Contents

Instruction

Manual

for Braille

Transcribing

Fifth Edition, 2009

Constance Risjord

Literary Braille Transcriber

______________________

https://wwws.loc.gov

ii

Library of Congress Cataloging-in-Publication Data

Risjord, Constance.

Instruction manual for Braille transcribing. -- 5th ed. / Constance Risjord.

p. cm.

ISBN-13: 978-0-8444-1227-6

ISBN-10: 0-8444-1227-9

1. Braille--Problems, exercises, etc. 2. Braille--Handbooks, manuals, etc. I. Library of Congress.

National Library Service for the Blind and Physically Handicapped. II. Title.

HV1672.R47 2009

421'.1--dc22

2009012428

Contents

Preface to 2009 Edition

General Course Instructions ..................................................................................................... xi

Purpose and Scope ................................................................................................................ xi

How to Enroll ........................................................................................................................ xii

Equipment ............................................................................................................................. xii

Computer Program ......................................................................................................... xiii

Braillewriter .................................................................................................................... xiii

Slate and Stylus .............................................................................................................. xiii

Use and Preparation of Drills, Reading Practices, and Exercises ......................................... xiii

Drills and reading practice ............................................................................................. xiii

Exercises ......................................................................................................................... xiv

Braille page margins and line length .............................................................................. xiv

Centering a heading ........................................................................................................ xiv

Page numbering .............................................................................................................. xv

Erasures .......................................................................................................................... xv

Proofreading ................................................................................................................... xv

Grading . ................................................................................................................................ xv

Certification ........................................................................................................................... xvi

Mailing Materials .................................................................................................................. xvi

Mailing exercises to NFB ............................................................................................... xvi

Mailing the trial manuscript ........................................................................................... xvi

Lesson 1. The Braille Alphabet and Numbers

1.1 In General .................................................................................................................... 1-1

1.2 Braillewriters, Computer Braille Programs, and Braille Slates ................................... 1-1

1.3 The First Ten Letters of the Alphabet........................................................................... 1-1

Drill 1........................................................................................................................ 1-2

1.4 The Second Ten Letters of the Alphabet ...................................................................... 1-2

Drill 2........................................................................................................................ 1-2

1.5 The Last Six Letters of the Alphabet ............................................................................ 1-2

Drill 3........................................................................................................................ 1-3

1.6 Numbers ....................................................................................................................... 1-3

Drill 4 ........................................................................................................................ 1-4

Reading Practice ....................................................................................................... 1-4

Exercise .................................................................................................................................. 1-5

Lesson 2. Capitalization, Paragraphing, Punctuation, Numbers with punctuation

2.1 Capital Letters and Fully Capitalized Words................................................................ 2-1

Drill 5........................................................................................................................ 2-1

2.2 Paragraphing ................................................................................................................. 2-1

2.3 Period, Question Mark, Exclamation Point, Comma, Semicolon, Colon..................... 2-2

Drill 6........................................................................................................................ 2-2

2.4 Hyphen ......................................................................................................................... 2-3

Drill 7........................................................................................................................ 2-6

2.5 Dash .............................................................................................................................. 2-6

Drill 8........................................................................................................................ 2-8

2.6 Numbers with punctuation ............................................................................................ 2-8

Drill 9 ......................................................................................................................... 2-10

Reading Practice ....................................................................................................... 2-11

Exercise .................................................................................................................................. 2-12

Lesson 3. Quotation Marks, Apostrophe, Parentheses, Brackets, Adjacent Punctuation,

Double (Omission) Dash, Slash

3.1 Quotation marks ........................................................................................................... 3-1

3.2 Apostrophe .................................................................................................................... 3-1

3.3 Parentheses and Brackets .............................................................................................. 3-2

3.4 Adjacent punctuation .................................................................................................... 3-2

Drill 10...................................................................................................................... 3-3

3.5 Double (Omission) Dash ............................................................................................. 3-3

3.6 Slash ............................................................................................................................. 3-4

Drill 11 ...................................................................................................................... 3-4

Reading Practice ....................................................................................................... 3-5

Exercise .................................................................................................................................. 3-6

Lesson 4. One-Cell Whole-Word Contractions,

Contractions for and, for, of, the, with

4.1 Contractions in General ................................................................................................ 4-1

4.2 One-Cell Whole-Word Contractions (Alphabet Contractions)..................................... 4-1

Drill 12...................................................................................................................... 4-2

Drill 13 ...................................................................................................................... 4-3

4.3 Whole-Word Contractions for and, for, of, the, with.................................................... 4-4

Drill 14 ...................................................................................................................... 4-5

4.4 Part-Word Contractions for and, for, of, the, with ........................................................ 4-5

4.5 Rules for All Part-Word Contractions .......................................................................... 4-6

Drill 15...................................................................................................................... 4-7

Reading Practice ....................................................................................................... 4-8

Exercise .................................................................................................................................. 4-9

Lesson 5. Whole-Word Contractions for child, shall, this, which, out, still

Part-Word Contractions for ch, sh, th, wh, ou, st, Ordinal Numbers

5.1 In General ..................................................................................................................... 5-1

5.2 Whole-Word Contractions for child, shall, this, which, out, still ................................. 5-1

Drill 16...................................................................................................................... 5-2

5.3 Part-Word Contractions for ch, sh, th, wh, ou, st.......................................................... 5-2

5.4 With Slashes .................................................................................................................. 5-3

5.5 Ordinal Numbers........................................................................................................... 5-3

Drill 17...................................................................................................................... 5-4

Reading Practice ....................................................................................................... 5-4

Exercise .................................................................................................................................. 5-5

Lesson 6. Part-Word Contractions for ar, ed, er, gh, ow, ble, ing

6.1 In General ..................................................................................................................... 6-1

Drill 18 ...................................................................................................................... 6-4

6.2 Ing or ble at Beginning of Word................................................................................... 6-4

6.3 Retaining Usual Braille Form of Base Word................................................................ 6-5

6.4 Part-Word Contractions Standing Alone ...................................................................... 6-5

6.5 Choice Between Alternative Contractions.................................................................... 6-5

6.6 Syllabication ................................................................................................................ 6-6

Drill 19....................................................................................................................... 6-7

Reading Practice ....................................................................................................... 6-8

Exercise

.................................................................................................................................. 6-9

Summary of Contraction Usage ................................................................................................... 6-11

Lesson 7. Whole-Word Lower-Sign Contractions for in, enough, be, his, was, were

Part-Word Lower-Sign Contractions for in, en, be, con, dis, com

Introduction to Short-Form Words

7.1 Definition of Lower Signs ............................................................................................ 7-1

7.2 Whole-Word Lower Signs for in, enough, be, his, was, were ...................................... 7-1

Drill 20 ...................................................................................................................... 7-2

7.3 Part-Word Lower Signs ................................................................................................ 7-3

7.4 The Lower-Sign Rule.................................................................................................... 7-4

Drill 21...................................................................................................................... 7-5

7.5 Part-Word Lower-Sign Contractions for be, con, dis ................................................... 7-6

7.6 Contraction for com ...................................................................................................... 7-7

Drill 22 ...................................................................................................................... 7-8

7.7 Preserving the Usual Form of the Base Word............................................................... 7-8

7.8 In Proper Names ........................................................................................................... 7-9

7.9 Be, con, dis and com in Abbreviations.......................................................................... 7-9

7.10 Introduction to Short-Form Words ............................................................................... 7-9

Drill 23...................................................................................................................... 7-10

Reading Practice ....................................................................................................... 7-11

Exercise .................................................................................................................................. 7-12

Lesson 8. Whole-Word Lower-Sign Contractions for to, into, by

Part-Word Lower-Sign Contractions for bb, cc, dd, ff, gg, ea

More Short-Form Words

8.1 Contractions for to, into, by .......................................................................................... 8-1

Drill 24...................................................................................................................... 8-3

8.2 The Double-Letter Signs and ea Sign........................................................................... 8-4

8.3 More Short-Form Words............................................................................................... 8-7

Drill 25...................................................................................................................... 8-7

Reading Practice ....................................................................................................... 8-9

Exercise .................................................................................................................................. 8-10

Summary of Contraction Usage Lower Signs.............................................................................. 8-12

Lesson 9. Initial-Letter Contractions, More Short-Form Words

9.1 In General ..................................................................................................................... 9-1

9.2 Exceptions to the General Rule..................................................................................... 9-2

Drill 26...................................................................................................................... 9-3

9.3 Preference for One-Cell Contractions........................................................................... 9-4

9.4 Digraphs........................................................................................................................ 9-4

9.5 Choosing Between Consecutive Contractions .............................................................. 9-5

9.6 Proper Names................................................................................................................ 9-5

9.7 More Short-Form Words............................................................................................... 9-5

Drill 27...................................................................................................................... 9-6

Reading Practice ....................................................................................................... 9-7

Exercise .................................................................................................................................. 9-8

Lesson 10. Final-Letter Contractions, More Short-Form Words

10.1 Final-Letter Contractions............................................................................................ 10-1

10.2 More Short-Form Words............................................................................................. 10-4

Drill 28...................................................................................................................... 10-5

Reading Practice ....................................................................................................... 10-6

Exercise .................................................................................................................................. 10-7

Lesson 11. Short-Form Words, Proper Names

11.1 In General ................................................................................................................... 11-1

11.2 As Whole Words......................................................................................................... 11-2

11.3 As Part Words............................................................................................................. 11-2

11.4 In Compound Words................................................................................................... 11-3

11.5 Special Rule for after, blind, and friend as Part Words .............................................. 11-4

11.6 Dividing Short-form Words Between Lines ............................................................... 11-4

11.7 In Unusual Words ..................................................................................................... 11-4

11.8 Short-forms In Proper Names ..................................................................................... 11-5

Drill 29 ...................................................................................................................... 11-5

11.9 Summary of Contractions Used in Proper Names ...................................................... 11-7

Reading Practice ....................................................................................................... 11-11

Exercise .................................................................................................................................. 11-12

Summary of Contraction Usage: Initial- and Final-Letter Contractions and Short-Form Words 11-15

Lesson 12. Letter Indicator, Speech Mannerisms, Divided Words, Transcriber's Notes

12.1 Letter Indicator............................................................................................................ 12-1

Drill 30 ...................................................................................................................... 12-5

12.2 Distinguishing Names and Other Words from Short-Form Words ............................ 12-5

12.3 Letter/Number Combinations .................................................................................... 12-7

12.4 Summary..................................................................................................................... 12-8

Drill 31 ....................................................................................................................... 12-9

12.5 Speech Mannerisms ................................................................................................... 12-10

12.6 Syllabicated Words .................................................................................................... 12-12

12.7 Transcriber's Notes ...................................................................................................... 12-13

Drill 32...................................................................................................................... 12-14

Exercise .................................................................................................................................. 12-15

Lesson 13. Symbols, Abbreviations, Personal Initials, Initialisms and Acronyms,

Slash, Ditto Sign, Telephone Numbers, Postal Codes, Dates,

Symbols, Format for Letters

13.1 Symbols for Coinage, Weight, Measure, etc. ............................................................. 13-1

Drill 33 ...................................................................................................................... 13-4

13.2 Abbreviations in General ............................................................................................ 13-4

13.3 Personal Initials ........................................................................................................... 13-8

13.4 Initialisms and Acronyms .......................................................................................... 13-9

13.5 Ditto Sign................................................................................................................... 13-10

13.6 Telephone Numbers.................................................................................................... 13-10

13.7 Postal Codes................................................................................................................ 13-10

13.8 Dates ........................................................................................................................... 13-11

Drill 34...................................................................................................................... 13-11

13.9 Format for Letters (correspondence) ........................................................................... 13-12

Exercise .................................................................................................................................. 13-13

Lesson 14. Roman Numerals, Fractions, Mixed Numbers, Decimals, Mathematical Signs of

Operation, Superscripts and Subscripts, Clock Time, Sports Scores

and Votes, Electronic Addresses

14.1 Roman Numerals ........................................................................................................ 14-1

Drill 35...................................................................................................................... 14-2

14.2 Fractions and Similar Number Combinations............................................................. 14-2

14.3 Mixed Numbers ........................................................................................................... 14-3

14.4 Decimals ..................................................................................................................... 14-4

14.5 Mathematical Signs of Operation ............................................................................... 14-4

14.6 Superscript and Subscript Numbers and Letters......................................................... 14-5

14.7 Clock Time ................................................................................................................. 14-6

14.8 Sports Scores and Votes.............................................................................................. 14-6

14.9 Electronic Addresses................................................................................................... 14-6

Drill 36...................................................................................................................... 14-7

Exercise .................................................................................................................................. 14-7

Lesson 15. Emphasis Indicator, Small Capital Letters, Ellipsis, Print Signs of Omission,

Quoted Material, Termination Symbol, Order of Punctuation Marks and

Composition Signs, Portions of Words in Different Typeface,

Enclosed Portions of Words, Punctuation Marks Standing Alone or Enclosed

15.1 The Emphasis Indicator .............................................................................................. 15-1

15.1j Summary of Use of Emphasis Indicator .................................................................... 15-6

15.2 Small Capital Letters................................................................................................... 15-7

Drill 37...................................................................................................................... 15-8

15.3 The Ellipsis ................................................................................................................. 15-9

15.4 Print Signs of Omission .............................................................................................. 15-10

15.5 Quoted or Displayed Material..................................................................................... 15-10

15.6 Termination Symbol ................................................................................................... 15-11

15.7 Order of Punctuation Marks and Com

position Signs .................................................

15-11

15.8 Portions of Words and Numbers in a Different Typeface........................................... 15-11

15.9 Slash in Partially Emphasized Expressions ................................................................ 15-13

15.10 Freestanding Portions of Words.................................................................................. 15-13

15.11 Enclosed Portions of Words........................................................................................ 15-13

15.12 Punctuation Marks Standing Alone or Enclosed ........................................................ 15-13

Drill 38 ..................................................................................................................... 15-14

Exercise .................................................................................................................................. 15-14

Lesson 16. Accent Symbol, Foreign Words in English Text, Anglicized Words,

Corrupted Words, Coined Words, Specialized Terminology, Non-Latin

Alphabets, Old and Middle English, Foreign Punctuation

16.1 Accent Symbol............................................................................................................ 16-1

16.2 Foreign and Anglicized Words Defined ..................................................................... 16-2

16.3 Foreign Words in English Text................................................................................... 16-2

16.4 Foreign Punctuation Marks......................................................................................... 16-4

16.5 Anglicized Words ....................................................................................................... 16-5

Drill 39...................................................................................................................... 16-5

16.6 Corrupted Words, Coined Words, Specialized Terminology ..................................... 16-6

16.7 Non-Latin Alphabets................................................................................................... 16-7

16.8 Old and Middle English, Archaic Spelling ................................................................. 16-8

Drill 40...................................................................................................................... 16-8

Exercise .................................................................................................................................. 16-9

Lesson 17. Headings, Reference Symbols (Asterisk), Notes, Source References,

Credit Lines, Pagination

17.1 Headings ..................................................................................................................... 17-1

17.2 Reference Citations in General ................................................................................... 17-2

17.3 Reference Symbols — Asterisk................................................................................... 17-3

17.4 Notes ........................................................................................................................... 17-3

17.5 Source References....................................................................................................... 17-5

17.6 Credit Lines (Attributions).......................................................................................... 17-6

17.7 Pagination ................................................................................................................... 17-8

Exercise .................................................................................................................................. 17-9

Lesson 18. Special Formats: Poetry, Columns, Tables, Outlines

Suggested Formats: Menus, Recipes

18.1 In General ................................................................................................................... 18-1

18.2 Poetry.......................................................................................................................... 18-1

18.3 Columns...................................................................................................................... 18-3

18.4 Tables.......................................................................................................................... 18-4

18.5 Outlines....................................................................................................................... 18-6

18.6 Menus.......................................................................................................................... 18-6

18.7 Recipes........................................................................................................................ 18-7

Exercise .................................................................................................................................. 18-8

Lesson 19. Literary Braille Book Format

19.1 Format in General ....................................................................................................... 19.1

19.2 Preliminary Pages ....................................................................................................... 19-2

19.3 Text Pages................................................................................................................... 19-13

19.4 Summary: Order of Preliminary and Text Pages........................................................ 19-14

19.5 Book Broken into Units .............................................................................................. 19-15

19.6 Chapter Titles.............................................................................................................. 19-15

19.7 Volume Size and Division .......................................................................................... 19-16

19.8 Appendixes, Glossaries, Bibliographies, Indexes, Etc................................................ 19-17

19.9 End-of-Volume and End-of-Book Indication ............................................................. 19-17

Exercise .................................................................................................................................. 19-17

Lesson 20. The Trial Manuscript and Certification

20.1 In General ................................................................................................................... 20-1

20.2 Choosing a Book for the Manuscript.......................................................................... 20-1

20.3 Formatting the Book ................................................................................................... 20-2

20.4 Beginning Pages.......................................................................................................... 20-2

20.5 Accuracy and Neatness............................................................................................... 20-2

20.6 Erasures....................................................................................................................... 20-3

20.7 Editing......................................................................................................................... 20-3

20.8 Proofreading................................................................................................................ 20-3

20.9 A Letter to the Grader................................................................................................. 20-3

20.10 Mailing the Manuscript............................................................................................... 20-4

20.11 Grading ....................................................................................................................... 20-4

20.12 Appealing the Test Results ......................................................................................... 20-4

20.13 Certification ............................................................................................................... 20-4

Appendix A. Reading Practice ................................................................................................. A-1

Appendix B. Alphabetical Index of Braille Symbols.............................................................. B-1

Alphabet and Numbers .......................................................................................................... B-1

Contractions, Word Signs, and Short-Form Words ............................................................... B-1

Punctuation and Composition Signs ...................................................................................... B-6

Quick Reference Chart........................................................................................................... B-7

ASCII Braille Chart ............................................................................................................... B-9

Appendix C. Typical and Problem Words .............................................................................. C-1

Index .................................................................................................................................. Index-1

General Course Instructions

Purpose and Scope

This manual is designed for use in the correspondence course in English braille transcribing

conducted by the Library of Congress, National Library Service for the Blind and Physically

Handicapped (NLS), and for use by instructors of braille classes. The course is intended to

familiarize the student with the braille system, with braille contractions and their usage, and with

the rules of braille transcribing. Rules are set forth by the Braille Authority of North America

(BANA) and published in English Braille American Edition (EBAE). EBAE became the

authorized braille code for use in the United States as of January 1, 1959, and it contains all the

rules of braille for general literature.

A source citation appears in brackets following each main heading in this manual. Citations

that begin with a Roman numeral (e.g., XII.47) refer to the official code English Braille

American Edition 1994 (revised 2002, 2007). Citations that begin with BF refer to Braille

Formats: Principles of Print to Braille Transcription. See and see also references refer to

sections within this book. Occasionally the EBAE rules used for preparing general literature

differ from those in Braille Formats that are required for the preparation of textbooks. The

indicator [diff.] following a section heading notes such a difference.

Great care has been taken to ensure that none of the sentences in the drills and exercises in

this manual contains words that require the use of contractions not yet studied. While greatly

restricting the choice of words and types of sentences in the earlier lessons, this practice helps

prevent the student from acquiring the habit of brailling words incorrectly.

Throughout this manual examples are presented in simulated braille (dots reproduced in

print). The student is directed to study them carefully. They show how the rules work in practice

and also peculiar situations where a rule is inapplicable. When simulated braille is not used in

examples, contractions are shown enclosed within parentheses.

Appendixes at the back of this manual contain materials useful as references throughout the

course. Appendix A gives the correct print for the simulated braille reading exercises that appear

at the end of the first eleven lessons. Appendix B is an alphabetical index of braille signs

showing two ways in which braille configurations may appear: (1) when produced on a

braillewriter or embosser where the dots are impressed from the under side of the page and

appear as they will be read, and (2) when produced on a slate and stylus where the slate user

creates the dots "in reverse" by pushing down on the paper with a stylus, working from right to

left and then turning the paper over to read. Appendix C is a list of typical and problem words

that shows print words broken into syllables and the same words in simulated braille using the

correct contractions.

Most of the problems that are likely to be found in the transcription of general literature are

presented and discussed in this manual, and upon successful completion of the course, the

student should be competent to deal with these problems. However, no attempt is made here to

train the student in the transcription of specialized materials. Therefore, before attempting to

braille a textbook of any kind, the transcriber must be thoroughly familiar with the rules provided

in the latest revision of the Braille Formats: Principles of Print to Braille Transcription. If called

upon to braille technical material on mathematics or science, the transcriber first must study the

xi

latest revision of The Nemeth Braille Code for Mathematics and Science Notation. The

transcription of music must be in accordance with provisions set forth in the most recent edition

of the Braille Music Code. Materials requiring the translation of computer symbols and notations

are done according to the rules in the Computer Braille Code. These publications may be

purchased from the American Printing House for the Blind, 1839 Frankfort Avenue, P.O. Box

6085, Louisville, KY 40206.

As the language grows and changes, so too must the rules that govern the production of

braille. BANA meets regularly to review the rules and make periodic changes. When rule

changes are approved, they will be incorporated into this instruction manual by means of

replacement pages. Students taking the course by correspondence will automatically receive up-

to-date material. Teachers of braille transcription classes should request copies of replacement

pages for their students.

The National Federation of the Blind currently administers the braille certification courses

under contract with the National Library for the Blind and Physically Handicapped. All persons

using this manual are invited to submit comments, criticisms, or suggestions regarding it to the

Braille Certification Training Program, National Federation of the Blind, 1800 Johnson Street,

Baltimore, MD 21230. These will be studied carefully and given serious consideration in the

preparation of any revision.

How to Enroll

Please visit http://www.nfb.org/transcribers or call (410) 659-9314 (ext. 2510) to obtain an

information packet explaining the braille transcription course and an application form.

Equipment

The following equipment and supplies will be required for use by the student:

 The latest editions of Instruction Manual for Braille Transcribing and Drills Reproduced in

Braille, provided free of charge to U.S. citizens and residents enrolled in the course.

 The latest edition of English Braille American Edition, also provided free of charge from

the NLS to U.S. citizens and residents enrolled in the course. At this writing, the latest

revision is dated 1994 (revised 2002, with update 2007).

 A collegiate edition of any reputable dictionary less than ten years old. Online dictionaries

such as www.dictionary.com are also permissible.

 Braille transcription paper measuring 11 x 11½ inches. A good source for braille paper is

the American Printing House for the Blind, 1839 Frankfort Avenue, P.O. Box 6085,

Louisville, KY 40206. If paper is ordered locally, specify 90-lb. card stock with the grain

running along the 11-inch dimension. (Note that braille paper is not necessary if lessons

will be submitted electronically. However, the manuscript must be submitted on paper—

see Lesson 20 for more information).

 A braille eraser, available from the American Printing House or from Howe Press, 175

North Beacon Street, Watertown, MA 02472. (An eraser is not necessary if lessons will be

submitted electronically).

xii

 A braillewriter, a 40-cell braille slate and stylus, or a computer using a direct-input braille

program. Direct-input programs require the user to braille using only six keys, much in the

same manner as when using a braillewriter. Translation programs, where the user types in

the material on a standard keyboard and the type is then translated into braille, are not

allowed for use in this course. Exercises must be submitted in hard copy (embossed) braille,

or by e-mail with the electronic file as an attachment. Simulated braille (dots reproduced in

print on paper) will not be accepted.

Computer Program. A six-key computer program called Perky Duck can be downloaded

free of charge from http://www.duxburysystems.com. Instructions for use of Perky Duck can be

obtained from its distributor or from the National Federation of the Blind. Other computer

programs provide for the use of six-key entry, but if the program provides any automatic features

such as running heads or page numbers, these must be disabled. All spacing, centering, and line

breaks must be performed manually.

Braillewriter. While there are a number of braillewriters on the market, the Perkins brailler

has been found to be an eminently satisfactory machine. Purchase information and instructions

for its operation are available from the distributor, Howe Press, 175 N. Beacon Street,

Watertown, MA 02472.

Slate and Stylus. If a braille slate and stylus are to be used, we recommend the 40-cell

board slate that is available from Howe Press. This braille slate consists of two pieces, a hinged

metal guide and a flat wooden board. The bottom portion of the metal guide has four rows of

indented braille cells. The top portion has four rows of cutouts that fit exactly over the indented

cells and serve as a template for the stylus. Two pegs on the underside of the guide fit into

regularly spaced holes at the left and right sides of the wooden board.

Insert the guide into the set of holes nearest the top of the board, with the hinged side at your

left. Before inserting the paper, open the metal guide as you would a book. At the top of the

board there is a metal clasp with two prongs on the lower piece. Place the paper well up over the

prongs, with its left edge against the hinge of the guide and the 11½-inch dimension of the paper

running from left to right. To make sure that the paper is inserted straight, keep the bottom of the

paper exactly parallel to the lower edge of the board. Snap the clasp shut and close the metal

guide over the paper. The prongs of the clasp hold the paper in place, and the holes made by the

prongs make it possible to replace the paper in exactly the same position when necessary.

The point of the stylus is used to press the paper into the indented cells, thus forming the

desired dots. In doing so, hold the stylus in a vertical position, rather than at a slant, in order to

ensure a clear, firm dot. Four lines of braille can be written with the guide in the first position.

When these lines have been written, move the guide down into the next set of holes without

removing the paper. Continue in this manner until the entire page has been completed.

Use and Preparation of Drills, Reading Practices, and Exercises

Drills and reading practice. Material in this manual is divided into twenty lessons. Lessons

1–16 each contain one or more drills, and the first eleven lessons each have a reading practice.

xiii

These are designed solely to give the student practice in applying the rules covered in the

preceding section. Students enrolled in the Library of Congress correspondence course should

not submit these drills to the instructor. The braille supplement, Drills Reproduced in Braille,

which accompanies this manual, contains correct transcriptions of all drills. In order to derive

maximum benefit from them, it is imperative that the student first braille the drill and then

compare the results with the corresponding drill in the supplement. The reading exercises should

be written out in longhand before comparing them to the printed versions found in Appendix A.

For further practice, the print version of the reading exercise can be brailled and then compared

with the simulated braille in the lesson.

Exercises. The exercise at the end of each lesson is designed to test the student's ability to

deal with problems presented in that lesson and also to serve as a review of previous lessons.

These exercises must be submitted to the instructor for examination and correction. Students

enrolled in the correspondence course must submit each exercise to the instructor on braille

paper or in an electronic file via e-mail. Exercises submitted on thermoform paper or in

simulated braille printed on paper will not be accepted. Only one exercise at a time should be

submitted. Those students who are taking instruction elsewhere need submit only the trial

manuscript, as described in Lesson 20, to the National Federation of the Blind for certification

by the Library of Congress.

Some of the lessons can be divided into two parts. Where this is possible, a note has been

added indicating the proper breaking point. The exercise has then been arranged so that the first

half of the exercise contains only items that have been studied in the first part of the lesson.

Braille page margins and line length. The Library of Congress requires that books

produced under its sponsorship be transcribed on pages measuring 11½ inches wide and 11

inches long. This also applies to students of the transcription course when submitting exercises

and/or the trial manuscript. Volumes with insufficient margins at the left side present serious

binding problems; therefore, the Library of Congress requires a left-hand margin of at least one

inch. The right-hand, top, and bottom margins should measure at least one-half inch. These

measurements allow for a page of twenty-five lines with 40 cells per line.

In order to ensure proper margins and a clear copy of the entire braille page by thermoform

duplication, the margins on a Perkins braillewriter, which has a 42-cell per line capability,

should be set so that it is not possible to braille in the first cell at the left margin or in the last cell

of the line.

All references to cell numbers (for example: Start in cell 1 ...) refer to the margin in effect.

Therefore, when using a 40-cell line, cell 1 will be the second cell on the machine. A good way

to set the margins in the brailler is to insert a piece of paper into the machine; push the margin

release tabs (located at the rear of the machine) open as far as possible, and, by pushing all six

keys at the same time, braille a line of full cells. There should be 42 cells. This practice allows

the cells to be seen or felt and the margin tabs to be set in the appropriate places.

Centering a heading. With the exception of the exercise in Lesson 1, the first line of every

page of an exercise should carry a fully capitalized centered heading, called a "running head." To

center a heading, first count the number of cells that the heading will occupy. Subtract that

number from 40 (the number of cells on a line). Divide your answer in half and that will tell you

xiv

how many blank cells should precede and follow the heading. When a heading occupies an

uneven number of cells so that it cannot be perfectly centered, move the heading off center by

one cell to the left, so that the extra blank cell is to the right of the heading. When counting the

number of cells needed for a centered heading, remember to include in your count contractions,

spaces, punctuation signs, and composition signs. Also, remember that contractions take fewer

cells than the letters they replace.

A blank line should follow the centered running head only on the first page of each exercise.

All other pages should have the running head on the first line and the exercise continuing on the

second line.

Page numbering. Beginning with the exercise in Lesson 2, consecutive braille page

numbers should be shown at the right margin on the first line of each page (on the same line as

the heading).

Erasures. Erasures should be resorted to only rarely, and then they should be made with the

greatest care. In order to execute a neat erasure, place the paper on a smooth, hard surface such

as a piece of glass or a mirror. Place the tip of the eraser on the dot to be erased and gently but

firmly press straight down. Then move the eraser in a circular motion until the dot has been

completely leveled. Do not scrub the paper. Be certain that no adjacent dots have been lowered

and, if so, reinforce them with the point of the stylus or with the braillewriter.

Because even good erasures are often detectable and confusing to the braille reader, an

erasure should not be made if it would result in a blank cell. Do not erase more than one dot in a

cell. Do not erase at the end of a line or in a page number. If the grader can feel an erasure, it

will be counted as an error.

Proofreading. Careful proofreading is the key to becoming a successful transcriber. At first,

a sighted student may encounter some difficulty in reading the braille that he or she produces.

This situation can be helped by reading what has been brailled, letter-by-letter, and writing it out

in longhand. This procedure will not be necessary for long. Soon the eyes will start recognizing

clusters of dots as individual characters.

As an exercise is being done, proofread each sentence on the computer screen or while the

paper is still in the machine. The exercise should be proofread again when it is complete. And

finally, after letting the material rest for several days, the entire exercise should be proofread

again. The pages with errors should be redone so that the exercise, when presented to the

instructor, is as perfect as the student can make it.

Grading

After the instructor has examined each exercise, the student will receive a detailed report

pointing out errors and making helpful comments and suggestions. Grading is up to the

instructor's discretion. Depending upon the number and type of errors made, the student will be

asked to resubmit sentences in which errors occurred, or the entire exercise may have to be

repeated. When the instructor is satisfied that the student has mastered the material, a new

assignment is made. In general, with the practice provided by the drills and the assistance of the

xv

xvi

instructor's reports, it should be possible for students to submit an acceptable exercise on the first

or second attempt.

Certification

After finishing the lessons in this manual, certification as a braille transcriber is achieved by

submission of a thirty-five braille-page manuscript. Details for preparing the manuscript, and

information about the grading process, are located in Lesson 20.

Mailing Materials

Submitting exercises. All exercises brailled on paper should be mailed to: National

Federation of the Blind, Braille Certification Training Program, 1800 Johnson Street, Baltimore,

MD 21230. The braille pages should never be folded or rolled. Enclose them in a padded

envelope or in a large envelope with firm cardboard sheets the size of braille paper on the top

and bottom to protect the braille. Electronic submissions should be e-mailed as an attachment to

[email protected].

Mailing the trial manuscript. The trial manuscript must be submitted on paper. In

preparing the trial manuscript for mailing, be sure that the pages are assembled in proper

sequential order with the embossed side facing up. Then bind them securely together. A print

copy of all of the front matter from the book chosen for the manuscript, a copy of all of the print

pages that were transcribed, the letter to the grader (as described in Lesson 20), and the braille

manuscript should be placed in a box or adequately wrapped to protect them from damage.

Photocopies of the print are acceptable

Lesson 1

The Braille Alphabet and Numbers

1.1 In General

Braille is a system for tactile reading and writing. It uses characters formed by

combinations of six embossed dots that are arranged within the braille cell in two vertical

columns of three dots each. A simple braille character is formed by one or more of these

dots, and it occupies a full cell or space.

For convenience, the dots of the braille cell are referred to by number and correspond

to the keys on a braillewriter.

Braille Cell

1



4

2



5

3



6

Braillewriter

   [[[[]]]]   

3 2 1 4 5 6

1.2 Braillewriters, Computer Braille Programs, and Braille Slates

There are three methods of braille transcription—braillewriter, computer using a special

braille program, and slate and stylus. The braillewriter and the computer work in much

the same way in that they use six keys corresponding to the braille cell as shown above.

When a braille slate is used, the embossing appears on the underside of the paper.

Therefore, the writing is done from right to left, so that when the page is turned over it

can be read from left to right. For this reason dots 1, 2, and 3 are brailled at the right-hand

side of the braille cell on the slate; dots 4, 5, and 6 at the left-hand side, as shown in the

alphabetical index of braille signs in Appendix B.

There are also computer programs that translate print into braille. Only persons

thoroughly trained in reading and writing braille should use these programs.

1.3 The First Ten Letters of the Alphabet

The first ten letters of the alphabet are formed by using the upper and middle dots of the

cell, and they are the foundation of the braille system.

Memorize the following letters by their dot numbers and configurations.

a b c d e f g h i j

1

1

1

4

1

4

1

1

4

1

4

1

4

4

∙

2

c

5

d

5

e

2 2 5 2 5

h

2

i

2 5

j

b

f G

TOC -- INDEX 1 - 1

Drill 1

Thoroughly familiarize yourself with the first ten letters of the alphabet by brailling the

following words. Reading across, start each line in the first cell. Leave one blank cell

(space) between words. Your work on this and all subsequent drills should not be

submitted to the instructor for correction. Instead, check the accuracy of your work by

comparing it with the correct braille form in the accompanying supplement, Drills

Reproduced in Braille.

acid acacia badge beige babe cage cicada

deface dice ebb egg fad fief gag gage

hag hajji hide hie id if idea jag jade

1.4 The Second Ten Letters of the Alphabet

The second ten letters of the alphabet are formed by adding dot 3 to each of the first ten.

Thus, k is formed by adding dot 3 to a, l by adding dot 3 to b, and so on.

a b c d e f g h i j

∙ b c d e f g h i j

k l m n o p q r s t

k l m n o p q r s t

Drill 2

Practice the letters learned by brailling the words in the following drill.

kick kneel lair llama manor melon mammal

noise notice orange orphan popcorn pope

possessor qoph rapport rascal sassafras

tattletale tragic trio tort ticket tide

1.5 The Last Six Letters of the Alphabet

The letters u, v, x, y, and z are formed by adding dots 3 and 6 to the first five letters. Thus,

u is formed by adding dots 3 and 6 to a, and so on. The letter w, dots 2456 (w), does not

fit into this pattern because Louis Braille devised the braille system in France in the mid-

19th century, and the French alphabet did not then contain the letter w.

1 - 2 TOC -- INDEX

a b c d e f g h i j

∙ b c d e f g h i j

k l m n o p q r s t

k l m n o p q r s t

u v w x y z

u v w x y z



Drill 3

When you have learned the final six letters of the alphabet, braille the following words

for practice.

quiz ukulele ultimatum vacillate vaguely

wigwag wield weird xylem xebec yolk yew

zebra zombie zoological zygoma ooze maze

1.6 Numbers [VII.28]

There are no special braille symbols for cardinal numbers. Instead, the numbers

1 through 0 are expressed by the letters a through j preceded by the number indicator,

dots 3456 (#).

The number indicator is known as a composition sign. Composition signs, which are

peculiar to braille, are configurations that, when placed before a braille character, give it

a special meaning or designate a change in print typeface. They are necessary because the

dots, or bumps, that represent braille letters cannot be enlarged like print capitals or

altered like print italics. You will learn other composition signs as the course progresses.

Examples:

1 2 3 4 5 6 7 8 9

#∙ #b #c #d #e #f #g #h #i

10 14 59 87 103 965

#∙j #∙d #ei #hg #∙jc #ife

TOC -- INDEX 1 - 3

Drill 4

Practice numbers by brailling the following drill. Braille the numbers across the page as

they appear in print. Leave one blank cell between the numbers.

23 104 9 58 77

01 64 956 8 323

11 549 476 400 80

READING PRACTICE

Read the following phrases and write them out in longhand. Do not submit this work to your

instructor. Compare your work with the print version in Appendix A.

movie rerun

s∙fe bet

∙nts m∙ke ∙nthills

blue umbrell∙

no v∙c∙ncy

w∙lnut p∙nc∙kes

∙gree∙bly nice

#b yule logs

zigz∙g ro∙d

spicy s∙l∙mi

club byl∙ws

torn cuff

free give∙w∙y

#ce cr∙zy coyotes

#∙jj bees buzz

twelve dolls

#f girls jump rope

#h kettledrums boom

∙ll ∙like

cute qu∙druplets

fle∙ bite

#fd obsolete ∙utos

idiotic ide∙

beetles scurry

∙dd two plus two

∙eri∙l view

wise old m∙n

#gi lively l∙dies

1 - 4 TOC -- INDEX

TOC -- INDEX 1 - 5

EXERCISE

Prepare the following exercise and submit it to the instructor for correction. Read down the

columns. Starting on line 1, begin each phrase in the first cell of a new braille line. Do not skip

lines; you should have 25 phrases on each page. If you are using a braillewriter, be sure that you

position every page correctly by pushing down on the line-space key (farthest key to the left) one

time before you start to braille. Add your name in braille at the end of the exercise or as your

teacher directs. (Correspondence students: For the convenience of our braille-reading instructors

and non-braille-reading clerical staff, if you are submitting your lessons on paper or as an

electronic file, add your name in braille and print at the end of each exercise.)

jazz tunes

he prays daily

feigns surprise

a frisky poodle

fidgety filly

59 raw recruits

quixotic exploits

electric elevator

queue up

64 zany zebras

build a wigwam

9 gigantic gorillas

attractive tie

lovely lullaby

wry wit

jubilant hallelujahs

gooseneck lamp

olives or onions

vivid pictures

icicles drip

dull adjectives

bridle a pony

wise philosophy

126 wet pets

six textbooks

lovely velvet

yuletide joy

pretty anemone

true blue

blood circulates

mutual respect

80 hot dogs

a brook murmurs

weird spectacle

xiphoid process

quizzes puzzle me

3 labor battalions

unbelievably calm

home sweet home

fireflies flit

brass knuckles

mimic a madman

angry gangs

12 pretty rosebuds

prompt appraisal

bacon smells salty

10 nocturnal birds

extra axe

big felt yurt

78 brass bassoons

1 - 6 TOC -- INDEX

Lesson 2

Capitalization, Paragraphing

Punctuation: Period, Question Mark, Exclamation Point, Comma,

Semicolon, Colon, Hyphen, Dash

Numbers with punctuation

2.1 Capital Letters and Fully Capitalized Words [II.9]

In braille, there is no separate alphabet of capital letters. Instead, capitalization is

indicated by placing the capital indicator (dot 6) immediately before the letter affected.

New York ,new ,york

When all of the letters in a word or letter grouping are capitals, the double capital

indicator (dot 6 placed in two consecutive cells immediately before the word) is used.

Like the number indicator, the capital indicators are composition signs. Examples:

NEW YORK ,,NEW ,,york YMCA ,,YMCA

In proper names where some letters are in lower case, a single capital indicator is

placed before each capitalized letter. If part of the name is fully capitalized a double

capital indicator is placed before the fully capitalized portion. Examples:

DeLeon ,de,leon MacDONALD ,m∙c,,don∙ld

Drill 5

Practice brailling the following to familiarize yourself with the use of the capital

indicator. Reading down the columns, place each name on a separate line.

Anita OKLAHOMA Faye

MY FAIR LADY McWilliams DUNE BOY

Adriatic Claude Leon

RADIO GUIDE MOBY DICK MacDANIEL

2.2 Paragraphing [III.18.a] [diff.]

Rules taught in this manual are for material that is brailled without print page numbers (non-

textbooks). The abbreviation [diff.] signals rules that are different from those used for

preparing textbooks. See page xi.

Paragraphs in general reading material are indicated in braille by starting the first word of

each new paragraph in the third space, or cell, of a new line. All following lines start at

the margin. This rule applies even if the text is printed in block form (no paragraph

indentions) with blank lines between the paragraphs. Never leave a blank line between

paragraphs unless the print indicates a break in thought or scene by means of extra

spacing. (This situation is discussed further in Lesson 19.)

Occasionally, for visual appeal, print uses one enlarged or ornate letter or all capital

letters in the first few words at the beginning of a chapter or other division. In braille, this

TOC -- INDEX

2 - 1

practice is ignored. Such paragraphs should be properly indented and normal

capitalization used.

2.3 Period, Question Mark, Exclamation Point, Comma, Semicolon,

Colon [I.1]

The use, order, and spacing of braille punctuation should follow print practice except in

specific instances to be covered later in this manual. As in print, only one space (cell) is

left empty following commas and semicolons. However, unlike print that often leaves

two blank spaces following a colon and between sentences, only one empty cell is left in

braille.

Learn the following punctuation signs:

period .

4

(dots 256)

question mark ?

8

(dots 236)

exclamation point !

6

(dots 235)

comma ,

1

(dot 2)

semicolon ;

2

(dots 23)

colon :

3

(dots 25)

Drill 6

Practice brailling the following sentences. In this, and all future drills, treat each sentence

as a paragraph (starting each one in cell 3). Be sure to include the number and its period

at the beginning of each paragraph. Leave one empty cell between the period and the

beginning of the sentence.

Numbers in a printed listing are usually arranged so that the periods are in

alignment. This is not so in braille. In braille, the number indicator is placed in cell 3,

followed immediately by the number—regardless of the number of digits in the number.

1. I want six items: saw, nails, nuts, bolts, screws, tacks.

2. Miss Flynn, take a memo: Call Mr. Phelps at twelve noon; see Mr. Gray at six.

3. Is Mr. Dale a college graduate?

4. Ralph is sick; hail a cab!

5. My prophecy: victory!

6. Take my book; hold my coat! Hang up my umbrella!

7. Turn on a radio or TV at once; an unusual report is on.

8. Quiet, Aunt Em, I am afraid! An angry man knocks at my door.

9. My favorite play is MY FAIR LADY.

10. Does Jimmy want my old bicycle?

11. Help! Help! I hurt my leg!

12. Next exit: Peoria, Galesburg, Decatur.

2 - 2 TOC -- INDEX

2.4 Hyphen [I.5]

The hyphen is represented in braille by dots 36 (-). As in print, the principal uses of the

hyphen are to divide words at the end of a line and to connect the components of

compound words or numbers.

2.4a Dividing words between lines. Students of this course, at this stage of the learning

process, are expected to divide words between lines whether working on a braillewriter,

computer, or slate and stylus. Wherever there is room on a line for one or more syllables

and a hyphen, as many syllables should be brailled on that line as space will permit. No

space should be left between the last syllable on the line and the hyphen. The hyphen,

with one exception (see 2.4c), cannot start a new line. Examples:

talka- t∙lk∙- self-re- self-re-

tive tive liant li∙nt

Never divide a single-syllable word, such as served, plowed, or tried. When dividing

a multiple-syllable word between lines, division can be made only between syllables.

Although English Braille American Edition (EBAE) Rule I.5.a. says that a word "may"

be divided between pages, the Library of Congress does not recommend it.

Most publishers and dictionaries do not separate a beginning or ending single-letter

syllable from the rest of the word—and it is recommended that braille follow this

example. Thus, words such as away and body should not be divided between lines.

However, if a prefix or suffix is added to such words the division can be made, i.e.,

give/a/way, bod/y/guard. Note that this rule does not apply to contractions (one braille

configuration representing two or more letters), which will be studied later.

When an apostrophe (to be studied in Lesson 3) takes the place of a letter in a word,

the word divides in the same way that it would if all of the letters were present. For

instance, the word behavior is divided be/havior. If it is written in dialect as be'avior, it is

divided be/'avior not be'/avior).

2.4a(1) Syllabication. Correct syllabication of words is far from easy, and even dictionaries

sometimes differ. Until the transcriber has learned correct word division either by

memory or by educated instinct, it is advisable to consult a good dictionary. A collegiate

edition of any reputable dictionary less than ten years old can be used for this purpose.

When looking for a dictionary check that the dictionary selected gives word

divisions—not all do. On occasion, major dictionaries will differ on where they divide a

word. Also, syllabication can be affected by the part of speech used in a particular

sentence. Spellers (small books that give only spelling and syllabication) can be used in

many instances. Be prepared to support choices made regarding syllabication if the

instructor marks a choice as wrong.

Following are a few observations that may be helpful in determining standard

syllabication.

TOC -- INDEX

2 - 3

2.4a(2) Long and short vowels. In general, when a vowel is given a long sound in

pronunciation, the vowel comes at the end of the syllable; but when a vowel has a short

sound, the syllable includes the following consonant. Examples:

Long Vowels: de-

grade

fa-

mous

fi-

ber

pro-

fess

pu-

nitive

Short Vowels: def-

inite

fam-

ine

fil-

ial

prof-

it

pun-

ish

There are some outstanding exceptions to this practice, as with short vowels followed

by tion, sion, or cial, where the short vowel ends the syllable. Examples:

ambi- revi- spe-

tion sion cial

2.4a(3) Parts of speech. Some words are pronounced and divided in two different ways,

depending on whether they are used as nouns, adjectives, or verbs. Therefore, it may be

necessary to determine from context which part of speech is involved. Examples:

Long Sound: pre-

sent [verb]

re-

cord [verb]

pro-

gress [verb]

pre-

cedent [adjective]

Short Sound: pres-

ent [noun]

rec-

ord [noun]

prog-

ress [noun]

prec-

edent [noun]

Unfortunately, some dictionaries show only one entry for most of these words, and bury

the alternative use(s) within the definition paragraph, so it is important to note the part

of speech and the pronunciation when dividing them between lines.

2.4a(4) Plurals. It should be observed that plurals of nouns are not given in the dictionary if

they are formed regularly. In order to divide words correctly it is necessary to know

that when a plural is formed by adding s or es to a word ending in the sound of ch, sh, j,

s, x, or z the es becomes a separate syllable. Examples:

match-

es

bush-

es

hedg-

es

dress-

es

box-

es

maz-

es

When an s is added to a word ending in e but does not form a new syllable, the word

cannot be further divided. Examples:

miles rhymes tames mis/takes dis/likes

en/cores com/mit/tees hopes likes schemes

Word division is discussed further in Lesson 6.

2 - 4 TOC -- INDEX

2.4b Hyphenated compound words. Do not leave a space either before or after a hyphen in

a compound word, regardless of print spacing. Whenever a hyphen appears at the end

of a print line it becomes necessary for the transcriber to determine (1) whether it has

been used to divide a word between syllables, in which case the hyphen is omitted in

braille, or (2) whether it separates the components of a hyphenated compound word, in

which case the hyphen is retained in braille. In either case, such words are divided at

the end of a braille line in accordance with rules 2.4a and 2.4b(1). Examples:

Print Braille Print Braille

some-

where

somewhere self-

expression

self-expression

2.4b(1) Divided between lines. You will find many hyphenated compound words that are not

in the dictionary. This is because when two words that modify a noun are placed before

it, the words are often joined by a hyphen, as in the well-dressed man. However, if the

two modifiers follow the noun, they are not hyphenated, as in The man was well

dressed.

When a hyphen appears at the end of a print line and the compound word cannot be

found either in the dictionary or somewhere else in the text it should be treated as a

hyphenated compound word, and the hyphen should be retained.

2.4b(2) Capitalized. Hyphenated compound words and abbreviations are capitalized in braille

as they appear in print. A double capital indicator placed before a hyphenated

compound word indicates that all the letters of the compound word are capitals.

Therefore, the double capital indicator is not repeated after the hyphen. For the same

reason, the double capital indicator should not be repeated when a portion of any fully

capitalized word is carried over to a new line. Examples:

ATLANTA-SAVANNAH RAILWAY

,,ATLANTA-SAVANNAH ,,RAILWAY

ATLANTA-SAVAN- ,,ATLANTA-SAVAN-

NAH RAILWAY NAH ,,RAILWAY

2.4c Disconnected compound words. When brailling a hyphenated compound word, do not

leave a space before or after the hyphen; however, print copy should be followed as to

the spacing of disconnected compound words. Notice that unlike a connected

hyphenated compound word, in a disconnected compound word a hyphen can start a

new braille line as long as a space came before it in print. Examples:

five- or six-lane freeway

five- or six-l∙ne freew∙y

pro-labor or -agriculture vote

pro-l∙bor or -∙griculture vote

mid-June or -July mid-,june or

-,july

TOC -- INDEX

2 - 5

Drill 7

Practice brailling the following sentences, treating each as a paragraph.

1. Deborah has on an extremely pretty blue-gray dress.

2. I want an up-to-date plan.

3. Sell my five-acre plot? No way!

4. Maple-vanilla is my favorite flavor.

5. TWO-ON-AN-ISLE TALES is a picturesque book.

6. Philip is a five- or six-trip-a-week pilot.

7. Judge Biswell is a self-made man.

8. A semi-annual picnic is a swell idea.

9. A new sign extols: CUT-RATE-SALES.

2.5 Dash [I.6]

A dash is represented in braille by dots 36, 36 (--). Note that this is a two-cell sign.

You will learn other two, three, and even four-cell signs in future lessons. A dash can

usually be distinguished from a hyphen in print by its greater length. However, since print

uses dashes of varying lengths, it isn't always easy to differentiate between the two

symbols, and it is sometimes necessary to determine from context which braille symbol

to use. This can be done by keeping in mind that the two marks have different functions.

A hyphen is used to join together compound words or expressions. It is also used to

separate the syllables of a word. Thus, in the sentence, "At-ten-tion!" shouted the

six-foot soldier! hyphens separate the syllables of the command and also join the

elements of the compound word.

A dash is used to separate segments of a sentence, and sometimes to begin or end an

incomplete sentence. Dashes perform all of these duties in the following example. "I

don't see what you see in—" she frowned—glanced at the door—and continued,

"—him at all!"

2.5a Spacing. Print is often inconsistent in the spacing before and after a dash. In braille, no

space is left between a mid-sentence dash and the words that immediately precede and

follow it, regardless of print spacing. Example:

He is tall — six feet anyway.

,he is t∙ll--six feet ∙nyw∙y4

2 - 6 TOC -- INDEX

When a mid-sentence dash falls at the end of a print line but occurs in the middle of

a braille line, the same rule applies—do not leave a space before or after the braille dash.

Example:

My girl is sweet. My boy—

he is my joy.

,my girl is sweet4 ,my boy--he

is my joy4

One space is always left before beginning a new braille sentence. Thus, if a dash

begins an incomplete sentence, or a fragment of a sentence or thought, it is preceded by a

space. And, when a dash falls at the end of an incomplete sentence or thought, it is

followed by a space. Examples:

Oh, my— Jessica wept.

,oh1 my-- ,jessic∙ wept4

He gave a big yawn. —too sleepy!

,he g∙ve ∙ big y∙wn4 --too sleepy6

When a dash represents a pause and separates complete sentences, it is recommended

that spaces be left before and after the dash. Example:

Hooray! We won. — Oh, boy! — I am truly happy.

,hoor∙y6 ,we won4 -- ,oh1 boy6 --

,i ∙m truly h∙ppy4

2.5b With composition signs. Unlike a hyphen, a braille dash terminates the effect of a capital

indicator. Even though a space is not left before or after a dash, if the words on both sides

of the dash are fully capitalized, the double capital indicator is repeated following the

dash. Example:

EYES ONLY—TOP SECRET

,,eyes ,,only--,,top ,,secret

2.5c Division between lines. When a dash is preceded and followed by a word, it can either

end or begin a braille line—but a braille dash can never be divided between lines.

Example:

We all play baseball—or football.

,we ∙ll pl∙y b∙seb∙ll--

or footb∙ll4

[or]

,we ∙ll pl∙y b∙seb∙ll

--or footb∙ll4

TOC -- INDEX

2 - 7

Braille signs that are formed in the lower part of the cell (dots 2, 3, 5, 6) are called

lower signs. Signs of punctuation are considered lower signs for they are all formed in the

lower part of the cell. Unless a lower sign is in contact with another configuration that

has a dot in the upper part of the cell (dots 1 or 4), the braille reader has difficulty

determining upper dots from lower dots. It is for this reason that a rule was written that

prevents lower signs from following one another without being in touch with a sign

containing a dot 1 or 4. (This rule will be studied further in Lesson 7.)

When a dash is followed by punctuation and a space, it cannot start a new braille

line—for to do so would violate the rule mentioned above. If there is not room at the end

of the braille line for the dash and the following punctuation, the last syllable of the

preceding word must be carried to the next line. Example (for the sake of this example,

assume that only twenty-seven cells can be used on a line):

Take next exit. Oh, hurry—! Turn left, drive away.

[Correct]

,t∙ke next exit4 ,oh1 hur-

ry--6 ,turn left1 drive

∙w∙y4

[Incorrect]

,t∙ke next exit4 ,oh1 hurry

--6 ,turn left1 drive ∙w∙y4

Drill 8

Practice brailling the following sentences, treating each as a paragraph.

1. Travis is a happy man—or is he?

2. I may take a walk or— No, I lack an umbrella.

3. Liam walks two miles—or a mile if he feels lazy.

4. Miss Breckette, give Susan my notes—notes I made a week ago.

5. Lectures on sculpture, poetry, classical music – hip-hop is taboo – give visitors broad

cultural opportunities.

2.6 Numbers with punctuation [V.28]

2.6a The effect of the number indicator. The effect of the number indicator is not terminated

by intervening commas, colons, or hyphens (or slashes, fraction lines, or decimal points,

which will be studied later). Examples:

1,000,000 8:30 1850-57

#∙1jjj1jjj #h3cj #∙hej-eg

2 - 8 TOC -- INDEX

A space or a mark of punctuation other than a comma, colon, or hyphen will terminate

the effect of the number indicator. Therefore, if a space or such punctuation falls in the

middle of a number, the number indicator must be repeated. Examples:

1 800 534-8765 1910?-1917

#∙ #hjj #ecd-hgfe #∙i∙j8-#∙i∙g

999—2,000 #iii--#b1jjj

2.6b Dividing hyphenated and long numbers between lines. Numbers that are joined by a

hyphen and appear together on one line do not require a second number indicator before

the second number. If, however, the hyphen joining two numbers falls at the end of the

braille line, the number indicator must be repeated at the beginning of the following line.

Examples:

1990-96 #∙iij-if 1990- #∙iij-

96 #if

 Note: Because number-word combinations are common in print (6-pack, 7-Up),

repeating the number indicator in a hyphenated number that is divided between lines

makes it clear to the reader that it is a number that continues and not a word. If the

number indicator had not been repeated at the beginning of the next line, 1990-96 could

be confused with 1990-if.

Do not divide numbers of six digits or fewer and numbers without commas between

braille lines. Longer numbers may be divided between lines only following a comma.

Because the comma and hyphen signal that the number is continuing, a second number

indicator is not necessary and should not be used before the continuation of a long

number on the following line. Example:

7,350,500,000



#g1cej1-

ejj1jjj

2.6c Inclusive and connecting numbers. [diff.] In braille an unspaced hyphen is substituted for

a dash or a hyphen when print uses such punctuation to connect continuing or inclusive

numbers. Example:

1970-1980 [or] 1970–1980 [or] 1970 - 1980 #∙igj-∙ihj

TOC -- INDEX

2 - 9

It is sometimes difficult to tell the difference between a print short dash (an en dash), a

regular dash (an em dash), and a hyphen. A good rule of thumb is, if the words "to" or

"through" can be substituted for the punctuation used between print numbers, scores, votes,

etc., then a hyphen should be used in braille. Do not divided sports scores or voting results

between braille lines. Examples:

Mayor Is Victor: 1,258–895

,m∙yor ,is ,victor3 #∙1beh-hie

Rams won 14—7. ,r∙ms won #∙d-g4

See pages 28-64. ,see p∙ges #bh-fd4

If, however, a dash comes between numbers but its purpose is to separate independent

clauses, as in We eat at 8:00—8:30 is too late, in braille the dash must be retained and the

number indicator repeated before the second number.

Drill 9

Practice brailling the following sentences, treating each as a paragraph.

1. See catalog item No. 638.

2. Biology class: 9-11 a.m.

3. Mayor reviews 108-auto cavalcade at new race track.

4. Does 143 plus 7 equal 150?

5. Tell Tracy: 66 rods equals 1,089 feet.

6. Look at page 59 — 60, too.

7. Hooray! Cubs won 13–8.

8. Dial 1 800 468-4581.

9. Copy all dates on a new page: 1560-65, 1875-81, 1878?-1904.

10. Sunrays promote life—93,000,000 miles away.

11. Play piano sonata No. 16; twice!

12. My project requires a look at 1910-14 demographic records.

2 - 10 TOC -- INDEX

READING PRACTICE

Read the following sentences and write them out in longhand. Compare your work with the print

version in Appendix A.

,f∙ns cool ∙ big room r∙pidly4

,t∙ke ,,∙irport ,,ro∙d six miles2 turn

left on ,,myrtle ,,∙ve4

,∙ kilogr∙m equ∙ls #∙1jjj gr∙ms4

,meliss∙ turns five next week2 ,h∙nn∙h

turns six4

,∙n ∙ntonym is ∙n opposite4

,e∙t ∙ sn∙ck ∙t #∙j3cj4

,hey6 ,look ∙t ,lis∙ run4

,∙ n∙utic∙l mile is #f1jgf feet4

,we drove #eie miles4

,is ,,m∙gic ,,music on ,b∙y ,view

,ro∙d8

,∙ bl∙ck l∙ce dress m∙kes ,jill look

svelte4

,i m∙y visit my uncle on my w∙y home4

,vicki1 give me ∙ nice juicy ∙pple

pie4

,l∙urie s∙w ∙ five- or six-∙ct pl∙y4

TOC -- INDEX

2 - 11

2 - 12 TOC -- INDEX

EXERCISE

Prepare the following exercise for submission to the instructor. Treat each sentence as a

paragraph; that is, starting each in cell 3 with runover lines starting in cell 1 of the next line. On

the first line of each page, center the heading LESSON 2 in full capital letters. Refer to

General Course Instructions, page xiv, for help in centering. On the same line place the page

number (without a period) at the extreme right-hand margin—do not include the word "page." A

blank line should follow the heading on the first page only. Words should be divided at the end

of a line using proper syllable division.

LESSON 2

1. Frank, a husky man, takes a horseback ride once or twice a week.

2. Atlanta, pop. 500,900; Tampa, pop. 356,972; Detroit, pop. 2,306,500.

3. Tony saw big-volume 2006-07 auto sales.

4. Did Uncle David buy a five- or six-room villa?

5. A small snack—fruit, biscuits, jelly, tea—is welcome.

6. Did Nick get on a No. 40 or a No. 42 bus?

7. Mr. Fitzpatrick collects textbooks; he has 200 on meteorology, 200 on Greek philosophy, 50

on music, 39 on sociology, 26 on botany, 43 on physiology.

8. Mirage: an optical image.

9. 2007-08 academic progress at Fox Valley College surpasses all prior records.

10. Pick me up at 10:00—10:00 promptly!

11. Sign says: WELL-MADE WOOL COATS.

12. A GLOBE-DEMOCRAT full-page ad describes a model home at 8008 Sunset Drive.

13. On May 25, 1,436 cadets graduate.

14. At 6:50 a bell tolls sadly.

15. Happy Valley, Montana, is a classy resort.

16. On July 1 - 3, Gettysburg has a mock battle.

17. Call Morris at 608 237 6531.

18. Craig Adams, physician, 1942-2005.

19. Rebels total approximately 3,500,000.

20. Look at NEWSWEEK, April 17 issue.

21. Total casualties equal 4,653,000.

TOC -- INDEX

2 - 13

Lesson 3

Quotation Marks, Apostrophe, Parentheses, Brackets,

Adjacent Punctuation, Double (Omission) Dash, Slash

Now learn the following additional punctuation signs:

apostrophe ’ [or] '

'

(dot 3)

opening double quotation mark “ [or] "

8

(dots 236)

closing double quotation mark ” [or] "

0

(dots 356)

opening single quotation mark ‘ [or] '

,8

(dots 6, 236)

closing single quotation mark ’ [or] '

0'

(dots 356, 3)

opening parenthesis (

7

(dots 2356)

closing parenthesis )

7

(dots 2356)

opening bracket [

,7

(dots 6, 2356)

closing bracket ]

7'

(dots 2356, 3)

3.1 Single and double quotation marks [I.2]

Quotation marks should be brailled as they appear in print. However, if double and single

quotation marks are reversed throughout an entire print work (that is, the single quotes

are used as the outer quotation marks and the double quotes used as the inner quotation

marks), in braille these marks may be reversed in order to save space. A note explaining

this reversal must be placed on a transcriber's notes page (to be studied in Lessons 12 and

19) at the beginning of each braille volume.

3.2 Apostrophe [I.4]

Follow print for the use of apostrophes. Example:

Sam's favorite is rock 'n' roll.

,s∙m's f∙vorite is rock 'n' roll4

 When dividing a word that contains an apostrophe, see 2.4a.

3.2a Apostrophe with capital letters. Place a capital indicator immediately before the letter

to which it applies. Therefore, if an apostrophe comes before a capital letter in print, the

apostrophe is brailled before the capital indicator. Example:

"'Twas a brilliant plan," says Dan O'Reilly.

8',Tw∙s ∙ brilli∙nt pl∙n10 s∙ys

,d∙n ,o',reilly4

TOC -- INDEX 3 - 1

Do not repeat a capital indicator following an apostrophe in a fully capitalized word.

Example:

O'NEIL'S PUB

,,O'neil'S ,,PUB

Fully capitalized words ending in an apostrophe and a lower case letter(s), i.e., OK'd, will

be studied in Lesson 15.

3.2b Apostrophe with numbers. When a print number is preceded by an apostrophe, the

apostrophe represents a missing number, so in braille the number indicator is placed

before the apostrophe. Example:

1990's #∙iij's '59 #'ei

Plural numbers (1990s) will be studied in Lesson 12.

3.3 Parentheses and Brackets [I.3]

Follow print for the placement and spacing of parentheses and brackets. Examples:

He hit me (sob). ,he hit me 7sob74

[See page 10.] ,7,see p∙ge #∙j47'

When numbers occur within parentheses, follow print except when a missing number is

represented in print as a space. No space is left in braille. Example:

Susan Naidu (1966- ) ,sus∙n ,n∙idu 7#∙iff-7

3.4 Adjacent Punctuation [I.6]

When a dash that begins or ends an incomplete sentence is preceded or followed by a

quotation mark or some other mark of punctuation, no space is left between the dash and

the punctuation. Example:

Has Dan got a key— Oh, no—! He has Tim's. "—wait, wait!"

,h∙s ,d∙n got ∙ key-- ,oh1 no--6

,he h∙s ,tim's4 8--w∙it1 w∙it60

When an author's name or other attribution follows an excerpt or quotation and is

separated from it by a dash, in braille no space is left before or after the dash. Example:

"True patriots repudiate tyrannical dictators." — J. Wise

8,true p∙triots repudi∙te tyr∙n-

nic∙l dict∙tors40--,j4 ,wise

3 - 2 TOC -- INDEX

Drill 10

Practice brailling the following sentences, treating each as a paragraph. Braille the

quotation marks and other punctuation in the same sequence as they appear in print.

1. "I love my new home; twelve nice big rooms!” he exclaims.

2. Jimmie (a husky boy, age twelve) ate a huge apple pie.

3. A girl wrote on a slate: “I love all animals, wild or tame.”

4. 'Tis true, I love rock 'n' roll.

5. “If Adam sees ‘Hamlet,’ I hope he'll take adequate notes,” wrote Aunt Lucy.

6. All budget items [see Joe's report on fiscal policies] presuppose a rigid economy.

7. ‘Damon irritates me,’ Raymond wrote Roseanne; ‘he calls me “ignorant”!’

8. An 1890's culture seems unique.

9. A '78 truck is old.

3.5 Double (Omission) Dash [I.6a]

When in print an extended line is used to indicate that something has been omitted, such

as a word, partial word, name, number, or a blank to be filled in, dots 36, 36, 36, 36

(----) are used. This is referred to as a braille double dash or the "omission" dash for

it is used only when something is omitted. When the braille omission dash represents a

whole word it is spaced and punctuated as a word. Example:

Two plus six equals ______.

,Two plus six equ∙ls ----4

Is Ms. —— a private detective?

,is ,Ms4 ---- ∙ priv∙te detective8

When the omission dash represents missing letters within a word, no space is left before

or after it and the other letters of the word. Example:

Mr. G––t is a spy!

,Mr4 ,G----t is ∙ spy6

When in print hyphens rather than an extended line are used to represent missing

letters, an equal number of unspaced hyphens are used in braille. Example:

Mr. G-----t is a spy!

,Mr4 ,G-----t is ∙ spy6

[Other print signs of omission will be studied in Lesson 15.

TOC -- INDEX 3 - 3

3.6 Slash [VII.28.e]

The diagonal slash is also known as a virgule or solidus. When such a mark is used

between print abbreviations, words, or numbers, this sign is represented in braille by dots

456, 34 (_/). This symbol should be spaced as in print, and listed on the special

symbols page (to be studied in Lesson 19).

s/he s_/he Mr/s ,mr_/s

3.6a Composition signs with the slash. A slash terminates the effect of a composition sign,

therefore, when a slash occurs between two capitalized or italicized words or

abbreviations, the appropriate capital or italic indicator (to be studied in Lesson 15) is

repeated before the second word or abbreviation. Examples:

USOM/APO ,,usom_/,,∙po

TAN/cj ,,t∙n_/cj

3.6b Numbers with the slash. The slash does not terminate the effect of a number indicator.

When a slash occurs between numbers, the number indicator is not repeated. (Fractions,

which have different rules, will be studied in Lesson 14.) Example:

9/11 #i_/∙∙ Model 8/408 ,model #h_/djh

3.6c Dividing between lines. When a slash occurs between words or letter groupings and

there is not room on the braille line for both, the expression may be divided only if there

is room on the first line for the first word or letter grouping, the slash, and a hyphen.

Example:

AFL/CIO ,,∙fl_/-

,,cio

Drill 11

Practice brailling the following sentences.

1. Sudan has a dry climate; ______ is wet.

2. Dad's new/old philosophy is a puzzle.

3. "He is a d--n fool!"

4. Pick correct reply: man/woman, urban/rural.

5. M____'s record is poor.

6. Mr. _____ uses an alias.

3 - 4 TOC -- INDEX

Reading Practice

Practice your braille reading skills by reading the following sentences and writing them out in

longhand. Compare your work with the print version in Appendix A.

,Kim loves colors3 rose1 cob∙lt

7blue71 puce 7deep purple71 or∙nge4

8',Tw∙s ∙ f∙ir tr∙de60 ,s∙m retorts4

,if ,i ∙sk1 respond yes_/no4

,hippocr∙tes--,greek physici∙n4

,my boss s∙ys ,john ,s---- h∙s ∙ b∙d

record4

,h∙nn∙h h∙s ∙ six-week-old ,Si∙mese

c∙t4

8,buzz0 is onom∙topoetic4

,,express ,,∙isle ,,only--,,p∙y ,,∙t

,,desk

,sodium nitr∙te m∙kes rocket propel-

l∙nt2 explosives1 too4

,jo∙nn∙ ,o',reilly h∙s ∙ cute b∙by

boy4

,tell me6 ,h∙s ,lori ---- ∙ secret

love8

,put on ∙ h∙ppy_/s∙d f∙ce4

,j∙ne s∙ys ,d∙vid is ∙ ----4

,p∙use ∙t ,mike's ,pl∙ce--,g∙s1 ,food

--,exit #∙gb

,twelve 7#∙b7 lots sold2 only six 7#f7

left4

,rob's dog1 ,∙li-,b∙b∙1 is ∙ #f-week-

old puppy4

,dr∙gonflies d∙zzle visitors ∙t ,new

,york's ,n∙tur∙l ,museum ,7exhibit ,july

#∙i-bg7'4

TOC -- INDEX 3 - 5

3 - 6 TOC -- INDEX

EXERCISE

Prepare the following sentences for submission to the instructor.

LESSON 3

1. John asks: “Did I make Mom mad at me, Dad? I didn't want to.”

2. Joe (a grumpy man) seldom smiles; Joe's wife (luckily) seems happy.

3. “I'm late—buses simply crawl on slick, icy roads,” apologizes Paul.

4. “Oh, don't play silly games,” he snaps, “let's look at a video.”

5. Is Egypt an equatorial region? [See African map.]

6. Let's take a swim at— Oh, no, I left my swimsuit at home.

7. “Practice Poe's poem ‘Annabel Lee,’” Dr. Johnson told Tom's dramatics class.

8. My nephew, Bruce, is on a five- or six-week trip abroad.

9. “’Tis true, Juanita,” spoke Joseph sadly, “we move next week.”

10. We meet at Mr. ——'s twice a week. We plot espionage.

11. Antonyms (opposites): busy/calm, hot/cold, big/small.

12. Dalai Lama (1936- ), Tibet's hope, visits Canada.

13. If Major Morris is correct—I hope he is—Bill flies home next autumn.

14. I hate a mid-April or -May cold spell.

15. Tom B------ is a d--n idiot if he doesn't take John's old job.

16. Semi-circles make half-moons.

17. ‘“Give me a home run or give me a triple” is my motto,’ says Spillville's cocky second

baseman.

18. Franz is a born musician—plays well on a piano, an electric organ (pipe organ, too), a

cello, trumpet, or drums.

19. We saw OILY O'NEILL'S ESCAPADES at a local movie.

20. — oh, I'm sorry!

21. Dad says 1960's hippies reject society.

22. (Dudley left home prematurely. He wrote: my aunt's ideosyncrasies [sic] drove me nuts!)

23. "We'll visit Alaska next July; Memphis is too hot," agrees Danielle.

24. 18,000,079 plus 6,956 plus 3,721 equals _____.

25. Look at my '38 antique Buick.

Lesson 4

One-Cell Whole-Word Contractions

Contractions for and, for, of, the, with

4.1 Contractions in General

To save space and facilitate reading, certain groups of letters appearing frequently in the

English language are represented in braille by special characters known as contractions

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

parts of words, or both.

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-word

contractions. It is important that the names of these groupings be remembered because

they will be referred to throughout the course.

4.2 One-Cell Whole-Word Contractions (Alphabet Contractions) [XI.36]

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. Following is a complete list of these

contractions, which should be thoroughly memorized.

b but h have p people v very

c can j just q quite w will

d do k knowledge r rather x it

e every l like s so y you

f from m more t that z as

g go n not u us

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

Because the letters a, i, and o are also single-letter words in themselves, they cannot be

used as contractions for other words.

Use these contractions to represent the words for which they stand, regardless of the

part of speech involved. They are also used to represent whole proper names, such as

“Will Rogers” and “Thomas More.” 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 not used.

It must be emphasized that these contractions can be used to represent whole words

only. Thus, 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. Similarly, x cannot be used

for it in merit and h cannot be used for have in haven't.

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.

TOC -- INDEX 4 - 1

 Note: An apparent exception to this rule is the use of the contraction for it in its. This

word is considered a short-form word that will be studied further in Lesson 11.

Drill 12

Practice brailling the following sentences.

1. You may eat more ravioli if you desire, but you will not like it.

2. Can boys from Camp Quail play baseball on that field every week?

3. Do not set that donut on my bookcase.

4. I am not so very well, as you can see.

5. He is a just man, but not very humane.

6. William's knowledge on that subject is rather vague.

7. So few people like that petty politician—he will surely lose.

8. Ronald can play do, re, mi quite well.

9. Like it or not, we will visit Mr. More next week.

10. Go away, Will — I do not like you.

11. Let us have two sweets.

4.2a With an apostrophe. These contractions are used when followed by the apostrophe in the

following combinations only:

c's

for

can's

t'd

for

that'd

x'd

for

it'd

y'll

for

you'll

c't

for

can't

t'll

for

that'll

x'll

for

it'll

y're

for

you're

p's

for

people's

t's

for

that's

x's

for

it's

y've

for

you've

s's

for

so's

w's

for

will's

y'd

for

you'd

They are also used when 's is added to a proper name to form the possessive, as in "Will's

hat" or "Tom More's house." They are not used when preceded by the apostrophe in an

expression such as d'you or t'have.

4.2b With hyphens. 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.

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. Example:

So-fi-a! If you don't get that canopy up soon my hair-do will go limp.

,so-fi-∙6 ,if y don't get t c∙n-

opy up soon my h∙ir-d w g limp4

4 - 2 TOC -- INDEX

4.2c With slashes. One-cell whole-word contractions, even those followed by an apostrophe,

are not used when they are in direct contact with a slash. 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. Example:

Us/we will go soon. ,us_/we w g soon4

Us / we will go soon. ,u _/ we w g soon4

can't/can c∙n't_/c∙n so/so's so_/so's

4.2d Capitalized. 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. However, the words A, I, and O require only the

single capital sign, for although they are words, they consist of only one letter. Example:

O, SAY CAN YOU SEE?

,o1 ,,s∙y ,,c ,,y ,,see8

Remember: the double capital indicator is not repeated after a hyphen in a fully capitalized

expression. Example:

CAN-DO! ,,c-d6

Drill 13

Practice brailling the following sentences.

1. If I apply sun block it's very likely I won't get a sunburn.

2. "JUST-DO-IT!" yells Sam.

3. Will's people will visit us next week, but Jack can't make it.

4. Todd is quite a can-do guy; not like my uncle at all.

5. Willie will/won't play ball.

6. A milk-can blocks every exit at James More's Dairy.

7. “Deposit all soda-cans on my left,” Tracy tells patrons.

8. Philip snubs us, but I will not do likewise, as I feel no ill will.

9. If you make a will, I rather hope you'll give John that cottage on

Lake Willet.

10. A primitive people's tools may seem very crude but practical.

11. That road is so bad; it'll take a week or more if you go that way.

12. Self-knowledge is wisdom.

13. I want t'have a bike like Brian has.

TOC -- INDEX 4 - 3

4.3 Whole-Word Contractions for and, for, of, the, with [XI.36.a, 37]

The next group of contractions to be studied is as follows:

and

&

(dots 12346) the

!

(dots 2346)

for

=

(dots 123456) with

)

(dots 23456)

of

(

(dots 12356)

Unlike the one-cell whole-word contractions just studied, the contractions for and,

for, of, the, and with are used to represent either whole words or parts of words. 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. Examples:

The mayor will labor for and with the people of the village.

,! m∙yor w l∙bor =&)! p (! vill∙ge4

Music for a Flute and a Piano

,music =∙ ,flute &∙ ,pi∙no

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, if need be, that one may be brailled at the end of the line

and the other carried over to the new line.

Remember: The whole word contractions for and, for, of, the, and with can only be joined

to each other —not to the one-cell, whole-word contractions learned earlier. Example:

And for you, I have a gift.

,&= y1 ,i h ∙ gift4

[not] ,&=y1 ,i h ∙ gift4

4.3a With punctuation and composition signs. 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. Examples:

MUSIC FOR A FLUTE AND A HORN

,,music ,,= ,∙ ,,flute ,,& ,∙

,,horn

Tom and The Dog ,tom & ,! ,dog

Dave looks and (with a smile) waves. ,d∙ve looks & 7)∙

smile7 w∙ves4

4 - 4 TOC -- INDEX

4.3b In hyphenated compound words. Like the one-cell whole-word contractions, the

contractions for and, for, of, the, and with are used in hyphenated compound words.

Example:

man-of-the-trade m∙n-(-!-tr∙de

4.3c With slashes. Unlike the one-cell whole-word contractions, these contractions can be used

when in contact with a slash. Example:

and/but &_/but

Drill 14

Practice brailling the following sentences.

1. We will go for a hike with the girls.

2. The glee club sang "For The Glory Of The Flag."

3. David gave a book review on Jack London's THE CALL OF THE WILD.

4. The play at the Orpheum is just a run-of-the-mill melodrama.

5. I'll have a salad and/or just a cup of tea.

4.4 Part-Word Contractions for and, for, of, the, with [XII.38, 38.b]

In general, these contractions are used as parts of words wherever the letters they

represent occur. Thus, the sign for and is used in hand, sandy, and Andrew; the sign for

for is used in forge and forum; the sign for of is used in off, office, and roof; the sign for

the is used in then, Thelma, and theory; and the sign for with is used in withhold and

withe. 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. Example:

Ethel and Sandy fell off the platform and onto the bandbox.

