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sufficiency of evidence used to support or oppose an argument. #0;3 3003.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3003.5.6 Distinguish between evidence which is directly stated and evid...
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sufficiency of evidence used to support or oppose an argument. #0;3 3003.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3003.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3003.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3003.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
English III Page 2 #0;3 3003.1.9 Demonstrate understanding <span class="highlight">of</span> common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>
3
0
http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3
English III Page 3 SPI 3003.1.13 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>, cause célèbre
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13
sufficiency <span class="highlight">of</span> evidence used <span class="highlight">to</span> <span class="highlight">support</span> or oppose an argument. #0;3 3003.5.5 Identify established methods (e.g., scientific, historical) used <span class="highlight">to</span> distinguish between factual claims and opinions. #0;3 3003.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3003.5.7 Identify false premises and explain the role they play <span class="highlight">in</span> argumentation. #0;3 3003.5.8 Analyze common logical fallacies (e.g., appeal <span class="highlight">to</span> fear, personal attack {<span class="highlight">ad</span> hominem
14
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
<span class="highlight">in</span> text. SPI 3003.5.2 Choose a logical word <span class="highlight">to</span> complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships <span class="highlight">in</span> text. SPI 3003.5.5 Select the persuasive device used <span class="highlight">in</span> an <span class="highlight">ad</span> or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse <span class="highlight">of</span> statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal <span class="highlight">to</span> fear, personal attack {<span class="highlight">ad</span> hominem}, false dilemma, false analogy
20
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=20
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=20
parody, satire, parable, paradox, symbol, and foreshadowing. #0;3 3003.8.17 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole). #0;3 3003.8.18 Use prior knowledge and explicit study <span class="highlight">to</span> identify the meaning <span class="highlight">of</span> biblical, classical, cultural, historical, and literary allusions, especially those which may be more obscure or extended (e.g., references <span class="highlight">to</span> Phaeton and Icarus <span class="highlight">in</span> Dante’s Inferno). #0;3 3003.8.19 Identify the meaning <span class="highlight">of</span> metaphors <span class="highlight">based</span> on
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sufficiency of evidence used to support or oppose an argument. #0;3 3005.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3005.5.6 Distinguish between evidence which is directly stated and evid...
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sufficiency of evidence used to support or oppose an argument. #0;3 3005.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3005.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3005.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3005.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem
2
0
http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2
English IV Page 2 #0;3 3005.1.7 Use the origins, history, and evolution <span class="highlight">of</span> words and concepts <span class="highlight">to</span> enhance understanding. #0;3 3005.1.8 Demonstrate understanding <span class="highlight">of</span> foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie
11
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11
sufficiency <span class="highlight">of</span> evidence used <span class="highlight">to</span> <span class="highlight">support</span> or oppose an argument. #0;3 3005.5.5 Identify established methods (e.g., scientific, historical) used <span class="highlight">to</span> distinguish between factual claims and opinions. #0;3 3005.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3005.5.7 Identify false premises and explain the role they play <span class="highlight">in</span> argumentation. #0;3 3005.5.8 Analyze common logical fallacies (e.g., appeal <span class="highlight">to</span> fear, personal attack {<span class="highlight">ad</span> hominem
16
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=16
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=16
personification, hyperbole). #0;3 3005.8.18 Use prior knowledge and explicit study <span class="highlight">to</span> identify the meaning <span class="highlight">of</span> biblical, classical, cultural, historical, and literary allusions, especially those which may be more obscure or extended (e.g., references <span class="highlight">to</span> Phaeton and Icarus <span class="highlight">in</span> Dante’s Inferno). #0;3 3005.8.19 Identify the meaning <span class="highlight">of</span> metaphors <span class="highlight">based</span> on common literary allusions and conceits (e.g., the dogs <span class="highlight">of</span> war, a face that launched a thousand ships, flying too close <span class="highlight">to</span> the sun).
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0;93221.Inq.15 Design a model based on the correct hypothesis that can be used for further investigation. Chemistry I: Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop...
