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ARTSLANGUAGESTUDENT BOOK

SAMPLE PAGES

Language Arts Sample Pages

LIFEPAC language arts covers the six major content strands of reading, speaking and listening, writing, spelling, grammar, and composition for grades K–12. Because language arts is an integrated program, the elementary grades weave skills together within units, while the upper grades handle these skills unit by unit. This program also covers special topics like visual media, the history of the English language, the Bible as literature, and book reports, as well as study and research skills.

ContentsKindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

9th Grade

10th Grade

11th Grade

12th Grade

8

How does long /a/ sound?Does it say its name?

Aa

Listen for long /a/.

Can you find more?

apron lake

rain table

Kindergarten

9

My Aa page.

Aa

Kindergarten

(twelve)

Write s. Read the words.

MAKING PLURALS

Plurals mean more than one.

one cat two cats one orange three oranges

four pig

five top

seven circle

six ball

three ring

eight square

1st Grade

(thirteen)

SELF TEST 1

79

I n i t i a l D a teTeacher Check

Write the letters ch, sh, wh, th .

Write ., ?, or ! .

Match the contractions.

Write the plurals.

What is this ______

I am I’ll

I will I’m

one cake two

one train three

EACH ANSWER, 1 POINT

1st Grade

22 (twenty-two)

AdjectivesYou remember that the subject of a sentence is usually a noun.Sometimes you can make your sentences more interesting byadding words that describe a noun.

A word that describes a noun is called an adjective. Adjectives can answer the questions, “What kind?”“How many?” or “Which one?”

Read these sentences. The purple words are adjectives. The greenwords are nouns.

The little boy saw a dog. The word little tells us aboutthe boy. It tells us which one.

The little boy saw a brown dog. The word brown tells us aboutthe dog.

The little girl caught fish.The little girl caught five fish.The old man drove a car.The old man drove a blue car.The black horse ran to the barn.The black horse ran to the red barn.

EnglishEnglish2nd Grade

23 (twenty-three)

Read the sentences. Adjectives have been added to thesesentences. Circle the words that are adjectives. (An adjectiveis usually found before a noun.)

1.24 a. The fish swam in the water.The colorful fish swam in the water.The colorful fish swam in the clear water.

b. The boy played a game.The young boy played a game.The young boy played a video game.

c. The bride wore a dress.The happy bride wore a dress.The happy bride wore a wedding dress.

d. The monkey wore a hat.The silly monkey wore a hat.The silly monkey wore a yellow hat.

e. The cow ate corn.The big cow ate corn.The big cow ate sweet corn.

f. The baby drank juice.The cute baby drank juice.The cute baby drank apple juice.

Before you take the Self Test, study what you have read anddone. The Self Test will check what you remember.

2nd Grade

AdjectivesDo you know what an adjective is? An adjective is a word that tells something about a noun. Remember that a noun is a word that names a person, place, time, or thing.

An adjective tells about a person, place, time, or thing. An adjective can tell how many persons, places, times, or things.

Example: The teacher asked six questions.

Six is an adjective. Six tells about the noun questions. Six tells how many questions.

Example: Many bugs were crawling on the ground.

Many tells how many bugs. Many is an adjective. Bugs is the noun it tells about (many bugs).

Write adjectives from the box that tell how many to complete these sentences. In each sentence, draw a circle around the noun that each adjective tells about.

many all ten mosteight several some sixtwo hundred no few

1.8 My mother has _____________________ coats.

1.9 Uncle Mark has _____________________ pigs.

1.10 _____________________ of our friends came to play.

1.11 Mary has a _____________________ mittens.

1.12 Gene has _____________________ shirts to wear.

1.13 _____________________ people have a car to drive.

12 | Section 1

READING SKILLS | Unit 83rd Grade

1.14 We saw _____________________ dresses in the store.

1.15 _____________________ children will go on a field trip.

1.16 This road is a _____________________ miles long.

1.17 May I have _____________________ cake?

1.18 We put _____________________ hamburgers on the grill.

1.19 I have _____________________ papers to turn in.

An adjective can also tell what kind of person, place, time, or thing.

Example: We ate fried chicken.

Fried is an adjective. Chicken is the noun. Fried tells what kind of chicken.

