“Effective: Indicating (with a verb) the final stage or point or the result of an action.”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
“Effective: Indicating (with a verb) the final stage or point or the result of an action.”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged diction/grammar/style/usage
This is the second lesson plan on the use of modal and conditional verbs that I’ve posted in the last week. I wrote two of these in order to break up the forms of these verbs and to help students build their understanding of them through extensive practice in their use.
I open this lesson with this Cultural Literacy worksheet on the subjunctive mood of verbs. The subjunctive is a challenging area of usage, and I probably need to take a look at both of these lessons on modals and conditionals to make sure the use of the subjunctive is clear. If this lesson goes into a second day, here is an Everyday Edit worksheet on Ida B. Wells, the great journalist (and don’t forget that if you and your students like Everyday Edit worksheets, the generous people at Education World give away a yearlong supply of them at their website).
This scaffolded worksheet and its accompanying learning support are the central work of this lesson. While the support contains material specific to this lesson, if you remove that from the bottom of the document, and change the header, you will have a learning support on modal verbs that can be used more broadly than the confines of this lesson. Finally, here is the teacher’s copy of the worksheet to make delivering this lesson a bit easier.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“agitprop Agitation propaganda, a theatrical device employed by the left-wing in Europe and the USA during the 1950s; in the 1960s it developed into what is now termed ‘street theater.’ Its purpose was to convey a political message, or political education, by seeking to interest and entertain.”
Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.
Here is a Cultural Literacy worksheet on the bourgeoisie for all you social studies teachers out there. I found, when I taught global studies classes, that this abstract concept was somewhat difficult for students to grasp.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
[If you want a copy of this text as learning support in Microsoft Word you’ll find it under that hyperlink.]
“Use the active voice.
The active voice is always more direct and vigorous than the passive:
I shall always remember my first visit to Boston.
This is much better than
My first visit to Boston will always be remembered by me.
The latter sentence is less direct, less bold, and less concise. If the writer tries to make it more concise by omitting “by me,”
My first visit to Boston will always be remembered,
it becomes indefinite: is it the writer or some undisclosed person or the world at large that will always remember this visit?
This rule does not, of course, meant that the writer should entirely discard the passive voice, which is frequently convenient and sometimes necessary.
The dramatists of the Restoration are little esteemed today.
Modern readers have little esteem for the dramatists of the restoration.
The first would be the preferred form in a paragraph on the dramatists of the restoration, the second in a paragraph on the tastes of modern readers. The need to make a particular word the subject of the sentence will often, as in these examples, determine which voice is to be used.
The habitual use of the active voice, however, makes for forcible writing. This is true not only in narrative concerned principally with action, but in writing of any kind. Many a tame sentence of description or exposition can be made lively and emphatic by substituting a transitive in the active voice for some such perfunctory expression as there is or could be heard.
There were a great deal of dead leaves lying on the ground.
Dead leaves covered the ground.
At dawn the crowing of a rooster could be heard.
The cock’s crow came with dawn.
The reason that he left college was that his health became impaired.
Failing health compelled him to leave college.
It was not long before she was very sorry that she had said what she had.
She soon repented her words.
Note, in the examples above, that when a sentence is made stronger, it usually becomes shorter. Thus, brevity is the by-product of vigor.”
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
At week’s end, here are two context clues worksheets on the adjective eloquent and the noun eloquence. These are commonly used words in educated discourse, so our students probably ought to know them.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“The Last of the Mohicans: A romantic historical novel (1826) by the US writer James Fenimore Cooper (1789-1851), one of The Leatherstocking Tales. This tale is set in the hills and forests of northeastern North America at the time of the French and Indian Wars of the mid-18th century, and follows the adventures of Alice and Cora Munro, the frontiersman Natty Bumppo (also called Hawkeye), the unpleasant Huron leader Magua, and Chingachgook and his son Uncas, the last of the Mohicans—the rest of their tribe have been killed off by the Hurons. At the end Uncas and Cora are forced to jump off a cliff to their deaths to escape their enemies.
Historically, Uncas was a 17th-century chief of the Mohegans, an Algonquian tribe of Connecticut. Cooper apparently confused the Mohegans with the Mahicans, an Algonquian confederacy along the Hudson River.
There have been a number of film versions, the finest being those from 1936, Randolph Scott as Hawkeye, and 1992, with Daniel Day-Lewis in the role.”
Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.
Here is a worksheet on the worksheet on the use of the verb phrase advocate for and the simple verb advocate, which is used only transitively.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“A confusing jamboree of piercing noise, routine roller skating, misogyny and Orwellian special effects, Starlight Express is the perfect gift for the kid who has everything except parents.”
Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged drama/theater, humor, literary oddities
A couple of hundred years ago when I was a high school student myself, the primary form of one-upmanship in my crowd consisted in identifying the most obscure, and often the most unlistenable, prog rock band. Then, at exactly the right moment, i.e. when it would most effectively reflect one’s own cultural superiority, one would drop the name of said band into conversation, generally editorializing on the band’s “excellence.” Personally, I wasted a lot of time and money on this exercise in status anxiety, buying and listening to execrable records by bands like Jade Warrior, Aphrodite’s Child (my faux sophistication required me to feign affection for the atrocious album 666 by Aphrodite’s Child), and other groups and artists on Vertigo Records.
And this to some extent continues–or at least it did ten years ago when I was out in the Upper Midwest visiting my hometown. At a cocktail party, one of my interlocutors mentioned to several of us that he’d recently seen Peter Hammill live. I think he assumed that we wouldn’t know that Mr. Hammill had been a founding member of another of these prog rock bands, Van der Graaf Generator, or, indeed, that I still had Mr. Hamill’s song “Imperial Zeppelin,” from his solo album Fool’s Mate, in one of my current playlists. I decided it was best, at age almost fifty, to pass on taking the conversation any further.
Anyway, if you have such students, if they don’t already know about him, this reading on Brian Eno and its accompanying vocabulary-building and comprehension worksheet might be of some interest. Eno remains a major figure–and of deserved interest because of his work with David Bowie and U2, to name just two artists with whom he has worked–so this material, relatively speaking, is au courant. But he was, in my day, somewhat arcane–and for me, also mostly unlistenable.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
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