Tag Archives: diction/grammar/style/usage

Rue (vi/vt)

Here is a context clues worksheet on the verb rue, which is used both intransitively and transitively. This today’s Word of the Day from Merriam-Webster; I couldn’t let it go by for the simple reason that it is a word in common use in English. I think henceforth that will be the criteria for qualifying for treatment in a context clues worksheet: if I’ve read the word, used it myself, or heard another person use it within recent memory, then it is probably a word students should know.

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: Bond

bond: Binding agreement, used as a means of compulsion as well as security; for example, to enforce a commercial contract or to ensure good behavior. Bonds generally have two sections: the bond proper and the condition which, if ignored, cause a sum of money, specified in the bond proper, to be paid as forfeit.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

Cultural Literacy: Reprisals

A few weeks ago I rummaged through my Cultural Literacy folder and pulled up a bunch of worksheets that I thought might be useful for some basic civics education in the run-up the the United States presidential election next week. This Cultural Literacy worksheet on reprisals is the last of them. I think this is an important word, particularly as a  concept in political science and sociology, is important for students to understand.

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: Banquet

“Banquet. A good enough word in its place, but its place is the dictionary. Say, dinner.”

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

Common Errors in English Usage: Seasonable (adj), Seasonal (adj), Unseasonable (adj), Unseasonal (adj)

I just returned from a CVS store, where the “seasonal” aisle, already freighted with Christmas merchandise, kind got me down. I assure you that my post of this English usage worksheet on the adjectives seasonable, seasonal, unseasonable, and unseasonal is purely coincidental.

That said, these are solid, commonly used words that students probably ought to be able to use. If nothing else, though, this document meets the Common Core standard on teaching English usage.

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: Transition

“Transition: A word or group of words that aids coherence by showing the connections between ideas. William Carlos Williams was influenced by the poetry or Walt Whitman. Moreover, Williams’s emphasis on the present and the and the immediacy of the ordinary represented a rejection of the poetic stance of his contemporary T.S. Eliot. In addition, Williams’s poetry….”

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

Dexterous (adj)

It’s Merriam-Webster’s Word of the Day, but I almost let it pass. However, I decided, in the final analysis, to work up this context clues worksheet on the adjective dexterous. This word has three meanings, but I wrote context for the meaning “skillful and competent with the hands.”

However, because this is a Microsoft Word document (as are virtually every document on this website), you may edit it for your use and the needs of your students.

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.

Art for Art’s Sake

“Art for Art’s Sake: English equivalent of the French l’art pour l’art, which is embodied in The Poetic Principle by Edgar Allan Poe:

There neither exists nor can exist any work more thoroughly dignified…than the poem which is a poem and nothing more—the poem written solely for the poem’s sake.

 The doctrine which this represents, that the aim of art should be creation and the perfection of technical expression rather than the service of a moral, political, or didactic end, has been evolving ever since the romantic period. It was adumbrated by Coleridge and given early expression by Poe in the above treatise, flowered among the French symbolist poets and their English associate Walter Pater, and reached its culmination in the aesthetic theory of I.A. Richards. It was the dominant theory of art and especially of poetry until the 1930s, when the proletarian and Marxist movements in literature threatened for a time to revive the 18th-century didactic theories. After the beginning of World War II in 1939, the latter movements began to lose much of their influence.”

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

Central Park in New York City

OK, for my erstwhile and possibly future colleagues in New York City, or anyone with students interested in plants, gardening, landscape architecture, the history of leisure time, the concept of public goods or the philosophy of the commons–or any of the numerous areas of inquiry it might stimulate, here is a reading on Central Park and its attendant vocabulary-building and comprehension worksheet.

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.

Cultural Literacy: Profit Motive

Although I’ve posted it elsewhere on this blog–along with context clues worksheet on the nouns motive and motivation–here is a Cultural Literacy worksheet on the profit motive. About five weeks ago I sorted through my library of Cultural Literacy worksheets and selected a group I thought it appropriate to post before the election. This is the penultimate document; I’ll post the final worksheet in the next couple of days.

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.