Monthly Archives: January 2026

Cultural Literacy: Subordination

Given this weeks focus on conjunctions, and especially subordinating conjunctions, now seems like a particularly good time to publish this worksheet on the grammatical concept of subordination. This is a half-page worksheet with a two-sentence reading and three comprehension questions.

Nota bene, please, that the second sentence, in two parts separated by a colon, contains an example of sentence that contains a subordinate clause. This might confuse emergent readers; that said, it’s a well constructed sentence. When I consider the meaning the sentence tries to convey, I’m not sure what I would do to change it.

So if you come up with something interesting, I would appreciate hearing about it.

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.

Orson Welles

Orson (George) Welles: (1915-1985) U.S. film director, actor, and producer. Born in Kenosha, Wisconsin, he began directing on stage at 16 and made his Broadway debut in 1934. He directed an all-black cast in Macbeth for the Federal Theater Project. In 1937 he and John Houseman formed the Mercury Theater, creating a series of radio dramas and attempting to mount Marc Blitzstein’s The Cradle Will Rock in the face of determined opposition, and winning notoriety with their panic-producing broadcast of War of the Worlds (1938). Welles then moved to Hollywood, where he cowrote, directed, and acted in the classic Citizen Kane (1941), noted for its innovative narrative technique and atmospheric cinematography and considered the most influential movie in film history. His other films include The Magnificent Ambersons (1943), The Stranger (1946), The Lady from Shanghai (1948), Othello (1952), The Trial (1963), Touch of Evil (1958) and Chimes at Midnight (1966). His problems with Hollywood studios curtailed future productions, and he moved to Europe. He was also notable as an actor in Jane Eyre (1944), The Third Man (1949), and Compulsion (1959).

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

The Weekly Text, 23 January 2026: The Writing Revolution Learning Supports I; Conjunctions

OK, now that all the templates I developed for The Writing Revolution curricula are up, let’s get started with the learning supports. These will roll out in five different posts in order to keep the categories straight. This first post is the big one, on conjunctions. Here is the table of contents I, on conjunctions, for this tranche of documents.

And here are the documents:

I-A*Learning Support Template with Citation

I-B*Conjunctions Explanation Support

I-C*Because, But, So Learning Support

I-D*Because, But, So Learning Support Annotated

I-E*Learning Support for Subordinating Conjunctions Before, After, If

I-F*Learning Support for Subordinating Conjunctions When, Although, and Even Though

I-G*Learning Support for Subordinating Conjunctions Since, While, Unless, and Whenever

I-H*Learning Support for Subordinating Conjunctions Before, After, If, Adapted for Basic Definitions

I-I*Learning Support for Subordinating Conjunctions When, Although, and Even Though Adapted for Basic Definitions

I-J*Learning Support for Subordinating Conjunctions Since, While, Unless, and Whenever Adapted for Basic Definitions

I-K*Using Conjunctions Learning Supports 1 and 2 (Two Pages in One Document)

I-L*Subordinating Conjunctions Learning Support

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.

Quatrefoil

“Quatrefoil: Decorative motif with four lobes, associated with Gothic tracery.”

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

Common English Verbs Followed by an Object and an Infinitive: Urge

Here is a worksheet on the verb urge when used with an object and an infinitive.

The teacher urged her students to buy a good Russian-English/English-Russian dictionary.

The political organizer urges young people to run for office.

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: Selective Attention

“selective attention: Picking out the most relevant cue among stimuli in the environment, and excluding the rest. It is well established that people do not pay attention to everything; for example, at a party an individual can focus on the voice of one person with whom he or she is conversing.

Yet while it is clear that people do filter out a great number of stimuli, it is not at all clear how this is done, nor what information is noted unconsciously. In an attempt to find out, psychologist have often used dichotic listening experiments (that is, two different messages are presented separately to each ear), roughly along the lines of the situation at a party.

If a child’s ‘attention’ problems are selective—that is, appearing only in certain subjects—it suggests that he or she is capable of paying attention when the subjects are comprehensible and meaningful.”

