grade 8 narrative writing

Writing a Fictional Narrative (A made up story)

 Introduce the Story: Grab your reader's attention

 Use a general time reference (Last week my life was a simple routine of school, gymnastics and church. But ... everything changed on Friday night when all the lights went out.)

 Catch the reader's attention with a powerful first sentence (" Run for cover!" shrieked a voice coming from behind the leather sofa. As I looked around to isolate the voice, the lights went out.) Middle Paragraphs: Introduce your characters, describe your setting, tell your story

  Tell your story chronologically

 Include descriptive adjectives

 Use sensory word images

 Keep your reader guessing as to where the story is going ( We went here and then we did this and then we did this…………..BORING!)


Conclusion: Bring your narrative to an end and try to tie in your opening paragraph.

grade 8 film and book review for creative writing

Writing a book/film review

Follow these steps to write a book or film review.

Pre writing

Remember and take notes of the plot of the story. What impression did it produce on you?

Writing

• Introduction: give the title and author of the book. If you're reviewing a film mention the director or actors.
• Body:
  1. Summarize the plot in a few sentences.
  2. Mention the setting: the place and time of the plot.
  3. Say something about the main characters.
  4. Say something about the content.
• Conclusion:
  1. Comment on the book or film.
  2. Let others know whether or not you liked the book/film.
  3. Why do you like it? Why don't you like it?
  4. Is the author's style good or bad, is the book / film interesting or boring etc.
  5. Do you want to recommend the book/film?

Post writing

Edit your writing.

Useful Expressions:

  Title, Author / Director, Actors

The film is directed by
The film is produced by..
It is starred by...
The book is written by ...

Setting

The action takes place in ... (setting)
The action of the film is set in ...
The story takes place in...

Characters and Plot

The main characters are ...
The story is about ....
The novel tells the story of ...
In the course of the novel the action develops dramatically.
The novel / film begins with...
The novel has an unexpected ending.
The end of ... is ...

  Reaction 

I am impressed by
I think ....
The book is terribly / beautifully written
The film is terrible / exciting.
What surprised me is ...
What I liked is...
What I didn't like is...
I liked/didn't like the film / novel because ..

grade 8 : character list from the novel the hobbit

Bilbo Baggins Hobbit; the protagonist of the story. Bilbo is invited by Gandalf to join him and the dwarves on their journey to the Lonely Mountain, home of Smaug the dragon, to reclaim the treasure that belongs to the dwarves. Often torn between his love of the comforts of home and his desire for adventure, he contributes to the successful accomplishment of the group's purpose and discovers within himself unsuspected resources of courage and ingenuity.

Gandalf Wizard; teacher, mentor, and protector of Bilbo; directs the dwarves' expedition to reclaim their treasure from Smaug.

Thorin The leader of the dwarves; grandson of Thror, descendent of Thrain the Old who was King under the Mountain when Smaug seized the treasure. The treasure and the throne are his birthright, and Gandalf gives him a map and a key to the Lonely Mountain left to him by Thror. He dies fighting in the Battle of Five Armies.

Balin, Dwalin, Bifur, Bofur, Bombur, Dori, Nori, Ori, Fili, Kili, Oin, GloinThe other twelve dwarves who go with Thorin, Gandalf, and Bilbo on the long journey.

Bert, Tom, and William Trolls from whom Bilbo takes the key to a cave from which he and the dwarves take gold and the swords they use in battle with the Goblins and in the Battle of Five Armies. The trolls are crude and violent and capture the dwarves in order to roast and eat them; the dwarves are rescued by Gandalf, who confuses the trolls into staying out past dawn and turning into stone.

Elrond An elf; the proprietor of the Last Homely House at the Edge of Wild and is a leader of the elves. He translates the runes on the swords taken from the trolls to reveal that they were originally used in the Goblin-wars and translates the moon-letters on Thorin's map to reveal the importance of Durin's Day.

