braille module 27 part word lower sign contractions for be...

Braille Module 27 Part-Word Lower-Sign Contractions for be, con, dis, and com LOC Literary Lesson 7, Sections 7.5-7.6

PROFITT Curriculum Module # 27 — Part-Word Lower-Sign Contractions

Braille Module 27-1

Braille Module 27 Part-Word Lower-Sign Contractions for

be, con, dis, and com

Literary Lesson 7.5-7.6

Summary

Goal(s): To gain an understanding of part-word lower-sign contractions for be, con, dis, com and the rules concerning the usage of these symbols.

SMART Objectives: Specific, Measurable, Achievable, Realistic, and Time-sensitive

By the end of this module, students should

be able to:

BS27.1: Demonstrate a growing proficiency and understanding of the part-word lower-sign contractions for be, con,

and dis.

BS27.2: Know the rules pertaining to the

contraction for com.

BS27.3: Review and test on the contractions for be, con, dis and com.

BS27.4: Increase speed of recall of braille symbols.

Instructor:

Braille instructor

Delivery Method(s):

Lecture Classroom reading Discussion One-on-one reading Hands on

Length: 5 hours Four topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson 7.5 with EBAEXIII.43 Lesson 7.6 with EBAEXIII.44

Take Away Message(s): Most braillists are very passionate about their careers and work hard to produce braille that is within the requirements of the rules and is clear and concise for the reader to understand. Use your knowledge of the braille rules and your passion for people to help others succeed in this life. “People don’t choose their careers; they are engulfed by them.”—John Dos Passos


Braille Module 27-2

Instructor Preparation

Title of Module: Part-Word Lower-Sign Contractions for be, con, dis, and com

The purpose for this module is for the students to be introduced to the part-word lower sign contractions for be, con, dis, and com. This module will allow the students to continue the practice of proofreading. The students will review and be tested on the information found in Lesson 7.1-7.6.

Agenda – topics to be covered in the module and length of each item

Topic: Part-Word Contractions Time Allotted: 5 hours

A. Part-Word Lower Sign Contractions for be, con, and dis

(1 hour)

B. Part-Word Lower Sign Contraction for com

(2 hours)

C. Review and Test

(1 hour)

D. Braille Bingo

(1 hour)

Materials and Supplies – items needed in order to carry out the agenda and classroom activities

1. LOC Manual

2. Drill book

3. EBAE

4. Index cards for making flashcards

5. Handouts: Lesson 7.5-7.6: Worksheet (27.B.1), Answers to Lesson 7.5-7.6: Worksheet (27.B.2), Lesson 7.1-7.6: Test (27.C.1), Answers to Lesson 7.1-7.6: Test (27.C.2), and BINGO Questions (Lesson 7.1-7.6) (27.D.1). (One copy of answer sheets)

6. You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).

7. You will need copies of newspapers and magazines.

Classroom Preparation

1. Each workstation should have a computer, a braille writer, a slate and stylus, an LOC Manual, EBAE, a means of communicating with the embosser (network or thumb drive), braille paper (not-tractor feed), a braille eraser, pen/pencil, notebook, and highlighter.

2. Have chalk and erasure board ready for use.


Braille Module 27-3

Curriculum Content

A. Part-Word Lower-Sign Contractions for be, con, and dis (1 hour)

Objective BS27.1: Demonstrate a growing proficiency and understanding of the for part-

word lower-sign contractions for be, con, and dis.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with section 7.5 and EBAE XIII.43pertaining to the part-word

lower sign contractions in general for be, con, and dis.

You will need copies of newspapers and magazines.

Each student will need a copy of the Contraction Chart. The instructor will have a copy of the Answers to the Contractions Chart (Lesson 7 Contractionschart.xls).

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class the students will read and discuss Lesson 7.5 and EBAE XIII.43 about the part-

word lower sign contractions be, con, and dis.

