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.

Latin American Boom

“Latin American Boom: A term for the recognition and publication of Latin American fiction in Europe, the U.S., and Latin America during the 1960s. The ‘boom’ writers were innovative and experimental and yet also accessible, and included Gabriel Garcia Marquez, Carlos Fuentes, Mario Vargas Llosa, Jose Donoso, and Julio Cortazar. Guillermo Cabrera Infante is often considered part of the group. The reasons for the boom include attention and the awarding of prizes by publishers in Spain to Latin American authors; the Cuban Revolution (1959), which focused attention on the Americas; the exhaustion of the Nouveau Roman style and a renewed interest in vibrant storytelling; and the conjunction of imaginative work that engaged political and historical themes. Paradoxically, the fame of book writers has obscured the recognition of pre-boom writers like Onetti, Pinera, Lezama Lima, Lispector, Arguedas, and Arreola, while post-boom writers have found it hard to crack the commercial market, given the starlike promotion of the boom novelists. Notable exceptions are Isabel Allende and writers whose work has been made into successful U.S. films, plays, or musicals, such as Manuel Puig.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

The Weekly Text, October 9, 2020, Hispanic Heritage Month 2020 Week IV: A Reading and Comprehension Worksheet on Emiliano Zapata

This week’s Text, in the ongoing observation of Hispanic Heritage Month 2020, is a reading on Emiliano Zapata along with its accompanying vocabulary-building and comprehension worksheet. Any study of the history of Mexico, United States policy there or elsewhere, or revolutionary movements across the world probably ought to include something on this patriot and revolutionary.

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.

Junk Sculpture

“Junk Sculpture: With Dada roots in the collages of Kurt Schwitters, which were created from trash collected from the streets, junk sculpture first appeared in the United States in the 1950s works of John Chamberlain and Robert Rauschenberg. It is a type of assemblage sculpture in which the sculptor uses materials cast off by modern urban culture and reassembles them with little or no comment. Junk sculpture has affinities to Arte Povera in Italy and similar movements in other European countries where it took on more nostalgic tones.”

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

Common Errors in English Usage: Regretfully (adv), Regrettably (adv)

In my experience, regret isn’t at the forefront of the adolescent’s emotional range; indeed, it is probably at graduation at the earliest that teenagers get a taste of regret.

So, this English usage worksheet on differentiating the adverbs regretfully and regrettably might not land. Still, it does meet the standard for understanding how to work with a usage manual, albeit adapted for struggling learners.

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: Repetition Compulsion

“Repetition compulsion: In psychoanalysis, a type of compulsion characterized by a tendency to place oneself in dangerous or distressing situations that repeat similar experiences from the past. Sigmund Freud (1856-1939) introduced in 1914 in an article on ‘Remembering, Repeating, and Working-Through’ (Standard Edition, XII, pp. 147-56) and discussed it at length in his book Beyond the Pleasure Principle (1920). In analysis, the transference often contains elements that involve recreations of past conflicts with parents and other family members. Also called a compulsion to repeat.”

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.

Cultural Literacy: Class Consciousness

It’s not something we talk about in school, because it offends people’s perception of our exceptional, egalitarian society in the United States. Of course that is nonsense: social class divisions, with unequal access to basic resources and economic privileges, has long been a part of American social life.

This Cultural Literacy worksheet on class consciousness is actually a good introduction to the idea of social class as well as, obviously, consciousness of one’s own social class.

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: Attain for Accomplish

“Attain for Accomplish. ‘By diligence we attain our purpose.’ A purpose is accomplished; success is attained.”

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

Reciprocate (vi/vt)

Here, on a beautiful fall morning, is a a context clues worksheet on the verb reciprocate; it’s used both intransitively and transitively. Its use as a noun in the reciprocals of fractions was something I saw students struggle with in the few instances I taught math, Maybe knowing this verb, and using it in context, might help with understanding reciprocals in fractions.

If not, at least kids will know a very commonly used verb in English.

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: A Clockwork Orange by Anthony Burgess

“’…The holy bearded veck all nagoy hanging on a cross’ is an example of the author’s language and questionable taste…. The author seems content to use a serious social challenge for frivolous purposes, but himself to stay neutral.”

 Times (London)

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

Cultural Literacy: The Birth of a Nation

Here is a Cultural Literacy worksheet on The Birth of a Nation, the infamous 1915 film by D.W. Griffith. I think now is a good time for students to learn about this piece of racist propaganda.

There, I got that out on the page. I’ve been walking around this document, metaphorically speaking, for months. In fact, I have a good deal of material about this film–and know more about it than I care to admit. Suffice to say this: this film innovated production techniques and really represents the birth of the long-form, narrative cinema we take for granted today. Even the Marxist auteur Sergei Eisenstein admired D.W. Griffith’s advances in technique while deploring the racism of The Birth of a Nation.

Generally, this film in its “artistic” and commercial dimensions offers a lot of grist for the critical mill. I am still working up to posting more material about this hot-button issue. For now, this short exercise will have to suffice.

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.