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11.20: Summary of Final < e > Deletion

Difficulty Level: At Grade Created by: CK-12
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Summary of Final <e> Deletion

1. Earlier you worked with the deleting final <e>'s in stems that end <ee>, <ie>, or <oe>:

a. We do not delete final <e> in stems that end <oe> when we add suffixes that start with an \begin{align*}<\mathrm{i}>\end{align*}: toe + ing = toeing, not \begin{align*}^*\end{align*}toing.

b. We do not delete final <e> in stems that end <ee> when we add suffixes that don't start with an <e>: see + ing = seeing, not \begin{align*}^*\end{align*}seing.

c. We delete the final <e>and also change the \begin{align*}<\mathrm{i}>\end{align*} to <y> in stems that end <ie> when we add suffixes that start with \begin{align*}<\mathrm{i}>\end{align*}: lie + ing = l\begin{align*}\cancel{i}\cancel{e}\end{align*} + y + ing = lying.

2. Here is the Final <e> Deletion Rule as we have finally worked it out:

You delete a final <e> that marks a soft <c> or soft <g> only when you add a suffix that begins with the letters <e>, \begin{align*}\underline{<i>}\end{align*} , or <y> ; and except for a few words with stems that end <ee>, <ie>, or <oe>, you delete all other silent final <e>'s whenever you add a suffix that starts with any vowel.

3. Here are some stems and suffixes that give you a chance to practice the Final <e> Deletion Rule. Add the suffixes to the stems, and be sure that you show any final <e> deletions that take place. In the Word column write the word you form. In the Final <e>column write the number from the list below that best describes what the final <e> is doing in the stem:

  1. Marking or helping spell a long vowel
  2. Marking a soft <c> or <g>
  3. Marking a voiced <th>,
  4. Insulating an \begin{align*}<\mathrm{s}>\end{align*} , <z>, \begin{align*}<\mathrm{u}>\end{align*}, or <v>
  5. Filling out a VCle pattern
  6. A fossil
Stem + Suffix = Word Final <e>
rhym\begin{align*}\cancel{e}\end{align*} + ed = rhymed 1
fertil\begin{align*}\cancel{e}\end{align*} + ize = fertilize 6
referee + ing = refereeing 1
surviv\begin{align*}\cancel{e}\end{align*} + al = survival 1
angle + s = angles 6
cyclone + s = cyclones 1
disagre\begin{align*}\cancel{e}\end{align*} + ed = disagreed 1
terrac\begin{align*}\cancel{e}\end{align*} + ing = terracing 2
marriage + able = marriageable 2
fortun\begin{align*}\cancel{e}\end{align*} + ate = fortunate 6
breatl\begin{align*}\cancel{e}\end{align*} + ing = breathing 3
wrinkl\begin{align*}\cancel{e}\end{align*} + ed = wrinkled 6
exposure + s = exposures 6
vague + ly = vaguely 4
rescu\begin{align*}\cancel{e}\end{align*} + er = rescuer 4, (1)
chocolat\begin{align*}\cancel{e}\end{align*} + y = chocolaty 6
are + n't = aren't 6
lov\begin{align*}\cancel{e}\end{align*} + able = lovable 4
concrete + ly = concretely 1
medicine + s = medicines 6
canoe + ist = canoeist 1
big-leagu\begin{align*}\cancel{e}\end{align*} + er = big-leaguer 4
immun\begin{align*}\cancel{e}\end{align*} + ity = immunity 1
horsesho\begin{align*}\cancel{e}\end{align*} + er = horseshoer 1
issu\begin{align*}\cancel{e}\end{align*} + ed = issued 4,(1)
wrestl\begin{align*}\cancel{e}\end{align*} + ing = wrestling 6
analyz\begin{align*}\cancel{e}\end{align*} + ed = analyzed 1
influenc\begin{align*}\cancel{e}\end{align*} + ing = influencing 2
collaps\begin{align*}\cancel{e}\end{align*} + ed = collapsed 2
irrigat\begin{align*}\cancel{e}\end{align*} + ion = irrigation 1
write + s = writes 1
carriage + s = carriages 2
catalogu\begin{align*}\cancel{e}\end{align*} + er = cataloguer 4
pirate + s = pirates 6

Teaching Notes.

Item 1. It may help the students if you point out to them that all they have to do is keep those few stems that end <ee>, <ie>, or <oe> in mind - and that isn't too hard since if they try deleting the final <e> in words like toeing and seeing and forseeable, they end up with such funny-looking spellings that they would probably notice them anyhow.

Item 3. Students may want to claim that the final <e>, in the stems rescue and issue is marking a long vowel. The argument against this claim is that in English final vowel letters tend to spell long sounds: be, ski, go, do, etc. There are few words that end in \begin{align*}<\mathrm{u}>\end{align*} in English, only fairly recent and un integrated adoptions such as gnu, zebu, tabu, fondu, and in all of these the final \begin{align*}<\mathrm{u}>\end{align*} spells a long \begin{align*}<\mathrm{u}>\end{align*} or <oo> without need for a final <e>. In spite of that, though, I would incline towards allowing any students' claim for putting a 1 in those words - and rewarding them for their insight and good ear.

The <le> at the end of stems is usually pronounced [əl] or \begin{align*}[^{ə}\mathrm{l}]\end{align*}. It is as if the letters and sounds have been reversed. But it seems better to treat the <l> in such stems as the syllabic <l> that can represent a syllable even without a separate vowel letter, thus making the final <e> a redundant fossil. For more on the <le> ending, see AES, pp. 149-51.

Catalogue has the variant spelling catalog, without the final <e>, as do monolog(ue), dialog(ue), and all words ending in the bound base -log(ue), “speech, discourse.”

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CK.ENG.ENG.TE.1.Basic-Speller.11.20