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.

The Doubter’s Companion: Abasement

“Abasement: In a society of courtiers or corporatists, the question is not whether to abase or to be abased, but whether a favorable balance can be struck between the two.

Simple folk may have some difficulty mastering the skills involved, but the sophisticated innately understand how the pleasure of abasing others can be heightened by being abased themselves.

The illusion among the most skilled is that they can achieve ultimate pleasure through a type of ambition or drive, which they call competence. This causes them to rise higher, and so to win ever-greater power. But what is the value of this status in a highly structured society devoid of any particular purpose except the right, for a limited time, to give more orders than are received? Courtiers used to scurry around palace corridors with much the same illusion of importance.

When the time comes to retire from the functions of power, many collapse into a psychic crisis. They feel as if they have been ejected into a void. This is because society has not been rewarding them for their competence or their knowledge, but for their occupation of positions of power. Their very success has required a disembodied abasement of the individual. And when they leave power, the agreeable sense of purpose which it conveyed simply withers away.

Of course, power must be wielded or there is no civilization. But in a society so devoted to power and run by hierarchies of expertise, the elites are unconsciously addicted to an abstract form of sadomasochism. This may explain why success so often translates into triumphalism and constant complaints about the incompetence of others. The underlying assumption of most civilizations, including our own, is the exact opposite. Success is supposed to produce a flowering of modesty and concern for others.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Cohesion (n)

Here is a context clues worksheet on the noun cohesion. It means “the act or state of sticking together tightly, especially unity <the lack of unity in the Party —Times Lit. Supp.>,” “union between similar plant parts or organs,” and “molecular attraction by which the particles of a body are united throughout the mass.” This word tends to show up more commonly in its adjectival form, cohesive (“exhibiting or producing cohesion or coherence”). As this document is formatted in Microsoft Word, you can easily convert it to cohesive if that better suits your needs.

Otherwise, stay tuned, as I will eventually get around to writing a worksheet for cohesive. I suspect this one, on cohesion, was a word of the day at Merriam-Webster at some point, which is how it ends up in my warehouse.

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: Decidedly for Very, or Certainly

Decidedly for Very, or Certainly. “It is decidedly cold.”

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

Common Errors in English Usage: Irregardless, Regardless (adj/adv/prep)

From Paul Brians’ book Common Errors in English Usage (to which he allows access at no cost at the Washington State University Website), here is a worksheet on the use of the adjective, adverb, and preposition regardless. The gist of this work involves understanding that irregardless is a redundancy–and therefore a solecism in prose. In any case, this is a full-page worksheet with a three-sentence reading and ten sentences to rewrite.

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: Soft Neurological Signs

“soft neurological signs: Any of a number of minor abnormalities that emerge in childhood and are used as diagnostic indicators of minimal brain damage.

Soft signs are subtle and difficult to detect reliably; they tend to run their developmental course with no clear cause and are not regarded as indicators of any specific neurological disease. The soft in the term comes from the difficulties of interpretation and the uncertain association with structural brain damage.

Certain soft signs, like those related to fine and gross motor sills, may be used to help diagnose learning disabilities. Neuropsychological evaluations and psychological evaluations for learning disabilities typically include soft signs assessments such as the ability to walk a straight line, the ability to tell left from right, and the ability to track objects horizontally and vertically.”

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

Cabbage Patch Kids

Do you remember the Cabbage Patch Kids? If not, and you feel compelled to recall them, here is a reading on the Cabbage Patch Kids along with its accompanying vocabulary-building and comprehension worksheet. They came and went pretty quickly in the 1980s, so you won’t be surprised to hear that this reading tells a story about the ebb and flow of popular trends and the business successes and failures–both in evidence here–they cause.

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.

Evelyn Waugh on Manners

“Manners are especially the need of the plain. The pretty can get away with anything.”

Evelyn Waugh

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Cultural Literacy: Metaphor

Here is a Cultural Literacy worksheet on metaphor. This is a half-page document with a reading of two sentences–one of them a complicated compound with multiple clauses, a colon, and semicolons (in other words, emergent readers and English language learners may need some support here) and three basic comprehension questions. In other words, an introduction to the concept of metaphor, but little else.

If you are teaching metaphor and seek more materials on this website, simply search “metaphor” from the home page. I just did, and was surprised how much material has stacked up here over the years.

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.

Uto-Azteca Languages

“Uto-Aztecan languages: Family of more than 30 American Indian languages spoken in pre-Columbian times from the Northern Great Basin to Central America. Geographically, Uto-Aztecan can be divided into a northern and a southern branch. The northern branch, spoken from Oregon and Idaho to southern California and Arizona, includes the languages of the Northern and Southern Paiutes, Utes, Northern and Eastern Shoshones, Comanches, and Hopi. The southern branch includes the languages of the O’odham (Pima and Papago) in Arizona, and of a number of Mexican Indian peoples including the Tarahumara of Chihuahua, the Yaqui of New Mexico and Arizona, and the Cora and Huichol of Nayarit and Jalisco; its southernmost extension includes Nahuatl.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Mayas

OK, last but not least for today and for National Native American Heritage Month 2022, here is a Cultural Literacy worksheet on the Mayas. This is a half-page worksheet with a reading of two longish compound sentences and four comprehension questions. Again, just the basics.

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.