Here is a learning support on using a comma to separate clauses. This is the fourth of a total of fifteen learning supports on using the comma forthcoming on Mark’s Text Terminal. (You can find an excursus on this choice of publishing practice 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.
Where are Emerson, Thoreau and Hawthorne buried? In Sleepy Hollow Cemetery, Massachusetts.
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
“Banality (noun): An insipidly dull or obvious remark; dreary commonplace. Adj. banal; adv, banally.
‘At moments, in the bar afterwards, I let the rank maleness of my fellows blow through me, and try to think their wrinkled whiskery jowls, their acrid aromas, their urgent and bad-breathed banalities, into some kind of Stendhalian crystallization.’ John Updike, A Month of Sundays”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Here is a learning support on the use of a comma after an introductory word or phrase. This is the third of fifteen learning supports on using the comma forthcoming on this blog. (You can find an excursus on this choice of publishing practice 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.
“A good school is the price of peace in the community.”
Ursula Franklin in Her Opening Address at the Canadian Educational Association National Convention (1997)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“visual discrimination: The ability to distinguish between visual objects, usually those with a similar appearance, such as between the letters ‘p’ and ‘q.’ Good visual discrimination skills are essential to early reading.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“Anachronism: [Stress: “a-NA-kronizm’] In rhetoric, the appearance of a person or thing in the wrong epoch, such as the clock in Shakespeare’s Julius Caesar. Linguistic anachronisms are generally a matter of awareness, context, and expectation: for example, the archaism wight (person, man) may be appropriate at a seminar on the Elizabethan poet Spenser, but is incongruous and probably unintelligible elsewhere. Similarly, a character in a period novel who says OK long before the phrase was current rings false for anyone who knows (or senses) that its time is out of joint.”
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
Here is a learning support on using commas in a series. This is the second of fifteen posts of learning supports on using commas. (You can find an excursus on this choice of publishing practice 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.
“Academie Francaise: The French academy. Originating in secret meetings of literary men in Paris around the year 1630, the Academy was established by order of the king, at Cardinal Richelieu’s urging, in 1635. Made up of forty members, supposedly the most distinguished living men of French letters, the Academy took as its purpose the protection and perfection of the French language and began compiling an authoritative dictionary in 1639; the task has not yet been completed. The Academy also undertook the composition of definitive treatises on grammar, poetry, and rhetoric. Ordered by Richelieu to censure Corneille’s Le Cid, the Academy early adopted a policy of advocating old rules and traditions at the expense of innovation and change. In the late 18th century, the Philosophes gained a majority in the Academy and briefly influenced it with their views. Inactive during the Revolution, the Academy was reestablished in 1803 by Napoleon as part of the Institut de France and two years later took up headquarters in the Palais Mazarin, which it still occupies. Inevitably, the Academy is a conservative body, reflecting the tastes of its membership—those, by definition, of age and secure reputation, including many of the most significant names in past and present French literature, criticism, and philosophy, the membership nonetheless reveals several surprising omissions, most regrettably that of Moliere. In this century, the Academy may be said to have fairly represented the cultural life of France and, in general, to have exercised a beneficent effect upon the preservation of the language. In 1981 Marguerite Yourcenar became the first woman to be elected to the Academy.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
“Anagram: A word or phrase made by rearranging the letters of another word or phrase: mad policy from diplomacy. Anagrams are used mainly in games and puzzles, especially crosswords, where a clue like ‘a confused tailor in Venice’ leads to Rialto, an anagram of tailor.”
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
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