Adjectives tell about nouns. They tell what kind.

Example: The green tree grew tall.

Green is an adjective. Tree is a noun. Green tells what kind of tree.

Circle each noun in these sentences. Draw a line under each adjective that tells what kind about the noun.

1.20 I have a black dog.

1.21 Aunt Jane lives in a brick house.

1.22 Look at the pretty flowers.

1.23 Jim won the sack race.

1.24 We play football on sunny Saturdays.

Section 1 | 13

Unit 8 | READING SKILLS3rd Grade

3. POETRYThis section will review what you know about rhyme and about other

ways of writing your thoughts in a poetic manner. You will learn how

to “see” with words and how to write a poem with several parts. You

will find a poem set to music that you can enjoy singing with your

teacher, your classmates, or your family.

Handwriting exercises will help you to improve the slant of lowercase

letters. You will also do new spelling exercises and puzzles.

ObjectivesReview these objectives. When you have completed this section, you should be able to:

9. Use words that help us to “see.”10. Write a poem in a new rhyming pattern.11. Compare stanzas and paragraphs.12. Define new vocabulary words.13. Write with improved slant of letters.14. Spell new words.

VocabularyStudy these new words. Learning the meanings of these words is a good study habit and will improve your understanding of this LIFEPAC.

bestow (bi sto ’). To give, to put, or to place.

burdens (bėr’ dunz). Heavy loads, duties, or sorrows.

cherish (cher’ ish). To hold dear or to treat with tenderness; to aid or protect.

moods (müdz). Feelings.

prevail (pre va l’). To be in general use; the most usual or strongest.

romp (romp). To rush and tumble in a playful manner.

Section 3 | 37

Unit 6 | FUN WITH FICTION

4th Grade

Poetry Review

Let’s have a rhyming review! Poems do not need to rhyme, but many of them do. In this section you will need to use some rhyme. Remember that two rhyming words must end with the same sound, more than the same spelling.

Write a rhyming word beside each word.

3.1 hill ______________________________

3.2 come ______________________________

3.3 before ______________________________

3.4 love ______________________________

3.5 great ______________________________

3.6 fatter ______________________________

Write true or false in each blank.

3.7 _________ Come rhymes with dome.

3.8 _________ Again rhymes with plain.

3.9 _________ Love rhymes with dove.

3.10 _________ Spring rhymes with bring.

stanza (stan’ zu). A group of lines of poetry.

verse (vėrs). A group of lines of poetry.

Pronunciation Key: hat, āge, cãre, fär; let, ēqual, tėrm; it, īce; hot, ōpen, ôrder; oil; out; cup, pu·t, rüle; child; long; thin; /ŦH/ for then; /zh/ for measure; /u/ or / e/ represents /a/ in about, /e/ in taken, /i/ in pencil, /o/ in lemon, and /u/ in circus.

38 | Section 3

FUN WITH FICTION | Unit 6

4th Grade

Improving Spelling and HandwritingThe spelling words in this section are words made with suffixes. Many of the root words are already familiar to you. Your handwriting exercise is concerned with the slant of tall letters.

Spelling. Adding the suffix –ure to a word creates a new word and adds the meaning of an act or process. Adding –ade to a word creates a noun and adds the meaning of a result or of an action.

Learn to spell the words in Spelling Words-1.

SPELLING WORDS - 1 pleasure lemonade servile

closure blockade reconcile

creature persuade mercantile

composure crusade versatile

seizure tirade projectile

exposure decade infantile

Complete these activities.

Adding the suffix –ure usually causes changes in the spelling of the word to which it is added. What changes are made in the six spelling words that have the –ure ending? Write the root word in the first column. Write the changes in the second column. Write the spelling word, spelled correctly, in the third column. An example is given.

legislate drop final e legislature

1.61 ��

1.62 ��

1.63 ��

1.64 ��

1.65 ��

1.66 ��

Section 1 | 21

Unit 6 | POETRY

5th Grade

The words that add –ile are probably not as well known to you. The root word is given in the first column. Write the spelling word in the second column.

1.67 merchant ��

1.68 infant ��

1.69 project ��

1.70 serve ��

1.71 recon ��

1.72 versa ��

Write a sentence using each of these words.

