Tag Archives: diction/grammar/style/usage

Teaching and Learning Support: The Serial Comma

[The Oxford Comma is a fairly contentious issue among writers, and this squib doesn’t address that issue in punctuation usage. If you want this material in typescript form click on that hyperlink.]

In a series of three or more terms with a single conjunction, use a comma after each term except the last.

Thus write,

Red, white and blue

Gold, silver, of copper

He opened the letter, read it, and made a note of its contents.

This comma is often referred to as the “serial” comma.

In the names of business firms the last comma is usually omitted. Follow the usage of the individual firm.

Little, Brown and Company

Donaldson, Lufkin & Jenrette

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

Cultural Literacy: Zeitgeist

If there was ever a time for kids to learn this German noun, one of those abstractions that the Germans are good at contriving in compounds, it is now. To that end, here is a Cultural Literacy worksheet on the word and concept zeitgeist.

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: Reciprocal Pronoun

“Reciprocal Pronoun: A term sometimes used for the compound pronouns each other and one another, which express a two-way interaction: Romeo and Juliet love each other/one another )Romeo loved Juliet and Juliet loved Romeo). In meaning, reciprocal pronouns contrast with reflexive pronouns: The Montagues and the Capulets loved themselves (The Montagues loved the Montagues, and the Capulets loved the Capulets). Reciprocal pronouns are, however, like reflexives in not normally being used as subjects: not They wondered where each other/one another was.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

A Lesson Plan on Anxiety

Here’s a lesson plan on anxiety with its work, to wit this short reading and vocabulary-building and comprehension worksheet. If you’d like slightly longer versions of these documents, they are available here.

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.

Write It Right: Aggravate for Irritate

“Aggravate for Irritate. ‘He aggravated me by his insolence.’ To aggravate is to augment the disagreeableness of something already disagreeable, or the badness of something bad. But a person cannot be aggravated. Even if disagreeable or bad. Women are singularly prone to misuse of this word.”

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

Autobiography (n), Autobiographical (adj)

Here are two context clues worksheets on the noun autobiography and the adjective autobiographical.

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.

Al Capone

Alright, let’s finish out the day with this high-interest reading on Al Capone and its attendant vocabulary-building and comprehension worksheet. When I hand out my list of high-interest readings to students, this is one of the first things many of the boys choose.

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: Aborigines

This Cultural Literacy worksheet on aborigines probably ought to be paired with context clues worksheet on the adjective aboriginal so that students understand that these words are not isolated to the First Nation people of Australia, where this word is commonly used, but refers to the first inhabitants of any nation–be it the United States or Russia, or what have you….

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: Indirect Object

indirect object: An object whose semantic role is characteristically that of a recipient, e.g. to your sister in He blew a kiss to your sister; also, in most accounts, your sister in He blew your sister a kiss. Distinguished as an element in a ditransitive construction from a direct object.

The relation between sentences such as these has been described in terms of dative movement. It is in part because that relation is possible that to your sister can be distinguished, as an object, from directional phrases such as to the seaside as in He sent his family to the seaside.”

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

A Lesson Plan on the Crime and Puzzlement Case “Stradegy”

One way to introduce students to Antonio Stradivari and his prized musical instruments would be by way of this lesson plan on the Crime and Puzzlement case “Stradegy.”

I open this lesson with this Cultural Literacy worksheet on the idiom “Hit Below the Belt.” Here is the PDF of the illustration and questions that drive the investigation. Finally, here is the typescript of the answer key.

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.