Some reminders to the students (write the bulleted list on the board):

“Remember these contractions are sometimes called the "leader" contractions. This name will help you to remember they are only used at the beginning of a word. Keep in mind that although these contractions cannot be used in the middle of a word that is located all on one line, they are used when the letters of the contraction fall at the beginning of a line in a divided word.

When the word is divided make sure the lower-sign contractions are in contact with a dot 1 or dot 4 according to the rules or they cannot be used.

Commit to memory that the contractions for be, con, and dis:

are used when punctuation comes before them.

are not used when punctuation comes immediately after them.

are not used following a slash.

You cannot use the contractions for con and dis to represent the whole words con, as in the expression pro and con, or the slang expression dis.”

Next, the instructor will pass out a newspaper or magazine to each student.

Some reminders to the students (write the bulleted list on the board):


Braille Module 27-4

“We will look at a couple of sentences to see if we can use the contractions we

have learned in this section.

Consensus is what many people say in chorus but do not believe as individuals.

Belief consists in accepting the affirmations of the soul; unbelief, in denying them.

In the first example you can use the contractions for “con” in consensus and the

“be” in believe. 7.5a

Consensus is what many people say in chorus but do not believe as individuals.

In the second example you can use the contraction for “be” in belief. You cannot use the “be” contraction in unbelief because it is not at the beginning of the word.

7.5a

Belief consists in accepting the affirmations of the soul; unbelief, in denying them.”

The students will choose an article to look for the contractions for be, con, and dis in

commonplace print they would see daily. The instructor will ask the students to highlight

the contractions found in this lesson. Instruct them to underline in red the contractions

they cannot use, due to the rules. The students are to write in the margin the rule that

applies.

FOLLOW-THROUGH ACTIVITIES

The instructor will have the students bring out their copy of the Contraction Chart. The

students will fill in the boxes that pertain to the part-word lower-signs for be, con, and dis.

Please allow time to go over this chart, fill in the boxes that apply, and allow for

questions/answers.

Some reminders to the students:

“Remember to fill out your Contraction Chart for this section. Today we learned

the part-word lower-signs for be, con, and dis. Use the “note” section to remind

yourself of the ways you can or cannot use the contraction. This will save you

valuable time when filled out correctly.

The Contraction Chart will be used throughout the braille modules as long as you

will be learning contractions. Take care of the one you have. Remember to fill it in

each time you learn new contractions.”


Braille Module 27-5

ASSESSMENT

Discuss the student’s response to these part-word contractions. Are they grasping the idea? Encourage the student’s to pay attention to the rules and they will begin to

comprehend how these contractions can be used, depending on the context.

B. Part-Word Lower-Sign Contraction for com (2 hours)

Objective BS27.2: Know the rules pertaining to the contraction for com.


The instructor will be familiar with section 7.6 and EBAE XIII.44 pertaining to the

contraction for com. They will also be familiar with Drill 22.

You will need copies of: Lesson 7.1-7.6: Worksheet (27.B.1) and Answers to Lesson 7.1-7.6: Worksheet (27.B.2).

You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).

Each student will need a copy of the Contraction Chart. The instructor will have a copy of the Answers to the Contractions Chart (Lesson 7 Contractionschart.xls).


As a class the students will read and discuss Lesson 7.6 and EBAE XIII.44 about the contraction for com.


“Remember the contraction for com can only be used at the BEGINNING of a word or

at the BEGINNING of a line in a divided word. It is a little different than the

contractions be, con and dis as it does not need to constitute an entire syllable in

order to be used.

NEVER use the com contraction in contact with:

a hyphen a dash an apostrophe

whether such punctuation comes before or after the letters. This rule applies even

though a composition sign may intervene between such punctuation and the letters

com.”

Take turns as a class to read the braille (embossed) answers to Drill 22 from the Drill

book. This will help the students to get a visual idea of reading the embossed copy.


Braille Module 27-6


“By now you should be able to read aloud a little faster. You should be able to recognize the braille characters you have learned up to this point. Studying the rules will help you to know when to use the contractions.

