Tag Archives: building vocabulary/conceptual knowledge

A Learning Support on Using That and Which

Here is a learning support on using that and which in declarative sentences from Paul Brians’ book, Common Errors in English Usage, which he has helpfully and generously published on the Washington State University website.

I confess that I don’t find this short passage particularly helpful in using these two words, bound up as they are with restrictive and nonrestrictive clauses in sentences (a lesson on which is forthcoming on this blog). That said, this document, like several others of its type, contains only a couple of short paragraphs. So, as a Microsoft Word document with a lot of open space, it is yours to do with as you wish or need.

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.

Doctrine (n), Doctrinal (adj), Doctrinaire (adj)

Here, in as short an order as possible are three context clues worksheets on the noun doctrine, the adjective doctrinal, and the adjective doctrinaire. Why three? Honestly, I don’t remember. I can say with confidence that I wrote these in response to the regular use, particularly in social studies texts, of the noun doctrine. As you probably know, it’s difficult to talk about the Roman Catholic Church, for example, and its role in European politics and statecraft, without encountering one or all three of these words. In any case, doctrine means, variously: “something that is taught  b : a principle or position or the body of principles in a branch of knowledge or system of belief : DOGMA  c : a principle of law established through past decisions  d : a statement of fundamental government policy esp. in international relations  e : a military principle or set of strategies”

You probably already know that in order to teach or otherwise inculcate doctrine, you indoctrinate someone.

It’s also worth mentioning that while I have written the worksheet on doctrinaire for its use as an adjective, the word also can be used as a noun, in which case it means “one who attempts to put into effect an abstract doctrine or theory with little or no regard for practical difficulties.” I don’t know if I’ve ever seen it used that way, but if the lexicographers at Merriam-Webster say it is, then I believe them. As far as doctrinal goes, as an adjective, it means “of, relating to, or preoccupied with doctrine.”

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.

Write It Right: Business for Right

“Business for Right. ‘He has no business to go there.’”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Word Root Exercise: Man, Mani, Manu

Last but not least today, here is a worksheet on the Latin roots man, mani, and manu. This is an extremely productive set of roots in the English language. Have you sat for a manicure lately? Then you already know these roots mean hand.

You’ll also find these three roots at the root of commonly used words in English like manuscript, manipulate, manual (think manual labor–work done with one’s hands), and manufacture. All of these are words students will need to know before they graduate high school.

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.

St. Lawrence Seaway

Hot off the press, here is a reading on St. Lawrence Seaway along with its accompanying vocabulary-building and comprehension worksheet. This is a good short, general history of the seaway.

That said, comparisons with the Erie Canal come up in the text. This might be a good set of documents to serve as a comparative study of these two trade routes. In my experience, many high-stakes tests in high school are about technological advances and their effect on society, culture, and, in this case, trade.

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.

Confederate (n), Confederation (n)

Here are a pair of context clues worksheets, one on the noun confederate, and the other on the noun confederation. These are obviously key words for any instruction on the Civil War in the United States between 1861 and 1865.

It’s well worth mentioning that confederate also has use in English as an adjective and a verb. These words carry a strong Latin pedigree, the verb confoederatus“to unite by league.” This word isn’t commonly used in English, or at least American English, perhaps because it carries the taint of the rebellion in the United States to protect the Southern planters’ prerogative to commodify human beings and hold them in servitude.

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.

Contraband (n)

Here is a context clues worksheet on the noun contraband. You probably know that this solid word of Latin origin means, both as a noun and an adjective (it doesn’t morph as an adjective, but stays in its noun form, contraband), “illegal or prohibited traffic in goods : SMUGGLING” and “goods or merchandise whose importation, exportation, or possession is forbidden; also : smuggled goods.”

What you may not know, and what may surprise you, is that even in the latest edition of Merriam-Webster’s Collegiate Dictionary (the lexicon of choice at Mark’s Text Terminal), contraband continues to carry the meaning “a slave who during the American Civil War escaped to or was brought within the Union lines.” In other words, this definition provides a lucid (and, arguably, lurid) glance into the mentality that reduced human beings with darker skin, but with human consciousness and agency nonetheless, to commodities. As such, this otherwise modest definition opens the door for a critical look at slavery and white supremacy in the United States.