,E!l & ,s&y fell (f ! pl∙t=m & onto ! b&-

box

4

Remember: When these contractions are used as parts of words, those words cannot be

joined to other whole word contractions. Example:

land of the people l& (! p [not] l&(! p

TOC -- INDEX 4 - 5

4.5 Rules for All Part-Word Contractions [X.34]

In future lessons you will learn many contractions like and, for, of, the, and with that can

be used as parts of words. The following rules apply to all part-word contractions.

4.5a When letters of a contraction all fall into the same syllable. A part-word contraction is

always used when all of the letters of the contraction fall into the same syllable, as in

profligate, profit, and formula.

4.5b Syllable divisions. There are special rules regarding the use of contractions that bridge

over syllable divisions. For purposes of clarity, the terms major and minor are used in

this manual to explain the different types of syllable division. These divisions may also

be referred to as primary and incidental syllable divisions.

4.5b(1) Major syllable divisions. 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.

All other syllable divisions are considered minor syllable divisions.

4.5b(2) Minor syllable divisions. Part-word contractions are used when they overlap minor, or

incidental, syllable divisions, regardless of pronunciation, as in sofa

(s(∙), Sofia

(,s(i∙), and scandal (sc&∙l). A few exceptions to this rule will be

discussed later.

4.5c Contraction preference. 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 with is used in withe rather than the sign for the.

4.5d Word division. 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. (In these examples braille contractions are shown enclosed in

parentheses.)

4 - 6 TOC -- INDEX

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. 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. An even more comprehensive source is the Braille

Enthusiast's Dictionary (compiled and edited by Alan J. Koenig and M. Cay Holbrook,

ISBN 0-9634229-7-9, SCALARS Publishing, P.O. Box 382834, Germantown, TN,

38183-2824, 1-901-737-0001. www.scalarspublishing.com).

Drill 15

Practice brailling the following sentences.

1. The man that lives next door took Theodore and me for a ride on the trolley.

2. He spoke the phrase with emphasis: "The land of the free and the home of the

brave!"

3. You will profit from the lecture on mathematical theory, and for once, you will

see the value of it.

4. Foreign travel has a twofold purpose: It helps you relax, and it gives you an idea

of the way other peoples live.

5. You can tie the bundle with the withe that's withheld from the other job.

6. My wreck of a sofa looks as if it came from Holland with the Pilgrims.

7. I will live with and provide for the forlorn old man.

8. Samuel will give the girl he is fond of a brand-new Ford.

9. We'll take off for Cleveland on a plane and, for the sake of economy, we'll return

on a bus.

10. Sandra forgot the sandals, the bandanna, the box of candy and the thermos bottle

that I left on the sofa.

11. The professor will hold a forum on foreign policy.

12. Twanda gave me back my copy of Bunyan’s “Pilgrim’s Progress,” with profuse

apologies.

13. Patrice will play next the Andante from Haydn’s “Surprise Symphony.”

TOC -- INDEX 4 - 7

Reading Practice

Write the following sentences in longhand. Compare your work with the print version in

Appendix A.

#∙4 ,hold ! h&le (! suitc∙se s x won't

drop4

#b4 ,z ) ∙ll p1 ,∙d∙m h∙s f∙ults4

#c4 8,=! love ( ,pete--quit t60

#d4 ,w gives me ! willies4

#e4 ,t's v pretty1 ,&re∙--did y color

x8

#f4 ,c ∙ c∙nnib∙l e∙t fruit8

#g4 ,i'd r see ,d∙n ,r ∙t #g3jj4

#h4 ,x's n too cold1 b button ,s&y's

co∙t ∙nyw∙y4

#i4 ,don't c∙ll t 8c-d0 guy ∙ dodo4

#∙j4 ,quiet6 ,quit t6 ,x is q l∙te4

#∙∙4 ,d y h ! k x t∙kes = t job8

#∙b4 ,,g-=-x1 ,go(y6

#∙c4 ,x is likely t ,j∙ck w l t co∙t4

#∙d4 ,jimmy ,frome r∙n home f ! pond4

#∙e4 ,s1 let's ∙ll g visit ,london's

,soho4

#∙f4 ,z soon z ,i c1 ,i w m∙ke c&y4

#∙g4 ,i see m & m ,moresque designs4

#∙h4 8,&=! life ( me1 ,i c't see my

gl∙sses10 cries ,w&∙4

#∙i4 ,! p (! ,p's ,republic w∙nt ∙n

equ∙l voice4

4 - 8 TOC -- INDEX

EXERCISE

Prepare the following sentences for submission to the instructor.

LESSON 4

1. I will not help you with the essay, for that is not quite fair.

2. Will has an adequate theoretical knowledge of the subject but can't apply that

knowledge very well.

3. I can go with you, but I'd rather not.

4. We fill every vacancy as soon as we can.

5. Sandy's plane took off from Dulles Airport at noon.

6. Do is a note on the diatonic scale.

7. Just a bit of humor helps people forget small worries.

8. Let us write at once and ask for tickets for AS YOU LIKE IT.

9. I'd like t'have that.

10. William and Theresa will gather forget-me-nots from the woods.

11. Mike Sanford tries, but it's not likely that he will make the grade.

12. Do you want two cans of plums as well as the can of apricots?

13. The have-nots of Turnville will profit from the mayor's new rule.

14. Oh, Randy, will you give Esther that pecan? You ate all the almonds.

15. Let us locate Sofia on the map of Europe.

16. The husky sophomore halfback made the goal that won the game.

17. Cy's language is very crude and likewise profane; and for a fact I hope he will reform.

18. I'd go with you, but my d--n rheumatism keeps me home.

19. Will you ask for and pay my bill at the hotel?

20. The woman I spoke with a week ago came back for more details.

21. Swift's THE BATTLE OF THE BOOKS is a satire.

22. Pick the appropriate response: My pants do/don't fit anymore.

23. As the happy-go-lucky man races onto the railroad platform, he exclaims: “I've got no

more'n two seconds for adieus!”

24. “That _____ so-and-so took off with my new truck!”

25. The Athenians won a moral victory at Thermopylae.

26. San Francisco, California, has a very unusual climate.

27. The girls will travel with and baby-sit my small son on the trip.

28. The Netherlands is a land of man-made dikes and canals.

(continued)

TOC -- INDEX 4 - 9

4 - 10 TOC -- INDEX

29. The nosy visitor drawls: “I just met up with Aunt Ethel, and Auntie gave me all the

village scandal and ‘dirt’.”

30. Fortune is an elusive will-o'-the-wisp.

31. Hit with a rock, the pickpocket writhed with agony.

32. A force of 1,000 Yankees securely held the fort despite the very valiant assaults of the

Rebels.

33. He is not quite as tall as I am, but he is more agile.

34. Mandy spoke with emphasis: “I demand that you probate Uncle Elmore's and Aunt

Alexandra's wills at once.”

35. I have a jigsaw puzzle for the kids, and for the adults I have a box of homemade candy.

36. For the next lesson you will practice the Andante of the Sonata.

37. The objective of the naval campaign is twofold, the blockade of all ports of the foe and

the removal of the foe's fleet as an active force.

38. The plane rose 15,000 feet—a safe altitude for that region.

39. The blue- and gray-clad forces met at the crossroads.

Lesson 5

Whole-Word Contractions for child, shall, this, which, out, still

Part-Word Contractions for ch, sh, th, wh, ou, st

Ordinal Numbers

5.1 In General

Like the contractions and, for, of, the, and with, the contractions to be studied in this lesson

represent certain letter combinations that can represent a whole word or part of a word.

When standing alone they represent a whole word beginning with those letter

combinations. However, when they are connected to other letters they take on their letter

meaning and become part of a word. These contractions and their meanings are as follows:

Contraction Whole-Word Meaning Part-Word Meaning

*

child ch

%

shall sh

?

this th

:

which wh

\

out ou

/

still st

5.2 Whole-Word Contractions for child, shall, this, which, out, still [XI]

When these contractions stand alone they represent whole words. Example:

This child, which is still out, shall eat late.

,? *1 : is / \1 % e∙t l∙te4

5.2a With an apostrophe. The only instances in which these whole-word contractions may be

used with the apostrophe are in the words child's and still's. Thus, the whole-word

contraction for this is not used in this'll and the whole-word contraction for which is not

used in which'll.

5.2b In hyphenated compound words. These whole-word contractions are joined to other

words by the hyphen to form hyphenated compound words, whether such words are written

on one line or divided between lines. Examples:

still-life out-and-

\-&-

child-of-

*-(-

/-life

out lie

\ lie

the-dawn

!-d∙wn

5.2c As proper names. Like other whole-word contractions, these signs are used to represent

proper names, such as (Still), Morris (and) Associates.

TOC -- INDEX 5 - 1

Drill 16

Practice brailling the following sentences.

1. Does the child want this book?

2. Shall I pick out a new hat for you?

3. Which is correct, "I shall" or "I will?"

4. This brew came from Uncle Randy's new still.

5. The breeze blew my notes every-which-way.

6. That child's hair-do is rather out-of-date.

7. “Which way out?"

8. My old roommate from Still Pond still pays me a visit every fall.

9. I keep busy with this-and-that.

5.3 Part-Word Contractions for ch, sh, th, wh, ou, and st [X.34, XII.38]

In general, these signs are used as part-word contractions whenever the letters they

represent occur within a word, even if they overlap a minor syllable division (see Lesson 4,

4.5b(2)). Thus, the sign for ch is used in Chicago and scratch; the sign for sh in shoe and

hush; the sign for th in thorn and filth; the sign for wh in what and whale; the sign for ou in

proud, four, and coupon; the sign for st in state, past, and pistol; the signs for th and st in

thistle; the signs for ou and ch in touch; and the signs for wh and st in whitest.

Whenever these contractions are joined to other letters they take on their part-word

meaning and lose their whole-word status. This rule applies even if a word is divided

between lines and the letters of a contraction stand on a line alone. Examples:

grandchild

gr&*ild

grand-

gr&-

child

*ild

outside

\tside

out-

\t-

side

side

5.3a Prefixes. As stated in the previous lesson, a contraction should not be used where part of

the letters fall into a prefix and the rest fall into a base or root word. Thus, the sign for sh

cannot be used in mishap or mishandle; the sign for ou cannot be used in prounion; and the

sign for st cannot be used in mistake or mistrust.

5.3b Solid (unhyphenated) compound words. Nor are part-word contractions used where they

fall partly into one component of a solid compound word and partly into another. Thus, the

sign for sh is not used in dachshund; the sign for th is not used in porthole; the sign for wh

is not used in rawhide; and the sign for st is not used in crosstrees.

5 - 2 TOC -- INDEX

5.3c Contraction preference. As you learned in the last lesson, when you have a choice

between two contractions, the one that uses the least space is usually preferred. Therefore,

use the the contraction, not the th contraction, in theory, mathematics, theology, and the

like.

5.3d Sh. When sh is used to mean an admonition to silence, the contraction for sh cannot be

used because it bears its whole-word meaning shall when standing alone. The contraction

is used if additional letters are added, as in shh. Example:

Tex recites, “Sh! Shhh! Out of the canyon ride the bandits!”

,tex recites1 8,sh6 ,%hh6 ,\ (!

c∙nyon ride ! b&its60

5.3e St. When in print the words Street or Saint are abbreviated St., they should also be

abbreviated in braille—and the contraction for st is used. When they are abbreviated St

(without the period), the letters, not the contraction, are used because the contraction

standing alone would be read as the word still. If these words are spelled out fully in print,

follow copy. Example:

At South St turn left; St. Ann's Church is on West Street.

,∙t ,s\? ,st turn left2 ,/4 ,∙nn's

,*ur* is on ,we/ ,/reet4

5.4 With Slashes [VII.28.e(6)(b)]

Do not use the whole-word contractions for "child," "shall," "this," "which," "out" and

"still" when they are in direct contact with a slash. The part-word contractions for "ch,"

"sh," "th," "wh," "ou" and "st," however, can be used next to the slash. Example:

Which/what tie shall I put on?

,:i*_/:∙t tie % ,i put on8

5.5 Ordinal Numbers [VII.29] [diff.]

The contractions for st and th should be used when writing ordinal numbers such as 1st and

4th (or 1

st

and 4

th

). It should be noted that in print the second and third ordinal numbers are

normally formed by adding the endings nd and rd to the cardinal numbers 2 and 3,

respectively. Occasionally, however, they are represented by adding only the letter d to the

cardinal number. In such cases, the letter n or r should be inserted in braille. Thus, 2d and

3d should always be transcribed 2nd and 3rd. Example:

Does Stan live on 1

st

, 2

d

, 3

d

or 4

th

Street?

,does ,/∙n live on #∙/1 #bnd1 #crd

or #d? ,/reet8

TOC -- INDEX 5 - 3

Drill 17

Practice brailling the following sentences.

1. Shhh! That shrill whistle annoys me.

2. The churlish dog chases the mischievous child off the grass.

3. Uncle Jonathan still has the shoe store on 21st St.

4. He came out from St. Louis, Missouri, only two months ago.

5. The ship, which will dock at Southampton on the 22d or 23d of April, will return

on the 31st.

6. What d'you expect for Christmas from Uncle Nathaniel?

7. Whether you like it or not—I won't make another mistake like this.

8. Did Mr. Whitney mishandle the school funds?

9. I shall choose another restaurant, for my family simply will not eat any hothouse

tomatoes.

10. We shall/shall not go with you.

11. Our van can hold Mom's wheelchair.

12. Meg just loves the out-of-doors; she is a happy child and, I admit, my favorite

grandchild.

13. Hey, Guys! Which'll eat this banana?

Reading Practice

Write the following sentences in longhand. Compare your work with the print version in

Appendix A.

#∙4 ,:y don't y w∙it & dig ! po/hole

next week8

#b4 ,he c't d x )\t my s∙y-s4

#c4 ,see t *8 ,%e /ole my *ips6

#d4 ,%hh6 ,look1 !y / h ! :iskey / \

on ! b∙ck =ty4

#e4 ,:e!r ,i vote or n1 ,:it w see

victory1 : w m∙ke me v h∙ppy4

#f4 ,! wom∙n )! /e?oscope is ,/ell∙'s

physici∙n4

#g4 ,? is ! cott∙ge )! ?∙t* on ! ro(1

,m∙t!w4

5 - 4 TOC -- INDEX

#h4 8,\/ t b\rgeois creep f my b\doir1

∙t once60 ,m∙d∙me ,b\ley implores4

#i4 ,? is ! #∙/ gr∙de room--t room is

= #bnd gr∙de4

#∙j4 ,: % we h1 s\r pickles or sweet

reli% on \r s&wi*es8

#∙∙4 8,t is ∙n \-&-\ lie60 ,*ri/y %\ts

l\dly4

#∙b4 ,∙ f∙vorite port o' c∙ll = t\r

%ips is ,/4 ,?om∙s4

#∙c4 ,/illmore is ∙ vill∙ge ,i'll

visit on my next trip4

EXERCISE

Prepare the following exercise for submission to the instructor.

LESSON 5

1. The child's worn-out doll is still a favorite toy.

2. Mr. McDougall lives at 4325 43rd St., Chevy Chase.

3. Christy's closet is full of sheets, washcloths, dishcloths, and other household

items.

4. The story of Jonah and the whale thrills my small grandchild.

5. We shall move from St. Paul Street as soon as we can locate a satisfactory house.

6. On the 21st of this month school'll close for a couple of weeks, which'll cause

nobody grief.

7. Still College is a famous school of osteopathy, and Still's curriculum is very broad.

8. Christmas celebrates the birth of the Child of Bethlehem.

9. The lively man sang tunes, told outlandish stories, and did a jig.

10. Without Kathy's help we'd have lost the game.

11. You may go outside and play while I bathe and dress.

12. The smallest mishap will cause the failure of our plan.

13. We stand at the threshold of further, more significant, space travel.

14. I hope the jockey doesn't strike the horse with that rawhide whip.

15. D'you suppose I can buy fresh fruit at the store on 22nd Street?

16. “Let's hunt up an out-of-the-way place for our still,” proposes Whiskey Joe.

(continued)

TOC -- INDEX 5 - 5

5 - 6 TOC -- INDEX

17. The Whitmans expect the new baby on the 29th of July.

18. This Christmas Grandpa will recite A VISIT FROM ST. NICHOLAS for Sheila.

19. Why did the Czechoslovakians mistrust the Austrians?

20. We ate a tasty lunch at a Childs Restaurant and then saw a top-notch play.

21. The boys will take the new shallop out for a two- or three-hour sail on the

Wabash.

22. Both of the candidates expect an out-and-out victory.

23. This is a list of my husband's favorite authors: Hawthorne, Poe, Walt Whitman,

Shelley, Johann Goethe, Balzac, Proust, Mann, John Galsworthy, Chekhov and

Dostoevski.

24. Every August we escape the metropolis for a few weeks of outdoor life on the

Thousand Islands.

25. Which story will you publish?

26. “If you devour all that fresh fruit you'll get a stomach ache,” she told the

gluttonous child.

27. It's a shame that we can't provide that destitute child a home.

28. A loud cry of anguish came from the boy: "Ouch! My tooth aches!"

29. The prounion forces will urge a strike for more safety devices.

30. I still recall the fury of the big storm of '85, which came up out of the southeast.

31. "Sh," admonishes the nurse, "the child's at last asleep."

32. My husband took our dachshund out for a walk.

33. A thistle has thorns.

34. You look quite ill; shall I call a cab?

35. The candy store has chocolates, which is exactly what I want.

36. I wish you'd stand still so I can fix this hem.

37. You're a knock-out, Beth, with that hair-do.

38. Mom says this is a list of thou-shall-not rules.

39. Put out/douse the fire.

40. This'll go well with my new shirt.

41. That child is still-as-a-mouse.

42. Can you scratch my back? It itches.

Lesson 6

Part-Word Contractions for ar, ed, er, gh, ow, ble, ing

6.1 In General [XII.38]

The following contractions are part-word contractions only; they have no whole-word

meanings.

Contraction Part-Word Meaning

>

ar

$

ed

]

er

<

gh

[

ow

#

ble

+

ing

Except where specific rules limit their use, these contractions are used as parts of words

wherever the letters they represent occur. Thus:

the sign for ed is used in:

Edith (Ed)i(th), need ne(ed), edelweiss (ed)elweiss, sedan s(ed)an, red r(ed)

the sign for ar is used in:

Arkansas (Ar)kansas, cheddar (ch)(ed)d(ar), garbage g(ar)bage, bare b(ar)e

the sign for er is used in:

error (er)ror, whimper (wh)imp(er), fern f(er)n, Peru P(er)u, sherry (sh)(er)ry

the sign for gh is used in:

ghoulish (gh)(ou)li(sh), laugh lau(gh), sight si(gh)t, thorough (th)or(ou)(gh)

the sign for ow is used in:

own (ow)n, towel t(ow)el, show (sh)(ow), toward t(ow)(ar)d, drowsy dr(ow)sy

the sign for ble is used in:

marble m(ar)(ble), Bible Bi(ble), goblet go(ble)t, problem pro(ble)m

the sign for ing is used in:

swinging sw(ing)(ing), ginger g(ing)(er), finger f(ing)(er), fringe fr(ing)e

When, at the end of a braille line, a one-cell part-word contraction forms the last

syllable of a word, there is no need to carry that syllable over to a new line because it could

be inserted in the same space that is occupied by the hyphen. However, if such a final

syllable is followed by punctuation, the contraction and punctuation must be carried to the

next line. Examples:

chart-

*>t- flatter- fl∙tt]-

ed. $4 ing! +6

TOC -- INDEX 6 - 1

6.1a Prefixes. Like the contractions previously studied, these contractions are not used where

part of the letters of the contraction fall into a prefix and the rest into a root or base word.

Thus, the sign for ed is not used in reduce, deduce, edict, predict, or predate. Similarly, the

sign for er is not used in derogatory, prerogative, erect, erupt, rerun, or derail. The sign

for ble is not used in sublet, nor the sign for ar in infrared.

In a few words, the beginning letters se constitute a prefix meaning "apart." When

that prefix is followed by the letter d, as in seduce and seditious, the ed contraction cannot

be used because it would overlap between the prefix and the root word. An exception

occurs in the case of the word sedate, where the sign for ed is not used even though se is

not a prefix.

Another exception to this rule occurs in a few familiar words that begin with the

letters ar. In the easily read words around, arise, and arose the ar contraction is used,

even though in these cases the a is a prefix. [X.34.c]

 Note: Remember the very strong rule that says that when all of the letters of a contraction

fall into the same syllable, the contraction is used. Although the er contraction cannot be

used in derive because de is a prefix, it is used in derivation because both the e and the r

fall into the same syllable.

6.1b Suffixes. These contractions are not used where part of the letters comprising them fall

into a base or root word and the remainder into a suffix. Thus, the sign for ed is not used in

freedom or boredom.

Use caution when transcribing words that end in ry and ery. When the suffix ry is

added to words such as image, rifle, and savage, creating imagery (im/age/ry), riflery

(ri/fle/ry), and savagery (sav/age/ry), the er contraction cannot be used. However, when ry

is added to slave and bake to create slavery (slav/er/y) and bakery (bak/er/y), the er

contraction is used because all the letters of the contraction fall within the same syllable—a

rule that takes precedence over the suffix rule.

6.1c Solid Compound Words. As has been stated previously, contractions are not used where

they fall partly into one component of a solid compound word and partly into another.

Thus, the sign for ed is not used in kettledrum, the sign for er is not used in stateroom, the

sign for th is not used in sweetheart, and the sign for gh is not used in foghorn. Nor is the st

contracted in proper names such as Johnstown or Charlestown. (Note, however, that when

such names are shortened to Johnston or Charleston, the st contraction is used.)

6.1d Digraphs (Diphthongs) and Trigraphs . In order to preserve proper pronunciation, the

letters of a digraph or a trigraph must not be separated. There are exceptions to this rule

that will be discussed in later lessons.

A DIGRAPH is any two adjoining letters that combine to make one sound, e.g., the

ph in graphic.

A

DIPHTHONG is a digraph composed of two adjoining vowels that make one sound,

e.g., the oi in coil.

A TRIGRAPH is three letters combining to make one sound, e.g., the eau in bureau.

6 - 2 TOC -- INDEX

Because the ae in aerial and the oe in Goering are diphthongs and cannot be separated, the

er contraction cannot be used; nor can the sign for ed be used in Oedipus, encyclopaedia,

or aedile. Ble cannot be contracted in tableau because to do so would separate the letters of

the trigraph eau.

There is an exception to this rule. When common suffixes such as er and ed are added

to base words ending in a vowel, which sometimes creates a digraph or trigraph, the er and

ed contractions are used. Examples:

cano(ed) to(ed) (sh)o(ed) (sh)o(er) emb(ar)go(ed)

boo(ed) woo(er) do(er) (sh)ampoo(er)

Note that not all adjoining vowels are diphthongs. For example, in the words

coeducate and coerce the ed and er contractions are used because the oe does not combine

to form a diphthong (one sound)—and all of the letters of the contraction fall into the same

syllable.

 Note: The diphthongs ae and oe are sometimes printed together (æ, œ). In braille they are

transcribed as separate letters. Use a transcriber's note (to be studied in Lesson 12) to

explain this change.

6.1e Avoiding Difficulty in Pronunciation. Another general restriction on the use of

contractions is that they are not used if their use would cause difficulty in pronunciation,

especially in uncommon or rarely used words. For example, the sign for ed is not used in

Airedale, battledore, skedaddle, or predacious, nor should the sign for ing be used in

lingerie or distingué. The er contraction is not used in diaeresis (di/aer/e/sis) because

although aer constitutes a trigraph and a syllable, the use of the er contraction would make

this unfamiliar word difficult to pronounce.

6.1f Consonants Pronounced Separately. Do not use a contraction when two adjoining

consonants are pronounced separately. As a consequence, the gh contraction is not used in

shanghaied, nor is the wh contraction used in towhee. There are several exceptions to this

rule—especially in common, familiar words. For example, the contraction for ing is used in

ginger and harbinger even though the n and g fall into different syllables.

Note: Until the student becomes accustomed to traditional braille treatment of words that

contain diphthongs or have adjoining consonants that are pronounced separately, it is best

to consult the Typical and Problem Word List in the back of this book or the Braille

Enthusiast's Dictionary. (See 4.5d)

6.1g Numbers followed by contractions. Just as with ordinal numbers [5.5], when a suffix that

constitutes a contraction is added to a number, the contraction is used. Example:

I was 911

ed

to the hospital. #i∙∙$

It's not worth $20, but I'll give you a 10er. #∙j]

 This rule applies only to single-cell, part-word contractions. Other types of contractions

should not be used in unconventional letter-number constructions.

TOC -- INDEX 6 - 3

Drill 18

Practice brailling the following sentences.

1. Our corner drugstore is having a big sale on toothbrushes, cigars, bath powder,

cigarette lighters, bubble bath, dishes, thimbles and needles.

2. The Hagerstown Almanac predicts snow for March 29.

3. If my salary is reduced, we can't redecorate the living room as planned.

4. He derived a huge profit from the sale of barley last year.

5. "Will you erase the blackboard, Lonnie, and redo the lesson?"

6. Victorian ladies loved battledore, a game played with a racket and a shuttlecock.

7. Carol arose early this morning and studied for the arithmetic test.

8. The colony Sir Walter Raleigh sponsored at Roanoke predated the Jamestown colony.

9. A thorough knowledge of the Spanish language is a prerequisite for the South

American service.

10. "What a hat — it's absolutely smashing!"

11. The Russians slaughtered the Hungarian Freedom Fighters with tanks and artillery.

12. THE TEMPEST is full of striking imagery.

13. The blast of the foghorn warned of lurking danger.

14. The tuberose is a fragrant, white, lily-like flower.

15. Our new neighbors came from the town of Rosedale, Michigan.

16. He plans on making a career of aerodynamics.

17. Dick Hoerner starred for the Los Angeles Rams.

18. The Roman aedile supervised the games at the Colosseum.

19. Shanghai is a port on the Huangpu River.

6.2 Ing or ble at the Beginning of a Word [XII.38.a]

There is one restriction on the use of the signs for ing and ble that does not apply to the

other contractions in this lesson, namely, that they are not used at the beginning of a word.

Thus, the sign for ing is not used in ingot, nor the sign for ble in blemish. Even when such a

word comes after the hyphen in a hyphenated compound word, as in once-blemished, the

contraction cannot be used. However, unless other rules prevent it, these contractions are

used at the beginning of a line in a divided word. Examples:

e

m

- morn- Wa

(

sh

)

- Bi-

(ble)m (ing). (ing)ton (ble).

6 - 4 TOC -- INDEX

6.3 Retaining Usual Braille Form of Base Word [X.34.b(1)]

Still another general rule restricting the use of contractions is that a contraction is not used

if it would result in an alteration of the usual braille form of a base word. Thus, because the

usual braille form of the word blemish does not contain the contraction for ble, this

contraction must not be used when a prefix is added to it, as in unblemished. Similarly, the

word ingenuous does not use the sign for ing, nor does the word disingenuous; the word

blend does not contain the sign for ble, nor should the word pitchblende. In such words, the

contractions are not used whether the word is written on one braille line or whether it is

divided between lines. Examples:

noseble(ed) nose- unblemi(sh)(ed) un-

ble(ed) blemi(sh)(ed)

6.4 Part-Word Signs Standing Alone [XII.38.d]

Even though the part-word signs studied in this lesson have no whole-word meanings, they

are used to represent the proper name Ed, the abbreviation Ed. (editor), the vocal sound of

hesitation er, and the exclamation ow. Example:

Ed mumbled, “Er — I hope the shot won't hurt — Ow!”

,$ mum#d1 8,]--,i hope ! %ot won't

hurt--,[60

6.5 Choice Between Alternative Contractions [X.35]

6.5a Preference for contractions saving greater space. Where a choice must be made between

two alternative contractions or combinations of contractions, preference should be given to

that contraction or combination of contractions that saves the greater amount of space.

Examples:

ba(the)s [not] ba(th)es

(with)(er) [not] wi(the)r

m(ar)(ble)d [not] m(ar)bl(ed)

tum(ble)r [not] tumbl(er)

6.5b Preference for the contractions and, for, of, the, and with. Where alternative

contractions or combinations of them would occupy the same amount of space, preference

is given to the part-word contractions for and, for, of, the, and with. Examples:

bro(the)r [not] bro(th)(er)

nor(the)rn [not] nor(th)(er)n

soo(the)d [not] soo(th)(ed)

TOC -- INDEX 6 - 5

6.6 Syllabication [I.5.a.]

As with the plurals of nouns discussed in Lesson 2, the past tense and the past and present

participles of regular verbs cannot be found in the dictionary. Therefore, the

inexperienced transcriber may have some difficulty in deciding how to divide these

words into syllables.

6.6a Verbs. In general, adding ed or d to the verb to form the past tense does not add a new

syllable. Thus such words as raced, shaved, brushed, caused, passed, and slipped remain

one syllable and may not be divided. However, when ed is added to a verb ending in d, t,

dd, or tt, it is pronounced separately and constitutes a new syllable. Examples:

braid- suspend- test- supplant- add- butt-

ed, ed, ed, ed, ed, ed,

When a verb ends in a t or d that is doubled before the addition of ed, a new syllable

is formed and the division is then made between the doubled consonants. Examples:

nod- plot-

ded ted

6.6b Adjectives. The foregoing practices apply to verbs only. Take care to distinguish

adjectives ending in ed—such as crooked and wicked—where the ed does constitute a

separate syllable, even though it is not preceded by a t or d.

When er or est is added to adjectives to form the comparative or superlative, this

always results in an additional syllable. Examples:

bold- steadi- long- muddi-

er, er, est est

When the base word ends in ee, the double vowel is divided; one e stays with the

base word, and the other goes with the st or r to make the final syllable. Examples:

fre- fre-

er, est

When a final consonant is doubled before adding the er or est, the added consonant

belongs in the syllable with the er or est. Examples:

big- mad-

ger dest

6.6c Participles. When ing is added to a verb to form the present participle, it always results in

an additional syllable. Examples:

obey- suffic- hid- form-

ing, ing, ing, ing,

6 - 6 TOC -- INDEX

When the letters ing are added to a base word they become a syllable; however, when a

final consonant is doubled before adding the ing, the added consonant belongs in the

syllable with the ing. Examples:

grab- run-

bing ning

Drill 19

Practice brailling the following sentences.

1. Ginger ale will quiet an upset stomach now and then.

2. “I Got Spurs That Jingle Jangle Jingle” sings the carefree western cowhand.

3. Her hair is slightly tinged with gray, but her eyes have the sparkle of youth.

4. During the storm the gale blew all the flower pots off the front porch.

5. While visiting Switzerland, we learned that the edelweiss is a favorite flower of that

area.

6. Aloysius is a brilliant scholar, but he will not study without coercion.

7. Ed's plane landed on the fringe of the runway.

8. I didn't like boxing practice last week; it left me with a nosebleed.

9. Doctor Sam Johnston has an unblemished record as a surgeon.

10. Frederick's nostrils savored the tantalizing aroma of coffee arising from the downstairs

flat.

11. “Ow!” shouted the professor as he dropped the stack of books.

12. “Let's see,” pondered Jerry, “it's—er—four more weeks until school is out.”

13. She gave Steve a withering look and exclaimed, “I wish you'd bathe every now and

then!”

14. She loathed the bitter northern climate; and that is why she soon moved south.

15. The cricket is the harbinger of the early approach of the fall of the year.

16. Erika gave a sigh of boredom as she waited for the others.

17. The seductive perfume of flowers filled the night air.

18. This marble-top coffee table looks very nice with a modern sofa.

19. The child coughed, and her sister sneezed.

20. Though the policeman is tough, he is fair.

TOC -- INDEX 6 - 7

Reading Practice

Write the following sentences in longhand. Compare your work with the print version in

Appendix A.

#∙4 ,i c't figure \ :∙t he is s∙y+1 he

mum#s s4

#b4 ,i w∙nt freedom f ! d∙ily drudg]y

( my job4

#c4 ,no# got ∙ job ∙t ! loc∙l b∙k]y

b∙k+ rolls & c(fee c∙kes4

#d4 ,! %[] w∙t] runs sl[] if ! v∙lve

is l[]4

#e4 ,r+ ,m∙d∙me n[--tell h] ,$i? is

br++ lun*eon4

#f4 ,put ! t∙#t on ! t∙#4

#g4 ,h]b]t is ∙ p$∙ntic fell[4

#h4 ,we'll sign∙l ! ∙eropl∙ne & give

,]ic w>n+ (! /orm4

#i4 ,is ! c> p>k$ \tside ! g>∙ge8

#∙j4 ,:∙t ∙ <∙/ly si<t6

#∙∙4 ,>ti/1 ,∙lexis ,rockm∙n1 dr∙ws

lovely pictures ( tropic∙l =e/s4

#∙b4 ,: w y h1 ! tun∙ s&wi* or ! beef8

#∙c4 ,:ile y >e ∙w∙y1 we w t∙ke ! *

sk∙t+4

#∙d4 ,i ∙m surpris$ t y >e / pl∙nn+ t

trip4

#∙e4 ,? is t]ri#6 ,h[ w we get \8

#∙f4 8,% we w∙ltz80 he ∙sk$ s(tly4

#∙g4 ,p :o >e ov]wei<t ne$ li<t diets

& lots ( ex]cise4

#∙h4 ,foll[+ ! dyn∙mite bl∙/1 ! mud

ooz$ d[n ! hillside4

6 - 8 TOC -- INDEX

EXERCISE

Prepare the following exercise for submission to the instructor.

LESSON 6

1. “The moving finger writes and having writ moves on.”—Omar Khayyam

2. The town sorely needed more civic progress and a change of politicians.

3. It is highly probable that the bill will pass overwhelmingly.

4. The remark Meg made is far from flattering, I can assure you.

5. George Washington, a redoubtable soldier, excelled as a statesman as well.

6. Jack says the towhee resembles the sparrow, but I don't agree.

7. The volcano erupted, causing serious loss of life and property.

8. She will sublet her house during her sojourn abroad.

9. Hitler, Goering and Himmler ruled the Third Reich with an iron hand.

10. The Atlantic Charter proclaimed the “Four Freedoms.”

11. The new doghouse will keep Rover warm during the cold months.

12. The cut on Tanya's forefinger bled profusely.

13. The kettledrums are slightly off pitch, but once we get them fixed nobody will call our

orchestra mediocre.

14. Gramp's old radio has an outside aerial.

15. They practiced riflery for an hour.

16. As the waitress set the salad on the table, he looked at it curiously and queried, “Did I

order this, or—er—did another person want it?”

17. The Romans respected the aediles, who kept law and order.

18. Michael's Airedale, Tweedledum, won third prize at the neighborhood dog show.

19. The tiger is a predacious animal.

20. Boys shanghaied on the streets of Liverpool served on sailing ships.

21. The two outstanding track stars will rerun the hundred-meter dash.

22. Harry feels Margaret sings like a mockingbird, but Paul has another idea.

23. The coercive acts of the military turned people away from them.

24. William Morrow published Nevil Shute's TRUSTEE FROM THE TOOLROOM

posthumously.

25. The United States Army will not tolerate malingerers.

26. Are you taking a stateroom for the overnight trip?

27. On arriving at Singapore, Edmond cabled the Chicago office for further orders.

(continued)

TOC -- INDEX 6 - 9

28. The Cherry Blossom Festival is emblematic of Japanese-American mutual respect.

29. Roger Babson predicted the stock market crash of 1929.

30. Our proceeds from the last bingo game exceeded anything we anticipated.

31. I've promised Mom that I will take care of Mr. Snow's widow.

32. An unblemished record is a valuable asset for any politician.

33. While visiting Cairo I arose at five for the purpose of hearing the prayer call from the

mosque.

34. Any adverse criticism of America's foreign policy arouses Howard's anger.

35. “Ow!” cried Ed, as the doctor roughly removed the bandage.

36. OEDIPUS REX is a famous tragedy of Sophocles.

37. The plants are withered from lack of water.

38. The melody of The Lost Chord soothes and relaxes my tired nerves.

39. The COURIER-JOURNAL carried a scathing editorial on the abuse of the magistrate's

prerogatives.

40. He spoke eruditely and with fervor on the art of the Edwardian Era.

41. Eddie, Sherry, and Edythe will go downhill skiing on the 17th of March.

42. Hannah Marie wore pearl earrings and a brooch set with amethysts for the dress

rehearsal.

43. The dignified Duchess hired a sedan chair for her tour of Shanghai.

44. The governor ordered the seditious periodical suppressed.

45. The doctor ordered a sedative for the hysterical victim.

6 - 10 TOC -- INDEX

SUMMARY OF CONTRACTION USAGE

I. Whole-Word Contractions (alphabet contractions, and, for, of, the, with, child,

shall, this, which, out, still)

A. One-cell whole-word contractions (alphabet contractions)

1. Used only to represent whole words, names, and the possessive form of proper names.

I can see Will More's hat. ,i c see ,w ,m's hAT4

EXCEPTION: d and s cannot be used for the musical notes do and so.

2. Never used for parts of words or names.

It is unlikely that William Peoples will eat the donut.

,x is unlikely t ,willi∙m ,peoples

w e∙t ! donut4

3. When followed by an apostrophe these contractions can be used in 15 instances only.

(see 4.2a).

Go'n get Mom, she'll say it's OK.

,go'n get ,mom1 %e'll s∙y x's ,,ok4

4. Are used in hyphenated compound words.

doll-like doll-l self-knowledge self-k

5. Cannot be used in syllabicated words or as parts of words when divided between lines.

un-like-ly un-like-ly sopho- sopho-

more more

6. Cannot be used next to a slash.

no/not no_/not can't/can c∙n't_/c∙n

7. Require the double capital sign when fully capitalized in print.

AS YOU LIKE IT ,,z ,,y ,,l ,,x

B. And, for, of, the, with

1. These whole-word contractions and the word a follow one another unspaced except

where punctuation or composition signs intervene.

for and of the people =&(! p for, and of the people =1 &(! p

2. Are used in hyphenated compound words.

will-o'-the-wisp

w-o'-!-wisp

3. Require the double capital sign when fully capitalized in print.

FOR AND OF THE PEOPLE ,,= ,,& ,,( ,,! ,,P

4. Can be used next to a slash. and/or &_/or

TOC -- INDEX 6 - 11

6 - 12 TOC -- INDEX

C. Child, shall, this, which, out, still

1. These whole-word contractions are used in hyphenated compound words, whether

written on one line or divided between lines.

out-and-out

\-&-| out-and- \-&-

out \

2. May be followed by an apostrophe only in child's *'s and still's /'s.

3. Cannot be used as part of a solid compound word, even when divided between lines.

grandchild gr&*ild grand- gr&-

child *ild

4. Cannot be used next to a slash. child/adult *ild_/∙dult

II. Part-Word Contractions

A. Rule for all part-word contractions (and, for, of, the, with, ch, sh, th, wh, ou, st, ar,

ed, er, gh, ow, ble, ing and all part-word contractions yet to be learned)

1. Always use a part-word contraction when all of the letters of the contraction fall into

the same syllable. prof/it pr(it chry/san/the/mum *rys∙n!mum

2. Do not use a part-word contraction when it would overlap a major syllable division.

Major syllable divisions occur:

a) Between a prefix and a base or root word. professor professor

b) Between a suffix and a base or root word. freedom freedom

c) Between the components of a solid compound word. foghorn foghorn

3. Use a part-word contraction when it overlaps other, minor, syllable divisions.

gob/let go#t scan/dal sc&∙l

B. When sh is used as an admonition to silence, the contraction IS NOT used, however, the

contraction

IS used in shhh.

C. When St. (with the period) is used as the abbreviation for Street or Saint, the contraction

is used.

D. The contractions for st and th are used in ordinal numbers. 1st #∙/ 4th #d?

E. The contractions ed, er, and ow are used for Ed (name), Ed. (editor), er (vocal sound)

and ow (exclamation).

F. The contractions for ing and ble are not used to begin a word but may begin a line in a

divided word. bleeding ble$+ bleed- ble$-

ing.

+4

Lesson 7

Whole-Word Lower-Sign Contractions for in, enough, be, his, was, were

Part-Word Lower-Sign Contractions for in, en, be, con, dis, com

Introduction to Short-Form Words

7.1 Definition of Lower Signs

In addition to the one-cell contractions already studied, there is another group of

contractions known as lower signs. Combinations of dots from the middle and/or lower

portion of the cell form these lower contractions. In other words, none of them contains an

upper dot, dot 1 or dot 4. It should be noted that all of the punctuation signs studied in

Lesson 2 are formed in the lower part of the cell. There are lower-sign contractions for both

whole words and parts of words. Following are the lower-sign contractions that will be

studied in this lesson.

Contraction

Whole-Word

Meaning

Contraction

Part-Word

Meaning

9

in

9

in

5

enough

5

en

2

be

2

be

8

his

3

con

0

was

4

dis

7

were

-

com

 Note that the contractions for the WORDS in, enough, and be are the same as the

contractions for the LETTERS in, en, and be.

7.2 Whole-Word Lower Signs for in, enough, be, his, was, were [XIII.39]

These contractions, when standing alone, represent whole words. Example:

Was the food in his backpack enough for the hike? It may be that more

sandwiches were needed.

,0 ! food 9 8 b∙ckp∙ck 5 =! hike8

,x m∙y 2 t m s&wi*es 7 ne$$4

7.2a In contact with punctuation or composition signs. Some of these contractions have the

same configuration as certain marks of punctuation. To avoid confusion with punctuation,

these contractions are only used when they stand alone as whole words. They cannot be in

contact with any other letter, contraction, word, or punctuation sign — whereas

punctuation marks are normally in direct contact with a word or other punctuation. Whole-

word lower-sign contractions may, however, be preceded by composition signs, such as the

TOC -- INDEX 7 - 1

capital indicator and/or emphasis indicator (to be studied in Lesson 15). Thus, in the

following sentence none of the whole-word lower-sign contractions can be used.

“His history book was—or rather is—in the same place my books were.”

8,his hi/ory book w∙s--or r is--in

! s∙me pl∙ce my books w]e40

Note that the word his could have been contracted if it had been preceded only by the

capital indicator, but since it is also preceded by the opening quotation mark it was spelled

out. The contraction for his is not used in the word history because the lower whole-word

contractions cannot be used as parts of words. The contractions for was and in may not be

used because the one precedes and the other follows a dash. The contraction for were may

not be used because it would be in contact with the period.

Because these contractions must always stand alone, they cannot be used when next to

a slash. Example:

in/out in_/\t

7.2b In hyphenated compound words. Unlike the whole-word contractions previously studied

that use the upper part of the braille cell, these lower-sign contractions cannot be used to

form hyphenated compound words because this would bring them into contact with a

hyphen, contrary to the rule. Thus, the contraction for in cannot be used in brother-in-law

nor the contraction for be in bride-to-be. However, where such hyphenated compound

words are divided between two braille lines, the whole-word lower sign can be used if it

starts the new line and is not followed by punctuation. Examples:

stand-in

/&-in

stand-

/&-

stand-

/&-

in

9

in.

in4

7.2c En as contraction for enough. The whole-word contraction en cannot be used for

anything other than the word enough. When the letters en form part of an anglicized

expression or a name such as en route, en masse, Chou En-Lai or Aix-en-Provence, or

when they are part of a hyphenated expression such as an "en-shaped figure," the

contraction is not used, and the letters are spelled out.

When the word enough cannot be contracted because it is in contact with punctuation,

the en contraction (to be studied next) is used.

(Enough! ,5\<6)

Drill 20

Practice brailling the following sentences.

1. Was the man who carried the child in his arms a fireman?

2. “I will be—er—in my study if you need me.”

3. Do we have enough gas for the trip?

4. “In-and-out, in-and-out! Can't you decide what you want?”

7 - 2 TOC -- INDEX

5. The savagery of the fight was revolting (in fact, three people passed out).

6. Chou En-lai, 1898-1976, was skilled in negotiating (his speeches were exuberant and

well expressed).

7. That's what it was! A gray wolf hiding in the hedge.

8. Who did that—were you that person?

9. In spite of the fact that Michael was a stand-in for David, the play was a triumph.

10. Choose the correct answer: We was/were going in the morning.

7.3 Part-Word Lower Signs [XIII.39]

7.3a In and En. The same braille configurations that represent the whole words in and enough

are also used to represent the letters in and en as parts of words. Use these two part-word

lower-sign contractions as parts of words wherever the letters they represent occur, except

when specific rules, such as the prefix and suffix rules, limit their use. Consequently, the in

sign is used in instant, main, pine, minor, and Carolina. The en sign is used in enforce,

often, senior, and Gene. Note that their use does not depend on whether the vowel is long

or short.

It should also be borne in mind that where the ing contraction cannot be used because

the letters occur at the beginning of the word, as in ingredient, or where the ing contraction

would cause difficulty in pronunciation, as in the word lingerie, the in contraction is used.

(9gr$i5t1 l9g]ie) Also, in the word dinghy, where the n and g are

pronounced as two sounds and the g and h are pronounced as one sound, the in and gh

contractions are used in preference to the ing contraction. (d9<y)

7.3b Prefixes. The in sign is not used in binomial or trinodal, and the en sign is not used in

denominator or prenatal because one of the letters of the contraction falls into a prefix and

the other into another syllable that constitutes part of a root or base word.

The contraction for en is used in coenzyme and gastroenteritis where a prefix that

ends in an o is added to a base word starting with an e because all of the letters of the

contraction fall into the same syllable.

7.3c Compound words. Contractions cannot be used if they overlap the elements of a solid

compound word; consequently the en sign is not used in toenail or treenail.

7.3d Diphthongs. In words like Phoenix and subpoenaed, the en sign is not used because the e

is part of the diphthong oe and may not be separated from the o to form part of a

contraction. On the other hand, the contraction for in is used in easily read words like join,

point and coin even though oi is a diphthong.

TOC -- INDEX 7 - 3

7.3e Preference for and, for, of, the, and with contractions. In words like then and Athens the

the contraction and n are used in preference to the th and en contractions because of the

rule stated in 6.5b, which gives preference to the contractions for and, for, of, the, and with

over any other contractions provided their use does not waste space.

7.4 The Lower-Sign Rule [XIII.40]

The six WHOLE-WORD lower signs learned earlier in this lesson must always stand alone.

However, any number of unspaced PART-WORD lower signs can follow one another as long

as the series is in contact with a character containing an upper dot (dot 1 or dot 4). Thus,

in the following example both the in and en contractions are used in the word linen because

the lower signs are in contact with the letter l. Example:

Was it truly his, that suit of fine linen?

,0 x truly his1 t suit ( f9e l958

As always, care must be taken when dividing words. Often when words containing lower

signs are divided, the lower sign contraction cannot be used because it is no longer in

contact with an upper dot. Examples:

They en- "It's made of lin-

joy tennis. en."

,!y en-

8,x's m∙de ( l9-

joy t5nis4

en40

 Note: This rule also applies to other part-word and whole-word lower signs that will be

studied later in this lesson and in Lesson 8.

When two or more lower-sign contractions would follow one another without being in

contact with an upper dot, the final lower-sign contraction is not used. Example:

We'll need milk, sugar, flour and shortenin' for the cake.

,we'll ne$ milk1 sug>1 fl\r & %ort-

5in' =! c∙ke4

Since dots 3-5 represent both the whole word in and the letters in as part of a word, it is

extremely important to correctly determine how the letters are used. For example, in the

word shut-in the whole word in has been joined to the whole word shut to form a

hyphenated compound word. As a whole word brailled on one line, the in contraction

cannot be used since it is in contact with the hyphen. However, in the word shut-ins the

letters in are simply a part of the word ins, and the contraction is used. Examples:

shut-in shut- shut-ins shut-

in ins

%ut-in

%ut-

%ut-9s

%ut-

9

9s

7 - 4 TOC -- INDEX

When used as part of a word, the contractions for en or in may be in contact with other

letters or punctuation as long as the sequence is in touch with an upper dot. Examples:

It's all in vain—en- I was self-in-

courage her anyway. dulgent.

,x's ∙ll 9 v∙9--5-

,i 0 self-9-

c\r∙ge h] ∙nyw∙y4

dulg5t4

Drill 21

Practice brailling the following sentences.

1. When they were finished with the interview the clock was striking seven.

2. If you don't hurry we'll be late for dinner.

3. I worry that they don't have enough food in the house for the entire weekend.

4. In the initial stages of the war all went well.

5. “In my not-so-very-humble opinion,” the indignant man from Virginia proclaimed,

“General Lee was indubitably the most outstanding general in the Civil War.”

6. When my in-laws invaded our domain I was in a state of frenzy.

7. Ingmar met his bride-to-be, Ingrid, at a fly-in fishing camp in Sweden.

8. If you insist that I be frank, I will be.

9. How few they were, yet how magnificently they defended the homeland!

10. “Enough's enough!” cried the infuriated parent.

11. Dennis is having trouble with denominators that are binomials.

12. His ingrown toenail is giving Henri intolerable pain.

13. You can't deny that the theater is badly in need of a thorough renovating.

14. His enormous hand grasped mine in hearty welcome.

15. Demosthenes was a famous orator of ancient Athens.

16. The insects descended en masse and denuded the fields.

17. If you haven't anything in our price range we aren't interested in looking.

18. I remember Aunt Inez and how she told me in her southern drawl, "Joy, for my

biscuits you'll need the best flour and fine shortenin'."

19. Americans just weren't adequately prepared for the attack on Pearl Harbor and the

events that followed.

20. The senator wasn't in, but his secretary greeted us warmly.

21. He finds the climate in Phoenix, Arizona, beneficial for his asthma.

TOC -- INDEX 7 - 5

If it is desirable to divide this lesson into two sections, the first 16 sentences in Exercise 7

may be assigned at this time as they relate only to the material studied in the unit to this

point.

7.5 Part-Word Lower-Sign Contractions for be, con, dis [XIII.43]

7.5a As first syllable of word. The contractions for be, con, and dis are sometimes called the

"leader" contractions because they are used only when they constitute a syllable and occur

at the beginning of a word or at the beginning of a line in a divided word. Thus, these

contractions are used in such words as believe, conduct, and district. They are not used in

words such as unbelievable, misconduct, or predisposed where they do not occur at the

beginning of the word. Nor are they used in such words as bee, belligerent, conch, and disc

where other letters are included in the syllable; or in coniferous and disheveled where all

the letters do not fall in the same syllable.

Although, as mentioned above, these contractions cannot be used in the middle of a

word that is located all on one line, they are used when the letters of the contraction fall at

the beginning of a line in a divided word. Examples:

inconsiderate in- disobedient diso-

considerate bedient

9consid]∙te in- 4ob$i5t 4o-

3sid]∙te

2di5t

7.5b As last syllable of word. Although these contractions are used when they occur at the

beginning of a line in a divided word, they cannot be used if they constitute the last syllable

of such a divided word. Thus, when words like maybe and beacon are divided between

lines, the contractions for be and con cannot be used for this would leave a part-word lower

sign not in contact with a dot 1 or 4. Examples:

Charybdis Charyb- bacon ba-

dis con

,*>ybdis ,*>yb-

b∙con

b∙-

dis

con

7.5c With punctuation. The contractions for be, con, and dis are used when punctuation comes

before them. Therefore, these contractions can be used when they constitute the first

syllable in the second word of a hyphenated compound word. Examples:

"Control that dog!" self-contained

8,3trol t dog60

self-3t∙9$

(becoming, don't you think?) non-disposable

72com+1 don't y

?9k87

non-4pos∙#

7 - 6 TOC -- INDEX

Do not use the contractions for be, con, and dis when punctuation comes immediately

after them. As a consequence, they are not used in syllabicated words. Examples:

[be]hold dis'armony Con-rad!

,7be7'hold dis'>mony ,con-r∙d6

When these contractions follow a slash they are no longer considered being at the

"beginning" of a word, and therefore are not used. Example:

object/concur object_/concur

Although contrary to the Lower Sign Rule, when a word such as self-control is

divided between braille lines following the first syllable of the second word, self-con/trol,

the con contraction is not used because the contraction would then be followed by

punctuation (the hyphen). Examples:

self-control self-con-

self-3trol

trol self-con-

trol

true-believer true-be-

true-2liev]

liever true-be-

liev]

7.5d The words con and dis. Remember that the contractions for con and dis are purely part-

word contractions and therefore cannot be used to represent the whole words con (as in the

expression pro and con), or the slang expression dis.

Examples: con, (con)n(ing), conn(ed), dis, (dis)s(ing), diss(ed)

7.6 Contraction for com [XIII.44]

The contraction for com is similar in use to be, con, and dis in that it can only be used at the

beginning of a word or at the beginning of a line in a divided word. However, unlike be,

con and dis, it need not constitute an entire syllable in order to be used. Thus, this

contraction is used in words like come and coma as well as in words like command and

compost.

To avoid confusion with punctuation, this contraction is never used in contact with a

hyphen, dash, or apostrophe—whether such punctuation comes before or after the letters.

This rule applies even though a composition sign may intervene between such punctuation

and the letters com. Example:

"Come in! Com'ere and meet the ex-committee chairwoman, Jane Reed-Comar."

8,-e in6 ,com']e & meet ! ex-com-

mittee *∙irwom∙n1 ,j∙ne ,re$-,com>40

The contraction for com is not used next to a slash. Example:

go/come go_/come

TOC -- INDEX 7 - 7

Drill 22

Practice brailling the following sentences.

1. I was disconcerted when I learned that residents of the District of Columbia were

denied home rule until the twentieth century.

2. The chairman of the sub-committee on the conduct of wayward youth lost his self-

control when the members became disorderly.

3. “Com'ere and help me fix this flat tire,” cried the exasperated motorist.

4. Sandy was bewitched, bothered and bewildered.

5. Congress debated the issue pro and con for weeks.

6. Maybe we'll send Mary with you, she is being very disobedient.

7. Czech immigrants settled in Wisconsin.

8. Mandy's belligerent attitude is completely incomprehensible.

9. Credit is given Sir Francis Bacon for having originated the modern scientific method

of thinking.

10. As the boy lay dying on the field of battle, he gasped, “May God com-fort and pro-tect

the Confederacy!”

7.7 Preserving the Usual Form of the Base Word [X.34.b(1)]

Be alert to base or root words that have more than one prefix. When words such as disturb,

distinguish, or distinct take on a second prefix, as in undisturbed, indistinguishable, and

indistinct, the dis is no longer the first syllable of the word and cannot be contracted. And,

to ensure easy recognition of the word, the st is not contracted either. Example:

distinct 4t9ct indistinct 9dist9ct

The same applies to ingenuous, where the ing contraction cannot be used because the

letters occur at the beginning of the word. When the prefix dis is added to create

disingenuous the ing contraction is still not used. This preserves the original form of the

base word and ensures proper pronunciation. Example:

ingenuous 9g5u\s disingenuous 49g5u\s

incongruous

9congru\s

7 - 8 TOC -- INDEX

7.8 In Proper Names [XIII.43, 44]

The contractions for be, con, dis, and com are used in names containing an apostrophe,

such as O'Connell. They are also used in names starting with Mc or Mac—as long as they

constitute the first capitalized syllable following Mac or Mc and are not the last syllable of

the name. Examples:

McConner MacCommack McBe

,mc,3n] ,m∙c,-m∙ck ,mc,be

McBeman O'Connell O'Con-

,mc,2m∙n ,o',3nell

nell

,O',con-

nell

7.9 Be, con, dis, and com in Abbreviations [XIII.43.a]

If any of these four contractions can be used in a complete word, it can also be used in the

abbreviation for that word. Thus, since the con sign is used in the word Connecticut, it

should also be used in the abbreviation Conn. Likewise, the dis sign should be used in

Dist., the abbreviation for District, and the com sign should be used in Comdg., the

abbreviation for Commanding. Of course, if the letters comprising any of these

contractions constitute an entire abbreviation, as in Con. for Consolidated, the contraction

cannot be used as it would result in two lower signs following one another without a

space, and neither would be in contact with a character containing dot 1 or

dot 4. Also, if these contractions could not have been used in the word itself, they should

not be used in its abbreviation, as in Belg., the abbreviation for Belgium.

7.10 Introduction to Short-Form Words [XVI]

In addition to contractions, braille contains abbreviated forms for many words that will be

studied in succeeding lessons. They are called short-form words. Memorize the following

six short-form words.

Short-form Meaning

Short-form Meaning

gd good pd paid

lr letter qk quick

ll little sd said

Example:

The letter said that good little boys and girls get paid quick.

,! lr sd t gd ll boys & girls get

pd qk4

TOC -- INDEX 7 - 9

Drill 23

Practice brailling the following sentences.

1. The letter, I confess, left Dad looking rather bewildered.

2. I paid little heed when I was told that Connie and Beatrice were becoming constant

companions.

3. Disposing of this problem will not be quick and will require the combined efforts of

all of us.

4. The neighborhood park can hardly be compared with Coney Island.

5. Betty's behavior in school was unbecoming for a child her age—maybe she'll improve

next year.

6. "The patient has come out of his coma and has improved considerably," said the good

doctor.

7. Benedict's wife, who is the president of the Ladies Benevolent Society of St. John's

Church, paid me a visit.

8. With considerable effort she regained her self-composure and continued perusing the

letter.

9. Most of the men who man our submarines are trained at New London, Conn.

10. Ben O'Connor, a good little guy, is my choice for the job – come what may.

11. Constable Hemingway pointed his gun menacingly and ordered, “Quick! Come out

from be'ind that bar!”

12. The politician's denial was disingenuous.

7 - 10 TOC -- INDEX

Reading Practice

Write the following sentences in longhand. Compare your work with the print version in

Appendix A.

,*it*∙t

8,Gd morn+1 ,9g∙4 ,S∙y1 ?∙nks = s5d+

me t lr f ,Virg9i∙4 ,H[ 0 ! re/ (!

trip80

8,oh1 lots ( fun1 ,$4 ,i took ∙ lot (

pictures4 ,b we 7 s tir$ :5 we got home

l∙/ ni<t--& ,I'm / tir$ ? morn+60

8,Did y visit ! hi/oric∙l sites 9 ,m>-

yl& & ,3necticut80

8,No1 x 0 ∙ qk trip & we'll d 5 ( t :5

,2∙trice visits next ye>40

8,W]5't y go+ ) ,3nie next ye>80

8,Yes1 b %e's t∙k+ ∙ new job 9 ! ,dis-

trict ( ,Columbi∙1 s ,i don't ?9k %e'll

g40

8,Well1 tell ,Jo% ,I sd hello4 ,i'm

gl∙d x 0 ∙ gd trip4 ,let's h ∙ picture

%[+ soon4 ,y'll feel bett] :5 y've re/$

∙ ll m40

8,i'll 2 see+ y1 ,$4 ,I'm 9 ∙ hurry

n[4 ,i h∙v5't pd ∙ll my bills yet & ,Jo%

w∙nts 8 books return$ ? morn+40

TOC -- INDEX 7 - 11

EXERCISE

Prepare the following exercise for submission to the instructor. Correspondence students: Submit

the entire exercise at one time and ignore the line of asterisks between sentences #16 and #17.

LESSON 7

1. Dickens and Thackeray were the two most outstanding British novelists of the

nineteenth century.

2. Grandpa will be in his late seventies when I graduate from college.

3. The doctor was insistent that he not get out of bed until well enough.

4. He recited Tennyson's “In Memoriam” with intense feeling.

5. “The enormous volcano is erupting,” enunciated the announcer.

6. Her prenatal exam shows that she has gastroenteritis.

7. We laughed as she told her tale—in a rather loud, animated, but humorous

vein—involving her dog.

8. She says she feels insecure when she rides in a twin-engine plane.

9. When I've saved enough, I'll buy the entire set of Dickens for my grandchild.

10. Virgil's AENEID opens with the flight of the hero from Troy.

11. If he will take daily calisthenics for a few months his physique will be immensely

strengthened.

12. A wooden peg used for joining timbers is called a treenail.

13. The renovated home was splendidly decorated in the style of the era.

14. I think Selena's injury was self-inflicted.

15. When Mr. Engles retired he started delivering groceries for shut-ins.

16. Jane loved the linen suit her Mom sent her from Italy.

* * * * * * * * * * * * * * * * * * * * * * *

17. We felt very sad when the lovely coniferous tree fell down.

18. Benedict Arnold betrayed the United States when he surrendered West Point.

19. His boss said that my brother-in-law wasn't responsible for the failure of the company.

20. “Which'll it be, madame, soda or ginger ale?” inquired the bespectacled waiter.

21. Study the following antonyms: in/out, his/hers, content/dismayed, nervous/composed.

7 - 12 TOC -- INDEX

22. His behavior denoted that Adam was completely undismayed at the most unexpected

outcome.

23. Our officers' meeting will be chiefly concerned with considering the new budget.

24. The lines of the pattern are very subtle and indistinct.

25. The denial of freedom of the press is a distinctly totalitarian phenomenon.

26. I find things like trinomials and logarithms a constant enigma.

27. I left the dinghy on the side of the Wisconsin River and continued my journey on foot.

28. People in the town are saying that the groom-to-be has become very unhappy and, in

fact, quite disenchanted since learning of his betrothed's flirtatious ways.

29. “You be good an' come out quick with yer hands up,” said the sheriff, “or I'm comin'

in and git yuh.”

30. As a Naval ex-commander, John was a firm believer in discipline.

31. Inter-continental flights arrive hourly at Dulles Airport.

32. The auto crash left his hair disheveled and his clothing in disarray.

33. Roger, a wanna-be rock star, becomes angry when Penny says he can't carry a tune.

34. As the swaggering cockney orator took his place on the rostrum, he began: "On be'alf of all

decent Henglishmen I protest this insolent be'avior of the 'Ouse of Commons!"

35. On the corner, he passed a disreputable-looking stranger, who whined, “Will you

'commodate me with the price of a cup of coffee, sir?”

36. In a closely-contested race O'Connor was chosen Congressman from the 2nd Dist. of Iowa.

37. That was intended as a tribute, not a dis.

38. When she arrived at the studio, she discovered a hastily-scribbled note that said, “Called

out of town unexpectedly; for next lesson practice Mozart's Con. No. 18.”

39. The new freight rates which the Interstate Commerce Committee has recommended

are unbelievably high—but they will be paid.

40. If Leslie remains very patient, maybe Mr. Drew will change his mind and write her

that letter.

41. Charybdis is a sinister whirlpool in Greek mythology.

TOC -- INDEX 7 - 13

7 - 14 TOC -- INDEX

Lesson 8

Whole-Word Lower-Sign Contractions for to, into, by

Part-Word Lower-Sign Contractions for bb, cc, dd, ff, gg, ea

More Short-Form Words

8.1 Contractions for to, into, by [XIII.41]

8.1a In general. There are three whole-word lower-sign contractions in addition to those

studied in the preceding lesson. They are:

Contraction Whole Word Meaning

6

to

96

into

0

by

Unlike the whole-word lower-signs learned in lesson 7 (in, enough, be, his, was,

were), which must always be preceded and followed by a space, the contractions for to,

into, and by are always joined to the word, contraction, composition sign, number, or

symbol that follows. This rule prevents by from being read as was. These contractions are

never used as parts of words. Examples:

Toby was to go by the bank at noon in order to put the deed into the safe.

,toby 0 6g 0! b∙nk ∙t noon 9 ord]

6put ! de$ 96! s∙fe4



The bylaws are written by and for the people.

,! byl∙ws >e writt5 0&=! p4

8.1b With composition signs. Use these contractions both before and after composition signs

such as capital, number, emphasis and letter indicators (to be studied later). Example:

2 GAMES TO GO, REDS WIN 6 TO 0!

#b ,,g∙mes ,,6,,g1 ,,r$s ,s,w9 #f

,,6#j6

 Note that when to, into, or by and the following word are both fully capitalized, each

word is preceded by the double capital indicator—even though they are joined.

8.1c With punctuation. Use the contractions for to, into, and by when they come after

punctuation such as an opening quotation mark, opening parenthesis, a bracket, or a dash.

But, they are not used when they come before punctuation marks. Examples:

TOC -- INDEX 8-1

"By the way, did you see Helen go by?"

8,0! w∙y1 did y see ,hel5 g by80

(To Sam, it's a trip into "paradise.")

7,6,s∙m1 x's ∙ trip 9to 8p>∙dise407

 Note that when the contraction for into cannot be used, the contraction for in is used.

Because the contractions for to, into, and by cannot be used when they come before

punctuation, they cannot be used at the beginning or in the middle of a hyphenated

compound word or expression. And, since these contractions must be connected to

something following them, they cannot be used for the last word of such an expression.

Examples:

by-product bride-to-be

by-product

bride-to-be

lay-by My How-To Book

l∙y-by

,my ,h[-,to ,book

8.1d With other contractions. These contractions are joined to words that start with a part-

word contraction. They are also joined to whole-word contractions. Example:

Tomato juice was poured by Sharon into every cup.

,tom∙to juice 0 p\r$ 0,%>on 96e cup4

When to, into, or by comes before one of the six whole-word lower-signs (in, enough,

be, his, was, were), the contraction for to, into, or by is used, but the following word cannot

be contracted — to do so would violate the Lower Sign Rule [see 7.4]. Example:

"To be or not to be," Erik recited as he went into his classroom.

8,6be or n 6be10 ,]ik recit$ z he

w5t 96his cl∙ssroom4

Although the part-word contractions be, con, dis, and com are used only at the

beginning of a word or at the beginning of a line in a divided word, this does not prevent

them from being preceded by the contractions for to, into, or by. Example:

Liz went by commuter train to Disraeli Street.

,liz w5t 0-mut] tr∙9 6,4r∙eli

,/reet4

To, into, and by may be contracted and joined to each other, so long as there is

contact with a dot 1 or dot 4. Example:

I'll stop by to say hello.

,i'll /op 06s∙y hello4

8 - 2 TOC -- INDEX

8.1e To, into, and by at the end of a braille line. Occasionally there is not room at the end of a

line for the contraction to, into, or by and at least the first syllable of the following word,

but there is room to spell out to, into, or by. Because the braille reader is more familiar with

contractions, it is preferable not to spell out the word. Instead, take the contraction to the

next line. Example:

Jacki wants to go to Colorado Springs to visit John and see the Air Force Academy.

,j∙cki w∙nts 6g 6,color∙do ,spr+s

6visit ,john & see ! ,∙ir ,=ce

,∙c∙demy4

8.1f As proper names. Do not use the contractions for to, into, or by when the letters of these

words comprise a proper name or a part of one. Example:

Toby To's dad came from China.

,toby ,to's d∙d c∙me f ,*9∙4

Drill 24

Practice brailling the following sentences.

1. Innocent bystanders at the scene of a crime may be unwilling to testify.

2. Jason will have to have his credentials by the end of the week.

3. He gets into more trouble than most little boys.

4. Mr. Good will drop by the office to make inquiries concerning the new filing system.

5. By this evening I hope to complete the study.

6. From 1993 to 1997, Toby studied aerodynamics.

7. Stephen made a quick trip from Chicago to Reno by way of St. Louis.

8. JOHN BY GOES TO CANADA is a good Canadian history book.

9. "By the way, will you be able to meet me at nine in the morning?" Mr. Byrd asked his

brother-in-law.

10. He was greeted by "Hello, you old so-and-so!" as he entered the room.

11. It is clear (to me, anyway) that the enterprise will be a complete failure.

12. His book, in my opinion, is very poorly written—to be perfectly frank.

13. She complained bitterly: "To've been prepared might've prevented the disaster."

14. He took his daughter into his study and gave her a stern lecture.

15. By being as inconspicuous as possible, he was able to enter the arena unobserved.

16. You can hardly expect Pat to consent to moving in with her in-laws.

17. A rise in the cost of living is an inevitable by-product of war.

(continued)

TOC -- INDEX 8-3

18. Automobiles began to be popular toward the end of the second decade of the twentieth

century.

19. Bit by bit, he was winning the respect of the well-to-do merchant.

20. Toshi hurriedly paid for her ticket but she still missed her train—by just seconds.

21. His letter said that by May 1 he will have completed his basic training.

22. TO HAVE AND TO HOLD is a novel depicting early colonial life.

23. The job opening you asked me to look into seems to be very attractive.

24. On his way to and from school he likes to stop and talk with the little old gentleman.

25. With continued effort he will attain his goal by and by.

26. Tomas stopped by to remind me of our dinner date.

If it is desirable to divide this lesson into two sections, the first 23 sentences in Exercise 8 may

be assigned at this time, as they relate only to the material studied in the unit to this point.

8.2 The Double-Letter Signs and ea Sign [XIII.42]

Contraction Meaning

2

bb

3

cc

4

dd

6

ff

7

gg

1

ea

8.2a Used only within words. Note that, in addition to the meanings given above, each of these

characters is also used to represent some other contraction or punctuation. Some represent

whole words, others act as contractions at the beginning of words, and some appear at the

end of words as punctuation. To prevent confusion, a rule has been adopted that when these

characters are used to represent the double-letter signs or the ea sign, they are used only

between letters and/or contractions within a word. For that reason they are sometimes

called the "sandwich contractions." Examples:

Bobby occupy added puffy eggs tease

,bo2y o3upy ∙4$ pu6y e7s t1se

Consequently, these contractions cannot be used at the beginning or the end of a word.

Nor can they be used in contact with punctuation or composition signs. Examples:

easy tea sheriff's SeaCliff Apts. ebb-tide

e∙sy te∙ %]iff's ,se∙,cliff ebb-tide

8 - 4 TOC -- INDEX

 Keep in mind: Although the ea sign is used in a word like feature, where such a word is

divided between lines (fea/ture), the contraction is not used because it would then be in

contact with a hyphen.

8.2b Preserving the usual form of a base word beginning with ea. When a word beginning

with ea is preceded by a prefix or another word resulting in the formation of a different

word, the ea contraction is not used because it would change the usual braille form of the

base word. Thus, the ea contraction is not used in uneasy, anteater, or northeast because it

would not be used in easy, eater, or east.

8.2c Base word and a prefix. Many words that originally were formed from a base or root plus

a prefix have become so common that most dictionaries no longer recognize the prefix. In

easily recognized words such as abbreviate, accept, accent, address, addict, affect,

aggrieved, and disease, the old prefix is ignored and the ea or double letter contractions are

used. Examples:

address ∙4ress

affect ∙6ect

disease 41se

As with other contractions, where the prefix is noted as such in the dictionary and the

use of an overlapping contraction would clearly have an adverse affect on pronunciation,

the contraction is not used. Examples:

preamble readjust subbase

pre∙m#

re∙dju/

subb∙se

8.2d Base word and a suffix. When a word ends with the letters bb, cc, dd, ff, gg, or ea, the

contractions cannot be used. However, if such a word is followed by a suffix, the

contractions are used. For example, although these contractions may not be used in stiff,

puff, or ebb, they are used in stiffly, puffed, and ebbing.

These contractions are also used when the final consonant of a word is doubled

before adding suffixes such as ed, en, er, and ing because they are "sandwiched" in

between other letters and the use of the contraction does not overlap the letters of a base

word and its suffix. Examples:

rubbing padded hidden slugger

ru2+

p∙4$

hi45

slu7]

Where a contraction would overlap the letters of a root/base word and a suffix, however,

the contraction cannot be used. Examples:

permeable mileage oleaginous

p]me∙#

mile∙ge

ole∙g9\s

TOC -- INDEX 8-5

EXCEPTION: When the suffixes ate, an, or al are added to a base/root word ending in e, the

ea contraction is used. Examples:

permeate delineate gigantean

p]m1te del91te gig∙nt1n

venereal European subterranean

v5]1l ,europ1n subt]r∙n1n

Transcribers should take care to look up words that they are not sure of, for some can

be deceptive. For example, lineage (lin/e/age), referring to ancestry, appears to have the

suffix age. But this is not the case as the origin of lineage is the Old French word lignage.

Because this is a base word that has no suffix, the ea contraction is used. When the word

linage is spelled lineage (line/age) and refers to the alignment of lines on a page, age is a

suffix and the ea contraction is not used.

8.2e Solid compound words. Although these contractions are not used in tea, sea, or egg, they

are used in the compound words teacup, seashore, and egghead. If, however, the letters

comprising any of these contractions fall partly into one component of a compound word

and partly into the other, the contraction is not used. Examples:

pineapple dumbbell headdress poleax

p9e∙pple

dumbbell

h1ddress

pole∙x

8.2f Causing difficulty in pronunciation. These contractions are not used if their use would

cause difficulty in the recognition or the pronunciation of the word by combining the letters

of a dieresis (two adjacent vowels pronounced separately). Example:

genealogy g5e∙logy [not] g51logy

8.2g In trigraphs and diphthongs. In the trigraph eau the ea sign is used because both letters

of the contraction fall within the same syllable. Examples:

tableau t∙bl1u beau b1u

When two adjacent vowels combine to create one sound (a diphthong), as in paean

(pae/an)

, they must not be separated by the use of a contraction. p∙e∙n

8.2h Contraction preferences. The contractions for bb, cc, dd, ff, gg, and ea are the least

favored of all one-cell contractions because syllable division usually occurs between

double consonants. By using other contractions, proper pronunciation is more likely to be

preserved. When a choice must be made between contractions, any other one-cell

contraction is preferred over them. Examples:

8 - 6 TOC -- INDEX

w(ed)d(ing) [not] we(dd)(ing) (of)fice [not] o(ff)ice

m(ed)dle [not] me(dd)le ef(for)t [not] e(ff)ort

sac(ch)(ar)(in)e [not] sa(cc)h(ar)(in)e (the)at(er) [not] (th)(ea)t(er)

le(ar)n [not] l(ea)rn bub(ble) [not] bu(bb)le

be(ar) [not] b(ea)r me(and)(er) [not] m(ea)nd(er)

8.3 More Short-Form Words [XVI]

Following are six more short-form words to be memorized. If the word to, into, or by falls

before a word that has a short-form, the contraction is used and joined to the short-form

word.

Short-

Short-

Short-

form

Meaning

form

Meaning

form

Meaning

ab about (be)c because f(st) first

abv above (be)l below grt great

Example:

Because of the rains, the water above the falls was swift. Below the falls it fell first into

a deep pool and then rushed about the great rocks.

,2c (! r∙9s1 ! w∙t] ∙bv ! f∙lls 0

swift4 ,2l ! f∙lls x fell f/ 96∙

deep pool & !n ru%$ ∙b ! grt rocks4

Drill 25

Practice brailling the following words and sentences. In the word section, leave three

spaces between words and do not divide words between lines. In the numbered section,

divide words as usual.

rubber effective rabble scaffold adds coffee jiggle hobbled

zealot meander pebble create middle succotash meddle Mecca

idea ideal southeast react bleach bleed dabble daddy

1. When he saw the cop put his finger on the trigger he gave up the struggle.

2. Succor was not slow in arriving for the disaster sufferers; in fact it was amazingly

quick.

3. "You are a very good little girl, Effie," said Aunt Maggie.

4. You may think it odd, but I simply will not eat cabbage in any form.

5. "I kin go out with a diff’rent girl every night," said the sheriff's son.

(continued)

TOC -- INDEX 8-7

6. She was a stiff-necked old aristocrat with an impressive genealogy who refused to

mingle with the rabble.

7. The leaders of the plot will be tried for treason.

8. Write a letter saying, first of all, that we are committed and will not tolerate being

treated like riffraff.

9. Hiding below the stairs, Mr. Eaton was puffing contentedly on a huge cigar.

10. Eddie paid fifteen hundred dollars for his first car and he is proud as a peacock.

11. For dinner we served the farmhands meatloaf, potatoes and gravy, eggplant, carrot

and cabbage salad, bread, coffee, peaches and cream, and white cake topped with

fluffy marshmallow frosting.

12. Her wedding bouquet was made of spirea and baby's breath.

13. In 1933 Leander and his boys were arrested as the result of a brawl near a St. Louis

speakeasy.

14. The house was deserted and an uneaten meal was still spread on the table.

15. My cousin was taken prisoner by the Chinese Communists in the Korean War.

16. I was agreeably surprised by the fine delivery of the valedictory speech, which was

given at the baccalaureate exercises.