Take your time when you are reading. Remember to be patient and quiet whenever

someone else is reading.”

Next students will complete Drill 22 on -8 using Perky Duck.

Some reminders to the students before they transcribe Drill 22:

“Remember to thoroughly structure your print copy prior to transcription.

Always print out your Drills to proofread. This will help you to find mistakes more

clearly. Proofread your own work before handing it to someone else to proofread.”

When the students have completed this activity, which includes proofreading their own work, they can exchange drills and proofread each other’s work using the “How to

Successfully Proofread” steps.

The instructor will hand out the Lesson 7.1-7.6: Worksheet (27.B.1). This worksheet was created for the students to practice their knowledge of proofreading. This worksheet contains 18 complete sentences in simulated braille. The students will look for and highlight each error. An answer key is included. Allow time to go over the worksheet and answer questions.

FOLLOW-THROUGH ACTIVITIES

The instructor will have the students bring out their copy of the Contraction Chart. The

students will fill in the boxes pertaining to the contraction for com. Please allow time to go

over this chart, fill in the boxes that apply, and allow for questions/answers.


“Remember to fill out your Contraction Chart for this section. Use the “note”

section to remind yourself of the ways you can or cannot use the contraction. This

will save you valuable time when filled out correctly.

The Contraction Chart will be used throughout the braille modules as long as you

will be learning contractions. Take care of the one you have. Remember to fill it in

each time you learn new contractions.”


Braille Module 27-7

ASSESSMENT

Discuss the student’s response to the rules for the com contraction. Are they grasping the

idea? Comprehension is important to the students.

C. Review and Test (1 hour)

ObjectiveBS27.3: Review and test on the contractions for be, con, dis and com.


The instructor will be familiar with Lesson 7.1-7.6.

You will need the following handouts: Lesson 7.1-7.6: Test (27.C.1) and Answer to

Lesson 7.1-7.6: Test (27.C.2).


Review Lesson 7.1-7.6 of the LOC Manual. The review is designed to prepare the students for the test. The instructor is to go over each section with emphases on areas that will be on the test. Allow the students to ask any questions pertaining to the context of LOC Manual: Lesson 7.1-7.6.

The instructor will pass out the Lesson 7.1-7.6: Test (27.C.1) to each student. This test consists of filling in a table, True or False questions, and highlighting the contractions learned. An answer key is included. Allow for time to go over the test and answer questions.

The expected outcome of the test will help both the instructor and the students to understand the students’ strengths and weaknesses. This will allow them to work together

to strengthen the students weaknesses in any area.

ASSESSMENT

This test is necessary for the students and the instructor to determine the knowledge acquired over Lesson: 7.1-7.6 of the Instruction Manual for Braille Transcribing Fifth Edition, 2009. It is expected that the students will fully grasp these rules.

D. Braille Bingo (1 hour)

Objective BS27.4: Increase speed of recall of braille symbols.


The instructor will be familiar with Lessons 7.1-7.6 of the LOC Manual and the instructions

for the BINGO game.

You will need a copy of the BINGO Questions (27.D.1) for Lessons 7.1-7.6.


Braille Module 27-8

If this is the first time to play, you will need to print out several copies of the BINGO

Cards and one copy of the BINGO Numbers on card stock paper (Bingo.xls). This will

allow for reuse later in the modules. Each student can use 1 or 2 cards.

You will need Braille BINGO ribbons (Module 15: 15.D.2) printed on card stock paper

for the winners.


The Braille Bingo game allows the students to review the rules for this lesson. This

module covers Lessons 7.1-7.6. This review allows the instructor insight to see if the

students have a working knowledge of the rules.

Instructions:

Allow the students to review Lessons 7.1-7.6 prior to playing the game.

Pass out 1 or 2 BINGO cards to each student.

The instructor will ask the students a question from the list and the students will

raise their hand to answer the question.

o If the question is answered correctly the instructor will draw a number and call

it out.

o If the question is not answered correctly the instructor will pass to another

question and no number will be drawn.

