Category Archives: Independent Practice

This is material either specifically designed for or appropriate to use for what is more commonly known as “homework.”

Common Errors in English Usage: Lion’s Share

From the pages of Paul Brians’ book Common Errors in English Usage (to which, amazingly, he continues to allow free access at his Washington State University webpage), here is a worksheet on the use of the noun phrase “lion’s share.”

This is a relatively spare document, with Professor Brians’ text on the use of this phrase, and plenty of white space for students to practice writing sentences that include it.

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.

Cultural Literacy: Pulitzer Prize

Here’s another item, a Cultural Literacy worksheet on the Pulitzer Prize, for which I anticipate exceptionally low interest. This is half-page worksheet with a reading of two sentences and three comprehension questions. If you are teaching anything do to with journalism, this might be of some use to you and your students.

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 Weekly Text, 10 April 2026: The Writing Revolution Learning Supports IV; Punctuation Learning Supports

Alright, let’s move along with another Weekly Text dealing with materials aligned with Judith C. Hochman and Natalie Wexler’s The Writing Revolution (San Francisco: Jossey-Bass, 2017).

Even though there are only two items in this post, I nonetheless include this table of contents in case you are assembling your own table of contents from this series of posts. And without further ado, here are two learning supports.

IV-A*Using Colons and Semicolons Versions 1, 2, and 3 (i.e. three supports in one document)

IV-B*Using Parentheses Versions 1 and 2 (i.e. two supports in one document)

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.

Common English Verbs Followed by an Object and an Infinitive: Would Like

This is finally the last of these, so without further ado, here is a worksheet on the verb phrase would like when followed by an object and an infinitive.

The cat would like you to feed it.

We would like the server to bring us our check.

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.

Cultural Literacy: Role Model

As I have always thought role modeling is an important element of any teaching practice, I think this Cultural Literacy worksheet on the concept of a role model is a bit overdue. This is a half-page worksheet with a reading of four straightforward sentences and three comprehension questions.

This document might be modified into a full-page worksheet with some critical questions about who might best be characterized as role model. In terms of design, the worksheet looks a bit crowded to me. It is, like just about everything on Mark’s Text Terminal, formatted in Microsoft Word for ease of adaptation, editing, or whatever else you might want to do with it for benefit of your students.

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 Weekly Text, 3 April 2026: The Writing Revolution Learning Supports III; Transition Words and Phrases Learning Support

This week’s Text is a simple one, to wit this learning support on transition words and phrases. This is, as the header for this post indicates, part of a series of posts on material related to Judith C. Hochman and Natalie Wexler’s The Writing Revolution (San Francisco: Jossey-Bass, 2017) and the methods of writing instruction therein.

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.

Adrienne Rich

“Adrienne (Cecile) Rich: (1929-2012) U.S. poet, scholar, and critic. Born in Baltimore, she was a student at Radcliffe College when her poems were chosen for publication in the Yale Younger Poets series; the resulting volume, A Change of World (1951), reflected her formal mastery. Her subsequent work traces a transformation from well-crafted but imitative poetry to a highly personal and powerful style. Her increasing commitment to the women’s movement and a lesbian/feminist aesthetic came to politicize much of her work. Among her collections are Diving into the Wreck (1973, National Book Award) and The Dream of a Common Language (1978). Her nonfiction Of Woman Born (1976, National Book Award) was widely read.”

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

Cultural Literacy: Doris Lessing

She’s not exactly primary or secondary school material, but here, nonetheless, is a Cultural Literacy worksheet on Doris Lessing. This is a half-page document with a reading of two longish, but not insurmountable, sentences and two comprehension questions. Anyone at the level at which I teach with an interest in Doris Lessing shouldn’t have any problem with this document.

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.

Bella Abzug

“Bella Abzug originally Bella Savitsky: (1920-1998) U.S. lawyer and politician. Born in New York City, she studied law at Columbia University and subsequently took on numerous union, civil-liberties, and civil-right cases, representing several people charged by Senator Joseph McCarthy. She founded and chaired (1961-70) the antiwar Women Strike for Peace and later the National Women’s Political Caucus. In the House of Representatives (1971-77), she was known for her flamboyant style and outspoken support for the Equal Rights Amendment, abortion rights, and child-care legislation and opposition to the Vietnam War.”

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

The Weekly Text, 27 March 2026, Women’s History Month Week IV: A Reading and Comprehension Worksheet on Agrippina

For the final Friday of Women’s History Month 2026, here is a reading on Agrippina with its accompanying vocabulary-building and comprehension worksheet. She probably doesn’t figure in curricula anywhere, but I can imagine that she must–because she was a real piece of work–be of interest to students of certain intellectual proclivities.

Because she did murder her husband, the Emperor Claudius.

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.