Monthly Archives: October 2023

Common Errors in English Usage: Lay (vt) and Lie (vi)

Here is a worksheet on the use of the verbs lay and lie. These are two commonly misused words, and Paul Brians, in his excellent book Common Errors in English Usage (which he generously makes available at no charge on his page at the Washington State University website) sorts them out in the seven-sentence reading that drives this worksheet. There are also ten modified cloze exercises for students to try their hands at using these two verbs properly.

Simply put, lay is transitive and requires a direct object: One lays one’s keys on the counter when one returns home from work. Lie is intransitive and does not require a direct object: One lies down to take a nap.

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.

Term of Art: Simultaneous Retrieval Memory

“simultaneous retrieval memory: Recalling multiple items or procedures at the same time. This form of recall is particularly involved in writing tasks. For example, in writing a sentence one must simultaneously recall information about correct spelling, word order and syntactic patterns, and appropriate punctuation. For many individuals with learning disabilities, difficulties in this area may result in performance that does not reflect their actual knowledge of such elements as spelling or punctuation rules. The presence of errors can refect difficulty in accessing knowledge in long-term memory on demand and simultaneously, rather than in isolation and with time for thought and reflection.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

The Weekly Text, 8 December 2023: Four Context Clues Worksheets on the Nouns Competence and Incompetence and their Corresponding Adjectives Competent and Incompetent

This week’s Text is a quartet of context clues worksheets on words that represent important concepts to me–the idea of doing something conscientiously and well. For starters, here is the worksheet on the noun competence. It means “the quality or state of being competent.” And herein lies the challenge of teaching these words, I think: one must understand the meaning of the adjective competent (see below) to understand the noun competence.

Next up is the antonym to competence with this worksheet on the noun incompetence. This one means “the state or fact of being incompetent.” Once more, we’re stuck with the problem limned above: one must know the adjective incompetent to understand the noun incompetence (which is the problem that drives this relatively prolix and arguably nonsensical blog post). In any case, this worksheet, especially when used with the document above on competence, offers a solid opportunity to teach or reinforce the meaning of the prefix in.

Now let’s move on to the adjective that correspond to these nouns with this worksheet on competent. This worksheet points students toward the most common definitions of this word, to wit, “having requisite or adequate ability or qualities” and “having the capacity to function or develop in a particular way.”

And once again, you’ll find the antonym to competent in this worksheet on the adjective incompetent. It means “inadequate to or unsuitable for a particular purpose,” “lacking the qualities needed for effective action,” and “unable to function properly.” These definitions may require more concrete examples–of which, both fortunately and unfortunately, there are plenty in our public life.

Finally, to aid you in the work on interpreting the words in these documents, here is a lexicon for all four of these words.

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.

Araucanians

“Araucanians: South American Indians who are now concentrated in the valleys and basins between the Bio Bio and Tolten rivers in south central Chile. When the Spanish conquistadors arrived in Chile, they encountered three Araucanian populations: the Picunche, who were accustomed to Inca control; the Huilliche, who were to few and scattered to resist the conquistadors; and the Mapuche, successful farmers and artisans. The first two were soon assimilated, but the Mapuche managed to resist Spanish and Chilean control for 350 years. Finally subdued in the late 19th century, they were settled on reservations, but now live independently.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Imperialism

This Cultural Literacy worksheet on imperialism is the final documents post for National Native American Heritage Month 2023. This is a half-page worksheet with a two-sentence reading and two comprehension questions. Once again, like almost everything from The New Dictionary of Cultural Literacy, this reading’s brevity–it defines imperialism clearly and correctly and explicitly links it with colonialism–is its strength.

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.