What is an essential question here? Well, I might start with “How and why did people become ‘goods’ in the American mind?” But there are all kinds of those questions in this definition.

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.

Write It Right: Continually and Continuously

“Continually and Continuously. It seems that these words should have the same meaning, but in their use by good writers there is a difference. What is done continually is not done all the time. But continuous action is without interruption. A loquacious fellow, who nevertheless finds time to eat and sleep, is continually talking; but a great river flows continuously.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

A Learning Support on Parallelism in a Series

From Paul Brians’ book Common Errors in English Usage (which, if you click on that hyperlink, you will find conveniently posted in its entirety on the Washington State University website), here is a learning support on parallelism in a series. This is a short paragraph on constructing parallelisms; most of the page is a blank field for your use. This is, like the bulk of the material you’ll find on this website, a Microsoft Word document. You may adapt it to the needs of your students. This document could easily be developed into a worksheet for practice in construction parallelism. In fact, it may well show up later on this blog as such a document.

Incidentally, when I began teaching in 2003 at a school in the South Bronx, a number of my colleagues were struggling to pass one of the gatekeeping exams for educator certification in New York State. When I began talking with several of them about this challenge, it turned out that one thing–and one thing only, interestingly–prevented them from passing the test: using parallelisms and parallel construction in English prose. All of these teachers were non-native speakers of English, and I understand now, as I didn’t then, that parallelism and parallel construction in English are tricky compositional maneuvers. I tagged this post and containing professional development material in the event teachers themselves need this document.

Anyway, I hope this document helps students and teachers everywhere in developing their own understanding of  parallelism in English prose.

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.

Term of Art: Determiner

“Determiner: A part of speech or word class that determines or limits a noun phrase, showing whether a phrase is definite (the, this, my), indefinite (a, some, much), or limiting it in some other way, such as through negation (no in no hope). Determiners include the articles and words traditionally classified as kinds of adjective or pronoun. They precede adjectives: many clever people, not clever many people; my poor friend, not poor my friend. Most words that function as determiners can be used alone as pronouns (this in Look at this picture and Look at this) or have related pronouns (every/everyone/everything, my/mine, no/none). Some grammarians regard as determiners such phrases as plenty of… in We have plenty of money.

Determiners can be subdivided into three groups according to their position in the noun phrase: (1) Central determiners. These may be articles (a, the in a storm, the weather, demonstratives (this, those in this day, those clouds), possessives (my, your in my hat, your umbrella), some quantifiers (each, every, no, any, some in each moment, every day, no excuse, any help, some clouds). Such determiners are mutually exclusive and contrast with adjectives, with which however they can co-occur: the best weather, any possible help, no reliable news. (2) Post-determiners. These are used after central determiners and including numbers (two, first in those two problems, my first job) and some quantifiers (many, several in your many kindnesses, his several attempts). (3) Pre-determiners. These are used before central determiners, mainly referring to quantity. They include: all, both, half (all this time, both your houses, half a loaf), double, twice and other multiplier expressions (double the money, twice the man he was, once each day, six times a year), fractions (a quarter of the price), and such and what in exclamations (Such a waste of money, What a good time we had!)

They can also be divided according to the countability of the nouns the co-occur with: (1) With singular countable nouns only: a/an, each, every, either, neither. (2) With singular countable and uncountable nouns: this, that. (3) With uncountable nouns only: much and little/a little, and usually less, least. (4) With uncountable and with plural countable nouns: all, enough, more, most, a lot, lots of, and the primary meaning of some, any. (5) With countable plurals only: a few, few, fewer, fewest, both, many, several, these, those, and numbers. (6) with most common nouns: the, no, the possessives my, your, etc., and some wh- words (whose roll/rolls/bread, by which date, whatever food you eat).”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005