1.73 lemonade ��

��

1.74 blockade ��

��

1.75 persuade ��

��

1.76 crusade ��

��

1.77 tirade ��

��

1.78 decade ��

��

22 | Section 1

POETRY | Unit 6

5th Grade

Complete the following activity.

1.28 Read this list of topics. Underline the three topics that are too broad or general. Circle two or three topics that interest you.

Rocky Mountain Goats Solomon’s Temple

How Steel Is Made Kangaroos

Legends about Robin Hood Astronomy

The Bible Animals in the Bible

How Igneous Rocks Are Formed Weather Forecasting

Hunting the Whale Effects of Pollution on Fish

Hurricanes Birds

Egyptian Pyramids

Report Topics

In Section Three of this LIFEPAC, you will actu-ally write a report on a Bible topic. It will be important for you to follow carefully the steps that are presented in each section. The first step for you to take in Section One is to choose a topic.

You have already read the steps in choosing a topic: (1) Make a list of topics, and (2) Do not make your topics too broad. Remember to use the Bible or Bible-related books and magazines to stimulate your thinking. A topical Bible or concordance may also be helpful in selecting a topic.

Complete the following activity.

1.29 Read the following Bible topics. Write some of your own ideas for topics on the blanks. Talk with your parents, teacher, and/or pastor about possible topics.

salvation Paul’s first missionary journey Esther

sin Jericho early church

heaven idolatry Job

prayer love

____________________________ _______________________________ __________________________

Bible Topics

Reading the Bible | Unit 9

14| Section 1

6th Grade

TEACHER CHECKinitials date

Choose a Bible topic for your report. Write it on the blank.

1.30 My topic is ____________________________________________________________________________________

Gathering information. After you decide on a topic, the next step is to find information. Your topic choice will determine where you go for information.

For instance, if you choose a topic such as “Training to Be a Missionary,” you may get information from a book on missionaries, the

Bible, or you may interview a missionary or talk to your pastor.

Sometimes you may get all the information you need from one source, and at other times you may have to consult several sources. Read this list of some of the sources of information.

encyclopedias books on the topic

magazines Bible

yourself interviews

Internet resources

Sources of Information

Complete the following activity. Read each topic. Decide where you would look for information. Write one or two sources of information below each topic. Use of the list of sources of information.

1.31 a. Solomon’s Temple

________________________________________________________________________________________________

b. Your home town

________________________________________________________________________________________________

c. Kangaroos

________________________________________________________________________________________________

Unit 9 | Reading the Bible

Section 1 |15

6th Grade

SECTION OBJECTIVES

Review these objectives. When you have completed this section, you should be able to:

1. List and use words for signals.

2. List and use words for feelings.

13. Spell new words.

VOCABULARY

Study these words to enhance your learning success in this section.

category (kat u gôr’ ē). A group or division in a general system of classification; a class.

communicate (ku myü’ nu kāt). Give information by talking and writing; receive information by listening and reading.

express (ek spres’). Put your thoughts into words.

feeling (fē‘ ling). An emotion such as love, sympathy, pain, and happiness.

language (lang’ gwij). Human speech, spoken or written.

signal (sig’ nul). A command or direction.

Note: All vocabulary words in this LIFEPAC appear in boldface print the first time they are used. If you are unsure of the meaning when you are reading, study the definitions given.

Pronunciation Key: hat, āge, cãre, fär; let, ēqual, tėrm; it, īce; hot, ōpen, ôrder; oil; out; cup, pu·t, rüle; child; long; thin; /ŦH/ for then; /zh/ for measure; /u/ represents /a/ in about, /e/ in taken, /i/ in pencil, /o/ in lemon, and /u/ in circus.

1. THE NATURE OF ENGLISHIn this section you will learn about two interesting categories of words. The first category is words for signals, and the second is words for feelings.

WORDS FOR SIGNALSImagine what it would be like if you had never learned how to use English or any other lan-guage! You would have a great deal of difficulty communicating with other people. If you were hungry, for example, you might point to your mouth, but you would not be able to tell your mother what kind of food you would like to eat. You would not know what other people were saying. Life would be very boring and difficult if you could not use a language such as English. You are fortunate to have the ability to use

language. This ability is one of the many gifts God has given you.

