Category Archives: Worksheets

Classroom documents for student use. Most are structured and scaffolded, and most are pitched at a fundamental level in terms of the questions they ask and the work and understandings they require of students.

Word Root Exercise: Voc, Vok

Here is a worksheet on the Latin word roots voc and vok. They mean, as you might see or hear, “to call,” “voice.” This is a very productive root in English which you’ll find these roots at the base of words like vocal, advocate, invoke, and, of course, vocabulary. In other words, some high-frequency and relatively high-frequency words in English.

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.

Defraud (vt)

Here is a context clues worksheet on the transitive verb defraud. It’s used only transitively, so don’t forget your direct object: you must defraud someone or something, a customer, a mortgage holder, a credit card company, or a bank.

And if your want context clues worksheets on the noun fraud and the adjective fraudulent to accompany this one, you’ll find those 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.

The Weekly Text, 9 July 2021: The Panics of 1837 and 1873

This week’s Text is two sets of two documents, the first a reading on the Panic of 1837 and its accompanying vocabulary-building and comprehension worksheet; the second, a reading on the Panic of 1873  along with its attendant vocabulary-building and comprehension worksheet. Nota bene, please, that in the context of these materials, the word panic refers to “a sudden widespread fright concerning financial affairs that results in a depression of values caused by extreme measures for protection of property (as securities).” More recently, we American English speakers have replaced panic with crisis, as in the Financial crisis of 2007-2008.

I’ve always been fascinated by the obvious symmetry of these dates. Somewhere along the way in my undergraduate years, I wrote a paper that dealt with the Panic of 1896 in the context of something else–possibly the Spanish-American War. Then again, it might have had something to do with a paper on the Panic of 1893; although that said, I wrote a paper about the Supreme Court Justice Joseph Bradley that may well have included an excursus on the Panic of 1884. Somewhere along the way, I also got onto the Panic of 1857, which was a prelude to but not necessarily a precipitant of the American Civil War. One thing I can say with confidence: I only became familiar with the Panic of 1819 in researching the background of this blog post.

As you can see, the nineteenth century, like the twentieth, was an age of instability in financial markets. Am I imagining things, or is there a unit in all of this on the function and dysfunction of markets? All of these panics were the consequence of volatile commodities prices, especially precious metals, or excessive and overly leveraged speculation. The question is, can we ever learn from this? I’m no economist, but when I look at economic history, I see the same things happening over and over again with no one learning anything from them.

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.

A Learning Support on the Use of Parentheses

Here is a learning support on the use of parentheses. I’ve published quite a few of these recently; they have all been excerpted from Paul Brians’ book Common Errors in English Usage, which he has posted at the Washington State University website.

This document is really only a paragraph of text, so there is a big blank field on the page. In other words, plenty of room to write some exercises for students to practice using parentheses correctly. Because it is a Microsoft Word document, you have plenty of ways to convert it to your favorite word processor and adapt it for the needs of your classroom.

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: Carnegie Hall

Here is a Cultural Literacy worksheet on Carnegie Hall–useful to my erstwhile New York City colleagues if nobody else.

You probably know the old joke: a tourist in Midtown Manhattan approaches a man who is obviously a seasoned New Yorker and asks “How do I get to Carnegie Hall.” “Practice, Practice, Practice,” the New Yorker replies. Seriously, though, if you’re in the city and planning to attend an event at Carnegie Hall, it is at the corner of 57th Street and 7th Avenue. Take the N, Q, R, or W trains (they’re the yellow ones) to the 57th Street and 7th Avenue station, go upstairs, and enter this grand venue.

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.

Louche (adj)

Last but not least today, here is a context clues worksheet on the adjective louche. You no doubt see and hear that this word–which means “not reputable or decent”–is a loan word from French. This is known as Franglais; because of English’s debt to French, there are a lot of French words in the English language.

In any case, louche is obviously not a word students will use often, and perhaps they don’t need to know it. But if you are, say, the advisor for your high school’s newspaper? If I were in your position I would want budding journalists to know this word. It is well applied to people to fancy themselves as important, then, well, disappoint when their louche conduct is exposed. I’m talking about people like Harvey Weinstein or Cardinal Bernard Francis Law.

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.

Perspiration

Here is a reading on perspiration along with its accompanying vocabulary-building and comprehension worksheet. If you live anywhere in the Northern Hemisphere as of the publication date of this post, you understand why it is timely.

Other than that, there is not much to be said about these documents other than you can modify them, as you can modify almost anything else on this blog, to your needs because they are formatted in Microsoft Word.

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 Errors in English Usage: Empathy and Sympathy

Here is a worksheet on distinguishing empathy from sympathy when using these words in English prose. This is a full-page worksheet with ten modified cloze exercises. But if you want to do something else with this document, it is, like almost everything else on this blog, formatted in Microsoft Word for ease of adaptation to your classroom’s needs. The reading is short, but gives a clear sense of the use of these abstract nouns, including a caveat against confusing emphasize with empathize.

Also, in keep with the policy at Mark’s Text Terminal of giving credit where it is due, let me just mention that the text for this worksheet is drawn from Paul Brians’ excellent book Common Errors in English Usage, which is available at the Washington State University website.

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.

Word Root Exercise: Bio

Here is a worksheet on the Greek word root bio. It means, simply, life.

There is no need to belabor the productivity of this root–it forms the basis of a lot of basic words in English: biography, biology, and biodegradable, to name just three.

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.

Mediate (vi/vt)

OK, folks, I’m taking the the rest of the day off from computing in all forms. But before I do, here is a context clues worksheet on the verb mediate. It is used both intransitively and transitively. You surely see the noun media inside this verb. Moreover, you may see the Latin word root medi, meaning middle.

So, unsurprisingly, in its transitive form, this verb means “to bring accord out of by action as an intermediary,” “to effect by action as an intermediary,” “and to act as intermediary agent in bringing, effecting, or communicating,” and “to transmit as intermediate mechanism or agency .” In the third and fourth definitions, teachers will see the work they do: to mediate between instructional content and students to create a situation where the most deep, broad, and therefore effective learning occurs.

Intransitively, mediate means “to interpose between parties in order to reconcile them.” In other words, mediate here describes what goes on, say, in a divorce mediation, or in a negotiation for a labor contract.

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.