Tag Archives: diction/grammar/style/usage

Common Errors in English Usage: Here’s/Here are

From Paul Brians’ fine book Common Errors in English Usage (which he, amazingly, gives away at no charge at the Washington State University website, among other places), here is a worksheet on the proper use of here’s (the contraction of here is) and here are. This is full-page worksheet with a short reading explaining how to use these words and phrases (the predicate noun, plural or singular, governs the verb number) 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.

The Weekly Text, 19 November 2021: A Reading and Comprehension Worksheet on the Interstate Highway System

The passage of President Biden’s signature legislation, the Build Back Better Bill, strikes me as a perfect occasion to post as this week’s Text this reading on interstate highways in the United States, along with its vocabulary-building and comprehension worksheet. I think it’s important to note that a Republican president, Dwight D. Eisenhower, advanced the legislation enabling the construction of a national highway system of the scope our our interstates. What I mean to say here is that once upon a time, Republicans didn’t march in lockstep with each other in holding the idea that government investments in public works is “socialism.”

We take these highways for granted now, but when they were built, they eased shipping and leisure travel to an extent I think we now find difficult to imagine. They also homogenized American commercial culture and, over time, reduced regionalism, which as anyone familiar with the phrase “The Old Weird America” will understand and probably regret. Can I buy you lunch at Perkins/Stuckeys/McDonald’s/Cracker Barrel/Burger King ad nauseam (in some cases literally)?

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.

Turgid (adj)

It’s not a high-frequency word in English, so I suspect that I wrote this context clues worksheet on the adjective turgid because it turned up as a Word of the Day at Merriam-Webster. The context clues themselves, which I stipulate aren’t as strong as they could be, are composed to yield the definition “excessively embellished in style or language,” “bombastic,” and “pompous.” This is one of those words whose definition brings back more words students may not know. I suppose what I mean to say here is that this document may be of limited utility without some judicious editing or even rewriting.

And that only if one thinks students need to know this word before graduating high school, which they probably do not.

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: Dia-

Here is a worksheet on the Greek word root dia-. It means through, apart, and cross. This is a productive root in English, yielding such high-frequency words as diameter, diagonal, dialogue, and diaspora; these are words that, respectively, will turn up in mathematics, English, and social studies classes, as well as many other places in students’ primary and secondary educational lives.

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: Cybernetics

Here is a Cultural Literacy worksheet on cybernetics. It appears that this noun remains in general use as a term of art in its own field of study–which strikes me as complex. But math and science, as I expect this blog shows, are not my strong suits. In any case, this is a half-page worksheet with a reading of two longish sentences and two comprehension questions.

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.

Umbrage (n)

Here is a context clues worksheet on the noun umbrage. I understand that this is not a word that is in high demand in most discourse. But what an interesting pedigree it carries. Before I bloviate on that, however, l’ll mention that the context clues in this document are keyed to the most commonly used definition of this in English, i.e. “a feeling of pique or resentment at some often fancied slight or insult.” I don’t know if I’ve ever heard it use without the transitive verb take, as in “Daffy Duck took umbrage when Elmer Fudd shot him in the face.”

Did you know that one of the meanings of this word, by Merriam-Webster’s reckoning, is “shady branches.” Umbrage originates from the Latin umbraticus, which means “pertaining to shade.” Unsurprisingly, the word penumbra also grows from the root of this Latin adjective. Penumbra, interestingly, is also a word used in jurisprudence, as when Supreme Court Justice William O. Douglas wrote the majority opinion in Griswold v. Connecticut.

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.

Common Errors in English Usage: Heavily (adv), Strongly (adv)

OK, finally this afternoon (and once again from Paul Brians’ magisterial usage manual, Common Errors in English Usage, which he very generously gives away in a variety of places), here is a worksheet on differentiating the adverbs heavily and strongly. This is a one-page worksheet with ten modified cloze exercises to supply students with structured practice in using these two words.

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: Couple for Two

“Couple for Two. For two things to be a couple they must be of one general kind, and their number unimportant to the statement made by them. It would be weak to say, ‘He gave me only one, although he took a couple for himself.’ Couple expresses indifference to the exact number, as does several. That is true, even in the phrase, a married couple, for the number is carried in the adjective and needs no emphasis.”

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

Treaty (n)

Here is a context clues worksheet on the noun treaty. Belaboring the necessity of this word for social studies instruction would be an insult to you, esteemed reader, so 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.

Word Root Exercise: Gress, Grad, Gradi, and Grade

Here is a worksheet on the Latin word roots gress, grad, gradi, and grade. They mean to step and to go. Unsurprisingly, they are at the base of such high-frequency words in English as egress, digress, graduate, and regress, and the many parts of speech in which these words end up –e.g. regressive, graduation, regressive and aggressive.

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.