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0;93221.Inq.15 Design a model based on the correct hypothesis that can be used for further investigation. Chemistry I: Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications of technology improve the quality of life? Course Level Expectations Checks for
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http://www.state.tn.us/education/ci/sci/doc/SCI_3221.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3221.pdf#page=3
0;93221.Inq.15 Design a model <span class="highlight">based</span> on the correct hypothesis that can be used for further investigation. Chemistry I: Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries <span class="highlight">to</span> design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications <span class="highlight">of</span> technology improve the <span class="highlight">quality</span> <span class="highlight">of</span> life? Course Level Expectations Checks for
Microsoft Word - 06.029.0004.doc
(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., using print and non-print texts,...
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(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, people, libraries, databases, , computer networks), evaluating the usefulness and quality of information and ideas based on purpose, experiences, texts and graphics. (iii
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=9
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=9
(ii) Research <span class="highlight">multiple</span> sources <span class="highlight">to</span> deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety <span class="highlight">of</span> sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, people, libraries, databases, , computer <span class="highlight">networks</span>), evaluating the usefulness and <span class="highlight">quality</span> <span class="highlight">of</span> information and ideas <span class="highlight">based</span> on purpose, experiences, texts and graphics. (iii
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=23
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=23
proposals. (3) Benchmark 6-C: Evaluate the range and <span class="highlight">quality</span> <span class="highlight">of</span> evidence used <span class="highlight">to</span> <span class="highlight">support</span> or oppose an argument (including the use <span class="highlight">of</span> logos, ethos, pathos). (a) Grade 9 performance indicator: Use standard criteria <span class="highlight">to</span> evaluate the <span class="highlight">quality</span> and effectiveness <span class="highlight">of</span> evidence used <span class="highlight">in</span> oral or written communication. (b) Grade 10 performance indicators: (i) Identify, analyze and
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24
personal attack - “argumentum <span class="highlight">ad</span> hominem,” the appeal <span class="highlight">to</span> general opinion - “argumentum <span class="highlight">ad</span> populum,” and the false dilemma - assuming only two options when there are more available). (ii) Create and utilize criteria for critiquing one’s own work and the work <span class="highlight">of</span> others for unintended fallacies. (5) Benchmark 6-E: Understand the distinction between a deductive argument and an inductive argument <span class="highlight">in</span> order <span class="highlight">to</span> evaluate an argument’s effectiveness
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use of the material in the application of a technology. CLE 3205.T/E.4 Describe the dynamic interplay among science, #0;93205.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. #0;93205.T/E.2 Apply the engineering...
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use of the material in the application of a technology. CLE 3205.T/E.4 Describe the dynamic interplay among science, #0;93205.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. #0;93205.T/E.2 Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications. #0;93205.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93205.T/E.4
2
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http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=2
www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=2
use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3205.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among science, #0;93205.T/E.1 Distinguish among tools and procedures best suited <span class="highlight">to</span> conduct a specified scientific inquiry. #0;93205.T/E.2 Apply the engineering design process <span class="highlight">to</span> construct a prototype that meets developmentally appropriate specifications. #0;93205.T/E.3 Evaluate a <span class="highlight">protocol</span> <span class="highlight">to</span> determine the degree <span class="highlight">to</span> which an engineering design process was successfully applied. #0;93205.T/E.4
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idea or concept. a. Select an appropriate format to demonstrate understanding. b. Gather information from more than one source. c. Report information by paraphrasing, summarizing, and/or quoting from sources. d. Use informal citation to support inquiry. 14 Objective 3 (O...
Physics
a new technology. #0;93231.T/E.6 Present research on current engineering technologies that contribute to improvements in our daily lives. #0;93231.T/E.7 Design a series of multi-view SPI 3231.T/E.1 Distinguish among tools and procedures best suited to conduct a specifie...
