Braille Module 16 - Georgia Institute of Technologyprofitt.gatech.edu/drupal/sites/default/files... · PROFITT Curriculum Module # 16 — Whole and Part-Word Contractions Braille

Braille Module 16 Whole & Part-Word Contractions for and, for, of, the, and with LOC Lesson 4, Sections 4.3-4.5

PROFITT Curriculum Module # 16 — Whole and Part-Word Contractions

Braille Module 16-1

Braille Module 16

Whole & Part-Word Contractions for and, for, of, the, and with

Literary Lesson 4.3-4.5

Summary

Goal(s): The goal is for the students to gain an understanding of the whole and part-word contractions for and, for, of, the, and with.

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

By the end of this module, students should

be able to:

BS16.1: Know the dot formation and the rules pertaining to the whole-word contractions for and, for, of, the, and with.

BS16.2: Know the dot formation and the rules pertaining to the part-word

contractions for and, for, of, the, and with.

BS16.3: Review and test on the one cell whole-word contractions and the contractions for and, for, of, the, and with.

Instructor:

Braille instructor

Delivery Method(s):

Flash cards Lecture Classroom reading Discussion One-on-one reading

Hands on

Length:5 hours Three topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson 4.3 with EBAE XI.36a, 37 Lesson 4.4 with EBAE XI.38,38.b Lesson 4.5 with EBAE X.34

Take Away Message(s): In this lesson you learned five new contractions that can be used as whole words and parts of words. Watch how your braille takes up less and less space! As you spend time memorizing these contractions they will become easier for you to braille and spot when you are proofreading. Always keep in mind the people you are going to help by putting good, quality books in their hands. Study intensely and you will be a blessing to many, as well as helping yourself and loved ones.


Braille Module 16-2

Instructor Preparation

Title of Module: Whole and Part-Word Contractions for and, for, of, the, and with

The purpose of this module is to introduce whole and part-word contractions for and, for, of, the, and with that pertain to the braille codes. The students will also continue the process of structuring. This module will allow the students to continue the practice proofreading. The students will have a review and be tested on the information found in

Lesson 4.

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

Topic: Whole and Part-Word Contraction Time Allotted: 5 hours

A. Whole-Word Contractions for and, for, of, the, and with

(1.5 hours)

B. Part-Word Contractions for and, for, of, the, and with

(2 hours)

C. Review and Test

(1.5 hours)

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

1. LOC Manual

2. Drill book

3. EBAE

4. Index cards for making flashcards

5. Handouts: Lesson 4.3: Worksheet (16.A.1), Answers to Lesson 4.3:Worksheet (16.A.2), Lesson 4.4-4.5: Worksheet (16.B.1), Answers to Lesson 4.4-4.5: Worksheet (16.B.2), Lesson 4: Test (16.C.1) and Answers to Lesson 4: Test (16.C.2) (one copy of

answer sheets)

6. A copy of the Contraction Chart and answers

7. You will need a copy of Lesson 4 flashcards (Les4Flashcards.docx).

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


Braille Module 16-3

Classroom Preparation – steps to follow when setting up the learning environment

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

2. Have the classroom flashcards prepared for Lesson 4 and materials for the students to make their own.

3. Have chalk and erasure board ready for use.


Braille Module 16-4

Curriculum Content

A. Whole-Word Contractions for and, for, of, the, and with (1.5 hours)

Objective BS16.1: Know the dot formation and the rules pertaining to the whole-word


PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with section 4.3and EBAE XI.36.a, 37 pertaining to the whole-word contractions for and, for, of, the, and with and the general rules. They will

also be familiar with Drill 14.

You will need copies of: Lesson 4.3: Worksheet (16.A.1) and Answers to Lesson 4.3: Worksheet (16.A.2).

You will need a copy of Lesson 4 flashcards (Les4Flashcards.docx).

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

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

CONTENT PRESENTATION AND LEARNER PARTICIPATION

The instructor will use the classroom flashcards for the contractions and, for, of, the, and

with. Start out slowly and pick up speed. Hold each card up and allow the students to

shout out the contractions. Then allow time for you to call on the students’ one at a time.

