Monthly Archives: September 2022

Cultural Literacy:

Here, finally on this Friday morning, is a Cultural Literacy worksheet on the concept of the clockwork universe. This is a half-page document with a two-sentence reading (the second of them a long compound) and three comprehension questions–with two of them on the same line. This is a spare but relatively thorough summary of the concept of the clockwork universe.

In any case, like almost everything on Mark’s Text Terminal, this is a Microsoft Word document, so you can tailor it to the needs of your students.

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.

Dave Barry on Meetings

“Meetings are an addictive, highly self-indulgent activity that corporations and other large organizations habitually engage in only because they cannot actually masturbate.”

Dave Barry

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Common English Verbs Followed by Gerunds: Report

Here is a worksheet on the verb report as it is used with a gerund. I can report doubting whether the materials under this header have any real value.

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.

Modern Art

“Modern Art: In strict historical terminology, modern art began in the middle of the 19th century with the realism of Gustave Courbet. At that time, art began to free itself from the strict requirements of subject matter and developed increasingly toward preoccupation with form. In general, it also repudiated many of the techniques of pleasing the viewer devised by past canonical artists.”

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

Cubism

Here is a reading on Cubism along with its accompanying vocabulary-building and comprehension worksheet. I can’t think of anything more to say about this–other than the audience for this, given the state of arts education in our schools these days, might end up being entirely self-selected.

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: Individual

“Individual. As a noun, this word means something that cannot be considered as divided, a unit. But it is incorrect to call a man, woman, or child an individual, except with reference to mankind, to society, or to a class of persons. It will not do to say ‘An individual stood in the street,’ when no mention of allusion has been made, nor is going to be made, to some aggregate of individuals considered as a whole.”

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

Cultural Literacy: John Calvin and Calvinism

Here is a Cultural Literacy worksheet on John Calvin and his doctrine, Calvinism. This is a half-page worksheet that contains two readings from The New Dictionary of Cultural Literacy. They are separated. The first is on John Calvin the man, and is two-sentences; the second is on the doctrine of Calvinism, and is four-sentences long. Three comprehension questions follow both of these readings. I don’t know if you’re aware of this, but a recent Secretary of Education of the United States apparently believed all that nonsense about predestination in Calvinist doctrine.

As with virtually everything on Mark’s Text Terminal, this is a Microsoft Word document, so you can manipulate it for the needs of your students. I thought these combine well, but they also might be better off separated into two separate documents. You can do with it as you wish.

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.

Catchword

“Catchword (noun): A word associated with a particular person or thing or crystallizing an issue; identifying slogan; in printing, a guideword at the top of the page; as in a dictionary, to indicate the first or last word on that page; a striking, catchy, attention-getting word heading an advertisement.

‘As he turned away, I saw the Daily Wire sticking out of his shabby pocket. He bade me farewell in quite a blaze of catchwords, and went stumping up the road.’ G.K. Chesterton, in The Man Who Was Chesterton.

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

The Weekly Text, 9 September 2022: Common Errors in English Usage, Imply (vt), Infer (vi/vt)

This week’s Text is a worksheet on the use of the verbs imply and infer. This is a full-page worksheet with a reading of three longish compound sentences, and ten modified cloze exercises. The text derives from Paul Brians’ fine book Common Errors in English Usage–to which he allows cost-free access at his Washington State University website.

I myself was uncertain about the use of these two words until I saw the 1988 remake of the estimable 1959 film noir D.O.A. Dennis Quaid plays Professor Dexter Cornell (Edmond O’Brien played this character as Frank Bigelow in the original). At one point in the film, Professor Cornell is dealing with a preternaturally cheap hoodlum named Bernard. Bernard says to Cornell, “I don’t think I like what you’re inferring Mr. Cornell.” Cornell sneers at Bernard, “Implying. When I say it, that’s implying. How you take it, that’s inferring.” Bernard replies, “I see. Infer this.” Then true to form for a knuckle-dragger like Bernard, he punches Cornell in the mouth.

Lawrence Block, in his novel Small Town (page 301 in the William Morrow hardcover edition), which I believe was his last, Block has the august New York Times commit a similar error, using infer where imply is required. True to its form, the Times prints a correction the next day.

Why am I on about this, as they say in Great Britain? Because these are two important conceptual words which describe an extremely common, if elliptical, form of communication. In fact, if you want to teach literature at all, these are two words students must understand well, and therefore be able to use well–and, for heaven’s sake, accurately. One more time: so much of human communication occurs by implication and inference (to trot out the nouns) that it seems to me unlikely to overstate the importance of understanding these words and the concepts in communication they represent.

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.

Elbert Hubbard on Editors

“Editor: A person employed on a newspaper whose business it is to separate the wheat from the chaff and to see that the chaff is printed.”

Elbert Hubbard

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.