English
Unit - 3
Question Bank
3.1 What are some to present evidences in your writing?
There are many ways to present your testimony. Usually, your evidence will be included as text on the body of your paper, such as a quotation, summary, or summary. Sometimes you can combine graphs, charts, or tables; quotes from interviews; or pictures or images with captions.
Quotations:
When you quote, you find the names of the other author as they are on the page. Here are some tips to help you decide when to use quotes:
1. Quote if you can't say better and the author's words are particularly clever, crafty, reading, otherwise, a good illustration of a point you make, or interesting in some way.
2. Quote when using an authoritative source and need the author's ability to support your point.
3. Quote when analysing a dictionary, tone, or author's use of a particular word or phrase.
4. Quote when taking a position based on the reader's specific understanding of what another writer has to say about the topic.
Be sure to introduce each quote you use, and always cite your sources. As with all pieces of evidence, the quotation cannot speak for itself. If you keep a paragraph with a quotation, it may be a sign that you have neglected to discuss the importance of the quotation in light of your dispute. It is important to avoid “multiple quotes,” that is, quotations that have already been thrown into your paper without presentation, discussion, or follow-up.
Paraphrasing:
When you make a paraphrase, you take a particular paragraph of text and enter it in your own words. Putting it in your own words does not mean changing or rearranging a few words of the author: to properly picture and avoid cheating, try to put your source aside and repeat a sentence or paragraph you just read, as if explaining it to someone else. Comparisons are different than a summary because a summary focuses on something, a very short text (such as a phrase, sentence, or paragraph). You will need to indicate when you pass someone else's text by pointing to your sources correctly, just as you would with an average.
When would you like to elaborate?
1. Paraphrase if you want to introduce a writer's position, but his first words are not optional.
2. Paraphrase if you support a particular point and need to draw somewhere in the text that supports your point - for example, where one paragraph in the source applies in particular.
3. Paraphrase where you want to present an author's perspective on a different topic for yourself or another author; you may deny certain points written in your own words after you have transferred your information.
4. Paraphrase where you want to comment on a specific example used by another author.
5. Paraphrase where you need to present information that may not be asked.
Summary
In summary, we provide an overview of the whole text, or at least a long portion of the text. Summary is useful when giving background information, your basis for argument, or citing a source as your argument. The summary is less restrictive than the aggregated information. It can be the most efficient way to enter a large number of sources if you don't have much space. If you summarize someone else's argument or opinion, make sure this is clear to the reader and cites your source accordingly.
Statistics, data, charts, graphs, pictures, images:
Sometimes the best evidence for your argument is the truth or the apparent representation of the truth. This kind of evidence can be a strong backbone of your argument, but you still need to create the context for your reader and draw the connections you want him to make. Remember that statistics, data, charts, graphs, images and images are all open for translation. Guide the reader through the translation process. Also, always, name the origin of your evidence if you have not produced what you use.
3.2 What are the various sources to find evidences to present in writing?
Below are some sources to find evidences:
- Print and electronic sources:
Books, magazines, websites, newspapers, magazines and selected films are some of the most common sources of scholarly writing. Our contribution to exploring print media will help you choose your print sources wisely, and the library has courses for exploring print media and websites.
A library can assist you in finding the right resources for the type of work you complete. Just visit the reference desk at Davis or the undergraduate library or chat with the librarian online (IM's screen name of the library undergradref).
- Observation:
Sometimes you can see exactly what you like, by watching, listening, touching, tasting, or smelling. Example, if you were asked to write about Mozart's music, you would listen to it; if your topic was the way businesses attract traffic, you can go look for windows in a shopping mall.
- Interviews:
Interviewing is a great way to gather information that you can't find with any other research. The discussion can provide expert opinion, birth or early experiences, and suggestions for further research.
- Research/ Survey:
Research allows you to find some of what a group of people think about a topic. Designing an effective survey and interpreting the information you receive can be challenging, so it's a good idea to check with your instructor before creating or administering the survey.
- Experiments:
Experimental data serve as the first form of scientific evidence. In a science experiment, you must follow certain guidelines for the discipline you are studying. In writing in other fields, illegal experiments can be admitted as evidence. Example, if you want to prove that dining options in a restaurant are influenced by gender stereotypes, you can ask your classmates to intentionally narrow down those options and look at others' reactions.
- Personal experience:
Use your experiences can be a powerful way to attract your readers. However, you should only use your experience when it is appropriate for your topic, your writing objectives, and your audience. Personal experience should not be your only means of proof in many papers, and some of the best instructions for using personal information at all. Example, the story about a microscope you received as a Christmas gift when you were nine years old probably doesn't apply to your biology report.
3.3 What is the importance of presenting evidences and examples?
Research requires us to critically evaluate the data and assess its reliability. Therefore, when we think about different things, we examine the key data and understand the most detailed definitions to explain our meanings. An important part of building our research narrative is providing evidence and supporting examples.
The type of evidence we provide can support our claims or leave readers confused or sceptical of our analysis. Therefore, it is important that we use the correct, logical and direct-reading phrases that clearly guide readers from one perspective to the next.
When to present evidence and examples:
Evidence and examples form the basis on which your claims can stand. Without evidence, your arguments lack credibility and teeth. However, the proof of the clothing list is not as good as failing to provide any materials or details that may support your conclusions. Therefore, when presenting examples, be sure to give careful testimony when needed and to use phrases that will act appropriately and clearly explain how the evidence supports your argument.
- You must present and link your arguments with the evidence where you are.
- State information other than "general information";
- Draw conclusions, make inferences, or recommend based on data;
- Requires clarification of the previous statement, and will be done effectively and illustratively;
- We discuss identifying examples of category representatives;
- Wish to differentiate ideas;
- Emphasize the point by emphasizing a particular situation.
Importance of Evidence and Examples.
Before you begin to gather information that you can use as evidence in your argument, you must make sure you understand the purpose of your assignment. If you are working on a lesson project, look carefully at the allotted time. It can give you clues as to what kind of evidence you will need.
Is the lecturer talking about specific books to use in writing your paper or the names of other authors who have written on your topic? How long should your paper be (longer works may require more or different evidence)? What themes or topics come to the text in the immediate time frame? Our contribution to understanding writing assignments can help you interpret your assignment. It's also a good idea to think about what is being said about the classroom assignment and to talk to your teacher if you need clarification or guidance.
3.4 What is the importance and structure of classification in writing?
Purpose of Classification in Writing
The purpose of classification is to break down broad topics into smaller, more manageable, more specific sections. We put things into our daily lives all the time, often without even thinking about it. It is important, however, to make sure that you use the same foundation for classification; otherwise, you can end up with items that fall into multiple categories. Mobile, for example, has now become part of a wider category. They can be classified as feature phones, media phones and smartphones.
