Tag Archives: diction/grammar/style/usage

Do Not Break Sentences in Two

[If you would like this quote as a Word document to use as a teaching and learning support, here it is.]

“6. Do not break sentences in two.

In other words, do not use periods for commas.

I met them on a Cunard liner many years ago. Coming home from Liverpool to New York.

She was an interesting talker. A woman who had traveled all over the world and lived in half a dozen countries.

In both these examples, the first period should be replaced by a comma and the following word begun with a small letter.
It is permissible make an emphatic word or expression serve the purpose of a sentence and to punctuate it accordingly.

Again and again he called out. No reply.

The writer must, however, be certain that the emphasis is warranted, lest a clipped sentence seem merely a blunder in syntax or in punctuation. Generally speaking, the place for broken sentences is in dialogue, when a character happens to speak in clipped or fragmentary way….”

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

Bellevue Hospital

Working in New York City, I often use this reading on Bellevue Hospital and its accompanying vocabulary-building and comprehension worksheet as make-up work for students who had fallen behind due to extended absences. To some, it was high-interest material, particularly those whose health needs had occasioned visit to that venerable  institution.

Did you know it was the first hospital in the United States to offer ambulance services? I always tried to ask students a couple of Socratic questions that would lead them to an understanding of the intransitive verb ambulate (i.e. “to move from place to place; WALK”), so that they understood that a person in need of an ambulance could not ove under their own power–hence the need for an ambulance.

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.

Converse (vi)

Last but not least this afternoon, since it’s on my desktop, here is a context clues worksheet on the (intransitive only) verb converse.

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: Portmanteau

“portmanteau: A single form which realizes two or more successive grammatical units, Typically of a morph, called a ‘portmanteau morph,’ seen as realizing morphemes: e.g. in French au theatre ‘to the theater,’ au is a single morph ([o]) which simultaneously realizes a preposition (elsewhere a) and the definite article (elsewhere le).”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

Word Root Exercise: Gon, Gonio

Moving right along on this chilly Sunday afternoon, here is a word root worksheet worksheet on the Greek roots gon and gonio. Math teachers, you know these roots–which mean angle–because they show up in words like pentagon and polygon. These are, needless to say, very productive roots 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.

Everyday Edit: Ida B. Wells

Here is an Everyday Edit worksheet on Ida B. Wells, the estimable journalist and civil rights activist. If you like this, and would like to use Everyday Edits in your teaching practice, head on over to Education World, where the good people who operate that site give away a twelve-month supply of them.

If you find typos and errors in this document, don’t notify me, because I can’t do anything with this PDF. Instead, fix them! That’s the purpose of the document.

Write It Right: Necessaries for Means

“Necessaries for Means. ‘Bread and meat are necessaries of life.’ Not so; they are the mere means, for one can, and many do, live comfortably without them. Food and drink are necessaries of life, but particular kinds of food and drink are not.”

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

Elicit (vt), Illicit (adj)

Depending on what region of the country whence you hail (if you’ll forgive me that locution), these might not necessarily be homophones, but these five homophone worksheets on the homophones elicit and illicit might also serve as vocabulary-building worksheets. Nota bene that elicit as a verb has only transitive use–so don’t forget your direct object!

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: Maya Angelou

OK, last but not least this morning, here is a Cultural Literacy worksheet on Maya Angelou to begin this blog’s observance of Women’s History Month 2020.

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: Exposition

“Exposition: At the beginning of his play the dramatist is often committed to giving a certain amount of essential information about the plot and the events which are to come. He may also have to give information about what has “already happened”. All this comes under the heading of exposition. A skillful dramatist is able to introduce this material without holding up the action of the play and without recourse to the obvious devices of narrative. See also PROSTATIC CHARACTER.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.