Category Archives: Reference

These are materials for teachers and parents, and you’ll find, in this category, teachers copies and answer keys for worksheets, quotes related to domain-specific knowledge in English Language Arts and social studies, and quotes on issues of professional concern. See the Taxonomies page for more about this category.

Book of Answers: Ralph Ellison

What is novelist Ralph Ellison’s middle name? Waldo

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Claude Brown on Escaping the Promised Land

“For where does one run to when he’s already in the promised land?”

Manchild in the Promised Land Foreword (1965)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Manchild in the Promised Land by Claude Brown

“Manchild in the Promised Land: (1965) An autobiographical novel by Claude Brown. Set in Harlem in the 1940s and 1950s, the novel is a coming-of-age story in which Sonny, the author, escapes the ghetto and the drugs, prostitution, and violence that plague it. Having sought refuge in higher education, the author conveys a sense of warmth toward the Harlem ghetto while simultaneously contributing to the spirited social criticism of the time.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Leroy Robert “Satchel” Paige on Dietary Prudence

“Avoid fried meats which angry up the blood.”

Leroy Robert “Satchel” Paige

“How to Keep Young,” Colliers, 13 June 1953

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Arna Bontemps

“Arna [Wendell] Bontemps: (1902-1973) American writer, librarian, and teacher. Born in Alexandria, Louisiana, Bontemps moved to California at the age of three. After graduating from Pacific Union college in 1923, he moved to Harlem, where he emerged as an award-winning poet during the Harlem Renaissance. His best-known works, however, are his novels, particularly Black Thunder (1936), and historical novel about the abortive slave rebellion led by Gabriel Prosser in the Virginia of 1800. Bontemps’s most enduring legacy was his work as a librarian and historian of African-American culture. During his twenty-two year career as Librarian at Fisk University, he created one of the principal archival sources for study in the field. Among Bontemps’s thirty works are two additional novels, God Sends Sunday (1931) and Drums at Dusk (1939); a major anthology of folklore coedited with Langston Hughes, The Book of Negro Folklore (1958). A collection of memoirs, The Harlem Renaissance Remembered: Essays (1972); and several histories and fictional accounts of black life written for a juvenile audience. He collaborated with Countee Cullen to transform God Sends Sunday into a successful Broadway musical, St. Louis Woman (1945).”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Book of Answers: Countee Cullen

Was Countee Cullen male or female? The poet of the Harlem Renaissance was male.

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Harlem Renaissance

“Harlem Renaissance: With the largest concentration of African-American, West Indian, and African populations in the U.S., Harlem had become the ‘Negro Capital’ (as it was then called) of America by the early 20th century. After World War I, the flourishing intellectual, artistic, musical and political scene focused on historical recollection and redefinition of the African-American experience. Among the best-known artists are Aaron Douglas, William Johnson, and Jacob Lawrence.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Make the Paragraph the Unit of Composition.

[If you want this quote as a learning support in Microsoft Word it is under that hyperlink.]

“Make the paragraph the unit of composition.

The paragraph is convenient unit; it serves all forms of literary work. As long as it holds together, a paragraph may be of any length—a single, short sentence or a passage of great duration. If the subject on which you are writing is of slight extent, or if you intend to treat it briefly, there may be no need to divide it into topics. Thus, a brief description, a brief book review, a brief account of a single incident, a narrative merely outlining an action, the setting forth of a single idea—any one of these is best written in a single paragraph. After the paragraph has been written, examine it to see whether the division will improve it.

Ordinarily, however, a subject requires division into topics, each of which should be dealt with in a paragraph. The object of treating each topic in a paragraph by itself is, of course, to aid the reader. The beginning of each paragraph is a signal that a new step in the development of the subject has been reached.

As a rule, single sentences should not be written or printed as paragraphs. An exception may be made of made of sentences of transition, indicating the relation between the parts of an exposition or argument.

In dialogue, each speech, even if only a single word, is usually a paragraph by itself; that is, a new paragraph begins with each change of speaker. The application of this rule when dialogue and narrative are combined is best learned from examples in well-edited works of fiction. Sometimes a writer, seeking to create and effect of rapid talk or for some other reason, will elect not to set off each speech in a separate paragraph and instead will run speeches together. The common practice, however, and the one that serves best in most instances, is to give each speech a paragraph of its own.

As a rule, begin each paragraph either with a sentence that suggests the topic or with a sentence that helps the transition. If a paragraph forms part of larger composition, it relation to what precedes, or its function as a part of the whole, may need to be expressed. This can sometimes be done by a mere word or phrase (again, therefore, for the same reason) in the first sentence. Sometimes, however, it is expedient to get into the topic slowly, by way of a sentence or two of introduction or transition.

In narration and description, the paragraph sometimes begins with a concise, comprehensive statement serving to hold together the details that follow.

The breeze served us admirably.

He campaign opened with a series of reverses.

The next ten or twelve pages were filled with a curious set of entries.

But when this device, or any device, is too often used, it becomes a mannerism. More commonly, the opening sentence simply indicates by its subject the direction the paragraph is to take.

At length I thought I might return toward the stockade.

He picked up the heavy lamp from the table and began to explore.

Another flight of steps, and they emerged on the roof.

In animated narrative, the paragraphs are likely to be short and without any semblance of a topic sentence, the writer rushing headlong, even following event in rapid succession. The break between such paragraphs merely serves the purpose of a rhetorical pause, throwing into prominence some detail of the action.

In general, remember that paragraphing calls for a good eye as well as a logical mind. Enormous blocks of print look formidable to readers, who are often reluctant to tackle them. Therefore, breaking long paragraphs in two, even if it is not necessary to do so for sense, meaning, or logical development, is often a visual help. But remember, too, that firing off many short paragraphs in quick succession can be distracting. Paragraph breaks used only for show read like the writing of commerce or of display advertising. Moderation and a sense of order should be the main considerations in paragraphing.”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

A Lesson Plan on Linking Verbs

A few days ago, I posted the first lesson in a series of two on linking verbs. If you search the term “linking verbs.” Because of the way these kinds of words are used in the English language, as well as their commonality in everyday and academic speech and prose, I thought it necessary to make sure students master their use.

So, here is the second lesson plan on linking verbs. I open this lesson with this Cultural Literacy worksheet on the idiom “Burn the Midnight Oil.” Should the lesson go into a second day, here is a worksheet on the homophones you’re and your. This scaffolded worksheet is the mainstay of this lesson; the teacher’s copy will help you teach the lesson. Finally, here is a word bank that functions as a learning support to help students understand usage and syntax in writing sentences with linking verbs.

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.

Humanism

“Humanism: The belief, Renaissance in origin but inspired by classical civilization, that man is potentially the master of all things, and that by study and scientific inquiry such mastery is within his grasp. In art, humanism caused a gradual secularization of themes.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.