The sub-categories, and the way these categories are structured, help us make sense of the world. Keep both of these things in mind when writing a dissertation essay.
Note: Choose topics that you are familiar with when writing classification paragraphs. The more you know about a particular topic, the more you can break it up into smaller, more interesting sections. Adding interest and insights will improve your split rankings.
The Structure of Classification in Writing:
The classification story or essay begins with the introductory section introducing a broader topic. The thesis should then explain how and why the topic is divided into groups. Take the first paragraph of an introduction.
Example: When people think of New York, they often think of New York City alone. But New York is actually a diverse place with a full range of activities, sightseeing and cultures to explore. To better understand the diversity of the state of New York, it is helpful to divide it into five distinct areas: Long Island, New York City, Western New York, Central New York, and Northern New York.
The thesis describes not only the paragraph and the paragraph below but also the idea of breaking it down into those sections. With this topic of classification, the author hopes to show his readers a different way of looking at the state.
Each body part of a subdivision is dedicated to fully reflecting each section. In the previous example, then, each New York state will have its own section.
The conclusion should bring back all the paragraphs and clauses again to show the reader the big picture. In the previous example, the conclusion could explain how the different perspectives and activities of each New York state add to its diversity and complexity.
3.5 What are the features and do’s and don’ts of definitive writing?
Features of Definitive Writing
• Definitions establish how people communicate ideas. They set the limits of a given speech.
• Context affects the meaning and use of words.
• The thesis of the meaning of the essay should clearly explain the author's interpretation of that word in a particular context.
• The categories of the body should explain the different parts of the meaning expressed in the thesis.
• The conclusion should draw all the elements of meaning together at the end and emphasize the thesis.
Do’s and Don’ts of Definitive Writing
- Avoid using the terms “there” and “there” in your description: “High Quality Management for all managers and employees agree. . ..” “The computer virus is there. . ..”
- Avoid circular definitions (repeating a defined word within a proclamation, the description itself): “A computer virus that destroys or disrupts software. . ..”
- Avoid using too narrow a description, which may improperly limit your paper: "Reggae music is sung on the Caribbean island of Jamaica..."
- Avoid explaining the word by quoting a dictionary or encyclopedia as that reduces your thoughts and ideas.
3.6 What is definitive writing? Describe its parts.
The purpose of the article may seem to be self-explanatory, simply to explain something. But explaining words in writing is often more complex than simply touching a dictionary. In fact, the way we interpret words can have far-reaching effects on individuals and groups. Finally, a descriptive article will share your unique insight into your chosen topic.
Example, Take a word like alcohol. The only way a person defines alcohol depends on their legal, behavioural and medical conditions. Attorneys may define alcohol in terms of its legal provisions; parents can define alcohol in terms of its behaviour; and doctors will explain alcohol addiction in terms of symptoms and diagnoses. Think, too, about the terms that people are used to discussing in our wider culture. How we define terms, such as marriage and climate change, has a significant impact on policy decisions and on the daily decisions. Think of the conversations a couple can have when words like commitment, respect or love need to be clarified.
Interpreting words within relationships, or other content, can be difficult at first, but as long as the meaning is established between two individuals or a group of people, it is easy to have productive conversations. Definitions, then, establish how people communicate ideas. They set the limits of a given expression, which is why it is so important. In what is described as a great compilation of essays, the author throws himself into a professional, aimed at an audience who knows little, perhaps very little, about the subject.
Note: When writing descriptive essays, avoid simple, incompatible words. Think of ideas, such as heroism, joy, or honesty, not material things. Definitions of ideas and suggestions, instead of concrete objects, are often flowing and conflicting, making for a more effective explanation.
Workplace Writing
Definitions play a very important role in all workplace. Take the name of sexual harassment. Sexual harassment is widely defined at the national level, but each company may have additional mechanisms that define it more. Knowing how your workplace describes and treats all sexual harassment allegations is important. Think again, how your company describes travel, manufacturing, or offerings.
He explains in terms of meaning, but he is the author of meaning. As you look at how to create your own article, it may be helpful to look at parts of the official description:
Parts of definition:
- Formal redefinition
- History
- The context
- Anger
- Same things
- Work
- Definitions
3.7 What are some methods of describing objects, places and events while writing?
Description is a tool that writers use to keep things live for their readers, to make sure their audience is fully immersed in the words on the page. Every time you tell someone a story, or when you tell someone something, you either use the description or you don't know it. The description is basically "I have a blue car" or "That beautiful baby" or "Flowers soften the sun's golden rays and start showing their bright colors". Descriptive words are used to provide more detail and provide more insight. In fact, commentary is a tool that allows many authors (and speakers) to show up instead of just saying, and enabling our readers to interpret our material.
There are two basic types of Objective and Subjective. The meaning of purpose is shown in the first two examples above; Provides a true account of the item. Co-explanation provides a personal examination of the details by selecting specific words and phrases, such as clarifying the colors in the example above. Vibration not only provides information on colors, but also gives the idea or judgment of the value in the description. Many interpretations provide a mixture of both, giving the audience an idea of the emotional state of the subject being described.
- Sensory details
However, every possible explanation uses sensory information as its basis. These are the five senses that attract attention, smell, sound, taste and touch. In fact, different studies prioritize different sensory details and do not require the use of all five senses for all subjects. We all recognize the importance of looking at detail as a tool, but we don't always know how important other details of interest are. However, think about how often you smell something and immediately think of something or someone else. You can smell freshly baked bread and think of your grandmother's kitchen or popcorn and think of theater. Listening to a phrase can make you think of an old friend or acquaintance. You can associate a certain kind of garment with the clothes you had as a child. When you take a bite of pepperoni you are reminded of your youthful parties. Sensory information actually plays a major role in keeping the narrative alive.
- Using Concrete description
Try to use specific, concrete definitions. For example, an author can write a beautiful description of a tree. However, he is very handsome. Instead, the concrete or modifier resistor will be strong and provide maximum impact. The reader needs image details to build up their heads, concepts that don't seem like a good analog for a real-world analog.
Here is a description of the tree: "The sun's rays illuminated the leaves around the rain, just as the afternoon sky dropped in the evening." The fine features of the tree are "shown" in concrete details rather than simply being pulled out. This gives the reader the illusion of an immediate experience, as opposed to a variety of dictionaries.
- Similes and Metaphors
One way to add descriptive language is to use similes and metaphors, to create an image in the readers' heads by comparing two objects with each other. Metaphors and metaphors help to make connections between two concepts, concepts, or objects that clarify or give new meaning.