17. Mr. Webb loves his old Rambler because it handles so well and he still gets great

gas mileage, but above all, he just loves the way it looks.

18. He left his Chevrolet at the garage because he needed to have the carburetor

readjusted and the wheels realigned.

19. I believe that the seller will accept considerably less than the price he quoted.

20. President Truman made monkeys out of the political wiseacres who were predicting a

Republican victory in 1948.

21. Tina's new beau is picking her up about eight and they are going to the theater.

22. The streets were littered with rubble following the storm.

23. It took a tremendous effort for Uncle Tobias to hobble up the steps because he is

disabled by arthritis.

24. When the calisthenics were finished, the teacher gathered up the dumbbells and

Indian clubs.

25. The doctor padded the area above and below the injury.

26. Luci avoided the accident by quick thinking.

8 - 8 TOC -- INDEX

Reading Practice

Write the following sentences in longhand. Compare your work with the print version in

Appendix A.

,su3ess ,/ory

,greg's p∙/ 9clud$ p$dl+ p∙p]s1 cl]k+

∙t ! tob∙3o %op & sl++ h∙mburg]s ∙t ∙

f∙/-food spot4 ,:5 he 0 (f]$ ∙ job z ∙

cook ∙t ! up-sc∙le ,tru6les ,re/∙ur∙nt

he ∙3ept$1 ev5 ?\< he'd n he>d ( di%es l

/u6$ e7pl∙nt or c∙2∙ge br∙is$ 9 /ock4

,he left ! f/ ord] ( fri$ mu%rooms &

zuc*9i 7∙n hors d'oeuvre t 0 ∙ h\se spe-

ci∙l7 9 ! deep fry] = tw5ty m9utes4 ,!

ir∙te cu/om] s5t ! bl∙ck5$1 un∙ppetiz+

di% b∙ck 6! kit*54

,$i? 7:o pref]r$ 6be c∙ll$ ,$die71 !

bu2ly w∙itress1 j gi7l$ & told ,greg n

6worry4 ,:5 %e f/ />t$ w∙it+ t∙#s %e put

s∙c*>9e 9 ! sug> b[l1 mistook ic$ te∙ =

lemon∙de1 & dropp$ ∙ di% ( hot p1* cob#r

) ice cr1m 96∙ cu/om]'s l∙p4

,∙t l∙/ ! h1d *ef1 ,pi]re1 ∙gre$ 6t∙ke

,greg ∙side = two h\rs e week = cook+

lessons4 ,n[1 ∙ ye> l∙t]1 p -e f f> &

wide 65joy ! delic∙cy (! h\se1 8,∙ub]g9e

∙ l∙ ,Gre7ory40

TOC -- INDEX 8-9

EXERCISE

Prepare the following exercise for submission to the instructor. Correspondence students: Submit

the entire exercise at one time and ignore the line of asterisks between sentences #23 and #24.

LESSON 8

1. By curtailing his expenses sharply, he was able to save enough to go to college.

2. It will take a good four hours to go from Baltimore to Los Angeles by jet.

3. His research on this project will continue into the next decade.

4. "What do you expect by 'due process of law'?" asked the judge sternly.

5. From the radio issued the voice of a crooner pouring his heart and soul into "To

Each His Own."

6. The story (to be continued in the next issue) is filled with horror and suspense.

7. The problems of space travel—to a little boy this is a fascinating subject—were

discussed at length in Bob To's essay.

8. "Don't make me devote the whole evenin' to 'rithmetic," cried Benny.

9. It will be to his advantage to study chemistry in high school, since he is planning to

be a doctor.

10. Luke is going to compete in the track meet as a discus thrower.

11. A quick look into the bylaws showed that they were amended to permit voting by

proxy.

12. He was enthralled by A TRIP TO THE MOON by Jules Verne.

13. The strikers refused to let anybody go into or out of the plant.

14. The ship hove to a few miles outside the harbor.

15. He sat on the edge of the raft lazily swinging his legs to and fro.

16. His analysis is, by and large, the most convincing I have heard.

17. Apparently the bill was paid, but the matter will be looked into.

18. We are determined to recover our property by hook or by crook.

19. "What will this all come to?" she wailed.

20. By constantly reminding us to "overcome," Martin Luther King gave us hope and

pride.

21. "The express letter was to have arrived by 12 noon," said Christopher.

22. Sam put his books into his briefcase.

23. Don't make a "to-do" over her present; I am sure Mom will like it.

* * * * * * * * * * * * * * * * * * * * * * * *

8 - 10 TOC -- INDEX

24. The alchemists of the Middle Ages were preoccupied with trying to change the baser

metals into gold.

25. By about the first of July, he says he will be ready to open his office in that well-to-

do neighborhood and we will get paid what he owes us.

26. A determined juror kept doggedly reasserting his belief that the accused was

innocent.

27. The motto that Cyril lives by is "Early to bed, early to rise, makes a man healthy,

wealthy and wise."

28. The sheriff then placed handcuffs on the ruffians and led them off to jail.

29. For little Bobby's breakfast Pearl was preparing bacon and eggs.

30. Following the meeting of the Ways and Means Committee, the affable hostess served

tea and very good muffins.

31. It's the bailiff's duty to keep order in the courtroom.

32. The theater on Byron Street is featuring a great movie this evening.

33. It has been a custom in our household to serve eggnog during the Christmas season.

34. The widespread use of penicillin and other antibiotics considerably reduced the

danger from certain diseases.

35. Have a good trip, and above all, stay below the speed limit.

36. Eddie's compass showed that we were headed southeast.

37. The Charge of the Light Brigade took place during the Crimean War.

38. The Bible says that "In the beginning God created the heaven and the earth."

39. His entire demeanor was permeated with an air of insufferable conceit.

40. The letter said that at last David was to realize his dream of becoming the proprietor

of a small acreage.

41. Brown sugar on oatmeal or Cream of Wheat provides quick energy on a cold

morning.

42. The handbill said: "We trace any genealogy and guarantee to provide you with an

imposing lineage."

43. Democracy is rule "of, by, and for the people."

44. His address to the affiliate accentuated his eccentricities.

45. When I make Mom's muffins I readjust the spices to make them tastier and add

pineapple.

46. Because the weather was fair the eastern sky was lighted by the soft rays of a roseate

dawn.

47. The scene in the humble cottage presented a tableau of heart-warming domestic bliss

and harmony.

48. The funeral sermon was full of paeans of praise for the deceased leader.

49. "Be nice to Mr. Smith. We can't afford to dis our best customer."

TOC -- INDEX 8-11

SUMMARY OF CONTRACTION USAGE

Lower Signs

III. Lower Signs In Succession Rule

A. Any number of lower-sign contractions may follow one another without a space

provided that one of them is in contact with a character containing dot 1 or dot 4.

to disengage 645g∙ge

B. When a series of lower signs is not in contact with a dot 1 or 4, the last possible

contraction is spelled out. to disen-

64en-

gage g∙ge

IV. Whole-Word Contractions (in, enough, be, his, was, were, to, into, by)

A. In, enough, be, his, was, were

1. Must stand alone. Cannot be in contact with a letter, word, contraction, or

punctuation that either precedes or follows it.

Let it be enough for now. ,let x 2 5 = n[4

"Were you?" 8,w]e y80 Go in. ,g in4

his/hers his_/h]s

break-in br1k-in break- br1k-

in 9

2. May be preceded by composition signs. Were you? ,7 y8

B. To, into, by

1. These contractions cannot stand alone. They must be joined to the following

word, contraction, number, or composition sign.

by train

0tr∙9 9 to 5 #i 6#e to this spot 6? spot

2. These contractions cannot be used in hyphenated compound words.

by-and-by by-&-by

3. With punctuation

a) Can be preceded by punctuation. "by now"

80n[0

b) Cannot be followed by punctuation.

I'll drop by.

,i'll drop by4

into/out of 9to_/\t (

8 - 12 TOC -- INDEX

4. With composition signs

a) Can be preceded by composition signs

By now ,0n[ "By now" 8,0n[0

b) Can be followed by composition signs.

By George!

,0,george6

5. When one of these words comes before any other whole-word lower-sign, the last

possible contraction must be spelled out. to be 6be

6. These contractions are used when they come before part-word lower signs.

by consent 03s5t to distract 64tr∙ct

7. When the contraction for into cannot be used, the in should be contracted.

Go into "O'Brians." ,g 9to 8,o',bri∙ns40

8. When there is not room at the end of a line for one of these contractions and the

following word or portion thereof, take the contraction to the next line.

V. Part-Word Contractions (in, en, be, con, dis, com, bb, cc, dd, ff, gg, ea)

A. In, en

Are used whenever they occur as long as they are in contact with a sign containing a dot

1 or 4.

ingenuous 9g5u\s in- in- disin- 4in-

genuous g5u\s genuous g5u\s

B. Be, con, dis

1. Are used only when they constitute an entire syllable at the beginning of a word —

or at the beginning of a line in a divided word unless they constitute the last

syllable of such a divided word.

been

be5 belief 2lief disc disc distant 4t∙nt

mis- mis- may- m∙y-

conduct

3duct be be

2. Are used following the hyphen in a hyphenated compound word.

make-believe

m∙ke-2lieve dual-control du∙l-3trol

3. Are not used when in contact with the hyphen in syllabicated words.

con-ta-gion

con-t∙-gion dis-creet dis-creet

4. Are not used next to a slash. distrust/dismay 4tru/_/dism∙y

5. Are used following punctuation, but not preceding it.

O'Connell

,o',3nell (be)tray 7be7tr∙y

6. The contraction for con cannot be used as a whole word as in con game.

TOC -- INDEX 8-13

C. Com

1. Is used only at the beginning of a word or at the beginning of a line in a divided

word—but it need not constitute a syllable.

come -e comb -b ex- ex-

commander

-m&]

2. Cannot be used when in contact with a hyphen, apostrophe, dash or slash—but can

follow opening quotation marks.

ex-commander ex-comm&] go/come go_/come

Hey!—come on. ,hey6--come on4

com'ere com']e "Come in." 8,-e in40

D. Be, con, dis, com in abbreviations

These contractions can be used in the abbreviation of a word only when they can be used

in the whole word—unless the contraction would constitute the entire abbreviation.

Benj. (Benjamin) ,B5j4 dist. (district) 4t4

Con. (Concerto) ,con4 ex-con ex-con

Belg. (Belgium) ,belg4

E. Bb, cc, dd, ff, gg, ea

1. Are used only between letters and/or contractions within a word.

sniffs sni6s sniffed sni6$ sniff sniff

2. Are never used when in contact with punctuation.

diff'rent diff'r5t sheriff's %]iff's

egg-shaped egg-%∙p$ sea-island se∙-isl&

feature f1ture fea- fe∙-

ture ture

F. Part-word contractions are not used when their use would alter the usual form of a word or

cause difficulty in pronunciation.

uneasy

une∙sy

[not] un(ea)sy

overblended

ov]bl5d$

[not] ov(er)(ble)nd(ed)

undisturbed

undisturb$

[not] un(dis)turb(ed) [or] undi(st)urb(ed)

disingenuous

49g5u\s

[not] (dis)(ing)(en)u(ou)s

genealogy g5e∙logy

[not] g(en)(ea)logy

impermeable

imp]me∙#

[not] imp(er)m(ea)(ble)

8 - 14 TOC -- INDEX

TOC -- INDEX 8-15

Lesson 9

Initial-Letter Contractions, More Short-Form Words

9.1 In General [XIV.45]

Like the contraction for into, the contractions about to be studied are all two-cell

configurations. Initial-letter contractions are formed by preceding the initial letter or initial

contraction of the word by dot 5, dots 45, or dots 456. So, for instance, the letter d standing

alone is the word do, but when d is immediately preceded by dot 5 the word becomes day—

which can be used for the whole word day or as part of the word yesterday.

Dot 5

Dots 45

Dots 456

---------- ---------- cannot

_c

day

"d

---------- ----------

ever

"e

---------- ----------

father

"f

---------- ----------

here

"h

---------- had

_h

know

"k

---------- ----------

lord

"l

---------- ----------

mother

"m

---------- many

_m

name

"n

---------- ----------

one

"o

---------- ----------

part

"p

---------- ----------

question

"q

---------- ----------

right

"r

---------- ----------

some

"s

---------- spirit

_s

time

"t

---------- ----------

under

"u

upon

^u

----------

work

"w

word

^w

world

_w

young

"y

---------- ----------

character

"*

---------- ----------

through

"?

those

^?

----------

where

":

whose

^:

----------

ought

"\

---------- ----------

there

"!

these

^!

their

_!

TOC -- INDEX 9-1

9.1a Original pronunciation must be maintained. In general, initial-letter contractions are

used both as whole words and as parts of words when they retain their original sound. Thus

initial-letter contractions are used in the following examples:

ye(st)(er)(day) (ever)y(where) cl(ever) s(ever)al

gr(and)(father) ad(here)s un(know)n l(and)(lord)

s(mother)(ed) re(name)d (question)naire b(right)

(time)r m(ar)i(time) (th)(under) (work)(ing)

(young)(st)(er) (there)by (character)i(st)ic (through)(ou)t

(where)(upon) (ought)n`t (for)e(word) (had)n`t

(here)'ll (spirit)ual (under)(world) (their)s

(part)y (wh)ole(some) (some)(time) G(er)(many)

As long as the original sound of the word is maintained, initial-letter contractions are used

in proper names, as parts of hyphenated compound expressions, and in dialectal words

containing an apostrophe. Examples:

Doubleday's Happy-Times Child Care

,d\#"d's ,h∙ppy-,"ts ,* ,c>e

G'day, m'lord ,g'"d1 m'"l

9.1b When original pronunciation is lost. Do not use these contractions in words where the

sound of the original word is no longer present. For example:

Do not use ever in evert, severe, or fever.

Do not use here in heresy.

Do not use time in centime or centimeter.

Do not use under in launder or flounder.

Do not use there in ethereal.

Do not use word in sword.

Do not use these in theses.

Do not use some in chromosome or gasometer.

Do not use had in hadji or shadow.

9.2 Exceptions to the General Rule [XIV.45.a]

9.2a Know. Even though the original sound is not maintained, the contraction for know is used

in knowledgeable and acknowledge and their derivatives.

9 - 2 TOC -- INDEX

9.2b Ought. The contraction for ought is used whether the word is pronounced ôt as in bought,

or out as in doughty. It is also used in drought whether pronounced drout or drouth.

However, the contraction should not be used in Houghton when the letter combination is

pronounced like a long o, as in Houghton Mifflin or Houghton, Michigan.

9.2c One. In most cases the contraction for one is used when o and n are in the same syllable,

even though the combination does not have the sound of one. Thus, the contraction is used

in words like gone, phone, honest, money, and monetary.

The one contraction is not used when n begins a new syllable. Consequently, it is not

used in words like pho/net/ic, pi/o/neer, colo/nel, cor/o/net, or a/nem/o/ne. And, as with all

contractions, it cannot be used when part of the letters of the contraction fall into the base

word and part into a suffix, as in commoner, commonest, baronet, and luncheonette.

9.2d Some. The contraction for some is used only where the letters it represents retain their

original sound and forms a complete syllable in the base word. For example, this

contraction is used in handsome, handsomer, and handsomest, because it retains the sound

of some and it also constitutes a complete syllable in the base word handsome. The

contraction for some cannot be used in words like blossomed and ransomed, because the

syllable some does not appear in the base words blossom and ransom. In the word

som/er/sault, the contraction for some is not used because the syllable division comes

between the m and the e, and therefore, some is not a complete syllable in the base word.

9.2e Part. Unless other rules prohibit, the contraction for part is used whether it retains the

original sound or not, as in particular, Spartan, and partial. Like all contractions, initial-

letter contractions cannot be used if they would overlap a prefix and a base/root word.

Therefore, the contraction for part cannot be used in words where par is a prefix, as in

partake, partook, and parterre.

Drill 26

Practice by brailling the following words and sentences. In the word section, leave three

spaces between words and do not divide words between lines. In the numbered section,

divide words as usual.

ransom ransomed blossom blossomed handsome handsomer lonesome

lonesomest party partook partial parterre common commoner commonest

know knowledge acknowledge ought brought drought Houghton

honest gone honey alone abalone phonetics pioneer

1. Great Scott! You ought to know you cannot remain here forever without work or

money.

2. Quick! Write the name and address on the letter because I'm late.

3. We haven't paid them yet because there can be no question of our right to insist upon

the work being done promptly under the terms of the contract.

4. We were rather surprised to learn that many of our neighborhood boys had taken part in

the street riots and that some had been named as instigators.

(continued)

TOC -- INDEX 9-3

5. In these days of supersonic speed one can travel to any part of the world in little or no

time at all.

6. To those who have character and a spirit of adventure the Navy is very appealing.

7. The young couple is about to purchase their first home with the help of their families,

who both have above average incomes.

8. Wordsworth referred to the skylark as the "Ethereal Minstrel, pilgrim of the sky."

9. The mothers and fathers first partook of a light lunch of biscuits and honey and tea and

then went out onto the veranda and watched the youngsters turning somersaults and

cartwheels.

10. Germany invaded Poland in September, 1939, whereupon the British, whose word had

been pledged, proclaimed a state of war.

11. "Surely, m'lord, we can't seat the good Duchess below the salt!" said the pompous

butler.

9.3 Preference for One-Cell Contractions [X.35.b]

Unless space can be saved, a one-cell contraction or two one-cell contractions are usually

preferred over a two-cell contraction. Examples:

(st)on(ed) [not] (st)(one)d adh(er)(er) [not] ad(here)r

adh(er)(ed) [not] ad(here)d coh(er)(en)t [not] co(here)nt

prison(er) [not] pris(one)r (com)pon(en)t [not] (com)p(one)nt

ha(dd)ock [not] (had)dock P(ar)(the)non [not] (Part)h(en)on

on(er)(ou)s [not] (one)r(ou)s

EXCEPTIONS:

Apartheid. The two-cell contraction for part is used in apartheid to indicate proper

pronunciation, even though it uses more space.

∙"pheid

Haddock. The dd contraction is preferred over the had contraction in haddock. However,

when the word is divided between braille lines, the had contraction is used.

h∙4ock _h-

dock

9.4 Digraphs [X.34.b.(5)]

Do not use a contraction if its use would disturb the pronunciation of a digraph (when two

letters are pronounced as one sound). Examples:

atmosph(er)e [not] atmosp(here) Boone [not] Bo(one)

9 - 4 TOC -- INDEX

9.5 Choosing between Consecutive Contractions [X.35.c, XIV.45.f]

Where a choice must be made between two consecutive contractions, preference is given to

the contraction that more nearly indicates correct pronunciation. Examples:

(wh)(er)(ever) [not] (where)v(er)

(wh)(er)e'(er) [not] (where)'(er)

mu(st)h [not] mus(th)

di(spirit)(ed) [not] (dis)pirit(ed)

9.6 Proper Names

Care should be taken when transcribing proper names. Initial-letter contractions should be

used in proper names only when the transcriber is certain of the pronunciation. If the proper

pronunciation cannot be determined, these contractions should not be used. Examples:

Use many in Germany Do not use had in Hades

Use part in Spartan Do not use time in Mortimer

Use word in Wordsworth Do not use ought in Houghton

Use lord in Gaylord Do not use one in Hermione

Use right in Brighton Do not use some in Somerset

9.7 More Short-Form Words [XVI]

Following are six more short-form words to be memorized.

Short-

Short-

Short-

form Meaning

form Meaning

form Meaning

ac according brl braille o'c o'clock or oclock

alw always (ch)n children p(er)h perhaps

Example:

According to Dad, good children who read braille always go to bed at nine o'clock —

perhaps later on week-ends.

,∙c 6,d∙d1 gd *n :o r1d brl ∙lw g

6b$ ∙t n9e o'c--p]h l∙t] on week-

5ds4

TOC -- INDEX 9-5

Drill 27

Practice by brailling the following words and sentences. In the word section, leave three spaces

between words and do not divide words between lines. In the numbered section, divide words as

usual.

stone stoned stoning phone phoned coherent sphere atmosphere hemisphere

heretic heresy adhered adhere under thunder launder name named enamel

Germany fright right-handed Brighton Mortimer centimeter Hades hadji

1. Beverly comforted her small brother by saying, "Don't be dispirited. Mother said in her

letter that she and Father will take us fishing one day soon."

2. "Upon my word! How can you ever forget the words of ‘The Lord's Prayer’?"

Grandmother scolded young Gaylord.

3. According to our teacher, everyone ought to take some time each day for reading

because to read is to know.

4. We hope that the party and the braille book of world maps will be a big surprise for

Grandfather, whose birthday we will celebrate at two o'clock next Friday.

5. Ever since he came into money, he thought he'd be treated like a king every day wherever

he went.

6. The characteristics of the adult are inherent in the chromosomes of the embryo.

7. Through the untimely death of the doughty captain the entire ship was plunged into an

atmosphere of gloom.

8. The professor reluctantly acknowledges that perhaps those students who cannot make a

good grade need more time to complete their theses, but questions their right to protest.

9. Unquestionably, the onerous task of participating in the ceremonies is too burdensome

for me to assume.

10. Eight-year-old Thaddeus began his Mother's Day poem with: "Where'er I wander,

where'er I roam, I sit there and ponder on Mother and home."

11. Daniel Boone worked hard to erect a fort at Boonesboro.

12. He is the handsomest little boy in the class and therefore he is always teased and chased

by the little girls.

13. The housemother admonished the girls and told them severely that she was not about to

serve dessert until the finnan haddie had been eaten.

14. His feverish dreams were haunted by these shadowy figures of children from out of his

past.

15. To children the arrival of Santa Claus is pure delight.

9 - 6 TOC -- INDEX

Reading Practice

Write the following sentences in longhand. Compare your work with the print version in

Appendix A.

,ru/y

,"m (t5 tells u (! "y p]son :o pl∙y$ ∙

l>ge "p 9 ! build+ ( h] "* z ∙ *4 ,8 "n

0 ,g∙y"l ,"eett1 b "ey"o us$ 8 nick"n1

,ru/y1 2c ( 8 r$ h∙ir4 ,he 0 ∙b t5 ye>s

old] ?∙n %e1 go+ 6college & /udy+ 6be ∙

doctor4 ,he 0 n ∙ _wly fell[ !n1 b b"r &

( f9e "* )∙ deep 2lief 9 ∙ll ?+s _su∙l4

,my gr&"f 0 ∙ doctor & ,ru/y visit$

frequ5tly1 rid+ \ ) gr&"f 9 ! bu7y 6vis-

it ! sick 9 ! nei<borhood1 hop+ 6le>n !

m pr∙ctic∙l ∙spects ( m$ic9e4 ,"s"ts my

"m got 6t∙ke "p 9 ^! soj\rns 6\tly+

f>ms4 ,%e told u ( h[ %e'd pl∙y )! dogs

9 ! y>d or look 9 ! b>n ": "! 7 (t5 ll

kitt5s sleep+ 9 ! h∙y1 :ile gr&"f &

,ru/y deliv]$ ∙ b∙by1 set ∙ brok5 b"o1

or tr1t$ ∙ * )! cr\p4

,2c ( 8 w>m smile & help+ h&1 ,ru/y 0

∙lw welcome :]"e he w5t4 ,:5 he gr∙du∙t$

f m$ic∙l s*ool & got ∙ po/+ ∙t ∙ hospi-

t∙l _m miles ∙w∙y 9 ,Som]set he r>ely _h

"t 6visit4 ,b "m n"e =got ! "y m∙n :o1

_m ye>s l∙t]1 won ! ,nobel ,prize = m$i-

c9e4

TOC -- INDEX 9-7

EXERCISE

Prepare the following exercise for submission to the instructor.

LESSON 9

1. Yesterday, at eight o'clock, Mortimer started to work on his first part-time job for his

father-in-law.

2. The name of Lord Nelson, who defeated the French fleet at Trafalgar, is revered by

the British people.

3. Some of the questions in the questionnaire had to be answered “yes” or “no.”

4. To say that wherever he went he was under the close scrutiny of the police is not

quite right.

5. The youngsters are planning a big surprise for their father for Father's Day.

6. Though lonesome and frightened, the young lad was none the worse for the night

spent in the woods.

7. "One has to spend according to one's income—you cannot go on forever spending

more money than you earn," said Aunt Hedda, always giving advice.

8. Here and there the sun peeped through the clouds, creating little shadows.

9. I don't know whether or not I want to go to Germany, as I don't understand a word of

the language.

10. "How many guests do you expect at the party?" asked the spirited young man.

11. One of the outstanding characters in the play is a typical man of the world who reads

braille.

12. "These are the times that try men's souls," wrote Tom Paine.

13. Those whose houses are made of glass ought not to throw stones.

14. Many good fairy tales start with the words "Once upon a time."

15. Rebecca's letter said that several cases of typhoid fever were reported in the flooded

area.

16. It has been said that one might move the world with a lever if he had something to

rest it upon.

17. He continued to adhere to his beliefs even though he was about to be condemned as

a heretic.

18. Those of us whose lives are spent in the Western Hemisphere know little of life in

the Orient.

19. Margaret Thatcher was the acknowledged leader of the British Conservative Party,

and in her time was one of the most commanding women in the world.

20. Sarah was unable to smother a yawn as James continued to recite the boring particulars

of his journey.

21. To this day the name of Daniel Boone is familiar to every Kentuckian.

22. Mrs. Hadley was impressed with the beauty of the Parthenon.

9 - 8 TOC -- INDEX

23. Chelsea loved Paris where she got great buys, including a miniature sword for which

she paid only a few centimes.

24. Sir Francis Drake began his maritime career by plundering Spanish galleons.

25. Because money laundering is illegal it is always done in secret.

26. Many doctoral theses involve hard and painstaking work.

27. The old abandoned enamelworks is being leased for a new factory.

28. The copyright for this book is owned by Houghton Mifflin Co.

29. PARADISE LOST by John Milton tells of Lucifer's fall from ethereal splendor to the

underworld of Hades.

30. Perhaps I will buy a new stove because my old-time gas range is not equipped with a

timer.

31. My grandmother had saved enough coupons for a handsome new set of luggage.

32. Throughout the nineteen thirties, known as the drought years, many farmers were hard-

pressed for money and lost their farms.

33. John Paul Jones was one of the early pioneers of the American Navy.

34. Abraham Lincoln was known by the nickname "Honest Abe."

35. Whereas Colonel Doubleday cherished the family heirlooms even though they had

no monetary value, his wife regarded them with disdain.

36. Just above Glasgow is one of the handsomest villas in Scotland, which has been

purchased by the baronet.

37. Spring had arrived early, and the lovely anemones had blossomed in the nearby

woods.

38. One's hereditary characteristics are determined by his chromosomes.

39. His lordship, a real character, partook generously of the sparkling beverage and fell

into a deep reverie.

40. The response from the prisoner of war to the chaplain's words of solace was

incoherent.

41. Everett was too dispirited to participate in the holiday festivities.

42. OF HUMAN BONDAGE was one of W. Somerset Maugham's earliest successes.

43. Wherever he goes he orders haddock or swordfish.

44. Quick, duck down here below the wall so mother cannot find us.

45. His gift to the children is a little below average as he is not as prosperous now as he

has been heretofore.

46. "Going! Going! Gone!" shouted the young seller of the valuable mother-of-pearl brooch.

TOC -- INDEX 9-9

9 - 10 TOC -- INDEX

Lesson 10

Final-Letter Contractions, More Short-Form Words

10.1 Final-Letter Contractions [XV.46]

10.1a In general. Final-letter contractions are two-cell contractions that are formed by

preceding the final letter of common letter combinations by dots 46, dots 56, or dot 6.

The following is a complete list of these contractions. Note that in each column the

contractions are listed alphabetically using the last letter of the letter grouping.

Dots 46

Dots 56 Dot 6

-ound

.d

---------- ----------

-ance

.e

-ence

;e

----------

---------- -ong

;g

----------

---------- -ful

;l

----------

-sion

.n

-tion

;n

-ation

,n

-less

.s

-ness

;s

----------

-ount

.t

-ment

;t

----------

---------- -ity

;y

-ally

,y

Dots 46 also form the emphasis indicator, dots 56 the letter indicator (both to be

studied later), and dot 6 the capital indicator. These composition signs nearly always

appear at the beginning of a word. To avoid confusion with these composition signs,

final-letter contractions are used only in the middle or at the end of a word or name.

Examples:

(ar)(ound) b(ound)(ar)y assi(st)(ance) (ch)(ance)llor

preci(sion) proces(sion)al hope(less) b(less)(ed)

c(ount) m(ount)a(in) provid(ence) h(ence)(for)(th)

(be)l(ong) m(ong)rel hope(ful) fai(th)(ful)ly

(con)(st)itu(tion)al edi(tion) firm(ness) T(en)(ness)ee

me(ment)o (com)(ment) cav(ity) p(ity)(ing)

(st)(ation)(ar)y n(ation) re(ally) r(ally)(ing)

L(ance) Fr(ance)s Sp(ence)r S(ally)

They are also used when they appear at the beginning of a line in a divided word. Thus:

reli-

(ance)

vital-

(ity)

hope-

(less)(ness)

funda-

(ment)al

proposi-

(tion)

TOC -- INDEX 10 - 1

However, final-letter contractions are never used in words such as ancestor, lesson,

encephalitis, fulfill, mental, and other words where the letters of the contractions occur

at the beginning of the word.

10.1b Part words only. Use final-letter contractions for parts of words only. They cannot be

used for whole words such as less, ally, or Sion.

10.1c Base word and a prefix. When a word begins with the letters of one of these

contractions, the contraction cannot be used. When a prefix is added to such a word the

final-letter contraction is still not used, even if it is divided between braille lines, for to

do so would change the usual appearance of the base word. Examples:

lesson unlesson(ed) un- fulfill unfulfill(ed) un-

lesson(ed) fulfill(ed)

As you learned in Lesson 7, when a prefix is added to a word that starts with con,

the contraction for con cannot be used. In order to facilitate easy recognition and

pronunciation in such words as incongruous and uncongealed, where the con

contraction is not used, the contraction for ong is not used either. Thus:

(con)gru(ou)s (in)congru(ou)s (con)g(ea)l(ed) uncong(ea)l(ed)

 Note: Some words, such as the word unless, are deceptive. Although this word might

appear to be a base word plus a prefix, it is not. The origin of unless is the Middle

English word onlesse, which is one word and therefore the contraction for less is used.

(un.s)

10.1d Base word and a suffix. When a contraction would overlap a root/base word and a

suffix, a final-letter contraction cannot be used. Examples:

fruity squally (ch)iefta(in)ess citiz(en)ess

 Note that when a suffix is added to chieftain and citizen the retention of the final

contraction in the base word preserves the usual braille form of the word.

EXCEPTION: Some easily read words do not follow this rule and use the final-letter

contraction even though it overlaps the base word and the suffix. Examples:

equ(ally) tot(ally) actu(ally) visu(ally)

re(ally) b(ar)o(ness) lio(ness) gov(er)(ness)

10 - 2 TOC -- INDEX

10.1d(1) -ation. The contraction for ation is used in preference to the a and tion signs in words

like station and application because it saves more space. It is also used in preference to

the ea contraction, as in creation — cre(ation) not cr(ea)(tion). However, where it is

necessary to divide such words between lines and there is room for the a on the first

line, the contraction for tion is used on the following line. Examples:

(con)c(en)tra- radia- devia- (in)vita- crea-

(tion), (tion). (tion)s (tion)al (tion)

10.1d(2) Full and ful. Pay attention to words that begin or end with full and ful. In the whole

word full the contraction for ful is not used because it would begin the word. In order to

preserve the usual appearance of the word, when a prefix or another word is joined to it

to form a compound word, the contraction is still not used. Examples:

full teaspoonfull chock-full

full

t1spoonfull

*ock-full

Ful, on the other hand, is not a word by itself, and when it occurs at the end of a word it

is always a suffix. In words ending in ful, such as brimful and teaspoonful (the

preferred spellings), the ful contraction is used. Examples:

brimful chockful hopeful wonderful

brim;l

*ock;l

hope;l

wond];l

And, when a second suffix is added, such as ly, to a word ending in ful, the contraction

for ful is used. Examples:

hopefully wonderfully beautifully

hope;lly

wond];lly

b1uti;lly

10.1d(3) -ance and -ence. Although the general rule gives preference to a one-cell contraction

over a two-cell contraction, use a two-cell contraction if space can be saved (§9.3).

And, when -ence is followed by d or r, it is the preferred contraction even though no

space is saved. Examples:

(th)(ence) [not] (the)nce (com)m(ence)d [not] (com)m(en)c(ed)

d(ance)d [not] danc(ed) Sp(ence)r [not] Sp(en)c(er)

TOC -- INDEX 10 - 3

10.1e In contact with an apostrophe or hyphen. A final-letter contraction cannot follow an

apostrophe or a hyphen. Thus, the final-letter contraction is not used in grey'ound, nor

in a hyphenated word such as re-ally, nor in syllabically divided words. Example:

"I'm re-allying with the Roundheads, so 'enceforth you can call me 'Mr. Par-lia-ment'!"

8,i'm re-∙lly+ )! ,r.dh1ds1 s '5ce=?

y c c∙ll me ,8,mr4 ,p>-li∙-m5t0'60

10.1f Digraphs and trigraphs. As with all contractions, do not use a final-letter contraction

if it would disturb the pronunciation of a digraph or trigraph. Thus, the ity sign is not

used in hoity-toity.

10.1g Preserving pronunciation. Do not use a contraction when two adjoining consonants

are pronounced separately and the use of the contraction would cause difficulty in

recognition or pronunciation, as in mongoose and fiance (fiancé).

10.2 More Short-Form Words [XVI]

Following are six more short-form words to be memorized.

Short-

Short-

Short-

form

Meaning

form

Meaning

form

Meaning

acr across alm almost m(st) must

al also imm immediate nec necessary

Example:

It is necessary for you to look across the street carefully because of an almost immediate

danger from fast traffic, and you must also warn the others.

,x is nec = y 6look ∙cr ! /reet

c>e;lly 2c ( ∙n ∙lm imm d∙ng] f f∙/

tr∙6ic1 & y m/ ∙l w>n ! o!rs4

10 - 4 TOC -- INDEX

Drill 28

Practice brailling the following sentences.

1. He found it necessary but very difficult to dance with Sally.

2. Congress established the Department of Agriculture May 5, 1862.

3. The coroner came to the conclusion that death must have occurred here below the

stairs, somewhere around three o'clock in the morning.

4. "Counting the population is known as census-taking," explained the teacher.

5. The stern old judge simply will not countenance reckless driving because it almost

always ends in injury or death.

6. In the poem "Each In His Own Tongue," the author reconciles the views of science

and religion.

7. The blessing was offered on the shores of beautiful Lake Como, across the bay from

the little chapel.

8. When the first witness was removed, it was a great pity that the second witness also

lost all semblance of self-control and had to be literally dragged from the courtroom.

9. We hope that the new lessee of the corner building, who has paid his rent in advance,

will be less of a nuisance than the former one.

10. Britain was a faithful ally of the United States during two world wars.

11. His letter says that Lawrence did not have encephalitis, as the doctors feared, and

that he is now fully recovered and about to visit the children.

12. The ancestors of many Americans arrived in this country as penniless immigrants

and had an immediate need for jobs and land.

13. There were no mountains, just a steady up and down-ness to the terrain.

14. At last he recognized the mournful sound in the distance and gasped: "O Gawd! the

blood'ound is on my trail!"

15. The old Tennessean was unlessoned in the refinements of polite society.

16. "Above all, I must extend my very warmest congratulations to the new grandfather,"

he chuckled as he grasped the hand of his lifelong comrade.

17. Thenceforth the squally weather continued without interruption for three days.

18. The hoity-toity governess glanced scornfully at the conglomeration of toys littering

the child's bedroom and said, "Perhaps it's time we tidied up here."

19. "That was good; you are very quick and parried the blow with the agility of an

experienced fencer," said the fencing instructor.

TOC -- INDEX 10 - 5

Reading Practice

Write the following sentences in longhand. Compare your work with the print version in

Appendix A.

,welcome 6! ,old ,riv] ,9n

,! ,old ,riv] ,9n1 loc∙t$ 9 ! he>t (

pl∙nt,n c.try1 is ∙n 9tim∙te gue/ hotel1

pres]v+ ! *>m (! p∙/ 9 h>mony )! ∙m5i-

ties & 3v5i;es (! pres5t4 ,ov]look+ !

,fr.es ,riv] & surr.d$ 0#∙jj-ye>-old

o∙ks dripp+ ) ,sp∙ni% moss1 ! orig9∙l 9n

0 built 9 #∙h∙g4 ,-pletely re/or$ 9

#∙iie1 grt c>e h∙s be5 t∙k5 6ret∙9 !

hi/oric∙l signific.e (! orig9∙l /ruc-

ture4

,gue/s w 2 met ∙t ! r∙ilro∙d /,n 0∙

horse-dr∙wn c>ri∙ge & tr∙nsport$ 9 !

/yle (! ei<te5 hundr$s 6! 9n4 ,"! !y w 2

tr1t$ d∙ily 6∙ -pli;t>y 3t95t∙l br1kf∙/

&∙ #e o'c w9e recep;n4 ,! gr∙ci\s d9+

room f1tures foods (! ,old ,s\?4 ,brl

m5us & speci∙l m5us = *n >e ∙v∙il∙#4

,foll[+ ∙ t\r (! hi/oric 4trict or ∙

busi;s meet+1 ! ,old ,riv] ,9n (f]s ∙

pl1s+ selec;n ( rel∙x+ div].ns4 ,e room

h∙s wide-scre51 color televi.n4 ,d[n-

/∙irs s(t pi∙no music fills ! l\nge4

,/roll ! riv] w∙lk 9 ! twili<t or 5joy ∙

f∙vorite lib,n &∙ g∙me ( skill 9 ! 9n's

,billi>d ,room4

,we w 2 gl∙d 6coord9∙te ∙ny d9+ res]-

v,ns or >r∙nge hi/oric t\rs4

10 - 6 TOC -- INDEX

EXERCISE

Prepare the following exercise for submission to the instructor.

LESSON 10

1. An ounce of prevention is worth a pound of cure.

2. "All the world's a stage, and all the men and women merely players: They have their

exits and their entrances; and one man in his time plays many parts."

3. "It's always true, new occasions teach new duties," pontificated grandmother.

4. "If necessary, I can cite countless instances in which capital punishment has resulted

in the execution of the wrong man," orated the defense attorney.

5. Fortunately, he had the presence of mind to first call the fire department even though

it was about three o'clock in the morning.

6. He ruthlessly casts people aside as soon as they have outworn their usefulness.

7. In order to avoid a bumpy flight we must get above the thunderclouds.

8. Thomas Jefferson drafted the Declaration of Independence virtually unaided.

9. Benjamin Franklin was instrumental in persuading France to become an ally of the

United States.

10. She had a great love for acting and faithfully performed even when she didn't get

paid.

11. Clarence usually arrived late at the office; nevertheless he managed to put out his

full quota of work.

12. The letter said that Spencer's ancestors were among the early settlers of Tennessee.

13. The lessons learned through experience make a lasting impression.

14. The new institution will specialize in the treatment of encephalitis.

15. Hercules shot Nessus with a poisoned arrow for trying to abduct his wife.

16. Terrence’s mental capacity verges upon imbecility.

17. Accused persons are protected from self-incrimination by the Fifth Amendment of

our Constitution.

18. Can you braille this recipe for Quick Banana Bread and have it ready for Sally on Tuesday?

19. Allyson was especially fond of her little pet mongoose.

20. The bewildered Londoner inquired of a passer-by on Pennsylvania Avenue, "I say,

which is the street to the Grey'ound Bus Station?"

21. The only person we encountered was a disreputable-looking fellow, who spoke in a

mongrel tongue that sounded like nothing we had ever heard.

22. According to the announcement, our flight is cancelled on account of poor visibility

over the mountains.

23. The recreational facilities of the playground have really undergone some major

improvements.

(continued)

TOC -- INDEX 10 - 7

10 - 8 TOC -- INDEX

24. Because her skills are below average, Frances cannot pass our course in business

administration unless she has some special instruction.

25. The Baroness served a beverage with a good fruity flavor.

26. His dreams of romance remained wholly unfulfilled until he met the beautiful French

countess.

27. Since her husband's election to Congress she has become rather hoity-toity—and her

children are even worse!

28. Every weekend an incongruous conglomeration of guests descends upon her

woefully overcrowded country house.

29. When he came riding across the bridge and into the village no one knew whence he

had come or anything else concerning his background.

30. The committee will study the recommendations of the Treasury Department experts

and an immediate response will be sent to the president.

31. Four columns advanced toward the city from without, and a fifth column cooperated

from within.

32. Just a short time ago, science seemed almost powerless in finding a cure for cancer.

33. Perhaps we can make an excursion into the country on Sunday.

34. The tribe was governed by a chieftainess who dispensed justice swiftly and

impartially.

35. Martha also has applied for the position of governess that was advertised in the

Sunday edition of the Times.

Lesson 11

Short-Form Words

Proper Names

11.1 In General [XVI.47]

Following is a list of all the short-form words used in braille including the twenty-four

studied in earlier lessons (in italics). The words in this list have been grouped together in

order to facilitate learning through association. A complete alphabetical list of all short-

form words can be found in Rule XVI of the official literary code, English Braille

American Edition 1994.

* Starred words have special rules.

Short- Short- Short-

Form Meaning

form Meaning

form Meaning

ab about

*fr friend hm him

abv above

gd good

hmf himself

ac according

grt great

xs its

acr across

imm immediate

xf itself

*af after

lr letter

yr your

afn afternoon

ll little

yrf yourself

afw afterward

m(st) must

yrvs yourselves

ag again

nec necessary

h(er)f herself

ag(st) against

o'c

o'clock or oclock myf myself

alm almost

pd paid

(one)f oneself

alr already

p(er)h perhaps

(ou)rvs ourselves

al also

qk quick

(the)mvs themselves

al(th) although

sd said

(th)yf thyself

alt altogether tgr together dcl declare

alw always

cd could dclg declaring

(be)c because

(sh)d should rjc rejoice

(be)f before wd would rjcg rejoicing

(be)h behind ei either (con)cv conceive

(be)l below

nei neither (con)cvg conceiving

(be)n beneath m(ch) much dcv deceive

(be)s beside s(ch) such dcvg deceiving

(be)t between td today or to-day p(er)cv perceive

(be)y beyond tn tonight or p(er)cvg perceiving

*bl blind to-night rcv receive

brl braille

tm tomorrow or rcvg receiving

(ch)n children

to-morrow

f(st) first

TOC -- INDEX 11 - 1

The short-form words learned to this point have been used only as whole words, but,

with a few exceptions, short forms can be used as both whole words and parts of words.

11.2 As Whole Words [XVI.47]

Use short-form words to represent all the meanings of a word. Thus, use the short form

for quick in expressions like a quick recovery, the quick and the dead, and hurt to the

quick. The short form for must is used in he must go, the must of the grape, and the closet

smelled of must.

The contractions to, into, and by should be joined to short-form words, just as they

are to any other word.

The capitalization of short-form words should follow print. Example:

Please Come to Afternoon Tea at 5 O'Clock

,pl1se ,-e 6,∙fn ,Te∙ ∙t #e ,o',c

11.3 As Part Words [XVI.47, 47.e]

Use short-form words as parts of words so long as they do not result in a misspelling or

obscure recognition of the word. Examples:

besides quicken musty would've littler

2ss

qk5

m/y

wd've llr

As parts of words, short-form words must also maintain their original meaning, therefore:

rafter raft(er) [not] raf

mustache mu(st)a(ch)e [not] m(st)a(ch)e

shoulder (sh)(ou)ld(er) [not] (sh)d(er)

mustang mu(st)ang [not] m(st)ang

bloodletter (bleeder) bloodlett(er) [not] bloodlr

11.3a Short-form words in conflict with contractions. Do not use short-form words as parts

of words if their use would violate a basic contraction rule. For example, the short form

for before cannot be used in hereinbefore because in order to use the be contraction,

which is part of the short form, it must be the first syllable of the word. The same

restriction applies to misconceive, where the short form for conceive cannot be used

because the con sign does not occur at the beginning of the word. However, where such

words are divided between lines, as shown in the following examples, the short-form

words are used because then the be and con signs occur at the beginning of a new line.

Examples:

before 2f

hereinbefore

"h9be=e

herein-

"h9-

before 2f

conceive 3cv

misconceive

misconceive

mis-

mis-

conceive 3cv

11 - 2 TOC -- INDEX

11.3b Short-form words with a prefix. In general, prefixes can be added to short-form words.

Examples:

necessary unnecessary friend befriend paid unpaid

nec unnec

fr 2fr

pd unpd

11.3c Short-form words with a suffix. In some words, in order to add a suffix, the final e is

dropped or the final y is changed to an i. When this happens to a word that has a short

form in braille, the short-form word is not used—to do so would result in a misspelling.

Examples:

declare

dcl

declaration

decl>,n [not] dcl(ation)

conceive

3cv

conceivable

3ceiv∙# [not] (con)cva(ble)

necessary

nec

necessarily

necess>ily [not] necly

When a word ending in an e is changed by the addition of d or r, as in received or

receiver, the short-form word is used as it keeps its original meaning. To prevent

doubling the e in such words, be certain that only the single letter, d or r is added—not

the ed or er contraction. Examples:

braille

brl

brailler

brlr [not] brl(er)

declare

dcl

declared

dcld [not] dcl(ed)

When in print ing is added to words that have a short form, there may be a temptation in

braille to simply add the ing contraction to the short form, but to do so may result in a

misspelling. Note that there are special short forms for declare, rejoice, conceive,

deceive, perceive, or receive when they end in ing. Examples:

braille

brl

brailling

br∙ill+ [not] brl(ing)

rejoice

rjc

rejoicing

rjcg [not] rjc(ing)

11.4 In Compound Words

[XVI]

Use short-form words when the words they represent are joined with other words to form

solid and hyphenated compound words. Examples:

roundabout r.d∙b aforesaid ∙=esd

grandchildren gr&*n hereafter "h∙f

inasmuch 9∙sm* in-between in-2t

do-gooder d-gd] do-it-yourselfer d-x-yrf]

TOC -- INDEX 11 - 3

11.5 Special Rule for after, blind, and friend as Part Words [XVI.47.f]

These three words, when used as parts of words, are governed by the same rules as all the

other short-form words only if a consonant or a hyphen follows them. Examples:

afterbirth

∙fbir?

after-shave

∙f-%∙ve

blindness

bl;s

friendship

fr%ip

When the words after, blind or friend are followed by a vowel, the short forms cannot be

used because they then take on the appearance of another word. For instance, if the short

form for blind were used in blinded the result would be bled. If, however, such a word is

divided between lines and the vowel falls on a new line, the short form is used.

Examples:

blinded bl9d$ befriending 2fri5d+ aftereffects ∙ft]e6ects

blind- bl- befriend- 2fr- after- ∙f-

ed. $4 ing, +1 effects e6ects

11.6 Dividing Short-Form Words Between Lines [XVI.47.a]

Never divide a short form of a word between lines. A division can be made only between

a short form and a syllable addition. Never spell out a word that can be represented by a

short form, even though it might be possible to write a portion of such a spelled out word

on one line and the remainder on the next. Such division rarely saves space and it is

preferable to preserve the normal braille appearance of the word. Examples:

imm- [not] im- un- [not] unp(er)- dclg [not] de-

ly mly p(er)cvd cvd cl(ar)(ing)

11.7 In Unusual Words [XVI.47.g]

Do not use a short-form word if it would cause confusion in pronunciation or difficulty in

the recognition of an unusual word. Thus, the short form for about is not used in stirabout

(a porridge), nor is the short form for said used in Port Said (Sä/eed). However, words

like hereabouts, thereabout, gadabout, and roustabout are not considered to be unusual

words and the short forms are used.

 Note: What may be unusual to one person may be very common to another. Many of

these words have simply developed a traditional braille usage that is familiar to the braille

reader.

11 - 4 TOC -- INDEX

11.8 Short-Form Words In Proper Names [XVI.47.b]

Use short-form words to represent an entire word in a proper name only—never just part

of a word. Examples:

(Little), Br(ow)n (and) Co. Jimmy Doolittle

Cape (of) (Good) Hope Goodye(ar) Tire (and) Ru(bb)(er) Co.

(Quick), Nebraska Quicksburg, Virg(in)ia

Goodwife [or] Goody Br(ow)n Goodman (Ed)w(ar)d

(Little)'s Cafe (Children)'s Press

 Notice that titles, even archaic ones like Goodwife, Goody, and Goodman, are

considered part of the name and the same rule applies. Note also that short forms are used

for whole proper names when they are followed by an apostrophe.

Within titles, common words that have short forms are contracted as usual. Proper

names within titles must follow the rule above. Examples:

[book title] The Greats in Aviation: Lindbergh and Doolittle

,! ,grts 9 ,∙vi,n3 ,l9db]< &

,doolittle

[book title] Louis Braille's Story of Blindness and Braille

,l\is ,brl's ,/ory ( ,bl;s & ,brl

Drill 29

Braille the following words. Treat each numbered line as a new paragraph. Leave three blank

cells between each word. Divide words at the end of the line where possible. Repeat this drill

until you are comfortable with the short-form words and their variations.

1. about abouts gadabout stirabout about-face hereabout thereabout roustabout

roundabout whereabouts

2. above below above-mentioned aboveboard aboveground belowground

3. according accord accordingly

4. across across-the-board

5. after afternoon afterward after-hours hereafter rafter aftereffects afterwards

aftershock aftereffects afterbirth after-shave

6. again against once-again

7. almost already also always also-ran

8. although though through thorough thought

9. altogether together togetherness

(continued)

TOC -- INDEX 11 - 5

10. because before beforehand behind become beneath hereinbefore befit

befuddle between beside hereinbefore began besides begin in-between behold

beyond

11. blind braille blindness braillist blinded? blinders brailled Louis Braille

brailler braillewriter blindfold

12. children child childlike children's grandchildren childless

13. conceive conceiving preconceive misconceived conceivable

14. could would would've should shoulder could've shouldn't

15. deceive deceiving deceived deceivingly deceiver deceives

16. declare declaring declared declaration declares declarer declarable

17. first first-born firstly firsthand first-class

18. friend friendly befriending friends befriended! friendship friendless

befriend befriended befriends

19. either neither either-or

20. good goodhearted do-gooder Goodwill good-by goodness goody-goody

21. great greats not-so-great greatest greatcoat greater Great Salt Lake

22. her herself him himself

23. your yourself yourselves do-it-yourselfer

24. them themselves thy thyself

25. it its itself it's it'd it'll

26. one oneself our ourselves my myself

27. immediate immediately immediacy immediateness

28. letter bloodletter letterhead letterman Letterman lettering

29. little belittle Little Rock littler littlest littleneck

30. much such must musty suchlike most mustache mustang inasmuch

mustn't muster

31. necessary necessarily unnecessary necessaries

32. o'clock oclock

33. paid unpaid prepaid paid-in-full

34. perceive perceiving unperceivable unperceived

35. perhaps perchance

36. quick quicken quick-freeze quickie quicksand Bisquick

37. receive receiving rejoice rejoicing rejoiced receivership rejoiceful

38. said aforesaid Port Said unsaid

39. today tomorrow tonight tomorrow-night today's

11 - 6 TOC -- INDEX

11.9 Summary of Contractions Used in Proper Names

Exercise caution when using contractions in proper names. Pronunciations vary widely,

and if you do not know and cannot find out the correct pronunciation of a name, it may

be best not to use a contraction. For example, which is correct: Fran/cone or

Fran/co/ne? Be/vers or Bev/ers? (When in doubt, spell it out!)

An effort has been made to include in the following list and the word list given in

Appendix B of this manual as many proper names as possible that typify problems that

may be encountered. Biographical and geographical dictionaries giving known

pronunciations for thousands of proper names are available in bookstores and libraries.

In general, all of the rules that you have learned in the preceding lessons apply to

the use of contractions in proper names. In the following list, names have been grouped

under the rule that governs the possible contractions in them. Some of the examples used

could be applied to more than one rule.

A. Same Syllable Rule [X.34.a(1)]. Use a contraction when all of the letters of the

contraction fall in the same syllable. Examples:

Wright ,w"r Go/tham ,go?∙m

Ben/tham ,b5?∙m Cor/inth ,cor9?

B. Minor Syllable Division Rule [X.34.a(2)]. Use contractions when they overlap a minor

syllable division. Examples:

Mac/e/do/nia ,MAC$ONIA Dun/e/din ,dUN$9 Re/no ,R5O

Van/der/bilt ,V&]BILT Swe/den ,SW$5 I/o/wa ,I[A

C. Prefix with Base/Root Word Rule [X.34.b(2)(3)]. Do not use a contraction when it would

overlap a major syllable division between a prefix and a base or root word. Examples:

Ben/e/dict ,b5edict Van/dyke ,v∙ndyke

D. Suffix with Base/Root Word Rule [X.34.b(2)]. Do not use a contraction when it would

overlap a major syllable division between a suffix and a base or root word. Examples:

Len/in/grad ,l59gr∙d Stal/in/grad ,/∙l9gr∙d

Bun/des/tag

,bundest∙g Kungs/holm ,kungsholm

Rud/is/heim

,rudisheim Her/ges/heim/er ,h]gesheim]

Reichs/tag ,rei*st∙g

Wil/helms/haven

,wilhelmsh∙v5

E. Solid (Unhyphenated) Compound Word Rule [X.34.b(4)]. Do not use a contraction when

it would overlap base words that are joined to form an unhyphenated compound word.

Examples:

Charles/town ,*>lest[n Lime/dale ,limed∙le

TOC -- INDEX 11 - 7

 Note: Because the name Charlestown is a compound word, the st contraction canot be used.

However, in the easily recognized shortened form, Charleston, the st contraction is used.

Other examples:

Evan(st)on Bo(st)on K(ing)(st)on

F. Hyphenated Compound Word Rule. Although Rule XI.36.a. says that one-cell, whole-word

contractions may be joined to other words by the hyphen to form genuine hyphenated

compound words, it is suggested that for clarity they not be used in hyphenated proper

names. (See also sections L and U below.) Examples:

Sue Packard-More ,sue ,P∙ck>d-,More

In the case of Chou En-lai, although there is no specific rule that would prevent the use of the

part-word contraction for en, for clarity it is not used. (,*\ ,en-l∙i)

G. Digraph and Trigraph Rule [X.34.b(5), XIII.42.c]. Do not use a contraction if it would

disturb the pronunciation of a digraph or trigraph. Examples:

Boone ,boone Fontainebleau ,font∙9ebl1u

Trembleur ,trembleur

H. Diphthong Rule [V.25]. The letters comprising the diphthongs ae and oe should not form

part of a contraction. Examples:

Phoenix ,phoenix Goering ,goer+

Roederer ,roed]] Koenig ,koenig

Baer ,b∙er Baedeker ,b∙edek]

I. Adjoining Consonants Rule [X.34.b(6)]. Do not use a contraction when there is a pronounced

distinction between two adjoining consonants. Examples:

Shanghai ,%∙ngh∙i Gingold ,g9gold

Wingate ,w9g∙te Gasthaus ,g∙/h∙us

J. Difficulty in Pronunciation Rule [X.34.b(7)]. Do not use a contraction or short-form word if

it would cause difficulty in pronunciation. Examples:

Wen/ces/laus

,w5cesl∙us

Port Sa/id

,port ,s∙id

Ha/dri/an

,h∙dri∙n

Cas/tle/reagh

,c∙/ler1<

The/rese

,!rese

Don/e/gal

,doneg∙l

Sur/i/name

,sur9∙me

Hor/o/witz

,horowitz

11 - 8 TOC -- INDEX

K. gh, sh, th in Proper Names Rule [XII.38.e]. In proper names, when the letters gh, sh, and th

are pronounced as one sound, they are contracted. If a syllable division occurs between them,

they are not contracted. Examples:

Brig/ham ,brigh∙m Chat/ham ,*∙th∙m

Chis/holm ,*isholm Town/shend ,t[n%5d

L. One-Cell Whole-Word Contraction Rule [XI. 36.c]. Use these contractions for whole proper

names only — and may be followed by an apostrophe and s. Examples:

Julia Child ,juli∙ ,* Sandy Childs ,s&y ,*ilds

Bob Rather's house ,bob ,r's h\se

Baltimore ,b∙ltimore

Because these contractions are used in hyphenated compound words, a letter indicator (to be

studied in the next lesson) is necessary if part of a name could be misread as a one-cell

whole-word contraction. Example:

Ti-n-Toumma plateau ,ti-;n-,t\mm∙ pl∙t1u

M. One-Cell Part-Word Contraction Rule [XII.38.a, d]. The contractions for ing and ble cannot

begin a name. Part-word signs that have no whole word meaning are contracted when they

stand alone. Examples:

In/ge [or] Inge ,9ge Blev/in ,blev9 Ed ,$

N. Lower-Sign Whole-Word Contraction Rules [XIII.39]. It is recommended that whole-word

lower-signs (in, enough, be, his, was, were) not be used for names because they would not be

permitted when followed by an apostrophe and s. Examples:

Moon Chung In ,moon ,*ung ,in

In's house ,in's h\se

O. to, into, by Rule [XIII.41.d]. These contractions cannot be used as proper names. Examples:

Colonel By ,colonel ,by David To ,d∙vid ,to

P. ea and the Double Letter Contractions Rule [XIII.42, 42.c]. Use these contractions only in

the middle of a name. Preference is given to other contractions over ea and the double letter

contractions. Examples:

Seattle ,s1ttle Minneapolis ,m9n1polis

Sheffield

,%e6ield Armageddon ,>m∙g$don

Easter Island

,e∙/] ,isl& Kellogg ,kellogg

TOC -- INDEX 11 - 9

Q. be, con, dis Rule [XIII.43, 43.b]. Use these contractions as the first syllable of a name, and

when following a prefix such as Mac or Mc. They are also used following an apostrophe so

long as they constitute a syllable. Examples:

O'Con/nor

,o',3nor Bel/la ,bell∙

MacCon/nell ,m∙c,3nell Ber/ing Sea ,b]+ ,se∙

O'Be/mis ,o',2mis Dis/rae/li ,4r∙eli

Beh/ring ,behr+ Be/a/trice ,2∙trice

R. com Rule [XIII.44]. When com is capitalized, use the contraction in a name following Mac or

Mc. The letters com need not form a syllable. Do not use the contraction following an

apostrophe. Examples:

MacCommack ,m∙c,-m∙ck Sam McComb ,s∙m ,mc,-b

Comp/ton ,-pton O'Comby ,o',comby

S. Initial-Letter Contraction Rule [XIV.45, 45.a]. Use these contractions in names only when

they retain their original pronunciation and follow all other rules for initial-letter

contractions. Examples:

Everett ,"eett Mortimer ,mortim] Ca/pone ,c∙p"o

Beverly ,b"ely Houghton ,h\<ton Germany ,g]_m

Dayton ,"dton Her/mi/o/ne ,h]mione Mo/net ,monet

Herefordshire ,h]e=d%ire Ma/ho/ney ,m∙honey

T. Final-Letter Contraction Rule [XV.46]. Use these contractions only in the middle or at the

end of a name. Do not use them for a whole name. Examples:

Lawrence ,l∙wr;e Frances ,fr.es Sally ,s,y

Tennessee

,t5;see Loch Ness ,lo* ,ness

U. Short-Form Word Rule [XVI.47.b, 47.g, 47.i]. Within proper names, short-form words are

used only for whole words. Examples:

Great Britain ,grt ,brit∙9 Jo Goodwin ,jo ,goodw9

Bisquick ,bisquick Little Bighorn ,ll ,bighorn

A letter indicator (to be studied in the next lesson) is necessary if a name could be misread as

a short-form word. Examples:

El Al ,el ;,∙l Al-Furat ;,∙l-,fur∙t

 Note: For readability, it is recommended that short-form words not be used in hyphenated

compound proper names. Example:

Mary Good-Friend ,m>y ,good-,fri5d

11 - 10 TOC -- INDEX

Reading Practice

Write the following sentences in longhand. Compare your work with the print version in

Appendix A.

,de> ,lynne1

,true 6my ^w1 ,i ∙m writ+ ? lr tn 9

ord] t x w 2 on xs w∙y 6y tm morn+4

,h[ ,i wi% y cd h be5 ) u td6 ,we ∙t-

t5d$ ! ∙nnu∙l gymn∙/ic exhibi;n ∙t !

s*ool =! bl1 & x 0 ∙n exp]i;e ,i % ∙lw

rememb]4 ,we f.d x nec 6be "! l;g 2f two

o'c1 z ! gd s1ts 7 ∙lm ∙ll t∙k54

,! 2g9n+ (! progr∙m br"\ ∙n imm re-

sponse f ! l>ge ∙udi;e1 & we 7 qk 6p]cv

! excell;e (! physic∙l tr∙9+ 2+ giv5 ^!

"y bl p4 ,we f.d \rvs rjcg 9 ! *>m (!

folk d.es1 & ,i dcl t ,I h n"e se5 m

precise c∙lis!nics4 ,we 7 m* impress$ )!

-plic∙t$ drills ) w&s1 ,9di∙n clubs &

dumbbells1 & ?rill$ )! excite;t (! r∙ces

9 rope climb+4 ,wre/l+ & tumbl+1 foll[$

0∙ f∙sc9∙t+ exhibi;n ( swimm+ & div+1

-plet$ ∙ progr∙m : 0 ∙lt ∙m∙z+4

,-e ) u :5 we visit ! s*ool ∙g2 y w 2

z impress$ z we w]e4

,S9c]ely yrs1

,juli∙ ,goodfell[

[The format for brailled letters of correspondence will be studied in Lesson 13.]

TOC -- INDEX 11 - 11

EXERCISE

Prepare the following exercise for submission to the instructor.

LESSON 11

1. The hearing before the subcommittee on the Goodman Bill could be characterized as

"much ado about nothing."

2. According to the plans made yesterday afternoon, the union is declaring a strike

tomorrow morning at ten o'clock.

3. He perceived that this project would entail the expenditure of funds far above and

beyond his means.

4. "Know thyself," Socrates admonished.

5. It is difficult today to conceive of the fears that beset the sailors of Columbus as they

sailed across the unknown ocean.

6. "Love vaunteth not itself, is not puffed up, doth not behave itself unseemly, seeketh

not its own, is not provoked, taketh not account of evil; rejoiceth not in unrighteousness,

but rejoiceth with the truth."

7. Braille was not officially adopted as a system of reading and writing for the blind

until after the death of Louis Braille, its inventor.

8. "There is a vanity which is done upon the earth; that there be just men, unto whom it

happeneth according to the work of the wicked; again, there be wicked men, to whom it

happeneth according to the work of the righteous; I said that this also is vanity."

9. Although Representative Doolittle voted against the measure, he said afterwards that

he would support it if it became law.

10. It is almost impossible to get an interview with Mr. Truegood since he is almost always

out of town.

11. The Pirates were already behind by three runs when Bob Friend came to the mound.

12. He was altogether beside himself with rage when he first discovered that he had been

deceived by his friend.

13. He felt it below his station to work in the receiving room.

14. Conceiving of a plan to defraud the bank is easy enough; deceiving the boss isn't!

15. Because of other business, I was unable to give your letter my immediate attention.

16. Either this bill must be paid within the next week or our attorneys will receive

instructions to prepare the necessary papers for suit.

17. Perhaps Sally regrets the fact that she married beneath herself.

18. Neither of us should deceive himself into thinking that we can do this by ourselves.

19. Rejoicing, she told him about her raise in pay.

20. Don't blame yourself too much; we're in this thing together.

21. “Get yourselves to bed, and be quick about it, before I lose my patience altogether,”

she reprimanded the unruly children.

11 - 12 TOC -- INDEX

22. Those who put themselves above the law are only deceiving themselves.

23. I am knitting a sweater for myself and hope to finish it tonight.

24. When one declares oneself an expert in such a field, he should be prepared to answer

many questions.

25. Hereafter I expect you to be open and aboveboard with me.

26. Police are seeking all over Hereafter Hollow for the whereabouts of the man who

acted as go-between for the kidnapers.

27. Although his appointment was not until midafternoon, he arrived beforehand and

accordingly had time to compose his thoughts.

28. Of all her grandchildren she was most attached to the first-born.

29. He believed blindly in the integrity of his friends.

30. Since becoming a transcriber, she has brailled "Goodbye, Mr. Chips" and a number

of textbooks besides.

31. As a man of letters, his greatness has been highly overrated.

32. "Children! We will read a story about a little girl whose name was Little Goody

Two Shoes, immediately after lunch," the teacher said.

33. It will be unnecessary for you to call for the package, as it will be sent to you postage

prepaid.

34. Inasmuch as he is depending upon us for a complete report, we mustn't overlook

even the littlest detail.

35. We really shouldn't expect him to act quickly on a matter of such great importance.

36. Those words would've been better left unsaid.

37. Perceiving that further discussion would be fruitless, he hung up the receiver with a

bang.

38. Mr. Jones would like to speak with you immediately after the ceremony to-night.

39. Captain Littlefield had a preconceived notion of how the campaign should be

conducted and expected every soldier to shoulder his responsibilities without question.

40. The rafters shook with applause as the cowboy finally roped the mustang.

41. Perhaps the bread went uneaten because of its musty smell.

42. In the aftermath of the huge explosion that blinded several workers, many acts of

unselfishness and heroism were performed.

43. The aftereffects of the earthquake that hit the city of Port Said were terrible.

44. After their early-morning chores had been completed, the roustabouts sat down to a

hearty breakfast of stirabout and ham and eggs on board the good ship "Blind Pig."

45. Florence Nightingale not only nursed, but also befriended, the sick, the wounded and

the dying soldiers in the Crimean War.

46. Because leeches were used in bloodletting, I think it must've taken a lot to muster up

the courage to be a bloodletter.

TOC -- INDEX 11 - 13

11 - 14 TOC -- INDEX

SUMMARY OF CONTRACTION USAGE

Initial- and Final-Letter Contractions

Short-Form Words

VI. Whole-Word Contractions (Initial- and final-letter contractions)

A. Initial-letter contractions are used for whole words when they retain their original

sound. They can be followed by punctuation.

Mother's ,"m's here'll "h'll

B. Final-letter contractions are never used for whole words.

VII. Part-Word Contractions (Initial- and final-letter contractions)

A. Initial-letter contractions

Can be used for part words only when they retain their original pronunciation.

thunder

?"u spiritual _su∙l

EXCEPTIONS:

Know and ought need not always retain original sound.

acknowledge ∙c"kl$ge drought dr"\

One is used anytime the letters o and n are in the same syllable.

money m"oy component -pon5t

Some is used only when it forms a complete syllable in the base word.

somebody "sbody blossomed blossom$

Part need not retain original sound. Cannot be used if par is a prefix.

partial "pi∙l partake p>t∙ke

B. Final-letter contractions

1. Are used only in the middle or at the end of a word.

elemental ele;t∙l mental m5t∙l

bless

b.s lesson lesson

2. Are used at the beginning of a line in a divided word.

tempera-

temp]∙-

mental

;t∙l

3. Are not used if they overlap a major syllable division.

fruity fruity citizeness citiz5ess

SOME EXCEPTIONS:

equally equ,y totally tot,y

lioness lio;s baroness b>o;s

4. Cannot follow an apostrophe or hyphen.

'ounds

'\nds re-ally re-∙lly

TOC -- INDEX 11 - 15

C. Are not used if their use would cause difficulty in pronunciation or where two adjoining

consonants are pronounced separately.

fever— fev(er) [not] f(ever) sword— sword [not] s(word)

mongoose— mongoose [not] m(ong)oose

VIII. Contraction Preferences

Where a choice must be made between two alternative contractions, take the following

steps. (Remember that these are general rules and that there are exceptions.)

A. Use the contraction that saves the most space.

pranced— pr(ance)d [not] pranc(ed) whence— (wh)(ence) [not] (wh)(en)ce

bubble— bub(ble) [not] bu(bb)le wither— (with)(er) [not] wi(the)r

B. Use the contractions for, and, for, of, the, and with in preference to any other

contraction so long as no more space is required.

coffee— c(of)fee [not] co(ff)ee meander— me(and)(er) [not] m(ea)nd(er)

theater— (the)at(er) [not] (th)(ea)t(er) effort— ef(for)t [not] e(ff)ort

C. Usually a one-cell contraction is used in preference to a two-cell contraction so long as

no more space is required.

phoned— phon(ed) [not] ph(one)d adhered— adh(er)(ed) [not] ad(here)d

EXCEPTION: The two-cell ence contraction is preferred over a one-cell

contraction so long as no more space is required.

commenced— (com)m(ence)d [not] (com)m(en)c(ed)

fencer— f(ence)r [not] f(en)c(er)

D. Use any other contraction in preference to ea or the double letter contractions.

peddled— p(ed)dl(ed) [not] pe(dd)l(ed) dear— de(ar) [not] d(ea)r

really— re(ally) [not] r(ea)lly

E. Use the contraction(s) that most closely approximates correct pronunciation.

wherever— (wh)(er)(ever) [not] (where)v(er)

noblesse— nob(less)e [not] no(ble)sse

recreation— recre(ation) [not] recr(ea)(tion)

F. Do not use a contraction if it would obscure the recognition of an unfamiliar or coined

word—even if more cells are required.

where'er— (wh)(er)e'(er) [not] (where)'(er)

Mrs. Whatshername— (Wh)atsh(er)(name) [not] (Wh)at(sh)(er)(name)

G. Use the ation contraction in preference to a or ea and tion.

delineation— del(in)e(ation) [not] del(in)(ea)(tion)

creation— cre(ation) [not] cr(ea)(tion)

11 - 16 TOC -- INDEX

IX. Short-Form Words

A. As Whole Words. Are used to represent whole words and whole names.

I'll see little Tommy Friend at 3 o'clock this afternoon.

,i'll see ll ,tommy ,fr ∙t #c o'c

? ∙fn4

B. As Part Words. Are used as parts of words so long as the original meaning is retained.

aboveboard ∙bvbo>d unnecessary unnec

belittled 2lld first-born f/-born

immediately immly goodness gd;s

1. Are not used when the letters of a short-form word do not retain their usual

meaning and the use of the short form would obscure the recognition of the word.

shoulder %\ld] bloodletter bloodlett]

mustache mu/∙*e Port Said ,port ,s∙id

2. Are not used if their use would be in conflict with basic rules for contractions.

preconceive preconceive hereinbefore "h9be=e

3. Are not used in unusual words.

stirabout /ir∙b\t

4. Are never divided between braille lines, but may be separated from any added

syllable.

immediately imm- unperceived un-

ly p]cvd

misconceive mis- mid-afternoon mid-

3cv ∙fn

5. Are not used as part of a name.

Jimmy Doolittle ,jimmy ,doolittle

The Goodman Bros. ,! ,goodm∙n ,bros4

TOC -- INDEX 11 - 17

11 - 18 TOC -- INDEX

C. Are used if they are common words in titles or headings of books, chapters, articles, songs,

names of companies or organizations, etc.

The Greatest Train Ride

,! ,Grte/ ,tr∙9 ,ride

Firsthand Clothing Co.

,f/h& ,clo?+ ,co4

Childrens Press

,*ns ,press

D. The short forms for after, blind, and friend are used when followed by a consonant, but not

when followed by a vowel —unless the vowel begins a line in a divided word.

aftermath ∙fm∙? aftereffect ∙ft]e6ect after- ∙f-

effect e6ect

blindness bl;s blinding bl9d+ blind- bl-

ing. +4

friendly frly befriended 2fri5d$ befriend- 2fr-

ed. $4

Lesson 12

Letter Indicator, Speech/Number Combinations,

Speech Mannerisms: Stammering, Speech Hesitation or

Elongation, Sound Imitations, Lisped Words, Dialect

Syllabicated and Spelled Out Words

Transcriber's Notes

Note: In this and future lessons there will necessarily be references to rules in Braille

Formats: Principles of Print to Braille Transcription on subjects not addressed in EBAE.

While studying Braille Formats you may encounter inconsistencies between rules in the

two books. These inconsistencies are under study by BANA technical committees. Unless

otherwise stated, when in doubt follow the rules as set forth in EBAE and this manual when

preparing lessons or a certification manuscript.

12.1 Letter Indicator [II.12]

The letter indicator (dots 56) is another composition sign like the capital and the number

indicators. It is used to indicate that a letter or letter grouping has a letter meaning, and is

not a whole-word contraction or a short-form word. Thus, the letter d standing alone has

the whole word meaning do, but if a letter indicator precedes it, it is read as the letter d.

The letter indicator is also used to differentiate between letters and numbers and with

roman numerals (to be studied in Lesson 14).

12.1a Letters that mean letters. Place a letter indicator immediately before a single letter that

stands alone and is not followed by a period indicating an abbreviation. If the letter is

capitalized, place the letter indicator before the capital indicator. Examples:

Make an x. X marks the spot.

,m∙ke ∙n ;x4

;,x m>ks ! spot4

12.1b Letters that mean words. Place a letter indicator before the letters

a, i, and o

when they stand for letters, even though these letters have no contracted meaning. Do

not use the letter indicator before the words a, I, and O. Examples:

Say the vowels, a, e, i, o, u.

,s∙y ! v[els1 ;∙1 ;e1 ;i1 ;o1 ;u4

I hear a child singing "O come, all ye faithful—"

,i he> ∙ * s++ 8,o -e1 ∙ll ye

f∙i?;l--0

12.1c Contractions with single letters. [diff.] Use the contractions for to, into, and by before

a single letter. Example:

A is to B as C is to D.

;,∙ is 6;,b z ;,c is 6;,d4

TOC -- INDEX 12 - 1

12.1d Punctuation with single letters

12.1d(1) Letters with a hyphen. Use a letter indicator before any single letter that means a

letter when it is joined to a word by a hyphen so that it won't be misread as a one-cell,

whole-word contraction. When a hyphen or a dash joins letters of the alphabet, a letter

indicator precedes each letter. Examples:

Triple-A E-mail

,

triple-;,∙

;

,e-m∙il

The letters a-j Seats M—S saved

,

! lrs ;∙-;j

,

s1ts ;,m--;,s s∙v$

12.1d(2) Letters with an apostrophe. Use a letter indicator before a letter that stands for a

letter when it is followed by an apostrophe and s.

Grandpa uses w's for v's.

,gr&p∙ uses ;w's = ;v's4

Do not use a letter indicator before a letter that is preceded and/or followed by an

apostrophe when the apostrophe indicates a missing letter in a word. Examples:

'E went t' other way. ',e w5t t' o!r w∙y4

Aaron plays rock 'n' roll.

,∙>on pl∙ys rock 'n' roll4

12.1d(3) Letters with a slash. Do not use a letter indicator before single letters that are in

contact with a slash and other letters. Examples:

c/o

c_/o Mr/s ,mr_/s

If letters follow a number and a slash, a letter indicator is required because the slash does

not terminate the effect of the number indicator. Example:

100/d

#∙jj_/;d 24/DPS #bd_/;,,dps

Do use a letter indicator before any letter grouping in contact with a slash that could be

misread as a short-form word. Example:

Alt/med stands for alternative medicine.

;,∙lt_/m$ /&s = ∙lt]n∙tive m$ic9e4

12 - 2 TOC -- INDEX

12.1e Letters that represent unknown quantities and shapes. When a single letter, or a letter

with a suffix, indicates an unknown quantity or the shape of something, a letter indicator

clarifies the meaning. Example:

As the geese Ved across the sky, a group of Gen-Xers watched the children go Sing

across the ice for the nth time.

,z ! geese ;,v$ ∙cr ! sky1 ∙ gr\p (

,g5-;,x]s w∙t*$ ! *n g ;,s+ ∙cr !

ice =! ;n? "t4

 The bold typeface used for print letters that represent shapes is ignored in braille.

Other types of emphasis will be studied in Lesson 15.

12.1f Single-letter abbreviations. Place a letter indicator before a single-letter abbreviation that

is not followed by punctuation so that it will not be mistaken for a whole-word

contraction. Example:

E Coli can be deadly. ;,e ,coli c 2 d1dly4

The professor is at the U today.

,! professor is ∙t ! ;,u td4

 Abbreviations followed by punctuation and personal initials will be studied in

Lesson 13.