Goblins Ugly, wicked creatures who live in a cave in the Misty Mountains. They capture Bilbo and the dwarves and eat their ponies. A number of them, including their leader the Great Goblin, are slain by Gandalf and Thorin using the swords taken from the trolls.

Gollum The slimy creature who guards the mouth of the cave. He is completely self-centered and talks to himself. He owns the ring of invisibility that Bilbo steals.

Wargs Wild wolves from whom Bilbo and the dwarves hide in trees after they escape from the Goblins. Gandalf sets the Wargs on fire and chases them away, but they return, joined by the Goblins, and try to set fire to the forest. Bilbo and the dwarves are rescued from the trees by eagles.

Lord of the Eagles The chief eagle who rescues Bilbo, Gandalf, and the dwarves from the Wargs and flies them to his nest perched on the mountain. The eagles also fly over during the Battle of the Five Armies.

Beorn Also called a skin-changer because of his power to change into a bear, which allows him to attack Goblins and Wargs. He is hospitable to Gandalf, Bilbo, and the dwarves on their way to the Lonely Mountain and gives them ponies and provisions for their journey. He appears at the Battle of Five Armies and fights the Goblins. Gandalf and Bilbo spend Yule-tide with him on their way back to the hobbit-lands.

Elvenking King of the elves who imprisons Thorin and the other dwarves in his dungeon, from which they are rescued by Bilbo who hides the dwarves in barrels and floats them down a river to Lake-town (also called Esgaroth). Elvenking appears at the Battle of Five Armies

key facts from the novel the hobbit

FULL TITLE  ·  The Hobbit, or There and Back Again

AUTHOR  · J. R. R. Tolkien

TYPE OF WORK  · Novel

GENRE  · Fantasy, heroic quest, satire, comic epic, children’s story

LANGUAGE  · English

TIME AND PLACE WRITTEN  · Roughly between 1929 and 1936 in Oxford, England; since the story was first told orally to Tolkien’s children, there is some doubt as to the exact dates of its composition.

DATE OF FIRST PUBLICATION  ·  1937

PUBLISHER  · Houghton Mifflin

NARRATOR  · The anonymous narrator is playful and humorous. He tends to speak in a comic voice with frequent asides and humorous descriptions of the characters. Bilbo, for instance, is often called Mr. Baggins or “the poor little fellow.”

POINT OF VIEW  · The novel is narrated in the third person, almost exclusively from Bilbo’s point of view. The narration is omniscient, which means that the narrator not only relates Bilbo’s thoughts and feelings but also comments on them.

TONE  · The narrator’s tone is light and casual, and he encourages his readers not to take his story too seriously by making frequent jokes at his characters’ expense. The narrator’s tone periodically becomes darker when the company faces great danger or defeat (as in the chapters taking place in Mirkwood), but for the most part, the story is brightly and warmly narrated.

TENSE  · Past

SETTING (TIME)  · The Third Age of Middle-Earth, 2941–2942

SETTINGS (PLACE)  · Various locales in the imaginary world of Middle-Earth

PROTAGONIST  · Bilbo Baggins, a hobbit

MAJOR CONFLICT  · Bilbo’s timidity, complacency, and uncertainty work against his inner strength and heroism. As he travels and embarks on adventures, he must gradually learn to rely on his own abilities and to take the initiative to do what he feels is right.

RISING ACTION  · Gandalf visits Bilbo and orders him to act as the burglar for the dwarves’ expedition to regain Thorin’s treasure from Smaug. Bilbo reluctantly departs, and with each increasingly difficult adventure, he accepts more responsibility for the welfare of the group.

CLIMAX  · After Bilbo kills a spider in Chapter 8, he finally has enough confidence in his own abilities as a leader and hero. The Battle of the Five Armies in Chapter 17 is the climax of the expedition.

