Institutes on Academic Diversity. An internationally known expert on differentiated instruction, Dr. Tomlinson helps teachers and administrators develop effective methods of teaching academically diverse learners. She was a teacher of middle and high school English for 22 years prior to teaching at the University of Virginia. Her books on differentiated instruction have been translated into eight languages. Among her many publications are How to Differentiate Instruction in Mixed-Ability Classrooms and The Differentiated Classroom: Responding to the Needs of All Learners. v english learner specialists mary lou mCcloskey Past President of Teachers of English to Speakers of Other Languages (TESOL); Director of Teacher Development and Curriculum Design for Educo in Atlanta, Georgia. Dr. McCloskey is a former teacher in multilingual and multicultural classrooms. She has worked with teachers, teacher educators, and departments of education around the world on teaching English as a second and foreign language. She is author of On Our Way to English, Voices in Literature, Integrating English, and Visions: Language, Literature, Content. Her awards include the Le Moyne College Ignatian Award for Professional Achievement and the TESOL D. Scott Enright Service Award. lydia stack International ESL consultant. Her areas of expertise are English language teaching strategies, ESL standards for students and teachers, and curriculum writing. Her teaching experience includes 25 years as an elementary and high school ESL teacher. She is a past president of TESOL. Her awards include the James E. Alatis Award for Service to TESOL (2003) and the San Francisco STAR Teacher Award (1989). Her publications include On Our Way to English; Wordways: Games for Language Learning; and Visions: Language, Literature, Content. curriculum specialist william l. mCbride Curriculum Specialist. Dr. McBride is a nationally known speaker, educator, and author who now trains teachers in instructional methodologies. A former reading specialist, English teacher, and social studies teacher, he holds a Masters in Reading and a Ph.D. in Curriculum and Instruction from the University of North Carolina at Chapel Hill. Dr. McBride has contributed to the development of textbook series in language arts, social studies, science, and vocabulary. He is also known for his novel Entertaining an Elephant, which tells the story of a burned-out teacher who becomes re-inspired with both his profession and his life. media specialists david m. considine Professor of Instructional Technology and Media Studies at Appalachian State University in North Carolina. Dr. Considine has served as a media literacy consultant to the U.S. government and to the media industry, including Discovery Communications and Cable in the Classroom. He has also conducted media literacy workshops and training for county and state health departments across the United States. Among his many publications are Visual Messages: Integrating Imagery into Instruction, and Imagine That: Developing Critical Viewing and Thinking Through Children’s Literature. larkin pauluzzi Teacher and Media Specialist; trainer for the New Jersey Writing Project. Ms. Pauluzzi puts her extensive classroom experience to use in developing teacher-friendly curriculum materials and workshops in many different areas, including media literacy. She has led media literacy training workshops in several districts throughout Texas, guiding teachers in the meaningful and practical uses of media in the classroom. Ms. Pauluzzi has taught students at all levels, from Title I Reading to AP English IV. She also spearheads a technology club at her school, working with students to produce media and technology to serve both the school and the community. lisa k. scheffler Teacher and Media Specialist. Ms. Scheffler has designed and taught media literacy and video production curriculum, in addition to teaching language arts and speech. Using her knowledge of mass communication theory, coupled with real classroom experience, she has developed ready-to-use materials that help teachers incorporate media literacy into their curricula. She has taught film and television studies at the University of North Texas and has served as a contributing writer for the Texas Education Agency’s statewide viewing and