12.1g Enclosed letters

12.1g(1) In regular text. If a single letter or letter grouping is enclosed in quotation marks,

parentheses, brackets, or is printed in italics (to be studied in Lesson 15) — and such

enclosures or typeface changes have no other purpose than to distinguish the letter or

letters — in braille, the letter indicator is used to keep it from being read as a whole-word

contraction or a short-form word, and the enclosing punctuation marks and typeface

changes are ignored. Examples:

county highway "PD"

put your (x) here

c.ty hi<w∙y ;,,pd

put yr ;x "h

12.1g(2) In outlines and lists. Unlike enclosed letters in regular text, the letter indicator is not

required when the letter in, or referring to, an outline or listing is followed by, or

enclosed within punctuation marks—whether items are listed vertically or horizontally.

If, however, such letters are not in contact with punctuation, a letter indicator is required.

Examples:

TOC -- INDEX 12 - 3

A. Thomas Edison

,∙4 ,?om∙s ,$ison

1. youth

#∙4 y\?

a) birth

∙7 bir?

b) siblings

b7 sibl+s

2. education

#b4 $uc,n

Refer to item [d] in the list.

,ref] 6item ,7d7' 9 ! li/4

Refer to item d in the list.

,ref] 6item ;d 9 ! li/4

The court decided: a. Hays was guilty; b. it was a felony; c. a ten-year sentence.

,! c\rt decid$3 ∙4 ,h∙ys 0 guilty2

b4 x 0 ∙ felony2 c4 ∙ t5-ye> s5t;e4

Q: How long is the sentence, Mr. Hays?

A: Too long!

,q3 ,h[ l;g is ! s5t;e1 ,mr4

,h∙ys8

,∙3 ,too l;g6

DIVIDING WORDS

From this point forward, the student is not required to divide words between braille lines

in drills or exercises, or on the certification manuscript. (When room permits, however,

hyphenated compound words or hyphenated numerical expressions, i.e., 1980-1990, may be

divided following the hyphen. Long, spelled-out words or words broken into syllables may

be divided at syllable breaks.) Most braille is produced on computers, and braille

computer programs do not divide words. It is important, however, that transcribers know

how to divide words properly. After completion of this course, when an assignment

requires words to be divided or a great deal of needed space can be saved, words may be

divided between lines. When dividing words, remember to use proper syllabication and

contraction usage as taught in previous and future lessons, and do not divide words

between pages.

12 - 4 TOC -- INDEX

Drill 30

Practice brailling the following sentences.

1. Little Timmy usually remembers to dot an i, but forgets to cross his t's.

2. The person failed the test because s/he made too many errors.

3. Walt Whitman wrote "O Captain, My Captain!"

4. In the word "siege," I can never remember which comes first, the "i" or the "e."

5. D Day, June 6, 1944, was the day set for the landing of Allied forces on the

Normandy beaches.

6. The Flying-J Ranch raises triple-A horses.

7. His duties are: (a) to process the mail; (b) to answer the phone; (c) to receive

visitors; and (d) to take dictation.

8. Section 4(d) of the outline should be greatly condensed.

9. "Peg o' My Heart, I love you."

10. Jason Sed down the ski hill.

11. Line AB is parallel to CD and intersects EF at O.

12.2 Distinguishing Names and Other Words from Short-Form Words

[II.12.a(3)]

Use a letter indicator before names, such as Al and Ab, and words that have the same

spelling as short-form words when they fall at the beginning of a sentence, quotation, or

line of poetry, or in fully capitalized text. A letter indicator is also used for letter

groupings, such as vocal expressions, plurals of letters, and abbreviations, when they

could be confused with short-form words or contractions. Examples:

Al said to his sister, "Ag, can I borrow your CD-ROM?"

;,∙l sd 6his si/]1 8;,∙g1 c ,i

borr[ yr ;,,cd-rom80

TUESDAY: THE SMITH AND IMM FAMILIES' REUNION

,,TUES"D3 ,,! ,,SMI? ,,& ;,,IMM

,,FAMILIES' ,,REUNION

"Hm, him I could do without," she mused.

8;,hm1 hm ,i cd d )\t10 %e mus$4

NOTE: XS MARK STOPPING POINTS

,,NOTE3 ;,,XS ,,M>K ,,/OPP+ ,,PO9TS

TOC -- INDEX 12 - 5

It should be kept in mind that the purpose of the letter indicator is to avoid confusion of

letters or letter combinations with numbers, contractions, or short-form words. If the

context is perfectly clear and no such confusion is possible, do not use a letter

indicator. Examples:

A UFO was spotted off the coast.

,∙ ,,ufo 0 spott$ (f ! co∙/4

The book is written by Mead et al.

,! book is writt5 0,m1d et ∙l4

I live on county road KK.

,i live on c.ty ro∙d ,,kk4

Please take Uncle Al home now.

,pl1se t∙ke ,uncle ,∙l home n[4

SD and JY connect at W.

;,,sd & ,,jy 3nect ∙t ;,w4

When deciding whether or not something is clear in context, remember that what might

seem clear to a sighted reader is not always obvious to the braille reader because the

braille reader cannot see the surrounding text. In the sentence "TN is the postal

abbreviation for Tennessee." a letter indicator before the TN quickly identifies the letters

as an abbreviation and not the short-form for tonight. However, it would not be necessary

to use the letter indicator before TN in a list of Tennessee addresses. Other examples:

We have a fine PD. ,we h ∙ f9e ;,,PD4

Some police departments aren't so good, but we have a fine PD.

,"s police de"p;ts >5't s gd1 b we

h ∙ f9e ,,pd4

John is in ag school. ,john is 9 ;∙g s*ool4

John is interested in animal husbandry and will be going to ag school.

,john is 9t]e/$ 9 ∙nim∙l husb&ry &

w 2 go+ 6∙g s*ool4

12 - 6 TOC -- INDEX

12.3 Letter/Number Combinations [II.12.a(1)]

12.3a Plural numbers. Use a letter indicator before the s in plural numbers printed without an

apostrophe. Example:

1890s #∙hij;s 1890's #∙hij's [The effect of the number

indicator is terminated by the apostrophe.]

12.3b Numbers followed by letters. Remember that neither the hyphen nor the slash

terminates the effect of the number indicator. To alert the reader that numbers have

stopped and letters have begun, use a letter indicator before a letter, or a letter grouping,

that immediately follows a number or a number and a hyphen or a slash. Contractions are

not used in random combinations of numbers and letters. Examples:

3-c #c-;c 3-C #c-;,c

3/c #c_/;c 3c #c;c

46T #df;,t 78stp #gh;stp

46-TH #df-;,,th 78-stp #gh-;stp

7/A #g_/;,∙ 7/7/pp #g_/g_/;pp

 Note: An exception to this rule occurs with ordinal numbers and numbers that are treated

as nouns and verbs where the number is immediately followed by letters or a part-word

contraction, as in 2nd and 4th. Because context makes the meaning clear, a letter

indicator is not used in these instances. (See 5.5 and 6.1g)

Remember that a period does terminate the effect of the number indicator. Thus, when a

letter immediately follows a number and a period, do not use a letter indicator. Example:

30.a.-f. #cj4∙4-f4

12.3c Numbers followed by words. When a number and a word are joined by a hyphen, as in

6-pack or 7-Up, a letter indicator is not required unless all of the letters of the word could

be misread as a number. Examples:

a 300-cab operation

∙ #cjj-;c∙b op],n

a figure 8-like track ∙ figure #h-l tr∙ck

we made a 6-friend pact we m∙de ∙ #f-fr p∙ct

a 12-can case ∙ #∙b-c∙n c∙se

a 40-acre park

∙ #dj-∙cre p>k

 Note that the contraction for can was not used in 12-can case because

#∙b-c (without a letter indicator) is read 12-3; #∙b-;c (with a letter

indicator) is read 12-c.

TOC -- INDEX 12 - 7

12.3d Letters followed by numbers. When a single letter is followed immediately by a

number, or a slash and a number, a letter indicator is not required. However, a single

letter followed by a hyphen and a number needs a letter indicator so that the letter will

not be misread as a whole-word contraction. (Remember that whole-word contractions

are not used next to a slash, but they are used in hyphenated-compound words.)

Examples:

T19 ,t#∙i T/19 ,t_/#∙i T-19 ;,t-#∙i

 Note: See Lesson 14 for letters followed by roman numerals.

When a letter grouping is followed by a number, or a hyphen and a number, use a letter

indicator only if such letters could be mistaken for a number or a short-form word.

Examples:

RCV90

;,,rcv#ij

lr-14

;lr-#∙d

TX48

,,tx#dh

gyv-72

gyv-#gb

ES-18

,,es-#∙h

W-2GS

;,w-#b;,,gs

17C4-6

#∙g;,c#d-f

C22A

,c#bb;,∙

[Reference citations, such as II.12.a(4), that include numbers and letters separated by

periods and decimal points will be studied in Lesson 17.]

12.4 Summary

The rules governing the use of the letter indicator may be summarized as follows:

Use the Letter Indicator

1. With all single letters that mean letters, not words. [Class B]

2. With single letters followed by 's. [p's and q's]

3. Before s in plural numbers. [1800s]

4. With letters that represent shapes. [a Ved formation]

5. With single letters joined to words by a hyphen or dash. [x-ray]

6. With single letters joined to other single letters by a hyphen or dash. [a-j A-J]

7. With single enclosed letters in regular text (drop enclosure symbols). [(a) "b"]

8. With unpunctuated letters in outlines and lists.

9. With names, words, or letter groupings that could be mistaken for short-form words.

10. With letters that follow a number and a slash. [35/B]

11. With any single letter connected to a number by a hyphen. [c-4 4-C]

12. With a letter or letter grouping immediately following a number, or following a

number and a hyphen. [6MG 6-mg]

13. With letter groupings joined to a number by a hyphen that could be mistaken for a

short-form word. [Fr-10 6-ab]

14. With single-letter abbreviations or initials that are not followed by a period or colon.

15. With lowercase roman numerals and foreign ordinal numbers (to be studied later).

12 - 8 TOC -- INDEX

Do Not Use the Letter Indicator

1. With the words a, I, and O.

2. With letters that are followed or preceded by an apostrophe, hyphen, or dash indicating

omitted letters. [Fish 'n' Chips d--n]

3. With letters in contact with a slash and other letters. [s/he]

4. With letters designating topics in outlines or listings if they are followed by or

enclosed in punctuation.

5. With letter groupings that could not be mistaken for a short-form word. [XYZ]

6. With words, names, or letter groupings that correspond to short-form words, but, because

of context, could not be mistaken for one.

7. With a contraction that immediately follows a number, as in ordinal numbers. [1st 4th]

8. With any letter that is immediately followed by a number, or a slash and a number. [M6]

9. With letter groupings followed immediately by a number, or by a hyphen and a number,

that will not be confused with a short-form word. [TY60 ty-60]

10. With words following a number and a hyphen, unless all of the letters of the word could

be misread as a number. [6-pack]

11. In numbers followed by a lettered suffix. [911ed]

12. In stammered words. [b-b-boy]

13. With initials and abbreviations followed by periods or a slash (to be studied later).

14. With italicized single-letter foreign words (to be studied in Lesson 16.)

Drill 31

Practice brailling the following sentences.

1. I am also sending a copy of this letter to Ab.

2. Al is a popular guy.

3. A meeting will be held on the 15th for the purpose of organizing a new 4-H Club.

4. You will find sections 216b and 216c of the law extremely ambiguous.

5. Next semester Whitney hopes to be promoted to Grade 6A.

6. The diameter of a circle is equal to 2r.

7. During the Cold War U-2 planes were shot down deep inside Soviet territory.

8. She is taking a series of vitamin b12 shots.

9. The medical examination showed that he was in A1 condition.

10. I save money by buying V-8 juice in either a 6-can case or a 4-case lot.

11. We read about Haroun-al-Raschid in the Arabian Nights Tales.

12. In the 1980s women joined the work force in large numbers.

TOC -- INDEX 12 - 9

12.5 Speech Mannerisms [II.13]

In the preceding section you learned that when a letter is joined to a word by a hyphen,

the letter indicator should precede the letter. In speech mannerisms such as stammering,

speech hesitation, and vocal sounds, where letters are separated by hyphens but they are

actually part of the word itself, the letter indicator is not used.

12.5a Stammering. When brailling stammered words, the letter or contraction preceding and

following the hyphen must be identical. Therefore, contractions cannot always be used.

Examples:

m-m-m-mine m-m-m-m9e

s-s-say s-s-s∙y

g-ghost g-gho/

wh-which :-:i*

f-f-father f-f-f∙!r

wh-where :-:]e

b-by th-the way b-by ?-?e w∙y

st-st-stop /-/-/op

EXCEPTION: When a word that can be represented by a one-cell whole-word contraction is

stammered, such as c-c-can or d-d-do, the contraction is not used even though the letters

are the same before and after the hyphen (c-c-c∙n d-d-do). The use of

the contractions would render the words in braille as can-can-can and do-do-do.

To, into, and by should be contracted and joined to a stammered word. Examples:

into th-these

96?-?ese

to d-do

6d-do

by th-the way

0?-?e w∙y

Short-form words may be used in stammered words only if the short-form begins with the

same letter or contraction as the stammered portion. Examples:

g-(good) (ch)-(ch)-(children) q-q-(quick)

m-(myself) d-d-(deceive) qu-quick

c-conceive (th)-(th)emselves b-b-betwe(en)

When it is necessary to divide a stammered word between lines, the stammered portion

should not be separated from the rest of the word. However, such words may be divided

after any syllable in the unstammered portion. Examples:

b-before

b-be-

[not]

b-

=e

2f

s-s-sometime

s-s-some-

[not]

s-s-

"t

"s"t

d-d-d-do [cannot divide]

th-th-think [cannot divide]

12 - 10 TOC -- INDEX

12.5b Speech hesitation or elongation, sound imitations, lisped words, dialect. In order to

promote reading ease, it is suggested that words representing these speech mannerisms

not be divided between braille lines.

12.5b(1) Speech hesitation, elongation, and sound imitations. Follow print when hyphens,

apostrophes, and dashes are used to indicate speech hesitation. It is suggested that one-

cell whole-word contractions not be used. Other contractions should be used only if they

do not interfere with readability or pronunciation. Examples:

we-e-ellll a-a-ahh—(ch)-o-o-oh t(wh)(ing)gg [sound of an arrow]

mmm-more (sh)hhh! (er)rrr—ah

pfft doodle-e-do (th)e-e-(en)k

so-o-o-o h'm [hmmm] aa(ar)rrgg(gh)h!!

When the letters hm are used in print to represent a vocal sound, see 12.2.

12.5b(2) Lisped words. A lisped word is one in which the th sound is substituted for an s or z

sound. When brailling lisped words, the th contraction is always used to represent the

lisped sound. Example:

Don't keep your thithter in thuthpenthe.

,don't keep yr ?i?t] 9 ?u?p5?e4

12.5b(3) Dialect. Dialect, sometimes known as "speaking with an accent," is the speech of a

geographic region or a social class. The spelling of words reflects phonetic pronunciation.

In general, contractions and short-form words are used rather liberally in dialect. It is

suggested that these words not be divided between lines. [See also 16.6a] Examples:

(could)a [could have] me(bb)e [maybe] (th)' [the]

p(in)ny [penny] dep(ity) [deputy] y(ou)'re [you're]

(wh)(er) [where] (some)rs [somewhere] (their)selves

d(in)t [didn't] '(st)ract(ed) [distracted] b(of)e [both]

fay(the)r [father] (dis)truc(tion) [destruction] f(er) [for]

(must)a [must have] (good)un [good one] com'(er)e [come here]

If, however, the use of a contraction in a word printed in dialect would obscure its

meaning or pronunciation, the contraction should not be used. Example:

lyedee [lady] lyedee

In order to reflect dialectical pronunciation, the th contraction is used instead of

the the contraction when in dialect thee replaces thi, as in (th)e(en)g [thing] and

(th)e(en)k [think] — or, where the replaces te or de, as in mat(th)(er) [matter],

sis(th)(er) [sister], bat(th)(er)y [battery], and mur(th)(er) [murder]. This rule applies

whether the word is written as a whole or elongated as in the-e-enk.

When in dialect you're is written your, do not use the short-form word because it

does not retain its original meaning.

For some other restrictions on the use of contractions in dialect, see 9.1a, 10.1e,

and 16.6a.

TOC -- INDEX 12 - 11

12.6 Syllabicated Words [II.13]

12.6a Words divided into syllables. In syllabicated words the hyphen always occurs at the end

of a syllable; therefore they may be divided between lines after any hyphen.

12.6a(1) Words divided into syllables for dramatic effect. In order to prevent

misunderstanding, contraction usage is restricted in syllabicated words. The only

contractions that can be used when brailling a word that has been divided into syllables

for dramatic effect are:

 and, for, of, the, with. Examples: (for)-ti-tude b(and)-age

 one-cell, part-word contractions including in and en. Examples: (en)-li(st)

m(in)-is-t(er)

 one-syllable initial-letter contractions. Examples: (day)-(time) (right)-i(st)

 one-syllable, short-form words. Examples: (great)-(er) (quick)-ly

The following contractions cannot be used if they constitute the entire isolated

syllable:

 one-cell, whole-word contractions. Examples: can-did so-da (ch)ild-i(sh)

 one-cell, lower sign contractions (except the part words en and in). Examples:

con-tract was-sail be-have mo(th)-(er)-in-law

 one syllable, final-letter contractions. Examples: (for)(th)-(right)-ness

com-m(en)t bal-ance (in)-di-g(ence) b(less)-(ed) less-(en)

Examples:

"I'll be to-ing and fro-ing," she chirped, "from your office to mine."

8,i'll 2 to-+ & fro-+10 %e *irp$1

8f yr (fice 6m9e40

I heard ev-er-y sin-gle word!

,i he>d ev-]-y s9-gle ^w6

12.6a(2) Spelling words and words under study. No contractions are used in spelling words

or in words that are being analyzed or that have been broken into parts in order to focus

upon spelling, pronunciation, or word construction. Example:

"Can you spell 'stren-u-ous,' Al?"

8,c y spell ,8stren-u-ous10' ,∙l80

12 - 12 TOC -- INDEX

12.6b Spelled-Out Words. When the letters of a spelled-out word are separated from each

other by hyphens, black dots, stars, or spaces, in braille a hyphen is placed between the

letters and, when necessary, a transcriber's note (see 12.7 below) is inserted to explain

that the hyphens do not exist in print. Each upper case letter is capitalized individually

and letter indicators are not used. Examples:

N O W! ,n-,o-,w6

MASH ,m-,∙-,s-,h

STOP ,s-,t-,o-,p

Divide spelled-out words only at the end of a syllable. Do not divide a beginning or

ending single-letter syllable from the rest of the word. Example:

[correct] [incorrect] [incorrect]

A-r-a-b-i-a A-r-a- A- A-r-a-b-i-

(A/ra/bi/a) b-i-a r-a-b-i-a a

12.7 Transcriber's Notes [II.11.b]

Occasionally it is not possible to transcribe material into braille exactly as it appears in

print. When this happens, the transcriber writes a note to explain the change from print

format or to convey information necessary for the clear understanding of the material.

This transcriber's note (TN) may be added to a braille transcription either at the beginning

of a volume on a "Transcriber's Notes page" or imbedded in the text.

When a situation that needs explanation occurs only once, or very seldom, the

transcriber's note is imbedded at the appropriate site in the text. Each complete note,

regardless of the number of paragraphs it may contain, is preceded and followed,

unspaced, by the 2-cell composition sign called a transcriber's note symbol (dots 6, 3).

Use paragraph format. Each note starts in cell 7 with runover lines starting in cell 5.

Do not leave a blank line either before or after a TN unless required by other braille

formats. [BF Rule 1.7]

A transcriber's note symbol is listed on a special symbols page only when a

termination indicator (which has the same configuration, and will be studied in Lesson

15) is also used in the same volume.

If an unfamiliar abbreviation, special symbol, or a special format needs explanation,

stop the transcription immediately before the occurrence and insert a transcriber's note.

Example:

,',9 ! foll[+ tr∙9 s*$ule1 !

de"pure "t is li/$ f/4,'

Take note that the whole-word lower-sign contraction for "in" is used next to the

transcriber's note symbol. This is because the TN symbol is a composition sign, like the

capital indicator. (See 7.2a)

TOC -- INDEX 12 - 13

If a term or print sign needs identification or description, place the TN immediately

following it. Example:

In the following music a caesura // is used to indicate a breathing point.

,9 ! foll[+ music ∙ c∙esur∙ --

,',9 brl1 ! c∙esur∙ is

repres5t$ 0dots #cf1 #cf4,'

is us$ 69dic∙te ∙ br1?+ po9t4

When a special situation that needs explanation occurs more than once within a particular

section of a text, only one transcriber's note is required.

When it is necessary to explain that the braille version differs from the print in a

fundamental way throughout an entire book this notice is placed on a transcriber's notes

page at the beginning of the braille volume (to be studied in Lesson 19).

Drill 32

Practice brailling the following sentences. Note: do not use transcriber's notes in the drills and

exercises in this instruction manual.

1. "K-k-k-katie, beautiful lady, you're the only g-g-g-girl that I adore."

2. "Br-r! It's c-cold! D-d-do you th-th-think it'll b-b-b-be warmer

t-t-t-t-tomorrow?" he asked, shivering.

3. "Wh-where did th-that ch-child d-disappear to n-now?" exclaimed the excited

mother.

4. "S-s-stop! P-please, let's g-go in," Crystal chattered. "I c-c-can't c-c-conceive of

anyth-th-thing as c-c-cold as the wa-water in th-th-this l-l-lake."

5. "We-e-ell," the indecisive young captain wavered, "if the storm doesn't soon

abate, we may have to send out an SOS."

6. "If you'll be m-i-n-e mine, I'll be t-h-i-n-e thine, and I'll l-o-v-e love you all the

t-i-m-e time."

7. "Come on now! All together! Make it loud! Spell it and yell it! Let's go!

C E N T R A L! Central!" urged the cheerleader.

8. "I lotht my ten thentth, Thuthie," sobbed the little girl.

9. "Iffen I cain't keep goin' fer long, I kin allus set a spell and sip my Harm Walker

Likker," said the old mountaineer.

10. "Theess leetle fellair ees lookeeng for hees seestair," explained the Mountie.

11. "And have you consithered, O'Reilly, that the patther of little feet manes that you'll

be nadin' mor-r-re bread and butther and tay on the table?"

12. The sign in the barracks read: A·T·T·E·N·T·I·O·N! LIGHTS OUT AT 2300.

13. Oh, what a beau-ti-ful morning!

12 - 14 TOC -- INDEX

EXERCISE

Prepare the following exercise for submission to the instructor. As in previous lessons, the

running head, LESSON 12, should appear on the first line of every page of the exercise. On the

first page only, center the title of the story SCHOOL DAY on the third line. Leave a blank line

between the title and the beginning of the text. Do not leave blank lines between paragraphs.

Remember to number your pages, and do not divide words between lines.

Reminder: When room permits, hyphenated-compound words may be divided between lines,

but only following the hyphen. Whether to divide spelled-out words or not is left to the

transcriber's discretion. If a great deal of space would be left on a line, or if space is at a

premium, spelled-out words may be divided at a syllable break.

SCHOOL DAY

It never would have happened to me if Miss Nellie Peabody, the pretty schoolmarm of

Possum Hollow, hadn't suddenly eloped with Everett Stamp, the mail carrier for Route 3. This

created a crisis in the Possum Hollow School, and in a weak moment I agreed to step into the

breach and teach the entire school — all the way from kindergarten to grade a8.

My troubles began early. The children were all seated when Terence O'Shaughnessy came

running through the door. I asked why he was late, and he answered in his broadest Irish brogue,

"The batthery in me fayther's car was dead." I explained to Terence that the word is pronounced

bat-ter-y, not bat-ther-y. But he, not the least bit convinced, glared at me as he took his seat, and

snarled, “Divil a bit! That's the way me fayther says it, and me fayther is always right.”

I then proceeded with the calling of the roll. I had progressed from the A's through the M's

when I became conscious of the fact that the back of the room was enveloped in clouds of

smoke. I was frantically looking about to locate the safest exit through which to herd my charges

when I discovered the source of the smoke. A huge hulk of a boy, about six feet, two inches tall,

clad in blue overalls and a multi-colored T-shirt and wearing colossal brogans that looked to be

at least size 12d, was slouching in his seat in the back row calmly smoking a corncob pipe.

“What do you mean by smoking in school?” I demanded.

“We-e-e-ell, I reckon a m-m-man kin have his m-m-mornin’ pipe,” he drawled.

“Y’ know the m-m-mailman run off with the t-t-teacher, and my pa made me g-g-go clear into

t-town and g-g-git the m-mornin’ paper so’s he c-c-could read the g-g-gossip. So

th-thar w-warn’t t-t-time for my m-mornin’ p-p-pipe.”

“Well, you just put that foul-smelling thing out and do without your smoke for one morning,”

I snapped.

“Okay,” he assented sullenly. “Some p-p-people t-treat you like a ch-child. I bin

s-smokin’ my p-p-pipe since I was th-thirteen. Some f-folks oughta l-look out for

th-theirselves ’steada b-bossin’ others ’round.”

After the smoke had cleared away I returned to my pedagogic duties, reading to the

kindergarten contingent. Even these little tykes seemed determined to test my patience to the

utmost. Whenever little Luigi recited the alphabet he insisted on stopping at q. When I asked

(continued)

TOC -- INDEX 12 - 15

12 - 16 TOC -- INDEX

him why he did this, he replied, “But teachair, Q is for quit — I the-e-enk,” and the class roared

with laughter. When we came to arithmetic I asked 1st-grade Judy how much 7 and 7 make, and

she replied sweetly, “Theventy-theven, Mith Olthen,” and again the school rocked with laughter

at my expense.

During that whole long day there was one fleeting moment of satisfaction. This happened

during the 4th-grade spelling lesson. It became painfully apparent that the children were all

having difficulty with words that contained both the letters "e" and "i." Finally, Al asked in

desperation, “But how can we tell which comes first, Miss Olsen?”

“Al,” I replied, “one thing that will help is to remember this little verse: ‘When the letter c

you spy, place the e before the i.’” After that, Al and the rest of the class as well had much less

trouble.

About this time, noticing that the children were becoming restless, I announced we’d have a

real spelldown — choosing up sides and everything. We started with easy words, and for a while

things proceeded smoothly and without notable incident. But then it was Jimmy’s turn, and I

gave him the word “frog.” “F-r—” began Jimmy. He hesitated and started over again.

“F-r—f-r—” Jimmy appeared to be completely at sea. Just then I detected Tom reaching over

and jabbing Jimmy with a pin, and Jimmy finished in a blaze of glory, “—o-g!” I ignored the

prompting and went on.

Finally the field was narrowed down to just two survivors; Dorothy Stamp, a bespectacled,

pony-tailed intellectual colossus, and little Percy Littlejohn, a precocious brat who always read

with expression. (I could envision the day when Percy would be the announcer on the Possum

Hollow radio station and would dramatically proclaim the virtues of K-9 dog toys and 2-dog

leashes to an enthralled public.)

“Your word is sat-is-fies, Percy,” I said.

Percy spelled it with confidence: “S-a-t-i-s-f-y-s.”

“How do you spell it, Dorothy?” I asked.

"Hm, let's see," she said, and then triumphantly spelled it correctly: “S-a-t-i-s-f-i-e-s.”

As I presented Dorothy with a new 3r game as the prize for being the A1 speller of the

school, little Percy’s small world of conceit came tumbling down amid anguished howls and

copious tears, and my little world of peace and tranquility came tumbling with it.

At last that long day came to a close, and with it my country schoolteacher career was ended.

As I stepped out into the bitter cold of that January 1935 afternoon my lips said “Br-r-r-r-r,” but

my heart uttered a fervent “Thank God!” I was an older and wiser woman. I had learned three

never-to-be-forgotten facts: (a) kids say and do the darnedest things, (b) patience is a virtue well

worth cultivating, (c) a schoolteacher's life is anything but a bed of roses.

Lesson 13

Symbols, Abbreviations, Personal Initials, Initialisms and

Acronyms, Slash, Ditto Sign, Telephone Numbers,

Postal Codes, Dates, Format for Letters (correspondence)

13.1 Symbols for Coinage, Weight, Measure, and Other Special Symbols

[VIII.31]

When in print a number, letter, or word is preceded or followed by an abbreviation

and/or a symbol, in braille follow the print order, spelling, capitalization, punctuation,

and spacing. (See 13.2b for spacing of abbreviations.)

Some print symbols are brailled as letter abbreviations while others have

distinctive configurations.

13.1a Print symbols brailled as letter abbreviations. The following print symbols are

represented in braille by letters.

Print Symbol

Braille Equivalent

Meaning

°

dg

degree

¶

p>

paragraph

'

ft

foot, feet

'

m9

minute(s)

(angular and time)

"

sec

second(s)

(angular and time)

When a print symbol that is represented in braille by a letter abbreviation immediately

follows a number or letter, a letter indicator is inserted before the abbreviation.

Examples:

If the engine heats at 34

o

per min., after 1 hour it will reach X

o

. (Answer in ¶3.)

,if ! 5g9e h1ts ∙t #cd;dg p]

m941 ∙f #∙ h\r x w r1* ;,x;dg4

7,∙nsw] 9 p>#c47

He is nearly 7' tall, and runs the mile in 4'10".

,he is ne>ly #g;ft t∙ll1 & runs !

mile 9 #d;m9#∙j;sec4

TOC -- INDEX 13 - 1

13.1b Print symbols that have distinctive braille equivalents. Use these equivalents and

follow print order whenever the following print symbols are encountered. List symbols

not commonly used on the Special Symbols page (to be studied in Lesson 19).

Print

Symbol

Braille

Meaning

Print

Symbol

Braille

Meaning

$

4

dollar(s) &

@&

ampersand

£

l

pound(s)

(sterling)

@

@∙

at

§

s'

section #

_?

crosshatch

("number"

or "pounds")

¢

@c

cent(s) ©

^c

copyright

%

@3p

percent

TM

^t

trademark

"

@9

inch(es) ®

^r

registered

trademark

¥

@y

yen €

@e

euro

Examples:

$36 £25 §3 16¢

4#cf

l#be

s'#c

#∙f@c

5% 6" 21¥ TC&R

#e@3p

#f@9

#b∙@y

,,tc@&,r

Melons @ $1 each ,melons @∙ 4#∙ e∙*

10# of apples #∙j_? ( ∙pples

Apt. #6 ,∙pt4 _?#f Apt. #D ,∙pt4 _?,d [note: no letter indicator]

Press the # key. ,press ! _? key4

©

Copyright 2008 ^c ,copy"r #bjjh

SX-14

TM

,,sx-#∙d^t QUAKER

®

,,qu∙k]^r

€16 @e#∙f 43 € #dc @e

13 - 2 TOC -- INDEX

 The symbols used for inches, feet, and minutes and seconds of time or angular measure

(' ") are often referred to as prime and double prime marks.

13.1c Symbols in contact with composition signs Symbols terminate the effect of the double

capital indicator and the emphasis indicator (to be studied in Lesson 15). Example:

UW@M ,,uw@∙,m

13.1d Symbols in contact with contractions. The contractions to, into, and by are used before

symbols. Example:

$10 to $15 4#∙j 64#∙e

13.1e Print symbol indicator for symbols standing alone. When in print the symbols for the

dollar, pound, or section stand alone or are in conjunction with a word or abbreviation, in

braille the print symbol indicator (dot 4) is inserted before the braille equivalent of the

symbol. List the print symbol indicator on the Special Symbols page (to be studied in

Lesson 19). Example:

The US$ and the £ fell sharply today.

,! ,,us@4 &! @l fell %>ply td4

When writing symbols for degrees and dollars, the

o

immediately follows the

number (3

o

) while the $ immediately precedes the number ($5).

,:5 writ+ symbols = degrees &

doll>s1 ! @dg immly foll[s ! numb]

7#c;dg7 :ile ! @4 immly prec$es !

numb] 74#e74

13.1f Dividing between lines. Do not separate a symbol from the word, letter, or number to

which it pertains. Numbers, symbols, and/or abbreviations that constitute a unit, such as

6' 2" or 27º35'S, should not be divided between lines.

13.1g Sterling coinage. Sterling coinage is brailled as it appears in print and follows print

spacing. Examples:

£6 8s 10d l#f #h;s #∙j;d

2s 2d #b;s #b;d

£6/0/5 l#f_/j_/e

£6-0-5

l#f-j-e [Remember that slashes and hyphens do not

terminate the effect of the number indicator.]

£6 5d l#f #e;d

[Modern British decimal coinage will be studied in Lesson 14.]

TOC -- INDEX 13 - 3

13.1h Print symbols that have no braille equivalents. The appropriate uncapitalized word(s)

should be used for print symbols that have no braille provision, such as  or . It is

suggested that the words be enclosed in parentheses or other symbols of enclosure not

otherwise used and explained in a transcriber's note. Example:

 along dotted line, and mail today! 

,',9 brl1 descrip;ns ( pr9t

symbols >e 5clos$ 9 p>5!ses4,'

7scissors7 ∙l;g dott$ l9e1 & m∙il

td6 7h∙ppy f∙ce7

Drill 33

Practice brailling the following sentences.

1. The sign read: Peaches @ $25 per bushel.

2. The basketball player weighs 187# and is 7'2" tall.

3. Tell Tom to remove item #13-B62 from the invoice.

4. Highway 52 intersects Highway 17 at an angle of exactly 5230'15".

5. On Tuesday, Wilford made a deposit of £493/16/8.

6. The price of the souvenir was £1 5d, but she found that she had only 18s 4d left

after a day at the fair.

7. The ¥ has taken a beating this week while the $ has remained strong.

8. Pure water consists of approximately 11% hydrogen and 89% oxygen.

9. The symbol & is typed by using the shift key with the figure 7.

10. The area described in ¶9 can be found on the plat map in §46.

11. A candy bar that cost 25¢ in 1950 now costs nearly $2.

12. I paid only €70 for this coat in Spain.

13.2 Abbreviations in General [VI.27]

The short-form or abbreviated words studied in Lesson 11 are peculiar to braille.

Standard abbreviations, however, are commonly used in print and are represented in

braille according to specific rules.

Brailled abbreviations, like brailled symbols, should follow print capitalization,

punctuation, order, and spacing except in certain circumstances that will be mentioned

later. Do not use a letter indicator with a single-letter abbreviation that is followed by a

period. Do not use a letter indicator with an abbreviation unless it could be confused with

a word or a short-form word. Unspaced abbreviations and abbreviations that represent a

unit such as sq. ft. and W. Va. should not be separated between braille lines. Examples:

13 - 4 TOC -- INDEX

a.m. Mrs. Dr. viz.

∙4m4 ,mrs4 ,dr4 viz4

Ph.D. 27 sq.ft. 5 KW

,ph4,d4 #bg sq4ft4 #e ,,kw

N.W.T. ASAP q.i.d.

,n4,w4,t4 ,,∙s∙p q4i4d4

When an abbreviation is unspaced from the preceding number, insert a letter indicator

before the abbreviation. Examples:

5mL 2yds, 4ft 7a.m.

#e;m,l #b;yds1 #d;ft #g;∙4m4

In order to make a clear distinction between a symbol that is represented in braille by

letters and a letter that immediately follows it, a letter indicator is placed before the letters

of the symbol and before the following letter. Example:

34

o

C. #cd;dg;,c4

 Note: Plural abbreviations and other abbreviations that have suffixes will be studied in

Lesson 15.

13.2a Capitalization in abbreviations. The double capital indicator is used only where two or

more capital letters in an abbreviation follow one another with no intervening periods.

Following a period the appropriate capital or double capital indicator is repeated. In

abbreviations that contain both upper and lower case letters, it is suggested that each

upper case letter be capitalized individually. Examples:

NATO Y.W.C.A. LL.D.

,,n∙to ,y4,w4,c4,∙4

,,ll4,d4

MHz USAir B.Sc.

,m,hz ,u,s,∙ir

,b4,sc4

NYU-Albany

,,nyu-,∙lb∙ny [Although a hyphen does not terminate the effect of the double

capital indicator, in a case such as this the single capital

indicator tells the reader that the rest of the word is in lower

case.]

As in the case of a hyphenated compound word, the double capital indicator placed

before a hyphenated compound abbreviation indicates that all the letters of the

abbreviation are capitals, and the capital indicator is not repeated after the hyphen. Such a

compound abbreviation may be divided at the end of a line after the hyphen. Examples:

AFL-CIO

,,∙fl-cio ,,∙fl-

cio

TOC -- INDEX 13 - 5

13.2b Connecting words in abbreviations. Use contractions for lowercase connecting words

and suffixes that are part of abbreviations. If a capital letter or letters follows the

contraction, repeat the appropriate capital or double capital indicator. Follow print

spacing. Examples:

AFofL AT&T 4-Hers [or] 4-H'ers

,,∙f(,l

,,∙t@&,t #d-,h]s #d-,h']s

 Fully capitalized abbreviations followed by lower case endings, such as YMCAers, will

be studied in Lesson 15.

13.2c Contractions in abbreviations. As a general rule contractions are used in abbreviations

that represent a single word regardless of whether or not they could have been used in the

complete word. Do not contract capital letters that stand for different words in

abbreviations. Examples:

St. Paul, Minn. Little Rock, Ark.

,/4 ,p∙ul1 ,m9n4

,ll ,rock1 ,>k4

Prof. Smith first ed. [edition] Ted Mead, Ed. [editor]

,pr(4 ,smi?

f/ $4

,t$ ,m1d1 ,$4

Phys. Ed. Dept. ch. 7, pg. 3

,phys4 ,$4 ,dept4 *4 #g1 pg4 #c

OFofW [Ohio Federation of Workers]

,,of(,w

 Note: When the abbreviation for chapter (ch) is followed by a period, the ch contraction

is used. The contraction cannot be used if there is no period because it would be read as

child.

EXCEPTIONS:

Do not use the in contraction in the abbreviation for inch (in) or inches (ins). [VIII.31.a]

Examples:

8 ins. 3ft, 6in 8-in. dia.

#h ins4

#c;ft1 #f;in

#h-;in4 di∙4

As noted earlier, the in contraction IS used when brailling the symbol (") for

inch(es)

. Example:

She is 5'4" tall, so shorten her dress 3ins.

,%e is #e;ft#d@9 t∙ll1 s %ort5 h]

dress #c;ins4

13 - 6 TOC -- INDEX

Do not use contractions for two-letter postal abbreviations such as AR [Arkansas] and

IN [Indiana]. ,,∙r ,,in

Do not use the contractions for be, con, or dis in an abbreviation if they do not constitute

the first syllable in the complete word. [XIII.43.a]

Examples: Belg. [Bel/gium]

,belg4 (Con)n. [Con/nect/i/cut] ,3n4

Do not use the contractions for be, con, or dis if they comprise the entire abbreviation.

Examples: Dis. [District]

,dis4 Be [beryllium] ,be

Con. [Consolidated] ,con4

Do not use a one-cell, whole-word contraction for an abbreviation.

Examples: Can [Canada] ,c∙n IT [Italy] ,,it do [ditto] do

13.2d Avoiding confusion between whole-word contractions or short-form words and

abbreviations. Place a letter indicator before a freestanding, single-letter abbreviation

not followed by a period or any abbreviation that could be confused with a whole-word

contraction or a short-form word. Examples:

c 1850 ;c #∙hej

c. 1850 c4 #∙hej

c1850 c#∙hej

c.1850 c4#∙hej

We are going to Memphis, TN.

,we >e go+ 6,memphis1 ;,,tn4

CD-ROM ;,,CD-ROM

100 volts AC #∙jj volts ;,,∙c

A Fr equals 100 centimes.

,∙ ;,fr equ∙ls #∙jj c5times4

When context makes the meaning of an abbreviation without a period perfectly clear (see

12.2), as in 2 am or 6 pm, a letter indicator is not needed.

13.2e Spacing in abbreviations. In abbreviations where each capitalized letter represents a

word, the entire abbreviation should be brailled on one line without spaces between the

letters. Examples:

K. U. (Kansas University)

,k4,u4

U. of K. ,u4(,k4

If, however, an abbreviation contains a symbol, follow print spacing. Example:

V & A Museum ;,v @& ;,∙ ,museum

B&O Railroad ,b@&,o ,r∙ilro∙d

TOC -- INDEX 13 - 7

13.2f Slash with single letter abbreviations. Where context makes the meaning clear, single

letter abbreviations that are separated by a slash do not require a letter indicator. These

expressions should not be divided between braille lines. Examples:

c/o Sam Jones c_/o ,s∙m ,j"os

b/w TV set b_/w ,,tv set

In situations where a single letter could be misread, as in (w/copy) where the w is an

abbreviation for with, not will, use a letter indicator for clarity.

13.2g Enclosed abbreviations. Unlike an enclosed letter that has a letter meaning (see

12.1g(1)), when a single-letter abbreviation is enclosed in parenthesis, quotation marks,

or brackets, the punctuation is retained. A letter indicator is not required if context makes

perfectly clear the meaning of a single-letter abbreviation not followed by a period. If the

meaning is not clear, use a letter indicator. Examples:

sizes: [s] [m] [l] sizes3 ,7s7' ,7m7' ,7l7'

Two atoms of hydrogen (H) joined to one atom of oxygen (O) yield water.

,two ∙toms ( hydrog5 7,h7 jo9$ 6"o

∙tom ( oxyg5 7,o7 yield w∙t]4

13.2h Non-Latin letters in abbreviations. Greek or other non-Latin letters occurring in

abbreviations, as in sec (microsecond), are brailled according to the braille rules for that

language and preceded by a non-Latin letter indicator (to be studied in Lesson 16).

13.3 Personal Initials [VI.27.c]

The initials of a person's name are capitalized, punctuated, and spaced as they appear in

print. Like abbreviations in general, they should not be divided between braille lines if

they appear in print unspaced. In the following example, because there is no space

between the R. and the C., R.C. Cooper could only be divided after the R.C. A division

could be made at any space in Mrs. P. G. Hall. Examples:

R.C. Cooper Mrs. P. G. Hall

,r4,c4 ,coop]

,mrs4 ,p4 ,g4 ,h∙ll

Initials that are used for an entire name, as in J.F.K., should not be divided between

braille lines whether they are spaced in print or not. Examples:

L.B.J. ,l4,b4,j4 F. D. R. ,f4 ,d4 ,r4

13 - 8 TOC -- INDEX

Place a letter indicator before an initial that is not followed by a period so that it will

not be read as a whole-word contraction. Example:

Harry S Truman ,h>ry ;,s ,trum∙n

Initials followed by a period do not require a letter indicator. Therefore, in the sentence

Ms. M. called today a letter indicator is not needed. However, if the period is missing

from the initial, a letter indicator is needed to prevent it from being read as Ms. More. In

the sentence "Let us call on Ms. M." it will not be clear to a braille reader whether the

period denotes just the end of the sentence and is to be read as Ms. More or if it denotes

an initial and is to be read as Ms. M. Thus, if the first time Ms. M. is mentioned the name

occurs at the end of a sentence, use the letter indicator to clarify the situation. When it is

clear that the author uses the period with Ms. M., whether or not it occurs at the end of a

sentence, the letter indicator may be dropped.

13.4 Initialisms and Acronyms [VI.27.a(2)]

Initialisms are abbreviations that consist of the first letters of several words and are

pronounced as letters. In braille, contractions and letter indicators are not used in

initialisms, whether they are written unspaced or separated by hyphens. Examples:

D-A-R [Daughters of the American Revolution] ,d-,∙-,r

EST [Eastern Standard Time] ,,est

An acronym is an abbreviation that uses the first letter or letters of each of the successive

parts of a compound term and is pronounced as a word. Contractions are used in

acronyms if all the letters of the contraction fall within a syllable of the acronym— and

for clarity, it is suggested that all of the letters that comprise the contraction should come

from the same word. If the meaning of an acronym cannot be determined, do not use

contractions. Examples:

MEDICO [Medical Insurance

Company] ,,m$ico

MEDICO [Maine Development & Investing

Company] ,,medico

FORTRAN [formula translation]

,,=tr∙n

FORTRAN [Federal Organization for Rural

Transport] ,,fortr∙n

CINC [Commander in Chief]

,,c9c

SEATO [Southeast Asia Treaty

Organization] ,,se∙to

WHO [World Health

Organization] ,,who

NOW [National Organization for Women]

,,now

TOC -- INDEX 13 - 9

13.5 Ditto Sign [VIII.31.e]

The print ditto sign is represented in braille by the dots 5, 2 ("1)—a two-cell symbol.

Always leave a space before and after a braille ditto sign. When multiple ditto signs are

shown in print, only one ditto sign is used in braille. List this sign on the special symbols

page (to be studied in Lesson 19). Example:

Tues: exam 2:00 ,Tues3 ex∙m #b3jj

Weds: " " ,w$s3 "1

13.6 Telephone Numbers [VI.27.f]

Follow print spacing for telephone numbers consisting of all numbers. Telephone

numbers composed of both letters and numbers are brailled without spaces or

contractions, regardless of print.

In lists of telephone numbers for actual use, it is best not to divide seven-digit

numbers or letter/number combinations between lines. Long distance numbers may be

divided at any point at which a hyphen or space occurs before the seven-digit local

number. A telephone number mentioned in a story situation may be divided between lines

at any print hyphen. Examples:

(738) 657-9688 7#gch7 #feg-ifhh

CH 6-1234 ,,ch#f-∙bcd

1-800-STOP #∙-hjj-;,,stop

1-956-347-9005 #∙-ief-

#cdg-ijje

 Notice that the st contraction is not used in 1-800-STOP. This is because STOP is to be

read as individual letters, each letter representing a number to be dialed. This also applies

to radio call letters, such as WERN-FM, and any random combination of numbers and

letters such as model numbers.

13.7 Postal Codes [VI.27.d]

Postal districts and ZIP codes are spaced in braille as they appear in print. Do not use

contractions in postal codes or divide them between lines. Examples:

S.W.1 ,s4,w4#∙ SW2 ,,sw#b

M4G 3E8 ,m#d;,g #c;,e#h

RR#1 ,,rr_?#∙ 53581-0439 #eceh∙-jdci

W2N 6CH ,w#b;,n #f;,,ch

13 - 10 TOC -- INDEX

13.8 Dates [VI.27.e] [diff.]

Follow print when a date is indicated by the numbers of the month, day, and year (or day,

month, and year) separated by slashes or hyphens. Substitute braille hyphens when print

uses other separators, such as spaces or dots. Only one number indicator should precede

the entire group. Do not divide between lines.

Examples:

5/12/08 #e_/∙b_/jh 5-12-08 #e-∙b-jh

51208 #e-∙b-jh 5.12.08 #e-∙b-jh

If inclusive dates are joined by a hyphen or a dash, repeat the number indicator

before the second date. Example:

Fall Festival 10/2-10/7

,f∙ll ,fe/iv∙l #∙j_/b-#∙j_/g

Drill 34

Practice brailling the following sentences.

1. Caesar Augustus (63 B.C.-14 A.D.) was the first Roman emperor.

2. Dr. Chas. R. Hartwell, Jr., will leave Crown Point, Ind., at 11 a.m. and will arrive

at Derry, Penn., at 9 p.m.

3. Mr. and Mrs. L.V. Workman are both receiving their degrees from the

U. of M.—he a Ph.D. and she a B.Sc.

4. Mr. Shaw was a staunch admirer of the greatest of all British dramatists,

i.e., G.B.S.

5. The new Y.M.C.A. director was formerly connected with the ARC.

6. The AAWB-AEVH-NBA Braille Authority preceded the Braille Authority of

North America (BANA).

7. A sign in the window of the A&P urged: BE SURE TO ATTEND THE BAZAAR

AT ST. JOSEPH'S CHURCH, 5/25-5/30.

8. He did his undergraduate work at UMass, then received an LL.D. from OU.

9. Notify me by phone at ED 2-1666 and/or Mr. Hancock by mail, c/o St. Francis

Hotel, Toronto, Ontario M5F 3E7.

10. Senator Jones, (D) TN, will head the committee.

11. The bride-to-be, at 5 ft. 8 in. tall and 140 lbs., is 2 ins. taller and 10 lbs. heavier

than the groom-to-be.

12. 100C is equal to 212F.

13. Dad says that the AARP has a good retirement plan.

TOC -- INDEX 13 - 11

13.9 Format for Letters (correspondence)

No rules are given in EBAE or Braille Formats: Principles of Print to Braille

Transcription for brailling letters of correspondence. Following are some general

guidelines.

13.9a In general. Follow print copy as to the location of headings, inside addresses, closings,

and signatures, indenting in braille as they appear in print. Indented paragraphs in the

body of the letter should start in the third cell, as all braille paragraphs do.

24 Hudson Rd

Ogden, Utah 65987

July 9, 1999

Wolff and Doak, Inc.

342 Harris Building

Omaha, Nebraska 74653

Greetings:

Mr Edward Brown, who has applied for a position

with your firm, has requested me to send you examples of

the work he has performed under my direction at the High

School of Printing Trades. I am enclosing four color

reproductions prepared by Mr. Brown during the past

semester.

The quality of Mr. Brown's work will, I believe speak

for itself. Let me add that he has been an exceptionally

cooperative and enthusiastic student in both his classwork

and extracurricular printing activities.

Yours truly,

William Schaffer

William Schaffer

Instructor in Printing

WS:CR

Enclosures (4)

closing

signature

body

inside address

heading

salutation

To block a heading, count the number of cells needed for the longest line. This line

should end at the extreme right-hand margin. All other lines of the heading start in the

same numbered cell as the longest line. Runover lines should be avoided in the heading

and inside address—even if this means that the blocked lines of the heading start left of

the middle of the page.

If there is not room to include the last line of the body of the letter as well as the

complimentary closing, signature, writer's and typist's initials, and notice of enclosure

on a braille page, take the last line of the body of the letter to a new page.

It is recommended that the closing and signature be brailled following the rules for

attributions (see 17.5)—i.e., start each line in cell 5.

13 - 12 TOC -- INDEX

13.9b Blank lines in letters. Blank lines are left in braille letters between segments that are

not distinguished by margin indentions. When a letter is written in semiblock form, as

in the illustration above and the following exercise, the only place a blank line is

needed in braille is between the inside address and the salutation.

If a letter is written in full block form (without any indentions) and all segments

start at the left margin, the same should be done in braille. In order to enable a braille

reader to distinguish the different segments of the letter, leave a blank line is left

between the inside address and the salutation, the salutation and the first paragraph, and

between following paragraphs. A blank line is also left between the last line of the body

of the letter and the closing. If there are writer's initials and/or a notice of enclosures

followed by a postscript, a blank line should separate the two.

EXERCISE

Prepare the following letter for submission to the instructor. Use the first line of each page for

the running head LESSON 13 and the page number, as usual. A blank line should be left on the

first page between the running head and the heading.

745 16th St., N.W.

Washington, DC 20006

3/29/72

Mr. J. W. Wetherby

116 Crumpet St.

London W2N 6AA England

Dear Jim,

Shortly after 10 a.m., Feb. 5th, the SS Tubb reached the good old U.S.A. with me

and the Mrs. on board. We were treated to the very best weather the Atlantic has to

offer, i.e., wind, rain and fog, with the temperature dropping to 5ºF at times. However,

the unpleasantness was greatly mitigated by the fact that we became acquainted with

many interesting people. Allow me, for instance, to introduce you to Dr. Wm.

Windham. (The Dr. is for Ph.D., not M.D.) Windy, as he was familiarly known to his

fellow passengers, was formerly head of the Phys. Ed. Dept. of an obscure institution in

New Haven, Conn. His specialty is the improvement of health through breath control

and Yoga, and being a typical absent-minded prof. we jokingly told him that we feared

we might someday find him turning blue in the face from having forgotten to resume

breathing.

Also on board were an AFL-CIO official from Texas with an LL.D. from T. C. U.

(c1970) and a D.Litt from UCLA and a Conservative M. P. from somewhere in Sussex,

whose father had served with Eisenhower at S.H.A.E.F. during the 2d World War.

These two were constantly engaged in interminable arguments over the UN and NATO.

A third passenger would sometimes join in these discussions. He was a retired AT&T

executive who often reminisced about F.D.R. and recalled how he had approved the

WPA projects.

TOC -- INDEX 13 - 13

13 - 14 TOC -- INDEX

Further diversion was provided by a comedian who had performed on several TV

networks including ABC and NBC. His wife was more interested in her lineage than in

comedy and frequently reminded us of her membership in the DAR.

I will finish this account in a later letter as I must start packing. The Mrs. and I are

taking off for Florida for a month of rest in the sun. Until the first of May address your

letters to me c/o Gen. H. G. Fairweather, 1210 St. Augustine Rd., W. Palm Beach, FL

33401. Telephone no.: 305-743-6262.

Cordially yours,

Ed Goodman

EGG/ham

P.S. 4/10/72. You can thank a sudden change in the weather for the fact that you are

finally receiving this letter. Since arriving here in Fla., the temperature has been in the

70s and 80s, until last night, when it began turning colder about 10 p.m.; and early this

a.m. the thermometer on our veranda registered 45

o

(F). I was forced to dig out my

coat, and lo and behold! there in the pocket was your letter still unmailed.

Our trip down was remarkably fast—2 hr., 20 min. Not bad for a 1200 mi. jaunt,

wouldn't you say? We were able to hitch a ride on an old B-52 that was being flown to

Fla. to be used in training missions.

Gen. Fairweather has a beautiful and comfortable house with a large swimming

pool that measures 20'6" by 40'. The only disturbing factor which somewhat interferes

with my rest and quiet is a constantly barking dog that has the bark of a Great Dane but

is about 20 ins. long and weighs all of 2# soaking wet!

I am proud to say that I will soon be able to type my own letters. While I was in

England I began taking a correspondence course in typing—at the exorbitant cost of

£495, 10% off for cash. I am now struggling with the intricacies of &, @, $, and °.

After next month I will no longer need the services of a secretary.

Remember our conversation about the Japanese ¥? If you will check page C6, §4 of

last Sunday's paper, you will see that it is on the rebound. Even so, I'll stick with

investing in the good ol' US$ and/or the British £.

The wife and I are considering taking a trip to France and Belg. next spring. Would

you be interested in joining us? Perhaps we could rent a BMW and do Europe in style.

Eh, what?

Cheerio, old bean,

E.G.G.

Lesson 14

Roman Numerals, Fractions, Mixed Numbers, Decimals,

Mathematical Signs of Operation, Superscripts and Subscripts,

Clock Time, Sports Scores and Votes, Electronic Addresses

14.1 Roman Numerals [VII.30]

14.1a In general. Use the braille letters, just as in print, when transcribing roman numerals. If

roman numerals are printed in capital letters, in braille those consisting of a single letter

are preceded by a single capital indicator, and those consisting of more than one letter are

preceded by the double capital indicator. If roman numerals are printed in lowercase

letters, a single letter indicator is placed before the corresponding braille letter or letters.

Examples:

V XL x iii

,v ,,xl ;x ;iii

 Note: For roman numerals representing the number 500 and higher, see EBAE VII.30.c.

14.1b With hyphen, dash, or colon. When roman numerals are separated by a hyphen, dash, or

colon, the appropriate capital indicator, double capital indicator, or letter indicator is

repeated after the punctuation. For readability, these units should not be divided between

braille lines. Examples:

VI-X vi-x V—X v:x

,,vi-,x ;vi-;x ,v--,x ;v3;x

14.1c In reference or page numbers. Follow print when roman numerals are used in

references to outlines, page numbers, or full citations. Examples:

pages ix - xii p∙ges ;ix-;xii

see §VII see s',,vii

 Note: For other reference numbers containing roman and arabic numerals see 17.5a.

14.1d When preceded by letters. The same rule applies to roman numerals preceded by letters

that applies to arabic numbers preceded by letters (see 12.3d). Example:

aVII ∙,,vii avii ∙;vii

TOC -- INDEX 14 - 1

14.1e When followed by letters or ordinal endings. When roman numerals are followed by a

letter or letters, including ordinal endings, the letter indicator precedes these additions.

Do not divide these units between braille lines. Examples:

XXVa xxA VI.A

,,xxv;∙ ;xx;,∙ ,,vi4;,∙

As with arabic numbers, contractions can be used in English ordinal endings only.

[VII.30.b] Examples:

10th xth 21st XXIst

#∙j? ;x;? #b∙/ ,,xxi;/

Ier VI

e

(French ordinal endings) 5sten (German ordinal ending)

,i;er ,,vi;e #e;sten

14.1f Confusion with contractions. When a roman numeral could be mistaken for a one-cell,

whole-word contraction, or vice versa, as in the sentence, "Charles Very wrote a

biography of Charles V." the contraction must be sacrificed, and, in this case, the name

spelled out. (,*>les ,v]y)

Drill 35

Practice brailling the following sentences.

1. Edward VIII, son of George V, gave up his throne to marry the woman he loved.

2. The pertinent provisions may be found in §59B(ii).

3. Study the Introduction, x-xv, and §15 on pages 23-25.

4. The map of the Czech Republic is found on page XVI—XVI being one of the

removable pages.

5. Her house is furnished with Louis XIVth furniture.

6. The pros and cons of socialized medicine are set forth in XIV.B of my outline.

14.2 Fractions and Similar Number Combinations [VII.28.c]

14.2a Printed on different levels of type. The line separating the numerator and the

denominator in a fraction is called the fraction line. When the numbers of a fraction are

printed on different levels of type, whether directly above one another or offset

diagonally, the fraction line is represented in braille by dots 34. The number indicator is

not repeated following the fraction line. Do not divide a fraction between braille lines.

Example:

½ [or]

2

1

#∙/b

14 - 2 TOC -- INDEX

14.2b Printed on same level of type. When a diagonal slash occurs between numbers that are

printed on the same level of type, it is sometimes difficult to tell if they represent a

fraction or some other number combination. If there is no doubt that it is a fraction, use

dots 34 for the fraction line, however, in all other circumstances the two-cell slash should

represent the dividing line (See 3.6b). Example:

3/4 lb of butter #c/d lb ( butt]

He wrote 15/30 on the list.

,he wrote #∙e_/cj on ! li/4

A waltz is played in 3/4 time.

,∙ w∙ltz is pl∙y$ 9 #c_/d "t4

14.3 Mixed Numbers [VII.28. d]

14.3a Whole numbers plus fractions. In braille a whole number is joined to a fraction by a

hyphen. The number indicator is not repeated before the fraction. A mixed number

cannot be divided between braille lines. Example:

2½ #b-∙/b

When a whole number is shown separated from a fraction by a space (as in stock

quotations), it is brailled in the same way as a mixed number with a hyphen substituted

for the space. Do not divide this unit between braille lines. Example:

16 3/8 #∙f-c/h

14.3b With hyphens and dashes. As you learned in Lesson Two, when whole numbers are

connected by a hyphen, only one number indicator is required; when whole numbers are

connected by a dash, two number indicators are needed. Fractions, on the other hand, are

always treated individually. When a fraction or a mixed number is connected to another

fraction, mixed number, or whole number, either by a hyphen or a short or long dash, a

second number indicator is required. No space is left in braille before or after the hyphen

or dash. Division between braille lines may be made following the

print hyphen or dash

only. Examples:

3-6 #c-f

3—6 #c--#f

½-¾ #∙/b-#c/d

½ — 1½ #∙/B--#∙-∙/b

½ - 1 #∙/b-#∙

1½ -1- ½ #∙-∙/b-#∙-#∙/b

3½-4½ #c-∙/b-#d-∙/b

2½—3 #b-∙/b--#c

0 — ½ #j--#∙/b 9 - 8½ #i-#h-∙/b

TOC -- INDEX 14 - 3

14.4 Decimals [VII.28.f, g]

In braille the decimal point is represented by dots 4-6, not the period. The number

indicator is always placed before the decimal point. Like fractions, when a decimal

fraction is joined to another number by a hyphen or a dash, a second number indicator is

required. Examples:

.7 #.g .03 #.jc .5 - .7 #.e-#.g

 Note: Decimals are used with numbers only. For reference numbers containing numbers

and letters see 17.5a.

14.4a Mixed numbers. When a number consists of a whole number and a decimal fraction,

only one number indicator is used, and it is placed before the whole number. When

numbers with decimals are joined to other numbers, the number indicator is repeated

following the hyphen or dash. A number containing a decimal point can never be divided

between lines. Examples:

90.9 MHz #ij.i ,m,hz

.5-1.2 #.e-#∙.b

6—7.25

#f--#g.be

7.25—8 #g.be--#h

14.4b Coinage. The decimal point and the appropriate monetary symbols (dollar, pound, euro,

etc.) are used in braille when print shows them to represent decimal coinage. Examples:

$8.75 4#h.ge $.15 4#.∙e $0.32 4#j.cb

£1.13 l#∙.∙c

$5.50—$8.75 4#e.ej--4#h.ge

€0.10 @e#j.∙j

6.75-7.50

€ #f.ge-#g.ej@e

14.5 Mathematical Signs of Operation [VII.28.j] [diff.]

Books on mathematics, pages of mathematical formulas, and the like, are brailled using a

system developed by Dr. Abraham Nemeth called the

Nemeth Braille Code for

Mathematics and Science Notation

. Transcriptions that include computer-related symbols

are brailled according to the rules in the

Computer Braille Code. These codes are quite

different from the literary braille code because they use a unique braille symbol for each

of the print mathematical and computer symbols, and should only be studied after the

literary braille code has been thoroughly mastered.

In general literature, the literary braille code uses words to express common

mathematical signs of operation for

plus, minus, times, divided by, squared, equals, to,

etc. Examples:

2 x 2 - 1 = 3

#b "ts #b m9us #∙ equ∙ls #c

4x6=24

#d "ts #f equ∙ls #bd

14 - 4 TOC -- INDEX

The map was drawn on a scale of 1:500.

,! m∙p 0 dr∙wn on ∙ sc∙le (

#∙ 6#ejj4

When dimensions are given in print by using the times sign between measurements, in

braille the word

by is substituted for the times sign. Examples:

a 9x12 ft. rug ∙ #i 0#∙b ft4 rug

a 7x9x2" box ∙ #g 0#i 0#b@9 box

7'W x 9"D #g;ft;,w 0#i@9;,d

 Note: For ease of reading it is suggested that a space be left before the contracted "to"

in a ratio. It is also suggested that a space be left before a contracted "by" when it

represents the times sign.

14.6 Superscript and Subscript Numbers and Letters [VIII.31.f and

BF Rule 5, §5.f]

Superscript or subscript letters or numerals that are not footnote indicators are enclosed

in parentheses. (Footnotes will be studied in Lesson 17.) They are brailled before or after

the word in accordance with their placement and spacing in print. Explain this usage in a

transcriber's note, or, if used throughout the volume, on a transcriber's notes page (12.7).

Example:

"A Quick-Fix Bar and lots of H

2

O is our favorite snack," said the smiling

crew member of America

3

.

,',9 ! foll[+ s5t;e1 ! pr9t

symbol = 8regi/]$ tr∙dem>k0 is

repres5t$ 9 brl 0^r4 ,! pr9t

subscript #b 9 ! =mul∙ = w∙t]

&! sup]script #c foll{+

8,∙m]ic∙0 >e brld 9 p>5!ses4,'

8,∙ ,qk-,fix ,b>^r & lots (

,h7#b7,o is \r f∙vorite sn∙ck10 sd

! smil+ crew memb] ( ,∙m]ic∙7#c74

* Note: America

3

[pronounced America cubed] was the name of the winner of the 1992 America's Cup

regatta.

TOC -- INDEX 14 - 5

14.7 Clock Time [VII.28.h]

14.7a Definite points of time. When a definite point of time is expressed in figures, regardless

of how it is shown in print, a colon is always used in braille to separate the hours,

minutes, and seconds. Only one number indicator is required. These numerical units

cannot be divided between braille lines. Examples:

11:30 p.m. #∙∙3cj p4m4 1:00:15 a.m. #∙3jj3∙e

∙4m4

14.7b Intervals of time. When intervals of time are expressed by whole numbers, such as

6-7 p.m., only one number indicator is needed (unless they are divided between braille

lines) —the same way as any other hyphenated numerical expression. However, when

two units of time are joined and the first unit consists of hours and minutes, a number

indicator is required before the second unit. In other words, whenever hours follow

minutes, repeat the number indicator.

In print, intervals of time are joined either by an en (short) dash or by a hyphen. In

braille, always use a hyphen. Regardless of print spacing, no space should be left before

or after the braille hyphen. Division between braille lines can be made only following a

print hyphen. Examples:

3–4 a.m. #c-d ∙4m4 6 - 7:12 #f-g3∙b

4:15-5:00 #d3∙e-#e3jj 4:15-5:00 #d3∙e-

#e3jj

5:15–6 #e3∙e-#f

14.8 Sports Scores and Votes [VII.28.a] [diff.]

Regardless of print punctuation, a hyphen should be used to separate the numbers of

sports scores and the results of votes. Do not divide between lines. See also 2.6c.

14.9 Electronic Addresses

Detailed instructions for transcribing e-mail, website, and Internet addresses, as well as

filenames are located in Appendix C.3 of

English Braille American Edition. These

instructions must be followed carefully in order to render an accurate and usable

electronic address in braille.

14 - 6 TOC -- INDEX

Drill 36

Practice brailling the following sentences.

1. 1/2 x 6 2/3 = 3 1/3.

2. The young ballistics expert determined that death had been caused by a

.32-caliber automatic.

3. He bought the stock at 85 5/16 and sold it at 88 15/16.

4. A rod equals 5

 yd., or 16 ft.

5. The length of the astronomical year is about 365¼ days, or 365 da., 5 hr., 48 min.,

45.51 sec.

6. After deducting withholding tax, 6½% for retirement and $3.75 for life insurance,

his take-home pay amounted to $463.29 every week.

7. The nurse reported that the patient's pulse had ceased at 1:00:25 a.m.

8. For 30 minutes, 6:15–6:45, the fog was heavy; by 7:00 it was gone.

9. He won the match in three straight sets: 6-3, 6-2, and 6-2, although his opponent had

been a 3-1 favorite.

10. General Custer's men were armed with .45/70 Springfield rifles.

11. The cherry pie recipe calls for 2½-3 cups of sugar.

12. The board he cut was ½ - ¾ in. too long.

13. The rug measured 9' x 12', but the room was 8'

½" x 11' ¾".

14. E = mc

2

expresses the theory of relativity.

15. Internet users can travel to http://www.zkware~/12hm.org for more details.

16. The 1

st

Battalion - 64

th

Armor Regiment is often referred to as the 1/64.

EXERCISE

Prepare the following exercise for submission to the instructor. Transcriber's notes need not be

added to this exercise material.

LESSON 14

1. The high jump was won by Samuel Speed III, who cleared the bar at 6 ft., 10¾ in.—

¼ in. higher than the previous school record.

2. At 6½% interest his investment of $3700.00 yielded a return of just $240.50.

3. In 1952 the principal causes of accidents were: automobiles, 40%; at home, 22.5%;

sports and recreation, 15.4%; pedestrians, 8.3%; travel, 6.6%.

4. In the late nineteenth century the American Experience Table of Mortality gave the

life expectancy at age 10 as 48.72 years and at age 95 as .50 years.

5. We learned today that the ratio of the circumference of a circle to the radius is

expressed C = 2 x R x 3.1416 (or 3

1/7).

(continued)

TOC -- INDEX 14 - 7

14 - 8 TOC -- INDEX

6. For many years a minute of silent prayer was observed each November 11,

11:00–11:01 a.m., to commemorate the signing of the armistice ending World War I.

7. Friday, 2-4 p.m., will be devoted to interviewing applicants for the new position.

8. The banquet will begin promptly at 6:30 p.m.

9. The missile took off from the launching pad at exactly 6:00:15 a.m.

10. With

2/3 of the precincts already reported, the Governor leads his nearest competitor

189,769–160,323, though he had been given less than a 50-50 chance of winning by

the pollsters.

11. After 15 innings the two teams were still deadlocked 3–3.

12. The motor number of the stolen car is 030/692.

13. To-day ATandT stock closed at 36

3/4, up 5/8.

14. Articles V-VII of the society's constitution deal with the powers and duties of the

officers.

15. The title page at the beginning of every braille volume lists the number of braille

pages contained in that volume—thus, Pages i-xix and 1-79.

16. Pope John XXIIIrd did much to promote the ecumenical movement.

17. King Louis XVth of France is supposed to have said, "After me, the deluge."

18. Many cities were demolished by the end of World War II—III will probably see the

destruction of civilization.

19. Charles I (1600-1649) was beheaded by the Parliamentary faction in England.

20. The mysterious crate measured 6'H x 9'W x 2'D.

21. Move all of the little girls' dresses, sizes 4

-6, to the next rack.

22. Barber, please trim my hair ¼ - ½ inch.

23. You need not worry; a person's temperature is normal when it falls in the

98.4 – 99.2 range.

24. Add a hydrogen ion to H

2

O to get heavy water, D

2

O.

25. More than

1/3 of our staff will be on vacation from 6/14 to 7/1.

26. Visit our Web site at: http://www4.rigley_ 13/sim~/office.org.

27. Dad still has 20/20 vision, but he doesn't hear very well.

Lesson 15

Emphasis Indicator, Small Capital Letters, Ellipsis,

Print Signs of Omission, Quoted Material,

Termination Symbol, Order of Punctuation Marks and Composition

Signs, Portions of Words in Different Typeface, Enclosed Portions of

Words, Punctuation Marks Standing Alone or Enclosed

15.1 The Emphasis Indicator [II.10]

In addition to the composition signs already studied (the capital indicator, the number

indicator, the letter indicator, and the transcriber's note symbol), another composition

sign, the emphasis indicator, plays an important role in braille reading. In print, when

special typefaces such as italics, boldface, small capital letters, or underlining are used to

emphasize or to make distinct a word or passage, these changes must be so indicated in

braille. In literary braille, nearly all special typefaces are indicated by the same

composition sign, the emphasis indicator (dots 46). This configuration is sometimes

referred to as the "italic sign." Since it represents all special typefaces, it is more accurate

to call it the "emphasis indicator."

Foreign words, titles and proper nouns such as names of ships, subject headings at

the beginning of paragraphs, silent thought, and quoted material that is printed in a

special typeface all must be distinguished in braille using the emphasis indicator.

Sometimes, however, print typeface changes are used merely to make the production

more visually appealing, such as when titles are printed in huge letters or script, in which

case they are ignored in braille.

15.1a Single emphasis indicator. To indicate that only one word, hyphenated compound word

or expression, abbreviation, or number is in a special typeface, a single emphasis

indicator is placed before it. The effect of the emphasis indicator continues until the

reader encounters a blank cell, a dash, or a slash. For that reason, do not repeat the

emphasis indicator after the hyphen in a compound word, after an apostrophe, or after the

first period in an unspaced abbreviation. Do repeat it after a space, dash, or slash. Note

that the emphasis indicator is placed before the capital indicator. Examples:

March

blue-eyed

.,m>*

.blue-ey$

.bride-to-be

A.M.

1914-18

a priori

.,∙4,m4

.#∙i∙d-∙h

.∙ .priori

LT. COL. o'clock

l'orange

.,lt4 .,col4

.o'c

.l'or∙nge

and/or

and/or

Stop — Now!

.&_/or

.&_/.or

.,/op--.,n[6

TOC -- INDEX 15 - 1

15.1a(1) In divided words. The emphasis indicator is not repeated at the beginning of a new line

in a divided word or number. Examples:

re-

.re-

4,000,-

.#d1jjj1-

peated

p1t$

000

jjj

un-

.un-

out-of-

.\-(-

American

,∙m]ic∙n

doors

doors

15.1a(2) With punctuation. The emphasis indicator is placed after opening punctuation such as

a quotation mark, bracket, parenthesis, or dash. (See 15.7 for order of punctuation and

composition signs.) Examples:

"Help!" 8.,help60 —Help! --.,help6

15.1a(3) Change in type size. A change in type size is not considered a change in typeface and

should be ignored in braille—unless the change of type size has been used as a form of

emphasis. Example:

Tiny Tim was very small. ,t9y ,tim 0 v .sm∙ll4

15.1b Double emphasis indicator. When no more than three consecutive words are printed

in a typeface different from the surrounding text, the single emphasis indicator is placed

before each word. When more than three consecutive words (or a combination of words

and numbers) are in a special typeface, the first word is preceded by the double, or

opening, emphasis indicator (dots 46, 46) and the last word is preceded by the single, or

closing, emphasis indicator. Punctuation and composition signs do not terminate the

effect of the double emphasis indicator. Examples:

Hold the bus! .,hold .! .bus6

Please! Hold the bus! ..,pl1se6 ,hold ! .bus6

Wow! Look at page 3. ,w[6 ..,look ∙t p∙ge .#c4

If the last word of an emphasized passage of four or more words is a hyphenated

compound word, the closing single emphasis indicator precedes the beginning of the

compound word. Note that an emphasized hyphenated compound word or phrase

counts as one whole emphasized word. If a print emphasized passage begins or ends

with a dash, the dash is not included within the braille emphasis indicators. Examples:

—a happy home-coming—

--.∙ .h∙ppy .home-com+--

What a happy home-coming!

..,:∙t ∙ h∙ppy .home-com+6

Two-thirds of nine is six.

.,Two-?irds .( .n9e is six4

15 - 2 TOC -- INDEX

Occasionally a change of type may appear within an emphasized passage. In this

case, the emphasis is terminated with the word preceding the change and then resumed

with the word following it. Example:

She thought: Poor Alice Faye really needs that job.

,%e ?"\3 ..,poor ,∙lice ,f∙ye .re,y

ne$s .t .job4

15.1c Emphasis indicator and contractions. Although the emphasis indicator contains a dot

4, it is not regarded as an upper sign. Like the capital indicator, the emphasis indicator

is treated as neither a lower nor an upper sign. Therefore, its presence does not alter the

application of any of the rules concerning lower signs.

15.1c(1) Emphasis indicator with part-word lower signs. When the first syllable of a word

contains the letters that comprise a part-word lower sign (such as the word concrete),

and that word is divided between braille lines, the lower sign cannot be used for the

first syllable, as this would result in two consecutive lower signs (the contraction and

the hyphen) neither of which is in contact with a character containing a dot 1 or a dot 4.

The application of this rule is not altered when the emphasis indicator precedes the

word. Examples:

Be-

.,be-

in-

.in-

lieve

lieve

disposed

4pos$

15.1c(2) Emphasis indicator with whole-word lower signs.

In, enough, be, his, was, were. The capital and/or the emphasis indicator may precede

these whole-word lower signs. Examples:

This is his coat.

Be careful!

,? is .8 co∙t4

.,2 .c>e;l6

Remember, however, that these whole-word contractions cannot be used in contact with

any punctuation. This rule is not altered when the emphasis indicator precedes them.

"Were you?"

(be gone)

Come in.

8.,w]e .y80

7.be .g"o7

.,-e .in4

To, into, and by. These contractions may be both preceded and followed by the single

or double emphasis indicator, just as they can by the capital indicator. Exs:

into town

To err is human.

.96.t[n

..,6]r is .hum∙n4

Give it to him, not to me! By default

,give x 6..hm1 n 6.me6

,0.def∙ult

to George

By George!

.6,george

.,0.,george6

TOC -- INDEX 15 - 3

15.1c(3) Emphasis indicator with and, for, of, the, with and a. [XI.37] These words should not

be joined if punctuation or composition signs intervene. This applies to the emphasis

indicator, which is a composition sign. Examples:

We get The Times and The Post.

,we get .,! .,"ts & .,! .,po/4

Just for the fun of it. ,j .= .! .fun ( x4

Just for the fun of it! ,j ..=! fun ( .x6

The single emphasis indicator affects only a single word; therefore, if only the first

word of any of these conjunctions or articles that are normally joined in braille is

emphasized, it should be joined to the following word as usual. Example:

We are for the people.,we >e .=! p4

15.1d Unemphasized connecting words. Follow print when a series of words, all

emphasized for the same reason, is connected by an unemphasized incidental word such

as and, for, or but. Example:

The Thrush, Phoebe, Vireo, Blue Jay and Chickadee are birds of the northern forest.