FALLING ACTION  · Bilbo and Gandalf begin the journey home after regaining the treasure, resolving the differences between the dwarves, elves, and men, and defeating the Wargs and goblins. They first spend time with Beorn, then sojourn in Rivendell before returning to Hobbiton. Bilbo has a newfound appreciation for the comforts of his dwelling, but he recognizes that his view of society and his surroundings has undergone profound change.

THEMES  · Bilbo’s heroism; race, lineage, and character

MOTIFS  · Contrasting worldviews, the nature and geography of Middle-Earth

SYMBOLS  · Named swords, hobbits

FORESHADOWING  · The description of Bilbo’s Took blood; Gandalf’s insistence that there is more to Bilbo than meets the eye; Gollum’s addresses to his mysterious “precious”; Beorn’s warnings not to leave the path in Mirkwood; the thrush’s interest in Bilbo’s description of Smaug’s weakness

Important Quotations Explained: RTC from the hobbit

1.

“Let’s have no more argument. I have chosen Mr. Baggins and that ought to be enough for all of you. If I say he is a Burglar, a Burglar he is, or will be when the time comes. There is a lot more in him than you guess, and a deal more than he has any idea of himself. You may (possibly) all live to thank me yet.”

Gandalf speaks these words in Chapter 1 shortly after Bilbo faints from terror at the prospect of going on the quest with the dwarves. After Bilbo’s display of fear, the dwarves are skeptical that Bilbo will make a good addition to the party, and Gandalf gives this speech to ease their doubts. The speech is important both because it exemplifies Gandalf’s habit of insisting that his own authority be taken as definitive proof and also because it foreshadows Bilbo’s transformation into a hero. The trajectory of the novel from this point forward essentially involves Bilbo’s discovery of the “lot more in him” that even he does not yet know.

2.

“It’s got to ask uss a question, my preciouss, yes, yess, yess. Jusst one

more question to guess, yes, yess.”Gollum speaks these words during his riddle game with Bilbo in Chapter 5. These sentences perfectly capture Gollum’s corrupt, sibilant, hissing form of speech. He never addresses Bilbo directly but speaks only to his mysterious “precious,” calling Bilbo “It.” Gollum’s infatuation with his precious also acts as a bit of foreshadowing. “Precious” turns out to be the magic ring that Bilbo had discovered and placed in his pocket. Gollum’s devotion to the ring highlights its extreme, seductive powers.

3.

“Somehow the killing of this giant spider, all alone by himself in the dark . . . made a great difference to Mr. Baggins. He felt a different person, and much fiercer and bolder in spite of an empty stomach, as he wiped his sword on the grass and put it back into its sheath. ‘I will give you a name,’ he said to it, ‘and I shall call you Sting.’ ”

This passage from Chapter 8 depicts Bilbo’s reaction to his narrow escape from the giant spider of Mirkwood, one of the novel’s major turning points. Defeating a foe in combat gives Bilbo a taste of the confidence that he has not previously enjoyed, making him feel “much fiercer and bolder in spite of an empty stomach.” From this point forward, Bilbo shows that he is capable of taking the initiative and acting in the best interest of the company rather than his own self-interest, as his ability to ignore his hunger shows. He upstages Thorin as a leader and establishes himself as a hero.

Bilbo’s decision to name his sword is also symbolic. Named swords are marks of reputation and prowess in ancient epic literature, and Bilbo’s naming of his sword essentially represents his laying claim to the mantle of heroism.

4.

“The most that can be said for the dwarves is this: they intended to pay Bilbo really handsomely for his services; they had brought him to do a nasty job for them, and they did not mind the poor little fellow doing it if he would; but they would all have done their best to get him out of trouble, if he got into it. . . . There it is: dwarves are not heroes, but calculating folk with a great idea of the value of money; some are tricky and treacherous and pretty bad lots; some are not, but are decent enough people like Thorin and Company, if you don’t expect too much.”

