Tag Archives: diction/grammar/style/usage

Cultural Literacy: Syntax

Here is a Cultural Literacy worksheet on syntax. I’m pretty sure I’ve published it elsewhere on this blog as part of a lesson plan. This post will make the document more easily searchable. I think you could use this document with just about any lesson on writing–either as an introduction to the topic, a short independent practice exercise to take home, or as reinforcement and retention somewhere along the line in a unit on writing.

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.

Use a Colon after an Independent Clause to Introduce a List of Particulars, an Appositive, an Amplification, or an Illustrative Principle.

[If you’d prefer to use this as a learning support in Microsoft Word typescript, click on that link and it will download to wherever on your computer downloads land.]

“7. Use a colon after an independent clause to introduce a list of particulars, an appositive, an amplification, or an illustrative principle.

A colon tells the reader that what follows is closely related to the preceding clause. The colon has more effect than the comma, less power to separate than the semicolon, and more formality than the dash. It usually follows an independent clause and should not separate a verb from its complement or a preposition from its object. In the four sentences that follow, the first sentence in each pair is wrong; it should be rewritten as in the second sentence.

Your dedicated whittler requires: a knife, a piece of wood, and a back porch.

Your dedicated whittler requires three props: a knife, a piece of wood, and a back porch.

Understanding is that penetrating quality of knowledge that grows from: theory practice, conviction, assertion, error, and humiliation.

Understanding is that penetrating quality of knowledge that grows from theory, practice, conviction, assertion, error, and humiliation.

Join two independent clauses with a colon if the second interprets or amplifies the first.

But even so, there was directness and dispatch about animal burial: there was no stopover in the undertakers foul parlor, no wreath or spray.

A colon may introduce a quotation that supports or contributes to the preceding clause.

The squalor of the streets reminded her of a line from Oscar Wilde: ‘We are all in the gutter, but some of us are looking at the stars.’

The colon also has certain functions to form: to follow the salutation of a formal letter, to separate hour from minute in a notation of time, and to separate the title of a work from its subtitle or a Bible chapter from a verse.

Dear Mr. Montague:

departs at 10:48 P.M

Practical Calligraphy: A Guide to Italic Script

Nehemiah 11:7“

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

Three Basic Research and Comprehension Worksheets on Formula 1 Racing

In an attempt meet the needs of a student I served, earlier this week I wrote these three basic research and comprehension worksheets on Formula 1 racing. I envisioned them as useful in calling up prior knowledge and conducting basic inquiries on the internet.

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.

Word Root Exercise: Lun, Luni

Here is a worksheet on the Latin word roots lun and luni. They mean, you will probably not be surprised to hear, moon. These show up quite a bit in English (lunar, lunatic, interlunar, etc.).

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: Maya Angelou

Moving right along on this late winter morning, here is an Everyday Edit worksheet on Maya Angelou. I cannot in good conscience–even though if you find these worksheets on Mark’s Text Terminal, you have already read this ad nauseum–post this material without both thanking and directing you towards the Education World website, where you can find a yearlong supply of Everyday Edit worksheets.

A Lesson Plan on War, Revolution, and Peace

Here is a lesson plan on war, revolution, and peace as causes of history. I open this lesson with this context clues worksheet on the noun agriculture. This is a discussion, brainstorming, and writing lesson, so here is a structured brainstorming and note-taking blank to use in the execution of this lesson.

And yes, for those in the know, I did crib the title of this lesson from the Hampshire College course (taught by Michael Klare when I took it in the fall of 1991) of the same name, part of the Peace and Conflict Studies Program at that fine institution.

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.

Term of Art: Digression

“Digression (noun): A turning aside or straying from the main discourse or topic; departure from the theme; excursive passage. Adjective: digressive, digressional; adverb: digressively; verb: digress.

‘He got a D plus because they kept yelling “Digression!” at him all the time. For instance, he made this speech about this farm his father bought in Vermont. They kept yelling “Digression!” at him the whole time he was making it, and his teacher, Mr. Vinson, gave him an F on it because he hadn’t told what kind of animals and vegetables and stuff grew on the farm and all.’” J.D. Salinger, The Catcher in the Rye

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Pray (vi/vt), Prey (n/vi)

Here are five worksheets on the homophones pray and prey. They are used, respectively, as a transitive and intransitive verb, and a noun and intransitive verb. These are two commonly used, and equally commonly confused words, in the English language.

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.

Kurt Godel

Here is a reading on Kurt Godel along with its attendant vocabulary building and comprehension worksheet. There is room in the document–and the latitude, as, like most other things on Mark’s Text Terminal, these are Word documents that can be edited for your students’ needs–to deal with some of the abstractions Godel’s work deals with.

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: J.R.R. Tolkien

On my way out the door on this pleasant afternoon, here is a Cultural Literacy worksheet on J.R.R. Tolkien if you have students interested in The Lord of the Rings trilogy in print or onscreen.

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.