,! ..,?ru%1 ,phoebe1 ,vireo1 ,blue

.,j∙y & .,*ick∙dee >e birds (!

nor!rn =e/4

15.1e Consecutive items emphasized for different reasons. Consecutive items that are

emphasized for different reasons are not treated as a single emphasized passage; each

item is emphasized individually. Examples:

This paragraph heading is followed by an emphasized term:

Types of Homicide. Murder in the first degree is a killing with malice aforethought.

.,types .( .,homicide4 ..,murd] 9 !

f/ .degree is ∙ kill+ ) m∙lice

∙=e?"\4

Here an emphasized term is followed by a title:

A story centering on a single dramatic incident is called a short story. The Necklace

is a perfect example.

,∙ /ory c5t]+ on ∙ s+le dr∙m∙tic

9cid5t is c∙ll$ ∙ .%ort ./ory4 .,!

.,neckl∙ce is ∙ p]fect ex∙mple4

15 - 4 TOC -- INDEX

A dash (or ellipsis, 15.3) occurring in the middle of an emphasized passage does not

terminate the effect of the double emphasis indicator. However, when two words or

phrases, separated by a dash, are emphasized for different reasons, or, for a clear

understanding of the text need to be independently emphasized, in braille they should be

emphasized individually. Example:

We are a party of three—one too many!

,we >e ∙ ."py .( .?ree--."o too _m6

15.1f Series of emphasized titles. When a series of proper nouns, such as titles of books,

movies, songs, etc., is italicized (or is in any other special typeface) in print, each title is

emphasized individually in braille. Example:

On Friday the children sang Farmer in the Dell, Yankee Doodle, The Old Oaken

Bucket, and Bobby Shaftoe.

,on ,fri"d ! *n s∙ng ..,f>m] 9 !

.,dell1 .,y∙nkee .,doodle1 ..,!

,old ,o∙k5 .,bucket1 & .,bo2y

.,%∙ftoe4

15.1g Single letters in special typeface and/or quotation marks. Because a single letter is

distinguished in braille by the letter indicator, when a single letter is printed in italics or

boldface and/or enclosed in quotation marks, these print signs of distinction are omitted

in braille. (See 12.1g(1)) Examples:

S makes a plural. [or] "S" makes a plural. [or] "S" makes a plural.

;,s m∙kes ∙ plur∙l4

 Note: This is the only instance where print quotation marks are omitted in braille.

15.1h Words and phrases in both a special typeface and quotation marks. When in print a

freestanding portion of a word, a whole word or phrase, or an entire passage is

emphasized by being both in a different typeface and enclosed in quotation marks, in

braille retain the quotation marks and ignore the special typeface. Examples:

Greta just "loves" roses! ,gret∙ j 8loves0 roses6

"Re" is a prefix meaning "over again."

8,re0 is ∙ prefix m1n+ 8ov] ∙g40

However, if within an italicized (or otherwise emphasized) passage some words are in

quotation marks, or, within a quoted passage some words are in italics, and it is necessary

to show such distinctions to the reader, print should be followed, and both the italics and

the quotation marks retained. Examples:

TOC -- INDEX 15 - 5

"Help!" the boy yelled. 8.,help60 ! boy yell$4

"Is he going too?" 8,is he go+ .too80

“Will you please play ‘Moonlight Sonata’?” 8,w y pl1se pl∙y

,8.,moonli<t .,son∙t∙0'80

He thought to himself, I remember so well when she said, "I do."

,he ?"\ 6hmf1 ..,i rememb] s well

:5 %e sd1 8,i .d40

15.1i Italicized passages of more than one paragraph. When an italicized (or otherwise

emphasized) passage consists of more than one paragraph, the double emphasis indicator

is placed at the beginning of each new paragraph regardless of its length or content (even

if the paragraph consists of just one word). The single emphasis indicator, indicating the

end of the emphasized material, precedes the last word of the last paragraph.

15.1j Summary: Use of the Emphasis Indicator

The emphasis indicator is used in braille only when words are printed in a different

typeface to indicate emphasis or distinction. Remember that special typefaces employed

by printers for visual enhancement are ignored in braille (such as ornate letters or titles

printed in script, italics or boldface), but, with only certain exceptions explained below,

when an author or publisher chooses to highlight certain parts of text their wishes must be

respected and print must be followed. The rules governing the use of the emphasis

indicator may be summarized as follows.

Use the Emphasis Indicator

1. To indicate emphasis. Use the emphasis indicator when print emphasizes a word

or phrase by placing it in a different typeface. [Jump! Now!]

2. To show distinction when indicated by a special typeface in print for:

• Foreign words or phrases [Lesson 16]

• Proper nouns such as names of ships, books, pictures, etc.

• Subject headings at the beginning of paragraphs [Lesson 19]

• Silent thought as distinguished from conversation

• Passages not enclosed in quotation marks that are printed in a type different

from that of adjacent text—even when separated from the text by blank lines

and/or change of margins [15.5]

15 - 6 TOC -- INDEX

Do Not Use the Emphasis Indicator

Special typefaces should not be indicated in braille when they have been used in print

strictly for stylistic reasons or when distinction is sufficiently indicated in braille by other

means, as in the following:

1. When letters that mean letters are preceded by the letter indicator [Class B Xed]

2. When freestanding portions of words are printed in a special typeface [pend -ing]

3. When pronunciations are both emphasized and in parentheses [turkey (tur-kee)]

4. Where a vertical list of words or terms, which is always brailled with a blank line

before and after it, is printed in italics or boldface

5. Where chapter titles or other centered headings are printed entirely in italics or

boldface

6. Where letters, words, or passages are shown in both quotation marks and a special

typeface, except where required for emphasis or distinction

15.2 Small Capital Letters [II.10.e]

As with italics, if small, or block, capital letters have been used in print for stylistic

purposes, they are ignored in braille and normal capitalization is followed. However, if

they are used in print to emphasize or distinguish letters or words, the braille emphasis

indicator should be used to indicate this change in typeface.

When common words that are not part of a title are printed in small capitals, they are

emphasized in braille and not capitalized. Example:

It was so obvious she might as well have had GUILTY printed on her forehead.

,x 0 s obvi\s %e mi<t z well h _h

.guilty pr9t$ on h] =eh1d4

 Note the difference between full capitals and small capitals; small capitals are

nearly the same height as lower-case letters: GUILTY GUILTY Guilty

When an entire sentence is in same-size small capitals, use normal capitalization.

Example:

The note said: COME ON OVER!

,! note sd3 .,-e .on .ov]6

When a title appears in small capitals all of the same size, the initial letters of the

first and principal words should be capitalized, as well as the first letters of each proper

name. Example:

John Leech was famous for his hunt scenes such as THE FIRST DAY OF THE SEASON.

,john ,lee* 0 f∙m\s = 8 hunt sc5es

s* z ..,! ,f/ ,"d (! .,s1son4

When the first letter of a word that is printed in small capitals is larger than the rest,

follow print. Examples:

TOC -- INDEX 15 - 7

THE OUT-OF-THE-WAY INN .,! .,\-(-!-,w∙y .,9n

Gainsborough painted BLUE BOY.

.,g∙9sbor\< p∙9t$ .,blue .,boy4

When two distinct typefaces must be maintained, the words or letters in small capital

letters are indicated by use of the double capital indicator. Examples:

Have you read E

RIK WEIHENMAYER’S Touch the Top of the World?

,h y r1d ,,]ik ,,weih5m∙y]'s ..,t\* !

,top (! .,_w8

Capt. Jones of the HMS Shanghai said the ship sails at 8 P.M.

,c∙pt4 ,j"os (! ,,hms .,%∙ngh∙i sd

! %ip s∙ils ∙t #h ,p4,m4

 Note: Unless needed for emphasis, when brailling abbreviations, as in 8 P.M. above,

ignore the change of typeface and use only the appropriate capital indicator(s).

Drill 37

Practice brailling the following sentences.

1. The general planned to withhold his attack until after the troops had landed.

2. A good source for ideas for new business enterprises is 999 Little-known Businesses.

3. "Bon appetit!" said the young waiter as he left the table.

4. The STAR-SPANGLED BANNER, written by Francis Scott Key, was adopted as the U.S.

national anthem in 1931.

5. We'll make the trip for the children, not in spite of the children.

6. The following books have been written by Lu Bannert: Messages From Hindustan,

Discovery, and Night On The Veld.

7. He is arriving at 3 a.m., not p.m.

8. The planets that revolve around the sun are: Mercury, Venus, Earth, Mars, Jupiter,

Saturn, Uranus, Neptune, and Pluto.

9. This is the end, he thought, as the speeding car bore down upon him.

10. "You're on the road to success when you realize that failure is merely a

detour."—William G. Milnes, Jr., in The Saturday Evening Post.

11. The Times' JANET DIANA CARR is a first rate reporter.

12. Little Tonya sang clearly, "a, b, c, d, e, f, g."

13. What can it be? he wondered, as he examined the odd-looking package.

14. It is usually easier to get into the state of matrimony than to get out of it.

15. Mark is on the "A" team and Brian is on the "B" team.

15 - 8 TOC -- INDEX

If it is desirable to divide this lesson into two sections, the first 18 sentences in the

Exercise may be assigned at this time, as they relate only to the material that has been

studied to this point.

15.3 The Ellipsis [I.7]

In print, the ellipsis is usually shown as three dots or asterisks used to indicate the

omission of a word or words or as a pause between words. In braille, it is represented by

dots 3, 3, 3. Space and punctuate this symbol as a word. Examples:

"Fools rush in . . . " 8,fools ru% 9 '''0

"

* * *

for they shall inherit the earth."

8''' = !y % 9h]it ! e>?40

"Breathe, Melissa. In . . . and out. In . . . and out."

8,br1!1 ,meliss∙4 ,9 ''' & \4 ,9

''' & \40

15.3a Ellipsis with a period. Sometimes an ellipsis appears to be four dots rather than three.

This is because the ellipsis is either preceded or followed by a period. Since the braille

period is not the same as the dots of an ellipsis, it must be determined which of the four

dots is the period.

If the sentence is incomplete, i.e., does not contain a subject and a verb and express a

complete thought, then the ellipsis is taking the place of missing words within the

sentence—in which case the period immediately follows the ellipsis, just as it would a

word. If a sentence is grammatically complete, the first dot represents the period and the

ellipsis represents a following missing sentence or sentences. In this case, a blank cell is

left between the period and the following ellipsis. Example:

As you can see, I have followed your career. . . . As to my own . . . . Well, you

know the story.

,z y c see1 ,i h foll[$ yr c>e]4

''' ,z 6my [n '''4 ,well1 y "k !

/ory4

15.3b Ellipses and emphasis indicators. Like the dash, an ellipsis shown at the beginning or

end of an emphasized passage is not included within the emphasis indicators. Example:

He read only part of the sentence, ". . .the people of the United States, . . . do ordain

and establish this Constitution . . ."

,he r1d only "p (! s5t;e1 8''' ..!

p (! ,unit$ ,/∙tes1 ''' d ord∙9 &

e/∙bli% ? .,3/itu;n '''0

 Note that the ellipsis in the middle of an emphasized passage does not terminate the

effect of the double emphasis indicator.

TOC -- INDEX 15 - 9

When within an emphasized passage an ellipsis or a dash occurs that represents a

missing word or words, for purposes of determining whether in braille to use a single or

double emphasis indicator, count the ellipsis or dash as one word. Example:

Gimme the . . . money! ..,gimme ! ''' .m"oy6

15.3c Ellipsis ending a paragraph or indented as a paragraph. Since the ellipsis is treated as

a word, where it ends a paragraph and there is not room for it on the line with the other

text, it may appear on the following braille line by itself.

If, in the middle of a passage consisting of several paragraphs, the omission of an

entire paragraph is indicated by an ellipsis, the ellipsis should be indented as a new

paragraph.

If more than one paragraph is printed in a special typeface, an opening emphasis

indicator, as explained in §15.1i, precedes each paragraph. If an omitted paragraph within

such a passage is indicated by an ellipsis, do not emphasize the ellipsis in braille.

15.4 Print Signs of Omission [I.5.b, I.7.a]

In Lesson Three we learned that when print uses a long line to indicate a missing word or

missing letters within a word, in braille the omission dash is used. If hyphens are used in

print to indicate missing letters in a word, an equal number of hyphens are brailled. When

missing letters are indicated by dots, braille an equal number of unspaced braille dots (dot

3). Examples:

Roger B----- Roger B. . . . .

,rog] ,b----- ,rog] ,b'''''

15.5 Quoted or Displayed Material [II.10.f, g]

When quoted matter, i.e., passages taken verbatim from another source, or other

displayed material such as a facsimile of a handwritten note or a sign, is set off in print by

blank lines, special typefaces, or indented margins, the following rules should be

observed:

 If quoted material appears in both quotation marks and a distinctive typeface, such

as italics, in braille the quotation marks are retained but the italics are omitted unless

they are needed for emphasis or distinction.

 If displayed material is printed only in italics or another distinctive typeface, it

should be emphasized in braille.

 Leave one blank line before and after quoted or displayed material. When

material that must be followed by a blank line ends on either line 24 or 25, leave a

blank line at the top of the next page following the running head.

 Follow print paragraph format, either indented or blocked.

 Follow print for capitalization. However, it is suggested that fully capitalized

passages of more than one sentence be indicated by use of emphasis indicators and

normal capitalization used.

15 - 10 TOC -- INDEX

TOC -- INDEX 15 - 11

15.6 Termination Symbol [II.11]

Another important composition sign is the termination symbol. When there is a change of

typeface within a word, it is necessary to alert the reader to that fact. To stop the effect of

a special typeface such as the double capital indicator or the emphasis indicator before

the end of a word, insert the termination symbol (6, 3) immediately following the

emphasized portion to show the return to regular text. Examples:

BASEball ,,b∙se,'b∙ll baseBALL b∙se,,b∙ll

Hello! .,hel,'lo6 Hello! ,hel.lo6

 Note: The termination symbol is not used in abbreviations such as AFofL.

Abbreviations have their own rules (see 13.2.b).

15.7 Order of Punctuation Marks and Composition Signs [II.8]

Punctuation marks should be brailled in the order that they appear in print. Whenever

punctuation and composition signs occur together before a word, number, or letter, the

following order should be observed:

1. Opening parenthesis or

bracket

2. Opening quotation mark

3. Dash before opening foreign

conversation

4. Emphasis indicator

5. Opening Spanish question or

exclamation mark

(Lesson 16)

6. Non-Latin letter indicator

(Lesson 16)

7. Print symbol indicator

8. Dollar or section sign

9. Number indicator

10. Letter indicator

11. Apostrophe

12. Decimal point

13. Capital indicator

14. Accent symbol

15.8 Portions of Words and Numbers in a Different Typeface [II.11]

15.8a Plural abbreviations and suffixes. Letters added to fully capitalized abbreviations are

usually printed in lower case. The Braille Authority of North America (BANA), whose

responsibility it is to write rules for braille transcribing has not made a provision for

using the termination symbol in abbreviations, although it is under consideration.

Termination symbols are not generally used in abbreviations; however, if the use of a

termination symbol in abbreviations with lower case endings would make it more

readable, it is suggested that one be used. Single-cell, part-word contractions are

permitted in suffixes. (See 6.1g) Examples:

GI's hats

,,gi's h∙ts ICBMs ,,icbm,'s

The sample will be DNAed today. ,,dn∙,'$

15.8b Partially emphasized words. Do not use contractions in partially emphasized words.

When a termination symbol is used, it must be listed on a special symbols page (to be

studied in Lesson 19). Examples:

"Tie a yellow ribbon 'round the old oak tree," sang the GIs.

8.,tie ∙ .yel,'low .rib,'bon 'r.d !

.old o∙k tree10 s∙ng ! ,,gi,'s4

Can you be-lieve it? The boss OK'd it!

,c y .be,'-lieve x8 ,! boss .,,ok'd

x6

 Notice that in "be-lieve" the termination symbol immediately follows the emphasized

letters, preceding the hyphen and the apostrophe.

15.8c Dividing words. A word containing a termination symbol may be divided between

lines, but only following a syllable or a hyphen. Examples:

forty-seven .forty,'-seven

forty- .for- [or] .forty,'-

seven ty,'-seven seven

 Note that a hyphenated-compound word is treated as a whole, and contractions are not

used in either portion of the word.

15.8d Partially emphasized numbers. When portions of numbers are emphasized in print, a

termination symbol is used in the same way as it is in words. Note that the termination

symbol stops the effect of the number indicator as well as the emphasis indicator.

Examples:

9876

.#ih,'gf

6:986 .#f,'3#ihf 45/100 .#de,'_/#∙jj

43-47 .#dc,'-#dg 43-47 #dc-.#dg

(Although there is no rule that says a composition sign terminates the effect of a

number indicator, for clarity, it is recommended that the number indicator be

repeated in situations where the second number is emphasized.)

15.8e Partially emphasized letter/number combinations. Note in the first example that

follows that the effect of both the emphasis and number indicators is stopped by the

termination symbol, and therefore a letter indicator is not required. Examples:

38m .#ch,'m 38m #ch.;m

m38 .m,'#ch m38 m.#ch

15 - 12 TOC -- INDEX

15.9 Slash in Partially Emphasized Expressions [VII.28.e(7)]

When a slash occurs between fully capitalized or emphasized words or expressions,

repeat the double capital or emphasis indicator following the slash. Because a slash

terminates the effect of emphasis indicators, when the first section of such an expression

is emphasized, a termination symbol is not required. Examples:

ATC/CN ,,∙tc_/,,cn atc/cn .∙tc_/.cn

ATC/cn ,,∙tc_/cn atc/cn .∙tc_/cn

1

5.10 Freestanding Portions of Words [BF Rule 1§4a(1)]

Uncontracted braille is used for a freestanding portion of a word—whether it is standing

alone, or preceded or followed by a hyphen. A letter indicator is not used unless the word

portion could be confused with a single-letter contraction or a short-form word. Do not

use the contractions for to, into, or by before freestanding portions of words. Use

emphasis indicators only when needed for emphasis or distinction. (See 15.1j) Examples:

Add -ing to th. ,∙dd -ing to th4

Graffiti artists had changed the con to de so now the sign read, "4th Floor Closed Due

to Destruction."

,gr∙6iti >ti/s _h *∙ng$ ! .con to .de

s n[ ! sign r1d1 8#d? ,floor ,clos$

,due 6.,de,'/ruc;n40

15.11 Enclosed Portions of Words [I.3.a]

When letters are enclosed in parentheses or brackets within words, follow print copy and

do not divide such words between braille lines. Example:

ul(ti)matum ul7ti7m∙tum

Although Rule I.3.a. in English Braille American Edition shows contractions

used in words containing enclosed letters, that rule is under consideration for revision. It

is recommended that Rule 1§4a(3) in Braille Formats be followed and contractions not

be used in a word where text calls attention to specific letters by the use of a special

typeface or enclosure signs. Example:

conform(i)ty conform7i7ty

15.12 Punctuation Marks Standing Alone or Enclosed [BF Rule 6§1.b]

Place dot 4, the print symbol indicator, (see 13.1e) before a mark of punctuation that is

shown standing alone or enclosed within parenthesis, brackets, or quotation marks.

Explain this usage in a transcriber's note. Examples:

(lg. print : alk. paper) 7lg4 pr9t @3 ∙lk4 p∙p]7

And then he added: "?" ,& !n he ∙4$3 8@80

TOC -- INDEX 15 - 13

Drill 38

Practice brailling the following sentences.

1. The Mysterious Attitude. A statement such as, "I wish I could tell you the answer,

but . . ." implies that you have inside information that would blow the lid off everything.

2. "You're so . . . so . . ." he yelled in exasperation. He just couldn't find the words to express

his frustration. ". . . terrific?" she asked coyly.

3. By disability, as used in the Social Security Act, is meant "inability to engage in

substantial gainful activity. . . ."

4. Look at the map on page s4.

5. "I'll be glad when my boot training is over and I can say good-bye to S.. D....

forever," Frank wrote.

6. The word "dispatch" may be spelled either dispatch or despatch.

7. It was the one-o'clock, not the two-o'clock news report, that stated the plane was missing.

8. If she will only permit me to announce our engagement, I will renounce all my bad

habits and denounce all my former sweethearts.

9. The ad read: "You simply can't afFORD to be without a FORD."

10. The letters enclosed in parentheses should be contracted in braille: (dis)t(ing)ui(sh),

M(in)n(ea)polis, m(ed)ic(in)al.

11. He was extremely proud of his former connection with the FBI ("G-men are the world's

greatest detectives," he was fond of saying).

EXERCISE

Prepare the following exercise for submission to the instructor. Correspondence students:

Submit the entire exercise at one time and ignore the line of asterisks between sentences

#18 and #19.

LESSON 15

1. The thought that the federal government is wealthy and the states poverty-stricken is a

dangerous illusion.

2. Since all men are created equal, it follows a priori that no group is entitled to

preferential treatment.

3. This new remote control can program the CD-ROM drive to play a music CD.

4. Back in 1919, when we numbered 105,000,000 in this country, it took some

26,000,000 workers to grow our food, dig our fuels and metals, and make the goods we

needed.

5. When O'Brien got up to speak, Todd thought, he just doesn't have any self-assurance.

15 - 14 TOC -- INDEX

6. The following books were written by Thomas Wolfe: Look Homeward, Angel; Of

Time and the River; From Death to Morning; The Story of a Novel; The Face of a Nation;

The Web and the Rock; You Can' t Go Home Again; The Hills Beyond; A Stone, a Leaf, a

Door.

7. CAPITAL PUNISHMENT: Spending the summer in Washington, D.C.—Richard

Armour in Today's Living.

8. Will the students in group "a" please move so that group "b" can sit down?

9. The local Shakespeare Society is planning to produce one of the following plays this

season: As You Like It; King Richard III; Julius Caesar; or Hamlet.

10. Sometimes Henry, seated at the head of the table in his little dining room at home,

would look around him at his wife and two daughters and recall those ads he saw in the

magazines for insurance—the kind with the banner line reading: Are you, as head of your

family, giving your loved ones the protection they need? or As family provider your family

looks to you for security—now and in the future.

11. The g in gnat is silent.

12. Charlie called to me, "The water's fine. Come on in!" So "in" I went!

13. 'It is not the size nor the gold equivalent of what each of us contributes to the world

that is a measure of the value of his gifts. The service we render to others is really the rent

we pay for room on this earth.' —Wilfred T. Grenfell

14. Thomas Jefferson will long be remembered for his drafting of The Declaration of

Independence.

15. Steven's thoughts turned to Ritchy, his idea of a great vacation (but not mine) is just

to sit!

16. MEMO: THE DOG THAT WOULDN'T BE is the camp movie this week.

17. Tennyson wrote "In Memoriam" to express his grief at the death of a young friend.

18. The Athenians not only had government of the people and for the people, but also

government by the people.

* * * * * * * * * * * * * * * * * * * * * * * * * * * *

19. Dwight Eisenhower, when president, said, "The federal government did not create the states

of this republic. The states created the federal government...."

20. The sign on the wall explained the company policy:

It is our rule that no alteration can be made to

one of our products by the retailer. Our warranty

is in effect only if the product is in its original

condition—that is, as it was when it left

Kirby & Co.

21. MERRIAM-WEBSTER'S NEW COLLEGIATE DICTIONARY is considered a descriptive

dictionary; W

EBSTER'S NEW WORLD DICTIONARY is a prescriptive dictionary.

(continued)

TOC -- INDEX 15 - 15

15 - 16 TOC -- INDEX

22. Oh boy, am I in for a dull evening! he thought when he saw Aunt Em confronting

him in the doorway. "What a pleasant surprise!" he said aloud. —and now I won't know till

morning who won the fight on TV.

23. He scribbled a hasty note: "Will be in N.. Y... City 2 days. Be careful what you tell

the d..n internal revenue guy."

24. Article III, Sec. I, of the Constitution provides as follows: The judicial power of

the United States shall be vested in one supreme Court, and in such inferior courts

as Congress may from time to time ordain and establish. The judges, . . ., shall hold their

offices during good behavior, and shall, . . . .

25. In the following words the accented syllable is indicated by italics: proficient,

reunify, visionary, unlikely, proviso, discord, pretend.

26. Benny Friedman was the man who put the FOOT in FOOTball.

27. During the 19th century, the sixteen-hour day was not uncommon, whereas today

there is talk of shortening the eight-hour day.

28. In the following words the letters enclosed in brackets are optional: encyclop[a]edia,

cancel[l]ed, bus[s]es.

29. Soon the Serene was plunging through the most terrifying storm of the voyage,

1957's Hurricane Carrie that, only a few hundred miles away, sank the huge four-masted

German bark Pamir, with a loss of 80 lives.

It was about this time that Cohen began inscribing a piteous document dealing with "The

Last Days on Earth of Leslie Cohen." Excerpts:

Constantly wet. Working 18 hours a day. If I ever come out of this alive I'll

never set foot on a boat again.

Bad storm again! God has never heard three bums pray as loud as we did.

. . .

Another day, another hurricane. This is the worst mistake two men ever

made.

30. The entry "Coverage only for vicarious liability of named insured (?)" puzzled the

law clerk.

31. NOTICE: The YMCAers will meet Tuesday at 7 p.m.

32. Tom's brother was late for supper so he went all over the neighborhood calling for

him, "Char-lie—supper time—Char-lie." Charlie was so far away that he only heard

the "-lie."

Lesson 16

Accent Symbol, Foreign Words in English Text, Anglicized Words,

Corrupted Words, Coined Words, Specialized Terminology,

Non-Latin Alphabets, Old and Middle English, Foreign Punctuation

16.1 Accent Symbol [V.24.c]

The next braille composition sign to be studied is the accent symbol (dot 4). In braille, this

symbol is placed immediately before a letter that, in general literature, is printed with an

accent or diacritical mark. In literary braille, where only a few words or sentences are in a

foreign language, no distinction is made between different kinds of accent marks.*

Examples:

garçon g>@con São Paulo ,s@∙o ,p∙ulo

When brailling foreign words printed in regular typeface in English text, accented letters

must not form part of a contraction. Examples:

barrière (French) b>ri@ere fiancé (French) fi∙nc@e

årstid (Swedish) @∙r/id färben (German) f@∙rb5

An accent mark in an English word indicates an entire stressed syllable—not just a letter—

and contractions are used. Examples:

blessèd b.s@$ reënforce re@5=ce

coëducation co@$uc,n wingèd w+@$

When an accent mark is used, it must be listed on a special symbols page (to be studied

later).

* The distinction between the various accent marks is made when brailling textbooks in

which diacritic markings are used to study pronunciation, or when brailling whole foreign

language texts, such as those used in foreign-language instruction. Braille configurations

for special characters found in French, Italian, Spanish, German, and Greek are listed in

Appendix B of English Braille American Edition. Braille codes for other languages can

be found in World Braille Usage (available through the National Library Service for the

Blind and Physically Handicapped). Transcribers unfamiliar with the rules of Braille

Formats and those prescribed by the Braille Authority of North America's (BANA)

Foreign Language Technical Committee should not attempt to transcribe diacritics or

foreign language books.

New rules for brailling foreign language texts are now under production at BANA.

Until they are available, questions should be directed to the foreign language experts at

the National Braille Association (NBA), 95 Allens Creek Road, Rochester, NY 14618 or

the California Transcribers and Educators of the Visually Handicapped (CTEVH),

741 North Vermont Ave., Los Angeles, CA 90029.

TOC -- INDEX 16 - 1

16.2 Foreign and Anglicized Words Defined

All dictionaries of the English language contain both words of English origin and words

that have a foreign origin but have been so incorporated into English that they are

considered "anglicized," i.e., part of the language. Many dictionaries also include

foreign words that have not acquired an anglicized status but are often used by English

speakers. These foreign words are either incorporated in the body of the dictionary and

clearly designated as foreign by a special mark, such as a dagger, or are they are listed

separately under a heading such as "Foreign Words and Phrases."

Any word listed in the A to Z entries in the body of an English dictionary is

considered an English word unless specifically designated as foreign. (See also 16.5.)

16.3 Foreign Words in English Text [V.24]

The rules for brailling foreign words that are distinguished in English text by a different

typeface, such as italics, differ from foreign words that are printed in regular typeface.

16.3a Foreign words in distinctive typeface. When foreign words, phrases, or names within

English text are printed in a typeface different from the surrounding text, and/or

enclosed in quotation marks, follow print. Do not use contractions or letter indicators in

such words, and do not use the contractions for to, into, or by before them. Examples:

Nicole is très chic. ,nicole is .tr@es .chic4

"Einbrecher" is the word for "burglar" in German.

8.,einbrecher0 is ! ^w = 8burgl>0 9

,g]m∙n4

The word "educator" comes from the Latin "educare."

,! ^w 8$uc∙tor0 -es f ! ,l∙t9

8educ∙re40

"Adiós, Mariá y José," said Father.

8..,∙di@os1 ,m∙ri@∙ y .,jos@e10 sd

,"f4

We will go to Rome by Via Appia, the old Roman road.

,We w g 6,Rome by .,vi∙ .,∙ppi∙1 !

old ,rom∙n ro∙d4

16 - 2 TOC -- INDEX

16.3a(1) Foreign names in English text. When, in English text, a foreign name is printed in a

distinctive typeface such as italics, the italics have been used to distinguish it both as

foreign and as a proper noun. Contractions are not used in these names. Example:

During the Battle of Jutland, the German Derffinger sank the Queen Mary.

,dur+ ! ,b∙ttle ( ,jutl&1 ! ,g]m∙n

.,derffinger s∙nk ! .,que5 .,m>y4

16.3a(2) English names in foreign phrases. Contractions are not used in English names when

they appear within foreign phrases that are set off in a distinctive typeface. Example:

Mother reminisced about le bon President Kennedy.

,"m rem9isc$ ∙b ..le bon

,president .,kennedy4

16.3b Foreign words in regular typeface. When foreign words and names are printed in

regular typeface, contractions and letter indicators are used. Examples:

Nicole is très chic. ,nicole is tr@es *ic4

"Adiós, Mariá y José," said Father.

8,∙di@os1 ,m>i@∙ ;y ,jos@e10 sd

,"f4

However, the following rules must be observed:

16.3b(1) Foreign and English words spelled alike. Sometimes a foreign word has the same

spelling as an English word, or a braille contraction for an English word, but the

meaning, pronunciation, and/or syllable division is different. Where the use of a

contraction could cause difficulty in the recognition of such a word, the contraction is

not used. Examples:

al fine (äl fe' ne) ;∙l fine centime (sän teem) c5time

mare nostrum (mer' e nostrum) m∙re no/rum

Was ist das? ,w∙s i/ d∙s8

Får jag be om notan! ,f@∙r j∙g be om not∙n6

tae kwon do t∙e kwon do

Erin go bragh ,]9 go br∙<

en la tarde en l∙ t>de in aeternum 9 ∙et]num

TOC -- INDEX 16 - 3

16.3b(2) Single foreign letters or letter combinations. Use a letter indicator before any free-

standing, accented or unaccented, single foreign letter in regular typeface. A letter

indicator should also be placed before any letter combination that could be mistaken for

a short-form word. Examples:

e pluribus unum ;e pluribus unum

We shall sing a Reel à Bouche.

,we % s+ ∙ ,reel ;@∙ ,b\*e4

honi soit qui mal y pense

honi soit qui m∙l ;y p5se

al dente ;∙l d5te ab initio ;∙b 9itio

16.3c Dividing foreign words. A good rule of thumb to use when dividing foreign words is

to keep prefixes and suffixes intact and divide compound words into their component

parts. This practice, however, can be troublesome for a transcriber who is not familiar

with the language. For instance, Spanish words never divide between double ll's, rr's, or

between c and h. If, after consulting all available resources, proper division still cannot

be determined, do not divide the word. Examples:

La Jo/lla Ca/bri/llo co/rrer mu/cho

16.4 Foreign Punctuation Marks [V.24.d]

Punctuation used in foreign languages generally follows that used in English. However,

the differences that are pointed out below should be observed when transcribing such

material found in English text.

16.4a Foreign quotation marks. When French uses guillemets (« ») or German uses inverted

quotation marks („ “) to enclose conversation, these are represented in braille by the

appropriate English inner or outer quotation mark symbols. This usage should be

explained on a transcriber's notes page (to be studied later).

When dashes are used to enclose foreign-language dialogue instead of quotation

marks, in braille they are spaced in the same way as quotation marks. That is, the opening

conversation dash, preceded by a space, must be in conjunction with the following word

or composition sign(s) preceding the word. And the closing dash, which follows the

preceding word or mark of punctuation immediately and cannot be separated from it, is

followed by a space.

When a dash is used in braille to introduce foreign conversation, this usage must be

explained on a special symbols page (to be studied later). Example:

16 - 4 TOC -- INDEX

When asked if he had enough money, Pedro said, —Tengo mas de veinte pesos.—

,:5 ∙sk$ if he _h 5 m"oy1 ,p$ro sd1

--..,tengo m∙s de veinte .pesos4--

16.4b Questions and exclamations in Spanish. In Spanish a question is enclosed in question

marks, the first one inverted and placed at the beginning of the question. In braille, both

the opening and closing question marks are represented by dots 26, different from the

English question mark. Similarly, Spanish exclamations begin with an inverted

exclamation mark. The exclamation marks are represented by dots 235—just as in

English braille. Spanish punctuation marks must be explained on a special symbols page

(to be studied later). Examples:

¿Es éste el camino a Puebla?

..5,es @este el c∙mino ∙ .,puebl∙5

— ¡Es demasiado! — Ana shouted.

--.6,es .dem∙si∙do6-- ,∙n∙ %\t$4

 Note that the emphasis indicator is placed before the opening punctuation—but

following the opening dash.

16.5 Anglicized Words

Many words that were once considered foreign have been anglicized. When anglicized

words such as carte blanche, enfant terrible, vis-à-vis, coup d'état, or sans serif, which

are no longer designated as foreign in the dictionary, are printed in italics, we must

assume that the author has chosen to italicize them for emphasis or distinction—in

which case the italics are kept and contractions are used. When in doubt consult a

reputable dictionary less than ten years old. See 16.2, and refer to §4.5d for suggestions

on dictionaries.

Drill 39

Practice brailling the following sentences.

1. The attractive divorcée and her distingué protégé created a sensation at the lawn

fête.

2. Louis XIV stated the position of all dictators when he said, "L'état c'est moi."

3. The François family with their entire ménage had already departed for Florida.

4. ‘And opening his mouth he taught them saying, “Blessèd are the poor in spirit for

theirs is the kingdom of heaven. . . .” ’

5. The newest trend in German politics is Parteiverdrossenheit, or PV for short.

(continued)

TOC -- INDEX 16 - 5

6. "Vive la France!" defiantly shouted the young patriot as he was led off to face the

firing squad.

7. José de San Martín was one of the leading liberators of South America.

8. Signorina Puccini is auditioning with the Metropolitan Opera Company.

9. Étienne professed to be enchanté to meet la belle Mademoiselle Andersen.

10. The original German title of Erich Remarque's famous book All Quiet on the

Western Front was Im Westen Nichts Neues.

11. Egypt is fine, but if we have to go to Port Said again, we're finished — al fine!

12. My family comes from a small town in Italy called Giovanni a Piro.

13. We can keep this little cherub here, but that little enfant terrible will have to go

home.

14. "E molto bene di ritornare a casa," said the old woman as she stepped off the train.

15. "When will you be back?" called his comrades as Poncho rode off in the general

direction of the border, and his reply was — ¿Quién sabe? —

16.6 Corrupted Words, Coined Words, Specialized Terminology [X.34.d]

16.6a English interspersed with foreign or corrupted foreign words. When transcribing

dialect that is a hybrid of English and some foreign language, those emphasized (usually

italicized) sentences or phrases that are purely foreign are brailled uncontracted. When

unemphasized foreign or corrupted foreign words are interspersed with English, these

words are treated as dialect and contractions are used. (See §12.5b(3)) Example:

"Rink the bell, Hans. I vant Ernst und Konrad, now—zupper is

ready."

"Ja, Mutter."

"Hurry now. Das ist gut."

8,r9k ! bell1 ,h∙ns4 ,i v∙nt ,]n/

.und ,konr∙d1 n[--zupp] is r1dy40

8.,j∙1 .,mutter40

8,hurry n[4 .,d∙s .ist .gut40

16.6b Made-up, or coined, words. A somewhat similar problem arises in the case of made-up

words such as those often found in science fiction and verse. These words cannot be

regarded as foreign; therefore, they are contracted in the same manner as English words.

It is suggested, however, that a contraction or short-form not be used if the letter

combination bridges two words in a coined word. Examples:

Use Youthair Cream

,use ,y\th∙ir ,cr1m

Firstar Bank ,first> ,b∙nk

16 - 6 TOC -- INDEX

16.6c Specialized terminology. Foreign words are frequently used in specialized material, such

as books on law, medicine, music, and cooking, and for scientific classifications in fields

such as botany and zoology. If the meanings are explained in the text or in a glossary,

such terms are contracted like English words, even though some of them may not be

found in the dictionary. Example:

Some starlings, members of the species Sturnus vulgaris, are fine singers.

,"s />l+s1 memb}s (! species

.,/urnus .vulg>is1 >e f9e s+]s4

16.7 Non-Latin Alphabets [V.24.e, V.26.b] [diff.]

16.7a Non-Latin letter indicator. When letters from non-Latin languages such as Greek,

Russian, or Hebrew (the only non-Latin languages for which there are official BANA

codes) appear in English text, the braille equivalents of these letters are used and they are

preceded by dot 2, the non-Latin letter indicator.

When a non-Latin letter indicator and braille equivalents for non-Latin letters are

used, they must be listed on a special symbols page (to be studied later).

16.7b Greek letters. The braille equivalents of Greek letters are listed in Appendix B of

English Braille American Edition 1994. Note that in braille many Greek letters are the

same as their English counterparts (A and B, for instance), while others have unique

configurations (H, P, Y, etc.). A non-Latin letter indicator (dot 2) must precede each

Greek letter or letter grouping that stands for letters, not a word. The appropriate single or

double capital indicator is used before uppercase Greek letters. Emphasis indicators and

letter indicators are not used. To, into, and by cannot be contracted when they precede a

foreign letter indicator. Example:

I wrote to  president, Tom Jones.

,I wrote to 1,,fbk presid5t1 ,tom

,j"os4

16.7c Greek and other non-Latin words. In general literature, the letter indicator (dots

56) precedes each word of a passage consisting of three or fewer Greek or other non-

Latin words. In passages of more than three such words, a double letter indicator is used

before the first word and a single letter indicator is used before the last word. Print

emphasis should be ignored. When a single or double letter indicator is used before such

words, this usage must be explained in a transcriber's note or on a special symbols page

(to be studied later).

TOC -- INDEX 16 - 7

16.8 Old and Middle English, Archaic Spelling [V.26.c]

Old and Middle English employing letters not used in modern English, such as the edh

(ð) or thorn (Þ), should be considered as foreign and transcribed in uncontracted braille.

For rules regarding letters no longer in use, refer to Braille Formats: Principles of Print

to Braille Transcription. Contractions should be used in archaic spellings found in later

writings unless their use would cause difficulty in the recognition of a word. For instance,

if the ity contraction is used in the archaic spelling of city (citye), it would be read as

city-e.

Drill 40

Practice brailling the following sentences.

1. The circumference of a circle is equal to  x d.

2. "Écoutez bien," said Professor Moreau, as he launched into his lecture.

3. The Chimbley Sweep is sung by the folk-rock group, THE DECEMBERISTS.

4. "Geh!" she said. "Mach schnell!"

5. During his senior year at college ('90-91) he lived in the  house.

6. In music, diminuendo means to play softer by degrees.

7.  (Delphi) was called the navel of the earth.

8. Goody Thatcher hoped to see her grandchildren become "polished stons" in the church.

"Them i do hertili inbrace," she wrote.

9. The Greek letters O and



are pronounced the same.

16 - 8 TOC -- INDEX

EXERCISE

Prepare the following sentences for submission to the instructor.

LESSON 16

1. "Art thou not, fatal vision, sensible to feeling as to sight? or art thou but a dagger of the

mind, a false creation, proceeding from the heat-oppressèd brain?" —Macbeth

2. He had just returned to the café after his tête-à-tête with his fiancée.

3. The new government came into power through a coup d'état but masquerades behind a

façade of democracy.

4. The dénouement of the plot began when the professor crashed the party clad in tuxedo and

black suède shoes and wearing a boutonnière of lilies of the valley.

5. "Merci beaucoup," said Jacques as I handed him the prize.

6. As the victorious French troops reëntered the city, the crowd triumphantly and

spontaneously broke into the Marseillaise: "Allons, enfants de la patrie! Le jour de gloire

est arrivé! . . ."

7. France was represented at Versailles by Georges Clemenceau.

8. The sign  alerted us to the dangers of driving in the Greek mountains.

9. Jeanne d'Arc was known as the "Maid of Orléans."

10. I said, this restaurant serves all meals table d'hôte, not à la carte.

11. The note began very formally, "Sehr geehrtes Fräulein Mary Smith: . . ."

12. —¡Qué bonita!— exclaimed the handsome young gaucho as he doffed his sombrero to the

lovely señorita.

13. The pin on his lapel proudly proclaimed his affiliation with .

14. “ '69!” he said emphatically, “that was the year I was born!”

15. The first half of Julia's program closed with Chopin's Étude in E Major.

16. The memory of her insult still rankled in his mind ("gros cochon" she had called him).

17. The motto of the United States is “E pluribus unum.”

18. "The situation has been getting rather unhealthy," Filatov told the mass-circulation weekly

Argumenty i Fakty.

19. I would like Pasta e Fagioli and a salad, please.

20. I came home from our trip with German marks, French centimes, and Spanish pesos.

21. "Schmidt," she said. "Tomorrow Sunday ist. Der mass in Piedras iss nine by der clock."

22. Serous otitis media is a medical term for fluid in the ear.

23. Winthrop considered his colony to be a model to others; "Wee must Consider that wee shall

be as a Citye upon a hill."

24. The priest said he hoped Father hadn't had a faithectomy, since he hasn't seen him in church

for months.

TOC -- INDEX 16 - 9

16 - 10 TOC -- INDEX

Lesson 17

Headings, Reference Symbols (Asterisk), Notes, Source References,

Credit Lines, Pagination

Note: In order to prepare the student for unknown situations that may occur in the

certification manuscript and future transcriptions, from this point on some topics are

explained that may not be tested in the exercises.

17.1 Headings. [BF Rule 4]

Nearly all print headings, whether titles of books, chapters, sections, or subsections are

formatted in braille as centered or cell-5 headings. Follow print capitalization for

headings. With the exception of paragraph headings (see below), ignore italics or other

typeface styles unless they are necessary to show emphasis or distinction.

17.1a Centered headings. As a general rule, centered headings are used in braille to represent

the major section headings, such as titles of parts of a book and of chapters. Just as its

name implies, a centered heading is centered on one or more lines, preceded and followed

by a blank line. Leave a minimum of three blank cells at the beginning and at the end of

each line of a centered heading. Long headings may require multiple lines. When a

centered heading starts a new braille page, leave a blank line between the running head

and the centered heading. (For further instruction on centering refer to page xiv. See 19.6

for the format of chapter headings.)

17.1b Cell-5 headings. When a book uses major headings and subheadings, the major headings

are centered and the subheadings are brailled starting in cell 5 with runover lines also

starting in cell 5. A cell-5 heading should be preceded by a blank line, but not followed

by one. Like a centered heading, when a cell-5 heading starts a new braille page, a blank

line is left between it and the running head.

17.1c Paragraph headings. Paragraph headings are words at the beginning of a paragraph—

printed in full capitals or in a typeface different from the continuing text—that serve to

highlight the important issue of the paragraph. Such headings are emphasized in braille

and print capitalization is followed. Do not confuse paragraph headings with purely

stylistic letters at the beginning of a chapter or unit, which are not italicized in braille (see

2.2).

17.1d Running head. [BF Rule 1§12b] The Library of Congress and many other agencies

require that the title of the book (or a portion of it) be placed at the top of the page as a

running head for convenience in collating braille books. You have been using a running

head on the pages of each exercise in this course.

When required, the running head must appear consistently on all braille pages of

the transcription with two exceptions. The fully capitalized title, rather than a portion of

it, is used: (1) on the title page (19.2b(4)) and, (2) on the first page of text (19.3b) in each

TOC -- INDEX 17 - 1

volume. If the book being transcribed is part of a series, use the title of the book, not the

title of the series, for the running head.

Only one braille line is used for the centered running head. After centering, there

must be at least three blank cells left at the beginning of the line and between the end of

the running head and the page number. When counting the number of cells available for

the running head, remember to give consideration to the number of cells that will be

occupied by the longest page number in the entire book. It is preferred that the full,

capitalized book title be used as the running head. If this takes up too much room,

observe the following in the order given:

 Capitalize only the first letter of the first word and the first letter of principal

words in the title. For example, the title GARDEN ISLANDS OF THE GREAT

EAST cannot be brailled in full capitals and still leave the required margins, but it

will fit as Garden Islands of the Great East.

 Condense the title by omitting minor words or by abbreviating longer words. The

title THE CASE OF THE HESITANT HOSTESS cannot be brailled either in full

capitals or with just the major words capitalized and still leave the required

margins and room for a typical braille page number; therefore, it should be

condensed to THE HESITANT HOSTESS. If space permits, use full capitals for a

condensed running head.

Do not leave a blank line between a running head and the continuation of text

unless a break in context occurs at this point. A blank line is always left between a

running head and a centered heading (such as a chapter title) or cell-5 heading.

When an agency chooses not to use a running head, the text continues on line 1

leaving room for three blank cells and the page number at the far right.

 Note: All of the instructions in this lesson are written with the assumption that a

running head will be used—as it must be for the certification manuscript.

17.2 Reference Citations in General [IV]

Authors often add explanatory comments to the text by the use of a reference marker and

a note. The reference marker, which may be an asterisk, a dagger, a double dagger, or a

superscripted number or letter* is placed immediately following the material being cited.

A note, preceded by the same reference marker is then placed somewhere else on the

page—or sometimes at the end of the chapter or even the end of the book.

*Textbooks and other scholarly works often use several different types of reference

indicators within the same text. This course gives instructions for brailling the

asterisk and dagger reference indicators only. Students are strongly advised to avoid

using materials containing more complicated indicators, such as superscripted

numbers or letters, for their literary certification manuscripts.

17 - 2 TOC -- INDEX

17.3 Reference Symbols — The Braille Asterisk [diff.]

In literary braille, all print reference markers are represented by the braille asterisk (dots

35, 35). A space is left before and after a braille asterisk except when a note number or

letter follows it in print. When an asterisk is used in braille it must be listed on a special

symbols page (to be studied later). Example:

Veterans* Day [or] Veterans† Day [or] Veterans‡ Day

,vet]∙ns 99 ,"d

Just as in print, the braille reference indicator (asterisk) is inserted into the text following

the word or words to which it refers. The braille reference indicator, preceded and

followed by a blank cell, must be located on the same braille line as the word, or portion

thereof, to which it pertains.

When print punctuation follows a reference marker, in braille the two are reversed so

that the reference indicator can be preceded and followed by a blank cell. Example:

(. . . quite the opposite.*)

7''' q ! opposite47 99

When, in print, a dash follows a reference marker, in braille a space is left between

the two. Example:

As shown in the Jones case† —and it must be . . .

,z %[n 9 ! ,j"os c∙se 99 --& x m/ 2

'''

17.4 Notes [IV.22] [diff.]

Notes to the text are sometimes printed at the bottom of the page and referred to as

"footnotes." Other publishers place them in the margin along the side of the page, in

boxes, or between lines of text. Regardless of print placement, the following rules should

be followed.

17.4a Short notes. Insert notes of seven words or fewer into the braille text following the word

or words to which they refer. It is general practice, when counting the number of words in

a note, to disregard numbers and letters from section identifiers or outlines. Such notes

are enclosed in brackets, and the reference markers are omitted. Punctuation and

capitalization in notes follow print. Example:

[The following three examples are facsimiles of print pages showing the text with reference

markers and the notes located at the bottom of the page.]

. . . France* and Germany.

*According to the writer, Franz Bellot.

''' ,fr.e ,7,∙c 6! writ]1 ,fr∙nz

,bellot47' & ,g]_m4

TOC -- INDEX 17 - 3

If a print reference marker that refers to a short note is located within parenthesis or

quotation marks, in braille the short note follows the closing punctuation. Example:

". . . and so justice will prevail!*" He went on to say . . .

*Brown disagrees with this argument.

8''' & s ju/ice w prev∙il60 ,7,br[n

4∙grees ) ? >gu;t47' ,he w5t on

6s∙y '''

17.4b Long notes. Notes of more than seven words should be inserted immediately below the

paragraph in which the reference occurs. Each note, preceded by its identifying braille

reference indicator, is brailled in paragraph form starting in cell 7 with runover lines

starting in cell 5. If a note contains several paragraphs, each one is indented to cell 7. The

indention of the note clearly distinguishes it from the text and therefore a blank line is not

left either before or after the note. Example:

. . . brought in by the Moors.* The offspring was the finest horse in Europe.

* The Moors taught the Spanish much about horses . . .

''' br"\ 9 0! ,moors4 99 ,! (fspr+

0 ! f9e/ horse 9 ,europe4

99 ,! ,moors t∙u<t ! ,sp∙ni%

m* ∙b horses '''

A paragraph may contain several indicators referring to notes, some short and some

long. The short notes are inserted into the text as explained above. If there is only one

long note in a paragraph, use only the braille asterisk for the reference indicator,

regardless of the print symbol, number, or letter.

17.4c Paragraphs containing multiple reference markers. When there is reference to more

than one long note in a paragraph, regardless of the print symbols, numbers, or letters,

insert the braille asterisk followed by the unspaced number 1 (

99#∙) at the first point

of reference, number 2 (99#b) at the second, and so on. At the end of the paragraph

each note, preceded by its identifying numbered asterisk and a space (do not include a

period) is brailled as a separate paragraph. Begin each in cell 7 with runover lines starting

in cell 5.

17 - 4 TOC -- INDEX

17.5 Source References [IV.23]

In general, references (such as Chapter 6, page 9, line 2, or Verses 1-6) are brailled as

they appear in print. They may be condensed (abbreviated) only if the meaning would

be perfectly obvious and considerable space would be saved. When condensing

references follow the rules as set forth in English Braille American Edition 1994, Rule

IV.23.

17.5a Section numbers and reference citations. Follow print spacing and capitalization

when brailling section numbers and reference citations. Print dots used as separators in

such citations should be represented by the braille decimal point only when they occur

between arabic numbers. When a dot occurs between roman numerals and arabic

numbers or between numbers and letters it should be represented by the braille period.

Examples:

6.4.5 #f.d.e II.7 ,,ii4#g

LA.E.2.4.1 ,,l∙4,e4#b.d.∙

A letter indicator is needed in a citation only when a letter immediately follows a

number, or a number and a comma, colon, or hyphen (see 2.6a). Examples:

13.2b

#∙c.b;b

2:B

#b3;,b

6-a, 6-c

#f-;∙1 #f-;c

9.1.a.

#i.∙4∙4

V.3.A(5)(c)

,v4#c4,∙7#e77c7

VI.30a-f

,,vi4#cj;∙-;f

VI.30.a.-f.

,,vi4#cj4∙4-f4

17.5b Biblical and other religious references. In standard prose, references to the Bible,

Koran, and other religious works should be brailled as they appear in print. Examples:

Razi on Sura 2:219/216

,r∙zi on ,sur∙ #b3b∙i_/#b∙f

St. Luke 15:11—24 ,/4 ,luke #∙e3∙∙--#bd

Deuteronomy 16.19 ,deut]onomy #∙f.∙i

17.5b(1) Condensing biblical references. Only when brailling a publication that is primarily

devoted to religious topics and contains numerous citations should references be

condensed. The manner in which a biblical reference is condensed in braille depends

upon whether the name of the book is spelled out or abbreviated. The following

guidelines for condensing biblical references were developed at the International

Consultation on Braille Production of Bibles held in Darmstadt, Germany, in 1983.

TOC -- INDEX 17 - 5

17.5b(2) Condensing biblical quotations when book name is spelled out. When the book

name is spelled out, print should be followed and a space left between the name and

the following chapter number. The chapter number and verse or verses are then

brailled using a number indicator with each but leaving no space between the two.

When condensing, do not divide these chapter and verse numbers between braille

lines. Print colons and commas are ignored. Arabic numbers are substituted for roman

numerals. Regardless of print, hyphens are used to join verses to verses and chapters to

chapters. A dash is used to join verses to chapters. Examples:

Hebrews VI 9 [or] Hebrews 6:9 ,hebrews #f#i

Ruth II, 6 ,ru? #b#f

II Corinthians 2:2 – 4:6 #b ,cor9?i∙ns #b#b--

#d#f

Hebrews 9:3-6 ,hebrews #i#c-f

17.5b(3) Condensing biblical citations when book name is abbreviated. When the name of

the biblical book is abbreviated, the same rules apply except that the print abbreviation

is used followed immediately by the chapter and verse numbers—each with a number

indicator and no intervening space. Do not divide the abbreviated book name and

following numbers between lines. Examples:

Heb. VI 9 [or] Heb. 6:9 ,heb4#f#i

Heb. 6:9 –11 ,heb4#f#i-∙∙

II Cor. 2:12 #B ,cor4#b#∙b

When a colon and multiple verse numbers separated by commas follow a chapter

number, the commas are retained in braille. Example:

Timothy 3:2, 3, 4, 6,timo?y #c#b1 #c1 #d1 #f

17.6 Credit Lines (Attributions) [BF Rule 1§18b(2)]

17.6a Author's name or source name following text. In print, a preface, a piece of poetry, a

foreword, an accolade, or a quotation is often followed by the name of the author or

someone who is endorsing the author's work—sometimes with an address, affiliation,

and date. Also, sometimes following material such as the lyrics of a song there is an

acknowledgment of another source, e.g., taken from A Child's Songbook. The

placement and capitalization of this type of information, called credit lines or

attributions, should follow print.

Follow print when credit lines follow the text on the same line. When a credit line

appears on the line following text, it should start four cells to the right of the beginning

of the preceding braille line. For example, the credit should start in cell 5 if the line

before started in cell 1; start in cell 7 if the line before started in cell 3; and so on. The

entire attribution should be blocked; that is, each line starts in the same cell. A dash

should not precede a credit line unless one appears in print. (For correct spacing of the

dash, see 2.5 and 3.4) Do not leave a blank line before or after an attribution unless

17 - 6 TOC -- INDEX

required by other braille formats (for example, when a centered heading, which is

always preceded by a blank line, follows an attribution). A credit must begin on the

same page as the material to which it refers. If this is not possible, a portion of the text

should be taken to the next page. If there is not room for an entire credit on the same

page, a continuation of these materials may be carried over to the next braille page.

Ignore special typefaces unless needed for emphasis or distinction. Example:

. . . America begins where this book ends.

—Elizabeth Harden

London, 1987

''' ,∙m]ic∙ 2g9s ": ? book 5ds4

--,eliz∙be? ,h>d5

,london1 #∙ihg



17.6b Author's name or other material preceding text. When in print an author's name, a

short verse or quotation (epigraph), a source citation, etc., is printed at the beginning of

an article, chapter, poem, or short story, follow print placement and separate it from the

title by a blank line. Ignore any special typeface unless needed for emphasis or

distinction. Epigraphs are discussed further in Lesson 19.

The title and the author's name must be centered on the braille lines. As with all

centered headings, if there is not room to leave at least three blank cells at the beginning

and end of the line, divide the material between two consecutive lines.

Leave a blank line (1) before the title, (2) between the title and the author's name,

and (3) between the author's name and the body of the text. Example:

On The High Road

William Stevens (1864?-1907)

It was on a warm spring evening that my parents took me to visit "Uncle

Charlie" for the first time. . . .

,on ,! ,hi< ,ro∙d

,willi∙m ,/ev5s 7#∙hfd8-#∙ijg7

,x 0 on ∙ w>m spr+ ev5+ t my p>5ts

took me 6visit 8,uncle ,*>lie0 =! f/ "t4

'''

17.6c Accolades. When brief statements of praise for an author appear on a book's cover or

with the front matter, they should be brailled in paragraph style with a blank line between

them. Braille the names of the authors of the accolades according to the rules stated

above for credit lines.

TOC -- INDEX 17 - 7

17.7 Pagination

A book that is brailled without any indication of the print page numbers is said to be

brailled using literary-style pagination. This is the method generally used for magazines,

craft instructions, menus, novels, and other recreational reading where it is not important

to the braille reader to know where a print page starts or ends.

Interpoint is braille that is embossed on both sides of the page. Agencies that have

equipment to produce interpoint should specify the placement of braille and print page

numbers.

Pagination of preliminary pages (table of contents, dedications, prefaces, etc.) will be

discussed in Lesson 19.

17.7a Literary-style pagination. In literary-style pagination, consecutive page numbers are

placed so that they end at the right margin of line 1 on every page of a braille edition.

This is the method that you have been using in past lessons. All certification manuscripts

must be prepared using literary-style pagination.

17.7b Textbook-style pagination. [BF Rule 1§13]

The following information is intended to serve simply as an introduction to the world

of braille textbook production and has no application to the exercises or certification

manuscript required by this course.

It is suggested that any book that has an index, will be used in a classroom, or

serves as a reference be brailled in textbook style; i.e., the beginning of every print

page clearly delineated and the print page number noted on the braille page. Because

books brailled in textbook style must be prepared using all of the rules outlined in

Braille Formats, some of which differ quite significantly from literary rules, it is

suggested that students not undertake textbook-style formatting until after achieving

literary certification and taking time to thoroughly study textbook rules. A course and

certification in braille textbook formatting is available through the National Braille

Association.

When a book is brailled in literary style, the braille page numbers are placed at the top,

right-hand corner of the page. When a book is brailled in textbook style, the braille page

numbers are placed at the bottom, right-hand corner of the page—and the print page

numbers are placed in the top right-hand corner of the page.

When a new print page is started at the top of a braille page, the print page number is

brailled in the last cells of the first line, with no fewer than three blank cells left between

the page number and the running head.

Consecutive braille page numbers are placed in the last cells of the last line on every

page, again leaving room for at least three blank cells between the last word and the page

number.

As an example, suppose the book you want to braille starts on print page 1. Using

textbook-style pagination, the first braille page will have the print page number 1 at the

end on line 1 and the braille page number 1 at the end of the 25

th

line.

You will not be able to complete the first print page on the first braille page. To

indicate to the reader that the first print page continues on to subsequent braille pages, the

same print page number is placed on the first line of the next braille page preceded by the

17 - 8 TOC -- INDEX

unspaced letter a for the first continued page, the letter b for the second, etc. These letters

are brailled without the letter indicator. So, the second braille page will have the print

page number a1 (∙#∙) on the first line and the braille page number 2 (#b) at the

end of line 25.

Suppose that you are on the third braille page before you come to the end of the first

print page. To indicate the change to a new print page, a page change indicator is placed

on the line immediately following the last line of text of print page 1.

The print page change indicator is a line of unspaced dots 36 that starts at the left-

hand margin and continues all the way across the page to the new print page number. No

space is left between this indicator and the first symbol of the print page number.

Example:

-----------------------------------#b

If you are in the middle of a sentence or paragraph, the text should continue on the

line immediately below the page change indicator.

17.7c Repetition sign. Under no circumstance should a series of page numbers be erased and

corrected. If it is found that a braille page number has been repeated in work that was

generated on a braillewriter or slate and stylus, insert the repetition sign (dots 56)

unspaced before the repeated page number. When used, this sign must be listed on the

special symbols page (to be studied in Lesson 19).

17.7d Omission sign. If a braille page number has been omitted, insert the omission sign (dot 5)

unspaced before the page number that follows the omission. When used, this sign must be

listed on the special symbols page. If several page numbers have been repeated or

omitted, this should be explained on a transcriber's notes page (to be studied in Lesson

19).

EXERCISE

Prepare the following exercise for submission to the instructor. It consists of three excerpts,

two biblical quotations, a biblical reference, and three accolades. Use the running head

LESSON 17 on the first line of every page of the exercise.

On the first page only, leave the 2nd line blank. The excerpt number and following

information should start on the 3rd line in standard paragraph format.

When the first excerpt has been completed, leave a blank line before starting the next. Leave

a blank line before each succeeding numbered problem.

Use normal paragraphing format and leave one blank line between the biblical quotations,

reference, and accolades.

Assume that #4 and #5 are quotations found in a newspaper or a work of fiction. Condense

the citation in #6.

If material that must be followed by a blank line ends on lines 24 or 25 of the braille page,

leave a blank line following the running head on the next page.

TOC -- INDEX 17 - 9

LESSON 17

1. Excerpt based on liner notes accompanying a musical recording.

FRANZ ELLISON, pianist

You are in for a delightful listening experience. Relax and enjoy Franz Ellison playing

Four Studies for the Left Hand by Max Reger, Piano Sonata No. 4 by George Walker, and

Valses nobles et sentimentales by Maurice Ravel.

MAX REGER

Most works written for the left hand alone were composed after World War I for

returning veterans who had lost the use of their right hand due to war injuries. Max Reger,

however, preceded that time, writing the "studies" in 1901.

Max Reger (1873-1916) A prodigious composer whose large output represented

virtually every musical genre. The title "studies" is a modest intimation that these works are

designed primarily for technical development, not for musical enjoyment, but in that respect the

title is too self-deprecating. Like the best studies of all times they stand on their own as

challenging original works, quite apart from the requirement that they be played by the left hand.

GEORGE WALKER

George Walker Born in Washington, D. C., in 1922, he studied at Oberlin College and

the Eastman School of Music. He has frequently composed for the piano, including four solo

sonatas.

The basic sonority of Walker's Sonata No. 4 is the resonant ringing of octaves, seconds,

and fourths, allowed to vibrate in bell-like tintinnabulation. Such sounds open and close each of

its two movements. The sonata closes with a retrospective reference, marked dolce e tranquillo,

to the theme heard at the very beginning of the work.

MAURICE RAVEL

During the nineteenth century, the waltz became perhaps the principal emblem of

European culture, passing from a hearty country dance regarded as improper to a social rage.

Maurice Ravel (1875-1937) Ravel composed his Valses nobles et sentimentales in

1911. It is clear even from the most casual listening, that he did not intend to compose simple

dance music. Rather he is investigating the very nature of the waltz. He has abstracted the

rhythmic heart of the waltz and treated it with loving irony in a highly sophisticated way.

17 - 10 TOC -- INDEX

2. Excerpt from Working, by Studs Terkel (New York: Pantheon Books, 1974):

Our neighbors came over. They're sixty-eight. They're broiler farmers. * She plays piano in

the church, by songbooks written in do-re-mi notes. I brought a record out—hits of the last sixty

years. It was from Caruso to Mario Lanza or something. She didn't recognize one piece of music

on that record except Eddy Arnold. They didn't get a radio down there until about 1950, because

they weren't wired for electricity.† So we've got one foot in the thirties and one in the seventies.

* "Arkansas is the leading producer of poultry in the United States. The broiler farmer invests somewhere

between twenty and thirty thousand dollars in two chicken houses. They hold up to seven thousand baby chicks. The

packing company puts the chicks in and supplies the feed and medicine. At the end of eight weeks they're four and a

half pounds. The companies pick 'em up and pay you for 'em. Ralph Nader's been after them. It's almost white

slavery. The farmer invests and the company can say, 'This is a lousy lot, we're not gonna pay you the full price.' But

you're still putting in twelve hours a day."

† Clyde Ellis, a former congressman from Arkansas, recalls, "I wanted to be at my parents' house when

electricity came. It was in 1940. We'd all go around flipping the switch, to make sure it hadn't come on yet. We

didn't want to miss it. When they finally came on, the lights just barely glowed. I remember my mother smiling.

When they came on full, tears started to run down her cheeks. After a while she said: 'Oh, if only we had it when

you children were growing up.' We had lots of illness. Anyone who's never been in a family without electricity—

with illness—can't imagine the difference. . . . They had all kinds of parties—mountain people getting light for the

first time. There are still areas without electricity . . ." (quoted in Hard Times [New York: Pantheon Books, 1970]).

3. Excerpt from Love, Eleanor, by Joseph P. Lash (New York: Doubleday & Co., Inc., 1982):

I started this letter before dinner (I'm at the White House) and was summoned to the

President's study for cocktails. You and I never seem to be on time where the C-in-C is involved.

He was in a jovial mood so I guess the visit of Mr. 'Brown'* has gone well. Mrs. R. says that the

Pres. feels he got onto a warmer personal basis with Mr. 'Brown.' It amuses me that with the

Pres. who is so coldly impersonal himself and with Mr. 'Brown' who belongs to a clan that prides

itself on its ability to evaluate people & events impersonally, the object becomes one of getting

onto a plane of discourse that has more warmth.

Did I ever tell you that one weekend at H.P. when Mackenzie King† was there and some

Vassar girls, we got onto a discussion of post-war organization? The Pres. then talked about a

monopoly of post-war military power in the hands of England and the United States. I meekly

asked–what about Russia, and the Pres. dismissed it. Tonight Jane Plimpton‡ asked the Pres.

anent a remark of his that we would police the aggressor nations after the war to see that they

didn't rearm–who would do the policing? The Pres. remarked: ourselves, the English, the

Russians, and the Chinese. Mrs. R. & I both looked at one another and smiled. Then he said, 'If

we hang together,' and that he thought we would.

* Mr. "Brown" was the code name for Vyacheslav M. Molotov, Soviet Commissar of Foreign Affairs,

whose fateful visit to the White House, where he had pressed for an early second front, had just

been concluded.

† Canada's Prime Minister.

‡ Vassar student body head who had attended the Campobello Summer Institute.

(continued)

TOC -- INDEX 17 - 11

17 - 12 TOC -- INDEX

4. "Render unto Caesar the things that are Caesar's, and unto God the things that are

God's." (Matt., xxii, 21.)

5. In a letter to the Thessalonians (1 Thess. 4:11), Paul urges the faithful . . .

6. “There be three things which are too wonderful for me, yea, four which I know not: The way

of an eagle in the air; the way of a serpent upon a rock; the way of a ship in the midst of the

sea; and the way of a man with a maid.” —Prov. XXX, 18-19

7. "A real page-turner. A classic thriller." — Publishers Weekly

8. "Adds new meaning to the word RIVETING."

—Atlanta Journal and Constitution

9. "Masterfully plotted and brilliantly told. The suspense is unrelenting and its satisfaction is

guaranteed."

John Winston

author of Helpless!

Lesson 18

Special Formats: Poetry, Columns, Tables, Outlines

Suggested Formats: Menus, Recipes

Note: Following are directions for some special formats. For a few there are definite literary

code rules. Others are brailled according to the rules in Braille Formats: Principles of Print

to Braille Transcription. And there are some for which there are only suggested formats.

18.1 In General

Print employs many different styles to produce the myriad of magazines, newsletters,

catalogs, instruction manuals, patterns, menus, etc., that are available to the print reader.

Transcribers are often asked to braille recipes, playing cards, words to music,

transportation schedules, bank statements, and utility bills. For these, there are no set

codes or rules. A sound knowledge of the basic literary braille code and a thorough

familiarity with Braille Formats: Principles of Print to Braille Transcription is the best

preparation a braillist can have for transcribing such materials. Two national

organizations that offer help with special formats are the National Braille Association,

Inc., 3 Townline Circle, Rochester, NY 14623, and the California Transcribers and

Educators for the Visually Handicapped, 741 N. Vermont Ave., Los Angeles, CA 90029.

18.2 Poetry [BF Rule 10]

18.2a Poetry in prose form. When poetry is written in the form of prose with a mark of

punctuation, such as a slash or colon, indicating the end of each poetic line, in braille use

the line symbol (dots 345) to represent the print punctuation mark. Leave one blank cell

before and after the line symbol. The line symbol may begin or end a braille line, but it

may not stand alone on a line. When this symbol is used, list it on the special symbols

page (to be studied later). Retain quotation marks and/or special typeface used in print.

Example:

"Who can finish this poem?" she asked. "I wandered lonely as a cloud/ That floats

on high o'er vales and hills,/ When all at once I saw a crowd,/ . . ."

8,:o c f9i% ? poem80 %e ∙sk$4

8..,i w&]$ l"oly z ∙ cl\d > ,t

flo∙ts on hi< o'] v∙les & hills1 >

,:5 ∙ll ∙t once ,i s∙w ∙ .cr[d1 >

'''0

TOC -- INDEX 18 - 1

18.2b Standard poetry format. When transcribing poetry that is printed with each poetic line

starting at the left margin, in braille, start each line in cell 1 with runover lines starting in

cell 3. Example:

Fust come the blackbirds clatt'rin' in tall trees,

An' settlin' things in windy Congresses, —

,fu/ -e ! bl∙ckbirds cl∙tt'r9' 9 t∙ll

trees1

,An' settl9' ?+s 9 w9dy ,3gresses1--

When poetry shows an indented pattern, braille should follow print. Print poetic lines

shown at the farthest left position start in cell 1. The first indented line starts in cell 3.

Each further indention starts two cells to the right. Runovers of all lines in the entire

poem start two cells to the right of the beginning of the farthest indented line.

A blank line should precede and follow each stanza. Italics are not used in poetry

unless they are needed for emphasis or distinction. Example:

Rubáiyát of Omar Kyayyám

Iram indeed is gone with all his Rose,

And Jamshýd's Sev'n-ring'd Cup where no one knows;

But still a Ruby kindles in the Vine,

And many a Garden by the Water blows.

And David's lips are lockt; but in divine

High-piping Pehleví, with "Wine! Wine! Wine!

Red Wine!"—the Nightingale cries to the Rose

That sallow cheek of hers t' incarnadine.

,rub@∙iy@∙t ( ,om> ,ky∙yy@∙m

,ir∙m 9de$ is g"o ) ∙ll 8 ,rose1

,& ,j∙m%@yd's ,sev'n-r+'d ,cup ": no "o

"ks2

,b / ∙ ,ruby k9dles 9 ! ,v9e1

,& _m ∙ ,g>d5 0! ,w∙t] bl[s4

,& ,d∙vid's lips >e lockt2 b 9 div9e

,hi<-pip+ ,pehlev@i1 ) 8,w9e6 ,w9e6

,w9e6

,r$ ,w9e60--! ,ni<t9g∙le cries 6!

,rose

,t s∙ll[ *eek ( h]s t' 9c>n∙d9e4

18 - 2 TOC -- INDEX

When a stanza ends on line 24 or 25 of a braille page, on the next page, start the next

stanza on line three (following the running head and a blank line).

When a poem occurs in the middle of text and there is not room at the bottom of a

braille page for (1) the title (if any), (2) the blank lines which must precede and follow

the title, and, (3) the first two complete poetic lines of the first stanza, the entire poem

should be taken to the next page.

Subsequent stanzas in a poem may be divided between braille pages, but the division

should be made so that at least one complete poetic line will appear at the bottom or at

the top of the braille page. Do not divide a poetic line between braille pages.

When an ellipsis indicates a missing stanza(s), it should start in cell 1 and be

preceded and followed by blank lines.

 Note: Poems with footnotes, irregular indention patterns, unusual spatial arrangements,

numbered lines, or containing scansion and/or stress marks should be transcribed

according to the rules in Rule 10 of Braille Formats.

18.3 Columns [BF Rule 7]

Capitalization and punctuation of items in columns should be the same in braille as they

are in print. Emphasis indicators for words printed in italics are used in braille only if

they are needed for emphasis or distinction. Columned material is always preceded and

followed by a blank line.

When in print every item in a column or list is preceded by a star, a dark dot, or a

check mark, in braille these bullets are ignored. If only certain items are marked or the

columns have headings, see Rule 3§5 and Rule 7§1.c of Braille Formats.

18.3a Lists (single columns). When in print items are listed in vertical form, i.e., a single

column, they should also be brailled vertically. Each item starts in cell 1 with runover

lines starting in cell 3. Example:

You could tell from looking at Dan's gift list that he held stock in a

confectionery company:

`Éà{xÜ ‰ D6 v{ÉvÉÄtàx vÉäxÜxw ÅtÑÄx vÜxtÅá? D6 ÑxtÇâà uÜ|ààÄx

TâÇà XÄ|étuxà{ ‰ E6 v{ÉvÉÄtàx tááÉÜàÅxÇà

[tÜÜç „ E6 zâÅ wÜÉÑá

But, he couldn't think of a thing to get Dad.

,y cd tell f look+ ∙t ,d∙n's gift

li/ t he held /ock 9 ∙ 3fec;n]y

-p∙ny3

,"m--#∙_? *ocol∙te cov]$ m∙ple

cr1ms1 #∙_? p1nut brittle

,∙unt ,eliz∙be?--#b_? *ocol∙te

∙ssort;t

,h>ry--#b_? gum drops

,b1 he cdn't ?9k (∙ ?+ 6get ,d∙d4

TOC -- INDEX 18 - 3

When lists, such as the one above, have no heading, they can be divided between

braille pages only if there is room for at least three items on the first page. Lists with

headings are brailled according to the rules in Braille Formats.

18.3b Side-by-side columns. When columns are shown side by side on one print page they

should be presented in braille in the same manner if possible. Following a blank line,

begin the first column at the left margin. Leave two blank cells between the end of the

longest item in the first column and the left-hand margin of the next column. (For

columns consisting of numbers see BF Rule 7§1e(2)(b).) If necessary, when an entry is

too long for a column, runovers are indented two cells to the right of the left-hand

margin of the column. Parallel items in each column must begin on the same braille line

even though there may be a runover in some lines. Example:

Study the list of botanical and common plant names.

Aster ericoides

Heath Aster

Iris shrevei

Wild Iris or Rainbow

Rosa blanda

Meadow Rose

,/udy ! li/ ( bot∙nic∙l & -mon

pl∙nt "ns4

.,∙/] .]icoides ,h1? ,∙/]

.,iris .%revei ,wild ,iris or

,r∙9b[

.,ros∙ .bl&∙ ,m1d[ ,rose

 Note: Although Latin, contractions are used in scientific names. [See 16.6c]

If there are several unrelated columns across a print page, and it is not possible to

arrange them in the same way in braille, place as many columns as possible across the

braille page with the remaining columns below them. When there is a relationship

between the columns, that relationship must be maintained. If there are too many

related columns for a braille page, follow Rule 7§1f(2), and 1f(3) in Braille Formats.

18.4 Tables [BF Rule 8]

A table—an orderly arrangement of items in vertical columns and horizontal rows

where the information that is given in the row headings is necessary for an

understanding of the material in the columns—should be transcribed according to the

rules in Braille Formats.

When the body of a table will fill one braille page or less, do not divide it between

braille pages, regardless of the amount of unused space on the preceding page.

Example:

18 - 4 TOC -- INDEX

MONTHLY INDICATORS

Indexed Items

Year Ago

Month Ago

Latest Date

consumer prices, goods and services 283.4 293.1 293.2

producer prices, finished goods 277.9 283.6 283.7

industrial production 142.9 136.9 137.3

,,runn+ ,,h1d

,,mon?ly ,,9dic∙tors

777777777777777777777777777777777777777

,ye> ,mon? ,l∙te/

,9dex$ ,items ,∙go ,∙go ,d∙te

"33333333333333 "33333 "33333 "33333

3sum] prices1

gds & s]vices #bhc.d #bic.∙ #bic.b

produc] prices1

f9i%$ gds """ #bgg.i #bhc.f #bhc.g

9du/ri∙l

produc;n """" #∙db.i #∙cf.i #∙cg.c

ggggggggggggggggggggggggggggggggggggggg

When preparing the above table you must first determine how many cells in the 40-

cell braille line should be allotted for each column. There are four columns in this table—

one wide column at the left followed by three narrow columns. Each of the narrow

columns will require 6 cells; therefore, 18 cells are needed for the three columns. Next,

you must allow 2 blank cells between the columns, or 6 cells in all. You now have a total

of 24 cells—18 for brailling the three columns and 6 for spacing between columns.

Finally, subtracting 24 from 40 leaves 16 cells to be used for brailling the first column.

A blank line is left preceding, but not following the title of the table. A row of dots

2356, extending across the full width of the page, is used to represent the top heavy

horizontal line (known as the top table line), shown in the print table. Dots 1245 represent

the heavy bottom line (or bottom table line). Do not leave a blank line before the top table

line or after the bottom table line.