In this passage from Chapter 12, the narrator makes an apology for the dwarves’ bad behavior in sending Bilbo into the dragon’s lair all alone. The narrator implies that the dwarves’ cowardice is not really their fault. Their character—their greed and deceptiveness—is inherent to their race. Tolkien’s apologetic explanation indicates the extent to which race is treated as a powerful determinant of identity in his Middle-Earth. No character is capable of breaking past the boundaries set by birth—goblins are all evil, elves are all good, and so on. It is important to note, however, that race in Middle-Earth is not the same as race in the real world.

5.

“There is more in you of good than you know, child of the kindly West. Some courage and some wisdom, blended in measure. If more of us valued food and cheer and song above hoarded gold, it would be a merrier world.”

Thorin speaks these words in Chapter 18, just before he dies, asking Bilbo’s forgiveness for his harsh words to him before the Battle of the Five Armies. Thorin acknowledges that, though in his greed he has looked on Bilbo’s simple goodness with contempt, the world would be a better place with more Bilbos and fewer Thorins. This quotation places the book’s contrast between the simple life of modernity and the grim heroism of the ancient epic in a new light. Bilbo initially felt that the rigors of heroism would force him to abandon the complacency of his simple life at Hobbiton. At the conclusion of the novel, we see that if everyone led a simple, hobbitlike life, the world would be free of evil, and heroism would, in effect, be unnecessary. This new understanding lies behind Bilbo’s decision to return to Hobbiton at the end of the book and is Tolkien’s closing moral position in The Hobbit.

simple present past and future tense

grade 8 three kids of sentences

grade 8 connectives

onnectives are sometimes known as conjunctions. The word 'connective' just explains more simply that these words link or connect other words, phrases or clauses.

There are two main types:

Co-ordinating connectives

These link words, phrases or clauses which are of equal importance. These connectives include words such as 'but', 'and','so'.

Romeo and Juliet both died at the end of the play. (The connective links words.)
It was very important but not very interesting. (The connective links phrases.)
They met up in town and went for a meal. (The connective links clauses.)

Subordinating connectives

These link a main clause with a subordinate (or dependent) clause.These connectives include words such as 'if', 'although', 'when', 'while', 'since', 'because'.

Before leaving the restaurant, John paid the bill.
We decided to go home because there was a queue outside.

grade 8: subject verb agreement

eing able to find the right subject and verb will help you correct errors of subject-verb agreement.

Basic Rule. A singular subject (she, Bill, car) takes a singular verb (is, goes, shines), whereas a plural subject takes a plural verb.

Example: The list of items is/are on the desk.
If you know that list is the subject, then you will choose is for the verb.

Rule 1. A subject will come before a phrase beginning with of. This is a key rule for understanding subjects. The word of is the culprit in many, perhaps most, subject-verb mistakes.

Hasty writers, speakers, readers, and listeners might miss the all-too-common mistake in the following sentence:

Incorrect: A bouquet of yellow roses lend color and fragrance to the room.

Correct: A bouquet of yellow roses lends . . . (bouquet lends, not roses lend)

Rule 2. Two singular subjects connected by or, either/or, or neither/nor require a singular verb.

Examples:
My aunt or my uncle is arriving by train today.
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.

Rule 3. The verb in an or, either/or, or neither/nor sentence agrees with the noun or pronoun closest to it.

Examples:
Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.

This rule can lead to bumps in the road. For example, if I is one of two (or more) subjects, it could lead to this odd sentence:

Awkward: Neither she, my friends, nor I am going to the festival.

If possible, it's best to reword such grammatically correct but awkward sentences.

Better:
Neither she, I, nor my friends are going to the festival.OR
She, my friends, and I are not going to the festival.

Rule 4. As a general rule, use a plural verb with two or more subjects when they are connected by and.

Example: A car and a bike are my means of transportation.

But note these exceptions:

Exceptions:
Breaking and entering is against the law.
The bed and breakfast was charming.

In those sentences, breaking and entering and bed and breakfast are compound nouns.

Rule 5. Sometimes the subject is separated from the verb by such words as along with, as well as, besides, not, etc. These words and phrases are not part of the subject. Ignore them and use a singular verb when the subject is singular.