A simile to compare using words like or. Usually two different things are compared. For example, bread was as dry as bone. Matching involves a piece of bread that is thick and white than a solid and white bone. The bones are usually dry, and so is the bread. These same characteristics are what make the metaphor successful.
A metaphor says one thing is something else. It's a comparison, but it does NOT use it as a comparison or to make comparisons. For example, my grandmother is an open book. Comparing this means that my grandmother is full of information she willingly shares with others.
To make a simile or metaphor, point to something like the sun, a tree, or a river, or an idea such as love, peace or wrath. Then think of something else with the same features. Decide whether the words "like" or "as" will help make the connection more understandable. An appropriate metaphor or metaphor will enable the reader to view both objects in a new way.
By adding metaphors and metaphors to the definition sheet, the author can attract readers' thinking and make writing more interesting to read. Icons and metaphors add spice to the descriptions. However, many pieces come in the form of metaphors and metaphors, so try to create comparisons specific to your particular topic.
3.8 What is scanning?
Scanning, like skimming, also uses keywords and organizational cues, but while the objective of skimming is a big picture view of the text, the objective of scanning is to locate and collect particular facts.
It is necessary to skim the text first to decide if it is likely to contain the facts you need. While skimming one should concentrate on table of contents, summaries, indexes, headings, and typographical cues. If after skimming it is established that the text has relevant information, it can be scanned.
Following are some rules to be kept in mind while scanning:
1. It is essential to know what one is looking for. If there is a keyword or a phrase attached to the topic, one should start with that word or phrase and begin the scanning process.
1. Only one keyword should be used during one scan. If there is a need for multiple keywords than multiple scans should be conducted.
2. The eyes should rapidly float around the page until the required keyword or phrase is found.
3. After finding the desired keyword, the text surrounding that keyword should be read carefully.
The process of scanning could be tiring as it requires a lot of concentration. One should not let their attention wander while scanning as they might lose track of the keyword or phrase. Scanning is very useful during research projects to find particular facts or fact-heavy topics.
3.9 What is scamming?
Skimming is the process of rapidly reading a text in order to get a general overview of the content. Skimming helps comprehend the general information within a text or a particular section of the text.
Before skimming, one should prepare oneself to read rapidly through the pages. One should not read every word; but special attention must be paid to typographical cues-headings, boldface and italic type, indenting, bulleted and numbered lists.
One should be alert for the names of people and places, key words and phrases, dates, nouns, and unfamiliar words.
Skimming involves the following steps:
1. First the table of content or the chapter overview must be read to get the structural overview of the text.
2. Main headings of each chapter must be glanced through. All headings of charts and tables must be read.
3. After glancing through headings, the whole introductory paragraph must be read followed by the first and last lines of each succeeding paragraph. For each paragraph, only the first few words of each sentence must be read to locate the central idea.
4. Words indicated with boldface or italics must always be read.
5.When something significant is found, the whole sentence containing it should be given priority. One should not waste time reading extraneous details while skimming.
6.All chapter summaries must be read at the end if provided.
Skimming may help understand the text at the most basic level but to get the complete idea of a topic it should always be read completely. Skimming is useful for reading news articles, finding source material for research papers, previewing and reviewing or getting a general idea from a long selection of texts.
Although skimming can save hours of work, it is not advisable to skim often. This is because while skimming one may miss important points or finer shades of meaning.
3.10 What are the rules for identifying tenses?
Rule 1
A past tense in the independent clause is always followed by a past tense in the subordinate clause.
Example: I found out that she was out of town.
However, there is an exception to this rule. When the independent clause in the past tense, the subordinate clause can be in the present tense if a universal truth is being stated by it.
Example: The children were taught that honesty is the best policy.
Another exception to this rule is when the word ‘than’ is used in the sentence to introduce the subordinate clause. In this case, the subordinate clause can be used in any tense irrespective of the tense of the independent clause.
Rule 2
If the tense used with the independent clause is in the present or future tense, the tense of the subordinate clause can be in any tense based on what needs to be conveyed.
Example: She is saying that she is alright. She says she is fine.
Rule 3
If the independent clause is in the future tense, the subordinate clause is not used in the future tense instead a subordinating clause beginning with when, until, before, after etc. is used.
Example: I will call you when dinner is ready. I shall wait until you return.
Rule 4
When the subordinate clause is introduced with the conjunction ‘that’, the following rules must be followed,
- ‘May’ should be used in the subordinate clause when the independent clause is in the present tense.
- ‘Might’ should be used in the subordinate clause when the independent clause is in the past tense.
Example: We eat that we may live. She tried to live so that he might have a chance at life.
Rule 5
When some phrases such as If only, wish that, what if, it is time are used, the clauses that follow it are always in the past tense.
Example: I wish I could eat another ice cream.
3.11 What are modifiers and how to identify them?
Modifiers are words that provide additional information about nouns, pronouns, verbs, and themselves to make those things more definite.
Modifiers can be classified into two main types: adjectives and adverbs.
MODIFYING WORD
A modifying word refers to the adjectives and adverbs that modify a word in a sentence and are defined by it respectively.
The modifier is an Adjective when the modified word is a noun.
Example:
- An outstanding choice for a sovereign summer holiday.
- These huge apartments are along an inland waterway in a quiet residential area.
- The friendly resort of Blue eyes with its stunning white sandy beach is only a short walk away.
An adjective modifies a noun. The physical and other qualities of the noun are expressed by the adjective (huge, quiet, friendly) and also the writer’s opinion or attitude (outstanding, stunning). The residual adjective classifies the area, tells us what type of area it is.
The modifier is an Adverb, if the modified word is a verb or adjective or any other adverb,
Example:
- The car in front of us was a police car.
- You were getting really impatient.
- They were going very slowly.
- They inspected the car thoroughly.
- Then you decided to overtake.
Here the adverbials add information about the noun car, the adjective impatient, the adverb slowly, the action inspected the car and the clause you decided.
Thus, knowing types of adjectives and adverbs will be an added advantage in correcting the sentences.
PLACEMENT OF MODIFIERS
Many phrases really load the sentences with information by supplying extra significance, tying loose strands together, and clearing up area of uncertainty. But, if the phrases and clauses aren’t correctly placed, things can get undisciplined and confusing.
A key to precise sentence construction is the proper placement of modifiers within a sentence:
Only one word or a group of words must be modified by a modifying phrase or clause, and should be placed as close as possible to the word(s) it modifies.
Incorrect: There is a clay figurine in the museum that is thousand years old.
In the given sentence the word museum is modified by using the clause ‘that is thousand years old’.
Correct: There is a clay figurine that is thousand years old in the museum.
Two kinds of problematic modifiers that exist in placement tests, they are known as misplaced modifiers and dangling modifiers.
