Based on Far East Chinese -English Dictionary (around 8,000 characters)

I.

A  Form-constant : Positon-constant (1 Radical)
B  Form-constant : Position varied (8 Radicals)
C  Form-varied : Position-Constant (3 Radicals)
D  Form-varied : Position-varied (8 Radicals)

 
II.

A  Form-constant : Positon-constant (3 Radicals)
B  Form-constant : Position varied (12 Radicals)
C  Form-varied : Position-Constant (2 Radicals)
D  Form-varied : Position-varied (4 Radicals)

 
III.

A  Form-constant : Positon-constant (7 Radicals)
B  Form-constant : Position varied (23 Radicals)
C  Form-varied : Position-Constant (2 Radicals)
D  Form-varied : Position-varied (2 Radicals)

Review Quiz
(a quiz of the most challenging radicals)
EXPLANATION OF THE MATERIALS PRESENTED HERE:
Among the 214 radicals, the following groupings are made according to 'frequency' of usage, based on the number of character entries in each of these radicals. There are five groups, numbered I, II, III, IV and V in descending order in 'frequency'. Number I, II, III are selected for study for the fall semester. Thus only groups I, II and III are given here. These three are significant in that they are keys to what constitutes the largest percentage of characters in the total amount of 8,000.

Each of these three categories are further grouped by Form:Position characteristics. The Form:Position characteristics of these radicals relate to the simplicity:complexity ratio or degree of difficulty in learning.

The distinction between A and B, or A and C is a small degree of complexity, thus an insignificant amount of learning effort. Thus not terribly taxing on learner's ability/effort/time.

However, group D is distinguished from the other three A, B, and C, in that it is more complex in nature and demands more of learner's ability/effort/time in learning.

With the basic assumption being on-line, self-paced, yet regulated periodically for proficiency, being semi-independent (i.e. with periodical classroom lecture when needed and that some on-line materials may require handwritten responses to be handed in as homework), and being one component of many other components of the course, the weekly work needs careful planning for quantity and for proficiency.

This site was developed by CP Sobelman, EALAC, and Ben Johnston, CCNMTL.