When you use language, you communicate ideas. Communication involves understanding what others say and being able to express your ideas to other people. When people communi-cate, they use words. Sometimes a single word will express an idea very clearly. At other times words must be combined into sentences to express ideas. In most sentences certain words are more important than others.

Unit 5 | The Nature of English

Section 1 |5

7th Grade

Example:

�Dick: What time is it?

�Wendell: It is three o’ clock.

The word that is italicized in each sentence is the most important word.

Just think how many times you say important words such as “yes” and “no” in response to other people’s questions. You frequently use salutations such as, “hello,” “good-bye,” “good morning,” and “good night”. You have been taught to politely say, “please,” “thank you,” and “you’re welcome.”

Many of the words in your vocabulary are arranged in categories and stored in your mind for future use. You are familiar with the words, red, green, blue, orange, and the like. You think of these words when you think of colors. Other categories that are commonly associated with specific words are these:

�Animals: dogs, cats, horses, cows, goats

�Furniture: chair, table, desk, bed, sofa

�Musical instruments: clarinet, trumpet, piano, guitar

�Religion: God, Jesus, Holy Spirit, Bible, church

�Sports: football, baseball, soccer, tennis, swimming

Do you know what the words, balalaika and lacrosse mean? A balalaika is a musical instru-ment similar to a mandolin or banjo. If you are learning this word for the first time, you most likely will associate it with the category of musi-cal instruments. Lacrosse can also be placed in one of the categories. Check your dictionary if you don’t know its meaning.

You are now going to study an especially inter-esting category of words, words for signals. Words for signals are very important when you follow or give directions. Analyze this sentence: Stop what you are doing and come over here. What are the two most important words in this sentence? The answer is stop and come. These words tell a person what to do.

Hello You’reWelcome

GoodbyePleaseThank

you

Good morning

Good night

The Nature of English | Unit 5

6| Section 1

7th Grade

Old English literature. Scholars can only esti-mate the amount and kinds of Anglo-Saxon lit-erature that has been written. Because of time, wars, and a scarcity of written manuscripts, only a small body of Anglo-Saxon literature survived. The poems, sermons, riddles, charms, and gnomic verses that did survive are pre-served in manuscripts copied by monks many years after these works were actually written.

Some manuscripts and artifacts of this period are still being discovered by scholars and archaeologists. One such find at Sutton Hoo, in 1939, uncovered an Anglo-Saxon ship-burial dating back to the mid-seventh century. The dishes, helmets, swords, jewelry, and the religious articles found at Sutton Hoo fit the descriptions of such artifacts in many Anglo-Saxon poems, especially in Beowulf. Archaeol-ogy, more than any other discipline in this cen-tury, has helped scholars and others interested in the Anglo-Saxons to understand that the Anglo-Saxons had a refined, intelligent culture. This culture was unlike that of other countries at the time and was destroyed ultimately by the Norman Conquest.

The Anglo-Saxon literature that did survive proves that these people were creative poets and storytellers. Many of the Anglo-Saxon poems are elegies, or poems written about such serious subjects as the shortness of life and the certainty of death.

The reasons for this emphasis on the shortness of life were the harsh living conditions and the threat of war endured by even the wealthiest men. The weather was cold and damp, espe-cially in the winter. Sickness and Viking raids were a constant threat. Under such conditions, these people became very much aware of suffering and death. To make life a little easier, men banded together in groups under a leader. The leader would take care of the men and their families, if the men would promise to help their leader in time of war. This group of men and their leader was called the comitatus. To

live outside the comitatus was very lonely and dangerous.

Most Anglo-Saxon poetry was probably com-posed between the sixth and eighth centu-ries. Most of the authors are unknown. These poems survive, however, only in manuscripts written down about the year 1000.

Anglo-Saxon prose and a few Anglo-Saxon poems were written between the time of Alfred the Great (849-899) and the Norman Conquest (1066). These works often can be traced to a specific author.

The oldest Anglo-Saxon poem is probably “Widsith,” a poem about a wandering scop, or poet, who tells of great men and of places far away. Widsith is searching for a new leader.

