“Theism: A term which refers to the belief in the existence of a divine being, especially in the existence of a single God, who is thought to be personal and who is the Creator of the universe. Theism involves the idea of divine revelation, and consequently is contrasted with deism, the rational belief in divinity independent of faith in a revealed truth.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged philosophy/religion, term of art
Here’s an English usage worksheet on using more and most properly in the various grammatical constructions where they are needed.
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.
“Adjective: A word that modifies, quantifies, or otherwise qualifies a noun or pronoun: Drizzly November; midnight dreary; only requirement.”
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
Posted in English Language Arts, Quotes, Reference
It was Merriam-Webster’s word of the day yesterday (today’s is yokel, which I thought I’d pass on, since it has always struck me as an epithet, which we don’t need to teach our students), so here is a context clues worksheet on the adjective omnipotent.
Not to put too fine a point on this, but now strikes me as a pretty good time for people of all ages to know and understand this word, and to be skeptical of leaders who aspire to omnipotence.
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.
“Subjunctive: Indicating expression of something not actual or real but rather a desire, demand, plan, doubt, requirement, conception, etc., e.g., ‘Were I your sister….’”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference
It was Merriam-Webster’s Word of the Day yesterday, to here is a context clues worksheet on the adjective masterful–a nice sold modifier.
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 fundamental fact is that LD [learning disabilities] is a topic largely ignored, displaced, or believed invalid by many members of the composition field. Any effort to make research within the field useful to the study of writing problems of students with learning disabilities, and possible solutions to these problems, must necessarily extrapolate from work done with other populations in mind, The questions of how to understand the writing difficulties of students with learning disabilities, and how best to serve them in the writing classroom or tutorial, are fundamentally marginalized.”
Gander, MacLean, and Stuart Strothman. Teaching Writing to Students with Learning Disabilities: A Landmark College Guide. Putney, VT: Landmark College, 2001.
Given that June 6 was the 75th anniversary of D-Day, this reading on Dwight D. Eisenhower and its accompanying vocabulary-building and comprehension worksheet are a day late and a dollar short.
Better late than never, I guess.
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.
“Sgraffito: (It., scratched; pl. sgraffiti) A technique of decorating stuccoed surfaces, in which a layer of colored plaster is laid over a dry underlayer and then incised with designs while still damp—making use of the contrasting color of the underlayer. Also, a drawing or words hastily scratched or written on a wall.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
On a ninety-degree day in Vermont, here, appropriately, is a lesson plan on the Aesop’s fable “The Boy Bathing.” You’ll need this reading and inquiry questions for students to conduct the lesson. You’ll notice, as you will in all of these lessons I’ve posted on Aesop’s fables, that there is plenty of room to expand the range and nature of the questions on the worksheet. That’s by design. Aesop’s fables are miniature lessons in philosophy, and the kinds of questions they arouse can be improvised based on student perception, interest, and need.
Incidentally, this is the last of these I have to post at the moment. I could write more relatively easily. Are you using them? If so, leave a comment, and I’ll put writing a few more on my to-do list.
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.
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