Category Archives: English Language Arts

This category contains domain-specific material–reading and writing expository prose, interpreting literature etc.–designed to meet the Common Core standards in English language arts while at the same time being flexible enough to meet the needs of diverse and idiosyncratic learners.

Bibliography

“Bibliography (noun): The study or historical cataloguing of books and writings, including dates, places of publication, description of editions, etc., or a volume containing such information; textual scholarship; listing of writings, or of sources of information in print, dealing with a particular subject, period, or author, often with descriptive notes; in a particular book, a list of works consulted by the author. Adj. bibliographic, bibliographical; adv. bibliographically; n. bibliography, bibliographer.”

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

Common English Verbs Followed by Gerunds: Escape

Coming to the end of this morning round of publishing, here is a worksheet on the verb escape when used with a gerund. I escaped considering the quality of this material by putting on some Three Stooges shorts.

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 Rime of the Ancient Mariner

The Rime of the Ancient Mariner: A long poem by Samuel Taylor Coleridge (1772-1834), published in Lyrical Ballads (1798), his joint collaboration with William Wordsworth. The poem opens with the Ancient Mariner buttonholing a guest at a wedding to tell him his tale. Having shot an albatross (traditionally bad luck at sea), the Ancient Mariner and his shipmates were subjected to fearful penalties. On repentance he was forgiven, and on reaching land told his story to a hermit. At times, however, distress of mind drives him from land to land, and wherever he stays he tells his story of woe, to warn against cruelty and to persuade men to love God’s creatures.

The story is partly based on a dream told by Coleridge’s friend George Cruikshank, and partly gathered from his reading. Wordsworth told him the story of the privateer George Shelvocke, who shot an albatross while rounding Cape Horn in 1720, and was dogged by bad weather thereafter. Other suggested sources are Thomas James’s Strange and Dangerous Voyage (1683) and the Letter of St Paulinus to Macarius, In Which He Relates Astounding Wonders Concerning the Shipwreck of an Old Man (1618). A full examination of the possible sources is to be found in The Road to Xanadu (1927) by J.L. Lowes.

‘The Ancient Mariner would not have taken so well if it had been called The Old Sailor.’

Samuel Butler, Notebooks (1912)”

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

Robert Oppenheimer

Moving along on this run I’m on this morning, here is a reading on Robert Oppenheimer along with its attendant vocabulary-building and comprehension worksheet. He’s always been a figure who interested me–mostly for the crisis of conscience he suffered for what he unleashed on the world.

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.

Term of Art: Survival Skills

“survival skills: The term can mean more than one thing depending on the context in which it is used. Survival skills may refer to daily self-help skills necessary to survive in life, such as feeding, dressing, and communicating. In higher education, survival skills often refer to the study skills necessary to be a successful learner.”

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

Word Root Exercise: Trans

Here is a worksheet on the Latin word root trans. It means, variously, across, through, change, and beyond. You recognize it, I am confident, as the root of such words–all included on this document–as transact, transcribe, transfer, and transit. And of course you’ll find it in all kinds oc commonly used English words like transport and transcend, both of which indicates one of this roots connotations: not just across, but to move across.

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.

Rotten Reviews: Mickelsson’s Ghosts

“…dreadfully long and padded and it often degenerates into drivel…as a philosophical novel, it is a sham. Stripped of its excesses, however, it does not have enough substance to have made a good Raymond Carver short story.”

Saturday Review

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

Cultural Literacy: The Bad Workman Always Blames His Tools

It’s not much used anymore, I think (and I don’t know if I’ve ever heard it beyond a couple of farms I worked on in the late 1970s), but here, nonetheless, is a Cultural worksheet on the proverb “the bad workman always blames his tools.” This is a half-page worksheet with a two-sentence reading. Short and sweet–but perhaps a nice little exercise in thinking abstractly.

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.

Write It Right: Convoy for Escort

“Convoy for Escort. ‘A man-of-war acted as the convoy to the flotilla.’ The flotilla is the convoy, the man-of-war the escort.”

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

Continuum (n)

Here is a context clues worksheet on the noun continuum. This is one of those words vital to learning and understanding nuance that I am constantly amazed at how easily, and therefore how often, it is overlooked. The contextual sentences are written to yield a meaning of “a coherent whole characterized as a collection, sequence, or progression of values or elements varying by minute degrees.”

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.