Ladino

“ladino: Central American whose primary language is Spanish and who wears modern dress, Genetically ladinos may be Indians, mestizos, or persons of African descent. An Indian may become a ladino by abandoning the Indian dress and customs. Many rural ladinos practice subsistence agriculture much like that of their Indian neighbors, but they tend to put more stress on cash crops and to use modern farming techniques, which the Indians shun. In small towns ladinos commonly engage in commerce as well as farming. In the cities they engage in all occupations, from day laborer to university professor.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Geronimo

OK, moving right along this morning, here is a Cultural Literacy worksheet on Geronimo. This is a half-page worksheet with a reading of three sentences and three comprehension questions. The text is thorough and brief, a hallmark, I think, of the entries in The New Dictionary of Cultural Literacy (Hirsch, E.D., Joseph F. Kett, and James Trefil, New York: Houghton Mifflin, 2002).

Amazingly, you can find a PDF of this The Dictionary here. I’ve been copying and pasting out of this PDF, which is why of late I have produced so many new Cultural Literacy worksheets. This PDF makes them much easier to assemble.

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.

Apache

“Apache: American Indians of the southwest U.S. Culturally, the Apache are divided into Eastern Apache, which include the Mescalero, Jicarilla, Chiricahua, and Lipan, and Western Apache, which include the Cibecue. The Eastern Apaches were predominantly hunting and gathering societies, while their Western counterparts relied more on farming. Their ancestors had come down from the north to settle the Plains, but with the introduction of the horse they were pressed south and west by the Comanche and the Ute. They attempted to be friends with the Spanish, the Mexicans, and later the Americans. In 1861, however, there began a quarter-century confrontation between U.S. military forces and the Apache and Navajo. The Apache wars were among the fiercest fought on the frontier. The last ended in 1886 with the surrender of Geronimo. The Chiricahua Apache were evacuated from the West and held successively in Florida, Alabama, and Oklahoma. The Apache today total about 11,000 and live largely on or near reservations in Arizona and New Mexico.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

The Weekly Text, 1 December 2023, National Native American Heritage Month Week IV: A Reading and Comprehension Worksheet on Tupac Amaru

For the fourth and final Friday of National Native American Heritage Month 2023, here is a reading on Tupac Amaru II with its attendant vocabulary-building and comprehension worksheet. If you recognize this name, it is because, as you have probably already inferred, this eighteenth-century rebel against the Spanish colonial presence moved Afeni Shakur to name her son Tupac Amaru Shakur, who is of course the late, lamented, Hip-Hop star.

You’ll also find Tupac Amaru II in a namesake organization, the Tupamaros, a rebel group in Uruguay in the 1960s and 1970s. They were famous for urban guerilla actions in Montevideo like hijacking grocery delivery trucks, driving them into poor districts in that city, opening them, then walking away–which, editorially speaking, appears to meet or exceed the accepted standards for efficiency and effectiveness in such actions. The Tupamaros also, in one particularly famous incident, got their hands on Dan Mitrione, who was in Uruguay on behalf of the United States Central Intelligence Agency to teach torture techniques to various of the Uruguayan security services.

If you’re interested in learning more about the Tupamaros, the justly famous film by Costa-Gavras, State of Siege, tells the story of the kidnapping and murder of Dan Mitrione, often with actual documentary footage. Also, Netflix offers a documentary series on Jose Mujica,  who fought with the Tupamaros, and later became president of Uruguay, called El Pepe: A Supreme Life. President Mujica is known affectionately as “El Pepe,” apparently a Spanish nickname for Jose.

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.

Quetzalcoatl

“Quetzalcoatl: Feathered serpent, a major deity of ancient Mexico. Quetzalcoatl began as a god of vegetation in the Teotihuacan civilization. For the Toltecs he was the god of the morning and evening star. The Aztecs revered him as the patron of priests, the inventor of the calendar and of books, and the protector of goldsmiths and other craftsmen. He was also identified with the planet Venus and was a symbol of death and resurrection. One myth held that he was a white priest-king who sailed away on a raft made of snakes. The belief that he would someday return from the east led Montezuma to regard Hernan Cortes as the fulfillment of the prophecy.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.