In braille, a horizontal line (dots 25) is used to separate each column heading from

the material below. This separation line begins with dot 5 at the left margin of each

column, followed by an unspaced series of dots 25 extending across the full width of the

column.

TOC -- INDEX 18 - 5

The column headings and their runovers are left justified above their respective

columns. All column headings must end on the same braille line.

Note that in the first column it is necessary to use two braille lines for each of the

items, and that these runovers are indented two cells to the right of the left-hand margin

of the column. Figures in the other three columns are placed on the same line as the last

line of the first column.

Note also the use of guide dots (dot 5) after runovers of two of the items in the first

column. These guide dots are very helpful to the reader in following the braille line

across from column to column. They should be used whenever four or more blank cells

are left after a short item in a column that is followed on the same braille line by entries

in other columns. Leave one blank cell before inserting a series of at least three unspaced

guide dots within the column. There still must be two blank cells between the end of the

guide dots and the beginning of the next column.

18.5 Outlines [BF Rule 7§3]

When an outline is short (occupying not more than a few print pages), use the following

format:

 Begin each main outline division (usually I, II, etc.) at the margin, with runover lines

starting in cell 5.

 Start subdivisions of the first order (usually A, B, etc.) in cell 3 with runover lines

starting in cell 7.

 Indent two cells to the right for the beginning of each lesser subdivision with runover

lines also moving two cells to the right. (1/5, 3/7, 5/9, 7/11, etc.)

When transcribing entire texts (such as this manual) or entire sections of texts printed in

outline form, follow the rules as set forth in Braille Formats.

18.6 Menus

Many agencies have developed their own formats for items that have no set of rules.

Following is one suggested method of brailling a menu.

 Use a forty-cell line. Starting with page one, number each page at the right margin on

the first line using arabic numbers.

 Center the fully capitalized name of the restaurant on the first line—or first and

second lines if necessary. Use the name, or an abbreviated name if necessary, for the

running head on each following page.

 Leave the line following the title blank. If the print menu has a heading such as

breakfast, lunch, or dinner, center it on the next line using single capitals. Always

leave a blank line before and after a title that is centered.

 Category headings such as From the Grill or Weight Watcher's Specials should start

in cell 5 with runover lines also starting in cell 5. Such "cell-5 headings" should

always be preceded by a blank line but never followed by one.

 Braille general information, such as, "All entrees include our home-made bread," in

standard paragraph form (3/1).

18 - 6 TOC -- INDEX

 Braille the actual menu choices in list format (see §18.3a), starting each item in cell 1

with runovers in cell 3.

 If there are only names of menu items (without descriptions) and prices, the item

starts in cell 1 with runovers in cell 3. If the name is followed by a description, start

each menu item in cell 1 with runovers in cell 5.

 Place the price at the right margin following the end of the name of the menu item.

Insert a line of unspaced guide dots (dot 5) between the end of the menu item and the

price. Leave a blank cell before and after the guide dots. If there is not room for at

least 2 guide dots with a preceding and following blank cell, do not use any guide

dots.

 Descriptions of menu items should start on the line following the price, blocked in

cell 3. When a description requires more than one braille line, divide it so that at least

six blank cells are left empty at the end of each line. Do not leave a blank line

between a description and the following menu item.

 Place any information related to restaurant service, such as sales tax and charge card

acceptance, at the end of the menu.

 For some lengthy menus, a contents page may be helpful.

18.7 Recipes

The most important ingredient in a brailled recipe is accuracy. An error in the baking

time can turn a chef's delight into an abysmal failure. Like menus, there are no hard and

fast rules for recipes. The following instructions are given merely as a guideline.

 If the recipe starts on a new braille page, center the fully capitalized title on line 3

following the running head and a blank line. If the recipe starts in the middle of a

braille page, the title is preceded and followed by a blank line. If there is not room on

a braille page for the title and at least three listed ingredients, take the recipe to the

next page.

 When information, such as the number of servings or preparation time, appears along

with the title, in braille this material is placed at the margin with runover lines starting

in cell 3. Follow with a blank line. (Note that this information is not treated as a cell-5

heading.)

 If a recipe is divided into several parts that are identified by headings such as Cake,

Frosting, etc., start these headings in cell 5 with runover lines also starting in cell 5.

Cell-5 headings should always be preceded by a blank line but never followed by one.

 The ingredients are then brailled in list format (start in cell 1 with runover lines

starting in cell 3).

 Do not use abbreviations in braille when they are not used in print. Abbreviations are

transcribed as they appear in print with one exception. To avoid confusion between

can and cup, whenever the abbreviation c is used for cup, the word should be spelled

out in braille.

 Braille the directions in paragraph format.

TOC -- INDEX 18 - 7

EXERCISE

Prepare the following exercise for submission to the instructor. It consists of three poems, an

outline, a list of directions, a short story, and a recipe. Do not use the running head LESSON 18

on each page. Instead, start each selection on a new page and place the title of the selection on

line one. If a selection has more than one page, use the title as the running head in the usual

manner. Number the pages consecutively throughout the exercise. The following source

information is included for copyright purposes only and is not to be included in the exercises.

The poem Recuerdo is taken from Poems for Young People by Edna St. Vincent Millay

(New York: Harper and Brothers, 1929). The Wind is taken from A Child's Garden of Verses by

Robert Louis Stevenson (Golden Press, 1951). The outline was adapted from The People's

Choice, edited by Albert R. Kitzhaber (New York: Holt, Rinehart, and Winston, Inc., 1974).

RECUERDO

We were very tired, we were very merry —

We had gone back and forth all night on the ferry.

It was bare and bright, and smelled like a stable —

But we looked into a fire, we leaned across a table,

We lay on the hill-top underneath the moon;

And the whistles kept blowing, and the dawn came soon.

We were very tired, we were very merry —

We had gone back and forth all night on the ferry;

And you ate an apple, and I ate a pear,

From a dozen of each we had bought somewhere;

And the sky went wan, and the wind came cold,

And the sun rose dripping, a bucketful of gold.

We were very tired, we were very merry —

We had gone back and forth all night on the ferry.

We hailed, "Good morrow, mother!" to a shawl-covered head,

And bought a morning paper, which neither of us read;

And she wept, "God bless you!" for the apples and the pears,

And we gave her all our money but our subway fares.

Edna St. Vincent Millay

18 - 8 TOC -- INDEX

THE WIND

by Robert Louis Stevenson

I saw you toss the kites on high

And blow the birds about the sky;

And all around I heard you pass,

Like ladies' skirts across the grass—

O wind, a-blowing all day long,

O wind, that sings so loud a song!

I saw the different things you did,

But always you yourself you hid.

I felt you push, I heard you call,

I could not see yourself at all—

O wind, a-blowing all day long,

O wind, that sings so loud a song!

O you that are so strong and cold,

O blower, are you young or old?

Are you a beast of field and tree,

Or just a stronger child than me?

O wind, a-blowing all day long,

O wind, that sings so loud a song!

BOSTON BOYS

WHAT! you want to hear a story all about the old-time glory,

When your grandsires fought for freedom against the British crown;

When King George's redcoats mustered all their forces, to be flustered

By our Yankee raw recruits, from each village and each town;

. . .

So I tell you now the story all about that old-time glory,

As my father's father told it long and long ago to me;

How they met and had it out there, what he called their bloodless bout there;

How he felt. — What! was he there, then? — Why, the leader, that was he!

Nora Perry

TOC -- INDEX 18 - 9

NEW SCHOOL NEEDED

I. Structural deterioration of existing Wilson High School building

A. Damaged roof covering and rotting roof timbers

1. Three major leaks during last year

2. Dust problem caused by termite damage

B. Crumbling stairwells and broken handrails

C. Insufficient fireproofing and safety protection

1. Four fires during last year

2. Denial of safety rating by city fire marshal

a. Antiquated sprinkler system

(1) Not enough outlets

(2) Not enough water pressure for sustained operation

b. Inadequate electrical wiring

c. Insufficient fire-escape routes for current enrollment

II. Inadequate education plan for current and projected enrollment at WHS

A. Shortage of physical space

1. No laboratory facilities for science students

2. Lounges and closet areas currently used for classrooms

a. All tenth grade English classes

b. Three eleventh grade French classes

c. Two twelfth grade hygiene classes

3. No gymnasium or locker-room facilities

B. Shortage of equipment

1. No ranges or ovens for home economics students

2. No lights or bleachers on outdoor playing field

3. No spare athletic uniforms

C. Shortage of money

1. For new programs

a. Cancellation of planned state workshop in teacher education

b. Curtailment of new art program

(1) No money for supplies for sculpture students

(2) No money for demonstration lectures by local artists

2. For teachers

a. No money for much-needed additional general science teacher

b. No salary raises for WHS teachers in three years

18 - 10 TOC -- INDEX

CPR

Cardiopulmonary resuscitation (CPR) is one of the most important of all emergency medical

procedures. If a person's heart and breathing have stopped, CPR is essential to maintain

circulation and avoid brain damage, which usually begins in 4 to 6 minutes after

cardiopulmonary arrest.

 Make sure the person is truly unconscious. Shout and tap victim on chest, or shake shoulders

gently.

 Call for help.

 Position the victim for CPR. Place victim flat on back on firm surface.

 Open the airway. Place one of your palms across the victim's forehead. Using your other

hand, lift the chin up and forward. At the same time, gently push down on the forehead. The

chin should be lifted so that the teeth are brought almost together but the mouth is slightly

open.

 Check for breathing. Place your cheek next to the victim's nose and mouth to feel air being

expelled. If there are no signs of breathing, reposition the victim as described in the step

above.

 Begin mouth-to-mouth breathing. Pinch victim's nostrils together. Take a deep breath and

place your open mouth completely over the victim's mouth. Exhale completely into the

person's mouth. Repeat 4 times.

 Check for pulse. Put two fingers into the groove between the Adam's apple and the neck

muscle on the side next to you. Keep trying for 5 or 10 seconds.

If there is no pulse, begin chest compressions. The effect of the compressions is to squeeze

the heart between the breastbone and the backbone.

 Kneel next to victim's chest.

 Place your hands, one hand over the other, at tip of victim's breastbone.

 Lock your elbows, shift your weight forward. Bear down on victim's chest, compressing in

1.5 to 2 inches.

 Compress for a half a second. Relax for half second. Compress. Relax. As you compress and

relax, count "1 and 2 and 3 and 4 and 5."

 Do 15 compressions by counting to 5 three times.

 Stop compressions. Pinch nostrils, administer 2 strong breaths into victim's mouth.

 Resume compressions — do 15 more.

 Do 4 cycles of compressions and mouth-to-mouth breathing.

 Check for pulse and breathing.

 Continue until help arrives or victim revives.

If you are not trained in CPR, then provide hands-only CPR. That means uninterrupted chest

presses of about two per second until paramedics arrive. You do not need to try rescue breathing.

TOC -- INDEX 18 - 11

18 - 12 TOC -- INDEX

THE FRIDAY POETRY GROUP

Harriet's yearning

Once a week for the past thirteen years the six members of The Friday Poetry Group had

met in the back room of Harriet Fisher's Gift Shop. Harriet fancied herself a patron of the arts

and made sure that all of the ladies of her church committee and sewing circle were aware of her

generosity.

The members were all enthusiastic poetry readers and hopeful poetry writers. Each week the

group would gather to discuss a new book of poems, and one member would recite an original

verse. Their sessions always ended with a "group reading." They usually chose an old and

cherished classic that they would read aloud, each person reading a stanza.

This evening the group had agreed to read John Townsend Trowbridge's Story of the

"Barefoot Boy." Old Mr. Reeves took the first stanza, coughing and clearing his throat before

reciting in a deep resonant voice, "On Haverhill's pleasant hills there played,/ Some sixty years

ago,/ In turned-up trousers, tattered hat,/ Patches and freckles, and all that,/ The Barefoot Boy we

know."

When Lillian Sweeny started to read the second stanza her face got very red and her voice

quivered. As much as she loved poetry, she hated to speak in public. "He roamed his berry-fields

content;/ But while, from bush and brier/ The nimble feet got many a scratch,/ His wit, beneath

its homely thatch,/ Aspired to something higher."

Harriet, somewhat disgruntled at having never been asked to join the group, hovered quietly

on the other side of the door.

______________________________________

[Braille the following recipe according to the suggested guidelines given in section 18.7.

Remember that these are only guidelines, not Code rules. Other agencies may use a different

format.]

PECAN CHICKEN SALAD

serves 8

3 lbs. chicken breasts

3 cups chicken broth (approx.)

1 lb. seedless green grapes

1½ cups pecan halves

1 cup diced celery

½ cup chopped fresh dill

½ cup chopped green onions

1½ cups sour cream

1½ cups low fat mayonnaise

½ teas. salt

½ teas. pepper

lettuce

Preheat oven to 350

o

F. Arrange the chicken pieces in a single layer in a 9"x13"x2" pan.

Bring the chicken broth to a boil. Pour broth into pan so the chicken is just covered. Cover with

foil and bake until cooked through, about 30 minutes. Cool and discard broth.

Shred chicken into bite-size pieces. Combine chicken, grapes, pecans, celery, dill, and

onions.

In a separate bowl, combine the sour cream, mayonnaise, salt and pepper. Mix into chicken

mixture. Chill, covered, for at least 2 hours before serving. Serve on a bed of lettuce.

Lesson 19

Literary Braille Book Format

Note: In anticipation of rule changes, the BANA board of directors has granted permission

for preliminary pages to be prepared according to the rules as set forth in Braille Formats:

Principles of Print to Braille Transcription. Therefore, the rules in this lesson follow those

of Braille Formats rather than EBAE. Prepare the preliminary pages of your certification

manuscript according to the following rules.

19.1 Format in General

The layout of a braille book should follow that of the print book as closely as possible.

19.1a Illustrations, maps, pictures, and diagrams. [BF Rule 17§1g] It is often necessary to

omit illustrations and diagrams and the references to them in a braille transcription. If a

braille book is not an exact duplication of the print book, a general statement regarding

omissions or additions should be placed on the transcriber's notes page (see 19.2e). The

omission of pictures on the front of a book or other pictures not related to the text need

not be noted.

19.1b Captions. [BF Rule 17§2a] Captions that provide information not given elsewhere in the

text should be incorporated, at an appropriate point, into the braille text. Starting in cell 7,

braille the relevant word (Map, Picture, etc.) followed by a colon. Following on the same

line, copy the caption. Runover lines should start in cell 5. Do not leave a blank line

before or after the caption unless required by other formats, such as those for headings.

19.1c Blank lines and breaks in text. [BF Rule 1§16c] Only one blank line is left in braille

when in print one or more blank lines are used to indicate a break in thought or a change

of time or place. If, in braille, there is not room on the page for such a blank line and one

line of continuing text, leave line 25 blank. On the next page, start the text on line 3—

leaving the line following the running head blank.

If a series of dots, stars, or other symbols, is used in print to indicate a break in text,

these symbols should be represented in braille by three asterisks separated from each

other by a blank cell and centered on the braille line. Do not leave a blank line either

before or after the line containing the series of asterisks. Do not list asterisks used for this

purpose on the special symbols page (see 19.2d). If a line containing such asterisks

occurs on line 25 of the braille page, it is not necessary to leave a blank line at the top of

the next page.

In braille, quoted or displayed matter, such as letters, stanzas of a poem, etc., are

always preceded and followed by one blank line. If such matter ends on line 24 or 25 of

the braille page, on the next page leave the line following the running head blank.

A blank line is always left in braille before a centered or cell-5 heading. When there

is not room at the bottom of a braille page for such a heading with the appropriate blank

lines and at least one line of braille text, the heading is taken to the next page where it is

placed on line 3 (following the running head and a blank line).

TOC -- INDEX 19-1

19.2 Preliminary Pages [BF Rule 2]

For the purposes of braille the following items are considered preliminary pages and are

given special page numbers (see 19.2a below). These items are always placed first in a

braille volume, and always in the following order:

 title page

 dedication (in volume 1 only)

 special symbols page (if needed)

 transcriber's notes page (if needed)

 table of contents (if any)

 cover/jacket material (if any—in volume 1 only)

Braille only what appears in print. Do not create a contents page, for example, if

there isn't one in print. Other front matter that may be included in the braille preliminary

pages is discussed in 19.2h.

Braille preliminary pages are followed by text pages, which will be studied in 19.3.

A summary to help determine the order of preliminary pages and text pages is located in

19.4.

19.2a Page numbering of preliminary pages. When using literary-style pagination (see

17.7a), as required in Exercise 19 and the trial manuscript, the numbers on the print pages

are ignored. Braille preliminary pages are numbered consecutively. The braille page

number is placed at the end of line 1—each number preceded by the letter p without the

letter indicator. Therefore, in every volume the title page will always be numbered p1.

(p#∙)

 Note: For future reference, when, after certification, material is transcribed

using textbook-style pagination (see 17.7b), instructions for preliminary page

preparation as stated in Rule 2 of Braille Formats should be carefully studied.

The transcriber should be aware that when using textbook pagination, (1) every

page must be accounted for—even blank ones, (2) braille preliminary pages do

not reflect the print page numbers; they carry only the running braille page

number (placed at the end of line 25—each preceded by the letter p without the

letter indicator), (3) all authors, with their degrees and affiliations, and all

copyright owners and dates are included on the title page. This requirement

often necessitates a supplemental title page (see BF Rule 2§3), (4) inclusive

preliminary and text braille page numbers, and inclusive print page numbers

(both roman and arabic) are listed on the title page, and, (5) the page numbers

on the contents page reflect the print page numbers.

19-2 TOC -- INDEX

19.2b Title page. Information for a braille title page is gleaned from the print title page and the

page that is usually on the back of the title page that contains cataloging, copyright, and

other publication data. Most braille books will consist of more than one volume. Every

volume must have a title page. The order and form of presenting the information needed

for a title page may vary with the particular publisher, library, or transcribing group. The

Library of Congress requires that the certification manuscript be brailled using literary-

style pagination and that the title page contain the following information listed in the

following order:

 the book title (fully capitalized)

 subtitle and/or series name (if any)

 author (fully capitalized)

 publisher with first or principal address, city and state only (if given)

 copyright and reproduction notices

 ISBN

 year of braille transcription

 name of transcriber, organization affiliation and address (city and state only)

 total number of braille volumes (in arabic numbers)

 number of the particular volume (in arabic numbers)

 inclusive braille pages (both preliminary and text)

Usually all of the above mentioned items can be listed on one braille page.

Following are two model title pages, formatted as they should appear in braille, that

illustrate the form required by the Library of Congress for trial manuscripts; other

agencies may have different requirements. The first example shows a book with a subtitle

and a series name, three authors, the word by before the authors' names because it appears

in print, a copyright holder different from the publisher, and is in ten volumes—thus

requiring many more lines than the second example. If there is more information than can

fit on one page, the rules as stated in Braille Formats Rule 2§3 must be followed.

TOC -- INDEX 19-3

CROSSING OVER TO THE p1

GOLDEN LAND—CALIFORNIA

Traversing the Donner Pass

New World Series

By

BRET WOLTHAN

SUSAN FIELDS

GEORGE STIENMETZ

Published by

Melbourn and Trimble, Inc., New York

© Copyright 1995 by Bret Wolthan,

Susan Fields, and George Stienmetz

Further reproduction or distribution in other

than a specialized format is prohibited.

Transcription of ISBN: 0-7987-4411-8

Transcribed 2008 by

Harry Hiram

Volunteer Braille Services

New York, NY

In 10 Volumes

Volume 2

Braille pages p1-p3 and 83-164

TIME OF TERROR p1

STEVEN LOGAN

Published by

John H. Towsend & Sons, Inc.

Fredericksville, Ohio

Copyright© 1990 by

Steven Logan

Further reproduction or distribution in other

than a specialized format is prohibited.

Transcription of ISBN 0-19-569876-4

Transcribed 2008

By

Harry Hiram

Volunteer Braille Services

New York, New York

In 1 Volume

Braille pages p1-p6 and 1-79

[The brailled versions of the two title pages shown on the previous page can be found at

the back of Drills Reproduced in Braille.]

19.2b(1) Centering lines (title page). The Library of Congress requires that each line be

centered on the title page of the certification manuscript. Other agencies may ask that

all items on a title page start at the left margin. When centering, if any line fills an odd

number of cells, the extra blank cell should be placed on the right side of the

information, thus making more room for a long title and the page number. With the

exception of the first line, all the cells on a line may be used if necessary.

19.2b(2) Blank lines (title page). Ideally, the items on a title page should be grouped into the

following units with a blank line between each:

1) title, subtitle, series name

2) author's name

3) publisher, copyright information, reproduction notice, ISBN

4) embossing date, transcriber's name, group affiliation and its address

5) volume number and page numbers

The title of the book is always listed on line 1 and the page numbers on line 25. If

there is not enough information to fill out the page in this way, with one blank line

between groupings, place the word By on the line above the transcriber's name. If

necessary two blank lines may be left between groupings, starting at the bottom of the

page. In other words, if you had five extra lines, you would leave one blank line

between groups 1 and 2, 2 and 3, 3 and 4, and 2 blank lines between groups 4 and 5.

When there is more information than will allow for blank lines between each of the

groupings mentioned above, condense the information by placing the word by on the

same line as the date of the transcription. Another line can be saved, if space permits,

by combining the publisher's information (see 19.2b(6) below). If even more lines are

needed, some of the blank lines that separate the groupings may be deleted, starting at

the bottom of the page.

All lines on a title page may be utilized except two. There must be a blank line left

between the title (and subtitle if there is one) and the author's name, and another

between the author's name and the following publishing information.

When books (usually textbooks) have more authors or editors than can fit on one

title page, follow the rules in Braille Formats (Rule 2§3) for formatting a supplemental

title page.

19.2b(3) Capitalization (title page). Only the title (not the subtitle) and the author's name are

brailled in full capitals. To fully capitalize compound names, such as McMillian, see

2.1.

19.2b(4) Title and subtitle (title page). The title and subtitle should be brailled on consecutive

lines. Fully capitalize the title, but not the subtitle. If a title is too long to fit on the first

line of the braille page, it should be divided, as evenly as possible, between two or more

lines. Make the division at a logical point in the title; do not divide words in a

title between lines. If the book is one of a series, the series name is placed on the line

immediately following the title, or subtitle, in single capitals.

19-4 TOC -- INDEX

19.2b(5) Authors (title page). If a book has two or more authors, the name of each author

should be brailled in full capitals on consecutive lines. If a title page is very full,

authors' names can be joined by the word and and placed on the same line. If space will

not permit the listing of all the authors on the title page, see Braille Formats Rule 2§3.

Even if a book is an autobiography, the name of the author is placed on the title page.

The word by before the author's name is used in braille only if it appears in print.

 Note: You were told in 8.1e that when the word by occurs at the end of a braille line

and there is room to spell it out, it is preferable to contract it and join it to the next word

on the next line. On a title page, however, when the lines are centered, it is often clearer

to spell out the word by. Whether you choose to contract and join or to spell it out, treat

the word in the same way wherever it occurs on the title page (with publisher, copyright

and transcriber information).

19.2b(6) Publishers (title page). Braille the words Published by followed by the name of the

publisher and the first or principal city (and state, if given) in which they are located. If

space permits, all of this information may be placed on one line. Example:

Published by Random House, Inc., New York

19.2b(7) Permission from publishers (title page). Permission to transcribe a book into braille is

not required from the publisher or copyright holder as long as the transcriber is working

under the auspices of an "authorized entity." An authorized entity is any nonprofit

organization or governmental agency having a primary mission to provide specialized

services to persons with visual impairments. When permission is not sought, the

following statement must appear on the braille title page following the copyright

information: Further reproduction or distribution in other than a specialized

format is prohibited. This statement must appear on the title page of the trial

manuscript since students enrolled in this course are working under the auspices of the

National Library Service.

These copyright guidelines apply to books published and transcribed in the

United States. A fact sheet on the applicable copyright law can be acquired from NLS

(see p. xii) and is available at www.loc.gov/nls/reference/facts-cop.html

. Further

information on how to transcribe copyright and reproduction notices can be found in

Braille Formats, Rule 2§2c(5).

19.2b(8) Copyright (title page). For books prepared using literary-style pagination only the

latest copyright date is listed on the title page. If there is no copyright date, substitute

the word Printed for Copyright, followed by the latest printing date.

The copyright holder is always given on the title page—even when the publisher

holds the copyright. Ignore expressions of reservation of rights such as All rights

reserved.

If the copyright symbol (©) occurs on the print title page use the braille symbol

(

~c), placed and spaced as in print. Follow print if both the word and the symbol are

shown.

TOC -- INDEX 19-5

19.2b(9) ISBN (title page). When shown in print, the ISBN (International Standard Book

Number), the SBN (Standard Book Number), or the ISSN (International Standard

Serial Number), is placed on the line immediately following the copyright and

reproduction notices preceded by the words Transcription of. Follow print

punctuation. Example:

Transcription of ISBN: 0-4583-6578-8

Include both the 10- and 13-digit ISBNs on the braille title page if they occur in print.

Each is brailled on consecutive lines. Example:

Transcription of

ISBN-10: 0-4583-6578-8

ISBN-13: 654-0-4583-6578-8

19.2b(10) Transcriber's group affiliation (title page). List the year that the transcription was

completed and the transcriber's name followed by the name of the group (along with

its city and state) for whom the transcriber works or from whom the transcriber

received the braille assignment. List only the transcriber's city and state if there is no

group affiliation.

19.2b(11) State abbreviations (title page). Follow print for the publisher's state (if given)

whether abbreviated or spelled out. Spell out or use the same kind of abbreviation

(two-letter or standard dictionary) for the name of the state of the sponsoring agency

and/or the transcriber. When no state is given for the publisher, do not insert one. Use

the two-letter state abbreviations for the others.

19.2b(12) Volume and page numbers (title page). Arabic numbers are used to indicate the

number of a particular volume and the number of volumes in the book. When a book

consists of only one braille volume, use the words In 1 Volume (instead of "Volume

1").

The numbers of the braille pages contained in the volume are brailled on the last

line of the page, preceded by the words Braille pages. The numbers of the

preliminary pages, each preceded by the letter p without the letter indicator, are

followed by the arabic numbered pages. Of course, these page numbers cannot be

filled in until the volume is completed and the page numbers known.

19.2c Dedication page. If the print text includes a dedication, it should be centered

vertically on a new braille page in the first volume only. The lines may be centered,

indented as a paragraph, or blocked at the left margin in accordance with print

placement. Do not braille the word Dedication as a title if it is not shown in print.

Ignore special typefaces unless needed for emphasis or distinction.

19.2d Special symbols page. When the symbols in the following list are used throughout a

volume, they are listed on a special symbols page; however, if these symbols are used

only one time, or rarely, in a volume, they should be explained in a transcriber's note

in the text. This list is partial and suggestive. The transcriber should use best

judgment as to whether other symbols are common, or rare enough to be included on

a special symbols page.

19-6 TOC -- INDEX

The special symbols page is located following the title page and the dedication (if

there is one). (Note that composition signs are not listed on the Special Symbols

page.)

 Symbols used in foreign words and phrases such as: the accent symbol, Spanish

punctuation marks, non-Latin letter indicator, the letter indicator used with non-Latin

alphabets, and special symbols for accented letters

 asterisk

 ditto mark

 page number repetition or omission symbols

 symbols used for poetic scansion

 pronunciation symbols

 print symbol indicator

 termination symbol

 transcriber's note symbol (only when the termination symbol is used in the same

volume)

 symbols from other codes such as Computer Braille Code symbols used in electronic

addresses

 any symbols especially devised or assigned special usage by the transcriber

 symbols for crosshatch, copyright, ampersand, and other infrequently used symbols

(familiar symbols such as the dollar sign need not be listed)

Follow these steps when preparing a special symbols page:

 Begin a new braille page and center the heading SPECIAL SYMBOLS USED IN

THIS VOLUME on lines 3 and 4, followed by a blank line.

 If more than one page is required, start a second page with the heading

SPECIAL SYMBOLS (cont.) centered on line 2 without a blank line following.

 List the symbols in the order found in that volume.

 When three or more symbols fall into a category, group them together under an

appropriate cell-5 heading and place them first on the page. Miscellaneous symbols are

then grouped together under the heading Other Symbols. Note that this differs from

the brailled version of a special symbols page in Appendix A of EBAE, where the

categories "Greek" and "Computer Braille Code" are listed after the other symbols.

 Using the list format, begin each symbol in cell 1 followed by its name according to

the wording in the text. When category names or the names of listed symbols are not

self-explanatory, give an explanation of the symbol's function or a brief description of

the print sign. All runover lines begin in cell 3.

 When a listed symbol contains only right-hand dots or only dots in the middle and/or

lowest rows of the cell (such as the accent or termination symbols) enclose the dot

numbers in parenthesis following the symbol and a space. Multiple-celled symbols,

such as the symbol for "inches" (@9), are considered as whole units. Since there is an

upper dot in the first cell, the symbol does not need to be described in dot numbers.

TOC -- INDEX 19-7

Example: [Note that, except for proper nouns, capital letters and periods are not used for

listed items. The brailled version of the following Special Symbols page can be found at

the back of Drills Reproduced in Braille.]

RUNNING HEAD p2

SPECIAL SYMBOLS USED

IN THIS VOLUME

Computer Braille Code Symbols

_+ beginning computer code symbol

_: ending computer code symbol

: colon

/ slash

Greek

1 (2) non-Latin letter indicator; precedes a Greek letter

; (56) letter indicator; precedes a Greek word or ends a Greek passage

;; (56, 56) double letter indicator; precedes a Greek passage of more than three words

Other Symbols

^c copyright symbol

_/ slash between words

@9 inch

,' (6, 3) termination symbol

,' (6, 3) transcriber's note symbol

19.2e Transcriber's notes page. Whenever a special braille format or usage is required

throughout an entire work, rather than interrupting the text with many transcriber's notes,

a notation is made on a transcriber's notes page. This page is placed at the beginning of

each braille volume following the special symbols page, if there is one.

Some situations that might be mentioned on a transcriber's notes page are a notice of

the omission of maps or illustrations, or the explanation of the rearrangement of the print

format in order to provide a clearer presentation of recipes or puzzles. If only some maps,

charts, etc., are omitted from the braille version, the omissions are noted in a transcriber's

note at the appropriate point in the text.

Follow these steps to prepare a transcriber's notes page:

 Beginning on a new braille page, center the heading TRANSCRIBER'S NOTES on

line 3.

 Leave one blank line.

 List the notes in paragraph format, each one starting in cell 3 with runover lines

starting in cell 1. Do not use transcriber's note symbols to enclose notes on a

transcriber's notes page.

19-8 TOC -- INDEX

19.2f Contents page. When the print book has a contents page, the entire table of contents is

placed at the beginning of the first braille volume only. Each subsequent volume then

includes only that portion of the print contents that is contained in that particular volume.

When using literary-style pagination, substitute the appropriate braille page number

for the page number shown in the print table of contents. Thus, the transcriber will have

to wait until the transcription is complete to fill in the page numbers.

Do not create a contents page for a book that does not have one. Do not add items to

the contents page that do not appear in print.

Follow print for capitalization and roman or arabic numerals. Do not use emphasis

indicators for print italics except where needed for emphasis or distinction. Use normal

line spacing, even if the print table of contents is double-spaced.

When the print contents page includes maps, diagrams, etc., that have not been

included in the braille edition, omit them from the braille contents page. These omissions

must be noted, in the form of a transcriber's note, at the end of the entire contents in the

first volume as well as on the transcriber's notes page.

If material that is mentioned on the print contents page has been rearranged in the

braille text, the braille table of contents must reflect the new arrangement. For contents

pages that have a very complex format, consult Rule 2 in Braille Formats.

Following is a typical contents page.

Contents

FOREWORD

PREFACE

I. Where Am I? ............................................

II. Is This Really Kansas? ...........................

III. The Last Great Days On the Prairie .....

IV. Never Again! .........................................

Author's Note ..............................................

iii

vi

3

22

48

74

122

19.2f(1) Contents page for the first volume of a multivolume braille edition. Following is

the same contents page as it would appear in braille in the first braille volume. Note that

braille page numbers have been substituted for print page numbers. (Instructions for

proper volume division are in 19.7.)

TOC -- INDEX 19-9

1 ,,Runn+ ,,H1d p#-

2

3 ,3T5TS

4

5 ,Volume #∙

6 ,p∙ge

7 ,=e^w """"""""""""""""""""""""""""""" #∙

8 ,pref∙ce """""""""""""""""""""""""""" #c

9

10 ,i4 ,": ,∙m ,i8 """"""""""""""""""""" #d

11

12 ,volume #b

13 ,,ii4 ,is ,? ,re,y ,k∙ns∙s8 """""""" #gd

14

15 ,volume #c

16 ,,ii4 ,is ,? ,re,y ,k∙ns∙s8 73t47 #∙eb

17 ,,iii4 ,! ,l∙/ ,grt ,"ds ,on !

18 ,pr∙irie """""""""""""""""""""""" #bjc

19

20 ,volume #d

21 ,,iii4 ,! ,l∙/ ,grt ,"ds ,on !

22 ,Pr∙irie 73t47 """""""""""""""""" #bbd

23 ,,iv4 ,n"e ,∙g6 """"""""""""""""""" #bfd

24

25

___________________________________________________________________________________________________________

1 ,,runn+ ,,h1d p#-

2

3 ,volume #e

4 ,,iv4 ,n"e ,∙g6 73t47 """"""""""""" #bhi

5

6 ,∙u?or's ,note """""""""""""""""""" #cfh

 Line 1. Running head

 Line 2. Blank

 Line 3. The heading Contents is centered and follows print capitalization. Print should

be followed if a different heading, such as Table of Contents, is used. Do not add a

heading if one is not shown in print.

 Line 4. Blank

 Line 5. Center Volume 1. (When a braille edition consists of only one volume,

eliminate this line.) Throughout the rest of the table of contents, leave a blank line

before the volume number, but not after it.

 Line 6. Place the word Page at the right margin. If print includes the single word

Chapter, Essays, Stories, or a similar heading, above the chapter numbers and/or

19-10 TOC -- INDEX

names, that heading should be placed at the left margin on the same line. If no such

heading occurs in print, do not add one in braille.

 Line 7. Begin listing the content items (follow print) at the left margin with the

braille page numbers placed at the right margin, regardless of print placement. A line

of unspaced guide dots (dot 5) is inserted between the last word of the title or heading

and the page number. Leave one blank cell between the end of the heading and the

beginning of the guide dots and one blank cell at the end of the guide dots, before the

page number.

Major divisions. When material prior to the beginning of the story (such as a

preface, introduction, foreword, or author's note) or following the story (such as an index

or appendix) is included on the contents page, a blank line should separate these divisions

from the other contents items, but not from each other.

Guide dots. If there is not room between the chapter title and the page number for at

least 2 guide dots with a preceding and following blank cell, do not use any guide dots

(see line 16). If there is not room for one blank cell between the end of the title and the

page number, the title must be continued on the following line(s).

Runover lines. When a chapter heading takes more than one line, the runover lines

are blocked in cell 3. The page number and guide dots (if used) are placed at the end of

the line on which the heading ends. There should be at least six blank cells at the end of

every line that does not end in a page number.

Listed contents. When a main entry is followed by a subentry, all main entries start

in cell 1 with runover lines starting in cell 5. The subentries start in cell 3 with runover

lines in cell 7.

If it is necessary to end a volume within a chapter, when listing the contents for the

next volume repeat the continuing chapter heading followed by the word (cont.).

If more than one braille page is required for the contents in any braille volume, do

not repeat any of the headings (such as Chapter, Page, or volume number) that were used

on the first page. Do not leave a blank line between the running head and the continuing

contents items.

19.2f(2) Contents page for succeeding volumes. The volume number is not included on this

page. Using the model on the previous page:

 Line 1. Same

 Line 2. Same

 Line 3. Same

 Line 4. Same as line 6

 Line 5. Same as line 13 for Volume 2.

Same as lines 16 - 18 for Volume 3.

Same as lines 21 - 23 for Volume 4.

Same as lines 4 - 6 (second page) for Volume 5.

TOC -- INDEX 19-11

19.2g Cover/jacket material. Material found on the back of the dust jacket, on the jacket

flaps, or on the inside of the book cover, may include, among other things, a summary

of the story, a biographical sketch of the author, or a family genealogy. These should all

be included in the preliminary pages of the first volume only. If these items are short,

they may be placed on the same braille page separated by a blank line. If any one of

them would take up more than half a braille page, it should be started on a new braille

page.

When a summary of the story has no print heading, start it on a new braille page

and center the heading STORY SUMMARY on line 3. It is recognized that this

practice does not follow print format. However, because of the summary's location in

the braille volume, without a heading the braille reader might reasonably assume that it

is the beginning of the story.

Direct quotations from the body of the story, whether on the cover or inside the

front of the book should be ignored, as well as any material meant only to be visually

attractive.

19.2h Other front matter. The preliminary items listed in 19.2 are always placed first in the

braille volume in the order prescribed. Following them are other items from the front

matter that will also be given preliminary page numbers, such as a list of other books by

the author, listed reviews by other authors, a disclaimer, acknowledgments of borrowed

material, an epigraph or poetry, etc. They are placed following the cover/jacket material

in the order in which they occur in the book. Front matter items that consist of narrative

text, such as a preface, prologue, foreword, author's notes, or introduction, are

considered "text" and are described in 19.3.

19.2h(1) Other books by the author. Other books by the author should be brailled on a new

braille page in list format and placed in the first volume only.

19.2h(2) Accolades and reviews by other authors, newspapers, or journals. Accolades (see

17.6c) and short reviews of the book are brailled in paragraph format with a blank line

between each and placed in the first volume only.

If more than three braille pages will be needed to braille all of the reviews, it is

suggested that they be placed at the end of the last volume. In this case the running

braille page numbers are continued to the end of the volume and the words THE END

are placed at the end of the last page of the last volume. (See 19.9) When such

comments are relocated to the end of the last volume, this rearrangement must be noted

on the transcriber's notes page.

Braille only the comments about the book being transcribed—ignore

advertisements for other books.

19.2h(3) Disclaimer. If a book contains a statement that the characters and/or places in the story

are purely fictional, this statement is included in the braille version, in the first volume

only. If there is room, the disclaimer can be placed on the same page as the cover/jacket

material or the reviews, separated from them by a blank line.

19-12 TOC -- INDEX

19.2h(4) Acknowledgment of materials borrowed. When material is included in the braille

version that has been borrowed from another source (such as song lyrics or poetry),

and the publisher credits the source, then it is also credited in braille. When such

publisher's acknowledgments are listed with page numbers in the table of contents,

follow print. If they are placed in the front or back of a book and are not listed in the

table of contents, they are placed on a new braille page at the end of the last braille

volume. Those acknowledgments that refer to maps, pictures, and other materials that

have been omitted from the braille transcription should not be mentioned.

Do not confuse acknowledgments of borrowed materials with an author's personal

words of thanks, which are also often entitled Acknowledgments. (See 19.3c)

19.2h(5) Poetry and epigraphs. When in print such items are included in the front matter and

shown on a page by themselves, each one should begin a new braille page and be

placed in the first volume only. Poetry should be brailled according to the rules in 18.2.

An epigraph is a short introductory statement, often a quotation or motto placed at

the beginning of a book, a book unit, or chapter. When an epigraph is printed on a

page by itself, it should be transcribed in the same manner as a dedication. Retain

quotation marks if shown in print but do not note italics unless needed for emphasis or

distinction. For epigraphs at the beginning of each chapter see 19.5.

Poetry, epigraphs, quotations, and the like should be paginated as a preliminary

page if they fall before the table of contents or before the beginning of text pages (see

below). If they occur after the beginning of the text pages, they are paginated as text

pages.

19.3 Text Pages [BF Rule 1§14.b, Rule 2§1]

Preliminary pages, numbered as "p" pages, must come first in a braille volume. Text

pages, with arabic numbering, follow. They start with the first page upon which

narrative text is found. This may be a preface, introduction, foreword, author's note,

etc.

A summary to help determine the order of preliminary pages and text pages is

located in 19.4

19.3a Page numbering of text pages. In literary-style pagination, arabic numbering starts

on the first page of text and continues throughout all volumes, including any end

matter such as an epilogue or information about the author. Therefore, in the first

volume following the preliminary pages, the first page of text will be numbered arabic

1 (#∙) placed at the end of line 1.

19.3b First page of text. Following the braille preliminary pages, the text pages are brailled

in the order in which they appear in print. So, the first page of text may be the first

page of an introduction, acknowledgments, a preface—or it might be the first page of

the first chapter. If there is both an introduction and a preface, for instance, braille them

in the print order. There is one exception to this rule: if a narrative piece, such as a

preface, comes before a table of contents in print, in braille place the preface following

the table of contents, but do not add to or change the print list of contents. When the

TOC -- INDEX 19-13

arrangement of material at the beginning of a book is changed from the print copy, it

must be noted on a transcriber's notes page in the first volume only.

There are only two pages in a braille volume that do not carry a running head—the

title page and the first page of text.

In every braille volume, starting on a new braille page, instead of a running head on

the first page of text, place the complete book title, subtitle (if any), and series name (if

any). The unabbreviated book title is brailled in full capitals and centered on the first line

or lines. If the book has a subtitle, it is placed on the next line with only the first letter of

the first word and other principal words capitalized. Leave at least three blank cells at the

beginning and end of each line, and at least three blank cells between the end of the first

line and the page number. Leave a blank line between the complete title and any heading

or the text that follows.

19.3c Preface, foreword, prologue, introduction, author's personal acknowledgments.

When such items are shown in print, each one should begin a new braille page and should

be placed in the first volume only. If there is a heading in print, in braille it is centered

and print capitalization is followed. Ignore special typefaces in headings unless needed

for emphasis or distinction.

19.4 Summary: Order of Preliminary and Text Pages

To determine the order of braille preliminary and text pages follow these steps:

• Look carefully at all of the print pages that precede the start of the first chapter and

determine which should be considered the beginning of "text" pages in braille. (See

19.3b)

• Note which of the items in the list in 19.2 are pertinent to your book and list them on a

sheet of paper in the order prescribed.

• Note all other print preliminary pages (see 19.2h) prior to the beginning of text (if any),

and continue listing each of those in the order in which they appear in the print book.

• If a narrative piece, such as a preface, is located before a table of contents, transpose the

two, but do not add to or change the contents page. The preface then becomes the first

page of text. Only narrative pieces preceding the table of contents should be moved. The

order and format of the braille version should be as close to the print copy as possible.

• Consecutively number all items that follow the beginning of text in arabic numbers,

including poetry, epigraphs, etc.

• Ignore print pages that simply repeat the title.

19-14 TOC -- INDEX

19.5 Book Broken into Units [BF Rule 1§13c(3)]

Whenever print uses an entire page for a unit heading (such as Part I), this page should

be omitted in braille. Such a heading should be centered and separated by a blank line

from other headings or text that precede and/or follow it. Follow print capitalization.

Ignore special typefaces when an entire heading is printed in italics or small capitals. Use

emphasis indicators for a word, or words, within a heading that is emphasized or foreign.

If an epigraph is printed on the same page as a unit or chapter title, place it before or

after the title, as it appears in print, preceded and followed by a blank line. Use normal

margins and follow print for paragraph indentions. Retain quotation marks if shown in

print but do not note italics unless needed for emphasis or distinction.

19.6 Chapter Titles

Chapter titles are treated as centered headings. Follow print for capitalization and roman

or arabic numerals. Use emphasis indicators for print italics only if emphasis or

distinction is required, such as for an italicized foreign word within the title.

A long title should be divided and brailled, centered, on consecutive lines. At least

three blank cells must be left at the beginning and ending of each line. If a chapter

heading consists of both a number and a title, both should be placed on one braille line if

space permits. When placed on one line, the chapter number comes first followed by a

space and the title—regardless of print placement. Formatting must be consistent

throughout a book. If any chapter heading in a book is too long to be placed on the same

line with the chapter number, then all chapters should have the chapter number centered

on one line and the chapter title centered on the next.

Start the first chapter of a book on a new braille page. When following chapters end

in the middle of a braille page, the next chapter should start on that same page as long as

there is room for the chapter heading with its preceding and following blank lines and at

least one line of braille text. When a new chapter starts at the top of a braille page, a

blank line is left between the running head and the chapter heading.

When a braille volume ends in the middle of a chapter, the first page of text in the

following volume should carry, first, the full title of the book (no running head), followed

by a blank line and the centered chapter heading followed by the word (cont.).

Example:

[Assume that the following example is the first page of text, and that in print "Part I" is

on a page by itself.]

TOC -- INDEX 19-15

PART I

_______________________

RAW WINDS AND UNSTEADY SEAS

The Story of Marvin Steele

_______________________

Chapter 1

T

HE JOURNEY HOME

"Home is the place where when you have

to go there They have to take you in."

Marvin Steele was a man much like his name, hard, cunning, crafty when

dealing with others. Still it was . . .

,,r∙w ,,w9ds ,,& ,,un/1dy ,,s1s #A

,! ,/ory ( ,m>v9 ,/eele

,,"P ,I

,*∙pt] #∙ ,! ,j\rney ,home

8,home is ! pl∙ce ": :5 y h 6g "! ,!y h

6t∙ke y in40

,m>v9 ,/eele 0 ∙ m∙n m* l 8 "n1 h>d1

cunn+1 cr∙fty :5 d1l+ ) o!rs4 ,/ x 0 '''

19.7 Volume Size and Division

The ideal place for a volume division is at the end of a chapter or other unit of the text.

When this is not possible, division should be made at a point where there is a logical

break in context or thought. Do not divide in the middle of a paragraph, no matter how

long that paragraph may be.

The optimal size of a braille volume is one hundred pages, but may vary between

approximately ninety and one hundred and ten pages (a page, in this instance, refers to an

actual piece of paper, not to braille page numbers). If the total number of pages exceeds a

hundred and fifteen, divide the book into two volumes. Because of the bulk of a braille

volume, division should always favor smaller volumes. The variation between any two

volumes in the same book should not exceed fifteen pages. Remember to include the

preliminary pages in the count.

To determine in advance the number and length of braille volumes, use the following

formula:

a) Braille 50 full pages of braille. Include preliminary pages in this count only if they are full, or

nearly so.

b) 50 braille pages equal ____ print pages.

c) The total number of print pages in the book is ____.

d) Divide the total number of print pages by the answer in line (b). This will determine the

number of braille half-volumes.

e) For an estimate of the number of full braille volumes, divide the answer in (d) by 2.

19-16 TOC -- INDEX

TOC -- INDEX 19-17

19.8 Appendixes, Glossaries, Bibliographies, Indexes, Etc.

When such items are shown in print they should be reproduced in braille unless the

sponsoring agency directs otherwise. Each one begins a new braille page with the

heading as shown in print centered on the third line. Leave a blank line to separate the

heading from the following text.

Consult Braille Formats for the correct braille formats to be used for glossaries and

indexes. Books containing such end matter are transcribed using textbook-style

pagination.

19.9 End-of-Volume and End-of-Book Indication

The Library of Congress requires an end-of-volume indication on the certification

manuscript. Other agencies may not have this requirement.

Indication of the volume ending should appear on the last page of the volume

whether that page contains text, an author's notes, index, or any other material. The words

END OF VOLUME followed by the appropriate volume number (such as END OF

VOLUME 4) are centered below the last line of braille on the last page of each volume

except the final one. In the final volume, only the words THE END are used.

Whenever possible, one blank line should precede the end-of-volume indication.

However, if a volume ends on line 24 of the page, line 25 should be used for this purpose.

When a volume ends on line 25, the end-of-volume indicator may be placed on that line

so long as there is room for three blank cells between the end of the text and the end-of-

volume indicator. If this is not possible, the last line of braille text must be carried over to

another page.

EXERCISE

Prepare the following material for submission to the instructor. It consists of the title

page, contents and other preliminary pages, as well as a portion of text from In the

Shadow of a Rainbow by Robert Franklin Leslie (New York: Norton & Co., Inc., 1974).

Transcribe this material using a 40-cell braille line and a running head appropriate

for this book (not LESSON 19). Use literary-style pagination.

When preparing the title page, assume that this book will consist of four volumes,

and that Volume 1 will end with braille page 74.

A special symbols page will be required for this transcription. There is no need for a

transcriber's notes page.

On the braille contents page, under Volume 1, you will only be able to list braille

page numbers for the author's note and the first chapter. Therefore, following Chapter 1,

instead of brailling Volume 2, use the heading Following Volumes. Then list the

remaining chapters. Use guide dots following the chapter names but leave the place for

the page numbers blank.

You can tell by the print page numbers on the table of contents page that the braille

page numbers will require three cells and you should choose the running head

accordingly.

Since this is only a portion of a book, do not use an end-of-volume or end-of-book

indicator on the last page.

In the Shadow of a Rainbow

18

19 -

By Robert Franklin Leslie:

READ THE WILD WATER

HIGH TRAILS WEST

THE BEARS AND I

WILD PETS

For younger readers:

WILD BURRO RESCUE

WILD COURAGE

In

the Shadow

of a Rainbow

_____________________

The True Story of a

Friendship Between

Man and Wolf

by

Robert Franklin Leslie

W. W. NORTON & COMPANY, INC.

New York

19 - 19

Copyright © 1974 by W. W. NORTON & COMPANY, INC.

First Edition

Library of Congress Cataloging in Publication Data

Leslie, Robert Franklin.

In the shadow of a rainbow.

1. Wolves—Legends and stories. I. Title.

QL795.W8L47 1974 599'.74442 74-12500

ISBN 0-393-08697-6

All Rights Reserved

Published simultaneously in Canada

by George J. McLeod Limited, Toronto

This book was designed by Jacques Chazaud.

The type is Caledonia and Bulmer,

set by Spartan Typographers.

The book was printed and bound

by Haddon Craftsmen, Inc.

Printed in the United States of America

1 2 3 4 5 6 7 8 9 0

To

my good friend

Gregory Tah-Kloma,

wolf-man of the Kitiwanga

20

19 -

Contents

Author’s Note 9

1. Náhani of Nakinilerak 15

2. To Know a Wolf 27

3. An Awesome Journey 41

4. Trapper-Dan 55

5. The Náhani Mystique 65

6. A Fragile Image 79

7. The Danger Route 91

8. Eyes in the Shadows 103

9. The Wolves Come Home 113

10. The Way of the Northern Wild 125

11. The Monarch of Denetiah 135

12. A Song of the Kitiwanga 147

13. A Wolf Betrayed 157

14. Reconciliation 167

15. The Hunters 187

7

19 - 21

Author’s Note

Late one afternoon in the summer of 1970, a young Indian

beached his canoe near my Babine Lake campsite in the

backwoods of British Columbia. Clad only in shorts, he was

tall and muscular, and wore his hair shoulder length. The

young man introduced himself as Gregory Tah-Kloma, and

told me he was a Chimmesyan of the Tsimshian band. That

evening Greg sat by my campfire and grilled salmon filets

for both of us.

During the weeks that followed, Greg and I became

staunch friends. We canoed, hiked, prospected, and camped

as a team. I learned that he had worked in various

mills and mines to pay his way through college. His hands

still bore calluses from that work. He was now a graduate

student in mineralogy, and spent his summers at placer

gold deposits along drainage systems footing British Co-

lumbia watersheds. We were both on the way to prospect

Babine tributaries when we met.

Night after night, until the black frost of October drove

us toward civilization, we sat by the campfire and talked.

Gradually Greg told me the remarkable true story of his

devotion to a threatened pack of timber wolves, a story that

included his search to relocate the amazing female wolf

pack leader, known as Náhani, whose unusual company he

had first enjoyed in the summer of 1964. His compelling

9

22

19 -

AUTHOR’S NOTE

drive to find the wolf and her pack before trappers and

bounty hunters could destroy them reached unique pro-

portions. His fascination for the wolf often took him to the

brink of disaster.

I asked Greg’s permission to write down his story, and

he agreed. He had kept a log in which he listed events in

chronological order, and a diary in which he entered his

personal feelings and reactions. He allowed me to draw

freely on both.

In order to protect the privacy of living individuals and

to protect Náhani—who is still very much alive—certain

place names and locations have been changed, and various

encounters between humans have been slightly altered.

However, none of the facts of Gregory Tah-Kloma’s adven-

tures with Náhani and her wolf pack have been changed.

They are as he told them to me.

Robert Franklin Leslie

March, 1974

10

There is a pleasure in the pathless woods.

There is rapture in the lonely shore,

There is society where none intrudes . . .

I love not man less, but nature more.

—George Gordon, Lord Byron

19 - 23

In the Shadow of a Rainbow

24

19 -

1

__________

Náhani

of Nakinilerak

Along the southern belly of

British Columbia’s north-central wilderness stretches the

lake country. Narrow troughs of water up to 130 miles long

wind through the canyonlands and resemble wide,

gentian-blue belts—their names are Babine, Takla,

Tchentlo, Trembleur, Stuart, Nakinilerak, and fifty more.

The longest of these southern “belly” lakes, Babine and

Takla, lie in trenches between the Babine Range to the

west and the Hogem Range to the east. A knify Bait Range

separates these two lakes. Through a broad glacial canal

at

the Bait’s southern terminus, a series of five smaller lakes,

the basin tarns, drain through short creeks that feed Takla.

An ancient Indian trade trail through the Babine-Takla

region connects several primitive mountain settlements,

15

19 - 25

IN THE SHADOW OF A RAINBOW

often fifty miles apart. The route skirts the upper beach of

Friday Lake, northernmost of the five basin tarns. A nar-

row flume drains Friday into Nakinilerak Lake. Of a winter

the trade trail serves aged Carrier Indian trappers who

follow ax blazes on the hemlock trunks high above seasonal

snow line. Of a summer, possibly half a dozen die-hard

sourdough prospectors may dream their way along this

obsolete footpath, but no agency maintains or supervises

the uninhabited route.

Seven miles south of the old trade trail, a short morning’s

hike by game runs, lies Nakinilerak Lake, a wilderness

gem five miles long, half a mile wide.

In a clump of Sitka spruce and quaking aspens, Gregory

Tah-Kloma’s campsite straddled a breezy, bug-free penin-

sula near the lake’s intake flume. The year was 1964. About

two months remained before a late September or early

October snowstorm would hurl him back over the archaic

trade route to the totem-pole settlement of Hazelton,

where he had left his station wagon with a friend. Prospec-

tors cursed that sixty-mile trek between Friday Lake and

Hazelton as a backbreaker, full of deadfalls, winddowns,

devil’s-claw, icy fords, and landslides. But Greg wasn't

worried. His pack would be lighter because he would hide

his tools at the “diggin’s”; his food supply would be ex-

hausted; he would throw away his dirty clothes. Much of

the route would skim downhill, paralleling the right bank

of the Suskwa River.

During the first ten days of July, Greg had panned the

stream bed between Friday Lake and his campsite. Thou-

sands of years ago receding Ice Age glaciers had depos-

ited pockets of placer gold nuggets the size of pinheads

16

Náhani of Nakinilerak

—and smaller—along bedrock riffles beneath

everything

from a two-foot overburden of glacial mica up to mountain-

ous moraines.

One morning shortly after breakfast Greg sat rocking

back and forth on a driftwood log near his campfire. He

liked to finger the two pounds of “dust” he had accumu-

lated in a canvas bag—a bonanza to supplement his winter

salary at the refinery near Prince George. If gold came in

any other color, he reflected, nobody would prize the

metal half as much. Chimmesyans say, “Gold is sunshine

stored in a rock.”

As he zippered his precious loot into a rucksack side

pocket, he noticed a man trudging up the beach from

Nakinilerak’s southern end.

From a distance the stranger appeared middle-aged.

Probably a Carrier, Greg surmised, by the way the man

stooped under a tumpline basket tote. Plainly bushed

after his long cross-country journey, he leaned heavily

upon an alpenstock every four or five steps. With a carbine

balanced and clutched at the breech, the man's left arm

swung like the shank of a pendulum.

Greg tried to imagine what the Indian had been doing

afoot in that stony wilderness south of Nakinilerak

Lake—maybe he, too, was a prospector, maybe a bounty

hunter.

“Good morning, sir!” the stranger said as he shuffled up

to the smoky campfire. His buck-toothed smile reminded

Greg of cartoons depicting friendly beavers. “My name is

Eugene Charley. You have been here long?”

Before giving Greg a chance to answer, he quickly ex-

plained that he had been visiting relatives and hunting

17

26

19 -

IN THE SHADOW OF A RAINBOW

wolves on lower Takla Lake. He belonged to the Car

band. (Because of French language influence, Cana

Indians generally say “band” instead of “tribe.”)

rier

dian

“I came before the Moon-of-Walking-Thunder,” Greg

said. To an Indian that meant early July, because the full

moon occurred on the twenty-fourth in 1964. I'm

Chimmesyan—part Haida, part Tsimshian.”

“You must be gulch-happy. What about

Náhani? Have

you seen her?” As Eugene Charley pronounced the name,

he raised his upper lip like a nickering mule. He lowered

the lever of his Winchester to check the chamber. The sun

shot a brassy glint off a breeched cartridge rim.

Greg urged the man to sit down on the log and remove

his heavy pack, the weight of which he bore by the tump-

line strap across his deeply grooved forehead. He grinned

when Greg offered him a cup of coffee and a pipe stoked

with India House tobacco.

“Who is Náhani?” Greg asked.

Charley spat into the fire. “You say Náhani,” he said.

Accent of the Ná”

“I don't give a rusty damn how you say it. Who the

devil

is Náhani?”

“The great silver she-wolf. Queen bitch of the

deadliest

wolf pack in all Canada. Is this Nakinilerak or Friday?”

“Nakinilerak.”

“They den somewhere near here. I've studied them for

a

year or more, ever since a sweet price was put on Náhani's

head Those wolves are hunting somewh

ere south of here

IN THE SHADOW OF A RAINBOW

wolves on lower Takla Lake. He belonged to the Carrier

band. (Because of French language influence, Canadian

Indians generally say “band” instead of “tribe.”)

“I came before the Moon-of-Walking-Thunder,” Greg

said. To an Indian that meant early July, because the full

moon occurred on the twenty-fourth in 1964. “I'm

Chimmesyan—part Haida, part Tsimshian.”

“You must be gulch-happy. What about Náhani? Have

you seen her?” As Eugene Charley pronounced the name,

he raised his upper lip like a nickering mule. He lowered

the lever of his Winchester to check the chamber. The sun

shot a brassy glint off a breeched cartridge rim.

Greg urged the man to sit down on the log and remove

his heavy pack, the weight of which he bore by the tump-

line strap across his deeply grooved forehead. He grinned

when Greg offered him a cup of coffee and a pipe stoked

with India House tobacco.

“Who is

Náhani?” Greg asked.

Charley spat into the fire. “You say Náhani,” he said.

“Accent on the Ná.”

“I don't give a rusty damn how you say it. Who the devil

is Náhani?”

“The great silver she-wolf. Queen bitch of the deadliest

wolf pack in all Canada. Is this Nakinilerak or Friday?”

“Nakinilerak.”

“They den somewhere near here. I've studied them for a

year or more, ever since a sweet price was put on Náhani's

head. Those wolves are hunting somewhere south of here.

I wish to hell I knew where. When they come back, they'll

gnaw your Chimmesyan bones. Nakinilerak is where they

winter.” With a speculative squint he probed Greg’s ex-

pression for a reaction.

18

Náhani of Nakinilerak

“Why should anybody be afraid of wolves?”

“Are you armed?”

Perhaps Eugene Charley suspected a rich “poke” of

gold. While he smoked, his glance kept shuttling between

Greg’s gold pan and trench shovel.

“I’m prepared to defend myself,” Greg said without

admitting that he carried no firearms. He considered

everyone trustworthy until proven otherwise; but this

Eugene Charley somehow seemed to speak from two

faces. “Tell me more about your Náhani, whose name you

pronounce with such reverence.”

“Náhani means ‘one who shines.’ Carriers call her Silver

Skin. Color, you know. She’s too gutty for a timber wolf

—and too damned big. Eight, maybe ten years old. She

leads twenty, maybe thirty killers. Who knows? Nobody

ever gets a shot at that pack. She can smell a gun a mile

away. Livestock killed, traps emptied, and now lately

people have disappeared. When they raise the bounty

enough, I’ll bring her down. You’ll see.”

Greg concealed his relief when Eugene Charley de-

clined an invitation to rest the day and night. He was

headed for Pendleton Bay on Babine Lake. Carriers had to

hurry, otherwise the lumber mill would hire Tsimshians to

peavey summer-felled logs into the dog-chain lifts. Instead

of following the trade trail between Takla and Babine lakes,

Charley was short-cutting the route through the brush in

order to save time and miles “and maybe bring in a skin.”

“I’ll guarantee you a horrible death if you stay here,” he

said as the two men shook hands. “Náhani’s phantom

renégats will eat you alive!”

“Weasel words!” Greg said aloud. To himself he

thought: small-bore talk from a Carrier with a forked

19

19 - 27

IN THE SHADOW OF A RAINBOW

tongue, a bounty hunter who builds bad reputations

around predators in order to get local authorities to hike

the rewards.

Nevertheless, Eugene Charley’s brief visit set in motion

an exciting new trend of thought. Greg’s past experience

with wolves attested that Náhani and her “phantom

renégats,” if they existed other than in rum-soaked Carrier

imaginations, weren’t as dangerous as Charley claimed

—unless, of course they were indeed demented ren-

egades, possibly an entire pack infected with sylvatic

rabies, blindly revenging themselves against man. He re-

membered that a leading Canadian newspaper had for

years published an offer: a substantial cash payment for any

documented record of a wolf having attacked a human

being without provocation. No one ever claimed the

money. That thought was consoling on a dark and rainy

night—yet rabies fell consummately into the category of

provocation.

20

28

19 -

Lesson 20

The Trial Manuscript and Certification

Upon completion of Lesson 19 the student has been introduced to all of the rules of

literary braille. In order to demonstrate that the rules have been mastered and to achieve

national certification, the student is now asked to prepare and submit a manuscript to the

Library of Congress.

20.1 In General

The certification manuscript must consist of at least thirty-five full braille pages,

including preliminary pages, taken from a general reading book. Several partial pages

adding up to twenty-five braille lines count as one page. If a transcription includes a

dedication page that contains less than twenty-five braille lines but all other pages are

full, thirty-six braille pages must be submitted.

Just as with the lessons in this instruction manual, the manuscript must be prepared

using a braillewriter, a slate and stylus, or a computer using a direct-input braille

program. Manuscripts prepared using translation programs, where the print material is

scanned and converted to braille, are not permitted.

This is a test of the rules of literary braille format. Consequently, a manuscript

prepared using textbook-style pagination will not be accepted.

All manuscripts must be submitted in single-sided embossed form. Interpoint (braille

on both sides of the page) will not be accepted, nor will computer disks or simulated

braille. If the copy has been produced on a computer and embossed, remove all sprocket

strips, separate and collate the pages, and remove all blank pages. The manuscript should

be submitted so that it is ready to read. It is not necessary, but it may be bound with a

spiral binding. Thermoformed copies of the manuscript will not be accepted. It is highly

recommended that, if possible, the student keep a thermoformed copy of a manuscript

that was prepared on a braillewriter.

A copy of the print book used for the certification manuscript, or photocopies of the

pages transcribed including all of the preliminary pages contained in the print copy,

should accompany the manuscript. The print copy will be returned along with the

evaluation report and the original braille pages.

20.2 Choosing a Book for the Manuscript

The book selected for the manuscript should not be so technical in nature that the student

must concentrate on technicalities rather than on producing neat and accurate braille. On

the other hand, it must not be so rudimentary that it does not present average vocabulary

and sentence structure. The book chosen for the manuscript must contain a table of

contents and use a level of vocabulary approximately equal to a high school text.

The manuscript should resemble a complete braille book as closely as possible. It

should be transcribed using a 40-cell braille line and a running head. When the required

number of pages have been transcribed, end at a logical place such as at the end of a

TOC -- INDEX 20 - 1

paragraph. Points will be deducted if the manuscript ends in the middle of a sentence.

The words THE END should be placed on the last page in the prescribed manner.

20.3 Formatting the Book

Formatting or structuring are terms used for carefully perusing and making decisions as

to how to handle the basic braille layout of the book. It is very important that this be done

for every book before starting to braille. Structuring ensures consistency throughout a

braille version. When structuring the book that you have chosen for the manuscript, look

for such things as dialect, special typefaces, foreign words and phrases, quoted material,

preliminary page setup, headings, graphs, tables, etc. Decide how you are going to handle

each item before you start to braille. Also decide upon the running head and centered or

cell-5 headings. If there are items in the book that you are not comfortable with, such as

maps or flowcharts, choose a different book for the manuscript.

20.4 Beginning Pages

All pages at the beginning of a book, such as a dedication, acknowledgments, preface,

author's note, foreword, table of contents, introduction or prologue, should be included in

the braille transcription—with one exception. None of the items discussed under 19.2(g)

Cover/Jacket Material are to be included in the manuscript.

The title page should be prepared following the instructions in Lesson 19 with each

line centered. After certification, future title pages should be prepared at the direction of

the agency for which the transcriber works.

If the student is affiliated with a transcribing group, that group's name is listed on the

title page, as shown in the example in 19.2b. If the student has no group affiliation, only

the transcriber's city and state are listed.

Because the manuscript is a facsimile of a complete book, place the words In 1

Volume instead of Volume 1 on the title page. The contents page should contain only

the chapters and pages that actually appear in the thirty-five pages of the manuscript. Do

not braille the entire table of contents.

A special symbols page and a transcriber's notes page should be included if

appropriate.

Start the first chapter on a new braille page, and do not divide words between lines.

20.5 Accuracy and Neatness

A high degree of accuracy and neatness is expected of the student in the preparation of

the certification manuscript. Accuracy includes a thorough and exact reproduction of the

print text with respect to wording, spelling, punctuation, the correct formation of braille

characters, the proper use of contractions, the correct application of all rules of braille

transcribing, the proper division of words, and the use of correct braille formats. Neatness

includes uniformly clear dots, evenly spaced lines, and the absence of extensive or poorly

made erasures. If an error has been made in page numbering, the appropriate pages must

be repeated. Manuscripts containing a repetition or omission sign will not be accepted.

Omission or repetition of part of the text is undoubtedly the most serious error that

can occur because it results in material that is often incomprehensible to the reader. As

20 - 2 TOC -- INDEX

such an error is most likely to occur when the same word or words appear on two

consecutive print lines, you are cautioned to guard against losing your place in the print

copy, thereby either omitting the second line or repeating the first line.

20.6 Erasures

If the grader of the manuscript can feel an erasure, it will be counted as an error.

Therefore, erasures should be resorted to only rarely. Follow the directions for erasing as

presented in the General Course Instructions at the beginning of this book.

20.7 Editing

It is the job of the transcriber to duplicate the print copy as faithfully as possible. The

transcriber is in no sense an editor and should not seek to substitute his or her judgment

for that of the author as to what constitutes correct usage. This is especially true for

capitalization, punctuation, and hyphenation — where there is wide variation in practice

among writers and publishers. The author must be permitted his idiosyncrasies in such

matters. George Bernard Shaw often used simplified spelling and omitted periods after

many abbreviations.

There are occasions in print (just as in braille) when errors do occur, and these the

transcriber should correct; however, this should be done with great circumspection. In

correcting spelling, for example, be sure that what is shown is not simply an alternate or

archaic spelling. For example, in the sentence, Teh farmer sold his milch cows, it is clear

that the e and h in the word the have been reversed and should be corrected. However,

although the word milch is archaic, it was the author's choice and should not be changed

to milk.

20.8 Proofreading

The certification manuscript should be the work of the student and no one else. While

preparing the manuscript, the pages should be proofread as they are brailled. After

brailling seven to ten pages they should be proofread again. When the manuscript is

finished, it is suggested that it be left alone for at least a week. The final proofreading,

after the student has had a rest from the material, should expose any remaining errors. If

the manuscript is generated by a computer, the pages should be carefully proofread after

embossing.

The work should not be proofread by anyone other than the student. The trial

manuscript is a test of the student's knowledge and ability, not of anyone else's

proofreading skills.

20.9 A Letter to the Grader

A letter, in braille, to the grader from the student should accompany every manuscript. In

the letter tell the grader what dictionary was used as well as anything unusual that was

encountered in print such as format irregularities, dialect, or unusual foreign names. If

any editing (see Editing, above) was done, this too should also be explained. Do not

TOC -- INDEX 20 - 3

20 - 4 TOC -- INDEX

include these explanations on a transcriber's notes page. The letter is not to be counted as

part of the thirty-five-page manuscript. Points will not be deducted for errors in the letter.

20.10 Mailing the Manuscript

Instructions for mailing the manuscript are on page xvi of the General Course

Instructions.

20.11 Grading

The following system for grading manuscripts has been adopted. A perfect manuscript

will be given a grade of 100. A grade of 80 is required for certification. The list below

shows how points will be deducted for errors. If the same error in the use or omission of

contractions occurs consistently with respect to the same word, it will be counted only

once. Format errors may sometimes be counted together as a single error. Otherwise,

each error will be counted separately.

Errors and Points

Contractions omitted or misused: 2

Characters misformed (including added or omitted dots): 1

Incorrect division of words: 2

Letters inserted or omitted: 2

Text omitted or repeated: 3

Spacing errors: 2

Format irregularities: 2

Omitted or inserted punctuation or composition signs: 2

Erasures, if detected: 2

If the score on the first manuscript is between 75 and 79, the student will be asked to

submit a second manuscript of twenty-five pages. If a successful score has still not been

reached after a third try, the student is directed to wait twelve months and retake the

transcribing course before submitting a final fourth manuscript.

20.12 Appealing the Test Results

If a student feels that points were deducted erroneously, a print or braille letter should be

sent to: Manager of Braille Programs, National Federation of the Blind, 1800 Johnson

Street, Baltimore, MD 21230. Along with the letter, send the pertinent braille pages of

the manuscript and the corresponding print pages.

20.13 Certification

Upon successful completion of the manuscript, a Certificate of Proficiency in Braille

Transcribing signed by the Librarian of Congress and the Director of the National

Library Service for the Blind and Physically Handicapped will be awarded. Library of

Congress certification is a symbol recognized worldwide and something to be very proud

of. GOOD LUCK!

Appendix A

Reading Practice

LESSON ONE

movie rerun

safe bet

ants make anthills

blue umbrella

no vacancy

walnut pancakes

agreeably nice

2 yule logs

zigzag road

spicy salami

club bylaws

torn cuff

free giveaway

35 crazy coyotes

100 bees buzz

twelve dolls

6 girls jump rope

8 kettledrums boom

all alike

cute quadruplets

flea bite

64 obsolete autos

idiotic idea

beetles scurry

add two plus two

aerial view

wise old man

79 lively ladies

LESSON 2

Fans cool a big room rapidly.

Take AIRPORT ROAD six miles; turn left on MYRTLE AVE.

A kilogram equals 1,000 grams.

Melissa turns five next week; Hannah turns six.

An antonym is an opposite.

Eat a snack at 10:30.

Hey! Look at Lisa run.

A nautical mile is 6,076 feet.

We drove 595 miles.

Is MAGIC MUSIC on Bay View Road?

A black lace dress makes Jill look svelte.

TOC -- INDEX A-1

I may visit my uncle on my way home.

Vicki, give me a nice juicy apple pie.

Laurie saw a five- or six-act play.

LESSON 3

Kim loves colors: rose, cobalt (blue), puce (deep purple), orange.

"'Twas a fair trade!" Sam retorts.

If I ask, respond yes/no.

Hippocrates — Greek physician.

My boss says John S____ has a bad record.

Hannah has a six-week-old Siamese cat.

"Buzz" is onomatopoetic.

EXPRESS AISLE ONLY—PAY AT DESK

Sodium nitrate makes rocket propellant; explosives, too.

Joanna O'Reilly has a cute baby boy.

Tell me! Has Lori ____ a secret love?

Put on a happy/sad face.

Jane says David is a ____.

Pause at Mike's Place — Gas, Food — Exit 172

Twelve (12) lots sold; only six (6) left.

Rob's dog, Ali-Baba, is a 6-week-old puppy.

Dragonflies dazzle visitors at New York's Natural Museum [exhibit July 19-27].

A-2 TOC -- INDEX

LESSON 4

1. Hold the handle of the suitcase so it won't

drop.

2. As with all people, Adam has faults.

3. "For the love of Pete—quit that!"

4. Will gives me the willies.

5. That's very pretty, Andrea — did you color

it?

6. Can a cannibal eat fruit?

7. I'd rather see Dan Rather at 7:00.

8. It's not too cold, but button Sandy's

coat anyway.

9. Don't call that "can-do" guy a dodo.

10. Quiet! Quit that! It is quite late.

11. Do you have the knowledge it takes for that job?

12. GO-FOR-IT, Goofy!

13. It is likely that Jack will like that coat.

14. Jimmy Frome ran home from the pond.

15. So, let's all go visit London's

Soho.

16. As soon as I can, I will make candy.

17. I see more and more Moresque designs.

18. "And for the life of me, I can't see my

glasses," cries Wanda.

19. The people of the People's Republic want an

equal voice.

TOC -- INDEX A-3

LESSON 5

1. Why don't you wait and dig the posthole

next week?

2. He can't do it without my say-so.

3. See that child? She stole my chips!

4. Shhh! Look, they still have the whiskey still out

on the back forty.

5. Whether I vote or not, Whit will see

victory, which will make me very happy.

6. The woman with the stethoscope is Stella's

physician.

7. This is the cottage with the thatch on the roof,

Matthew.

8. "Oust that bourgeois creep from my boudoir,

at once!" Madame Bouley implores.

9. This is the 1st grade room—that room is

for 2nd grade.

10. Which shall we have, sour pickles or sweet

relish on our sandwiches?

11. "That is an out-and-out lie!" Christy shouts

loudly.

12. A favorite port o' call for tour

ships is St. Thomas.

13. Stillmore is a village I'll

visit on my next trip.

A-4 TOC -- INDEX

LESSON 6

1. I can't figure out what he is saying, he

mumbles so.

2. I want freedom from the daily drudgery

of my job.

3. Noble got a job at the local bakery

baking rolls and coffee cakes.

4. The shower water runs slower if the valve

is lower.

5. Ring Madame now—tell her Edith is

bringing luncheon.

6. Put the tablet on the table.

7. Herbert is a pedantic fellow.

8. We'll signal the aeroplane and give

Eric warning of the storm.

9. Is the car parked outside the garage?

10. What a ghastly sight!

11. Artist, Alexis Rockman, draws

lovely pictures of tropical forests.

12. Which will you have, the tuna sandwich or the beef?

13. While you are away, we will take the child

skating.

14. I am surprised that you are still planning that

trip.

15. This is terrible! How will we get out?

16. "Shall we waltz?" he asked softly.

17. People who are overweight need light diets

and lots of exercise.

18. Following the dynamite blast, the mud

oozed down the hillside.

TOC -- INDEX A-5

LESSON 7

Chitchat

"Good morning, Inga. Say, thanks for sending

me that letter from Virginia. How was the rest of the

trip?"

"Oh, lots of fun, Ed. I took a lot of

pictures. But we were so tired when we got home

last night—and I'm still tired this morning!"

"Did you visit the historical sites in Mar-

yland and Connecticut?"

"No, it was a quick trip and we'll do enough of that when

Beatrice visits next year."

"Weren't you going with Connie next year?"

"Yes, but she's taking a new job in the Dis-

trict of Columbia, so I don't think she'll

go."

"Well, tell Josh I said hello. I'm

glad it was a good trip. Let's have a picture

showing soon. You'll feel better when you've rested

a little more."

"I'll be seeing you, Ed. I'm in a hurry

now. I haven't paid all my bills yet and Josh

wants his books returned this morning."

A-6 TOC -- INDEX

LESSON 8

Success Story

Greg's past included peddling papers, clerking

at the tobacco shop and slinging hamburgers at a

fast-food spot. When he was offered a job as a

cook at the up-scale Truffles Restaurant

he accepted, even though he'd not heard of dishes like

stuffed eggplant or cabbage braised in stock.

He left the first order of fried mushrooms and

zucchini (an hors d'oeuvre that was a house spe-

cial) in the deep fryer for twenty minutes. The

irate customer sent the blackened, unappetizing

dish back to the kitchen.