When a student answers correctly the class may place their markers on the

appropriate space.

Whoever fills one line horizontally, vertically, or diagonally and yells “BINGO” first

will check their card with the BINGO numbers to see if they have won.

If the student has a line filled out they win.

You may have ribbons ready to pass out for the “winners”.

In the wrap up, the instructor will encourage study for retention.


Braille Module 27-9

Braille Module 27 Part-Word Lower-sign Contractions for be, con, dis, and com LOC Literary Lesson 7, Sections 7.5-7.6 Handouts and Answer Sheets


Braille Module 27-10

Lesson 7.1-7.6: Worksheet (27.B.1)

Highlight all the contractions you can find in the following sentences.

1. Aix-en-Provence is a city of southeast France north of Marseilles.

2. We were shut-in from the snow, but we kept busy and had enough to eat.

3. The peace activists marched en masse to the capitol.

4. His diagnosis was Addison's Disease, a chronic disorder resulting from insufficiency of the adrenal glands.

5. Carey wants to make instant pudding using the ingredients Gene bought.

6. Henry was subpoenaed for court on Friday.

7. The term YAWL is also applied to a ship's dinghy.

8. Do you believe the misconduct of the disheveled child will amount to anything?

9. The article said this was a non-disposable self-contained collection.

10. Connie cried, "Conrad! Con-rad! Come here!"

11. The dispute took place because they have no self-control.

12. Watch out for that man on the corner who is always conning the people.

13. Cherry blossoms go/come every spring in Connecticut.

14. [Be]hold what manner of love was given to us!

15. What is the pro and con for this situation?

16. Mr. McConnel and Ms. MacCommack are on a quick date to the District of Columbia.

17. Charybdis is a Greek mythology sea monster.

18. Did Constance take the prisoners back to Canada on Continental/Con Air?

27.B.1



Answers to Lesson 7.1-7.6: Worksheet (27.B.2)

Highlight all the contractions you can find in the following sentences.

1. Aix-en-Provence is a city of southeast France north of Marseilles.

2. We were shut-in from the snow, but we kept busy and had enough to eat.

3. The peace activists marched en masse to the capitol.

4. His diagnosis was Addison’s Disease, a chronic disorder resulting from insufficiency of the adrenal glands.

5. Carey wants to make instant pudding using the ingredients Gene bought.

6. Henry was subpoenaed for court on Friday.

7. The term YAWL is also applied to a ship’s dinghy.

8. Do you believe the misconduct of the disheveled child will amount to anything?

9. The article said this was a non-disposable self-contained collection.

10. Connie cried, “Conrad! Con-rad! Come here!”

11. The dispute took place because they have no self-control.

12. Watch out for that man on the corner who is always conning the people.

13. Cherry blossoms go/come every spring in Connecticut.

14. [Be]hold what manner of love was given to us!

15. What is the pro and con for this situation?

16. Mr. McConnel and Ms. MacCommack are on a quick date to the District of Columbia.

17. Charybdis is a Greek mythology sea monster.

18. Did Constance take the prisoners back to Canada on Continental/Con Air?

27.B.2



Lesson 7.1-7.6: Test (27.C.1)

Fill in the following table.

Contraction

Whole-word

Meaning

Contraction

Part-word

Meaning

1. 2 7. 3

2. 5 8. 9

3. 8 9. 5

4. 9 10. 2

5. 0 11. 4

6. 7 12. -

Highlight True or False in the following statements.