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

Cultural Literacy: Stock Options

Lately, I’ve been reading The House of Morgan by Ron Chernow (New York: Grove Press, 2010), so now seems like a good time to publish this Cultural Literacy worksheet on stock options. This is a half-page worksheet with a reading of three sentences and three comprehension questions. Even at the standards of cogency and clarity I have come to expect from The New Dictionary of Cultural Literacy, this is a remarkably clear and concise explanation of this financial instrument.

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.

Politics

“politics: as a general concept, the practice of the art or science of administering states or other political units. However, the definition of politics is highly, perhaps essentially, contested. There is a considerable disagreement on which aspects of social life are to be considered ‘political.”’At one extreme, many (notably, but not only feminists, assert that the personal is political, meaning that the essential characteristics of political life can be found in any relationship, such as that between a man and a woman, Popular usage, however, suggests a much narrower domain for politics: it is assumed that politics only occurs at the level of government and the state and must involve party competition. In the sense developed in Bernard Crick’s In Defense of Politics, the phenomenon of politics is very limited in time and space to certain kinds of relatively liberal, pluralistic societies which allow relatively open debate.

To say that an area of activity, like sport, the arts, or family life is not part of politics or is ‘nothing to do with politics,’ is to make a particular kind of political point about it, principally that it is not to be discussed on whatever is currently regarded as the political agenda. Keeping matters off the political agenda can, of course, be a particularly effective way of dealing with them in one’s own interests.

The traditional definition of politics, ‘the art and science of government,’ offers no constraint on its application since there has never been a consensus on what activities count as government. Is government confined to the state? Does it not also take place in church, guild, estate, and family?

There are two fundamental test questions we can apply to the concept of politics. First, do creatures other than human beings have politics? Second, can there be societies without politics? From classical times onward there have been some writers who thought that other creatures did have politics: in the mid-seventeenth century Purchas was referring to bees as the ‘political flying insects.’ Equally there have been attempts—before and since More coined the term to posit ‘Utopian’ societies with no politics. The implication is usually (‘Utopia’ means nowhere) that such a society is conceivable, but not practically possible.

A modern mainstream view might be: politics applies only to human beings, or at least to those beings which can communicate symbolically and thus make statements, invoke principles, argue, and disagree. Politics occurs where people disagree about the distribution of reasons and have at least some procedure for the resolution of such disagreements. It is thus not present in the state of nature where people make war on each other in their own interests, shouting, as it were, ‘I will have that.’ It is also absent in other cases, where there is a monolithic and complete disagreement on the rights and duties in a society. Of course, it can be objected that this definition makes the presence or absence of politics dependent on a contingent feature of consciousness, the question of whether people accept the existing rules. If one accepts notions of ‘latent disagreement,’ there is, again, no limit to the political domain.”

Excerpted from: McLean, Iain, and Alistair McMillan, editors. Oxford Concise Dictionary of Politics. New York: Oxford University Press, 2003.

The Weekly Text, 16 January 2026: The Writing Revolution Templates IV; Miscellanea

Alright, this is the fourth of four posts with, I am confident, all the templates one would need to develop units and lessons using the framework Judith C. Hochman and Natalie Wexler erected with their book The Writing Revolution (San Francisco: Jossey-Bass, 2017). These are the stragglers that don’t quite fit in with the groups of documents I posted in the previous three Weekly Texts. There are only six documents here, as listed in the table of contents:

IV-A*Listening Evaluation Checklist

IV-B*Revise and Edit Checklist

IV-C*Research Plan Time Sequence Sheet

IV-D*Summary Sentences

IV-E*Assessment Template

IV-F*Writing Pre-Assessment

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.

Rotten Reviews: A Joseph Heller Omnibus

We Bombed in New Haven

“A dud of the first magnitude…”

Saturday Review

Something Happened

“…surely it’s time to declare a moratorium on brain-damaged children used as metaphors for mental and emotional decay.”

Library Journal 

Good as Gold

“…a self-indulgent ventilation of private spleen…Heller operates as if he were a jewel thief wearing boxing gloves.”

Newsweek

Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.