Edith (who preferred to be called Eddie), the

bubbly waitress, just giggled and told Greg not

to worry. When she first started waiting tables she put

saccharine in the sugar bowl, mistook iced tea for

lemonade, and dropped a dish of hot peach cobbler

with ice cream into a customer's lap.

At last the head chef, Pierre, agreed to take

Greg aside for two hours every week for cooking

lessons. Now, a year later, people come from far and

wide to enjoy the delicacy of the house, "Aubergine

a la Greggory."

TOC -- INDEX A-7

LESSON 9

Rusty

Mother often tells us of the young person who played a

large part in the building of her character as a child. His name

was Gaylord Everett, but everyone used his nickname,

Rusty, because of his red hair. He was about ten years

older than she, going to college and studying to be a

doctor. He was not a worldly fellow then, but bright and

of fine character with a deep belief in all things spiritual.

My grandfather was a doctor and Rusty visited

frequently, riding out with grandfather in the buggy to vis-

it the sick in the neighborhood, hoping to learn the

more practical aspects of medicine. Sometimes my

mother got to take part in these sojourns to outlying

farms. She told us of how she'd play with the dogs

in the yard or look in the barn where there were often little

kittens sleeping in the hay, while grandfather and

Rusty delivered a baby, set a broken bone,

or treated a child with the croup.

Because of his warm smile and helping hand, Rusty was

always welcome wherever he went. When he graduated

from medical school and got a posting at a hospi-

tal many miles away in Somerset he rarely had

time to visit. But mother never forgot the young man who,

many years later, won the Nobel Prize for medi-

cine.

A-8 TOC -- INDEX

LESSON 10

Welcome to the Old River Inn

The Old River Inn, located in the heart of

plantation country, is an intimate guest hotel,

preserving the charm of the past in harmony with the ameni-

ties and conveniences of the present. Overlooking the

Frances River and surrounded by 100-year-old

oaks dripping with Spanish moss, the original inn

was built in 1817. Completely restored in

1995, great care has been taken to retain the

historical significance of the original struc-

ture.

Guests will be met at the railroad station by a

horse-drawn carriage and transported in the

style of the eighteen hundreds to the inn. There they will be

treated daily to a complimentary continental breakfast

and a 5 o'clock wine reception. The gracious dining

room features foods of the Old South. Braille

menus and special menus for children are available.

Following a tour of the historic district or a

business meeting, the Old River Inn offers a

pleasing selection of relaxing diversions. Every room

has wide-screen, color television. Down-

stairs soft piano music fills the lounge.

Stroll the river walk in the twilight or enjoy a

favorite libation and a game of skill in the inn's

Billiard Room.

We will be glad to coordinate any dining reser-

vations or arrange historic tours.

TOC -- INDEX A-9

A-10 TOC -- INDEX

LESSON 11

Dear Lynne,

True to my word, I am writing this letter tonight in

order that it will be on its way to you tomorrow morning.

How I wish you could have been with us today! We at-

tended the annual gymnastic exhibition at the

school for the blind, and it was an experience I shall always

remember. We found it necessary to be there long before two

o'clock, as the good seats were almost all taken.

The beginning of the program brought an immediate re-

sponse from the large audience, and we were quick to perceive

the excellence of the physical training being given these

young blind people. We found ourselves rejoicing in the charm of the

folk dances, and I declare that I have never seen more

precise calisthenics. We were much impressed with the

complicated drills with wands, Indian clubs and

dumbbells, and thrilled with the excitement of the races

in rope climbing. Wrestling and tumbling, followed

by a fascinating exhibition of swimming and diving,

completed a program which was altogether amazing.

Come with us when we visit the school again; you will be

as impressed as we were.

Sincerely yours,

Julia Goodfellow

TOC -- INDEX A-11

Appendix B

Alphabetic Index of Braille Symbols

Alphabet and Numbers

For Braillewriter

1

a

∙

2

b

b

3

c

c

4

d

d

5

e

e

6

f

f

7

g

g

8

h

h

9

i

i

0

j

j

k

k

l

l

m

m

n

n

o

o

p

p

q

q

r

r

s

s

t

t

u

u

v

v

w

w

x

x

y

y

z

z

For Slate

In the following chart, dot configurations for the slate appear as they are produced, and

are thus a mirror image of the dots as they are read or produced on a braillewriter.

1

a

@

2

b

^

3

c

c

4

d

f

5

e

i

6

f

d

7

g

g

8

h

j

9

i

e

0

j

h

k

.

l

_

m

%

n

$

o

[

p

?

q

]

r

w

s

:

t

\

u

+

v

#

w

r

x

x

y

&

z

!

Contractions, Word Signs, and Short-Form Words

Writer Slate

about

∙b ^@

above

∙bv #^@

according

∙c c@

across

∙cr wc@

after

∙f d@

afternoon

∙fn $d@

afteward

∙fw rd@

Writer Slate

again

∙g g@

against

∙g/ *g@

ally

,y &'

almost

∙lm %_@

already

∙lr w_@

also

∙l _@

although

∙l? p_@

TOC -- INDEX B - 1

Writer Slate

altogether

∙lt \_@

always

∙lw r_@

ance

.e ik

and

& y

ar

> <

as

z !

ation

,n $'

---------------------------- ------------------------------ --------------------------

bb

2 ;

be

2 ;

because

2c c;

before

2f d;

behind

2h j;

below

2l _;

beneath

2n $;

beside

2s :;

between

2t \;

beyond

2y &;

ble

# v

blind

bl _^

braille

brl _w^

but

b ^

by

0 8

---------------------------- ------------------------------ --------------------------

can

c c

cannot

_c cl

cc

3 3

Writer Slate

ch

* /

character

"* /1

child

* /

children

*n $/

com

- -

con

3 3

conceive

3cv #c3

conceiving

3cvg g#c3

could

cd fc

---------------------------- ------------------------------ --------------------------

day

"d f1

dd

4 6

deceive

dcv #cf

deceiving

dcvg g#cf

declare

dcl _cf

declaring

dclg g_cf

dis

4 6

do

d f

---------------------------- ------------------------------ --------------------------

ea

1 "

ed

$ n

either

ei ei

en

5 9

ence

;e i2

enough

5 9

er

] q

ever

"e i1

B - 2 TOC -- INDEX

Writer Slate

every

e i

---------------------------- ------------------------------ --------------------------

father

"f d1

ff

6 4

first

f/ *d

for

= =

friend

fr wd

from

f d

ful

;l _2

---------------------------- ------------------------------ --------------------------

gg

7 7

gh

< >

go

g g

good

gd fg

great

grt \wg

---------------------------- ------------------------------ --------------------------

had

_h jl

have

h j

here

"h j1

herself

h]f dqj

him

hm %j

himself

hmf d%j

his

8 0

---------------------------- ------------------------------ --------------------------

immediate

imm %%e

in

9 5

ing

+ u

into

96 45

it

x x

Writer Slate

its

xs :x

itself

xf dx

ity

;y &2

---------------------------- ------------------------------ --------------------------

just

j h

---------------------------- ------------------------------ --------------------------

know

"k .1

knowledge

k .

---------------------------- ------------------------------ --------------------------

less

.s :k

letter

lr w_

like

l _

little

ll __

lord

"l _1

---------------------------- ------------------------------ --------------------------

many

_m %l

ment

;t |2

more

m %

mother

"m %1

much

m* /%

must

m/ *%

myself

myf d&%

---------------------------- ------------------------------ --------------------------

name

"n $1

necessary

nec ci$

neither

nei ein

ness

;s :2

not

n $

---------------------------- ------------------------------ --------------------------

o'clock

o'c c,[

of

( )

TOC -- INDEX B - 3

Writer Slate

one

"o {1

oneself

"of d[1

ong

;g g2

ou

\ t

ought

"\ t1

ound

.d fk

ourselves

\rvs :#wt

ount

.t \k

out

\ t

ow

[ o

---------------------------- ------------------------------ --------------------------

paid

pd f?

part

"p ?1

people

p ?

perceive

p]cv #cq?

perceiving

p]cvg

g#cq?

perhaps

p]h jq?

---------------------------- ------------------------------ --------------------------

question

"q ]1

quick

qk .]

quite

q ]

---------------------------- ------------------------------ --------------------------

rather

r w

receive

rcv #cw

receiving

rcvg g#cw

rejoice

rjc chw

rejoicing

rjcg gchw

right

"r w1

---------------------------- ------------------------------ --------------------------

Writer Slate

said

sd f:

sh

% m

shall

% m

should

%d fm

sion

.n $k

so

s :

some

"s :1

spirit

_s :l

st

/ *

still

/ *

such

s* /:

---------------------------- ------------------------------ --------------------------

th

? p

that

t \

the

! z

their

_! zl

themselves

!mvs :#%z

there

"! z1

these

^! zb

this

? p

those

^? pb

through

"? p1

thyself

?yf d&p

time

"t \1

tion

;n $2

to

6 4

B - 4 TOC -- INDEX

Writer Slate

today

td f\

together

tgr wg\

tomorrow

tm %\

tonight

tn $\

---------------------------- ------------------------------ --------------------------

under

"u +1

upon

^u +b

us

u +

---------------------------- ------------------------------ -------------------------

very

v #

---------------------------- ------------------------------ --------------------------

was

0 8

were

7 7

wh

: s

where

": s1

which

: s

whose

^: sb

will

w r

with

) (

word

^w rb

work

"w r1

world

_w rl

would

wd fr

---------------------------- ------------------------------ --------------------------

you

y &

young

"y &1

your

yr w&

yourself

yrf dw&

yourselves

yrvs :#w&

TOC -- INDEX B - 5

Punctuation and Composition Signs

Writer Slate

accent

symbol

@ ∙

apostrophe

' ,

asterisk

99 55

bracket,

opening

,7 7'

bracket,

closing

7' ,7

capital

indicator

, '

capital

indicator,

double

,, ''

colon

3 3

comma

1 "

dash

-- --

dash,

omission

---- ----

ditto sign

"1 "1

ellipsis

''' ,,,

emphasis

indicator

. k

emphasis

indicator,

double

.. kk

exclamation

point

6 4

guide dot

" 1

hyphen

- -

letter

indicator

; 2

line sign

> <

Writer

Slate

non-Latin

letter

indicator

1 "

number

indicator

# v

omission

sign

" 1

parenthesis,

opening

7 7

parenthesis,

closing

7 7

period

4 6

print symbol

indicator

@ ∙

question

mark

8 0

quotation

mark,

double

opening

8 0

quotation

mark,

double

closing

0 8

quotation

mark,

single

opening

,8 0'

quotation

mark,

single

closing

0' ,8

repetition

sign

; 2

slash

_/ *l

semicolon

2 ;

termination

symbol

,' ,'

transcriber's

note symbol,

open and

close

,' ,'

B - 6 TOC -- INDEX

TOC -- INDEX B - 7

QUICK REFERENCE CHART

ALPHABET & NUMBERS

1 2 3 4 5 6 7 8 9 0

a b c d e f g h i j

∙ b c d e f g h i j

k l m n o p q r s t

k l m n o p q r s t

u v w x y z

u v w x y z

PUNCTUATION

' apostrophe

99 asterisk

,7 bracket, open

7' bracket, close

3 colon

1 comma

-- dash

---- omission dash

''' ellipsis

6 exclamation point

- hyphen

> line sign

_/ slash

7 parentheses, open &

close

4 period

8 question mark

quotation marks:

8

double, open

0 double, close

,8 single, open

0' single, close

2 semicolon

COMPOSITION SIGNS

, capital indicator

# number indicator

; letter indicator

. emphasis indicator

@ accent symbol

,' termination symbol

ALPHABET CT'NS

b but p people

c can q quite

d do r rather

e every s so

f from t that

g go u us

h have v very

j just w will

k knowledge x it

l like y you

m more z as

n not

WHOLE-WORD CT'NS

*

child

:

which

%

shall

\

out

?

this

/

still

OK with apostrophe

can's can't

child

's

it

's it'd it'll

people

's

so

's

still

's

that

's that'd that'll

you

'd you'll

you

're you've

will

's

PART & WHOLE-WORD

CT'NS

&

and

!

the

=

for

)

with

(

of

PART-WORD CT'NS

>

ar

+

ing

#

ble

\

ou

*

ch

[

ow

$

ed

%

sh

5

en

/

st

]

er

?

th

<

gh

:

wh

9

in

WHOLE-WORD LOWER

SIGNS

9 in

5 enough

2 be

8 his

0 was

7 were

--------------------------

6 to

96 into

0 by

PART-WORD LOWER

SIGNS

2 be

3 con

4 dis

- com

5 en

9 in

-------------

1 ea

2 bb

3 cc

4 dd

6 ff

7 gg

INITIAL-LR CT'NS

* Special rules apply.

_c

cannot

"s

*some

"*

character

_s

spirit

"d

day

_!

their

"e

ever

"!

there

"f

father

^!

these

_h

had

^?

those

"h

here

"?

through

"k

know

"t

time

"l

lord

"u

under

_m

many

^u

upon

"m

mother

":

where

"n

name

^:

whose

"o

*one

^w

word

"\

ought

"w

work

"p

*part

_w

world

"q

question

"y

young

"r

right

FINAL-LR CT'NS

,y ally

.e

ance

,n ation

;e ence

;l ful

;y ity

.s

less

;t ment

;s ness

;g ong

.d ound

.t ount

.n sion

;n tion

SHORT-FORM WORDS

* Special rules apply.

about ab

above abv

according ac

across acr

* after af

afternoon afn

afterward afw

again ag

against agst

almost alm

already alr

also al

although alth

altogether alt

always alw

because be

c

before be

f

behind be

h

below be

l

beneath be

n

beside be

s

between be

t

beyond be

y

* blind bl

braille brl

children ch

n

conceive con

cv

conceiving con

cvg

could cd

deceive dcv

deceiving dcvg

declare dcl

declaring dclg

either ei

first fst

* friend fr

good gd

great grt

herself her

f

him hm

himself hmf

immediate imm

its xs

itself xf

letter lr

little ll

much mch

must mst

myself myf

necessary nec

neither nei

o'clock o'c

oneself one

f

ourselves ou

rvs

paid pd

perceive per

cv

perceiving per

cvg

perhaps per

h

quick qk

receive rcv

receiving rcvg

rejoice rjc

rejoicing rjcg

said sd

should sh

d

such sch

themselves the

mvs

thyself th

yf

today td

together tgr

tomorrow tm

tonight tn

would wd

your yr

yourself yrf

yourselves yrvs

SYMBOLS

@c cent(s) ¢

dg degree(s)

o

"1 ditto sign ”

4 dollar(s) $

ft foot, feet '

/ fraction line /

@9 inch(es) "

in inch - abbreviation

m9 minute(s) '

_? number #

p> paragraph ¶

@3p percent %

l pound(s) sterling £

lb pound(s) weight #

sec second(s) "

s' section §

,' transcriber's note

symbol, open & close

@y yen ¥

B - 8 TOC -- INDEX

ASCII Braille Chart

A a

b b but

c c can

d d do

e e every

f f from

g g go

h h have

I i

j j just

k k knowledge

l l like

m m more

n n not

o o

p p people

q q quite

r r rather

s s so

t t that

u u us

v v very

w w will

x x it

y y you

z z as

, , capital indicator

,7 ,7 [

,8 ,8 ' (opening)

99 99 * (asterisk)

''' ''' ... (ellipsis)

-- -- (dash)

. . italic indicator decimal point

; ; letter indicator

" ,1 ditto (5,1)

,, ,, double capital indicator

7' 7' ]

0' 0' ' (closing)

' ' (apostrophe)

@ @ (accent symbol)

---- ---- (omission dash)

.. .. double italic indicator

,' ,' termination symbol

1 1 ea ,

2 2 be bb ;

3 3 con cc :

4 4 dis dd . $

5 5 en enough

6 6 to ff !

7

7 were gg ( )

8 8

his " ?

9 9 in

96 96 into

0 0 w

as by "(closing)

/ / st still fraction line

# # ble #

- - com -

& & and

= = for

( ( of

! ! the

) ) with

* * ch child

< < gh

% % sh shall

? ? th this

: : wh which

+ + ing

> > ar

$ $ ed

] ] or } er

\ \ or | ou out

[ [ or { ow

"d "d day

"e "e ever

"f "f father

"h "h here

"k "k know

"l "l lord

"m "m mother

"n "n name

"o "o one

"p "p part

"q "q question

"r "r right

"s "s some

"t "t time

"u "u under

"w "w work

"y "y young

"! "! 5the there

"* "* 5ch character

"? "? 5th through

": ": 5wh where

"\ "\ 5ou ought

^u ^u 4-5u upon

^w ^w 4-5w word

^! ^! 4-5the these

^? ^

? 4-5th those

^: ^: 4-5wh whose

TOC -- INDEX B - 9

_c _c 4-5-6c cannot

_h _h 4-5-6h had

_m _m 4-5-6m many

_s _s 4-5-6s spirit

_w _w 4-5-6w world

_! _! 4-5-6the their

.d .d 4-6d ound

.e .e 4-6e ance

.n .n 4-6n sion

.s .s 4-6s less

.t .t 4-6t ount

;e ;e 5-6e ence

;g ;g 5-6g ong

;l ;l 5-6l ful

;n ;n 5-6n tion

;s ;s 5-6s ness

;t ;t 5-6t ment

;y ;y 5-6y ity

,n ,n 6n ation

,y ,y 6y ally

∙b ab about

∙bv ab above

∙c ac according

∙cr acr across

∙f af after

∙fn afn afternoon

∙fw afn afterward

∙g ag again

∙gst ag/ against

∙lm alm almost

∙lr alr already

∙l al also

∙lth al? although

∙lt alt altogether

∙lw alw always

bec 2c because

bef 2f before

beh 2h behind

bel 2l below

ben 2n beneath

bes 2s beside

bet 2t between

bey 2y

beyond

bl bl blind

brl brl braille

chn *n chi

ldren

concv 3cv conceive

concvg 3cvg conceiving

cd cd could

dcv dcv deceive

dcvg dcvg deceiving

dcl dcl declare

dclg dclg declaring

ei ei either

fst f/ first

fr fr friend

gd gd good

grt grt great

herf h]self herself

hm hm him

hmf hmf himself

imm imm immediate

its xs its

itsf xsf itself

lr lr letter

ll ll little

mch m* much

mst m/ must

myf myf myself

nec nec necessary

nei nei neither

o'c o'c o'clock

onef "o oneself

ourvs \rvs ourselves

pd pd paid

percv p]cv perceive

percvg p[cvg perceiving

perh p]h perhaps

qk qk quick

rcv rcv receive

rcvg rcvg receiving

rjc rjc rejoice

rjcg rjcg rejoicing

sd sd said

shd %d should

sch s* such

themvs !mvs themselves

thyf ?yf thyself

td td today, to-day

tgr tgr together

tm tm tomorrow, to-morrow

tn tn tonight, to-night

wd

wd would

yr yr your

yrf yrf yourself

yrvs yrvs yourselves

B - 10 TOC -- INDEX

Appendix C

Typical and Problem Words

Syllable division is not shown for one-letter beginning or ending syllables, words that

have a short form, words that reflect dialect, or multi-syllable words that are represented

by whole-word contractions. In addition, the student is reminded that word division in

braille is often dependent upon whether or not the word is followed by punctuation. See

2.4a(1) for comments on dictionaries. Not all dictionaries will use the word divisions that

are contained in this list.

A

Aar/on

,A>ON

ab/a/lo/ne

ABALONE

aban/doned AB&ON$

ab/bé A2@E

ab/bre/vi/a/tion A2REVI,N

ab in/i/tio ;∙b 9itio

able A#

about AB

about-/face

AB-FACE

above ABV

above/board

ABVBO>D

ab/sinthe

ABS9!

ac/cede

A3$E

ac/cla/ma/tion A3LAM,N

ac/com/pa/ni/ment

A3OMPANI;T

ac/cord/ance

A3ORD.e

according

AC

according/ly

ACLY

ac/count

A3.T

ac/e/tone

ACET"O

ac/knowl/edg/ment

AC"KL$G;T

acous/tic

AC\/IC

acre/age

ACREAGE

across

ACR

ac/tu/al/ly

ACTU,Y

add

ADD

add/ed

A4$

ad/den/dum

A45DUM

ad/dict/ed A4ICT$

ad/di/tion/al/ly

A4I;N,Y

ad/dress

A4RESS

ad/e/noid

AD5OID

ad/here

AD"H

ad/hered

ADH]$

ad/her/ence

ADH];E

ad/her/ent

ADH]5T

ad in/fi/ni/tum

AD 9F9ITUM

ad/just ADJU/

ad nau/se/am

AD NAUS1M

ado

ADO

ad/vanced

ADV.ED

ad/vanc/ing

ADVANC+

ae/dile

AEDILE

Ae/ge/an

,AEG1N

Ae/ne/id

,∙EneId

aer/i/al AERIAL

aer/o/dy/nam/ics ∙erodyn∙mics

aer/o/plane ∙eropl∙ne

aes/thet/i/cal/ly AES!TIC,Y

af/fa/ble

A6A#

af/fil/i/a/tion

∙6ili,n

af/fin/i/ty A69;Y

af/firm

A6IRM

af/ford/ed

AF=D$

af/fright/ed

A6"R$

af/ghan

∙f<∙n

afore/said A=ESD

afore/time

A=E"T

after AF

after-/din/ner

∙f-d9n]

af/ter/ef/fect AFT]E6ECT

after/math

AFMA?

afternoon

AFN

afternoons

AFNS

TOC -- INDEX C - 1

after/thought

AF?"\

afterward

AFW

afterwards

AFWS

again

AG

against AG/

ag/gra/va/tion A7RAV,N

ag/grieved

A7RIEV$

agil/i/ty

∙gil;y

agree/a/ble AGREEA#

ain't

A9'T

air-con/di/tioned

AIR-3DI;N$

Aire/dale

,AIREDALE

à la carte

@A LA C>TE

Alad/din

,ALA49

al/be/it ALBEIT

al/bi/no

ALB9O

Al/ex/an/der

,ALEX&]

al/ien/a/tion

ALI5,N

alike

∙like

Al/le/ghe/ny ,ALLE<5Y

al/ly

ALLY

Al/ly/son ,∙llyson

alm/on/er ALMON]

almost

ALM

alms/house

ALMSH\SE

along

AL;G

already

ALR

also

AL

also-/rans

AL-RANS

alt/horn

ALTHORN

although

AL?

al/tim/e/ter

ALTIMET]

altogether ALT

always

ALW

ame/na/ble

AM5A#

am/e/thyst

∙me?y/

among AM;G

an/aer/o/bic

ANAEROBIC

anath/e/ma

ANA!MA

an/ces/tral

ANCE/RAL

an/dan/te

&ANTE

An/des

,&ES

An/dré ,&R@E

anem/o/ne

ANEMONE

an/es/the/sia

ANES!SIA

ant/eat/er

ANTEAT]

an/te/date

ANTEDATE

an/te/ri/or

ANT]IOR

an/te/room ANTEROOM

ant/hill

ANTHILL

An/tig/o/ne

,ANTIGONE

an/tith/e/sis

ANTI!SIS

apart/heid

A"PHEID

apart/ment

A"P;T

apoth/e/cary

APO!C>Y

ap/pear/ance

APPE>.E

ap/per/ceive APP]CV

aq/ue/duct

AQUEDUCT

Ara/bia

,>ABIA

ar/bo/re/al

>BOR1L

ar/cha/ic

>*∙ic

ar/ea >EA

ar/e/a/way

>1WAY

are/na

>5A

aren't

>5'T

aright A"R

aris/en

>IS5

aris/to/crat

>I/OCRAT

arith/me/tic

>I?METIC

Ar/ma/ged/don

,>MAG$DON

aro/ma

>OMA

around

>.D

arouse

>\SE

ar/peg/gio

>PE7IO

ar/ri/vé >RIV@E

ar/row/head

>R[H1D

ar/til/ler/y >till]y

as/sem/bled

ASSEM#D

as/sev/er/ate

ASS"EATE

asth/ma

AS?MA

as/ton/ish/ing

A/ONI%+

as/tound

A/.D

as/trin/gent

A/R+5T

asun/der

AS"U

ath/e/ne/um A!NEUM

Ath/ens

,A!NS

at/mo/sphere

ATMOSPH]E

atoned

ATON$

atone/ment

AT"O;T

auc/tion/eer

AUC;NE]

C - 2 TOC -- INDEX

auf Wie/der/seh/en

AUF ,wI$]SEH5

Au/ge/an

,AUG1N

au grat/in

AU GRAT9

aunt/hood

∙unthood

au/re/ate AUR1TE

au/ro/ra bo/re/al/is

AURORA BOR1LIS

au/then/tic

AU!NTIC

av/e/nue

AV5UE

B

bab/bled

BAB#D

Ba/bine

,b∙b9e

bac/ca/lau/re/ate BA3ALAUR1TE

Baer

,BAER

bag/ging

BA7+

bak/ery

BAK]Y

bal/anced

BAL.ED

bal/le/ri/na

BALL]9A

bal/ly/hoo

B,YHOO

ba/lo/ney

BALONEY

ban/dan/na

B&ANNA

bar/bar/i/ty

B>B>;Y

ba/rom/e/ter

B>OMET]

bar/on/ess B>O;S

bar/on/et

B>ONET

bas/tion

BAS;N

bathed

BA!D

bat/tle/dore

BATTLEDORE

bay/o/net

BAYONET

beach

b1*

bea/con B1CON

bead/work

B1D"W

bear/a/ble BE>A#

be/at/i/tude

2ATITUDE

Be/a/trice

,2ATRICE

beau geste

B1U GE/E

beau/ti/ful/ly

B1UTI;LLY

because

2C

beck/oned

BECKON$

be/com/ing

2COM+

bed/ding

B$D+

be/drag/gled 2DRA7L$

bed/rid/den

B$RI45

bee

BEE

Be/el/ze/bub

,2ELZEBUB

been

BE5

before

2F

before/hand

2FH&

be/friend 2FR

be/friend/ing

2FRI5D+

be/friends

2frs

be/gin/ning 2G9N+

be/gon/ia

2GONIA

be/have

2HAVE

behind

2H

bein' 2IN'

be/liev/er

2LIEV]

be/lit/tle

2LL

be/lit/tled

2LLD

be/lit/tling

2LITTL+

bel/lig/er/ent

BELLIG]5T

be/long/ing

2L;G+

below

2L

below/ground 2lgr.d

beneath 2N

Ben/e/dict

,B5EDICT

ben/e/dic/tion

B5EDIC;N

be/nef/i/cent

2NEFIC5T

ben/e/fi/ci/ary

B5EFICI>Y

Be/ne/lux

,2NELUX

Be/nét

,2N@ET

be/nev/o/lence

2NEVOL;E

Be/o/wulf

,2owULF

be/queathed

2QU1!D

be/rate

2RATE

be/ret

2RET

beside

2S

besides

2SS

bes/tial

BE/IAL

be/stowed

2/[$

be/ta 2TA

be/tel

2TEL

beth/el

BE!L

be/trothed

2TRO!D

between

2T

bev/er/age B"EAGE

bevy

BEVY

beyond

2Y

TOC -- INDEX C - 3

Bi/ble

,bi#

big/horn BIGHORN

bi/na/ry

B9>Y

bin/go

b+o

bin/oc/u/lar B9OCUL>

bi/no/mi/al

BINOMIAL

bi/par/ti/san BI"PISAN

birth/right

BIR?"R

bis/tro

BI/RO

blan/dish/ment

BL&I%;T

bleed/ing

BLE$+

blem/ish

blemi%

blend BL5D

bless

B.S

bless/èd

B.S@$

blessed

B.S$

blew blew

blind BL

blind/ed

BL9D$

blind/fold

BLFOLD

Blind/heim

,BL9DHEIM

blind/ing

BL9D+

blind/ly

BLLY

blind/ness

BL;S

blinds BLS

blithe/some

BLI!"S

blood/let/ter

BLOODLETT]

blos/somed

BLOSSOM$

blun/der

BL"U

Boer

,BOER

Bo/na/parte

,BONA"PE

bon/er

BON]

bon/go B;GO

Boone

,BOONE

bo/re/al

BOR1L

bore/dom

BOREDOM

bos/omed

BOSOM$

Bos/ton

,BO/ON

both/ered

BO!R$

bought

B"\

bound/a/ry

B.D>Y

bound/less

B.D.S

boun/ti/ful

B.TI;L

bou/ton/niere

B\TONNI]E

bou/ton/nière

B\TONNI@ERE

braille

BRL

braille/writ/er

brlwrit]

braill/ing BR∙iLl+

braill/ist

BRAILLI/

breathed BR1!D

bride-to-be

BRIDE-TO-BE

Brig/ham

,BRIGHAM

bright/ened

B"R5$

Bright/on

,B"RON

brim/ful brim;l

brim/full

brimfull

broth/er-in-law BRO!R-IN-LAW

brough/am

BR\<AM

bub/bled

BUB#D

bur/den/some

burd5"s

bu/reau bur1u

Bur/lin/game ,BURL+AME

busi/ness BUSI;S

but/toned

BUTTON$

by and by

0& BY

by-and-by

BY-&-BY

by/gone

BYG"O

by/stand/ers

by/&]s

C

cab/a/ret

CAB>ET

ca/bled

CA#D

Caen

,CAEN

cae/sar/e/an

,CAES>1N

cal/is/then/ics

CALIS!NICS

Cal/lo/way

,CALL[AY

ca/ma/ra/de/rie

CAM>AD]IE

can/cel/la/tion

C.ELL,N

can/cer

C.ER

can/di/date c&id∙te

cannot _c

ca/noed CANO$

cans

CANS

can't

C'T

ca/reer

c>e]

Car/ib/be/an ,C>I21N

car/na/tion

C>N,N

carte blanche

C>TE BLAN*E

ca/si/no

CAS9O

C - 4 TOC -- INDEX

Cas/tle/reagh

,CA/LER1<

Cath/er/ine

,CA!R9E

caus/ti/cal/ly

CAU/IC,Y

ca/ve/at

CAV1T

ce/dar C$>

ce/dil/la

C$ILLA

ce/ment

CE;T

cen/time

C5TIME

cen/ti/me/ter

C5TIMET]

ce/ram/ics

C]AMICS

ce/re/al

C]1L

ce/rise

C]ISE

ce/ru/le/an C]UL1N

chaise longue

*AISE L;GUE

Chal/de/an

,*ALD1N

chanced

*.ED

chan/cel/lor

*.ELLOR

chan/cery

*.ERY

chan/de/lier

*&ELI]

change/a/ble *ANGEA#

cha/peau

*AP1U

chap/er/one

*AP]"O

character/is/ti/cal/ly

"*I/IC,Y

cha/rade

*>ADE

charge/a/ble

*>GEA#

char/gé d'af/faires

*>G@E D'A6AIRES

Charles/ton

,*>LE/ON

Charles/town

,*>LEST[N

Cha/ryb/dis

,*>ybdis

chas/tise *A/ISE

châ/teau

*@AT1U

Chat/ham

,*ATHAM

ched/dar

*$D>

cheer/less/ness

*E].S;S

Chel/sea

,*else∙

chem/is/try *emi/ry

che/nille *5ILLE

che/root

*]OOT

chief/tain/ess

*IEFTA9ESS

chif/fo/nier

*I6ONI]

child-care

*-c>e

child/hood *ILDHOOD

child/ish/ness

*ILDI%;S

child/less *ild.s

child/like *ILDLIKE

children

*N

child's

*'S

Childs

,*ILDS

chi/na

*9A

Chin/ese

,*9ESE

Chi/nook

,*9OOK

Chis/holm

,*ISHOLM

chock/ful

*ock;l

Cho/pin ,*OP9

Chou En-lai ,*\ ,EN-LAI

chris/tened

*RI/5$

chro/mo/some

*ROMOSOME

chub/bi/ness

*U2I;S

cig/a/rette

CIG>ETTE

cin/e/rama

C9]AMA

cit/i/zen/ess

CITIZ5ESS

city

C;Y

clan/des/tine

CL&E/9E

clar/i/net

CL>9ET

Clem/en/ceau

,clem5c1u

clem/ent CLE;T

Clem/en/tine

,CLE;T9E

clev/er/est

CL"EE/

cliffs

CLI6S

clothes/horse

CLO!SHORSE

cob/bler

COB#R

Co/blenz

,CO#NZ

coch/i/neal

CO*91L

co/ed

CO$

co/erce

CO]CE

cof/fee

C(FEE

co/here

CO"H

co/her/ence

COH];E

co/her/ent

COH]5T

coif/fure

COI6URE

Cole/ridge

,COL]IDGE

colo/nel

COLONEL

col/or/blind

COLORBL

co/ma

-A

com/a/tose

-ATOSE

comb

-B

com/bi/na/tion -B9,N

co/me/di/an

-$IAN

come/down

-ED[N

TOC -- INDEX C - 5

co

m

/e/dy

-$Y

com/'ere

COM']E

com/in'

-IN'

com/man/deer

-M&ANde]

com/mand/er-in-chief

-M&]-IN-*IEF

com/menced -M;ED

com/ment

-;T

com/men/tary

-;T>Y

com/min/gle

-M+LE

com/mon/er

-MON]

com/mon/est

-MONE/

com/pa/ra/ble

-P>A#

com/part/ment

-"P;T

com/pen/sa/tion

-P5S,N

com/pli/men/ta/ry

-PLI;T>Y

com/po/nent -PON5T

com/pound

-p.d

comp/trol/ler -PTROLL]

com/rad/ery

-RAD]Y

con

CON

con/a/tive

3ATIVE

con/ced/ed

3C$$

con/ceiv/a/ble

3CEIVA#

conceive

3CV

conceived

3CVD

conceiving

3CVG

con/cer/ti/na

3C]T9A

conch

CON*

con/cierge

3CI]GE

con/di/ment

3DI;T

con/done 3D"O

con/doned

3DON$

cone

C"O

coned

CON$

Con/es/to/ga

,3E/OGA

co/ney

CONEY

con/fed/er/a/tion

3F$],N

con/ga

3GA

con/gé

C;G@E

con/gealed 3G1L$

cong/er

3G]

Con/go

,3GO

Con/gress

,3GRESS

con/gru/ous

3GRU\S

con/ic

3IC

co/nif/er/ous

CONIF]\s

Conn.

,3N4

Con/nect/i/cut

,3necticut

con/ning 3N+

con/science

3SCI;E

con/ster/na/tion

3/]N,N

cont.

3T4

conte

CONTE

con/ti/nent

3T95T

con/tin/gent

3T+5T

con/ti/nu/i/ty

3T9U;Y

co/nun/drum CONUNDRUM

con/ven/ience

3V5I;E

con/ven/tion/al/i/ty

3V5;NAL;Y

co/op/er/a/tion

COOP],N

co/or/di/na/tion COORD9,N

cop/y/right

COPY"R

cor/o/ner

CORON]

cor/o/net

CORONET

cor/po/re/al

CORPOR1L

cor/ti/sone

CORTIS"O

cos/tum/er

CO/UM]

co/te/rie

COT]IE

could CD

coulda

CDA

couldn't

CDN'T

couldst

CD/

coun/te/nance

C.T5.E

coun/ter/part

C.T]"P

coun/tess

C.TESS

count/less

c.t.s

coun/try C.TRY

coun/ty

C.TY

cou/pon

C\PON

court/house C\RTH\SE

cou/tu/ri/er

C\TURI]

cow/ard

C[>D

cow/hide

C[HIDE

co/work/er

CO"W]

crabbed

CRA2$

cre/ate

CR1TE

cre/a/tion

CRE,N

cre/a/tor

CR1TOR

crea/ture CR1TURE

C - 6 TOC -- INDEX

cre/dence

CR$;E

cre/den/tials

CR$5TIALS

cre/do

CR$O

cre/du/li/ty

CR$UL;Y

crème de menthe

CR@EME DE M5!

Cri/me/an

,CRIM1N

crim/i/nol/o/gist

CRIM9OLOGI/

cringed

CR+$

cring/ing CR++

crone

CR"O

croon/er

CROON]

crop-eared

CROP-E>$

cross/trees

CROSSTREES

crum/bled

CRUM#D

crys/tal

CRY/AL

cu/li/nary

CUL9>Y

cush/ioned CU%ION$

cus/tom/er

CU/OM]

cy/clone

CYCL"O

Cy/clo/pe/an

,CYCLOP1N

cza/ri/na

CZ>9A

Czech/o/slo/va/ki/a

,cze*oslov∙ki∙

D

dab/bing

DA2+

dab/bled

DAB#D

dachs/hund

DA*SHUND

dal/ly/ing

D,Y+

danced

D.ED

danc/er

D.ER

dan/de/li/on

D&ELION

dare/dev/il

D>EDEVIL

daugh/ter-in-law DAU<T]-IN-LAW

day-by-day

"D-BY-"D

day/time

"D"T

Day/to/na

,"DTONA

dea/con/ess

D1CO;S

deaf/en/ing

D1F5+

dear/est

DE>E/

death/like

D1?LIKE

de/ce/dent

DEC$5T

de/ceiv/a/ble

DECEIVA#

deceive

DCV

deceived

DCVD

deceiver

DCVR

deceiving

DCVG

dec/la/ra/tion

DECL>,N

declare

DCL

declared

DCLD

declarer

DCLR

declaring DCLG

dec/li/na/tion

DECL9,N

ded/i/ca/tion

D$IC,N

de/duced

DEDUC$

de/duc/tion

DEDUC;N

def/i/ni/tion

DEF9I;N

de/i/ty

DE;Y

de/lin/e/ate

DEL91TE

de/men/tia DE;TIA

de/mon/e/ti/za/tion

DEM"OTIZ,N

De/mos/the/nes

,demos!nes

de/na/tion/al/ize DEN,NALIZE

de/na/tured

DENATUR$

de/ni/al

D5IAL

den/im

D5IM

den/i/zen

D5IZ5

de/nom/i/na/tion

DENOM9,N

de/note

DENOTE

de/noue/ment

DEN\E;T

de/nounce

DEN\NCE

de/nu/da/tion

DenUD,N

de/nude DENUDE

de/nun/ci/a/tion

DENUNCI,N

de/ny

D5Y

de/part/ment

DE"P;T

dep/re/da/tion

DEPR$,N

de/rail/ment

DERAIL;T

de/range

DERANGE

der/e/lic/tion

D]ELIC;N

de/ride DERIDE

de/ri/sion

DERI.N

de/ri/sive

DERISIVE

der/i/va/tion

D]IV,N

de/riv/a/tive

DERIVATIVE

de/rive

DERIVE

der/o/gate

d]og∙te

de/rog/a/to/ry

DEROGATORY

der/ring-do

D]R+-D

der/rin/ger

D]R+]

TOC -- INDEX C - 7

des/ha/bille

DESHABILLE

des/ic/ca/tion

DESI3,N

des/ti/na/tion

DE/9,N

des/ti/tu/tion

DE/ITU;N

det/ri/men/tal

DETRI;TAL

di/aer/e/sis

DIAERESIS

di/er/e/sis

DI]ESIS

dif/fer/ence

DI6];E

dif/fu/sion DI6U.N

dil/ly/dal/ly

DILLYD,Y

di/min/u/en/do

dim9u5do

dim/i/nu/tion DIM9U;N

din/ghy

D9<Y

din/gy

D+Y

di/no/saur

D9OSAUR

diph/the/ri/a

DIPH!RIA

dis/a/bled

4A#D

dis/as/ter 4A/]

dis/be/lief

4BELIEF

disc

DISC

dis/ci/pli/nar/i/an

4CIPL9>IAN

dis/com/fort/ing

4COM=T+

dis/con/cert/ing

4CONC]T+

dis/con/nect/ed

4CONNECT$

dis/con/tent

4CONT5T

dis/con/tin/ued

4CONT9U$

dis/count 4C.T

dis/cus

4CUS

dis/cuss

4CUSS

dis/cus/sion

4CUS.N

dis/ease

41SE

dis/en/gage

45GAGE

dis/ha/bille

4HABILLE

dish/cloth

DI%CLO?

di/shev/eled

DI%EVEL$

dis/hon/es/ty 4H"O/Y

dis/in/gen/u/ous

49G5U\S

dis/in/ter/est/ed

49T]E/$

disk

DISK

dis/like

4LIKE

dis/mal/ly

4M,Y

dis/o/be/di/ent

4ob$i5t

dis/pen/sa/tion 4P5S,N

dis/perse

4P]SE

dis/pir/it/ed

DI_S$

Dis/rae/li

,4RAELI

dis/ser/ta/tion 4S]T,N

dist.

4T4

dis/taff

4TAFF

dis/taffs

4TA6S

dis/tain

4TA9

dis/tance

4T.E

dis/tend

4T5D

dis/till/ery 4TILL]Y

dis/tin/gué

4T9gu@e

dis/tin/guish

4T+UI%

dis/traught

4TRAU<T

dis/trict

4TRICT

dis/turbed

4TURB$

di/sul/phide

DISULPHIDE

dith/er DI!R

div/i/na/tion

DIV9,N

di/vi/sion

divi.n

do [musical note] DO

dob/bin

DO29

doc/u/ment/ed

DOCU;T$

dod/der/ing

DO4]+

do/do

DODO

do/er

DO]

doffed

d(f$

dog-eared DOG-E>$

dog/ger/el

DO7]EL

dog/gone

DOGG"O

dog/house

DOGH\SE

dom/i/neer

DOM9E]

done

D"O

do/nee

DONEE

Don/e/gal ,DOneGAL

Don/el/son

,DOneLSON

Doo/lit/tle

,DOOLITTLE

Dor/o/the/a

,doro!∙

Dos/to/ev/ski ,do/oevski

Dos/to/yev/ski ,do/oyevski

Dos/to/yev/sky ,do/oyevsky

dou/ble-en/ten/dre D\#-5T5DRE

dou/ble-quick

D\#-QK

dou/blet

D\#T

dough/ty

D"\Y

doughy

D\<Y

down/right D[N"R

C - 8 TOC -- INDEX

down/trod/

den

D[NTRO45

drag/on/et

DRAGONET

dread/ful

DR1D;L

dreary

DRE>Y

drib/bled

DRIB#D

drom/e/dary

DROM$>Y

drone

DR"O

droned

DRON$

drought

DR"\

drug/gist DRU7I/

dug/out

DUG\T

duke/dom

DUKEDOM

dumb/bell

DUMBBELL

dun/der/head

D"UH1D

dung/hill

DUNGHILL

d'you

D'Y\

E

each

EA*

early

e>ly

earth/en E>!N

earth/work

E>?"W

east

EA/

ebb

EBB

ebbed

E2$

ebb-tide

EBB-TIDE

ec/cen/tric/ity

E35TRIC;Y

ech/oed

E*O$

econ/o/my

ECONOMY

Ed

,$

eda/cious

EDACI\S

ed/dy

$DY

edel/weiss

$ELWEISS

Eden

,$5

edict

EDICT

edile

$ILE

ed/it/ed $IT$

Edith

,$I?

edi/tion

EDI;N

ed/u/ca/tion

$UC,N

educed

EDUC$

e'er

E']

ee/ri/ness

E]I;S

ef/fem/i/nate

E6EM9ATE

ef/fort/less EF=T.S

egg

EGG

egg-head

EGG-H1D

egg/nog

E7NOG

eggs

E7S

Ein/stein

,E9/E9

either

EI

elas/tic/i/ty

ELA/IC;Y

elec/tion/eer

ELEC;NE]

el/e/men/ta/ry ELE;T>Y

elon/ga/tion

EL;G,N

else/where

ELSE":

em/blem

EM#M

em/brace/a/ble

EMBRACEA#

emer/gence

EM]G;E

em/i/nence

EM9;E

Em/men/ta/ler

,EM;TAL]

em/py/re/an

empyr1n

en/a/bled 5A#D

en/a/bling 5ABL+

enam/el

5AMEL

en/ceph/a/li/tis

5CEPHALITIS

en/com/passed

5COMPASS$

en/core

5CORE

en/coun/ter

5C.T]

en/cy/clo/pae/dia

5CYCLOPAEDIA

en/cy/clo/pe/dia

5CYCLOP$IA

en/dear/ment 5DE>;T

en fa/mille

EN FAMILLE

en/gi/neer

5G9E]

Eng/land

,5GL&

en/hanced

5H.ED

Enid

,5ID

enig/ma 5IGMA

enig/mat/i/cal/ly

5IGMATIC,Y

en masse

EN MASSE

en/mi/ty

5M;Y

Enoch

,5O*

enor/mous

ENORM\S

enough

5

enough's 5\<'S

en route

EN R\TE

en/sem/ble

5SEM#

en/throne

5?R"O

en/throned 5?RON$

en/ti/ty

5T;Y

TOC -- INDEX C - 9

en/tre/pre/neur

5TREPR5EUR

enu/mer/a/tion ENUM],N

enun/ci/a/tion

ENUNCI,N

en/vi/sioned

5VI.N$

en/wreathed

5WR1!D

epi/cu/re/an

,EPICUR1N

equal/ly

EQU,Y

equi/dis/tance

EQUIDIST.E

eq/ui/nox

EQUINOX

era

]A

erad/i/ca/tion

ERADIC,N

erase ERASE

eras/er

ERAS]

erec/tion

EREC;N

er/go

]GO

Erie

,]IE

Er/i/ka

,]ik∙

ero/sion ERO.N

erot/ic

]OTIC

er/ro/ne/ous

]RONE\S

er/u/di/tion

]UDI;N

erup/tion ERUP;N

es/tab/lish/ment

E/ABLI%;T

es/tate

E/ATE

Es/ther

,ES!R

es/thet/i/cal/ly

ES!TIC,Y

Es/tho/nia

,ES?ONIA

es/trange/ment

E/RANGE;T

es/tu/ary

E/U>Y

Eth/el

,E!L

ethe/re/al E!R1L

ethe/re/al/ly

E!RE,Y

Eu/ro/pe/an

,EUROP1N

Ev/ans/ton

,EVAN/ON

eve/ning

EV5+

Ever/est

,"EE/

ever/more

"EMORE

ever/sion

EV].N

evert

EV]T

every/body

"EYBODY

every/day "EY"D

every-day

E-"D

every/one

"EY"O

every/thing

"EY?+

every/where

"EY":

ex/ag/ger/at/ed

EXA7]AT$

ex/com/mu/ni/cat/ed

EXCOMMUNICAT$

ex/on/er/a/tion EXON],N

ex/pe/di/ence

EXP$I;E

ex/pe/di/tion EXP$I;N

ex/pe/ri/ence

EXP]I;E

ex/per/i/men/ta/tion

EXP]I;T,N

ex/po/nent

EXPON5T

ex/tin/guished

EXT+UI%$

ex/traor/di/nary

EXTRAORD9>Y

F

faint/heart/ed

FA9THE>T$

fal/con/et

FALCONET

fan/dan/go

F&ANGO

far/ther/most

F>!RMO/

far/thin/gale

F>?9GALE

fash/ioned

FA%ION$

fas/tid/i/ous FA/IDI\S

father-in-law

"F-IN-LAW

father/less

"F.S

fe/al/ty

F1LTY

fear/ful/ness

FE>;L;S

feath/ered

F1!R$

fed/er/al/ly

F$],Y

fe/do/ra

F$ORA

feint

FE9T

fem/i/nine

FEM99E

fem/i/nin/i/ty FEM99;Y

fenced

F;ED

fenc/er

F;ER

fer/men/ta/tion

F];T,N

fe/roc/i/ty

F]OC;Y

fes/tiv/i/ty

FE/IV;Y

fes/tooned

FE/OON$

fe/ver/ish FEV]I%

fi/an/cé

FIANC@E

fid/dler

FI4L]

fiend/ish/ness

FI5DI%;S

file/name

file"n

fi/nal/i/ty F9AL;Y

fi/nal/ly

F9,Y

fi/nanced

F9.ED

fi/nan/cial/ly

F9ANCI,Y

C - 10 TOC -- INDEX

fine/ness

F9E;S

fin/ery F9]Y

fi/nesse

FI;SE

fin/ger

F+]

fin/is

F9IS

fi/nite

F9ITE

fin/nan had/die

f9n∙n h∙4ie

fire/arms FIRE>MS

fire/works

FIRE"WS

first

F/

first-be/got/ten

F/-2GOTT5

first/hand F/H&

flab/bi/ness

FLA2I;S

flac/cid/i/ty

FLA3ID;Y

fla/min/go

FLAM+O

flea

FLEA

fleas

FL1S

floun/dered

FL.D]$

Flor/ence

,flor;e

fod/der FO4]

fog/horn

FOGHORN

fol/de/rol

FOLD]OL

Fon/tain/bleau ,font∙9bl1u

foot/hill FOOTHILL

for/bid/ding

=BI4+

fore/arm

=E>M

fore/doomed

=EDOOM$

fore/fa/ther

=E"F

fore/know

=E"K

fore/named

=E"ND

fore/noon

=ENOON

fo/ren/si/cal/ly =5SIC,Y

fore/run/ner

=ERUNN]

fore/thought

=E?"\

for/ever/more

="EMORE

forg/ery

=G]Y

forth/with

=?)

fo/rum

=UM

fought

F"\

foun/da/tion

F.D,N

foun/tain

F.TA9

Fran/cene ,FRANC5E

Fran/ces

,FR.ES

free/dom

FREEDOM

free/ness

FREE;S

fre/net/i/cal/ly

FR5ETIC,Y

Fri/day

,FRI"D

friend

FR

friend/less

FR.S

Friend/ly Is/lands

,FRI5DLY ,ISL&S

friends FRS

friend/ship

FR%IP

fright/ened

F"R5$

fringed

FR+$

fruity

FRUITY

ful/fill/ment

FULFILL;T

ful/ly

FULLY

ful/some/ness

FUL"S;S

fun/da/men/tal/ly FUNDA;T,Y

fu/ne/re/al

FUN]1L

fur/ther/more

FUR!RMORE

fur/thest

FUR!/

fu/sion

FU.N

G

gab/bled

GAB#D

gad/about

GADAB

Gal/a/had

,GALA_H

Gal/lo/way

,GALL[AY

gam/bled

GAM#D

ga/rage

G>AGE

gar/bled

G>#D

gar/çon

G>@CON

gas/om/e/ter

GASOMET]

gas/tro/en/ter/i/tis

g∙/ro5t]itis

gath/ered GA!R$

gau/che/rie

GAU*]IE

Gay/lord

,g∙y"l

ge/ne/al/o/gy G5EALOGY

gen/er/al/ly G5],Y

ge/net/ics

G5ETICS

gen/ial/ly

G5I,Y

gen/ius

G5IUS

Gen-Xer

,g5-;,x]

Ger/ma/ny ,G]_M

ges/tic/u/la/tion

GE/ICUL,N

ghast/li/ness

<A/LI;S

Ghent ,<5T

ghost/like

<O/LIKE

TOC -- INDEX C - 11

gib/ber/ish

GI2]I%

gib/let

GI#T

gid/di/ness

GI4I;S

gi/gan/te/an

GIGANT1N

gin/ger

G+]

ging/ham

G+HAM

give/a/way

GIVEAWAY

glad/dened

GLA45$

glanced

GL.ED

glass/work GLASS"W

glis/ten/ing

GLI/5+

glu/ten/ous

GLUT5\S

gob/bled

GOB#D

gob/ble/dy/gook

GOB#DYGOOK

gob/bler GOB#R

go-between

G-2T

gob/let

GO#T

go-by

G-BY

god/damn

GODDAMN

god/dess

GO4ESS

god/father

GOD"F

Goe/ring

,GOER+

Goe/the

,GOE!

go/ing GO+

gone

G"O

good

GD

good-by

GD-BY

Good Hope, Cape of

,GD ,HOPE1 ,CAPE (

good/ness GD;S

goods

GDS

good/will

GDWILL

Goody [title] ,goody

good/y-goody gdy-gdy

Good/year ,GOODYE>

Goody Two Shoes

,GOODY ,TWO ,%OES

goose/neck GOOSENECK

gos/hawk

GOSHAWK

Goth/am

,GO?AM

Göt/ter/däm/mer/ung

,G@OTT]D@AMM]UNG

gov/ern/ess

GOV];S

gran/dame

GR&AME

grand/child GR&*ILD

grand/children

GR&*N

gran/dee

GR&EE

grand/father

GR&"F

gran/dil/o/quence

GR&ILOQU;E

grand/mother

GR&"M

Grantham

,GRANthAM

grass/hop/per

GRASSHOPP]

great

GRT

Great Brit/ain

,GRT ,BRITA9

great/ness

GRT;S

gre/nade

GR5ADE

grey/hound

greyh.d

grey/'ound GREY'\ND

grid/dle

GRI4LE

grif/fin

GRI69

ground/work

GR.D"W

grub/bi/ness

GRU2I;S

grue/some/ness GRUE"S;S

guin/ea

GU9EA

guin/eas

GU91S

H

ha/be/as cor/pus

HAB1S CORPUS

had/dock

HA4OCK

Ha/des

,HADES

hadji

h∙dji

Had/ley ,_HLEY

hadn't

_HN'T

Ha/dri/an

,HADRIAN

Ha/gers/town

,HAG]ST[N

hag/gard HA7>D

Hal/low/e'en

,HALL[E'5

hand/i/work

H&I"W

han/dled

H&L$

hand/somer

H&"SR

hand/somest

H&"S/

hand-to-hand

H&-TO-H&

handy

H&Y

Hanseatic

,HANS1TIC

Hap/good

,HAPGOOD

hap/py-go-lucky h∙ppy-g-lucky

har/bin/ger H>B+]

hard-earned

H>D-E>N$

harm/ful/ly

H>M;LLY

har/nessed

H>;S$

C - 12 TOC -- INDEX

haven'

t

HAV5'T

head/dress

H1DDRESS

heard

HE>D

Hed/da

,h$d∙

hedge/row H$GER[

hei/nous

HE9\S

hem/i/sphere

HEMISPH]E

hence/forth

H;E=?

Hen/ness/ey

,H5;SEY

Her/cu/le/an

,H]CUL1N

here/about

"HAB

here/after

"HAF

he/red/i/ty

H]$;Y

Her/e/ford

,H]E=D

here/in/to

"H9TO

her/e/sy

H]ESY

her/e/tic

H]ETIC

here/to/fore

"HTO=E

here/upon

"H^U

here/with

"H)

Her/ges/heim/er

,H]GESHEIM]

Her/mi/o/ne ,H]MIONE

he/ro/i/cal/ly

H]OIC,Y

her/o/ism H]OIsm

herself

H]F

hic/cup

HI3UP

hid/den

HI45

hide/a/way

HIDEAWAY

hi/er/ar/chy

HI]>*Y

hig/gle/dy-pig/gle/dy

HI7LEDY-PI7LEDY

him HM

himself HMF

hinged

H+$

hing/ing

H++

his/her

his/h]

his/to/ry HI/ORY

hob/bled

HOB#D

hob/ble/de/hoy

HOB#DEHOY

hob/by

HO2Y

hogs/head

HOGSH1D

hoi/ty-toi/ty

HOITY-TOITY

Hol/lins/hed

,HOLL9SH$

ho/mo/ge/ne/i/ty HOMOG5E;Y

hon/es/ty

H"O/Y

hon/ey

H"OY

horse/rad/ish

HORSERADI%

hos/til/i/ty

HO/IL;Y

hot/house

HOTH\SE

Hough/ton

,H\<TON

how/be/it

H[BEIT

how/ev/er H["E

hub/bub

HU2UB

Hu/gue/not

,HUGU5OT

hy/e/na

HY5A

hy/pot/e/nuse

HYPOT5USE

hy/poth/e/cary

HYPO!C>Y

hy/poth/e/ses

HYPO!SES

hys/ter/ics

HY/]ICS

I

idea

IDEA

ide/al/is/tic

ID1LI/IC

ide/al/ly

IDE,Y

ide/as

ID1S

iden/ti/ty

ID5T;Y

Il/li/nois

,ILL9OIS

il/lus/tra/tion

ILLU/R,N

im/age/ry

IMAGERY

im/ag/i/na/tion IMAG9,N

im/bed/ded

imb$d$

immediate IMM

immediate/ly

IMMLY

immediate/ness

IMM;S

im/mi/nence

IMM9;E

im/par/ti/al/i/ty

IM"PIAL;Y

im/pas/sioned

IMPAS.N$

im/per/me/a/ble

IMP]MEA#

im/pinge/ment IMP+E;T

im/pound/ed

IMP.D$

im/pres/sion/able

IMPRES.NA#

im/pris/oned

IMPRISON$

in/ac/ces/si/ble

9A3ESSI#

in/as/much

9ASM*

in-between

IN-2T

in/bound

9B.D

in/can/des/cent

9C&ESC5T

in/clem/ent

9CLE;T

in/cli/na/tion

9CL9,N

in/co/her/ence

9COH];E

TOC -- INDEX C - 13

in/co/her/ent

9COH]5T

in/come

9COME

in/com/pa/ra/ble

9COMP>A#

in/con/ceiv/a/ble

9CONCEIVA#

in/con/gru/i/ty

9CONGRU;Y

in/con/gru/ous 9CONGRU\S

in/con/ven/ient

9CONV5I5T

in/def/i/nite

9DEF9ITE

in/dif/fer/ence

9DI6];E

in/dis/tinct

9DIST9CT

in/dis/tin/guish/a/ble

9DIST+UI%A#

In/do/ne/sia

,9DONESIA

in/dus/try 9DU/RY

in/erad/i/ca/ble

9ERADICA#

in/ex/pe/ri/enced

9EXP]I;ED

in/fi/nite

9F9ITE

in/flu/enced

9FLU;ED

in/fra/red

9FRAR$

in/fringe/ment

9FR+E;T

In/ge

,9GE

in/gen/ious 9G5I\S

in/gé/nue

9G@ENUE

in/ge/nu/i/ty

9G5U;Y

in/gle/nook

9GLENOOK

in/got

9GOT

in/gre/di/ent

9GR$I5T

in/her/ent

9H]5T

in/her/it/ance

9H]IT.E

in-law IN-LAW

in/of/fen/sive

9(F5SIVE

in-pa/tient

IN-PATI5T

in/sep/a/ra/ble

9SEP>A#

in/so/much

9SOM*

in/still

9/ILL

in/stru/men/tal

9/RU;TAL

in/sur/mount/a/ble 9SURM.TA#

in/ten/tion/al/ly

9T5;N,Y

in/ter/com/mu/ni/ca/tion

9T]COMMUNIC,N

in/ter/me/di/ate

9T]M$IATE

in/tes/ti/nal

9TE/9AL

in/toned

9TON$

in/tra/ve/nous

9TRAV5\S

Io/wa

,I[A

Ire/dell

,IREDELL

ironed IRON$

ir/ra/tion/al/ly

IRR,N,Y

ir/re/deem/a/ble

IRREDEEMA#

ir/re/place/a/ble

IRREPLACEA#

ir/rev/er/ence

IRR"E;E

is/in/glass

IS9GLASS

isom/e/try

ISOMETRY

isth/mus

IS?MUS

it'd

X'D

it'll

X'LL

its

XS

it's

X'S

itself

XF

J

jack-in-the-pul/pit

JACK-IN-!-PULPIT

Jac/o/be/an ,JACOB1N

jag/ged

JA7$

James/town

,JAMEST[N

jar/di/niere

J>D9I]E

Je/ru/sa/lem

,J]USALEM

jif/fy

JI6Y

jig/gling

JI7L+

ji/had

JIHAD

jin/gled

J+L$

Jones

,J"OS

jon/gleur

J;GLEUR

joy/ful/ness

JOY;L;S

Ju/de/an

,JUD1N

jum/bled JUM#D

jus/tice

JU/ICE

just/ly

JU/LY

ju/ve/nile

JUV5ILE

K

kan/ga/roo

KANG>OO

ke/no

K5O

ket/tle/drum

KETTLEDRUM

kil/o/watt

KILOWATT

kin/es/thet/ic

K9ES!TIC

Kness/et

,K;SET

knight/hood

KNI<THOOD

knock/about

KNOCKAB

C - 14 TOC -- INDEX

knock/o

u

t

KNOCK\T

knock-out

KNOCK-\

knot/hole

KNOTHOLE

know/ing

"K+

knowl/edge/a/ble

"KL$GEA#

known

"KN

kro/ne

KRONE

L

lac/er/a/tion

LAC],N

lack/a/day

LACKA"D

lad/der

LA4]

la/dy-in-wait/ing

LADY-IN-WAIT+

lag/gard LA7>D

la/i/ty

LA;Y

lam/en/ta/tion

LA;T,N

lanced

L.ED

Lan/ce/lot ,L.ELOT

lanc/er

L.ER

land/lord

L&"L

land/lub/ber

L&LU2]

lar/ce/ny

L>C5Y

la/ryn/ge/al L>YNG1L

lath/ered

LA!R$

lath/work

LA?"W

laun/der/ing

LAUND]+

lau/re/ate

LAUR1TE

Law/rence

,l∙wr;e

lay/out LAY\T

lead/en

L1D5

lea/guer

L1GU]

Le/an/der

,LE&]

lean-to

L1N-TO

learned LE>N$

leath/er

L1!R

leav/en/ing

L1V5+

leg/ging

LE7+

length/en

L5G!N

le/ni/ence

L5I;E

Len/in/grad

,L59GRAD

Leroy

,L]OY

less

LESS

les/see

LESSEE

les/son

LESSON

Lethe

,le!

letter LR

lettered

LR$

letter/head

LRH1D

letter/ing

LR+

letter/press LRPRESS

letters

LRS

lev/er

L"E

lev/er/age

L"EAGE

Le/ver Broth/ers

,LEV] ,BRO!RS

Lew/is/ton ,LEWI/ON

Li/be/ri/an

,LIB]IAN

lied

LI$

life/like

LIFELIKE

life/time LIFE"T

li/geance

LIGE.E

light/head/ed

LI<TH1D$

like/a/ble

LIKEA#

likes

LIKES

lime/ade

LIMEADE

line/age

[alignment] L9EAGE

lin/e/age

[ancestry] L91GE

lin/e/al

L91L

lin/e/a/ment

L91;T

lin/e/ar

L9E>

lin/en

l95

lin/ger L+]

lin/ge/rie

L9G]IE

lin/guist

L+Ui/

li/on/ess

LIO;S

li/on/et LIONET

lis/some/ness

LIS"S;S

lis/ten/er

LI/5]

lithe/some/ness

LI!"S;S

little

LL

little/ness

LL;S

littler

LLR

Little Rock

,LL ,ROCK

littlest

LL/

Lit/tle/ton

,LITTLETON

live/a/ble LIVEA#

liv/ery

LIV]Y

loathed

LOA!D

Loch Ness

,lo* ,Ness

TOC -- INDEX C - 15

lo/co/weed

LOCOWE$

loft/i/ness

L(TI;S

log/a/rithm

LOG>I?M

log/ger

LO7]

Lon/don/er

,LONDON]

lone/some l"o"s

lone/som/est L"O"S/

lon/gev/i/ty

L;GEV;Y

long/hand

L;GH&

lon/gi/tude

L;GITUDE

look/out

LOOK\T

lord/ing

"L+

lord/ship

"L%IP

Lou/is Braille ,L\IS ,BRL

low-spir/it/ed

L[-_S$

Luft/waf/fe

,LUFTWA6E

lug/gage

LU7AGE

lunch/eon/ette

LUN*EONETTE

ly/ing-in

LY+-IN

M

mac/a/ro/ni

MAC>ONI

Mac/ca/be/an

,MA3AB1N

Mac/e/do/nia

,MAC$ONIA

ma/chin/ery

MA*9]Y

mack/i/naw

MACK9AW

mad/dened

MA45$

mae/nad

MAENAD

mag/got

MA7OT

mag/is/te/rial

MAGI/]IAL

ma/ha/ra/jah MAHARAJAH

ma/ha/ra/ni

MAHARANI

mah-jongg

MAH-J;GG

main/stay

MA9/AY

main/te/nance

MA9T5.E

make-be/lieve

MAKE-2LIEVE

mal/e/dic/tion

MALEDIC;N

mal/in/ger/er

MAL+]]

mal/le/a/ble

MALLEA#

man/age/a/ble MANAGEA#

man/da/rin

M&>9

man/date

M&∙te

man/drake

M&RAKE

man-eat/er

MAN-EAT]

man/like

MANLIKE

many/fold

_mfold

many-sid/ed _M-SID$

mar/a/schi/no M>AS*9O

ma/raud/er

m>∙ud]

mar/bled M>#D

mar/ble/ized

M>#IZ$

mar/chion/ess

M>*IO;S

Mar/gue/rite

,M>GU]ITE

Ma/rie

,M>IE

ma/rine

M>9E

mar/i/on/ette

M>IONETTE

mar/i/time M>I"T

ma/rooned

M>OON$

mar/riage/a/ble

M>RIAGEA#

mar/tin/gale

m>t9g∙le

mast/head MA/H1D

math/e/mat/ics

MA!MATICS

mat/i/nee

MAT9EE

Mat/thew

,MAT!W

Maugham

,MAU<AM

maun/der/ing

MAUND]+

may/be MAYBE

Mc/Com/mack

,MC,-MACK

Mc/Con/nell

,MC,3NELL

me/an/der/ing

ME&]+

mean/time

M1N"T

mecca

me3∙

me/dal/lion M$ALLION

med/dle/some

M$DLE"S

me/di/a/tion

M$I,N

me/dic/i/nal

M$IC9AL

me/di/oc/ri/ty M$IOCR;Y

Med/i/ter/ra/ne/an

,M$IT]RAN1N

meg/a/phone

MEGAPH"O

meg/a/phoned

MEGAPHON$

me/men/to

ME;TO

mem/o/ran/dum

MEMOR&UM

mé/nage M@ENAGE

me/nag/er/ie

M5AG]IE

me/ni/al M5IAL

men/in/gi/tis

M59GITIS

men/tal/i/ty

M5TAL;Y

men/tal/ly

m5t,y

men/tioned M5;N$

C - 16 TOC -- INDEX

mer/c

e

/nary

M]C5>Y

mer/chan/dis/ing

M]*&IS+

Mer/e/dith

,M]$I?

me/rid/i/an

M]IDIAN

me/ringue M]+UE

mer/i/ted

M]IT$

mer/ry-go-round

M]RY-G-R.D

mi/cro/film

MICROFILM

Mi/cro/ne/sian

,MICRONESIAN

mi/cro/wave

MICROWAVE

mid/afternoon

MIDAFN

mid/day MID"D

mid/dling

MI4L+

mid/wife/ry

MIDWIFERY

mi/gnon/ette

MIGNONETTE

mile/age

MILEAGE

mil/li/nery

MILL9]Y

mill/wright

MILLW"R

mi/lord

MI"L

min/a/ret

M9>ET

min/e/stro/ne

M9E/RONE

min/gled M+L$

Min/ne/ap/o/lis

,M9N1POLIS

mi/nor/i/ty

M9OR;Y

mi/nute/ness

M9UTE;S

mis/con/ceived

MISCONCEIV$

mis/con/duct

MISCONDUCT

mis/cre/ance

MISCRE.E

mis/cre/ant

MISCR1NT

mis/han/dled

MISH&L$

mis/hap

MISHAP

mis/heard

MISHE>D

mis/named

MIS"ND

mis/sion/ary

MIS.N>Y

mis/step

MIS/EP

mis/take

MISTAKE

mis/tell

MISTELL

mis/ter MI/]

mis/timed

MIS"TD

mist/i/ness

MI/I;S

mis/tle/toe

MI/LETOE

mis/took

MISTOOK

mis/tral

MI/RAL

mis/tress

MI/RESS

mis/tri/al

MISTRIAL

mis/trust/ful

MISTRU/;L

mis/un/der/stand/ing

MIS"U/&+

mis/word/ed

MIS^W$

m'lord

m'"l

moc/ca/sin MO3AS9

Mo/ham/med/an

,MOHAMM$AN

moist/ened

MOI/5$

mo/les/ta/tion

MOLE/,N

mo/men/tary

MO;T>Y

mo/men/tum MO;TUM

Mo/net

,MONET

mon/e/tary

M"OT>Y

mon/ey

M"OY

mon/ger

M;G]

Mon/go/li/an

,M;GOLIAN

mon/goose

MONGOOSE

mon/grel

M;GREL

monks/hood MONKSHOOD

Mo/non/ga/he/la

,MON;GAHELA

mon/o/tone

MONOT"O

Mon/te/ne/gro

,MONTenEGRO

Mon/te/rey

,MONT]EY

Mont/re/al

,MONTR1L

mooned

MOON$

more'n

MORE'N

Mo/roc/co

,MORO3O

Mor/tim/er

,MORTIM]

moth-eat/en

MO?-EAT5

mother-in-law

"M-IN-LAW

mother/less

"M.S

mother-of-pearl

"M-(-PE>L

mo/tion/less

MO;N.S

mound

m.d

moun/tain/eer M.TA9E]

Mount/ie

,m.tie

mourn/ful/ly M\RN;LLY

mouthed

M\!D

much M*

mud/dled

MU4L$

muf/fin

MU69

mum/bled

mum#d

must M/

mus/tache

MU/A*E

mus/tang

mu/∙ng

mus/ter/ing MU/]+

TOC -- INDEX C - 17

mu

s

t

n

'

t

M/N'T

must've

m/'ve

musty M/Y

mu/ti/neer

MUT9E]

myself

MYF

mys/te/ri/ous

MY/]I\S

N

Ná/ha/ni

,n@∙h∙ni

Na/kin/i/ler/ak ,n∙k9il]∙k

name/a/ble "NA#

named

"ND

name/sake

"NSAKE

nam/ing

NAM+

nas/cence

NASC;E

nas/ti/ness

NA/I;S

na/tion

N,N

na/tion/al/i/ty

N,NAL;Y

nat/u/ral/ly

NATUR,Y

nau/se/at/ing

NAUS1T+

Naz/a/rene

,NAZ>5E

Ne/an/der/thal

,NE&]?AL

Ne/a/pol/i/tan

,N1POLITAN

near/by

ne>by

near/est NE>E/

nec/es/sar/i/ly

NECESS>ILY

necessary

NEC

nee/dling

NE$L+

ne'er-do-well

NE']-D-WELL

neither

NEI

Ne/ro ,N]O

Nes/sel/rode

,NESSELRODE

neth/er/most

NE!RMO/

nev/er/the/less

N"E!.S

nev/er-to-be-for/got/ten

N"E-TO-BE-=GOTT5

new/com/er NEWCOM]

New/found/land

,NEWF.DL&

New Or/le/ans

,NEW ,ORL1NS

news/letter

newslr

nib/bled NIB#D

nick/name

nick"n

nig/gard/li/ness NI7>DLI;S

night/hawk NI<THAWK

night/in/gale

NI<T9GALE

nim/ble/ness

NIM#;S

Nip/pon/ese

,NIPPONESE

no/bler

NO#R

no/blesse

NOB.SE

no/blest

NO#/

nog/gin

NO79

noi/some

NOI"S

nom/i/na/tive

NOM9ATIVE

non/be/liev/er NONBELIEV]

non/cha/lance

NON*AL.E

non-com/mis/sioned

NON-COMMIS.N$

non/con/form/ist NONCON=MI/

none

N"O

non/en/ti/ty

NON5T;Y

non/es/sen/tial

NONESS5TIAL

none/such

N"OS*

non/ful/fill/ment NONFULFILL;T

non/par/tic/i/pat/ing

NON"PICIPAT+

noon/time

NOON"T

Nor/man/dy

,NORM&Y

north/east

NOR?EA/

north/ern

NOR!RN

nose/bleed

NOSEBLE$

nos/tal/gic

NO/ALGIC

no/tice/a/ble

NOTICEA#

Not/ting/ham ,NOTT+HAM

not/with/stand/ing

NOT)/&+

nought

N"\

nou/veau riche

N\V1U RI*E

now/a/days

N[A"DS

no/way

NOWAY

no/where

NO":

nu/cle/ar

NUCLE>

nu/cle/ate

NUCL1TE

nut/hatch

NUTHAT*

O

obe/di/ence

OB$I;E

oc/ca/sion/al/ly

O3A.N,Y

oce/an/ic

OC1NIC

o'clock

O'C

O'Con/nor

,O',3NOR

odd

ODD

C - 18 TOC -- INDEX

odd/i/t

y

O4;Y

odd-looking

odd-look+

odds O4S

oe/de/ma OEDEMA

Oed/i/pus

,OEDIPUS

o'er

O']

of/fen/sive

(F5SIVE

of/fi/cial/ly

(FICI,Y

of/ten/times

(T5"TS

ole/ag/i/nous

OLEAG9\S

ole/an/der

OLE&]

om/i/nous

OM9\S

on/com/ing ONCOM+

Onei/da

,ONEIDA

one/ness

"O;S

on/er/ous

ON]\S

oneself

"OF

one-sided

"o-sid$

op/po/nent OPPON5T

or/ange/ade

ORANGEADE

or/ches/tra/tion

OR*E/R,N

or/di/nar/i/ly ORD9>ILY

or/gan/dy

ORG&Y

orig/i/nal/ly

ORIG9,Y

or/na/men/ta/tion

ORNA;T,N

O'Shaugh/nessy

,o',%∙u<;sy

os/te/o/path o/eop∙?

oth/er O!R

ought

"\

ourselves \RVS

oust/er

\/]

out-and-out

\-&-\

out/bound

\TB.D

out/come \TCOME

out/do

\TDO

out/house

\TH\SE

out-of-the-way

\-(-!-WAY

out-pa/tient

\-PATI5T

out/pa/tient

\TPATI5T

out/right

\T"R

out/stand/ing \T/&+

over/come

OV]COME

over/eat

OV]EAT

over/full

OV]FULL

over/lord

OV]"L

over/much

OV]M*

ow!