Examples:
The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.

Rule 6. In sentences beginning with here or there, the true subject follows the verb.

Examples:
There are four hurdles to jump.
There is a high hurdle to jump.
Here are the keys.

NOTE:

The word there's, a contraction of there is, leads to bad habits in informal sentences likeThere's a lot of people here today, because it's easier to say "there's" than "there are." Take care never to use there's with a plural subject.

Rule 7. Use a singular verb with distances, periods of time, sums of money, etc., when considered as a unit.

Examples:
Three miles is too far to walk.
Five years is the maximum sentence for that offense.
Ten dollars is a high price to pay.BUT
Ten dollars (i.e., dollar bills) were scattered on the floor.

Rule 8. With words that indicate portions—e.g., a lot, a majority, some, all—Rule 1 given earlier in this section is reversed, and we are guided by the noun after of. If the noun after of is singular, use a singular verb. If it is plural, use a plural verb.

Examples:
A lot of the pie has disappeared.
A lot of the pies have disappeared.
A third of the city is unemployed.
A third of the people are unemployed.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.

NOTE

In recent years, the SAT testing service has considered none to be strictly singular. However, according to Merriam-Webster's Dictionary of English Usage: "Clearly none has been both singular and plural since Old English and still is. The notion that it is singular only is a myth of unknown origin that appears to have arisen in the 19th century. If in context it seems like a singular to you, use a singular verb; if it seems like a plural, use a plural verb. Both are acceptable beyond serious criticism." When none is clearly intended to mean "not one," it is followed by a singular verb.

Rule 9. With collective nouns such as group, jury, family, audience, population, the verb might be singular or plural, depending on the writer's intent.

Examples:
All of my family has arrived OR have arrived.
Most of the jury is here OR are here.
A third of the population was not in favor OR were not in favor of the bill.

NOTE

Anyone who uses a plural verb with a collective noun must take care to be accurate—and also consistent. It must not be done carelessly. The following is the sort of flawed sentence one sees and hears a lot these days:

The staff is deciding how they want to vote.
Careful speakers and writers would avoid assigning the singular is and the plural they to staffin the same sentence.

Consistent: The staff are deciding how they want to vote.

Rewriting such sentences is recommended whenever possible. The preceding sentence would read even better as:

The staff members are deciding how they want to vote.

Rule 10. The word were replaces was in sentences that express a wish or are contrary to fact:

Example: If Joe were here, you'd be sorry.

Shouldn't Joe be followed by was, not were, given that Joe is singular? But Joe isn't actually here, so we say were, not was. The sentence demonstrates the subjunctive mood, which is used to express things that are hypothetical, wishful, imaginary, or factually contradictory. The subjunctive mood pairs singular subjects with what we usually think of as plural verbs.

Examples:
I wish it were Friday.
She requested that he raise his hand.

In the first example, a wishful statement, not a fact, is being expressed; therefore, were, which we usually think of as a plural verb, is used with the singular subject I.

Normally, he raise would sound terrible to us. However, in the second example, where a request is being expressed, the subjunctive mood is correct.

Note: The subjunctive mood is losing ground in spoken English but should still be used in formal speech and writing.

grade 8 :figurative language

Following is an explanation of each type of figurative language (including the sound devices), each with an example:

Metaphor

When you use a metaphor, you make a statement that doesn’t make sense literally, like “time is a thief.” It only makes sense when the similarities between the two things become apparent or someone understands the connection between the two words.

Examples include:

• The world is my oyster.
• You are a couch potato.
• Time is money.
• He has a heart of stone.
• America is a melting pot.
• You are my sunshine.

Simile

A simile compares two things like a metaphor; but, a simile uses the words “like” and “as.” Examples include:

• Busy as a bee.
• Clean as a whistle.
• Brave as a lion.
• He stood out like a sore thumb.
• It was as easy as shooting fish in a barrel.
• My mouth was as dry as a bone.
• It was as funny as a barrel of monkeys.
• They fought like cats and dogs.
• It was like watching grass grow.