Other Anglo-Saxon elegies also talk about men whose leaders have died and who are now searching for a new comitatus. One such poem is “The Wanderer.” It tells of an “eardstapa” (earth-stepper) whose leader has died. This man is now forced to wander from one group to another seeking a new leader. His loneli-ness and his search lead him to think about the passing nature of all things on earth. The wanderer, however, finally finds his strength in God.

“The Seafarer,” a poem about a seaman, also shows an older man thinking back on the life he once had at sea.

“The Ruin” is a poem about an ancient city. It, too, asks questions about the short life of worldly things.

The Anglo-Saxons wrote many sermons and religious works. Since the church and the monastic schools were the centers of learning, religious themes were absorbed into the liter-ature. Anglo-Saxon translations of the Bible in both prose and poetry exist today.

Riddles, charms, and wise sayings (gnomes) were also part of Anglo-Saxon literature. The riddles were very cleverly written. In each riddle

Unit 6 | Language and Literature

Section 1 |13

8th Grade

an object, an animal, or an element of nature would describe itself and then, ask, “What am I?”

The most famous Anglo-Saxon poem is the epic Beowulf. Beowulf is a very long poem that tells the story of a brave hero, Beowulf, and two important battles in his life. The first bat-tle takes place when Beowulf is still a young noble. He and his men go to help a Danish king, Hrothgar, whose kingdom is being stalked by a man-eating monster named Grendel. Beowulf defeats Grendel in a hand-to-hand fight. Soon after this victory Beowulf defeats Grendel’s mother who had attacked the king’s men in order to avenge Grendel’s death.

The second fight takes place about fifty years after the first one. Beowulf, a king himself, has to fight a fire-breathing dragon that is attacking his kingdom. Beowulf knows that this battle with the dragon will mean death, but he goes out in spite of this knowledge to save his people.

The Anglo-Saxon period holds a rich heritage for all English speaking people. This period is beginning to be recognized as an important historical period because of recent discoveries that prove the richness of its culture.

Match these items.

1.25 ________ Beowulf a. riddle

1.26 ________ comitatus b. elegy

1.27 ________ “Wanderer” c. epic

1.28 ________ Sutton Hoo d. wise-saying

1.29 ________ gnomes e. leader and men

f. ship-burial

Language and Literature | Unit 6

14| Section 1

8th Grade

1. BASIC READING SKILLSIn the first section of this LIFEPAC, you will be working on particular reading skills that will improve your reading comprehension. An understanding of paragraph organization and the ability to make generalizations based on what you read will help you to understand

more of what you read and to study more efficiently. You will also find that reading for pleasure is more enjoyable if you do not have to reread sentences or paragraphs in order to understand the author’s message.

SECTION OBJECTIVES


1. Locate the main idea of a paragraph.

2. Write an appropriate topic sentence for a paragraph that has no stated main idea.

3. Recognize the common patterns for organizing details in a paragraph.

4. Identify signal words that suggest the pattern of paragraph development.

5. Make generalizations based on the information given in a paragraph.

VOCABULARY


generalization (jen´ ur u lu zā shun´). A general statement inferred from particular facts.

perspective (pur spek´ tive). A mental view, outlook or prospect.

secretary (sek´ ru ter´ ē). A writing desk with a set of drawers and, often, with a shelf for books.

spatial (spā´ shul). Of or having to do with space or area, occupying space.

Note: All vocabulary words in this LIFEPAC appear in boldface print the first time they are used. If you are not sure of the meaning when you are reading, study the definitions given.

Pronunciation Key: hat, āge, cãre, fär; let, ēqual, tėrm; it, īce; hot, ōpen, ôrder; oil; out; cup, pu·t, rüle; child; long; thin; /ŦH/ for then; /zh/ for measure; /u/ represents /a/ in about, /e/ in taken, /i/ in pencil, /o/ in lemon, and /u/ in circus.

FINDING THE MAIN IDEAMost prose, whether found in a newspaper, a novel, or a textbook, is divided into paragraphs. To understand completely what you are read-ing, you must learn to understand the structure of paragraphs and the logic that this structure lends to the meaning of the work as a whole. The two basic parts of a paragraph are the main idea and the supporting details.

