Tag Archives: diction/grammar/style/usage

Term of Art: Particle

“A word that does not change its form through inflection and does not fit easily into the established system of the parts of speech. Among individual words commonly so classed are the negative particle not (and its contraction n’t), the infinitive particle to (to go; to run), the imperative particles do, don’t (Do tell me; Don’t tell me) and let, let’s (Let me see now; Let’s go). There is also a set of adverbial and prepositional particles that combine with verbs to form phrasal verbs (out in look out; up in turn up) and prepositional verbs (at in get at; for in care for). The term pragmatic particle is sometimes used for words that play a role in maintaining discourse and are also known as fillers and discourse markers: oh, ah, well, yes, no, actually, anyway.”

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

The Weekly Text, June 21, 2019: Five Worksheets on Differentiating and Using the Nouns Capital and Capitol

OK, here, very simply, because I am exhausted on this first Friday of the summer break, are five homophone worksheets on the nouns capital and capitol. Right off the top of my head, looking at these, I can see a number of ways to edit and revise them to take students more deeply into these words and the concepts they represent.

That’s it. I hope you’re enjoying nice weather and the free time to get out in 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.

Surreptitious (adj)

OK, if you can use it, here is a context clues worksheet on the adjective surreptitious. It means, of course, “done, made, or acquired by stealth” and “acting or doing somethings clandestinely.”

I’m off this morning to take the Massachusetts Test of Educator Licensure (MTEL) in English. Wish me luck on this four-hour test.

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: Dyn, Dyna, Dynam/o

Here, on a rainy Thursday morning, is a worksheet on the Greek word roots dyn, dyna, and dynam/o. They mean power, energy, and strength. These are, as the worksheet shows, some very productive roots in English. A number of STEM-related words start with this root, among others.

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.

Anxiety

This morning seems as good a time as any to post this reading on anxiety and its accompanying vocabulary-building and comprehension worksheet. If you work with anxious kids, and if the statistics on anxiety in kids are true, I suspect you’ll find a use for this in your classroom.

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.

Superstition (n)

Finally, on this Tuesday morning, here is a context clues worksheet on the noun superstition, which seems like a word students ought to understand clearly–particularly, I think, in these times, as an antonym to reason or science. There is a lot of Counter-Enlightenment sentiment, basically superstition, floating around at the moment. It’s up to educators to keep alive the values of reasoned inquiry.

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.

Accademia della Crusca

“(Ital, ‘Academy of the Chaff‘) Florentine literary academy founded in 1583 to purify Tuscan, the literary language of the Italian Renaissance. It was opposed to Tasso in the debate over the merits of his Gerusalemme Liberata. The first part of its official dictionary appeared in 1612, and the work is still in progress.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Word Root Exercise: Rupt

If there is a better time, for obvious reasons, to post this worksheet on the Latin word root rupt, I can’t imagine it. It means “to break, burst,” and is at the basis of the English adjective, very much in the news of late, corrupt.

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: Vatican City-State

Here is a Cultural Literacy worksheet on the Vatican as a city-state. I’ve used it, among other materials, to illustrate the concept of city-states in freshman global studies classes.

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: Antecedent

“1. The words in a text, usually a noun phrase, to which a pronoun or other grammatical unit refers back. Cook is the antecedent of him in: ‘In 1772. Cook began his second voyage, which took him further south than he had ever been.’ Similarly, his second voyage is the antecedent of which. With impersonal it, this, that, which, the antecedent may be a whole clause or paragraph, as in: ‘Might not the coast of New South Wales provide and armed haven? To some people this looked good on paper, but there is no hard evidence that it did so to William Pitt or his ministers.’ Despite the implications of the name, an antecedent can follow rather than precede: ‘For his first Pacific voyage, Cook had no chronometer.’ 2. In logic, the conditional element in a proposition. In If they did that, they deserve our respect, the antecedent is they did that.”

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