Personification

Personification gives human characteristics to inanimate objects, animals, or ideas. This can really affect the way the reader imagines things. This type of figurative language is often used in children’s books, poetry, and fictional literature. Examples include:

• Opportunity knocked on the door.
• The sun greeted me this morning.
• The sky was full of dancing stars.
• The vines wove their fingers together to form a braid.
• The radio stopped singing and stared at me.
• The sun played hide and seek with the clouds.

Hyperbole

A hyperbole is an outrageous exaggeration that emphasizes a point, and can be ridiculous or funny. Hyperboles can be added to fiction to add color and depth to a character. Examples are:

• You snore louder than a freight train.
• It's a slow burg. I spent a couple of weeks there one day.
• She is so dumb, she thinks Taco Bell is a Mexican phone company.
• I had to walk 15 miles to school in the snow, uphill.
• You could have knocked me over with a feather.

Symbolism

Symbolism occurs when a word which has meaning in itself but is used to represent something entirely different. Examples are:

• Using an image of the American flag to represent patriotism and a love for one’s country.
• Using an apple pie to represent an American lifestyle.
• Using an apple to represent education.

Alliteration

Alliteration is a sound device. It is the repetition of the first consonant sounds in several words. Some good examples are:

• wide-eyed and wondering while we wait for others to waken

and tongue twisters like:

• Betty bought butter but the butter was bitter, so Betty bought better butter to make the bitter butter better.

Onomatopoeia

Onomatopoeia is also a sound device. It uses words that sound like their meaning, or mimic sounds. They add a level of fun and reality to writing. Here are some examples:

• The burning wood hissed and crackled.

• The words: beep, whirr, click, whoosh, swish, zap, zing, ping, clang, bong, hum, boom, munch, gobble, crunch, pow, smash, wham, quack, meow, oink, and tweet.

Regardless of the type of word used, figurative language can make you look at the world differently; it can heighten your senses and help you feel like you are having the same experience as the author.

all posts for grade 8

absent - present abundant - scarce accept - decline, refuse accurate - inaccurate admit - deny advantage - disadvantage against - for agree - disagree

alive - dead all - none, nothing ally - enemy always - never ancient - modern answer - question antonym - synonym apart - together

appear - disappear, vanish approve - disapprove arrive - depart artificial - natural ascend - descend attic - cellar attractive - repulsive awake - asleep

B

C

calm - windy, troubled can - cannot, can't capable - incapable captive - free careful - careless cheap - expensive cheerful - sad, discouraged, dreary clear - cloudy, opaque clever - stupid

clockwise - counterclockwise close - far, distant closed - ajar, open clumsy - graceful cold - hot combine - separate come - go comfort - discomfort common - rare

conceal - reveal contract - expand cool - warm correct - incorrect, wrong courage - cowardice create - destroy crooked - straight cruel - kind compulsory - voluntary courteous - discourteous, rude

D

dangerous - safe dark - light day - night daytime - nighttime dead - alive decline - accept, increase decrease - increase

deep - shallow definite - indefinite demand - supply despair - hope dim - bright disappear - appear discourage - encourage

diseased - healthy down - up downwards - upwards dreary - cheerful dry - moist, wet dull - bright, shiny dusk - dawn

E

early - late east - west easy - hard, difficult empty - full

encourage - discourage end - begin, start enter - exit even - odd

expand - contract export - import exterior - interior external - internal

F

fade - brighten fail - succeed false - true famous - unknown far - near fast - slow fat - thin feeble - strong, powerful

few - many find - lose first - last float - sink foolish - wise fore - aft free - bound, captive fold - unfold

forget - remember found - lost fresh - stale frequent - seldom friend - enemy for - against fortunate - unfortunate full - empty

