Monthly Archives: June 2021

A Learning Support on Using That and Which

Here is a learning support on using that and which in declarative sentences from Paul Brians’ book, Common Errors in English Usage, which he has helpfully and generously published on the Washington State University website.

I confess that I don’t find this short passage particularly helpful in using these two words, bound up as they are with restrictive and nonrestrictive clauses in sentences (a lesson on which is forthcoming on this blog). That said, this document, like several others of its type, contains only a couple of short paragraphs. So, as a Microsoft Word document with a lot of open space, it is yours to do with as you wish or need.

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.

Germanic Art

“Germanic Art: Art of the migrating Germanic tribes from the 4th to the 9th centuries. Characterized by the near absence of the human figure and preference for animal forms (zoomorphic ornament) and lacertine. Metalwork and jewelry were specialties. Also called barbaric art. See VISIGOTHIC ART.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Doctrine (n), Doctrinal (adj), Doctrinaire (adj)

Here, in as short an order as possible are three context clues worksheets on the noun doctrine, the adjective doctrinal, and the adjective doctrinaire. Why three? Honestly, I don’t remember. I can say with confidence that I wrote these in response to the regular use, particularly in social studies texts, of the noun doctrine. As you probably know, it’s difficult to talk about the Roman Catholic Church, for example, and its role in European politics and statecraft, without encountering one or all three of these words. In any case, doctrine means, variously: “something that is taught  b : a principle or position or the body of principles in a branch of knowledge or system of belief : DOGMA  c : a principle of law established through past decisions  d : a statement of fundamental government policy esp. in international relations  e : a military principle or set of strategies”

You probably already know that in order to teach or otherwise inculcate doctrine, you indoctrinate someone.

It’s also worth mentioning that while I have written the worksheet on doctrinaire for its use as an adjective, the word also can be used as a noun, in which case it means “one who attempts to put into effect an abstract doctrine or theory with little or no regard for practical difficulties.” I don’t know if I’ve ever seen it used that way, but if the lexicographers at Merriam-Webster say it is, then I believe them. As far as doctrinal goes, as an adjective, it means “of, relating to, or preoccupied with doctrine.”

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.

Write It Right: Business for Right

“Business for Right. ‘He has no business to go there.’”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Word Root Exercise: Man, Mani, Manu

Last but not least today, here is a worksheet on the Latin roots man, mani, and manu. This is an extremely productive set of roots in the English language. Have you sat for a manicure lately? Then you already know these roots mean hand.

You’ll also find these three roots at the root of commonly used words in English like manuscript, manipulate, manual (think manual labor–work done with one’s hands), and manufacture. All of these are words students will need to know before they graduate high school.

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.

Thorstein Veblen on Conspicuous Consumption and Status

Conspicuous consumption of valuable goods is a means of reputability to the gentleman of leisure.”

Thorstein Veblen, The Theory of the Leisure Class ch. 4 (1899)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

St. Lawrence Seaway

Hot off the press, here is a reading on St. Lawrence Seaway along with its accompanying vocabulary-building and comprehension worksheet. This is a good short, general history of the seaway.

That said, comparisons with the Erie Canal come up in the text. This might be a good set of documents to serve as a comparative study of these two trade routes. In my experience, many high-stakes tests in high school are about technological advances and their effect on society, culture, and, in this case, trade.

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.

Term of Art: Stative Verb

“Stative Verb: A category of verb that contrasts with dynamic verb in the aspect system of a language, and relates to state and not action: in English such verbs as belong, love. Syntactically, these verbs are used in simple rather than progressive tenses and generally not in the imperative (not Belong!, but occasionally Love me!). Semantically, stative verbs refer to states of affairs (belong, know, own) in contrast to dynamic verbs that refer to actions (buy, learn, jump). In practice, the boundary between stative and dynamic verbs is sometimes fuzzy and it is generally more useful to talk of stative and dynamic meaning and usage. In most varieties of English, some verbs are normally stative (therefore not I am owning this car, Know how to give first aid!), but others are partly stative and partly dynamic (not She is liking to help people, but How are you liking your new job?; not I am forgetting their address, but Forget it!). Some verbs belong to both categories but with distinct meanings, as with have in She has red hair and She is having dinner. In Indian English, the stative/dynamic distinction described above is considered standard, but it is widely ignored, so that expressions like I am owning this car and She is liking to help people are commonplace.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Confederate (n), Confederation (n)

Here are a pair of context clues worksheets, one on the noun confederate, and the other on the noun confederation. These are obviously key words for any instruction on the Civil War in the United States between 1861 and 1865.

It’s well worth mentioning that confederate also has use in English as an adjective and a verb. These words carry a strong Latin pedigree, the verb confoederatus“to unite by league.” This word isn’t commonly used in English, or at least American English, perhaps because it carries the taint of the rebellion in the United States to protect the Southern planters’ prerogative to commodify human beings and hold them in servitude.

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.

Regency Style

“Regency Style: The English counterpart to the Directoire and Empire styles of French architecture and decorative art. Seen in the late years of the 18th century to about 1830, Greek, Roman, Rococo, oriental, Gothic, and Egyptian elements and motifs were used in a style that profoundly affected British and American tastes.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.