The author’s point or purpose, the main idea, is usually stated in a single sentence. The other sentences in the paragraph which support, explain, or prove the main idea, are called sup-porting details. The main idea and the support-ing details form a cohesive unit.

The sentence that states the main idea in a paragraph is called the topic sentence because it announces a topic, or subject, of the paragraph.

Unit 4 | Reading with Skill

Section 1 |5

9th Grade

Write the correct answer in the blank.

1.1 The main idea is usually stated in the ___________________ .

1.2 The sentences that expand or explain the main idea are called

__________________________________________ .

Complete this activity.

1.3 Turn back to the section introduction. Study the first three paragraphs to determine which sentence is the topic sentence. Compare your answers with a friend’s. If the friend disa-grees with you, defend your answer.

Friend’s name _________________________________

Each time a new topic is discussed, a new paragraph must be introduced. If you were assigned an essay on “The Disadvantages of the Automobile,” you might wish to discuss three different topics: cost, safety, and environmental considerations. The body of your essay would have three paragraphs. Each paragraph would have its own topic sentence stating the purpose or main idea. Each paragraph would have sup-porting details relevant to its own topic sen-tence. In the paragraph on cost, for example, you would present your main idea on cost and support it with appropriate points. You would

not discuss either safety or environment in the paragraph on cost.

Usually the topic sentence is the first sentence in the paragraph. It announces the subject to be discussed and is followed by details that expand and explain the main idea. Suppose that you were keeping a diary and sat down to make your daily entry. Your first sentence might be, “I certainly had a good day.” You might then tell about your A on the history exam, the part-time job you found, and the game your team won. The sentences contain-ing this information would serve as supporting details explaining why your day was good.

Reading with Skill | Unit 4

6| Section 1

9th Grade

Section ObjectivesReview these objectives. When you have completed this section, you should be able to:

1. Identify and use an adjective, adverb, or noun clause in a complex sentence.

2. Name the words that introduce each kind of subordinate clause.

3. Explain the proper placement for each kind of clause.

4. Distinguish the relationships between subordinate clauses and the main clause.

5. Indicate the various functions of a noun clause.

6. Formulate each of the types of clauses from other groups of words.

VocabularyStudy these words to enhance your learning success in this section.

nonrestrictive

restrictive

Note: All vocabulary words in this LIFEPAC appear in boldface print the first time they are used. If you are unsure of the meaning when you are reading, study the definitions given in the glossary.

1. SUBORDINATE CLAUSESNot every idea is equal in importance to every other idea. Subordinating a less important idea to a main idea will simplify the expression and will indicate the relative importance of these ideas.

Subordinate, or dependent, clauses are not new to you. This section will bring into focus

the characteristics of each kind of clause and will reinforce your skills in detecting the adjec-tive clause, the adverb clause, and the noun clause. Your work in this LIFEPAC will help you gain confidence, not only in recognizing subor-dinate clauses but also in using them in your writing.

Unit 6 | Language Structure and Reading Skills

Section 1 |5

10th Grade

ADJECTIVE CLAUSESAdjective clauses are dependent clauses; that is, they each have a subject and a verb, but the introductory word makes the adjective clause dependent upon the main clause. All adjective clauses modify nouns or pronouns.

The adjective clause is placed immediately after the noun or pronoun it modifies. The only word group that can come between the clause and the word it modifies is a prepositional phrase. If a clause follows a noun, it is probably an adjective clause. However, an adjective clause must describe, limit, or qualify the noun or the pronoun it follows.

Adjective clauses are usually introduced by one of these relative pronouns: who, whom, whose, which, or that.

Examples: The one who perseveres will succeed. (Who is the subject of perseveres.) Here is the jacket that I borrowed. (That is the direct object of borrowed.)

Both clauses modify the noun immediately preceding them.

An adjective clause may be introduced also by a relative adverb (subordinate conjunctions): where, when, or why.

Examples: The park where we camped is closed. The time when you are alone can be used for meditation.

Relative adverbs are also called subordinate conjunctions. Although subordinate conjunctions usually introduce adverb clauses, subordinate conjunctions may also be used as introductory words in an adjective clause. Introductory words may serve as subjects, complements, objects of the preposition within the clause, or as modifiers

Enclose each adjective clause with parentheses.