13. I can use the whole-word lower-sign contraction for in in in/out. True False

14. I can use the whole-word lower-sign contraction for in in stand-in. True False

15. I can use the whole-word lower-sign contraction for en in en masse. True False

16. I can use the whole-word lower-sign contraction for en in Aix-en-Provence. True False

17. I can use the whole-word lower-sign contraction for be in bride-to-be. True False

18. I can use the whole-word lower-sign contraction for en in en-shaped figure. True False

19. I can use the whole-word lower-sign contraction for en in Enough! True False

20. I can use the part-word lower-sign contraction for in in instant. True False

21. I can use the part-word lower-sign contraction for en in enforce. True False

22. I can use the part-word lower-sign contraction for in in Carolina. True False

23. I can use the part-word lower-sign contraction for ing in dinghy. True False

24. I can use the part-word lower-sign contraction for ing in lingerie. True False

25. I can use the part-word lower-sign contraction for in in binomial. True False

26. I can use the part-word lower-sign contraction for en in coenzyme. True False

27. I can use the part-word lower-sign contraction for en in treenail. True False

28. I can use the part-word lower-sign contraction for en in Phoenix. True False

29. I can use the part-word lower-sign contraction for in in adjoining. True False

30. I can use the part-word lower-sign contractions for in and en in linen. True False

31. I can use the part-word lower-sign contraction for in in shortenin’. True False

27.C.1



Highlight the “leader” contractions for be, con, dis, and com that you CAN use in the following sentences and underline in red the ones you cannot use.

Example: Amy’s conduct is unbelievable.

32. The man was very inconsiderate and dumped the compost.

33. Constance likes to eat two eggs and three slices of bacon every morning.

34. The fire was self-contained to the area by Mr. McBe’s farm.

35. It was difficult to believe the bee stung Jorge 4 times!

36. He is predisposed to disobedience.

37. Cherry cried, “Con-rad! Momma was in a coma for a day.”

38. Manny weighed the pros and cons of working for the commander.

27.C.1



Answers to Lesson 7.1-7.6: Test (27.C.2)

Fill in the following table.

Contraction

Whole-word

Meaning

Contraction

Part-word

Meaning

1. 2 be 7. 3 con

2. 5 enough 8. 9 in

3. 8 his 9. 5 en

4. 9 in 10. 2 be

5. 0 was 11. 4 dis

6. 7 were 12. - com

Highlight True or False in the following statements.

13. I can use the whole-word lower-sign contraction for in in in/out. True False

14. I can use the whole-word lower-sign contraction for in in stand-in. True False

15. I can use the whole-word lower-sign contraction for en in en masse. True False

16. I can use the whole-word lower-sign contraction for en in Aix-en-Provence.

True False

17. I can use the whole-word lower-sign contraction for be in bride-to-be. True False

18. I can use the whole-word lower-sign contraction for en in en-shaped figure. True False

19. I can use the whole-word lower-sign contraction for en in Enough! True False

20. I can use the part-word lower-sign contraction for in in instant. True False

21. I can use the part-word lower-sign contraction for en in enforce. True False

22. I can use the part-word lower-sign contraction for in in Carolina. True False

23. I can use the part-word lower-sign contraction for ing in dinghy. True False

24. I can use the part-word lower-sign contraction for ing in lingerie. True False

25. I can use the part-word lower-sign contraction for in in binomial. True False

26. I can use the part-word lower-sign contraction for en in coenzyme. True False

27. I can use the part-word lower-sign contraction for en in treenail. True False

28. I can use the part-word lower-sign contraction for en in Phoenix. True False

29. I can use the part-word lower-sign contraction for in in adjoining. True False

30. I can use the part-word lower-sign contractions for in and en in linen. True False

31. I can use the part-word lower-sign contraction for in in shortenin’. True False

27.C.2



Highlight the “leader” contractions for be, con, dis, and com that you CAN

use in the following sentences and underline in red the ones you cannot use.

Example: Amy’s conduct is unbelievable.