This will help to allow each student to test their memory.

If time permits you may also want to review the flashcards for the one-cell whole-word

contractions the students learned in the prior lesson.

As a class the students will read and discuss LOC Manual: Lesson 4.3 and EBAE XI.36.a, 37 about the whole-word contractions for and, for, of, the, and with. They will also read about these contractions with punctuation and composition sings in Lesson 4.3a, in

hyphenated compound words in Lesson 4.3b, and with slashes in Lesson 4.3c.

Some reminders to the students:

“Remember that when the whole-word contractions for and, for, of, the, and with follow one another or the word “a”, they are joined — no space is left between them. For example: “for the” or “and with a” are brailled together without spaces in between. This is referred to as sequencing in braille manuals. (Another, not-so-common term for it is cuddling.) This means of saving space may be difficult to remember for you, so take extra care when applying this rule. Remember the


Braille Module 16-5

exceptions when you use these contractions with punctuation and composition

signs.”

Take turns as a class to read the braille (embossed) answers to Drill 14 from the Drill book. This will help the students to get a visual idea of reading the embossed copy.

Next students will complete Drill 14 on Page 4-5 using Perky Duck.

Some reminders to the students before they transcribe Drill 14:

“Structure your print copy carefully before you start to transcribe. Highlight the new contractions you have learned and mark them if you will be using the sequencing rule you learned. Proofread your own work before handing it to

someone else to proofread.”

The instructor will hand out the Lesson 4.3: Worksheet (16.A.1). This worksheet was created as a help tool and has 10 complete sentences for the students to highlight all the contractions they can find in the sentences. Remind the students to look in the rule book.

An answer key is included. Allow time to go over the worksheet and answer questions.

FOLLOW-THROUGH ACTIVITIES

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

students will fill in the boxes that pertain to the whole-word contractions for and, for, of,

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

allow for questions/answers.


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

the whole-word contractions for and, for, of, the, and with. Next we will learn how

these contractions are also used as the part-word contractions. Use the “note”

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

will save you valuable time when filled out correctly.

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

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

each time you learn new contractions.”

B. Part-Word Contractions for and, for, of, the, and with (2 hours)

Objective BS16.2: Know the dot formation and the rules pertaining to the part-word



Braille Module 16-6


The instructor will be familiar with LOC Manual: Lesson 4.4and EBAE XII.38, 38.b pertaining to the part-word contractions for and, for, of, the, and with and the general rules. They will also be familiar with LOC Manual: Lesson 4.5 and EBAE X.34 pertaining to

the rules for all part-word contractions. They will also be familiar with Drill 15.

You will need copies of: Lesson 4.4-4.5: Worksheet (16.B.1) and Answers to

Lesson 4.4-4.5: Worksheet (16.B.2).

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

Each student will need a copy of the Contraction Chart. The instructor will have a copy

of the Answers to the Contractions Chart (Contractionschart.xls).


As a class the students will read and discuss LOC Manual: Lesson 4.4 and EBAE XII.38, 38.b about part-word contractions for and, for, of, the, and with. They will read and

discuss LOC Manual: Lesson 4.5 and EBAE X.34 about rules for all part-word contractions.


“Keep in mind how the contractions for and, for, of, the, and with are used as parts of words wherever the letters they represent occur. Note that the use of these signs does not depend on pronunciation; whether the vowel is short or long, whether the consonant is hard or soft, or as in the case of the sign for of, whether

the o is part of a double vowel, as in roof.

Remember: When these contractions are used as parts of words, those words

cannot be joined to other whole word contractions.

In future lessons you will learn many contractions like and, for, of, the, and with that can be used as parts of words. The rules in Lesson 4.5 apply to all part-word contractions, so it would be a good idea to refer to this section whenever you run

into part-word contractions.

A part-word contraction is always used when all of the letters of the contraction fall

into the same syllable.

Remember the terms major and minor explain the different types of syllable division.

Major syllable divisions occur in just three places:

(1) Between a prefix and a base or root word.