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a new technology. #0;93231.T/E.6 Present research on current engineering technologies that contribute to improvements in our daily lives. #0;93231.T/E.7 Design a series of multi-view SPI 3231.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. SPI 3231.T/E.2 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. SPI 3231.T/E.3 Evaluate the overall benefit to cost ratio of a new
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http://www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=3
a new technology. #0;93231.T/E.6 Present research on current engineering technologies that contribute <span class="highlight">to</span> improvements <span class="highlight">in</span> our daily lives. #0;93231.T/E.7 Design a series <span class="highlight">of</span> multi-view SPI 3231.T/E.1 Distinguish among tools and procedures best suited <span class="highlight">to</span> conduct a specified scientific inquiry. SPI 3231.T/E.2 Evaluate a <span class="highlight">protocol</span> <span class="highlight">to</span> determine the degree <span class="highlight">to</span> which an engineering design process was successfully applied. SPI 3231.T/E.3 Evaluate the overall benefit <span class="highlight">to</span> cost ratio <span class="highlight">of</span> a new
Tennessee State Board of Education
improve the quality of life? Course Level Expectations CLE 3220.T/E.1 Explore the impact of technology on social, political, and economic systems. CLE 3220.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, ev...
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improve the quality of life? Course Level Expectations CLE 3220.T/E.1 Explore the impact of technology on social, political, and economic systems. CLE 3220.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3220.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3220.T/E.4 Describe the dynamic interplay among
4
0
http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=4
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=4
improve the <span class="highlight">quality</span> <span class="highlight">of</span> life? Course Level Expectations CLE 3220.T/E.1 Explore the impact <span class="highlight">of</span> technology on social, political, and economic systems. CLE 3220.T/E.2 Differentiate among elements <span class="highlight">of</span> the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3220.T/E.3 Explain the relationship between the properties <span class="highlight">of</span> a material and the use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3220.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=12
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=12
0;93256.Math.4 Determine the frequency, range, mode, median, and mean from a list <span class="highlight">of</span> data. #0;93256.Math.5 Utilize a graphing calculator or a computer program <span class="highlight">to</span> enter data and find basic statistics: frequency, range, means, mode, median, and standard deviation. #0;93256.Math.6 Solve for all variables <span class="highlight">based</span> on a formula. #0;93256.Math.7 Utilize trigonometric functions (sine, cosine, and tangent) <span class="highlight">to</span> solve simple vector problems. #0;93256.Math.8 Apply the laws <span class="highlight">of</span> sine and cosine <span class="highlight">to</span> solve vector
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=24
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=24
design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3258.T/E.3 Explain the relationship between the properties <span class="highlight">of</span> a material and the use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3258.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among science, technology, and engineering within living, earth-space, and physical systems. Checks for Understanding (Formative/Summative Assessment) #0;93258. T/E.1 Select appropriate tools <span class="highlight">to</span> conduct a scientific
33
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=33
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=33
design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3258.T/E.3 Explain the relationship between the properties <span class="highlight">of</span> a material and the use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3258.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among science, technology, and engineering within living, earth-space, and physical systems. Checks for Understanding (Formative/Summative Assessment) #0;93258. T/E.1 Select appropriate tools <span class="highlight">to</span> conduct a scientific inquiry
42
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=42
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=42
improve the <span class="highlight">quality</span> <span class="highlight">of</span> life? Course Level Expectations CLE 3220.T/E.1 Explore the impact <span class="highlight">of</span> technology on social, political, and economic systems. CLE 3220.T/E.2 Differentiate among elements <span class="highlight">of</span> the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3220.T/E.3 Explain the relationship between the properties <span class="highlight">of</span> a material and the use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3220.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among
50
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=50
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=50
0;93256.Math.4 Determine the frequency, range, mode, median, and mean from a list <span class="highlight">of</span> data. #0;93256.Math.5 Utilize a graphing calculator or a computer program <span class="highlight">to</span> enter data and find basic statistics: frequency, range, means, mode, median, and standard deviation. #0;93256.Math.6 Solve for all variables <span class="highlight">based</span> on a formula. #0;93256.Math.7 Utilize trigonometric functions (sine, cosine, and tangent) <span class="highlight">to</span> solve simple vector problems. #0;93256.Math.8 Apply the laws <span class="highlight">of</span> sine and cosine <span class="highlight">to</span> solve vector
Proposed New 19 TAC
traditional, and classical literature to 20th and 21st century American novels, plays, or films; and (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting. (3) Reading/Comprehension of Literary Text/...