32. The man was very inconsiderate and dumped the compost.

33. Constance likes to eat two eggs and three slices of bacon every morning.

34. The fire was self-contained to the area by Mr. McBe’s farm.

35. It was difficult to believe the bee stung Jorge 4 times!

36. He is predisposed to disobedience.

37. Cherry cried, “Con-rad! Momma was in a coma for a day.”

38. Manny weighed the pros and cons of working for the commander.

27.C.2



BINGO QUESTIONS (27.D.1)

Lesson 7.1-7.6

1. There are lower-sign contractions for both ____ ____ and ____ ____ ____. Answer: whole words and parts of words

2. The contractions learned in Lesson 7.2 are called ____. Answer: Whole-word lower-sign contractions.

3. The contraction for dis can/cannot be used to represent the slang expression dis. Answer: cannot be used

4. The contractions learned in Lesson 7.3 are called ____. Answer: Part-word lower-sign contractions.

5. The contraction for in is used in easily read words like join, point and coin even though oi is a ____. Answer: diphthong

6. Combinations of dots from the ____ and/or ____ portion of the cell form these lower contractions. Answer: middle and/or lower

7. None of the contractions from Lesson 7 contains an ____ dot. Answer: upper

8. The upper dots are ____ ____ or ____ ____. Answer: dot 1 or dot 4

9. The whole-word meaning for dots 26 is _____. Answer: enough

10. The en sign is not used in prenatal because one of the letters of the contraction falls into a ____ and the other into another syllable that constitutes part of a root or base word. Answer: prefix

11. The contractions for the WORDS in, enough, and be are the same as the contractions for the LETTERS____, ____, and ____. Answer: in, en, and be

12. These contractions, when standing alone, represent ____ ____. Answer: whole words

13. Some of these contractions have the same ____ as certain marks of punctuation. Answer: configuration

14. To avoid confusion with ____, these contractions are only used when they stand alone as whole words. Answer: punctuation

15. The whole-word meaning for dots 35 is _____. Answer: in

27.D.1



16. These contractions cannot be in contact with any other letter, contraction, ____, or punctuation sign. Answer: word

17. Whole-word lower-sign contractions may, however, be preceded by composition signs, such as the ____ ____and/or emphasis indicator. Answer: capital indicator

18. Because these contractions must always ____ ____, they cannot be used when next to a slash Answer: stand alone

19. Unlike the whole-word contractions previously studied that use the upper part of the braille cell, these lower-sign contractions cannot be used to form hyphenated compound words because this would bring them into contact with a ____, contrary to the rule. Answer: hyphen

20. True or False: The contraction for in cannot be used in brother-in-law nor the contraction for be in bride-to-be. Answer: True

21. The whole-word meaning for dots 23 is _____. Answer: be

22. Where such hyphenated compound words are divided between two braille lines, the whole-word lower sign can/cannot be used if it starts the new line and is not followed by punctuation. Answer: can be used

23. The whole-word meaning for dots 236 is _____. Answer: his

24. The whole-word contraction en cannot be used for anything other than the word ____. Answer: enough

25. The whole-word meaning for dots 356 is _____. Answer: was

26. When the letters en form part of an anglicized expression en route the contraction is/is not used, and the letters are spelled out. Answer: is not used

27. The whole-word meaning for dots 2356 is _____. Answer: were

28. When the letters en form part of a hyphenated expression such as an "en-shaped figure," the contraction is/is not used, and the letters are spelled out. Answer: is not used

29. When the word enough cannot be contracted because it is in contact with _____, the en contraction is used. Answer: punctuation

27.D.1



30. The same braille configurations that represent the whole words in and enough are also used to represent the letters ____ and ____ as parts of words. Answer: in and en

31. Use these two part-word lower-sign contractions as parts of words wherever the letters they represent occur, except when specific rules, such as the ____ and ____ rules, limit their use. Answer: prefix and suffix

32. The in sign is/is not used in Carolina. Answer: is used

33. The en sign is/is not used in the proper name Gene. Answer: is used

34. It should also be borne in mind that where the ing contraction cannot be used because the letters occur at the beginning of the word, as in ingredient, or where the ing contraction would cause difficulty in ____. Answer: pronunciation

35. The in sign is not used in binomial because one of the letters of the contraction falls into a prefix and the other into another syllable that constitutes part of a ____ or ____ word. Answer: root or base

36. The contraction for en is used in gastroenteritis where a prefix that ends in an o is added to a ____ ____starting with an e because all of the letters of the contraction fall into the same syllable. Answer: base word