(2) Between a suffix and a base or root word.


Braille Module 16-7

(3) Between the components of a solid compound word.

All other syllable divisions are considered minor syllable divisions.

Use part-word contractions when they overlap minor, or incidental, syllable

divisions, regardless of pronunciation.

Remember that saving the greater amount of space is the key to choosing which contractions to use.

You will only be dividing words at the end of the line until Lesson 11. Remember when dividing words at the end of a line, caution must be taken to ensure that the word is properly divided between syllables, even if this means sacrificing a

contraction.

There are several “helps.” Always look in the dictionary for any information concerning a word that you may need. A good dictionary includes the etymology of each word, thus indicating prefixes and suffixes, which can be helpful when trying to decide whether a contraction should or should not be used in braille. Etymology is the origin and historic development of a linguistic form. In other words, it is information about the word you will need to know in order to divide the word

correctly in the braille edition.

Another good “help” is the Typical and Problem Words list in Appendix C at the back of your LOC Manual. It lists over 2,500 words showing proper syllable division and contraction usage.

And lastly, an even more comprehensive source is the Braille Enthusiast's Dictionary.”

Take turns as a class to read the braille (embossed) answers to Drill 15 from the Drill

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


“Take your time when you are reading. Remember to be patient and quiet whenever someone else is reading.”

Next students will complete Drill 15 on Page 4-7 using Perky Duck.

Some reminders to the students before they transcribe Drill 15:

“Remember to thoroughly structure your print copy prior to transcription. Underline in red the contractions you are not able to use. This reminder will help you to remember NOT to use it when you are transcribing. Proofread your own work

before handing it to someone else to proofread.”


Braille Module 16-8

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

The instructor will hand out the Lesson 4.4-4.5: Worksheet (16.B.1).This worksheet was created as a help tool and has 12 complete sentences for the students to highlight all the contractions they can find in the sentences. Remind the students to look in the rule book. An answer key is included. Allow time to go over the worksheet and answer

questions.

FOLLOW-THROUGH ACTIVITIES

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

students will fill in the boxes that pertain to the whole-word contractions for and, for, of,

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

allow for questions/ answers.


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

the whole-word contractions for and, for, of, the, and with. Next we will learn how

these contractions are also used as the part-word contractions. Use the “note”

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

will save you valuable time when filled out correctly.

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

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

each time you learn new contractions.”

ASSESSMENT

The instructor will assess the student’s ability to grasp the whole- and part-word contractions studied in this lesson. Through the worksheets and test the instructor will be able to see areas they will need help with. The instructor will discuss these two sections

with the students and ask them if they understand the whole and part-word contractions.

C. Review and Test (1.5 hours)

ObjectiveBS16.3: Review and test on the one-cell whole-word contractions and the



The instructor will be familiar with Lesson 4.


Braille Module 16-9

You will need the following handouts: Lesson 4: Test (16.C.1) and Answer to Lesson

4: Test (16.C.2).


Review Lesson 4 of the LOC Manual. The review is designed to prepare the students for

the test. The instructor is to go over each section with emphases on areas that will be on

the test. Allow the students to ask any questions pertaining to the context of LOC

Manual: Lesson 4.

The instructor will pass out the Lesson 4: Test to each student. This test consists of filling

in the charts and True or False questions. An answer key is included.

The expected outcome of the test will help both the instructor and the students to

understand the students’ strengths and weaknesses. This will allow them to work together

to strengthen the students weaknesses in any area.

ASSESSMENT

This test is necessary for the students and the instructor to determine the knowledge acquired over Lesson: 4 of the Instruction Manual for Braille Transcribing Fifth Edition, 2009.It is expected that the students will fully grasp the rules for the one-cell whole-word


Best Practices

This is a good time to start a library of books pertaining to braille. The following is a list of

types of books to start with:

1. A biography of Louis Braille

2. A biography of Helen Keller

3. Biographies of other people who are blind

Frequently Asked Questions

1. Why does the braille code sequence some words and use contractions as parts of

words?