G

generous - stingy gentle - rough get - give giant - tiny, small, dwarf girl - boy

give - receive, take glad - sad, sorry gloomy - cheerful go - stop good - bad, evil

grant - refuse great - tiny, small, unimportant grow - shrink guest - host guilty - innocent

H

happy - sad hard - easy hard - soft harmful - harmless harsh - mild hate - love haves - have-nots

healthy - diseased, ill, sick heaven - hell heavy - light help - hinder here - there hero - coward high - low

hill - valley hinder - help honest - dishonest horizontal - vertical hot - cold humble - proud

I

ill - healthy, well immense - tiny, small important - trivial in - out include - exclude increase - decrease

inferior - superior inhale - exhale inner - outer inside - outside intelligent - stupid, unintelligent

interesting - boring interior - exterior interesting - dull, uninteresting internal - external intentional - accidental

J

join - separate

junior - senior just - unjust

justice - injustice

K

knowledge - ignorance

known - unknown

L

landlord - tenant large - small last - first laugh - cry lawful - unlawful, illegal lazy - industrious leader - follower left - right lend -borrow

lengthen - shorten lenient - strict left - right less - more light - dark, heavy like - dislike, hate likely - unlikely limited - boundless little - big

long - short loose - tight lose - find loss - win loud - quiet love - hate low - high loyal - disloyal

M

mad - happy, sane major - minor many - few mature - immature maximum - minimum

melt - freeze merry - sad messy - neat minor - major

minority - majority miser - spendthrift misunderstand - understand more - less

N

nadir - zenith narrow - wide near - far, distant neat - messy, untidy

never - always new - old night - day nighttime - daytime

no - yes noisy - quiet none - some north - south

O

obedient - disobedient odd - even offer - refuse old - young

old - new on - off open - closed, shut opposite- same, similar

optimist - pessimist out - in outer - inner over - under

P

past - present patient - impatient peace - war permanent - temporary plentiful - scarce plural - singular

poetry - prose polite - rude, impolite possible - impossible poverty - wealth, riches powerful - weak

pretty - ugly private - public prudent - imprudent pure - impure, contaminated push - pull

Q

qualified - unqualified

question - answer

quiet - loud, noisy

R

raise - lower rapid - slow rare - common regular - irregular

real - fake rich - poor right - left, wrong

right-side-up - upside-down rough - smooth rude - courteous

S

safe - unsafe same - opposite satisfactory - unsatisfactory secure - insecure scatter - collect separate - join, together serious - trivial second-hand - new shallow - deep shrink - grow

sick - healthy, ill simple - complex, hard singular - plural sink - float slim - fat, thick slow - fast sober - drunk soft - hard some - none sorrow - joy

sour - sweet sow -reap straight - crooked start - finish stop - go strict - lenient strong - weak success - failure sunny - cloudy synonym - antonym sweet - sour

T

take - give tall - short tame - wild them - us there - here

thick - thin tight - loose, slack tiny - big, huge together - apart top - bottom

tough - easy, tender transparent - opaque true - false truth - flasehood, lie, untruth

U

under - over unfold - fold unknown - known

unqualified - qualified unsafe - safe up - down upside-down - right-side-up

upstairs - downstairs us - them useful - useless

V

vacant - occupied vanish - appear vast - tiny

victory - defeat virtue - vice

visible - invisible voluntary - compulsory

W

war - peace wax - wane weak - strong wet - dry

white - black wide - narrow win - lose

wisdom - folly, stupidity within - outside wrong - right

Y

yes - no

yin - yang

young - old

Z

zip - unzip

zenith - nadir

backward - forward bad - good beautiful - ugly before - after begin - end below - above bent - straight best - worst

better - worse, worst big - little, small black - white blame - praise bless - curse bitter - sweet borrow - lend bottom - top boy - girl

brave - cowardly build - destroy bold - meek, timid borrow - lend bound - unbound, free boundless - limited bright - dim, dull brighten - fade broad - narrow