Identifying Misplaced Modifiers
1. MISPLACED MODIFIERS
Many sentences in the first glance appear to be correct, but in the second reading, become confusing and unorganized due to misplaced modifiers.
Adverbs and prepositional phrases are the two most commonly misplaced modifiers. They include - however, only, just, even, almost, never, etc.
A. Adverbs with Verbs
In the adverb forms and adverbial forms, the adverb can be moved within a sentence to modify verb, adjective, or another adverb along with the noun phrases.
Example:
Consider these three sentences each having the word just in a different position:
- Jenny was just allowed to go back to work.
- Jenny was allowed to just go back to work.
- Just Jenny was allowed to go back to work.
As it can be seen the placement of the modifier 'just' completely changes the meaning in each of the three sentences.
The first sentence means that Jerry was recently allowed to go back to work.
The second sentence means that Jerry was only allowed to go back to work and nowhere else.
The third sentence means that only Jerry and no one else was allowed to go back to work.
When we’re writing, it’s important to put the modifier in the correct position to convey your intended meaning. Therefore, it is essential to note that the placement of one little adverb can dramatically change the meaning of a sentence.
B. Prepositional Phrase
In case of the ‘adverbial forms’, the prepositional phrase can modify (pro)noun, adjective or adjectival phrase, and verb as adverbial phrase.
Consider this example:
- He saw a house on the top of the hill with the help of telescope.
- He saw a house with the help of telescope on the top of the hill.
- He saw a house on the top with the help of telescope of the hill.
- With the help of telescope, he saw a house on the top of the hill.
To fix the error first try to answer for ‘He did what, where, with what’
With the help of telescope, he saw a house on the top of the hill is correct.
Sentence 1 to 3 positions the telescope with hill, house, top where ideology is incorrect.
C) Adjective Clause
As mentioned and dealt with adjective, it becomes our intention to identify the incorrect appearance of adjective or unintended meaning of adjectives.
Example
- My wife, which was bought in Mumbai city, wore her new scarf around her neck.
- My wife wore her new scarf, which was bought in Mumbai city, around her neck.
- My wife wore her new scarf around her neck, which was bought in Mumbai city.
- My wife wore, which was bought in Mumbai city, her new scarf around her neck.
To correct the error sketch the idea in brief – who or what was bought in Mumbai city
It is obvious that one can’t buy a wife or her neck, hence the correct modifying phrase should be placed near scarf. Therefore, the correct sentence would be ‘My wife wore her new scarf, which was bought in Coimbatore city, around her neck’.
2. DANGLING MODIFIERS
A dangling modifier is a modifier which is always incomplete, in terms of clauses, participles or infinitive phrases
A. Incomplete Clauses
It is necessary to turn a phrase into clause, to make it clear which word(s) are modified. Always suspect an ‘ing’ word of dangling if it’s near the front of a sentence.
Example 1:
Incorrect: While in my meeting, my mother called me.
Here the subject or the doer of the action is missing. Bring the subject, sequence the action and correction happens.
Correct: While I was in my meeting, my father called me.
Example 2:
Incorrect: Running fast to catch the train, my iphone fell out of my pocket.
Sketch the meaning, seems as if iphone is running fast to catch the train.
Correct: While I was running fast to catch the train, my iphone fell out of my pocket.
B. Dangling Participles
A participle that modifies unintended (pro)noun.
Example 1:
Incorrect: We were excited to see a pasture of wildflowers walking through the park.
Are the wildflowers walking through the park?
Correct: Walking through the park, we were excited to see a pasture of wildflowers.
Example 2:
Incorrect: After having declined the dessert, the waiter brought us the bill.
Hint word ‘us’, the doer is missing.
Correct: Having declined the dessert, we asked the waiter to bring us our bill.
Example 3:
Incorrect: Feeling better, the doctor said I could return to school.
Who was feeling better, the doctor or the speaker?
Correct: The doctor said, I who was feeling better could return to school.
C. Dangling Infinitives
An infinitive (to + verb), when serving as an adjective, that modifies an intended (pro)noun.
Example:
Incorrect: To recover from the accident, the doctor suggested some rest.
Who is recovering the doctor or the speaker?
Correct: According to the doctor, I need some rest to recover from the accident.
3.12 Give some examples of words derived from foreign languages in English?
English is part of the German branch of the family of Indo-European language, so why is it so influenced in Latin and Greek? Although the origin of the English languages was introduced in England at the beginning of the 5th century by people from Denmark and Germany, the language was not entirely different from what we speak today.
When the Normans, a number of French Catholics, invaded the British islands in 1066, they came with their two languages: Latin and French. Because they were a ruling party long after the invasion, English became the language of the weak, effectively forcing English speakers to accept Latin and French words in their own language to match. Since the Renaissance began, nearly 500 years later, many Latin words, as well as those of the Greeks, were included to make English a more '' learned 'language because of the Renaissance's emphasis on classics.
- Abacus:
Abacus is derived from the Greek word - abax, meaning "sand tray."
- Allegory:
Allegory is derived from Greek - allos meaning "other" and agora meaning gathering place (especially the market). Eventually words join and are linked to the verb to speak of one thing and another to mean another.
- Apricot:
The term comes from the French - abricot - and it was a bit confusing until the fifteenth century - it does not have a single simple etymology, but rather a mixture of many theories under consideration. But all these roads lead to Rome, from where that name - and fruit - began to spread throughout Europe.
- Addictive:
Slaves agreed to allow Roman soldiers to pay for a concert in battle they were considered addicted to. Finally, a person who was addicted to anything called addiction.
- Alarm:
From Italian, "All'arme" - "To arms!"
- Alcohol:
Alcohol is taken from an Arabic al-kuhl, which has meant that there is a very good antimony powder used for eye makeup. It voiced the idea of something so elegant and smooth, so the Arabic alchemists give the name of al-khul which brings in any insubstantial powder obtained by slow release (a direct conversion of a solid base into a vapor, or process of return), and thus for all computers available through the sanitization process.
- Algebra:
The name means "the science of equations" in English comes from an article by one of al-Khowarizmi's (see "algorithm"), "Ab his AL-JAHR w'almuqaBAlah", meaning, "The Science of Transportation and Sanitation/ Cancellation."
- Algorithm:
The name means "rules of computing" in English, which is based on al-Khowarizmi (Try saying it soon), an Arabic mathematician who lives around A.D. 825 who completed the best known numerical work using Arabic numerals.
- Appendix:
In Latin it means "the hanging part." The human supplement hangs at the end of a large stomach; appendices given at the end of the book.
- Assassin:
Assassin from the old Arabic word "hashshshin," means "person who loves hash," that is, marijuana. Earlier it was referring to a group of heroes who would smoke before the war.