Answer: A braille word may use a lot of space, especially a long one. Think about how

far into the word a reader might have to go to get the word in his/her head? When you

use contractions the blind readers reading speed and comprehension increases.

2. Is word division in braille different from word division in print?


Braille Module 16-10

Answer: No, but this is a skill that is often very rusty in print. It is important never to

divide a word at the end of a line without checking your dictionary. You might be

surprised to find what you thought was the correct division isn’t!



Braille Module 16

Whole & Part-Word Contractions for and, for, of, the, and with LOC Lesson 4, Sections 4.3-4.5 Handouts and Answer Sheets



Lesson 4.3: Worksheet (16.A.1)

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

1. This tire will fit a Mazda and a Chevy.

2. “And for the record, it was as you said, the dog did eat his homework.”

3. The music is for the saxophone and the clarinet.

4. “He counts the number of the stars and gives names to them all.”

5. Steve surely was man-of-the-hour!

6. So, is it us/them going to the fair with Justin and Cindy?

7. The professor and the pilot took the boat to and from the city of Sofia.

8. She took her shoes off and put them in the trash can.

9. Will More used the platform of the scandal to be reelected.

10. The people’s tools may seem quite primitive for the century we are in.

16.A.1



Answers to Lesson 4.3: Worksheet (16.A.2)


1. This tire will fit a Mazda and a Chevy.

2. "And for the record, it was as you said, the dog did eat his homework."

3. The music is for the saxophone and the clarinet.

4. "He counts the number of the stars and gives names to them all."

5. Steve surely was man-of-the-hour!

6. So, is it us/them going to the fair with Justin and Cindy?

7. The professor and the pilot took the boat to and from the city of Sofia.

8. She took her shoes off and put them in the trash can.

9. Will More used the platform of the scandal to be reelected.

10. The people’s tools may seem quite primitive for the century we are in.

16.A.2



Lesson 4.4-4.5: Worksheet (16.B.1)


1. The panda is my favorite animal.

2. We can sell candy at the side of the road.

3. If you want my sofa, just ask.

4. It is of and for the people.

5. We will live with the old handyman.

6. I can go with you and see the play AS YOU LIKE IT.

7. The cat is at the very top of the roof.

8. He is very fortunate.

9. Swiftly he runs and plays with the sand.

10. Andrew feels that the dress is very pretty on Sandy.

11. Alexandria, Thelma, Ethel, Sandy, and Gomer all bought the formula for the product.

12. We will profit from the selling of the information.

16.B.1



Answers to Lesson 4.4-4.5: Worksheet (16.B.2)


1. The panda is my favorite animal.

2. We can sell candy at the side of the road.

3. If you want my sofa, just ask.

4. It is of and for the people.

5. We will live with the old handyman.

6. I can go with you and see the play AS YOU LIKE IT.

7. The cat is at the very top of the roof.

8. He is very fortunate.

9. Swiftly he runs and plays with the sand.

10. Andrew feels that the dress is very pretty on Sandy.

11. Alexandria, Thelma, Ethel, Sandy, and Gomer all bought the formula for the product.

12. We will profit from the selling of the information.

16.B.2



Lesson 4: Test (16.C.1)

Fill in the following tables.

Alphabet Word

1. a

2. b

3. c

4. d

5. e

6. f

7. g

8. h

9. i

10. j

11. k

12. l

13. m

14. n

15. o

16. p

17. q

18. r

19. s

20. t

21. u

22. v

23. w

24. x

25. y

26. z

27. =

28. (

29. !

30. )

31. &

16.C.1



True or False

47. To save space and facilitate writing, certain groups of letters appearing frequently in the English language are represented in braille by special characters known as contractions or signs. True False

48. These signs may utilize one or two cells, and they may represent whole words, parts of words, or neither. True False

49. Contractions that have the same or similar rules governing them are grouped together and given a name, as in the following section that discusses one-cell whole-sound contractions. True False

50. It is important that the names of these groupings be remembered because they will be referred to throughout the course. True False

51. The first type of contraction to be discussed is the one-cell whole-word sign that is represented by a single letter of the alphabet. True False

