What is the name of Miss Havisham’s house in Dickens’s Great Expectations? Satis House
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
What is the name of Miss Havisham’s house in Dickens’s Great Expectations? Satis House
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
Here is a worksheet on the use of name and pronoun in tandem. This is an oddball document with a reading of seven sentences and six-sentence rewriting exercises. This worksheet derives, as do all worksheets under the header above, from Paul Brians’ book Common Errors in English Usage (to which he allows unfettered, no-cost access at his Washington State University web page).
This document should help students understand the basic concept of usage; as far as the usage issue this document raises, I think you’ll see that students probably aren’t likely to commit the solecism this worksheet addresses.
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.
“Dogmatic (adjective): Assertively doctrinal, or promulgating a strong belief or viewpoint as if it were fact; showing firm and forceful opinion; unyieldingly certain or prescriptive; narrow and magisterial. Adjective: dogmatical; adverb: dogmatically; noun: dogma, dogmatism, dogmatist, dogmaticism; verb: dogmatize.
‘For ten minutes, Challee tried to get Bird to withdraw the word “sick.” The young doctor was upset. He became querulous and dogmatic, and threw up clouds of terminology.’ Herman Wouk, The Caine Mutiny”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Here is a Cultural Literacy worksheet on verse; this is a full-page document with a reading of four relatively straightforward sentences, with the fourth sentence, a bit longish, possibly posing a challenge for emergent or struggling readers, and four comprehension questions. Otherwise, this is a simple yet elegant exposition of the concept of verse.
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.
power: The ability to make people (or things) do what they would not otherwise have done. The purpose of the modern concept of power was recognized as early as 1748, with the publication of Hume’s essay, “Of the Original Contract.” Almost all of the governments, which exist at present,’ says Hume, ‘…have been founded originally either on usurpation of conquest, or both, without any pretense of a fair consent, or voluntary subjection of the people.’ Describing the process of political change—migration, colonization, and military victory—Hume demands, rhetorically, ‘Is there anything discoverable in all these events but force and violence?’
Hume’s comments offer one of the first clear versions of the assumptions of a ‘modern’ age, which seeks to study politics positively, eschewing theological justifications and moral evaluations in favor of a causal assessment of how the political world works in reality. Politics is seen to be about neither left nor right; indeed, in Hume, as in much social science, might is seen as creating right de facto because the seizure of power leads to the establishment of authority and the successful inculcation of belief. Power is the appropriate central concept for this world-view because, in its modern form, it is concerned with which groups or persons dominate, get their own way or are best able to pursue their own interests in societies. James March, in his 1966 essay ‘The Power of Power,’ stressed that the concept conveyed simultaneous overtones of the cynicism of Realpolitik, the glories of classical mechanics and the comfort of anthropocentric theology. In other words the ‘power’ world-view offers the would-be social scientist an immunity from moral evaluation and theoretical speculation, and the possibility of emulating the explanatory achievements of the physicist.
Bertrand Russell defined power as ‘the production of intended effects,’ but this serves better as an indication of what we want to mean when we talk about power than as a working definition. A large number of other writers have offered more complex definitions of power or paradigms of power relationships. The core of these, in respect of the expression ‘A has power over B’ are:
Problems with any definition include:
The solution to this paradox is to acknowledge that the possession of power can have unintended consequences, but that the test of whether a person has power or not must be conducted in terms of control, of the capacity to conceive intentions. If a person has power, the consequences of that power must be attributable to that person, who is responsible for those consequences. Without intentionality and attributability the concept of power becomes vague to the point of meaninglessness, not like the concept of energy in physics (which Russell wanted it to be), but more like the concept of the ether, the presence of which could not be distinguished from its absence.
Thus it is very difficult to compare the power of two groups, or institutions. Often the difficulty is as logically simple as comparing a person who has apples to a person who has oranges and coming to a conclusion about which possessed more ‘fruit.’ It would be intuitively obvious that fifty apples was more fruit than five oranges, but a closer comparison might evoke alternative standards of market of subjective value, weight, volume, nutrient capacity, and so on. Thus ordinal comparisons of power are impossible in many circumstances, and dealing with the kind of cardinal numbers we need to make power ‘like energy in physics’ is usually out of the question.
Thus the instances of A exercising power at t1, t2, etc., are of little value in estimating A’s power at t. A series of exercises of power may be catastrophically self-diminishing: precisely because a person has succeeded n times, it may be that moves to thwart them are afoot on the (n 1)th occasion. It is no help to say, as Dahl does, that power is best explained in terms of probability: statistical probability is no use, because it only works for a series of identical instances like the spins of a fair roulette wheel and inductive probability is merely an estimate of the odds which takes everything into account (including, presumably, the ‘power’ of the actors). The fundamental problem is that the concept of power seeks to make static statements about a dynamic reality and the consequent doubt must be as to whether the concept ever really helps us understand or predict real events such as the fall of Margaret Thatcher in 1990.
Power is often classified into five principal forms: force, persuasion, authority, coercion, and manipulation. However, only coercion and manipulation are uncontroversially forms of power.
In summary, the concept of power has not filled the central role in the study of politics which many pioneers hoped it would. It has proved much easier to believe generally that ‘Politics is about power,’ or, particularly, that individual P or group E possesses power, than it has been to clarify what such beliefs mean or what would constitute proof or disproof of them.”
Excerpted from: McLean, Iain, and Alistair McMillan, editors. Oxford Concise Dictionary of Politics. New York: Oxford University Press, 2003.
We’re getting there! Here is the sixteenth lesson plan (of seventeen) from the Introduction to Writing Sentences unit. This one, as the title of this post heralds, seeks to assist students in developing their own understanding of composing the compound-complex sentence. This is, you probably won’t be surprised to hear, a complex lesson. It opens with this Cultural Literacy worksheet on the compound-complex sentence. This is a full-page document with a two-sentence reading and three comprehension questions. As I frequently warn, and therefore do so emphatically this time, the two sentences in the text are, unsurprisingly, are compound-complex sentences. One of the reasons that I left this as a full-page document is that it will definitely need to be revised for emergent or struggling reader, or the student who uses English as a second language.
This scaffolded worksheet on writing compound-complex sentences. This is a bit clearer in its conveyance of the form and function of compound-complex sentences. Students and teachers will most likely benefit, in endeavoring to complete this work, from the use of this learning support on the basic structure of a compound-complex sentence as well as this one on the use of the semicolon in composition.
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.
“Fashions are the only induced epidemics, proving that epidemics can be induced by tradesmen.”
Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.
Once again, from Paul Brians’ book Common Errors in English Usage–to which he gives you, yes you!–free access at his Washington State University web page, here is strange (but, I think useful for inculcating the importance of good writing for clear communication) worksheet on the locutions multiply by double:double, multiply by 2. This is a full-page document with a reading of three sentences and ten modified cloze exercises.
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.
“special needs: A term used to describe the needs of students with disabilities that must be addressed by their teachers and their school, as required by federal law.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
It’s hard to imagine that I haven’t (my primary interest as a teacher has been in assisting students in developed advanced literacy) that I haven’t heretofore published this Cultural Literacy worksheet on vowels somewhere along the line in the ten-year existence of this blog. It’s probably embedded in a lesson plan somewhere. But here it is as an easily searchable standalone post.
This is a half-page document with a (longish) one-sentence reading and two 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.
You must be logged in to post a comment.