- Asthma:
Latin for asthma, "asthma," meaning "asthma" and "hypertension." The Latin word is derived from the Greek that feels the same.
- Avocado:
Avocado from "awaguatl," the original American testicle name. The Spaniards got the word and used to refer to what we now call avocado.
- Ballot:
Ballot, an Italian word meaning "small ball or pebble or stone." Italian citizens voted by placing a small stone or ball in one of the many boxes.
- Barbarian :
Barbarian from "barbaroi" in Greek, meaning "babblers”.
- Bead:
Bead from the Old English "gebed," which means, "prayer."
- Beserk:
Beserk mainly comes from the Old Icelandic "berserkr," meaning "bear shirt."
- Biscuit:
Biscuit from mediaeval French 'Bis + cuit' which means 'double cooked'
- Boulevard:
Boulevard from (French) Boulevard; and Bulwark
- Bucolic:
From the Greek "boukolos," meaning "shepherd," from "bous," meaning "ox."
- Bulimia:
Bulimia comes from the Greek "bous" meaning "ox" and "limos," which means "starvation," probably because a person with Bulimia is hungry for beef.
- Cab:
Old Italian terminology for goat (cabra in Spanish).
- Calculate:
The calculation comes from calculus, the Latin word pebble.
- Cantar: (Spanish) Singing
From the Latin "Cantare," which means, "to sing often." Latin "Canere" simply means "to sing."
- Carnival:
Literal meaning: "Flesh, farewell." The end of "val" does not appear in the Latin "Vale." The modern Italian carnevale comes from the Old Italian "carnelevare"; levare = raise, place, remove. ) where people used to fast.
- Catharsis:
In Early Modern English, it is used in the sense of "cleaning." The concept of this name was still used as recently as 1803.
- Candidate:
From the Latin Candidus a word that means, "bright, shining, white, white." The ancient Roman members who were elected to this position wore bright white hats. The same name also spelled out the "firm", who are often not elected.
- Casarse : (Spanish, to marry)
From "casa," which means "house"; so is the English phrase, "to wrap."
- Cell:
Originally meant a monastery. It was Robert Hooke, who invented the first telescope. His first guess was the cork stem, which was made up of small columns. To him, the tiny fractions were like the little monasteries in which they lived, known as cells. Therefore, he called these microscopic building blocks "cells".
- Chapel:
From the Cape "Italian" Capella, since the original Chapel was where the cape ("capella") of the St. Martin of Tour was kept.
- Vulture and Chasm:
From the Greek "chainein," which means, "to soften"; So chaos was "just the beginning of the abyss" without the known universe we know.
- Champion; and Campus:
Check out Kampf
- Charlatan:
From the Spanish "charlar” for discussion /to chat.
- Cheers:
From the Greek "Kara" for "face," with Latin "Cara," and the French French "Chiere". So "Take courage," it means, "Put on a happy face."
- Chocolate:
It comes from the Spanish word for the same name, which came from the Nahuatl word (Aztecs language) "tchocoatl."
- Cider:
It comes from the Greek Greek sycamore, which came from an ancient Hebrew shekel, which means "any alcoholic beverage other than wine made to ferment fruit juice."
- Claim:
From the Latin "clamor", which is a judicial or public appeal raised on the discovery of sin.
- Conejo: (Spain) Rabbit
This Spanish word, meaning "rabbit," comes from the Latin word cuniculus, itself, which was taken in a letter from a previous Iberian name - according to Pliny the Elder - referring to both the animal and the scroll - and, by extension, any basement or trench. For its part, the name rabbit is a Flemish origin, and was originally used for small animals. The word used to refer to an old animal - in Flemish and Old English - was "cony" or "coney," which is derived from the cuniculus.
- Coward:
From Old French "coe" which means "tail." The OED adds, "The exact indication of the tail is uncertain: it may be an animal that 'turns tail' on a plane, or a practice in frightened animals to draw the tail between the hind legs: cf. The use of Heraldic in theory B 2. It is noteworthy that in the Old French version of Reynard the Fox , Coart is the name of a hare: this may be a descriptive adjective with regard to its zeal; it is closed, and that the word is then transferred to 'the heart of a hare.'
- Companion: Compañero (Spanish); Copain (French) Partner
From the Latin "Companionem," which was, "breadwinner" - "Con" (also) and "Pan" (bread) - your "partner" may have been someone to break bread with. "Look again to the Lord and take care of it.
- Cravate (French); Krawatte (German); Corbata (Spanish) Tie:
The names "Krawatte" (German), "cravate" (French) and "corbata" (Spanish), which all mean "human" tie, first appeared in the Napoleonic Wars when French troops entered the Crotia region, which, at that time, were part of the Holy Roman Empire. Evidently the Croatians were so capable of removing the German Habsburg yoke that they showed the victorious French troops a bouquet of flowers and ran to them and bound the scarlet threads in their uniforms as a gesture of goodwill. From them the name "Croat" or its variants appear to be attached to certain parts of Continental Europe.
- Cretin:
From the French "Crétin", which originally meant "Christian."
- The cup:
See Kopf
- Currant:
From the Corinthians
- Curfew:
From the French "couvrir feu," literally, "Cover the Fire."
- Daisy:
From "Eye of the Day." George Eddington writes, "Not special in itself, but Mata Hari also means" Eye of the day, "the young woman took the name because she lived in the Dutch East Indies and heard the natives so much in the sun. "
- Debonair:
French "good spirit." In the Middle Ages, people's lives were judged in part by the way they smiled. The person giving out “a good spirit” was viewed as a healthier and happier person.
- Deer:
From the Old English "deor," which means "animal."
- Demon: (German and English)
From the Greek "Daimon" this supernatural force is somewhere between humans and gods, without undesirable touch. An example would be the daimon of Socrates. The daimonans had a genius that did not conform to our modern ideas of good or evil: it was a natural force that could give clues about the circumstances and the critical actions.
- Denim:
The heavy cloth used for jeans was originally made in Nimes, France, as well as in Genoa, Italy (see jean). It was renamed Serge di Nimes - later reduced to di Nimes, which became denim.
- Derive:
From the Latin "De Rivus," "From the broadcast."
3.13 How are words derived from foreign languages using prefixes and suffixes? Explain with the help of examples.
English speakers today--or even people trying to find out English--can enjoy understanding a number of the derivatives, or parts of a word taken from other languages, like Latin and Greek. Since there are over 1,000,000 words within the English, it's impossible to memorize all of them. However, understanding some basic components of words and customary ones that are derivatives of the classical languages can assist you determine their meaning.
