Tag Archives: diction/grammar/style/usage

Bill of Rights

OK, here is a reading on the Bill of Rights and its attendant vocabulary-building and comprehension worksheet. The Bill of Rights is, of course, the name we citizens of the United States give to the aggregated first ten amendments to our Constitution. They are, both hermeneutically and politically, some of the most hotly contested language in our founding documents.

Therefore, conceptually, there is a lot to unpack here if you want to dilate on this material: continuity and change, citizens and the law, historical perspective (particularly the Third Amendment, on quartering troops), the spirit and letter of the law, the Supreme Court’s function in our republic–you get the picture.

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 Lesson Plan on Watson, Crick, and DNA

OK, folks, here is the last post for today, a lesson plan on Watson, Crick, and DNA. The work of this lesson is simply this short reading and its accompanying vocabulary-building and comprehension worksheet. I wrote this lesson last fall for the Personal Development class the school in which I served required its students to take. I wanted the material, and its presentation, to arouse the big essential question, “Is biology destiny?”

However, if you’re more interested in teaching this material as a science lesson, here is a slightly longer version of the reading and worksheet. If you want to amplify this lesson, especially for girls interested in science, the reading does mention Rosalind Franklin, whose story is a cautionary tale by any standard I recognize.

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.

Eminent (adj), Imminent (adj), and Immanent (adj)

Ok, folks, here is a set of five worksheets on the homophones eminent, imminent, and immanent. They’re all adjectives; the first two are in quite common use in English. The third, immanent, I’ve really only encountered as a term of art in philosophy and theology. Perhaps it’s not a word high schoolers need to know, but it certainly won’t harm them–other than possibly to arouse an interest in being a philosophy or theology major.

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.

The Number of the Subject Determines the Number of the Verb

[If you want this as a learning support in Microsoft Word, it’s under that hyperlink.]

The number of the subject determines the number of the verb.

 Words that intervene between subject and verb do not affect the number of the verb. (Addendum: The second sentence is the correct one.)

The bittersweet flavor of youth—its trials, its joys, its adventures, its challenges—are not soon forgotten.

The  bittersweet flavor of youth—its trials, its joys, its adventures, its challenges—is not soon forgotten.

A common blunder is the use of a singular verb form in a relative clause following “one of…” or similar expression when the relative is the subject. (Addendum: The second sentence is the correct one.)

One of the ablest scientists who has attacked this problem.

One of the ablest scientists who have attacked this problem.

One of those people who is never ready on time.

One of those people who are never ready on time.

Use a singular verb after each, either, everyone, everybody, neither, nobody, someone.

Everybody thinks he has a unique sense of humor.

Although both clocks strike cheerfully, neither keeps good time.

With none, use the singular verb when the word means “no one” or “not one.”

None of us are perfect (Wrong)

None of us is perfect.

A plural verb is commonly used when none suggests more than one thing or person.

None are so fallible as those who are sure they’re right.

A compound subject formed of two or more nouns joined by and almost always requires a plural verb.

The walrus and the carpenter were walking close at hand.

But certain compounds, often clichés, are so inseparable they are considered a unit and so take a singular verb, as do compound subjects qualified by each or every.

The long and short of it is…

Bread and butter was all she served.

Give and take is essential to a happy household.

Every window, picture and mirror was smashed.

A singular subject remains singular even if other nouns are connected to it by with, as well as, in addition to, except, together with, and no less than.

His speech as well as his manner is objectionable.

A linking verb agrees with the number of its subject.

What is wanted is few more pairs of hands.

The trouble with truth is its many varieties.

Some nouns that appear to be plural are usually construed as singular and given a singular verb.

Politics is an art, not a science.

The Republican Headquarters is on this side of the tracks.

But

The general’s quarters are across the river.

In these cases the writer must simply learn the idioms. The contents of a book is singular. The contents of a jar may be either singular or plural, depending on what’s in the jar—jam or marbles.

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

Coup de Grace (n)

OK, now to round out a set of three context clues worksheets I posted today, here is another one on the noun coup de grace. It means a decisive finishing blow, act, or event. This is a relatively common expression in educated discourse.

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: Henry VIII

Here is a Cultural Literacy worksheet on Henry VIII, which seems timely. Can your students think of any other selfish, gluttonous, tyrannical rulers with multiple divorces to their, uh, credit?

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.

Coup d’etat (n)

It’s a term that students really ought to know in an age where there are a number of true authoritarians running nation-states, so here is a context clues worksheet on the noun coup d’etat. It means “a sudden decisive exercise of force in politics; especially the violent overthrow or alteration of an existing government by a small group.”

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: Nat

Here is a worksheet on the Latin word root nat, which means both birth and born. You will recognize it instantly as the basis of the word native, among many others. It is an extremely productive root 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.

Coup (n)

Here is a context clues worksheet on the noun coup, which means “a brilliant, sudden, and usually highly successful stroke or act.”

In the next couple of hours, I’ll post two more context clues worksheets that are related to this one.

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 Prisoner’s Dilemma

Over the years, I have produced a number of documents based on the interest of one student. This reading on the prisoner’s dilemma and its vocabulary-building and comprehension worksheet are one such set of documents.

My own first exposure to the prisoner’s dilemma came from a friend who encountered it as an undergraduate in what, if memory serves, was a history course. This same friend went on to law school, so he may have encountered it there. In any case, the prisoner’s dilemma is part of a broader study of mathematical models of human cognition and resultant conduct called game theory. I actually started to develop a unit on game theory when I realized two things: the first was that the student for whom I prepared the material offered in this blog post wasn’t as interested in it as he thought; the second was that I was woefully unqualified to teach a single lesson on game theory, let alone a whole unit.

If you have the time–I didn’t–a unit on game theory might be just the thing for a certain kind of student. However, it is a complicated field, and even adapting it for struggling or alienated high school students is no small task.

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.