52. Note that, except for it and as, all these words are represented by their initial letters. True False

53. Never use these contractions to represent the words for which they stand, regardless of the part of speech involved. True False

54. They are also used to represent whole proper names, such as “Will Rogers” and “Thomas More.” True False

55. There is an exception to this rule: when the words do and so refer to the notes in the musical scale, the contractions d and s are used. True False

56. It must be emphasized that these contractions can be used to represent whole words only. True False

16.C.1

32. c's

33. can't 34. p's

35. so's

36. t'd

37. that'll 38. t's

39. will's

40. x'd

41. it'll 42. x's

43. you'd

44. y'll

45. you're

46. y've



57. c standing alone reads can; but c cannot be used as a part word to represent can in canopy because this would be read as the word copy. True False

58. The letter s cannot be added to any of these contractions to form the plural. Thus, the plural of will is brailled wills, not ws. True False

59. They are also used when 'sis added to a proper name to form the possessive, as in "Will's hat" or "Tom More's house." True False

60. They are used when preceded by the apostrophe in an expression such as d'you or t'have. True False

61. When words are joined by hyphens to form hyphenated compound words, each word maintains its whole word integrity. Therefore, whole-word contractions may be used in hyphenated compound words, whether such words are brailled on one line or divided between lines. True False

62. However, these contractions represent whole words only and cannot be used in syllabicated words or to form parts of words even if a word such as likely is divided between braille lines leaving like- on a line by itself. True False

63. One-cell whole-word contractions, even those followed by an apostrophe, are used when they are in direct contact with a slash. True False, are not used

64. A slash is spaced as in print — so if in print there is a space between a word that could be contracted and a slash, the contraction is used. True False

65. Although these contractions consist of single letters, they stand for whole words. Therefore, when such words appear in print in full capitals, in braille the double capital sign precedes the contraction. True False

66. The double capital indicator is repeated after a hyphen in a fully capitalized expression. True False

67. The contractions for and, for, of, the, and with are used to represent either whole words or parts of words. True False

68. When used as whole words and when two or more of them appear in sequence, these contractions, as well as the word a, are brailled with no space between them. True False

69. In the case where two of these contractions should be joined but there is only room at the end of the line for one of them, that one is brailled at the end of the line and the other is carried over to the new line. True False

70. Remember: The whole word contractions for and, for, of, the and with can only be joined to each other and to the one-cell, whole-word contractions learned earlier. True False

16.C.1



71. These contractions are not brailled together if any punctuation or composition signs occur between them. Therefore, when two or more of these words are initially or fully capitalized and follow one another in titles, headings, or other such material, they are not joined—and the appropriate capital sign is placed before each of the words. True False

72. Like the one-cell whole-word contractions, the contractions for and, for, of, the, and with are not used in hyphenated compound words. True False

73. Unlike the one-cell whole-word contractions, these contractions can be used when in contact with a slash. True False

74. In general, the contractions for and, for, of, the, and with are used as parts of words wherever the letters they represent occur. True False

75. The sign for and is used in hand, sandy, and Andrew. True False

76. The sign for for is used in forge and forum. True False

77. The sign for of is used in off, office, and roof. True False

78. The sign for the is used in then, Thelma, and theory. True False

79. The sign for with is used in withhold and withe. True False

80. Note that the use of these signs does not depend on pronunciation; whether the vowel is short or long, whether the consonant is hard or soft, or—in the case of the sign for of—whether the o is part of a double vowel, as in roof. True False

81. When the contractions for and, for, of, the, and with are used as parts of words, those words cannot be joined to other whole word contractions. True False

82. A part-word contraction is never used when all of the letters of the contraction fall into the same syllable, as in profligate, profit, and formula. True False

83. Do not use a part-word contraction when the letters of the contraction would overlap a major syllable division. Major syllable divisions occur in just three places:

(1) Between a prefix and a base or root word. Thus, the of contraction is not used in professor, profane or profile. Note that the letters pro are not always prefixes—as in profit and product, for example.

(2) Between a suffix and a base or root word. There are no examples using the contractions you have learned so far to demonstrate this rule, but you will become acquainted with some in Lesson 6.