In some ways, a word is simply sort of a cake, made from different ingredients. You'll find out what a word means by watching its three parts. The root, or the foremost basic sort of the word that also has meaning, is what makes up the bottom of the word. Frequently something is going to be attached the start of a word to feature meaning, which is named a prefix. Suffixes are almost like prefixes, but instead come at the top of the word. For instance, if you study the word ''microbiology,'' you'll see it's composed of those three parts, all of Greek origin: a prefix, ''micro-'' (meaning ''small''); a root, ''bio'' (meaning ''life''); and a suffix, ''logy'' (meaning ''study of''). Understanding these parts can assist you determine that microbiology is that the ''study of small life forms.''
Many English words and word parts are often traced back to Latin and Greek. The subsequent table lists some common Latin roots.
Latin root Basic meaning Example words:
Latin root | Basic meaning | Example words |
-dict- | To say | Contradict, dictate, diction, edict, predict |
-duc- | To lead, bring, take | Deduce, produce, reduce |
-gress- | To walk | Digress, progress, transgress |
-ject- | To throw | Eject, inject, interject, project, reject, subject |
-pel- | To drive | Compel, dispel, impel, repel |
-pend- | To hang | Append, depend, impend, pendant, pendulum |
-port- | To carry | Comport, deport, export, import, report, support |
-scrib-, -script- | To write | Describe, description, prescribe, prescription, subscribe, subscription, transcribe, transcription |
-tract- | To pull, drag, draw | Attract, contract, detract, extract, protract, retract, traction |
-vert- | To turn | Convert, divert, invert, revert |
From the instance words within the above table, it's easy to ascertain how roots combine with prefixes to make new words. For instance , the basis -tract-, meaning “to pull,” can combine with variety of prefixes, including de- and re-. Detract means literally “to pull away” (de-, “away, off”) and retract means literally “to pull back” (re-, “again, back”). The subsequent table gives an inventory of Latin prefixes and their basic meanings.
Latin prefix | Basic meaning | Example words |
Co- | Together | Coauthor, coedit, coheir |
De- | Away, off; generally indicates reversal or removal in English | Deactivate, debone, defrost, decompress, deplane |
Dis- | Not, not any | Disbelief, discomfort, discredit, disrepair, disrespect |
Inter- | Between, among | International, interfaith, intertwine, intercellular, interject |
Non- | Not | Nonessential, nonmetallic, nonresident, nonviolence, nonskid, nonstop |
Post- | After | Postdate, postwar, postnasal, postnatal |
Pre- | Before | Preconceive, preexist, premeditate, predispose, prepossess, prepay |
Re- | Again; back, backward | Rearrange, rebuild, recall, remake, rerun, rewrite |
Sub- | Under | Submarine, subsoil, subway, subhuman, substandard |
Trans- | Across, beyond, through | Transatlantic, transpolar |
Words and word roots may also combine with suffixes. Here are examples/ instances of some important English suffixes that come from Latin:
Latin suffix | Basic meaning | Example words |
-able, -ible | Forms adjectives and means “capable or worthy of” | Likable, flexible |
-ation | Forms nouns from verbs | Creation, civilization, automation, speculation, information |
-fy, -ify | Forms verbs and means “to make or cause to become” | Purify, acidify, humidify |
-ment | Forms nouns from verbs | Entertainment, amazement, statement, banishment |
-ty, -ity | Forms nouns from adjectives | Subtlety, certainty, cruelty, frailty, loyalty, royalty; eccentricity, electricity, peculiarity, similarity, technicality |
Greek Latin Derivatives: Prefix and Suffix Starter List:
Most of these combining/ interactive forms can be used as either prefixes or suffixes. Examples are presented to illustrate current usage.
Prefixes | Derived From: | Meaning | Example |
a-, ab- | Latin | Off, from, down, away | Abduct, avert |
a-, an- | Greek | Not, without, less | Abiotic, anaerobic |
Actin- | G. Aktis | a ray, beam, spoke | Actinomycete |
Ad- | Latin | To, attached to, | Adsorption |
Aer- | Greek | Air | Aerobic |
Amphi- | Greek | Both, about, around | Amphibian |
Ana- | Latin | Away, through, again | Analysis |
Andro- | Greek | Man, male | Androgens |
Angio- | Greek | a vessel, closed container | Angiospermae |
Anthropo- | Greek | Referring to man | Anthropology |
Ant-, anti- | Greek | Against, away, opposite | Antibiosis |
Ante- | Latin | Before | Anteroom |
Ap-, aph-, apo- | Latin | From, off, separate | Apogee |
Aqua- | Latin | Water | Aquatic |
Arche-, archeo- | Greek | Ancient, primitive | Archeology |
Arthri-, arthro- | G. Arthron | Joint, jointed | Arthritis |
Asco- | G. Askos | Bag, sack, bladder | Ascospore |
Aureo- | L. Aureus | Gold colored | Aureomycin |
Auto- | G. Autos | Self | Autoimmune |
Bi- | Latin | Two, twice, double | Bipolar, binocular |
Bio-, bios- | Greek | Related to life | Biology, biocidal |
Blasto- | G. Blastos | An embryonic layer or cell | Blastomere |
Brachy- | Greek | Short | Brachycephalic |
Brad-, brady- | Greek | Slow, slowness | Bradycardia |
Bry-, bryo- | G. Bryon | Moss, mossy | Bryophyte |
Calic-, calix- | Latin | Cuplike | Calyx |
Cani-, canis- | Latin | Dog | Canine |
Cardia- | G. Kardia | Heart | Cardiac |
Carn- | L. Carnis | Flesh | Carnivore |
Carp- | L. Carpalis | Wrist, bones | Carpel |
Cata- | Greek | Decomposition, degradation | Catabolism |
Cell- | L. Cella | Small room | Cellular |
Cephal- | Latin | Head | Cephalic |