representing curriculum. vi Virginia L. Alford, MacArthur High School, San Antonio, Texas Yvonne L. Allen, Shaker Heights High School, Shaker Heights, Ohio Dave T. Anderson, Hinsdale South High School, Darien, Illinois Kacy Colleen Anglim, Portland Public Schools District, Portland, Oregon Beverly Scott Bass, Arlington Heights High School, Fort Worth, Texas Jordana Benone, North High School, Torrance, California Patricia Blood, Howell High School, Farmingdale, New Jersey Marjorie Bloom, Eau Gallie High School, Melbourne, Florida Edward J. Blotzer, Wilkinsburg Junior/Senior High School, Wilkinsburg, Pennsylvania Stephen D. Bournes, Evanston Township High School, Evanston, Illinois Barbara M. Bowling, Mt. Tabor High School, Winston-Salem, North Carolina Kiala Boykin-Givehand, Duval County Public Schools, Jacksonville, Florida Laura L. Brown, Adlai Stevenson High School, Lincolnshire, Illinois Cynthia Burke, Yavneh Academy, Dallas, Texas Hoppy Chandler, San Diego City Schools, San Diego, California Gary Chmielewski, St. Benedict High School, Chicago, Illinois Delorse Cole-Stewart, Milwaukee Public Schools, Milwaukee, Wisconsin Kathy Dahlgren, Skokie, Illinois Diana Dilger, Rosa Parks Middle School, Dixmoor, Illinois L. Calvin Dillon, Gaither High School, Tampa, Florida Dori Dolata, Rufus King High School, Milwaukee, Wisconsin Jon Epstein, Marietta High School, Marietta, Georgia Helen Ervin, Fort Bend Independent School District, Sugarland, Texas Sue Friedman, Buffalo Grove High School, Buffalo Grove, Illinois Chris Gee, Bel Air High School, El Paso, Texas Paula Grasel, The Horizon Center, Gainesville, Georgia Christopher Guarraia, Centreville High School, Clifton, Virginia Rochelle L. Greene-Brady, Kenwood Academy, Chicago, Illinois Michele M. Hettinger, Niles West High School, Skokie, Illinois Elizabeth Holcomb, Forest Hill High School, Jackson, Mississippi Jim Horan, Hinsdale Central High School, Hinsdale, Illinois James Paul Hunter, Oak Park- River Forest High School, Oak Park, Illinois Susan P. Kelly, Director of Curriculum, Island Trees School District, Levittown, New York Beverley A. Lanier, Varina High School, Richmond, Virginia Pat Laws, Charlotte- Mecklenburg Schools, Charlotte, North Carolina Diana R. Martinez, Treviño School of Communications & Fine Arts, Laredo, Texas Natalie Martinez, Stephen F. Austin High School, Houston, Texas Elizabeth Matarazzo, Ysleta High School, El Paso, Texas Carol M. McDonald, J. Frank Dobie High School, Houston, Texas Amy Millikan, Consultant, Chicago, Illinois Terri Morgan, Caprock High School, Amarillo, Texas Eileen Murphy, Walter Payton Preparatory High School, Chicago, Illinois Lisa Omark, New Haven Public Schools, New Haven, Connecticut Kaine Osburn, Wheeling High School, Wheeling, Illinois Andrea J. Phillips, Terry Sanford High School, Fayetteville, North Carolina Cathy Reilly, Sayreville Public Schools, Sayreville, New Jersey Mark D. Simon, Neuqua Valley High School, Naperville, Illinois Scott Snow, Sequin High School, Arlington, Texas Jane W. Speidel, Brevard County Schools, Viera, Florida Cheryl E. Sullivan, Lisle Community School District, Lisle, Illinois Anita Usmiani, Hamilton Township Public Schools, Hamilton Square, New Jersey Linda Valdez, Oxnard Union High School District, Oxnard, California Nancy Walker, Longview High School, Longview, Texas Kurt Weiler, New Trier High School, Winnetka, Illinois Elizabeth Whittaker, Larkin High School, Elgin, Illinois Linda S. Williams, Woodlawn High School, Baltimore, Maryland John R. Williamson, Fort Thomas Independent Schools, Fort Thomas, Kentucky Anna N. Winters, Simeon High School, Chicago, Illinois Tonora D. Wyckoff, North Shore Senior High School, Houston, Texas Karen Zajac, Glenbard South High School, Glen Ellyn, Illinois Cynthia Zimmerman, Mose Vines Preparatory High School, Chicago, Illinois Lynda Zimmerman, El Camino High School, South San Francisco, California Ruth E. Zurich, Brown Deer High School, Brown Deer, Wisconsin teacher advisors These are some of the many educators from across the country who played a crucial role in the development of the tables of contents, the lesson design, and other key components of this program: vii part 1: literary elements what’s happening? unit 1 Plot, Confl ict, and Setting reader’s workshop: Setting, Confl ict, Plot writing workshop: Writing a Short Story person to person unit 2 Analyzing Character and Point of View reader’s workshop: Character, Narrator, Point of View, Methods of Characterization writing workshop: Describing a Person the big idea unit 3 Understanding Theme reader’s workshop: Identifying Theme writing workshop: Analyzing a Story part 2: language and culture writer’s craft unit 4 Mood, Tone, and Style reader’s workshop: Mood, Tone, Style writing workshop: Comparison-and-Contrast Essay word pictures unit 5 The Language of Poetry reader’s workshop: Form, Speaker, Sound Devices, Imagery, Figurative Language writing workshop: Personal Response to a Poem timeless tales unit 6 Myths, Legends, and Tales reader’s workshop: Characteristics of Traditional Stories, Cultural Values in Traditional Stories writing workshop: Problem-Solution Essay introductory unit The Power of Ideas reading literature workshop • Fiction • Poetry • Drama • Nonfi ction and Informational Texts • Types of Media reading strategies workshop • Preview • Set a Purpose • Connect • Use Prior Knowledge • Predict • Visualize • Monitor • Make Inferences writing process workshop • Writing Process Review • Key Traits viii contents in brief mcdougal littell literature part 3: focus on nonf iction life stories unit 7 Biography and Autobiography reader’s workshop: Characteristics of Biographies and Autobiographies writing workshop: Personal Narrative know the facts unit 8 Information, Argument, and Persuasion reader’s workshop: Text Features, Preview, Main Idea and Supporting Details, Take Notes reader’s workshop: Claim, Support, Persuasive Techniques writing workshop: Persuasive Essay investigation and discovery unit 9 The Power of Research research strategies workshop: Choosing and Evaluating Sources, Collecting Data writing workshop: Research Report student resource bank reading handbook writing handbook grammar handbook vocabulary and spelling handbook speaking and listening handbook media handbook test-taking handbook glossaries literature and reading center • Author Biographies • Additional Selection Background • Literary Analysis Frames • Power Thinking Activities writing and grammar center • Writing Templates and Graphic Organizers • Publishing Options • Quick-Fix Editing Machine vocabulary and spelling center • Vocabulary Strategies and Practice • Multi-Language Glossary of Academic Vocabulary • Vocabulary Flash-Cards • Spelling Lessons media center • Production Templates • Analysis Guides research center • Web Research Guide • Citation Guide assessment center • Assessment Practice and Test-Taking Tips • SAT/ACT Practice and Tips more technology eEdition • Interactive Selections • Audio Summaries WriteSmart • Writing Prompts and Templates • Interactive Student Models • Interactive Graphic Organizers • Interactive Revision Lessons • Rubric Generator MediaSmart DVD • Media Lessons • Interactive Media Studies ix classzone.com l i t e r at ur e unit x 1 What’s Happening? plot, conflict, and setting • in fiction • in nonfiction • in poetry • in drama • in media reader’s workshop: what makes a good story? 24 short story Boar Out There Cynthia Rylant 28 fiction short story The School Play Gary Soto 30 short story The Good Deed Marion Dane Bauer 42 Connect The Pasture poem Robert Frost 58 short story All Summer in a Day Ray Bradbury 62 Reading for Information Weather That’s Out of This World! magazine article 75 Space Settlements online article 76 Artists’ Views of a Space Colony illustrations 80 short story Lob’s Girl Joan Aiken 82 Great Reads: Historical Novel from Bud, Not Buddy a newbery medal winner Christopher Paul Curtis 100 Skills and Standards Setting, Characters, Conflict, Stages of Plot Plot, Monitor Conflict, Connect Setting, Make Inferences Use Text Features, Compare and Contrast Foreshadowing, Identify Sequence xi media film clip from Lemony Snicket’s A Series media smart dvd 106 of Unfortunate Events nonfiction memoir from Woodsong Gary Paulsen 110 Reading for Information A Life in the Day of Gary Paulsen newspaper article 118 memoir The Horse Snake from The Land I Lost Huynh Quang Nhuong 122 Reading for Information Le Mat Village Holds On to Snake Catching Tradition radio transcript 133 poetry poem The Walrus and the Carpenter Lewis Carroll 134 drama drama The Prince and the Pauper Mark Twain 142 dramatized