(3) Between the components of a solid compound word. Therefore, the of contraction cannot be used in photoflood or twofold. True False

84.Part-word contractions are used when they overlap minor, or incidental, syllable divisions, regardless of pronunciation, as in sofa, Sofia, and scandal. A few exceptions to this rule will be discussed later. True False

16.C.1



85. When a choice must be made between two possible contractions, preference is given to the contraction that saves the greater amount of space. It is for this reason that the sign for the is used in withe rather than the sign for with. True False

86. When dividing words at the end of a line, caution must be taken to ensure that the word is properly divided between syllables, even if this means sacrificing a contraction. Therefore, Andrew is divided An-drew, not (And)-rew, and forum is divided fo-rum, not (for)-um. True False

87. A good dictionary includes the etymology of each word, thus indicating prefixes and suffixes, which can be helpful when trying to decide whether a contraction should or should not be used in braille. True False

88. The Typical and Problem Words list in Appendix C at the back of this book is also a helpful tool. It lists over 2,500 words showing proper syllable division and contraction usage. True False

89. An even more comprehensive source is the Braille Enthusiast's Dictionary. True False

16.C.1



Answers to Lesson 4: Test (16.C.2)

Fill in the following tables.

Alphabet Word

1. a a

2. b but

3. c can

4. d do

5. e every

6. f from

7. g go

8. h have

9. i i

10. j just

11. k knowledge

12. l like

13. m more

14. n not

15. o o

16. p people

17. q quite

18. r rather

19. s so

20. t that

21. u us

22. v very

23. w will

24. x it

25. y you

26. z as

27. = for

28. ( of

29. ! the

30. ) with

31. &

and

16.C.2



True or False

47. To save space and facilitate writing, certain groups of letters appearing frequently in the English language are represented in braille by special characters known as contractions or signs. True False, reading

48. These signs may utilize one or two cells, and they may represent whole words, parts of

words, or neither. True False, both

49. Contractions that have the same or similar rules governing them are grouped together and given a name, as in the following section that discusses one-cell whole-sound contractions. True False, word

50. It is important that the names of these groupings be remembered because they will be referred to throughout the course. True False

51. The first type of contraction to be discussed is the one-cell whole-word sign that is

represented by a single letter of the alphabet. True False

52. Note that, except for it and as, all these words are represented by their initial letters.

True False

53. Never use these contractions to represent the words for which they stand, regardless of the part of speech involved. True False, use these contractions

54. They are also used to represent whole proper names, such as “Will Rogers” and

“Thomas More.” True False

55. There is an exception to this rule: when the words do and so refer to the notes in the

musical scale, the contractions d and s are used. True False, are not used

16.C.2

32. c's can's

33. c't can't 34. p's people's

35. s's so's

36. t'd that'd

37. t'll that'll 38. t's that's

39. w's will's

40. x'd it'd

41. x'll it'll 42. x's it's

43. y'd you'd

44. y'll you'll 45. y're you're

46. y've you've



56. It must be emphasized that these contractions can be used to represent whole words only. True False

57. c standing alone reads can; but c cannot be used as a part word to represent can in canopy because this would be read as the word copy. True False

58. The letter s cannot be added to any of these contractions to form the plural. Thus, the

plural of will is brailled wills, not ws. True False

59. They are also used when 'sis added to a proper name to form the possessive, as in

"Will's hat" or "Tom More's house." True False

60. They are used when preceded by the apostrophe in an expression such as d'you or

t'have. True False, are not used

61. When words are joined by hyphens to form hyphenated compound words, each word maintains its whole word integrity. Therefore, whole-word contractions may be used in hyphenated compound words, whether such words are brailled on one line or divided

between lines. True False

62. However, these contractions represent whole words only and cannot be used in syllabicated words or to form parts of words even if a word such as likely is divided

between braille lines leaving like- on a line by itself. True False

63. One-cell whole-word contractions, even those followed by an apostrophe, are used

when they are in direct contact with a slash. True False, are not used

64. A slash is spaced as in print — so if in print there is a space between a word that could

be contracted and a slash, the contraction is used. True False

65. Although these contractions consist of single letters, they stand for whole words. Therefore, when such words appear in print in full capitals, in braille the double capital

sign precedes the contraction. True False

66. The double capital indicator is repeated after a hyphen in a fully capitalized expression.

True False, is not repeated

67. The contractions for and, for, of, the, and with are used to represent either whole words or parts of words. True False