Chloro- | G. Chloros | Green, containing chloride | Chlorophyll |
Chroma-, chromo- | Greek | Colored | Chromosome |
Chron-, chrono- | G. Chronos | Time | Chronometer |
Circum- | Latin | Around, near, about | Circumnavigate |
Coel- | G. Koilos | Hollow cavity, belly | Coelom |
Col-, com-, con- | Latin | With, together | Combine, collide |
Contra- | Latin | Against | Contradict |
Crypto- | G. Kryptos | Hidden | Cryptogamic |
Cyano- | G. Kyanos | Dark blue, blue-green | Cyanobacteria |
Cyst- | G. Kystis | Bladder | Cystitis |
Cyt-,cyte-,cyto- | G. Kytos | Cell, a hollow vessel | Cytology |
De- | Latin | Undoing, removal of, from | Dehydration |
Den-, dent- | L. Dens | Tooth | Dentition |
Dendro- | Greek | Tree | Dendrochronology |
Derm-, derma- | Greek | Skin, hide | Dermatitis |
Deut-, deutero- | Greek | Second, secondary | Deuterium |
Di- | Greek | Double, twice, two | Disaccharide |
Dia- | Greek | Through, across | Diameter |
Diplo- | Greek | Twofold, double | Diploid |
Dis- | Latin | Apart, away | Dissolve |
Dorm- | Latin | To sleep | Dormant, dormitory |
Drom-, drome- | Greek | a running, racing | Dromendary |
e-, ec- | Latin | Out, out of | Efferent |
Eco- | G. Oikos | House, environment | Ecology |
Ecto- | G. Ektos | Outside | Ectoderm |
En-, endo- | G. Endon | Within, internal | Endoskeleton |
Entero- | G. Enteron | Intestine | Enterocolitis |
Entomo- | G. Entoma | Insect | Entomology |
Eo-, eos- | Greek | The dawn | Eocene, Eohippus |
Epi- | Greek | Upon, above, top | Epidermis |
Erythro- | Greek | Red | Erythrocyte |
Eu- | Greek | Proper, true, good | Eukaryotic |
Ex- | Latin | Out, from | Excise |
Exo- | Greek | Outer, external | Exoskeleton |
Extra- | L. Exter | Outside of, beyond | Extracellular |
Flagell- | L. Flagrum | Whip, whiplike | Flagellum |
Fuc-, fuco- | G. Phyktos | Seaweed, algae, lichen | Fucoxanthin |
Gamo- | G. Gamos | Sexual union | Gamogenesis |
Gastero-,gastro- | G. Gaster | Stomach, belly | Gastroenteritis |
Geno- | L.gene | Origin, development | Genotype |
Ge-, geo- | Greek | Earth | Geology |
Glu-, glyco- | Greek | Sweet, sugar | Glucose, glycogen |
Gon-,goni-,gono- | Greek | Reproductive, sexual | Gonorrhea |
Gymn-, gymno- | G. Gymnos | Naked, bare | Gymnosperm |
Gyn-,gyne-,gyno- | Greek | Woman, female | Gynecology |
Halo- | G. Hals | Salt | Halophile |
Haplo- | G. Haploos | Single | Haploid |
Heme-, hemo- | G. Haimo | Blood | Hematologist |
Hemi- | Greek | Half | Hemisphere |
Hepta- | Greek | Seven | Heptanes |
Herb- | L. Herba | Pertaining to plants | Herbicide |
Hetero- | Greek | Different, other, unlike | Heterozygous |
Hex-, hexa- | Greek | Six | Hexagonal |
Hipp-, hippo- | G. Hippos | Horse | Hippodrome |
Histo- | G. Histos | Tissue | Histology |
Holo- | G. Holos | Whole, entire | Holoblastic |
Homeo, homo- | Greek | Same, similar, like | Homogeneous |
Hyal-, hyalo- | G. Hyalos | Glassy, transparent | Hyaloids |
Hydr-, hydro- | Greek | Pertaining to water | Hydrolysis |
Hyper- | Greek | Above, more, over | Hyperactive |
Hypo- | Greek | Below, less, under | Hypodermic |
Ichthy-,ichthyo- | Greek | Referring to fish | Ichthyology |
Inter- | Latin | Between | Intercellular |
Intra- | Latin | Within, inside | Intracellular |
Intro- | Latin | Inward, within | Introvert |
Iso- | Greek | Equal, same | Isotonic |
Kine- | Greek | Movement, moving | Kinetics |
Leuc-, leuk- | Greek | White | Leucocyte |
Lycan- | G. Lykos | Wolf | Lycanthropy |
Macro- | Greek | Large, big, long | Macromolecule |
Man-, manu- | Latin | Hand | Manual |
Mastig- | G. Mastigos | Whip | Mastigophora |
Meg-, mega- | Greek | Great, large | Megabyte |
Melan-,melano- | Greek | Black, dark | Melanin |
Mero- | G. Merus | Part, piece | Meroblast |
Mes-, meso- | G. Mesos | Middle, in between | Mesoderm |
Met-, meta- | Greek | Later, following, changed in position or form | Metamorphosis |
Micro- | G. Mikros | Small | Microbiology |
Milli- | Latin | a thousandth part | Millimeter |
Mio- | G. Meion | Less, smaller | Miocene |
Mito- | G. Mitos | Thread | Mitosis |
Mon-, mono- | Greek | One, single | Monocular |
Morph- | Greek | Shape, form | Morphology |
Mor-, mort- | Latin | Die, death, | Mortality |
Muc-, muco- | Latin | Consisting of many units | Multicellular |
Mus- | Latin | Mouse, as one running | Muscle |
Myco-, mykos- | Greek | Fungus, mushroom | Mycology |
Myo- | G. Mys | Muscle | Myoglobin |
Myxo- | Greek | Slime, mucus | Myxomycetes |
Nemato- | Greek | Thread, threadlike | Nematode |
Neuro- | Greek | Name | Nomenclature |
Ob- | Latin | Against | Obtuse |
Octa- | Greek | Eight | Octopus |
Olig-, oligo- | Greek | Few, small, less | Oligarchy |
Omni- | Latin | All, everywhere | Omnipotent |
Oo- | Greek | Pertaining to an egg | Oocyte |
Ophthalmo- | Greek | Referring to the eye | Ophthalmologist |
Opisth-,opistho- | Greek | Behind, backwards, back | Opisthobranchia |
Orni-, ornitho- | Greek | Bird | Ornithology |
Orth-, ortho- | Greek | Straight | Orthodontist |
Osteo- | Greek | Bone | Osteocyte |
Oto- | Greek | Referring to the ear | Otology |
Ova-,ovi-,ovul- | Latin | Egg | Ovary, oviduct |
Paleo- | Greek | Old, ancient | Paleontology |
Para- | Greek | Beside, near, beyond | Parasitism |
Path-, patho- | Greek | Disease, suffer | Pathogenic |
Ped-, pedi- | Latin | Foot | Pedicure |
Penna-, pinna- | Latin | Feather, feathery | Pinnate |
Pent-, penta- | Greek | Five | Pentagon |
Per- | Latin | Through | Pervade, peruse |
Peri- | Greek | Around, surrounding | Perimeter |
Pher- | Greek | Bearing, carrying, support | Pheromone |
Phil- philo- | Greek | Loving, attracted to | Philanthropy |