by Joellen Bland writing workshop: short story 158 speaking and listening: telling a story 165 assessment practice: plot, conflict, and setting 166 short story The Fish Story Mary Lou Brooks more great reads: ideas for independent reading 172 vocabulary strategies Denotations and connotations, p. 40 Literal and figurative meanings, p. 98 Suffixes, p. 60 Prefixes and Latin roots: ject, p. 120 Synonyms, p. 72 Word origins, p. 132 Skills and Standards Setting and Conflict in Movies Setting in Nonfiction, Identify Author’s Purpose Narrative Nonfiction, Trace Chronological Order Narrative Poetry, Visualize Conflict in Drama, Strategies for Reading a Play Organization, Revision Stages of Plot, Setting, Conflict, Sequence, Make Inferences unit xii 2 Person to Person analyzing character and point of view • in fiction • in nonfiction • in poetry • in media reader’s workshop: character and point of view 176 fiction short story Eleven Sandra Cisneros 182 short story Ghost of the Lagoon Armstrong Sperry 190 short story Tuesday of the Other June Norma Fox Mazer 204 Connect Primer poem Rita Dove 218 Reading for Information The Problem with Bullies magazine article 223 comparing characters short story President Cleveland, Where Are You? Robert Cormier 228 short story Aaron’s Gift Myron Levoy 242 Skills and Standards Character, Narrator, Point of View, Methods of Characterization First-Person Point of View, Connect Third-Person Point of View, Predict Characterization, Visualize Take Notes, Develop Research Questions Character, Set a Purpose for Reading xiii Skills and Standards TV Characters Personal Essay, Identify Author’s Purpose Author’s Perspective, Identify Symbol Speaker, Strategies for Reading Poetry Sensory Details Point of View, Character, Characterization, Visualize media television clip from Smallville media smart dvd 254 nonfiction essay Role-Playing and Discovery Jerry Pinkney 258 Reading for Information Invisible Hero magazine article 265 memoir The Red Guards from Red Scarf Girl Ji-li Jiang 266 Reading for Information An Interview with Ji-li Jiang interview 276 poetry poem Life Doesn’t Frighten Me Maya Angelou 280 poem On Turning Ten Billy Collins 285 writing workshop: describing a person 288 speaking and listening: interview 295 assessment practice: character and point of view 296 short story from Phoenix Farm Jane Yolen novel from Ruby Holler Sharon Creech more great reads: ideas for independent reading 302 vocabulary strategies Easily confused words, p. 189 Context clues, p. 252 Words for water, p. 202 Latin roots: press, p. 264 Figurative language, p. 220 Prefixes that mean “not,” p. 278 unit xiv The Big Idea understanding theme • in fiction • in poetry reader’s workshop: understanding theme 306 japanese folk tale Gombei and the Wild Ducks Yoshiko Uchida 309 fiction short story The Dog of Pompeii Louis Untermeyer 312 Reading for Information from In Search of Pompeii book excerpt 329 Italians Trying to Prevent a Modern Pompeii online article 334 short story Nadia the Willful Sue Alexander 336 short story Scout’s Honor Avi 348 Reading for Information Wilderness Survival handbook excerpt 365 3 Skills and Standards Topic Versus Theme, Clues to Theme, Identify Theme Theme Versus Topic, Strategies for Reading Historical Fiction Synthesize, Evaluate Historical Fiction Conflict and Theme, Compare and Contrast Character and Theme, Predict xv Skills and Standards Fables, Set a Purpose for Reading Theme in Poetry, Visualize Recurring Theme, Make Inferences Thesis, Evidence Theme and Topic, Compare and Contrast, Make Inferences comparing fables fable Ant and Grasshopper Aesop 366 retold by James Reeves short story The Richer, the Poorer Dorothy West 370 Great Reads: Coming-of-Age Novel from Esperanza Rising Pam Muñoz Ryan 378 a pura belpré award winner poetry poem Words Like Freedom Langston Hughes 384 poem Dreams Langston Hughes 388 poem Same Song Pat Mora 390 poem Without Commercials Alice Walker 394 writing workshop: analyzing a story 398 speaking and listening: discussion 405 assessment practice: understanding theme 406 fable The Wolf and the House Dog Aesop poem Your World Georgia Douglas Johnson more great reads: ideas for independent reading 412 vocabulary strategies Latin roots: rupt, p. 326 Slang, p. 363 Noun-forming suffixes, p. 346 Multiple-meaning words, p. 376