Monthly Archives: November 2021

Common Errors in English Usage: Hadn’t Have, Hadn’t

Here is an worksheet on the the usage lapse that hadn’t have is, and how the simple hadn’t is the better choice for standard English prose. Having spend a lot of time trying to figure out the best ways to teach the use of auxiliary verbs like had, I appreciate this worksheet. At the same time, I don’t think I have ever heard any of my students here in New York City use the solecism of hadn’t have.

So, I’m not sure how useful this worksheet will be, or, therefore, why I wrote it. It is a full-page Microsoft Word Document with a short reading and five copy-editing/sentence-correction exercises; in other words, you can alter it to your needs. Finally, to give credit where it is so abundantly due, let me remind you that this worksheet, like every one of them under the Common Errors in English Usage banner, is based on material adapted from Paul Brians’ book of the same name, which he gives away at the Washington State University website.

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.

13 Bars on the Union Flag

“Delaware * Pennsylvania * New Jersey * Georgia * Connecticut * Massachusetts * Maryland *South Carolina * New Hampshire * Virginia * New York * North Carolina * Rhode Island

These thirteen states rebelled against the British Crown in the eighteenth century and are represented by the thirteen parallel bars of the Union Flag. Curiously, the Founding Fathers adapted their design from a flag used by the East India Company, which had created its own version of the mercantile Red Ensign with thirteen red and white bars instead of a plain red field. On an early version, thirteen stars complemented the bars, then more and more stars were added as the American state expanded into Indian lands to their west.

Another curiosity is that, just as thirteen states rebelled against their royal motherland, it would be thirteen states that would later rebel against the republican union:

South Carolina * Mississippi * Florida * Alabama * Georgia * Louisiana * Texas * Virginia * Arkansas * Tennessee * North Carolina * Missouri * Kentucky

It is not always remembered that all thirteen of the Confederate states seceded from the Union between December 1860 and December 1861, after the process of a democratic vote, either a popular referendum or a vote from their House of Representatives. They had imagined the Union was a free compact, which they were entitled to leave, just as they had joined it. After four years of war, the northern armies of the Union had either destroyed or occupied all the territories of those who had attempted to secede.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

The Mississippi River

Here is a reading on the Mississippi River along with its accompanying vocabulary-building and comprehension worksheet. This is a relatively short reading, but packs a lot of facts into a short introduction to the Mighty Mississippi, as do most of the one-page reading from the Intellectual Devotional series. It’s one of the reasons I developed so many of these, and why you find so many of them on this blog.

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.

Alan Turing Brings the Snark

[Loud comment about computer intelligence, made in an AT&T cafeteria:] “No, I’m not interested in developing a more powerful brain. All I’m after is just a mediocre brain, something like the President of the American Telephone and Telegraph Company.”

Alan Turing, Quoted in Andrew Hodges, Alan Turing: The Enigma of Intelligence (1983)

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

Word Root Exercise: Cyt/o, -Cyte

Here is a worksheet on the Greek word roots cyt/o and -cyte. They mean, simply, cell. The most commonly used words to my eye on this worksheet (which also, if the book from which I adapted this is credible, tend to appear on the SAT and other high-stakes, college gatekeeping tests), are cytoplasm and lymphocyte. If you have students looking down the road at a career in the healthcare professions, this might be a useful document. If not, not (as Gertrude Stein once said).

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.

Cultural Literacy: Cossacks

Because I can’t ever remember hearing them mentioned once in 11 years of teaching global studies in New York State, I wonder if there exists any use at all, anywhere in the United States, for this Cultural Literacy worksheet on the Cossacks. They are, or were, an important group of warriors and horsemen in Russia. Recently, they’ve made a comeback as part of a constellation of groups whose raison d’etre, as far as I can determine, is to extol the virtuous leadership Vladimir Putin and promote Great Russian cultural chauvinism.

This is a half-page worksheet with a symmetrical relationship between reading and comprehension questions: a three-sentence reading, and three comprehension questions.

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.

The Master and Margarita

The Master and Margarita: (Russian title: Master i Margarita). A novel by Mikhail Bulgakov (1891-1940), combining dark humor, satire, fantasy and philosophy. It was completed in 1938, but not published in Russia until 1966-7 (in serial form); the English edition was published in 1967. In the 1930s the Devil visits Moscow, and, with the aid of a naked girl and a gun-toting, cigar-smoking, man-sized cat, spreads chaos and mayhem and shows up the moral inadequacies of Soviet society. Standing apart from all this is the Master, a novelist of great integrity, and his beloved, Margarita. He is writing a book about the appearance of Jesus before Pontius Pilate in Jerusalem, long sections of which are included by Bulgakov. The book is prefaced by quotation from Goethe’s Faust.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Term of Art: Team Teaching

“team teaching: An instructional method in which two or more teachers collaboratively teach a group of students. Teaching teams may teach one subject to multiple classes or teach all the core subjects to a single cluster of students for the school year. In the former arrangement, teachers may take turns instructing the entire group or divide the class into smaller sections that rotate between the teachers. In the latter arrangement, teachers meet frequently to plan curriculum and address student strengths and weaknesses.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

A List of Consciousness-Raising Questions for Students

One of the great pleasures of the institution in which I now serve is the seriousness with which professional development is conducted. I won’t belabor the point about the hasty superficiality with which this responsibility was fulfilled in other schools (I’ve done this elsewhere on this blog) and its reduction to a pro forma bureaucratic ritual. We’ve been asked to read Dr, Gholdy Muhammad’s recent–and excellent–book Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.  It’s a welcome relief from the usual pabulum that passes as professional development in the school system in which I serve.

In any case, here is a list of consciousness-raising questions I grabbed from page 72 of the edition of the book supplied me. I wrote this for my planning book; however, it could easily (like about 99 percent of what you’ll find on Mark’s Text Terminal, this is a Microsoft Word document that you may, if I dare to say so, bend to your will) be converted into a worksheet or a series of worksheets.

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.