Here, once again informed by Paul Brians’ book Common Errors in English Usage, is a worksheet on knowing when to capitalize the noun god and when not to. This is a full-page worksheet with a short, informative reading and ten modified cloze exercises.
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.
Here is a reading on anarchism along with its accompanying vocabulary-building and comprehension worksheet.
This is a relatively short reading, but nonetheless a good general introduction to anarchist philosophy. It also effectively introduces some key figures in the history of anarchism, and allows that this was a political movement that often used violence as a means to achieve its ends. Because many of the teenagers I have served over the years have been what I guess I would call “natural anarchists,” certain students in my classes have taken a relatively high interest in this material.
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.
Now seems like a good time to post this Cultural Literacy worksheet on the green revolution. This is a half-page worksheet with a reading of two longish sentences and three comprehension questions.
For the record, this document deals with the increase in the 1960s and 1970s in the production of cereals like wheat and rice due to advances in the productivity in seeds and innovations in agricultural technology, and not any kind of political revolution.
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.
Here is a worksheet on the Greek word roots centr-o and centri. They mean, fairly obviously, center. Also obvious from the beginning is that this is a very productive root in English, showing up at the base of a number of high-frequency words in both the vernacular and scholarly language.
To name just three that show up in the high school curriculum, we have (on this worksheet) ethnocentric, eccentric, and anthropocentric.
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.
Once again, from Paul Brians’ book Common Errors in English Usage (to which he allows access at no charge at the Washington State University website), here is a worksheet on using and differentiating the nouns goal and objective. This is a full-page worksheet with a reading of two brief paragraphs and ten modified cloze exercises.
And, once again, Professor Brians supplies a clear and concise exposition of the use of these words–and makes room for a broader discussion about English usage and clear communication.
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.
Not that demand for it is likely to be great, but here, nonetheless, is a reading on Friedrich Nietzsche along with its attendant vocabulary-building and comprehension worksheet.
I wrote this material for a student I worked with at the very beginning of my teaching career. After he used it, I don’t believe I ever printed another copy of it. I have some history with Nietzsche, so I can tell you that this is a workmanlike, mostly superficial account of his philosophy. But how, really, to deal with a thinker of Nietzsche’s range, depth, and insight in one page? Impossible, I say.
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.
Here is a worksheet on the Latin word roots extra and extro. They mean outside and beyond. This two roots are at the base of a lot of high-frequency words in English, including two adjectives commonly used in your own school–extracurricular and extramural.
Or how about the strong expository verb extrapolate? Surely something we want students to be able to do. Then of course there is always the old standby, extraordinary, literally “beyond ordinary.” Enough said.
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.
Here is a Cultural Literacy worksheet on The Great Gatsby. This is a half-page worksheet with a two-sentence reading and three comprehension questions. In other words, the sparest of introduction what many people regard as the Great American Novel.
If you’re looking for something a bit longer on Gatsby, you’ll find it here. Likewise, if you need a reading on F. Scott Fitzgerald himself, you’ll find one here.
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.
Here is a reading on Erasmus along with its accompanying vocabulary-building and comprehension worksheet.
I don’t know if anyone teaches Erasmus of Rotterdam, as he was and is known, at the secondary level. He is by any measure an exemplary Northern Renaissance humanist. Now that I have this set of documents, I might add it to my list of biographical research assignments for global studies–provided that I ever use those materials again. Whatever the case in your classroom, this document is–as is virtually everything on Mark’s Text Terminal–formatted in Microsoft Word. In other words, these are open-source documents for you to do with what you will.
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.
Here is a worksheet on differentiating the use of genius and brilliant. This document, like all documents under the title above, are informed by Paul Brian’s book Common Errors in English Usage, to which he allows full access at no charge at the Washington State University website.
The simple usage point of this worksheet consists in this: genius is a noun, and brilliant is an adjective. In other words, you can say “He is a genius” (using genius as a predicate noun), but you cannot say “He does genius work,” because genius is not an adjective and cannot modify the noun work. You can also say something like “I think Sergei Eisenstein’s Battleship Potemkin is a work of genius.”
You can, however, say both “He is brilliant” (using brilliant as a predicate adjective), and you can say “He does brilliant work,” (using brilliant as an attributive adjective). You cannot say “He is a brilliant.” It doesn’t sound right in any case, though, does it? Brilliant, as above, is an adjective and should be used as one.
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.
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