37. The part-word meaning for dots 35 is _____. Answer: in

38. Contractions can/cannot be used if they overlap the elements of a solid compound word; consequently the en sign is not used in toenail. Answer: cannot be used

39. The part-word meaning for dots 26 is _____. Answer: en

40. In words like Phoenix and subpoenaed, the en sign is not used because the e is part of the ____ oe and may not be separated from the o to form part of a contraction Answer: diphthong

41. True or False: In words like then and Athens the the contraction and n are used in preference to the th and en contractions because of the rule stated in 6.5b, which gives preference to the contractions for and, for, of, the, and with over any other contractions provided their use does not waste space. Answer: True

42. Often when words containing lower signs are divided, the lower sign contraction cannot be used because it is no longer in contact with an ____ ____. Answer: upper dot

27.D.1



43. True or False: Any number of spaced PART-WORD lower signs can follow one another as long as the series is in contact with a character containing an upper dot (dot 1 or dot 4). Answer: False, unspaced

44. True or False: When the contractions for be, con, and dis follow a slash they are no longer considered being at the "end" of a word, and therefore are not used. Answer: False, the "beginning" of a word

45. The part-word meaning for dots 23 is _____. Answer: be

46. True or False: Both the in and en contractions are used in the word linen because the lower signs are in contact with the letter l. Answer: True

47. The part-word meaning for dots 25 is _____. Answer: con

48. True or False: Since dots 3-5 represent both the whole word in and the letters in as part of a word, it is extremely important to correctly determine how the letters are used. Answer: True

49. When used as part of a word, the contractions for en or in may be in contact with other ____ or ____ as long as the sequence is in touch with an upper dot. Answer: letters or punctuation

50. The part-word meaning for dots 256 is _____. Answer: dis

51. When two or more lower-sign contractions would follow one another without being in contact with an upper dot, the ____ lower-sign contraction is not used. Answer: final

52. The contractions for be, con, and dis are sometimes called the "leader" contractions because they are used only when they constitute a syllable and occur at the ____ of a word or at the ____ of a line in a divided word. Answer: beginning, beginning

53. The contractions for be, con, and dis are/are not used when they occur at the beginning of a line in a divided word, they cannot be used if they constitute the last syllable of such a divided word. Answer: are used

54. The contractions for be, con, and dis can/cannot be used in the middle of a word that is located all on one line, they are used when the letters of the contraction fall at the beginning of a line in a divided word. Answer: cannot

27.D.1



55. When words like maybe and beacon are divided between lines, the contractions for beand con can/cannot be used for this would leave a part-word lower sign not in contact with a dot 1 or 4. Answer: cannot be used

56. The part-word meaning for dots 36 is _____. Answer: com

57. True or False: The contractions for be, con, and dis are used when punctuation comes before them. Answer: True

58. True or False: Do not use the contractions for be, con, and dis when punctuation comes immediately after them. Answer: True

59. The contractions for be, con, and dis are/are not used in syllabicated words. Answer: are not used

60. The contractions for be, con, and dis can/cannot be used when they constitute the first syllable in the second word of a hyphenated compound word. Answer: can be used

61. Although contrary to the Lower Sign Rule, when a word such as self-control is divided between braille lines following the first syllable of the second word, self-con/trol, the con contraction is not used because the contraction would then be followed by ____. Answer: punctuation (the hyphen)

62. The contractions for con and pro can/cannot be used to represent the whole words, as in the expression pro and con. Answer: cannot be used

63. The contraction for com is similar in use to ____, ____, and ____ in that it can only be used at the beginning of a word or at the beginning of a line in a divided word. Answer: be, con, and dis

64. To avoid confusion with punctuation, the contraction for com is never used in contact with a ____, ____, or ____—whether such punctuation comes before or after the letters. Answer: hyphen, dash, or apostrophe

65. True or False: The contraction for com is not used next to a slash.

Answer: True

27.D.1

braille module 27 part word lower sign contractions for be...

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