Phob- | Greek | Fear, fearing | Phobic |
Photo- | Greek | Pertaining to light | Photosynthesis |
Phyco- | Greek | Seaweed, algae | Phycology |
Phylo- | Greek | Tribe, race, related group | Phylogeny |
Phyto- | Greek | Pertaining to plants | Phytohormone |
Plasm-, plasma- | Greek | Formative substance | Plasmablasts |
Plati-, platy- | Greek | Flat | Platypus |
Pleio- pleo- | Greek | More, many | Pleiomorphic |
Pod-,poda-,podi- | Greek | Foot | Podiatrist |
Poly- | Greek | Many | Polyhedron |
Post- | Latin | After | Postnatal |
Pre- | Latin | Before | Prenatal |
Preter- | Latin | Beyond | Preterhuman |
Prim- | Latin | First | Primary |
Pro- | Greek | Before, on behalf of | Proboscis |
Pro- | Latin | Forward | Progressive |
Proto- | Greek | First, primary | Protozoa |
Pseudo- | Greek | False | Pseudopod |
Psilo- | Greek | Bare, mere | Psilopsida |
Pteri-, ptero- | Greek | Fern, feather | Pteridophyte |
Quadr-, quadri- | Latin | Four | Quadruped |
Radi- | Latin | Ray, spoke of wheel | Radial |
Re- | Latin | Back, again | Repeat |
Retro- | Latin | Backward | Retroactive |
Rhiz-, rhizo- | Greek | Pertaining to roots | Rhizoids |
Rhod-, rhodo- | Greek | a rose, red | Rhodopsin |
Rota- | Latin | Wheel | Rotate |
Sapr-, sapro- | Greek | Rotten, putrid, dead | Saprobe |
Sarc-, sarco- | Greek | Flesh, fleshy | Sarcoma |
Schiz-, schizo- | Greek | Split, splitting | Schizocoel |
Se- | Latin | Apart | Secede |
Semi- | Latin | Half | Semicircle |
Soma-, somato- | Greek | Body | Somatic |
Sperma-,spermato- | Greek | Seed | Spermatozoa |
Sporo- | Greek | Spore | Sporophyte |
Staphylo- | Greek | Bunch of grapes | Staphylococcus |
Stoma- | Greek | Mouth | Stomata |
Strepto- | Greek | Twisted, string of | Streptococcus |
Sub- | Latin | Below, under, smaller | Subapical |
Supra-, super- | Latin | Above, over | Supernova |
Sym-, syn- | Greek | Together, with | Synthesis |
Taxi-, taxo- | Greek | To make order, arrangement | Taxonomy |
Tel-,tele-,telo- | Greek | Distant, end | Telophase |
Terra-, terre- | Latin | Land, earth | Terrestrial |
Tetra- | Greek | Four | Tetrapod |
Therm-, thermo- | Greek | Heat | Thermometer |
Thigmo- | Greek | Touch | Thigmotaxis |
Trans- | Latin | Across, through, over | Transfer |
Tri- | Latin | Three | Triangle |
Tricho- | Greek | Hair | Trichocyst |
Triplo- | Latin | Triple | Triploid |
Troche-, trocho- | Greek | Wheel, hoop | Trochophore |
Tropho- | Greek | Nourishment | Trophoblast |
Ultra- | Latin | Beyond, exceedingly | Ultraconservative |
Uni- | Latin | Consisting of one | Unicellular |
Vice- | Latin | In place of | Vice-president |
Vid-, vis- | Latin | See | Vision |
Xen-, xeno- | Greek | Dry, desert | Xerophytes |
Zoo- | Greek | Animal, life | Zoology |
Zyg-, zygo- | Greek | To join together | Zygote |
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Suffixes | Derived From: | Meaning | Example |
-biosis | Greek | Mode of living, way of life | Symbiosis |
-blast | Greek | Formative, embryonic | Mesoblast |
-chaeta-, -chete | Greek | a bristle | Polychaeta |
-chrome | Greek | Color | Mercurochrome |
-cidal, -cide | Latin | Killer, a killing | Insecticide |
-cocci, -coccus | Greek | Round, seed, kernel | Streptococcus |
-cyst | Greek | Pouch, sac | Trichocyst |
-dactyl | Greek | Finger | Pentadactyl |
-derm, -dermis | Greek | Skin, layer | Epidermis |
-elle, -ule, -la, -le, -let, -ole | Latin | Small, diminutive endings | Globule, piglet |
-emia | Greek | Blood disease | Anemia |
-fer | Latin | Bearer, producer, carry | Conifer, transfer |
-gamous, -gamy | Greek | Marriage, sexual fusion | Polygamy |
-gen, -geny | Greek | Origin, production | Progeny, hydrogen |
-genesis | Latin | Origin, development of | Embryogenesis |
-gony | Latin | Something produced | Cosmogony |
-graph | Greek | Drawing, writing | Chromatograph |
-hedral, -hedron | Greek | Side | Polyhedral |
-hydrate | Greek | Compound formed by union of water with other substance | Carbohydrate |
-ism | Greek | Act, practice or result of | Terrorism |
-ite | Latin | a division or part | Somite |
-itis | Greek | Inflammation or infection | Appendicitis |
-jugal, -jugate | Latin | To yoke, join together | Conjugate |
-logy | G. Logos | Science or study of | Biology |
-lysis, -lytic | Greek | Loosening, separation, splitting into smaller units | Photolysis |
-mer, -merous | G. Meros | a part, piece | Polymer |
-meter | G. Metron | a measurement | Diameter |
-morph | Greek | Form | Endomorph |
-mycin | Greek | Derived from a fungus | Aureomycin |
-nomy | Greek | Systematized knowledge of | Astronomy |
-oma | Greek | Timorous | Carcinoma |
-osis, -otic | Greek | Abnormal condition, disease | Neurosis |
-phage | Greek | Eater | Bacteriophage |
-phase | Greek | a stage or condition | Metaphase |
-phil, -phile | Greek | Fear, fearing | Hydrophobia |
-phor, -phore | Greek | Bearing, carrying, supporting | Sporangiophore |
-phyll | Greek | Leaf | Chlorophyll |
-phyta, -phyte | Greek | Plant | Epiphyte |
-plasm | Greek | Formative substance | Cytoplasm |
-plast | Greek | Organized particle, granule | Chloroplast |
-pod, -poda | Greek | Foot | Arthropod |
-some | Greek | Body | Chromosome |
-stasis | Greek | a stationary position | Homeostasis |
-stat, -static | Greek | Stationary, still | Hemostat |
-stomy | Greek | Opening into | Colostomy |
-therm | Greek | Heat | Homeotherm |
-thes, -thesis | Greek | Arrangement, in order | Hypothesis |
-tom, -tomy | Greek | Dividing, surgery | Lobotomy |
-trope, -tropic | Greek | Turning | Phototropic |
-vor, -vore | L. Vorare | Feeding | Carnivore |