68. When used as whole words and when two or more of them appear in sequence, these contractions, as well as the word a, are brailled with no space between them. True

False

69. In the case where two of these contractions should be joined but there is only room at

the end of the line for one of them, that one is brailled at the end of the line and the

other is carried over to the new line. True False16.C.2



70. Remember: The whole word contractions for and, for, of, the and with can only be joined to each other and to the one-cell, whole-word contractions learned earlier. True False, not to the one-cell, whole-word contractions learned earlier.

71. These contractions are not brailled together if any punctuation or composition signs occur between them. Therefore, when two or more of these words are initially or fully capitalized and follow one another in titles, headings, or other such material, they are not joined—and the appropriate capital sign is placed before each of the words. True

False

72. Like the one-cell whole-word contractions, the contractions for and, for, of, the, and

with are not used in hyphenated compound words. True False, are used

73. Unlike the one-cell whole-word contractions, these contractions can be used when in

contact with a slash. True False

74. In general, the contractions for and, for, of, the, and with are used as parts of words wherever the letters they represent occur. True False

75. The sign for and is used in hand, sandy, and Andrew. True False

76. The sign for for is used in forge and forum. True False

77. The sign for of is used in off, office, and roof. True False

78. The sign for the is used in then, Thelma, and theory. True False

79. The sign for with is used in withhold and withe. True False

80. Note that the use of these signs does not depend on pronunciation; whether the vowel is short or long, whether the consonant is hard or soft, or—in the case of the

sign for of—whether the o is part of a double vowel, as in roof. True False

81. When the contractions for and, for, of, the, and with are used as parts of words, those

words cannot be joined to other whole word contractions. True False

82. A part-word contraction is never used when all of the letters of the contraction fall

into the same syllable, as in profligate, profit, and formula. True False, is always used

83. Do not use a part-word contraction when the letters of the contraction would overlap a major syllable division. Major syllable divisions occur in just three places:

(1) Between a prefix and a base or root word. Thus, the of contraction is not used in professor, profane or profile. Note that the letters pro are not always prefixes—as

in profit and product, for example.

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(2) Between a suffix and a base or root word. There are no examples using the contractions you have learned so far to demonstrate this rule, but you will become acquainted with some in Lesson 6.

(3) Between the components of a solid compound word. Therefore, the of contraction

cannot be used in photoflood or twofold. True False

84.Part-word contractions are used when they overlap minor, or incidental, syllable divisions, regardless of pronunciation, as in sofa, Sofia, and scandal. A few exceptions to this rule will be discussed later. True False

85. When a choice must be made between two possible contractions, preference is given to the contraction that saves the greater amount of space. It is for this reason that the sign for the is used in withe rather than the sign for with. True False, with rather than

the sign for the.

86. When dividing words at the end of a line, caution must be taken to ensure that the word is properly divided between syllables, even if this means sacrificing a contraction. Therefore, Andrew is divided An-drew, not (And)-rew, and forum is divided fo-rum, not

(for)-um. True False

87. A good dictionary includes the etymology of each word, thus indicating prefixes and suffixes, which can be helpful when trying to decide whether a contraction should or

should not be used in braille. True False

88. The Typical and Problem Words list in Appendix C at the back of this book is also a helpful tool. It lists over 2,500 words showing proper syllable division and contraction

usage. True False

89. An even more comprehensive source is the Braille Enthusiast's Dictionary. True False

16.C.2

Documents

Braille Module 16 - Georgia Institute of Technologyprofitt.gatech.edu/drupal/sites/default/files... · PROFITT Curriculum Module # 16 — Whole and Part-Word Contractions Braille