1.1 The tree that withstands winter winds is strengthened.

1.2 Take this letter that I have written to the post office.

1.3 We drove to Cleveland, where the game was being played.

1.4 Any person who plans to build a house should consider solar heating.

1.5 She went to the department where complaints are handled.

1.6 Everything comes to him who waits on the Lord.

Language Structure and Reading Skills | Unit 6

6| Section 1

10th Grade

During the investigative process, a person learns to select, evaluate, and analyze thefacts. A person also learns to think and to create a new and different way of looking at thesubject. In this sense the research paper is original and important enough to justify thework involved.

CHOOSING A SUBJECT

Choosing a suitable subject for a research paper is important. Because of the time thewriter will spend in researching the subject, the subject must be one that is interesting tothe writer. The subject should also be one that merits extensive research and one that canbe thoroughly developed in the number of words required.

In addition, the subject should be capable of being researched. A subject that has beenwritten about sparingly is a good choice for a doctoral student in college but is a poor choicefor a high school student. The high school student must rely on a variety of sources thathave been written by others. The subject must also be one that can be developed with facts.A personal subject that reflects the writer’s opinions is not suitable for a research paper.The history of a person’s life is also inappropriate for a research paper subject.

2

I. THE INVESTIGATIVE PROCESSI. THE INVESTIGATIVE PROCESS

Research is the process of investigating or seeking facts that will lead to the truth about something.That truth is assembled from the facts a person finds during the investigation.

The writer of a research paper discovers the facts about his or her subject by reading material relat-ed to the subject under investigation, taking notes from that material, and presenting the truth of the sub-ject in a paper.

In this section you will learn more about the investigative process. You will choose a subject for aresearch paper, formulate a thesis, and become acquainted with various general sources of information.

SECTION OBJECTIVES


1. Define the investigative process.

2. Describe the way to choose a subject for a research paper.

3. Define a thesis statement.

4. List three characteristics of a thesis statement.

5. Name major sources of information.

VOCABULARY


analyze facet pursue

cardiovascular microcosm ramification

evaluate

11th Grade

Complete this activity.

1.2 On the lines write the reason that each of the subjects you marked not appropriate in Activity 1.1is not appropriate. Indicate the letter of each inappropriate subject.

a. _______________________________________________________________________________________

b. _______________________________________________________________________________________

c. _______________________________________________________________________________________

3

Limit the Subject

Complete these activities.

1.1 Read the list of subjects. On the blank indicate the appropriateness of the subject for a researchpaper by writing appropriate and not appropriate.

a. ________________ My experiences at deep-sea fishing in San Diego, California.

b. ________________ Proper equipment for scuba diving.

c. ________________ The history of my hometown from 1800 to 1900.

d. ________________ The early life of Eleanor Roosevelt.

e. ________________ Why driver education should be offered free of charge at my high school.

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11th Grade

1

READING, RESEARCH, AND LISTENING SKILLSREADING, RESEARCH, AND LISTENING SKILLSAt the beginning of the seventeenth century, Francis Bacon said, “Reading maketh a full man; confer-

ence a ready man; and writing an exact man; and, therefore, if a man write little, he had need have a greatmemory; if he confer little, he had need have a present wit; and if he read little, he had need have muchcunning, to seem to know that he doth not.”

Those people who read usually know more than individuals who do not. Books and articles aboutcountless subjects can answer the questions that refuse to remain unanswered. George MacDonald said,“As you grow ready for it, somewhere or other, you will find what is needful for you in a book.” LaurenceStern, the English novelist, wrote, “The mind should be accustomed to make wise inflections, and drawcurious conclusions as it goes along.”

Jesus also made reference to the value of reading. In the time of Christ, only a few educated men wereable to learn from an inscribed page. When the Pharisees berated Jesus because the disciples picked cornon the Sabbath, He said in Matthew 12:3, ‘’Have ye not read what David did, when he was an hungered,and they that were with Him?”

Most people agree that reading is one of the most valuable ways to gain information. Improving yourreading skills should help you gain knowledge about God’s Word, as well as knowledge about secular sub-jects.

In this LIFEPAC® you will learn and practice some valuable study skills. The mastery of these skillswill help you in your future studies.