[6

ozone

OZ"O

P

pad/ding

PA4+

pa/dro/ne

PADRONE

pae/an

PAEAN

pag/eant

PAG1NT

paid

PD

paid-in-full

pd-in-full

pain/ful/ness PA9;L;S

pains/tak/ing

PA9STAK+

Pal/es/tine

,PALE/9E

pan/cre/as

PANCR1S

pan/cre/at/ic

PANCR1TIC

pandemonism PANDEMONISM

Pan/de/mo/ni/um

,p∙ndemonium

pan/der/ing P&]+

Pan/do/ra ,P&ORA

pan/dow/dy

P&[DY

pan/the/on

PAN!ON

pa/rad/ing

P>AD+

par/af/fin

P>A69

par/doned

P>DON$

pa/ren/tal

P>5TAL

pa/ren/the/ses P>5!SES

pa/rent/hood

P>5THOOD

pa/rish/ion/er

P>I%ION]

Pa/ri/sian

,P>ISIAN

par/lia/men/ta/ry

P>LIA;T>Y

pa/ro/chi/al

P>O*IAL

pa/roled

P>OL$

par/take

P>TAKE

par/tak/en

P>TAK5

par/terre p>t]re

Par/the/non ,P>!NON

Par/thia

,P>?IA

par/tial/i/ty

"PIAL;Y

par/tial/ly

"PI,Y

par/tic/i/pa/tion

"PICIP,N

par/ti/ci/ple

"PICIPLE

par/tic/u/lar/i/ty

"PICUL>;Y

par/ti/san

"PISAN

TOC -- INDEX C - 19

par/ti/tion

"PI;N

par/took

P>TOOK

par/tridge

"PRIDGE

part-time

"p-"t

par/ve/nu P>V5U

pas/ser-by

PASS]-BY

pas/sion/less

PAS.N.S

pass/word PASS^W

pas/tel

PA/EL

pas/time

PAS"T

patch/work

PAT*"W

pa/thet/i/cal/ly

PA!TIC,Y

pa/tience

PATI;E

pa/tron/ess

PATRO;S

peace/a/ble

P1CEA#

pea/cock

P1COCK

pean

P1N

pea/nut P1NUT

pearl

pe>l

peb/ble PEB#

pe/dan/tic

P$ANTIC

ped/dler

P$DL]

ped/es/tal

P$E/AL

pe/des/tri/an

P$E/RIAN

ped/i/ment

P$I;T

Pe/king/ese

,PEK+ESE

pe/nal

P5AL

pence

P;E

Pe/nel/o/pe ,P5ELOPE

pen/in/su/la

P59SULA

pen/i/ten/tia/ry

P5IT5TI>Y

pe/nol/o/gist

P5OLOGI/

pen/sion

[a payment] P5.N

pent/house

P5TH\SE

pe/nu/ri/ous

P5URI\S

peo/ples

PEOPLES

peo/ple's

P'S

per/ceiv/a/ble P]CEIVA#

perceive

P]CV

perceived

P]CVD

perceiving

P]CVG

per/chance

P]*.E

per/fo/ra/tion

P]=,N

perhaps

P]H

per/i/ne/al

P]IN1L

per/i/ne/um

P]INEUM

pe/ri/od/ic P]IODIC

per/i/to/ne/um

P]ITONEUM

per/me/a/ble

P]MEA#

per/me/at/ing

P]M1T+

Per/seph/o/ne

,P]SEPHONE

per/se/ver/ance

P]SEV].E

per/se/vered

P]SEV]$

per/ti/nac/i/ty

P]T9AC;Y

per/ti/nent

P]T95T

Pe/ru ,P]U

pe/ruse

P]USE

pest/house

PE/H\SE

pe/ti/tion/er

PETI;N]

Pha/raoh

,PH>AOH

phe/nol

PH5OL

phe/nom/e/non

PH5OM5ON

phi/lan/der/er

PHIL&]]

Phi/lis/tine

,PHILI/9E

Phin/e/as ,PH91S

Phoe/nix

,PHOENIX

phone

PH"O

phoned

PHON$

pho/net/i/cal/ly

PHONETIC,Y

pho/to/flash

PHOTOFLA%

phre/net/ic

PHR5ETIC

pic/a/rooned

PIC>OON$

pig/head/ed

PIGH1D$

pig/men/ta/tion

PIG;T,N

pi/le/at/ed PIL1T$

pi/lot/house

PILOTH\SE

pi/men/to

PI;TO

pine/ap/ple

P9EAPPLE

pine/drops

P9EDROPS

ping-pong

P+-P;G

pi/noch/le

P9O*LE

pi/ñon

PI@NON

pi/o/neer/ing

PIONE]+

pis/ta/chio PI/A*IO

pitch/blende

PIT*BL5DE

pit/y/ing

P;Y+

piz/ze/ria

PIZZ]IA

plain/ness

PLA9;S

pla/teau

PLAT1U

plat/i/num

PLAT9UM

C - 20 TOC -- INDEX

play

/

tim

e

PLAY"T

play/wright

PLAYW"R

pledg/er

PL$G]

plen/ti/ful/ly PL5TI;LLY

plow/share

PL[%>E

plun/dered

PL"U$

poi/soned

POISON$

poi/son/er

POISON]

pole/ax

POLEAX

pon/gee

P;GEE

pope/dom

POPEDOM

pop/ery

POP]Y

por/rin/ger PORR+]

port/hole

PORTHOLE

Port Sa/id

,PORT ,SAID

pos/te/ri/or

PO/]IOR

pos/ter/i/ty

PO/];Y

post/haste

PO/HA/E

post/hu/mous

PO/HUM\S

post/paid

PO/PD

post/poned

PO/PON$

post/pone/ment

PO/P"O;T

pot/hole POTHOLE

pot/sherd

POT%]D

pound/ing

P.D+

Pow/ha/tan

,P[HATAN

prac/ti/tion/er

PRACTI;N]

prae/no/men

PRAENOM5

pranced PR.ED

pranc/er

PR.ER

pran/di/al

PR&IAL

pre/a/dult

PREADULT

pre/am/ble

PREAM#

pre/ar/ranged

PRE>RANG$

prec/e/dent PREC$5T

pre/con/ceived

PRECONCEIV$

pre/con/cep/tion

PRECONCEP;N

pre/da/cious

PR$ACI\S

pre/dat/ed

PRedAT$

pred/a/to/ry

PR$ATORY

pre/de/ceased

PREDEC1S$

pred/e/ces/sor

PR$ECESSOR

pre/des/ti/na/tion

PREDE/9,N

pre/de/ter/mined PREDET]M9$

pre/dic/a/ment

PREDICA;T

pred/i/cat/ed

PR$ICAT$

pre/dic/tion

PREDIC;N

pre/di/gest/ed

PREDIGE/$

pre/di/lec/tion

PREDILEC;N

pre/dis/posed

PREDISPOS$

pre/dom/i/nance

PREDOM9.E

pre/na/tal

PRENATAL

pre/nup/tial

PRENUPTIAL

pre/oc/cu/pied

PREO3UPI$

prep/a/ra/tion

PREP>,N

pre/req/ui/site

PREREQUISITE

pre/rog/a/tive

PREROGATIVE

pres/tige

PRE/IGE

priest/hood

PRIE/HOOD

prig/gish/ness

PRI7I%;S

prin/ci/pal/ly

PR9CIP,Y

pris/on/er PRISON]

prith/ee

PRI!E

pro and con

PRO & CON

pro/ba/tion/er

PROB,N]

prob/lem/at/i/cal/ly

PRO#MATIC,Y

pro/ce/dure

PROC$URE

Prof.

,PR(4

prof/a/na/tion

PR(AN,N

pro/fane/ly PROFANELY

pro/fan/i/ty

PROFAN;Y

pro/fes/sion/al/ly

PROFES.N,Y

pro/fes/sor

PROFESSOR

pro/fes/so/ri/al

PROFESSORIAL

prof/fered

PR(F]$

pro/fi/cien/cy

PROFICI5CY

pro/file

PROFILE

prof/it

PR(IT

prof/li/gate PR(LIGATE

pro/found/ness

PROF.D;S

pro/fun/di/ty

PROFUND;Y

pro/fu/sion

PROFU.N

pro/lon/ga/tion

PROL;G,N

prom/e/nad/ing

PROM5AD+

prom/i/nent

PROM95T

prone/ness

PR"O;S

prong/horn

PR;GHORN

pro/nounce/a/ble

PRON\NCEA#

proof PRO(

prop/a/gan/da

PROPAG&A

TOC -- INDEX C - 21

pro/pin/

qui/t

y

PROP9QU;Y

pro/po/nent

PROPON5T

pros and cons

PROS & CONS

pros/tra/tion

PRO/R,N

pro/tes/ta/tion

PROTE/,N

pro/union

PROUNION

prov/e/nance PROV5.E

prud/ery

PRUD]Y

pshaw

P%AW

psych/e/del/ic

PSY*EDELIC

pud/dle

PU4LE

pu/er/il/i/ty

PU]IL;Y

pur/blind

PURBL

py/tho/ness

PY?O;S

Q

quad/ri/no/mi/al

QUADRINOMIAL

quaff/ed

QUA6$

quan/da/ry

QU&>Y

quar/rel/some

QU>REL"S

quea/si/ness

QU1SI;S

Queens/town

,QUE5ST[N

question/a/ble

"QA#

questioned "Q$

question/naire

"QNAIRE

quib/bled

QUIB#D

quick

QK

quick/en

QK5

quick/ly

qKLY

quick/ness

QK;S

quick/sand

QKS&

quick-wit/ted

QK-WITT$

quid/di/ty

QUI4;Y

qui/nine

QU99E

R

rab/bi

RA2I

rab/ble

RAB#

raf/ter

RAFT]

ra/gout RAG\T

rag/time

RAG"T

rai/ment

RAI;T

ral/ly

R,Y

ram/bler RAM#R

ram/part

RAM"P

ran/che/ro

RAN*]O

ran/dom

R&OM

ran/somed

RANSOM$

rap/proche/ment

RAPPRO*E;T

rare/ness

R>E;S

ra/tion/al/ly

R,N,Y

raw/hide

RAWHIDE

re/ac/tion/ary

REAC;N>Y

re/ad/just

READJU/

re/a/dopt/ed

READOPT$

read/y-to-wear

R1DY-TO-WE>

re/af/fir/ma/tion

REA6IRM,N

real

R1L

re/al/i/ty

R1L;Y

re/al/ize R1LIZE

re/al/li/ance

REALLI.E

re/al/ly

RE,Y

re-al/ly

RE-ALLY

re/ap/pear/ance

REAPPE>.E

re/ap/por/tion/ment

REAPPOR;N;T

re/ar/ma/ment

RE>MA;T

re/as/sur/ance

REASSUR.E

re/bound/ing

REB.D+

re/ced/ed

REC$$

re/ceiv/a/ble

RECEIVA#

receive

RCV

received

RCVD

receiver/ship

RCVR%IP

receiving

RCVG

re/ces/sion/al RECES.NAL

reck/oned

RECKON$

re/com/mence

RECOMM;E

re-com/mis/sion

RE-COMMIS.N

re-con/nect

RE-3NECT

re/con/struct/ed

RECON/RUCT$

rec/re/ant

RECR1NT

rec/re/at/ed

RECR1T$

rec/re/a/tion RECRE,N

red/dened

R$D5$

re/ded/i/ca/tion

RED$IC,N

re/deemed

REDEEM$

red/in/gote

R$+OTE

re/di/rect/ed

REDIRECT$

re/dis/po/si/tion REDISPOSI;N

C - 22 TOC -- INDEX

re/dis/tri/bu/ti

on

REDISTRIBU;N

re/di/vid/ed

REDIVID$

red/o/lence

R$OL;E

re/dou/bled

RED\#D

re/dress

REDRESS

re/duce

REDUCE

re/dun/dance

REDUND.E

re/en/force

RE5=CE

ref/or/ma/tion

RE=M,N

reg/i/men/ta/tion

REGI;T,N

Reichs/tag

,REI*STAG

re/in/car/na/tion

RE9C>N,N

rein/deer RE9DE]

rejoice

RJC

rejoice/ful

rjc;l

rejoicing RJCG

re/ju/ve/na/tion

REJUV5,N

re/la/tion/ship

REL,N%IP

re/me/di/al

REM$IAL

rem/e/dy

REM$Y

rem/i/nis/cence

REM9ISC;E

Ren/ais/sance

,R5AISS.E

re/nal R5AL

re/named

RE"ND

re/nas/cent

R5ASC5T

re/nav/i/gate

RENAVIGATE

ren/con/tre

R5CONTRE

ren/dez/vous

R5DEZV\S

ren/e/gade

R5EGADE

re/new/al

RENEWAL

Re/no

,R5O

re/nom/i/na/tion RENOM9,N

ren/o/vate

r5ov∙te

re/nowned REN[N$

Rensselaer

,R5SSELAER

re/nu/mer/ate

RENUM]ATE

re/nun/ci/a/tion

RENUNCI,N

re/paid

REPD

rep/a/ra/tion

REP>,N

rep/ar/tee

RE"PEE

re/par/ti/tion RE"PI;N

re/quite

REQUITE

re/read

RER1D

rere/dos

R]$OS

re/run

RERUN

re/sound/ing

RES.D+

res/tau/rant

RE/AURANT

res/tive/ness RE/IVE;S

res/to/ra/tion

RE/OR,N

ret/i/na

RET9A

ret/i/nue

RET9UE

ret/ro/flex

RETROFLEX

rev/e/nue

REV5UE

re/ver/ber/a/tion

REV]B],N

re/vere

REV]E

Re/vere

,REV]E

rev/er/ence R"E;E

rev/er/end

R"E5D

rev/er/ie

R"EIE

re/versed

REV]S$

re/ver/ted

REV]T$

rev/ery

R"EY

rev/o/lu/tion/ary

REVOLU;N>Y

rhine/stone

RH9E/"O

rhi/noc/er/os

RH9OC]OS

Rhone ,RH"O

rib/band

RIBB&

rib/boned

RI2ON$

ri/bo/fla/vin

RIBOFLAV9

rid/dance

RI4.E

riff/raff

RI6RAFF

ri/fle/ry

RIFLERY

rig/ger

RI7]

right/about "RAB

right/eous/ness

"RE\S;S

right/ful/ly

"R;LLY

right-handed

"r-h&$

rig/ma/role RIGM>OLE

roar/ing

RO>+

robbed

RO2$

rob/bery

RO2]Y

Roent/gen

,ROENTG5

ro/manc/er ROM.ER

Rom/a/ny

,RO_M

roof/er

RO(]

ro/se/ate

ROS1TE

rou/ble

R\#

rough/ened

R\<5$

round/about

R.DAB

roun/de/lay R.DELAY

TOC -- INDEX C - 23

roust/about

R\/AB

rout

R\T

roux

R\X

rubbed

RU2$

rud/der

RU4]

ru/di/men/ta/ry

RUDI;T>Y

ruf/fi/an

RU6IAN

ru/mi/nant

RUM9ANT

run/about

RUNAB

ruth/less/ness

RU?.S;S

S

sab/bat/i/cal

SA2ATICAL

sac/cha/rine

SAC*>9E

Sac/ra/men/to

,SACRA;TO

saf/flow/er

SA6L[]

said SD

Sa/id

[name] ,SAID

saint/hood

SA9THOOD

sal/a/man/der

SALAM&]

sale/a/ble

SALEA#

Sal/ly

,S,Y

salt/works

SALT"WS

san/dal

S&AL

san/gui/nary

SANGU9>Y

sar/co/ma

S>COMA

sa/rong

S>;G

sar/sa/pa/ril/la

S>SAP>ILLA

Sat/ur/day

,SATUR"D

sav/age/ry

SAVAGERY

saw/horse

SAWHORSE

say-so

SAY-S

scab/bi/ness

SCA2I;S

scaf/fold/ing SCA6OLD+

scan/dal/ous

SC&AL\S

Scan/di/na/vi/an

,SC&9AVIAN

scathe/less

SCA!.S

sce/nar/io

SC5>IO

scen/ery

SC5]Y

schism

S*ISM

scho/las/tic

S*OLA/IC

schoon/er

S*OON]

schot/tische

S*OTTIS*E

sci/ence

SCI;E

scle/ro/sis

SCL]OSIS

scoff

SC(F

scone

SC"O

scoun/drel

SC.DREL

scrib/bled SCRIB#D

scrubbed

SCRU2$

scuff

SCUFF

scuffed SCU6$

scythe

SCY!

sea

SEA

sea/far/ing

S1F>+

sea-green

SEA-GRE5

sea/man

S1MAN

sé/ance

[email protected]

searched

SE>*$

seas

S1S

sea/shore

S1%ORE

sea/soned

S1SON$

Se/at/tle

,S1TTLE

se/ced/ed SEC$$

se/dan

S$AN

se/date

SEDATE

sed/a/tive

S$ATIVE

sed/en/tary

S$5T>Y

sed/i/ment

S$I;T

se/di/tion

SEDI;N

se/duced

SEDUC$

se/duc/tion

SEDUC;N

sed/u/lous S$UL\S

seethed

SEE!D

seined

SE9$

self-con/fi/dent

SELF-3FID5T

self-in/duced

SELF-9DUC$

sell/out

SELL\T

sem/i-invalid

SEMI-9VALID

Sem/i/nole

,SEM9OLE

se/nes/cence

S5ESC;E

se/nile

S5ILE

se/nil/i/ty

S5IL;Y

se/ñor SE@NOR

sen/tenced

S5T;ED

sen/ti/men/tal/i/ty

S5TI;TAL;Y

se/pa/ra/tion

SEP>,N

se/rene

S]5E

se/ren/i/ty

S]5;Y

C - 24 TOC -- INDEX

ser/geant

S]G1NT

ser/vice/a/ble

S]VICEA#

sev/er

S"E

sev/er/al

S"EAL

sev/er/ance

S"E.E

se/vere

SEV]E

se/ver/i/ty

SEV];Y

Sev/ern ,sev]n

sh! SH6

shab/bi/ness

%A2I;S

shad

%AD

shad/dock

%A4OCK

sha/doof

%ADO(

shad/owy

%AD[Y

Shad/rach

,%ADRA*

shag/gi/ness %A7I;S

shake/down

%AKED[N

Shake/spear/e/an

,%AKESPE>1N

shall

%

shal/lop %ALLOP

shal/low/ness

%ALL[;S

shang/haied

%ANGHAI$

shears

%E>S

sheathed

%1!D

shed/ding

%$D+

Shee/an

,%EEAN

sheeps/head %EEPSH1D

Shen/an/do/ah

,%5&OAH

she/nan/i/gan

%5ANIGAN

sher/iff

%]IFF

sher/iff's

%]IFF'S

sher/iffs

%]I6S

shhh!

%hh6

shib/bo/leth %I2OLE?

shil/ly-shal/ly

%ILLY-%,Y

shin/gled

%+L$

ship/wright

%IPW"R

shod/dy %O4Y

sho/far

%(>

short/hand

%ORTH&

Sho/sho/ne

,%O%ONE

Sho/sho/ne/an

,%O%ON1N

shoul/der

%\LD]

should

%D

shouldn't

%DN'T

shouldst %D/

shred/ded

%R$D$

shroff

%R(F

shrub/bery

%RU2]Y

shrugged

%RU7$

shud/der/ing

%U4]+

shuf/fled

%U6L$

shut-in

%UT-IN

shut-ins

%UT-9S

Si/be/ri/an

,SIB]IAN

si/de/re/al SID]1L

Sier/ra Le/one

,SI]RA ,LE"O

si/lenced

SIL;ED

Si/nai

,S9AI

singed

S+$

Singh

,s+h

sin/gu/lar S+UL>

si/nus

S9US

Sion ,sion

sis/ter-in-law SI/]-IN-LAW

Sis/tine

,SI/9E

size/a/ble

SIZEA#

skul/dug/gery

SKULDU7]Y

slan/der/ous

SL&]\S

slav/ery

SLAV]Y

sled/ding

SL$D+

slith/er

SLI!R

smith/er/eens SMI!RE5S

smooth/er

SMOO!R

smother

S"M

snob/bish/ness

SNO2I%;S

snow-blind

SN[-BL

snuff

SNUFF

snuff/box

SNU6BOX

snug/gled

SNU7L$

so

[musical note] SO

so-and-so

S-&-S

so/be/it

SOBEIT

so-called

S-CALL$

so/fa S(A

So/fia

,s(i∙

sof/fit S(FIT

soft/heart/ed

S(THE>T$

so/le/noid

SOL5OID

som/bre/ro

SOMBR]O

TOC -- INDEX C - 25

so

m

e

/body

"SBODY

some/one

"S"O

som/er/sault SOM]SAULT

Som/er/set

,SOM]SET

some/times

"S"TS

some/where

"S":

song/ster

S;G/]

soon/er

SOON]

soothed

SOO!D

so's S'S

so-so

S-S

sou'/east

BS\'EA/

souf/flé

S\6L@E

sought

S"\

sound/less

S.D.S

south/east

S\?EA/

south/ern

S\!RN

sou/ve/nir

S\V5IR

sov/er/eign

SOV]EIGN

spa/ghet/ti

SPA<ETTI

Spar/tan

,S"PAN

speak/easy

SP1KEASY

speared

SPE>$

Spen/cer ,SP;ER

sphere

SPH]E

spirit/ed

_S$

spirit/less

_S.S

spirits _SS

spiritu/al/ly

_SU,Y

spiritu/el

_SUEL

sponge

SP;GE

spoof

SPO(

spooned

SPOON$

spright/ly

SP"RLY

spring/time SPR+"T

squab/bled

SQUAB#D

squal/ly

SQUALLY

squan/dered

SQU&]$

squire/ar/chy

SQUIRE>*Y

St.

,/4

stabbed

/A2$

sta/bled

/A#D

staff

/AFF

staffed

/A6$

Sta/lin/grad

,/AL9GRAD

stance

/.E

stan/chioned

/AN*ION$

stand/ard

/&>D

stand-by

/&-BY

stand-in /&-IN

stand-ins

/&-9S

stand/out

/&\T

stand/still

/&/ILL

star/like

/>LIKE

sta/tion/ary

/,N>Y

sta/tion/er

/,N]

step/child

/EP*ILD

step/father

/EP"F

ste/ve/dore

/EV$ORE

still/born

/ILLBORN

still life

/ life

still/ness /ILL;S

stills

/ILLS

still's

/'S

sting/a/ree

/+>EE

stin/gy

/+Y

stir/a/bout

/IRAB\T

stone /"O

stoned /ON$

stone/work

/"O"W

ston/ey /"Oy

strat/o/sphere

/RATOSPH]E

strength/ened /R5G!N$

strin/gent

/R+5T

strong/hold

/R;GHOLD

St. Swith/in

,/4 ,S)9

stum/bled /UM#D

sub/base/ment

SUBBASE;T

sub/com/mit/tee

SUBCOMMITTEE

sub/con/scious

SUBCONSCI\S

sub/let

SUBLET

sub/poe/na

SUBPOENA

sub/poe/naed SUBPOENA$

sub/ter/ra/ne/an

SUBT]RAN1N

suc/cinct

SU39CT

such

S*

suchlike

s*like

suède SU@EDE

sul/tan/ess

SULTA;S

sum/moned

SUMMON$

C - 26 TOC -- INDEX

Sun/da

y

,SUN"D

sun/der

S"U

su/pe/ri/or/i/ty

SUP]IOR;Y

su/pi/na/tion

SUP9,N

su/pine/ness

SUP9E;S

sur/name

SUR"N

sur/re/al/ist

SURR1LI/

sus/tained

SU/A9$

sus/te/nance

SU/5.E

swas/ti/ka

SWA/IKA

swas/ti/kaed

SWA/IKA$

swathed

SWA!D

Swe/den ,SW$5

swith/er

S)]

swooned

SWOON$

sword

SWORD

sy/ringe

SYR+E

T

tab/a/ret

TAB>ET

tab/leau

TABL1U

ta/bled

TA#D

tab/let

TA#T

tal/ly

T,Y

tal/ly/ho

T,YHO

ta/man/dua

TAM&UA

tam/a/rack

TAM>ACK

Tam/ma/ny

,TAM_M

tan/dem

T&EM

ta/ran/tu/la

T>ANTULA

T-bone

;,t-b"o

tea TEA

teach/er

T1*]

tea/cup

T1CUP

tear

TE>

teas

T1S

tea/spoon/fuls t1spoon;ls

tea/time T1"T

Ted/die

,t$die

te/di/ous/ness T$I\S;S

teethed

TEE!D

tel/e/phone

TELEPH"O

tel/e/phoned

TELEPHON$

tem/per/a/men/tal

TEMP]A;TAL

tem/pes/tu/ous TEMPE/U\S

te/nac/i/ty

T5AC;Y

Ten/nes/see

,T5;SEE

teth/ered

TE!R$

Thad

,?∙d

that'd T'D

that'll

T'LL

that's

T'S

the/a/ter

!AT]

thee

!E

theirs

_!S

Thelma

,!lm∙

themselves !mvs

then !N

thence/forth

?;E=?

The/o/dore

,!ODORE

the/ol/o/gy

!ology

the/o/ret/i/cal !oretic∙l

there/abouts "!ABS

there/after "!AF

there/by

"!BY

there/fore

"!=E

there/in/after

"!9AF

The/re/sa

,!RESA

there/to/fore "!TO=E

there/upon

"!^U

ther/mom/e/ter

!RMOMET]

these

^!

the/ses !SES

Thes/sa/lo/ni/an

,!ss∙loni∙n

thiev/ery ?IEV]Y

thim/ble/rig

?IM#RIG

thing-in-itself

?+-IN-XF

this'll ?IS'LL

this/tle/down

?I/LED[N

this-world/li/ness

?-_wli;s

thith/er ?I!R

thor/ough/go/ing

?OR\<GO+

those

;?

thought/ful/ness ?"\;L;S

thresh/old

?RE%OLD

throne ?R"O

throned

?RON$

thronged

?R;G$

through/out

"?\T

TOC -- INDEX C - 27

thun/der/i

n

g

?"U+

thun/der/struck

?"U/RUCK

Thu/rin/gi/an

,?UR+IAN

Thurs/day

,?URS"D

thyself ?YF

tid/dle/dy/winks

ti4ledyw9ks

timed "TD

tim/er

"TR

times

"TS

time/ta/ble

"TTA#

tim/ing

TIM+

tinged

T+$

ti/ny T9Y

tire/some

TIRE"S

tithes

TI!S

to and fro

6& FRO

to/bac/co

TOBA3O

today

TD

to-do

TO-D

toed TO$

toe/nail

TOENAIL

tof/fee

T(FEE

together

TGR

To/le/do

,TOL$O

to/men/tose

TO;TOSE

tomorrow

TM

tone

T"O

toned

TON$

ton/ga

T;GA

tongue-tied

t;gue-ti$

tonight TN

top/full

TOPFULL

tor/e/a/dor TOR1DOR

tor/pe/doed

TORP$O$

to/tal/ly

TOT,Y

tou/can

T\CAN

to/wards

T[>DS

tow/head

T[H1D

tow/hee

T[HEE

Town/shend

,T[N%5D

towns/peo/ple T[NSPEOPLE

trace/a/ble

TRACEA#

trac/ery

TRAC]Y

tra/che/al

TRA*1L

trag/e/dy

TRAG$Y

trance

TR.E

tran/ship TRAN%IP

tre/bled

TRE#D

Trem/bleur

,trem#ur

tree/nail TREENAIL

tri/na/ry

TR9>Y

trin/i/ty

TR9;Y

tri/par/tite

TRI"PITE

trop/o/sphere TROPOSPH]E

trou/ble/some

TR\#"S

trun/cheoned TRUN*EON$

trust/ee

TRU/EE

trust/wor/thi/ness

TRU/WOR?I;S

try/out

TRY\T

tsa/ri/na

TS>9A

Tues/day

,TUES"D

tum/bled

TUM#D

tum/bler

TUM#R

tum/ble/weed

TUM#WE$

turn/about

TURNAB

turn/out

TURN\T

tur/tle/dove

TURTLEDOVE

twee/dle/dum

TWE$LEDUM

two/fold

TWOFOLD

two/some

TWO"S

'twouldn't

'TWDN'T

U

ud/der

U4]

Uit/land/er

,UITL&]

ul/te/ri/or

ULT]IOR

un/be/com/ing

UNBECOM+

un/be/knownst UNBE"KN/

un/bleached

UNBL1*$

un/blem/ished

UNBLEMI%$

un/blessed

UNB.S$

un/con/ceived

UNCONCEIV$

un/con/geal/a/ble

uncong1l∙#

un/con/gen/ial UNCONG5IAL

un/de/ceiv/a/ble

UNDECEIVA#

un/deceived

UNDCVD

un/declared

UNDCLD

under/go

"UGO

under/grad/u/ate

"ugr∙du∙te

un/de/rived UNDERIV$

C - 28 TOC -- INDEX

under/paid

"UPD

under/world

"U_W

un/dis/tin/guished

UNDIST+UI%$

un/dis/turbed

UNDISTURB$

un/do

UNDO

un/done

UND"O

un/earthed UNE>!D

un/easy

UNEASY

un/eat/en

UNEAT5

un/friend/ly

UNFRLY

un/ful/filled

UNFULFILL$

un/less

UN.S

un/les/soned

UNLESSON$

un/lettered

UNLR$

un/like

UNLIKE

un/man/age/a/ble

UNMANAGEA#

un/men/tioned

UNM5;N$

un/mis/tak/a/ble

UNMISTAKA#

un/necessary

UNNEC

un/paid

UNPD

un/per/ceiv/a/ble

UNP]CEIVA#

un/perceived UNP]CVD

un/perceiving

UNP]CVG

un/ques/tion/a/ble

UN"QA#

un/re/ceiv/a/ble

UNRECEIVA#

un/received

UNRCVD

un/said

UNSD

un/time/ly

UN"TLY

un/to/ward

UNT[>D

un/will/ing

UNWILL+

upon

^u

up/right UP"R

us/a/ble

USA#

use/ful/ness

use;l;s

usu/al/ly USU,Y

V

va/ca/tion/ist

VAC,NI/

vac/ci/na/tion

VA39,N

vain/glo/ri/ous

VA9GLORI\S

val/e/dic/tion

VALEDIC;N

van/dal

V&AL

Van/der/bilt

,V&]BILT

Van/dyke

,VANDYKE

va/que/ro

VAQU]O

Ve/da ,V$A

ve/nal/i/ty

V5AL;Y

ve/neer

V5E]

ve/ne/re/al

V5]1L

venge/ance V5GE.E

ve/nous

V5\S

Ve/nus

,V5US

ve/ran/da

V]&A

ver/be/na

V]B5A

Ve/ron/i/ca

,V]ONICA

ves/tib/u/lar

VE/IBUL>

vice-con/sul/ar

VICE-3SUL>

vice/re/gal

VICEREGAL

vice/roy

VICEROY

vil/lain/ess

VILLA9ESS

vin/ery

V9]Y

vi/o/lo/ne

VIOLONE

vi/sion/ary VI.N>Y

V-J Day

,V-,J ,"D

W

wab/bled

WAB#D

wad/ded

WA4$

waf/fle

WA6LE

wagged

WA7$

wag/on/er

WAGON]

wag/on/ette

WAGONETTE

wain/wright

WA9W"R

wan/der/er

W&]]

war/bled

w>#d

wash/out WA%\T

wasn't

WASN'T

Wat/teau

,WATT1U

wear

WE>

wea/ri/some

WE>I"S

weath/ered

W1!R$

web/bing

WE2+

wed/ding

W$D+

Wednes/day

,W$NES"D

wel/come

WELCOME

well-be/ing

WELL-2+

well-known

WELL-"KN

well-to-do

WELL-TO-D

Wen/ces/laus

,W5CESLAUS

weren't

W]5'T

TOC -- INDEX C - 29

C - 30 TOC -- INDEX

wharf/in/ger

:>F+]

what/so/ev/er

:ATSO"E

whee/dling

:E$L+

wheel/wright

:EELW"R

whence

:;E

when/ever

:5"e

where/abouts ":ABS

where/as

":AS

where/by

":By

wher/e'er

:]E']

wher/ever

:]"E

where/fore

":=E

where/in/to

":9TO

where/of

":(

where/upon ":^U

where/with/al

":)AL

wheth/er

:E!R

which/ev/er

:I*"E

which'll

:I*'LL

whis/tled

:I/L$

white/ness

:ITE;S

whith/er

:I!R

whore/dom

:OREDOM

who/so/ev/er

:OSO"E

Will

,W

Wil/liam

,WILLIAM

will-o'-the-wisp

W-O'-!-WISP

wills

WILLS

Will's

,W'S

win/ery

W9]Y

Win/gate

,W9GATE

win/some/ness

W9"S;S

wise/a/cre

WISEACRE

withe

)E

with/ered

)]$

with/out

)\T

wob/bled

WOB#D

woe/be/gone

WOEBEG"O

Words/worth

,^WSWOR?

work/a/day

"WA"D

world/li/ness

_WLI;S

world-wide

_W-WIDE

would

WD

woulda

WDA

would-be

WD-BE

wouldn't

WDN'T

wouldst

WD/

wound/ed

W.D$

wreathed WR1!D

wright

W"R

writhed

WRI!D

wrong/head/ed

WR;GH1D$

wrought

WR"\

Wy/an/dotte

,WY&OTTE

X

X-ray

;,X-RAY

xy/lo/phone

XYLOPH"O

Y

yearned

YE>N$

Yeats

,Y1TS

yes/ter/day

YE/]"D

Yid/dish

,YI4I%

yo/ghurt

YO<URT

you'd

Y'D

you'll

Y'LL

you'n Y\'N

young/ster

"Y/]

Youngs/town

,"YST[N

your

YR

you're

Y'RE

yours

YRS

yourself

YRF

yourselves

YRVS

you's

Y\'S

you've

Y'VE

Z

zeal/ot

z1lot

ze/nith Z5I?

ze/ro

Z]O

zith/er

ZI!R

zone

Z"O

zoned

ZON$

zuc/chi/ni

ZUC*9I

Index

A (word), 12.1b

joined to and, for, of, the, with, 4.3

Ab, as name, 12.2

ab, short-form, 11.1

Abbreviations, 13.2

acronyms, 13.4

apostrophe in, 15.8a

be, con, dis, and com in, 7.9, 13.2c

biblical, 17.5b

capitalization in, 2.4b(2), 13.2, 13.2a

for coinage, weight, and measure, 13.1b

compound, 13.2a

connecting words in, 13.2b

contractions used in, 13.2c

of dates, 13.8

divided between lines, 13.2a

enclosed in punctuation, 13.2g

initialisms, 13.4

initials, personal, 13.3

letter indicator in, 13.2, 13.2b, 13.2d

non-Latin letters in, 13.2h

one-cell, whole-word contractions in,

13.2c

order of, 13.2

not followed by period, 13.2d

plural, 15.8a

postal abbreviations, 13.2c, 19.2b(11)

punctuation within, 13.2

in references, 17.5

of saint and street, 5.3e

and short-for

ms, 13.2d

single letter, 12.1f

slash in, 13.2f

spacing of, 13.2

in special typeface, 15.2

of states on title page, 19.2b(11)

word endings in, 13.2b

Accent symbol, 16.1

Accented letters in English texts, 16.1

Accolades, 17.6c, 19.2h(2)

Acknowledgments, 19.2h(4), 19.3c

Acrony

ms, 13.4

Adjectives, 2.4a(3), 6.6b

æ (ae), 6.1d

after, short-form, special rules for, 11.5

Al, as name, 12.2

al, short-form, 11.1

ally, 10.1a. S

EE ALSO Final-letter contractions

as word, 10.1b

Alphabet, 1.3, 1.4, 1.5

Alphabet contractions, 4.2

with slash, 4.2c

Alphabets, Non-Latin, 16.7

Alternative contractions, choice between,

6.5

preference given to ance and ence,

10.1d(3)

preference given to and, for, of, the, with,

6.5b, 7.3e

preference given to ation over tion,

10.1d(1)

preference given to ence followed by d

or r, 10.1d(3)

preference given to one-cell contractions

over two-cell contractions, 9.3

preference given to other one-cell

contractions over dou

ble-letter and

ea contractions, 8.2h

preference given to contraction

reflecting correct pronunciation, 9.5

preference given to contraction that

saves most space, 4.5c,

5.3c, 6.5a

preference given to contra

ction that

preserves usu

al form of base word,

6.3, 7.7

, 8.2b, 10.1c-d, 10.1d(2),

11.6

American Prin

ting House for the Blind, xii

Ampersand (&), 13.1b

ance, 10.1a. S

EE ALSO Final-letter contractions

preference given to use of, 10.1d(3)

and, for, of, the, with, 4.3, 4.4

a, in conjunction with, 4.3

in hyphenated compound words, 4.3b

italics with, 15.1c(3)

joined, not joined, 4.3, 4.3a

as part-word contractions, 4.4

preference for, 6.5b, 7.3e

with punctuation or composition signs,

4.3a

as whole-word contractions, 4.3

Anglicized words and phrases, 7.2c, 16.

2, 16.5

accent symbol used in, 16.1

defined, 16.2

Apostrophe, 3.2

before capital letters and fully capitalized

words, 3.2a

with child, shall, this, whic

h, out, and

still, 5.2a

with com, 7.6

TOC -- INDEX Index-1

before final-letter contractions, 10.1e

missing letter, represented by, 2.4a, 12.1d(2)

with letters, 12.1d(2)

with one-cell, whole-word contraction,

4.2a

Appendixes, 19.8

ar, 6.1

exception to rule on prefixes, 6.1a

ar, ed, er, gh, ow, ble, and ing, 6.1

Arabic numbers. S

EE Numbers

Archaic spelling, 16.8

Asterisk,

used to show break in text, 19.1c

used to show omission of words, 15.3

as reference

marker 17.2, 17.3

At (@) symbol, 13

.1b

ation, 10.1d(1). S

EE ALSO Final-letter

contractions

Attributions and credit lines, 3.4, 13.9a, 17.6

Author, other books by, 19.2h(1)

Author's name,

placement of in credit lines, 17.6a-b

on title page, 19.2b(5)

BANA. S

EE Braille Authority of North America

bb, cc, dd, ff, gg, ea, 8.2. S

EE ALSO Lower-

sign contractions

in base words, 8.2b, 8.2d

with composition signs, 8.2a

in compound words, 8.2e

in diphthongs and trigraphs, 8.2g

preference given to other one-cell

contractions, 8.2h

with prefix, 8.2c

with punctuation, 8.2a

with suffix, 8.2d

be. S

EE ALSO Lower-sign contractions; be,

con, dis

as part-word contraction, 7.1, 7.5

as whole-word contraction, 7.1, 7.2, 7.2b

be, con, dis, 7.5. S

EE ALSO Lower-sign

contractions

in abbreviations, 7.9

in divided words, 7.5a

in names, 7.8

with punctuation, 7.5c

with slash, 7.5c

in syllabicated words, 7.5c

as last syllable of word, 7.5b

with to, into, and by, 8.1d

Biblical references, 17.5b

Bibliographies, 19.8

Blank lines in text, 19.1c

ble, 6.1, 6.2

blind, short-form, special rule for, 11.5

Boldface type. S

EE Italics

Brackets, 3.3

abbreviations enclosed in, 13.2g

enclosing footnotes, 17.4a

before italic sign, 15.1a(2)

enclosing letters or portions of words, 15.11

next to to

, into, or by, 8.1c

Braille alphabet, 1.3, 1.4, 1.5

Braille Authority of North America (BANA), xi,

xii, 16.1[

note]

Braille book format, 19.1

accolades, 17.6c, 19.2h(2)

acknowledgments, 19.2h(4), 19.3c

appendixes, 19.8

author's person

al acknowledgments, 19.3c

beginning of text, 19.3b

bibliographies, 19.8

blank lines, 19.1c

breaks in text, 19.1c

captions, 19.1b

chapter titles, 19.6

contents page, 19.2f

cover/jacket material, 19.2g

dedication, 19.2c

diagrams, 19.1a

disclaimer, 19.2h(3)

division into volumes, 19.7

end-of-volume indication, 19.9

epigraphs, 17.6b, 19.2

h(5), 19.5

foreword, 19.3c

front matter, 19.2h

glossaries, 19.8

headings, 17.1

illustrations, 19.1a

indexes, 19.2f(1), 19.8

introduction, 19.3c

maps, 19.1a

other books by author, 19.2h(1)

page numbering, 17.7, 17.7a-b, 19.2a, 19.3a

parts, broken into, 19.5

pictures, 19.1a

poetry, 19.2h(5)

preface, 19.3c

preliminary pages, 19.2, 19.4

prologue, 19.3c

reviews, 19.2h(2)

running heads, 17.1d

Index-2 TOC -- INDEX

TOC -- INDEX Index-3

special symbols page, 19.2d

table of contents, 19.2f

text, first page of, 19.3b

title page, 19.2b

transcriber's notes page, 19.2e

volume size and division, 19.7

Braille cell, 1.1

spacing between, 2.3

Braille computer programs, xiii, 1.2, 20.1

Braille Enthusiast's Dictionary, 4.5d, 6.1f

Braille eraser,

xii

Braille Formats: Principles of Print to Braille

Transcription, xi

inconsistent with EBAE, xi, 2.2

glossaries and indexes, 19.8

marked lists, 18.3a

pagination, 17.7b, 19.2a[note]

poetry, 18.2b[note]

preliminary pages, 19.2a[note]

special formats, 18.1

tables, 18.4

title page, authors on, 19.2b(2)

title page, copyrights, 19.2b(7)

Braille, Louie, 1.5

Braille paper, xii

Braillewriter, xii, xiii, 1.2

Breaks in text, 19.1c

British coinage, 13.1b, 13.1g, 14.4b

Bullets, 18.3

but, can, do, etc. (one-cell, whole-word

contractions), 4.2

by. S

EE to, into, by

By, used for times sign, 14.5

California Transcribers and Educators of the

Visually Handicapped (CTEVH),

16.1[note], 18.1

Capital letter, preceded by apostrophe, 3.2a

Capital letters, 2.1

apostrophe preceding, 3.2a

small capital letters, 15.2

before or after to, into, by, 8.1b

Capital indicator, single and double, 2.1

and italic indicator, 15.1a

repeated after slash, 3.6a

Capitalization,

of a, i, or o, as words, 4.2d

of abbreviations, 13.2

at beginning of paragraph, 2.2

of chapter titles, 19.6

of compound words, 2.4b(2)

on contents pages, 19.2f, 19.2f(1)

of italicized words, 15.1a

of names, 2.1

of one-cell, whole-word contractions, 4.2d

of roman numerals, 14.1a

of short-form words, 11.2

of titles, subtitles, and authors' names on

title pages, 19.2b(3)

Capitalized portions of words, 15.8a

Capitalized words, 2.1

apostrophe in, 3.2a

Captions, 19.1b

Cardinal numbers, 1.6. S

EE ALSO Numbers

cc, 8.2. S

EE ALSO bb, cc, dd, ff, gg, ea

Cell-5 headings, 17.1b

Centered headings, 17.1a

Centering of headings and lines, xiv

Certification. S

EE Trial manuscript

textbook formatting, 17.7b

ch, sh, th, wh, ou, st, 5.1 5.3

Chapter, beginning

of, 2.2

Chapter titles, 19.

6

child, shall, this, which, out, still, 5.1, 5.2

with apostrophe, 5.2a

Citations, reference, 17.5a

Clock time, 14.7

Coinage, 13.1g, 14.4b

Coined words, 16.6b

Colon, 2.3

in clock time, 14.7a

effect on number indicator, 2.6a

Columnar format, 18.3

Columns, 18.3

lists, 18.3a

side-by-side, 18.3b

com, 7.1, 7.6

in abbreviations, 7.9

with slash, 7.6

Comma, 2.3

effect on number sign, 2.6a

Composition signs,

accent symbol, 16.1

capital indictors (single and double), 2.1

definition of, 2.1

emphasis indicator, 15.1,

15.1a-b

not terminated by emphasis indicator, 15.1b

letter indicator, 12.1

lower signs with, 7.

2a

number indicator, 1.6

order of, with punctuation marks, 15.7

Index-4 TOC -- INDEX

terminated by slash, 3.6a

termination symbol, 15.6

with to, into, by, 8.1b

with whole-word lower sign

contractions, 7.2a

Compound hyphenated words, 2.4b

be, con, and dis in, 7.5c

ble and ing in, 6.2

capitalized, 2.4b(2)

with child, shall, this, which, out,

still, 5.2b

divided between lines, 2.4b(1)

e

mpha

sized, 15.1a-b

initial-letter contractions used in, 9.1a

with one-cell whole-word

contractions, 4.2b

part-word lower sign in, 7.4

portions of, capitalized or italicized, 15.6

short-forms used in, 11.4

with to, into, and by, 8.1c

whole-word lower signs in, 7.2b

Compound (solid) words,

ar, ed, er, gh, ow, ble, ing used in, 6.1c

bb, cc, dd, ff, gg, ea used in, 8.2e

ch, sh, th, wh, ou, st used in, 5.3b

contractions used in, 4.5b

disconnected, 2.4c

en used in, 7.3c

short forms used in, 11.4

Computer Braille Code, xi

i, 14.9

Computer programs. S

EE Braille computer

programs

con, 7.1, 7.5. S

EE ALSO be, con, dis

in short-form words, 11.3a

as word, 7.5d

Consonants pronounced separately, 6.1f

Contents, table of, 19.2f

in trial manuscript, 20.2

Contractions, 4.1, 4.5. Individual contractions

indexed alphabetically.

in abbreviations, 13.2c

alphabet, 4.2

in anglicized words, phrases, and proper

names, 16.1, 16.5

choice between. S

EE Alternative

contractions

in compound words, 4.5b

when consonants pronounced separately,

6.1f

defined, 4.1

in dialect, 12.5b(3), 16.6a

in digraphs and trigraphs, 6.1d, 8.2g, 9.4,

10.1f

in diphthongs, 6.1d, 7.3d, 8.2g

in English interspersed with foreign

words (dialect), 16.6a

in English names in foreign phrases,

16.3a(2)

final letter, 10.1. S

EE ALSO Final-letter

contractions

in foreign words or names in distinctive

typeface, 16.3a

in foreign words or names in regular

typeface, 16.3b

general rules for use of, 4.1, 4.5, 6.1a[note],

6.3

initial letter, 9.1. S

EE ALSO Initial-letter

contractions

in lisped words, 12.5b(2)

lower-signs, general rule, 7.4

S

EE ALSO Lower sign contractions

in made-up words, 16.6b

in names. S

EE Names

one-cell, whole-word, 4.2

in ordinal endings, 5.5, 14.1e

part word. S

EE Part-word contractions

in postal codes, 13.7

preferred. S

EE Alternative contractions

and pronunciation. S

EE Pronunciation

in short-form words. S

EE Short-form words

single-letter. S

EE Whole-word contractions,

one-cell

with slash, 4.2c, 4.3c, 5.4

in specialized terminology, 16.6c

in stammered words, 12.5a

standing alone, 6.4

in stressed English syllables, 16.1

in syllabicated words, 4.2b

falling in one syllable, 6.1a[note], 4.5a

in telephone numbers, 13.6

in trigraphs, 6.1d, 8.2g, 10.1f

to preserve usual form of base word, 6.3

whole word. S

EE Whole-word contractions

Copyright information, on title pages, 19.2b(8)

Copyright (©) symbol, 13.1b

Correspondence, letter format, 13.9

Corrupted foreign words, 16.6a

Cover material, 19.2g

Credit lines (attributions), 17.6

Crosshatch (#) symbol, 13.1b

Dagger. S

EE Asterisk

Dash, 2.5

with attributions, 3.4

with com, 7.6

with composition signs, 2.5b

double (omission) dash, 3.5

print dashes (en and em), 2.6c

division between lines, 2.5c

foreign conversation, enclosing, 16.4a

hyphen, distinguished from, 2.5

with inclusive numbers, 2.6c

in incomplete sentence, 2.5, 2.5a

italicized passage, beginning and ending,

15.1b

with number indicator, 2.

6a

omission (double), 3.5

with other punctuation, 2.5c, 3.4

following refe

rence indicator, 17.3

with rom

an numerals, 14.1b

spacing of, 2.5a

in speech hesitation, sound imitation,

12.5b(1)

in sports, scores, votes, etc., 2.6a

next to to, i

nto, or by, 8.1c

Dates, 13.8

dd,

8.2. S

EE ALSO bb, cc, dd, ff, gg, ea

used in preference to had, 9.3

Decimal coinage, 14.4b

Decimal point, 14.4

in reference nu

mbers, 17.5a

Dedication, 19.2c

Definite points of time, 14.7a

Diacritical marks, 16.1[note]

Diagrams, 19.1a

Dialect, 9.1a, 12.5b, 12.5b(3)

Dictionary, 2.4a, 2.4a(1), 2.4a(3)

Digraphs, 6.1d, 9.4, 10.1f

Dimensions, 14.5

Diphthongs, 6.1d, 7.3d, 8.2g

Direct input programs. S

EE Braille computer

programs

dis, 7.1, 7.5. S

EE ALSO Be, con, dis

as word, 7.5d

Disclaimer, 19.2h(3)

Disconnected compound words, 2.4c

Displayed material. S

EE Quoted material

Ditto sign, 13.5

Division into volumes, 19.7

Division of words at end of line. 2.4a,

12.1g(2) [note]

Division of words between pages, 2.4a,

12.1g(2) [note]

Division of words into syllables. S

EE

Syllabicated words

Dollar sign ($), 13.1b, 13.1e, 14.4b

Dots,

indicating break in text, 19.1c

indicating omitted letters, 15.4

Double capital indicator. S

EE Capital indicator

Double dagger. S

EE Asterisk

Double (omission) dash, 3.5

Double quotation marks,. S

EE Quotation marks

Double-letter contractions, 8.2. S

EE ALSO bb, cc,

dd, ff, gg, ea

Drills, preparation of, xiii

ea,

8.2. S

EE ALSO bb, cc, dd, ff, gg, ea

beginning a base word, 8.2b-c

preserving the usual form of word, 8.2b

EBAE. S

EE English Braille American Edition

ed, 6.1

as abbreviation or name, 6.4

Editing of text, 20.7

Electronic Addresses, 14.9

Ellipsis, 15.1e, 15.3, 15.3a-c

E-mail addresses, 14.9

Emphasis indicator

Emphasis indicator, 15.1

with a, and, for, of, the, with,

15.1c(3)

used for boldface type, 15.

1

used for small capital letters, 15.2

with chapter titles or headings, 19.6

in compound words, 15.1a

on contents pages, 19.2f

in divided words or numbers, 15.1a(1)

double, 15.1b

with ellipses, 15.3b

in hyphenated compound words, 15.1b

with lower signs, 15

.1c(2)

with paragraph headings, 17.1c

with portions of numbers, 15.8d

with portions of words, 15.8b

with proper nouns (ships, books, etc.), 15.1f

with punctuation, 15

.1a(2)

with series of titles, 15.1f

with single letters, 15.1g

with slash, 15.1a

with terminat

ion sign, 15.6

with to, int

o, by, 8.1b, 15.1

c(2)

used for underlining, 15.

1

not regarded as upper sign, 15.1c

summary of use, 15.1j

TOC -- INDEX Index-5

en. SEE ALSO Lower-sign contractions

as part-word contraction, 7.1, 7.3, 7.3a.

in contact with upper dot, 7.4

in syllabicated words, 12.6a(1)

as whole-word contraction, 7.2

in anglicized phrases, 7.2c

ence,10.1a. S

EE ALSO Final-letter contractions

followed by d or r, 10.1d(3)

preference given for use of, 10.1d(3)

End-of-volume indication, 19.9

English Braille American Edition, xi, xii

English interspersed with foreign words, 16.6a

English, Old and Middle, 16.8

enough,7.2. S

EE ALSO en

Enrollment in course, xii

Epigraphs, 17.6b, 19.2h(5), 19.5

er, 6.1

as vocal sound, 6.4

Erasers. S

EE Braille erasers

Erasures, xv, 20.6

Errors, print, 20.7

ery, words ending in

, 6.1b

ess, words en

ding in, 10.1d

Exclamation point, 2.3

in Spanish, 16.4b

Exercises, preparation of, xiv

ff, 8.2. S

EE ALSO bb, cc, dd, ff, gg, ea

Final-letter contractions, 10.1a

with apostrophe or hyphen, 10.1e

with digraphs and trigraphs, 10.1f

with prefix, 10.1c

in syllabicated words, 12.6a(1)

First page of text, 19.3b

Footnotes, 17.4

indicators, 14.6, 17

.3

long, 17.4b

notes in note section, 17.4c

paragraphs with multiple, 17.4c

short,

17.4a

for, 4.3, 4.4 S

EE ALSO and, for, of, the, with

Foreign names in English text, 16.3a(1)

Foreign ordinal endings, 14.1e

Foreign punctuation marks, 16.4

Foreign single letters, 16.3b(2)

Foreign words, 16.3

corrupted, 16.6a

defined, 16.2

in distinctive typeface, 16.3a

dividing, 16.3c

in quotation marks, 16.3a

in regular ty

peface in English text, 16.3b

spelled like English words, 16.3b

(1)

Foreign-language texts, 16.1[note]

Foreword, 19.3c

Format,

for braille books, 19.

for columns, 18.3

for drills and exercises, xiii

for letters of correspondence, 13.9

for lists, 18.3a

for manuscript, 20.3

for menus, 18.6

for notes, 17.4

for outlines, 18.5

for poetry, 18

.2

for recipes, 18.7

for tables, 18.4

Formatting, 20.3

textbooks, 17

.7b

Fractions (fraction line), 14.2

joined to other numbers, 14.3

Freestanding portions of words.

SEE Portions of

words

friend, short-form, special rule for, 11.5

Front matter, 19.2h

ful, 10.1a. S

EE ALSO Final-letter contractions

ful and full, 10.1d(2)

gg, 8.2. S

EE ALSO bb, cc, dd, ff, gg, ea

gh, 6.1

Glossaries, 19.8

Grading,

of exercises, xv

of trial manuscript, 20.11

Greek,

italics in, 16.7b

letter signs in, 16.7b

letters, 16.7a-b

to, into, and by with, 16.7b

words and passages, 16.7c

Guide dots,

on contents page, 19.2f(1)

in tables, 18.

4

Hard copy braille, xiii

Headings,

capitalization of, 17.1

cell-5,

17.1b

how to center, xiv

centered, 17.1a

chapter,

17.1a, 19.6

Index-6 TOC -- INDEX

paragraph, 17.1c

running heads, 17.1d

his, 7.1. S

EE ALSO Lower-sign contractions

hm (vocal sound), 12.2

Howe Press, xii, xiii

Hyphen, 2.4

with com, 7.6

in compound words, 2.4b

in dates, 13.8

in divided words at end of line, 2.4a

with final-letter contractions, 10.1e

effect on number sign, 2.6a

indicating omitted letters, 15.4

in roman numerals, 14.1b

spacing of, 2.4a

in speech hesitation, vocal sounds, 12.5b(1)

in spelled-out words, 12.6b

in spelling words, 12.6a(2)

in sports scores, votes, etc., 2.6c, 14.8

in stammered

words, 12.5a

in syllabicated words, 12.6a

Hyph

enated compound words. S

EE Compound

hyphenated words

I (word), 12.1b

Illustrations, 19.1a

in, enough, be, his, was, were, 7.1. S

EE ALSO

Lower sign contractions

with to, into, by, 8.1d

in. S

EE ALSO Lower-sign contractions

as part-word contraction, 7.3a

in contact with upper dot, 7.4

in hyphenated compound words,

7.4

in syllabicated words, 12.6a(1)

as whole-word contraction, 7.2

in anglicized phrases, 7.2c

in hyphenated compound words,

7.2b, 7.4

with punctuation or composition

signs, 7.2a

Inch(es)

abbreviation, 13.2c

symbol, 13.1b

Inclusive numbers, 2.6c

Incomplete sentence, 2.5, 15

.3a

Indexes,

19.2f(1), 19.8

ing, 6.1, 6.2

at beginning of word, 6.2

in divided words, 6.2

in hyphenated compound words, 6.2

as participle, 6.6c

Initial-letter contractions, 9.1

in digraphs, 9.4

in proper names, 9.6

in syllabicated words, 12.6a(1)

Initials, 13.3

Initialisms, 13.4

Interpoint, 17.7, 20.1

Internet addresses, 14.9

into. S

EE to, into, by

Introduction, 19.3c

Italic sign, 15.1

in divided words or numbers, 15.1a(1)

double, 15.1b

emphasis indicator, 15.1

in hyphenated compound words, 15.1b

with punctuation, 15.1

a(2)

single, 15.1a

repeated after slash, 13.4

not regarded

as upper sign, 15.1c

summary of use, 15.1j

Italics, S

EE ALSO Emphasis indicator

with anglicized words or phrases, 16.5

with chapter titles or headings, 19.6

in compound words, 15.1a

on contents pages, 19.2f

with ellipses, 15.3b

for emphasis or distinction, 15.1

with foreign words or phrases, 16.3a

with Greek letters and words, 16.7b-c

with item

s italicized for different

reasons, 15.1e

with lower signs, 15.1c(2)

with proper nouns (ships, books, etc.), 15.1f

with paragraph headings, 17

.1c

with portions

of numbers, 15.8d

with portions of words, 15.8b

with series of titles, 15.1f

with single letters, 15.1g

with slash, 15.1a

with termination sign, 15.6

with to, into, by, 8.1b,

15.1c(2)

used for underlining, 15.1

Italicized passages,

change of type within, 15.

1b

unitalicized connecting words in, 15.1

d

dash beginning, 15.1b

of more than one paragraph, 15.1i

words in quot

ation marks within, 15.1h

its, 4.2a, 11.1

TOC -- INDEX Index-7

ity, 10.1a. SEE ALSO Final-letter contractions

Jacket material, 19.2g

know, 9.1, 9.2a

Koran, references to, 17.5b

Legal terminology, 16.6c

less, 10.1a. S

EE ALSO Final-letter contractions

as word, 10.1b

Letter format (correspondence), 13.9

Letter indicator, 12.1, 12.1a

before Ab and Al, as names, 12.2

with abbreviations, 13.2, 13.2d, 13.2g

with capital letters, 12.1a

with foreign ordinal endings, 14.1e

in foreign words in distinctive ty

peface,

16.3a

in foreign words in regular typeface,

16.3b

with Greek and other non-Latin words or

passages, 16.7c

before letters with numbers, 12.3

before letters with punctuation, 12.1d

in numbers joined to words, 12.3c

in reference numb

ers, 17.5

a

in roman numerals, 14.1a

before short forms, 12.2

with slash, 13.2f

summary of usage, 12.4

Letters,

with apostrophe, 12.1

d(2)

contractions with, 12.1c

enclosed, 12.1g(1)-

(2)

enlarged at beginning of paragraph, 2.2

foreign, 16.3b(2)

in italics, 12.

1g(1), 15.1g

joined to other letters or words, 12.1d(1)

with numbers, 12.3

omitted, 12.1d(2)

in outlines and lists, 12.1g(2)

plural, 12

.1d(2)

with punctuation, 12.1d,

12.1g(1)

in quotation marks, 15.1g

with roman numerals, 14.1d-e

representing unknown qua

ntities and

shapes, 12.1e

with slash, 12.1d(3)

that mean words, 12.1b

Letters (correspondence), 13.9

Line length, xiv

Line symbol, 18.2a

Lisped words, 12.5b, 12.5b(2)

Lists, 18.3a

Lower-sign rule, 2.5c, 7.2a, 7.4, 8.1d

not applied to italic sign, 15.1c

Lower-sign contractions, 7.1

part-word. S

EE ALSO bb, cc, dd, ff, gg, ea;

in; en; be, con, dis; com

dividing words containing

, 7.4

with emphasis indicator, 15.1

c(1)

in syllabicated words, 12.6a(1)

two or more in succession, 7.4

whole-word. S

EE ALSO in, enough, be, his,

was, were; to, into, by

with composition signs, 7.2a

in h

yphenated compound words,

7.2b

with e

mphasis indicator, 15.1c(2)

with punctuation signs, 7.2a

Mac or Mc, as part of name,

7.8

Made-up words, 16.6b

Mailing of braille m

aterials, xvi

Manuscript. S

EE Trial manuscript

Maps, 19.1a

Margins, xiv

Mathematical signs of operation, 14.5

Measurements, times sign in, 14.5

Medical terminology, 16.6c

ment, 10.1a. S

EE ALSO Final-letter contractions

Menus, 18.6

Middle English, 16.8

Mixed numbers, 14.3, 14.4a

Music Braille Code, xii

Names, 11.9

Ab and Al, when letter sign used with, 12.2

apostrophe in, 7.8

be, con, dis in, 7.8

capitalization of, 2.1. S

EE ALSO Small

capital letters

contractions used in, 4.2, 5.2c, 7.8, 8.1f, 9.6,

11.9 (summary)

difficulty in pronunciation.

SEE

Pronunciation

Ed, 6.1, 6.4

emphasized, 15.1,15.1f, 15.1j

en not used in, 7.2c

English, in foreign phrases, 16.3a(2)

foreign, in English text, 16.3a(1)

initial-letter contractions in, 9.1a, 9.6

Index-8 TOC -- INDEX

initials, 13.3

Mac or Mc, as part of, 7.8

one-cell, whole-word used for, 4.2

proper nouns (ships, books, etc.), 15.1,

15.1f, 15.1j

short forms used in, 11.8

st contraction in, 6.4

summary of contractions used in, 11.9

National Brai

lle Association (NBA), 16.1[note],

18.1

textbook form

atting certification, 17.7b

National Federation of the Blind (NFB), xii, xiv,

xvi

Nemeth Braille Code for Mathematics and

Science Notation, xii, 14

.5

ness, 10.1a.

S

EE ALSO Final-letter contractions

Non-Latin alphabets, 16.7

Non-Latin letter indicator, 13.2h, 16.7a

Notes, 17.4. S

EE ALSO Transcriber's notes

numbered or lettered, 17.2

Number indicator, 1.6

with to, into, by, 8.1b

terminated, 2.6a, 12.3b

Numbering of pages. S

EE Pagination

Numbers, 1.6

with apostrophe, 3.2b

arabic, on title page, 19.2b(12)

cardinal, 1.6

connecting, 2.6c

contractions following, 6.1g

divided at end of line, 2.6b

fractions, 14.2

inclusive, 2.6c

italicized and divided between lines,

15.1a(1)

with letters, 12.3b

mixed, 14.3

with ordinal endings, 5.5, 12.3b, 14.1e

partially emphasized, 15.8d

plural,

12.3a

with punctuation, 2.6

with slash (not fraction line), 14.2b

symbol (#),

13.1b

Number-word combinations, 2.6

b, 12.3c

O (word), 12.1b

Oblique stroke. S

EE Slash.

œ (oe), 6.1d

of, 4.3, 4.4 S

EE ALSO and, for, of, the, with

Old and Middle English, 16.8

Omission dash, 3.5

Omission sign, 17.7d, 20.5

Omissions,

in dates, indicated by apostrophe, 3.2b

in inclusive dates, indicated by blank,

3.3

of letters, indicated by apostrophe, 2.4a,

12.1d(2)

of letters indicated by dots, 15.4

of letters, indicated by hyphens,

15.4

of numbers, indicated by apostrophe,

3.2b

of pages, 17.7d

of paragraph, indicated by ellipsis, 15.3c

of pictures, 19.1a

of text, 20.5

of words, indicated by asterisks, 15.3

of words, indicated by dash, 3.5

of words, indicated by ellipsis, 15.3

one, 9.2c. S

EE ALSO Initial-letter contractions

ong, 10.1a. S

EE ALSO Final-letter contractions

Order of punctuation marks and composition

signs, 15.7

Ordinal endings,

with arabic numerals, 5.5, 12.3b

contractions used in, 5.5, 14.1e

foreign, 14.1e

with roman numerals, 14.1e

Ordinal numbers, 5.4

ou, 5.1, 5.3

ought, 9.2b

ound, 10.1a.

S

EE ALSO Final-letter contractions

ount, 10.1a. S

EE ALSO Final-letter contractions

out, 5.1, 5.2

Outlines, 12.1g(2), 18.5

ow, 6.1

as exclamation, 6.4

Page numbers,

on contents pages, 19.2f

omission or repetition of, 17.7c-d

on title pages, 19.2b(12)

Pagination,

of exercises, xiv

literary

style, 17.7, 17.7a

of preliminary pages, 19.2a

textbook st

yle, 17.7, 17.7b,

19.2a[note],

20.1

of text pages, 19.3a

Paper, braille, xii

Paragraphing, 2.2

Paragraph headings, 17.1c

TOC -- INDEX Index-9

Paragraphs,

blank line between, 2.2

indention of, 2.2

letters at beginning of, 2.2

more than one in italics, 15.1i

more than one in quotation marks, 3.1

words at beginning in different typeface,

17.1c

Parentheses, 3.3

abbreviations enclosed in, 13.2g

before emphasis indicator, 15.1a(2), 15.7

missing numbers within, 3.3

enclosing letters or portions of words, 15.11

enclosing single letters in outlines, 12.1g(2)

enclosing letters in regular text, 12.1g(1)

next to to, into, by, 8.1c

part,

9.1

, 9.2e.

S

EE ALSO Initial-letter

contractions

Participles, 6.6c

Parts of speech, 2.4a(3), 6.6

Part-word contractions, 4.5

one-cell. S

EE ALSO

and, for, of, the, with;

ar, ed, er, gh, ow, ble, ing;

bb, cc, dd, ff, gg, ea;

be, con, dis, and com;

ch, sh, th, wh,

ou, st

lower signs. S

EE Lower-sign

contractions

rules for, 4.5

with slash, 5.4

standing alone, 6.4

two-cell. S

EE Initial-letter contractions;

Final-letter contractions

Percent symbol (%), 13.1b

Period, 2.3

in abbreviations, 13.2

with ellipsis, 15.3a

with initials, 13.3

Perkins braille writer, xiii

Personal initials, 13.3

Pictures and picture captions, 19.1a

Plural forms,

of abbreviations, 15.8a

of letters, 12.1d(2)

of numbers, 12.3a

of words, 2.4a(4)

Poetry,

footnotes in, 18.2b

indentio

n patterns in,

18.2b

line symbol in, 18.2a

numbered lines in, 18.2b

in preliminary pages, 19.2h(5)

in prose form, 18.

2a

scansion or stress marks in, 18.2b

standard format, 18.2b

Portions of words,

in different typeface, 15.8

emphasize

d, 15.8b

enclosed in brackets or pare

ntheses, 15.11

freestanding, 15.10

in quotation marks, 15.1h

with to, into, or by, 15.10

Possessive forms, use of single-letter

contractions in, 4.2a

Postal abbreviations, 13.2c

Postal districts and zip codes, 13.7

Prefac

e, 19.3c

Preferred contractions. S

EE Alternative

contractions

Prefixes, 2.4a, 4.5b(1), 5.3a, 6.1a, 7.3b, 8.2b-c,

10.1c

more than one prefix, 7.7

Preliminary pages, 19.2

order of, 19.2, 19.4

page numbering of, 19.2a

summary, 19.4

in trail m

anuscript, 20.4

Prime and double prime, 13.1b

Print errors, 20.7

Print page indicator, 17.7b

Print symbol indicator, 13.1e,

15.12

Prologue, 19.3c

Proofreading, xv, 20.8

Pronunciation,

effect of contraction usage on, 4.4,

6.1e-f, 8.2c,

8.2f,

9.1a-b, 10.1g,

12.5b(3)

short-forms affecting, 11.7

Proper names,

SEE Names

Publisher information on title page, 19.2b(6)

Punctuation,

with abbreviations, 13.1

ellipsis with period, 15.3a

in foreign languages, 16.4

with single letters, 12.1d

with lower signs, 7.2a, 7.5c

with to, into, and by, 8.1c

Punctuation marks,

foreign,

16.4

effect of emphasis indicator upon, 15.1b

order of,

15.7

Index-10 TOC -- INDEX

standing alone or enclosed, 15.12

with whole-word lower sign contractions,

7.2a

Question mark, 2.3

in Spanish, 16.4b

Quotation marks, double and single, 3.1

abbreviations enclosed in, 13.2h

foreign (dashes, inverted, guillemets), 16.7a

foreign words in, 16.3a

before emphasis indicator, 15.1a(2)

enclosing more than one paragraph, 3.1

reversal of, 3.1

enclosing single letters, 15.1g

next to to

, into, by, 8.1c

Quoted or displayed matter, 15.5

italicized words within, 15.1h

in both italics and quotation marks, 15.1h

Radio call letters, 13.6

Reading practice, xiii

Recipes, 18.7

Reference cit

ations, 17.5a

Reference symbols, 17.3

References, 17.2

abbreviations in, 17.5, 17.5b(3)

biblical, 17.5b

decimal point in, 17.5a

letter indicator in, 17.5a

numbered or lettered, 17.2

position of, 17.3

roman numerals in, 14.1c, 17.5a

Repetition sign, 17.7c, 20.5

Reviews, 19.2h(2)

Ro

man numerals, 14.1a

in biblical references, 17.5b(2)

confused with contractions, 14.1f

with hyphen

or dash, 14.1b

letters, preceded by, 14.1d

letter indicator with, 14.1a

with ordinal e

ndings, 14.1e

in page numbers, 14.1c

in reference numbers, 14.1c, 17.5a

Running head

s, 17.1d

ry, words ending in, 6.1b

Sandwich contractions, 8.2a

Scientific terminology, 16.6c

Section numbers, 17.5a

Section sy

mbol (§), 13.1b

Semicolon, 2.3

Sentence, incomplete, 2.5a, 15.3a

Series of italicized titles, 15.1f

Series of items italicized for different reasons,

15.1e

sh, 5.1, 5.3

as admonition to silence, 5.3d

shall, 5.1, 5.2

Short-form words, 7.10, 8.3, 9.7, 10.2, 11.1

and abbreviations, 13.2d

after, blind, friend, special

rules for, 11.5

capitalization of, 11.2

in com

pound words,

11.4

in conflict with contractions, 11.3a

divided between lines, 11.3a, 11.6

following lower-cell, whole-word

contractions, 8.3, 11.2

foreign letters mi

staken for,

16.3b(2)

not used if misspelling occurs, 11.3, 11.3c

in name

s, 11.8

must retain original meaning, 11.3

with prefix, 11.3b

with stammering, 12

.5a

with suffix, 11.3c

in syllabicated words, 12.6a(1)

to, into, and by, preceded by, 11.2

not used in unusual words, 11.7

Silent thought, indicated by italics, 15.1, 15.1j

Simulated braille, xi, xiii, 20.1

Single-letter contractions, 4.2

Single-letter beginning and ending syllables.

S

EE Syllable division

Single letters, 12.1a

contractions with, 12.1c

with slash, 12.1d(3)

Sion, 10.1a. S

EE ALSO Final-letter contractions

as word, 10.1b

Slash, 2.6a, 3.6, 4.2c, 4.3c, 5.4, 12.1d(3)

with single-letter abbreviations, 13.2f

with composition signs, 3.6a

with contractions, 4.2c, 4.3c, 5.4

with divided words, 3.6c

in partially emphasized ex

pressions, 15.9

in fractions (fraction line), 14.2a

with italicized words, 15.1a

with letters, 12.1d(3)

between numbers other than fractions,

14.2b

with numbers, 2.6a, 3.6b, 14.2

a-b

in poetry writ

ten as prose, 18.2a

Slate and styl

us, xiii, 1.2, App. B

Sm

all capital letters,

15.2

TOC -- INDEX Index-11

Solid compound words. SEE Compound (solid)

words

Solidus. S

EE Slash

some, 9.2d. S

EE ALSO Initial-letter contractions

Sound elongation, 12.5b, 12.5b(1)

Sound imitations, 12.5b, 12.5b(1)

Source references, 17.5. S

EE ALSO References

Spanish punctuation marks, 16.4b

Special formats. S

EE Formats

Special symbols page, 19.2d

Specialized terminology, 16.6c

Speech hesitation, 12.5b, 12.5b(1)

letter indicator not used, 12.5

Speech mannerisms, 12.5

Spelled-out words, 12.6b

Spelling, 12.6a(2)

archaic, 16.8

foreign and English words spelled alike,

16.3b

(1)

Sports scores, 2.6c, 14.8

st, 5.1, 5.3

abbreviation for saint or street, 5.3e

ordinal endin

g, 5.5

Stammering, 12.5a

dividing between lines, 12.5a

letter sign not

used, 12.5

Stanzas, 18.2b

Sterling coinage, 13.1g

Structuring, 20.3

still, 5.1, 5.2

Stock quotations, 14.3

Stressed English syllables, 16.1

Subscript numbers and letters, 14.6

Subtitles, 19.2b(4)

Suffixes, 2.4a, 4.5b(1), 6.1b, 8.2d, 10.1d

er and ed, 6.1

d

ry and ery, 6.1b

with short-forms, 11.3c

Summaries,

rules for all part-word contractions, 4.5

of contraction usage. S

EE end of Lessons 6,

8, and 11

rules for emphasis indicator, 15.1j

rules for letter indicator, 12.4

of contraction usage in names, 11.9

order of preliminary and text pages, 19.4

Superscript numbers and letters, 14.6

as reference markers, 17.2

Syllable division, 2.4a

(1), 6.6

contractions as last syllable, 6.1

major and m

inor syllable divisions, 4.5b,

5.3

single letter beginning and ending

syllables, 2.4a

Syllabicated words,

be, con, dis in, 7.5c

for dramatic effect, 12.6a(1)

final-letter contractions in, 10.1e

one-cell, whole-word contractions in,

4.2b

in word analysis or spelling, 12.6a(2)

Symbols, 13.1

dividing between lines, 13.1f

having no braille equivalent, 13.1h, 14.6,

letter indicator with, 13.1a

print symbol indicator, 13.

1e

Table of contents. S

EE Contents, table of

Tables, 18.4

Telephone numbers, 13.6

Termination symbol, 15.6

Text,

break in, 19.1c

first page of, 19.3b

page numbering of, 19.3a

Textbook formatting certification, 17.7b

Textbook st

yle pagination. S

EE Pagination

th, 5.1, 5.3

in dialect, 12.5b(3)

in lisped words, 12.5b(2)

in ordinal endings, 5.5

the, 4.3, 4.4 S

EE ALSO and, for, of, the, with

Thermoformed braille, 20.1

this, 5.1, 5.2

Time (clock), 14.7a-b

tion, 10.1a. S

EE ALSO Final-letter contractions

tion and ation, 10.1d(1)

Title page, 19.2b

author on, 19.2b(5)

blank lines on, 19.2b(2)

capitalization used on, 19.2b(3)

centering lines on, 19.2b(1)

copy

right information on, 19.2b(8)

ISBN on, 19.2b(9)

page numbers on, 19.2b(12)

permission to publish, 19.2b(7)

publisher on, 19.2b(6)

state abbreviations used on, 19.2b(11)

title and subtitle on, 19.2b(4)

transcriber's information on, 19.2b(10)

volume number on, 19.2b(12)

Index-12 TOC -- INDEX

Titles. SEE Names

To, into, by, 8.1

with composition signs, 8.1b

with other contractions, 8.1d

at end of braille line, 8.1e

with foreign words, 16.3a

with italic indicator, 15.1c(2)

joined to each other, 8.1d

with non-Latin indicator, 16.7b

with portions of words, 15.10

as proper names, 8.1f

with punctuation signs, 8.1

c

before short-form words, 8.3

with stammering, 12

.5a

Trial manuscript,

accuracy and neatness, 20.5

certification, 20.13

content of, 20

.1

editing of text in, 20.7

erasures in,

20.6

grading of, 20.11

letter to grader of, 20.9

mailing instructions, xvi, 20.1, 20.10

omission or repetition of text in, 20.5

preliminary pages in, 20.4

proofreading of, 20.8

structuring, 20.3

table of contents in, 20.2

title page of, 19.2b

Transcriber's note (TN), 12.7, 14.6

Transcriber's notes page, 12.7, 19.2e, 19.3b

Transcriber's note symbol, 12.7

Translation programs.

SEE Braille computer

programs

Transposing print material, 19.3b

Trigraphs, 6.1d

with ea contraction, 8.2g

with final-letter contractions, 10.1f

Uncontracted braille, 12.6a(2), 15.8b

Underlining, 15.1

Usual form of word, retaining, 6.3, 7.7, 8.2b,

10.1c, 10.1d, 10.1d(2), 11.6

Virgule.

SEE Slash

Vocal sounds, 12.2

Volume numbers on title page, 19.2b(12)

Volumes,

end-of-volume indication, 19.9

size and division of, 19.7

Votes, 2.6c, 14.8

Wa

s, 7.1. S

EE ALSO Lower-sign contractions

Web site addresses, 14.9

Were, 7.1. S

EE ALSO Lower-sign contractions

wh, 5.1, 5.3

which, 5.1, 5.2

Whole-word contractions,

and abbreviations, 13.2c

in hyphenated compound words, 7.2b

italicized, 15.1c(2)

lower signs.

SEE in, enough, be, his, was,

were; Lower-sign contractions; to,

into, by

one cell.

SEE alphabet contractions; and, for,

of, the, with; child, shall, this, which,

out,

still

preceded by composition signs, 7.2a

confused with roman numerals, 14.1e

two-cell.

SEE Initial-letter contractions

with slash, 5.4

in syllabicated words, 12.6a(1)

with, 4.3, 4.4

SEE ALSO and, for, of, the ,with

Word analysis, 12.6a(2)

Word endings,

SEE Suffixes

Word/number combinations, 2.6b, 12.3c

Words, coined, 16.6b

Words, divided, 2.4

analyzed, 12.6a(2)

be, con, and dis in, 7.5a

ble in, 6.2

com in, 7.6

compound words, 2.4b

containing lo

wer signs, 7.4

contractions sacrificed in, 4.5d, 7.4

final-letter contractions in, 10.1a

foreign, 16.3c

italicized, 15.1a(1)

partially emphasized, 15.8b

plural, 2.4a(4)

short-form

s in, 11

.3a, 11.6

single letter beginning and

ending syllables,

2.4a

single-syllable words, 2.4a

slash in, 3.6c

spelled-out words, 12.6b

stammered words, 12.

5a

syllabicated words, 12.6a

with termination sign, 15.8c

in trial manuscript, 20.4

under study, 12.6a(2)

in words with portions emphasized, 15.6

TOC -- INDEX Index-13

Index-14 TOC -- INDEX

Words, divided between lines, 2.4a,

12.1g(2) [note]

Words, divided between pages, 2.4a,

12.1g(2) [note]

Words, divided into syllables. S

EE Syllabicated

words

World Braille Usage, 16.1

you're, 4.2a,12.5b(3)

Zip codes, 13.7