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traditional, and classical literature to 20th and 21st century American novels, plays, or films; and (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g
15
0
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=15
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=15
traditional, and classical literature <span class="highlight">to</span> 20th and 21st century American novels, plays, or films; and (C) relate the main ideas found <span class="highlight">in</span> a literary work <span class="highlight">to</span> primary <span class="highlight">source</span> documents from its historical and cultural setting. (3) Reading/Comprehension <span class="highlight">of</span> Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements <span class="highlight">of</span> poetry and provide evidence from text <span class="highlight">to</span> <span class="highlight">support</span> their understanding. Students are expected <span class="highlight">to</span> analyze the effects <span class="highlight">of</span> <span class="highlight">metrics</span>, rhyme schemes (e.g
49
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49
include a ten- <span class="highlight">to</span> fifteen-minute investigative documentary, <span class="highlight">ad</span> campaigns, political campaigns, or parodies <span class="highlight">to</span> engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms. <span class="highlight">Source</span>: The provisions <span class="highlight">of</span> this §110.45 adopted <span class="highlight">to</span> be effective September 1, 1998, 22 TexReg 7549. §110.46. Independent Study <span class="highlight">in</span> English (One-Half <span class="highlight">to</span> One Credit). (a) Introduction. (1) Students enrolled <span class="highlight">in</span>
76
0
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=76
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=76
(4) The student demonstrates an understanding <span class="highlight">of</span> the economics <span class="highlight">of</span> publishing. The student is expected <span class="highlight">to</span>: (A) differentiate between advertising appeals and propaganda; (B) demonstrate understanding <span class="highlight">of</span> the type <span class="highlight">of</span> advertising such as classified, display, or public <span class="highlight">service</span>; and (C) understand general salesmanship <span class="highlight">in</span> selling student-produced publications. <span class="highlight">Source</span>: The provisions <span class="highlight">of</span> this §110.62 adopted <span class="highlight">to</span> be effective September 1, 1998, 22 TexReg 7549. Page 76 September 2008 Update
DRAFT
62 of 75 WORD BENCH SUFFIXES Noun Suffixes Adjective Suffixes -acy, acity---having the quality of -able, ible—worthy of or inclined to, able to -ance, ation, ion, ism, dom, ery, mony, ment, tion—quality, state, or condition -aceous, ative,...
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62 of 75 WORD BENCH SUFFIXES Noun Suffixes Adjective Suffixes -acy, acity---having the quality of -able, ible—worthy of or inclined to, able to -ance, ation, ion, ism, dom, ery, mony, ment, tion—quality, state, or condition -aceous, ative, ish, ive, itious—pertaining -ant, ac---one who -al—relating to -archy---government -cle—small -ard, art---one who does something to excess -escent—becoming -aster—inferiority or fraudulence -est—most -ate—state or quality of -ferous—bearing, producing -ation—action or
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=65
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=65
62 <span class="highlight">of</span> 75 WORD BENCH SUFFIXES Noun Suffixes Adjective Suffixes -acy, acity---having the <span class="highlight">quality</span> <span class="highlight">of</span> -able, ible—worthy <span class="highlight">of</span> or inclined <span class="highlight">to</span>, able <span class="highlight">to</span> -ance, ation, ion, ism, dom, ery, mony, ment, tion—<span class="highlight">quality</span>, state, or condition -aceous, ative, ish, ive, itious—pertaining -<span class="highlight">ant</span>, ac---one who -al—relating <span class="highlight">to</span> -archy---government -cle—small -ard, art---one who does something <span class="highlight">to</span> excess -escent—becoming -aster—inferiority or fraudulence -est—most -ate—state or <span class="highlight">quality</span> <span class="highlight">of</span> -ferous—bearing, producing -ation—action or
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