Three major skill areas included in this LIFEPAC are reading, research, and listening. As you work toincrease your reading comprehension, you will practice to develop your perceptual skills. You will practiceidentifying sentence meanings, main ideas, and supporting details. You will also draw conclusions fromimplied meanings.

As you learn to search for information, you will learn to use valuable research tools: indexes, diction-aries, magazines, directories, periodical databases, and the library cataloging systems.

The listening skills you will develop in this section will be extremely useful. You will learn more abouteffective note taking and following directions.

OBJECTIVES

Read these objectives. The objectives tell you what you will be able to do when you have success-fully completed this LIFEPAC.

When you have finished this LIFEPAC, you should be able to:

1. Demonstrate an improvement in your rate of word, sentence, and phrase recognition.2. Demonstrate an understanding of word and sentence meaning.3. Correctly identify the main idea of a paragraph.4. Identify the details that support a topic sentence.5. Correctly use the terms infer and imply.6. Make inferences, or draw conclusions, from material that does not make a direct statement.7. Use indexes efficiently.8. Choose and use the appropriate dictionary for a specific purpose.9. Use a table of contents as a means for evaluating a source.

10. Use directories correctly and effectively.11. Use periodical databases as an effective reference tool.12. Use library cataloging systems to locate books for special purposes.13. Take notes efficiently.14. Follow directions.

12th Grade

I. READING FOR COMPREHENSIONI. READING FOR COMPREHENSIONYour ability to read and to understand the material being read depends on many things: your visual

skills, your perceptual skills, your vocabulary, your purpose for reading, your mental capacity, your pastexperiences, your familiarity with the material, and many other things. In other words, reading is a com-plex process that involves physical, intellectual, and even emotional reactions.

In this section you will practice some reading skills in order to improve your comprehension. You willdevelop your perceptual skills by completing a series of timed word and phrase identification drills. Youwill practice identifying sentence meanings, main ideas, and supporting details. You will also gain prac-tice in drawing conclusions from implied meanings.

SECTION OBJECTIVES


1. Demonstrate an improvement in your rate of word, sentence, and phrase recognition.

2. Demonstrate an understanding of word and sentence meaning.

3. Correctly identify the main idea of a paragraph.

4. Identify the details that support a topic sentence.

5. Correctly use the terms infer and imply.

6. Make inferences, or draw conclusions, from material that does not make a direct statement.

2

Survey the LIFEPAC. Ask yourself some questions about this study. Write your questions here.

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RECOGNIZING WORDS AND PHRASES

In this section you will be introduced to the three types of exercises in this LIFEPAC:rapid word identification, rapid phrase identification, and rapid recognition of wordmeaning. These exercises all deal with a basic skill—visual perception. As you completethese exercises, you should increase the speed of your eye movements, and you should elim-inate any tendency to vocalize words.

You need to see correctly in order to read with any rapidity. When your eyes pause, thepauses (eye fixations) should be brief and accurate.

Some people think they must read a sentence word by word. Actually the most effectiveway to read consists of recognizing groups of words during each eye pause. Eye spanincludes all the words the reader can recognize during an eye pause. You can increase yourreading speed by decreasing the number of eye pauses you make per line and by increasingyour eye span. The exercises in this section can help you increase your reading speedwithout sacrificing comprehension.

Recognition. The following group of exercises will help you to recognize words morerapidly and to move your eyes in a more regular pattern, without backtracking. These drillsare designed to be practiced only two or three times at one sitting. After completing the firsttwo drills (1.1 and 1.2), turn to Identifying Sentence Meanings for the rest of the classperiod. In this way you will be building reading speed and comprehension at the same time.The next day use the next two or three drills as warm up exercises before resuming yourwork in Identifying Sentence Meanings. Continue in this way until you have finishedthe drills.

12th Grade

Enhance Your Homeschool with LIFEPAC

Now that you’ve had a chance to experience LIFEPAC, visit us anytime at www.aop.com to add the handy worktexts

to your curriculum collection.

To speak with a friendly curriculum advisor, call 800-622-3070. Our regular business hours are Monday through Thursday

from 7 a.m. to 6 p.m. (CT) and Friday from 7 a.m. to 5 p.m. (CT).

http://www.aop.com

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