Tag Archives: diction/grammar/style/usage

Term of Art: Apercu

“Apercu (AA PER SUE): The term would be used by an analyst in a structure such as ‘The writer here presents, as apercu, that women, on the average, are shorter than men.’ That is to say, the comment is that the writer does not present her statement merely as an observation, but instead as if it were an insight, as if it were a particularly astute perception. ‘And then it came to me, women are shorter than men.” This example is deliberately unsubtle because what I mean to stress is that to describe a presentation as apercu is to talk about the manner of presentation rather than to make a comment on the actual ‘insightfulness’ of the comment itself. Like objectivity, apercu describes a rhetorical pose rather than confers a positive evaluation. See also EPIPHANY.

A second meaning of apercu is as a name for a summary, outline, or synopsis.

Excerpted from: Trail, George Y. Rhetorical Terms and Concepts: A Contemporary Glossary. New York: Harcourt Brace, 2000.

Cultural Literacy: Short-Term Memory

Moving right along on this frigid morning (two degrees when I left my building at 6:03 a.m.), here is a Cultural Literacy worksheet on short-term memory.

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.

Industry (n)

Let me end the day by posting this context clues worksheet on the noun industry, which students really need to know to understand, at the very least, the social studies curriculum. But there is also the figurative use, which might be handy in a locution like “You are a portrait of industry today,” addressed to your loved one who is making you holiday cookies.

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.

Descent (n), Dissent (vi/n)

This set of five homophone worksheets builds vocabulary and helps students differentiate between the noun descent, and dissent, which is used both as a verb (intransitively only, apparently) and a noun.

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.

Godfrey of Bouillon

Here is a reading on the crusader Godfrey of Bouillon and the vocabulary-building and comprehension worksheet that accompanies it.

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: Ellipsis

“ellipsis: The omission of one or more elements from a construction, especially when they are supplied by the context. E.g. if A asks Have you seen my glasses? B might answer eliptically I’m afraid I haven’t, with the remainder of the construction (seen your glasses) to be understood from the question. Hence ‘to ellipt’: thus seen your glasses would be ‘ellipted’ in B’s answer.

Also, in some usage, whenever a null element is posited. E.g. in I am afraid [he left], a subordinate clause (in brackets) might be said to begin with a null complementizer, representing an ‘ellipsis’ of the overt complementizer in I am afraid [that he left]. The way the term is applied may also depend in part on where words are described as pro-forms. Thus in John DID, with emphasis on did, one might say that a part of the construction is missing: compare John DID see them. Therefore there is no ellipsis. But where the stress is on John, one might be tempted to argue that there is no ellipsis: JOHN did, but not, with a similar expansion, JOHN did see them. Instead did might be described as a pro-form which completes the sentence on its own.”

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

Word Root Exercise: Phag, Phage

Here is a worksheet on the Greek roots phag and phage; they mean to eat. This is a word that shows up in words related to healthcare like esophagus. So, nota bene!

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 Devil’s Dictionary: Grammar

“Grammar, n. A system of pitfalls thoughtfully prepared for the feet of the self-made man, along the path by which he advances to distinction.”

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000. 

Cultural Literacy: Pyrrhic Victory

Because it is a metaphor that remains in common use in the United States, particularly in good journalism, I think this Cultural Literacy worksheet on the term Pyrrhic victory and the concept it represents could find a place in the high school classroom.

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.

Incipient (adj)

It seems to me a word high school students ought to know by the time they graduate, so I wrote this context clues worksheet on the adjective incipient.

What do you think?

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.