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.

-Onym

“-Onym: [Through Latin from Greek onuma/onoma name]. A word base or combining form that stands either for a word (as in synonym) or a name (as in pseudonym). Words containing -onym have two kinds of adjective: with –ous as in synonymous (having the nature or quality of a synonym: synonymous words) or with –ic, as in synonymic (concerning synonyms: synonymic relationships). The form –onymy indicates type, as with synonymy (the type sense relation in which words have the same or similar meaning) and eponymy (the category of word-formation that concerns words derived with people’s names). Because –onym begins with o (the commonest Greek thematic vowel, as in biography), the base form is sometimes taken to be -nym, an assumption reinforced by the initial n of the equivalent terms nomen in Latin and name in English. As a result, some recent technical terms have been formed on –nym: for example, characternym and paranym. See acronym, antonym, eponym, heteronym, homonym, hyponym, retronym.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

A Learning Support on Using Hyphens and Dashes

Here is a learning support on using hyphens and dashes. If you scroll down about 17 posts below this one, you’ll find another learning support simply on hyphenation. As always, Paul Brians does a nice job of presenting the key issues on these forms of punctuation.

Incidentally, if you like Paul Brians’ work, stay tuned here for more of it; I drafted a little over one hundred worksheets using text from his book Common Errors in English Usage–which Professor Brians, amazingly, has made available in its entirety on the Washington State University website. Just punch that hyperlink–and you’re there!

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.

Book of Answers: Arthur Conan Doyle

“Did Arthur Conan Doyle write any other books besides those featuring Sherlock Holmes? Yes, more than ten others, including science fiction and historical fiction. They include Micah Clarke (1889), The White Company (1891), and The Lost World (1912).”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Robotic Surgery

Here is a reading on robotic surgery along with its accompanying vocabulary-building and comprehension worksheet. This is an Intellectual Devotional reading, so the worksheet is a two-pager with the standard (for Mark’s Text Terminal) eight vocabulary words, eight comprehension questions, and three “Additional Facts” questions.

If memory serves, I wrote this for a colleague who was running an after-school robotics program at a school in which I served in the North Bronx. I’m fairly certain I’ve never used it.

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.

Etruscan Art

“Etruscan Art: The tomb painting, sculpture, pottery, and bronze ware produced by the people of Etruria in northern Italy (who were originally from Asia Minor) from the 7th to the 3rd centuries B.C. Strongly influenced by Greek art, Etruscan culture was eventually absorbed by the Romans.”

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

Cultural Literacy: Carbon

Here is a Cultural Literacy worksheet on carbon. This is a half-page worksheet with three questions. In other words, the barest of introductions to the topic. I believe I wrote this to accompany a lesson on carbon dating for a co-taught freshman global studies class in New York City.

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: But what

“But what. ‘I did not know but what he was an enemy.’ Omit what. If condemnation of this dreadful locution seems needless bear the matter in mind in your reading and you will soon be of a different opinion.”

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

Litmus Test (n)

Here is a context clues worksheet on the noun litmus test. It means, as we use in daily discourse, “a test in which a single factor (as an attitude, event, or fact) is decisive.”

As I prepare this post, it occurs to me that I may have never used this document in a class. I prepared it to have it ready–I think this is a noun phrase students ought to know, because of the commonness of its use in even conversational English. But it is also, in its literal sense, a term of art in the physical sciences as a pH indicator when testing materials for acidityterm.

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.

Relative Pronoun

“Relative Pronoun: A pronoun that alone or as part of a phrase introduces a relative clause: who in the man who came to dinner; on whom in the woman on whom I reply. The relative pronoun refers to an antecedent (the man/who, the woman/oh whom), and functions within the relative clause: as subject in who came to dinner; as complement of a preposition in on whom. There is a gender contrast between the personal set of who pronouns and the non-personal which pronoun, and there are case distinctions in the who set: subjective who(ever), objective whom(ever), genitive whose. However, except in a formal context, who(ever) replaces whom(ever). That can be used as a relative pronoun in place of who, whom, or which, except as complement of a preposition: the woman who/that I rely on, but only the woman on whom I rely. That can be omitted when functioning as object (a man that I know; a man I know), but not as a subject (a man that knows me). The omitted pronoun is sometimes referred to as a zero relative.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Common Errors in English Usage: Us and We

Last but not least today, here is a worksheet on differentiating us and we when writing sentences with these two first-person plural pronouns. As you can see, the work here involves, basically, understanding the difference between the nominative and objective cases when using personal pronouns. Like any of the documents that you find on this blog under the header Common Errors in English Usage, the supporting text for this worksheet is derived from Paul Brians’ book of the same name, which he has generously made available at no cost at the Washington State University website.

This worksheet contains Professor Brians’ text with ten modified cloze exercises to give students a chance to try their hand at using these pronouns. As always, or almost always, this document is formatted in Microsoft Word, so you can alter it to your class’s needs.

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.