Tag Archives: diction/grammar/style/usage

The Algonquin Wits: Harold Ross on Coherence

Ross once stated emphatically to Robert Benchley: ‘Don’t think I’m not incoherent.'”

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

Extant (adj)

Here is a context clues worksheet on the adjective extant. I think this is a word high school seniors ought to know. It means “currently or actually existing” and it turns up, in my experience, quite often in educated discourse.

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: Medi-

Here is a worksheet on the Latin word root medi if you can use it. It means middle, so you already know how productive this root is 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.

King John

Ok, here’s one last post for Labor Day, to wit, this reading on King John and the comprehension worksheet that accompanies it. This is, of course, the King John whose barons forced him to sign the Magna Carta.

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.

Exploit (vt)

Here is, in observation of Labor Day 2018, a context clues worksheet on the verb exploit. It is apparently only used transitively. This is one of those words with some subtle connotations, so this document alone will probably not suffice to fully flesh them out.

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.

Independent Practice: Feudalism

Here is an independent practice worksheet on feudalism for you social studies teachers.

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: Sweatshops

I’m hard pressed to think of a better document to post on this Labor Day to remind us why the holiday exists than this Cultural Literacy worksheet on sweatshops.

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.

Joseph Stalin

Here is a reading on Joseph Stalin for your sophomore global studies class if you’re in New York City, and maybe in the entire state; this comprehension worksheet 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.

Parsing Sentences Worksheets: Pronouns

Here is my last set of parsing sentences worksheets, these four on pronouns. As I’ve mentioned in previous posts about this type of document, I’m not sure if anyone parses sentences anymore in classrooms; I think it’s a defensible exercise, particularly with struggling readers and writers. and it does teach the concept of basic English usage–something, alas, that doesn’t appear to matter in New York City schools.

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: Infinitive

“The non-finite verb that has the uninflected form of the verb: be, say, dig, make. The form may be used alone (the BARE INFINITIVES I made him tell the truth). The bare infinitive is commonly used after a modal auxiliary verb (be after the modal may in We may be late) and after the auxiliary verb do (I did answer your letter, They do know the difference). It is also found in the complementation of a small number of main verbs such as have, let, make, see, and hear (I had Tom paint the fence; The soldiers let us pass; They need us to leave). In some instances, either type of infinitive may be used: Steven helped Susan (to) teach the children good manners; What Sidney did was (to) help Justin with his homework. The to- infinitive has a wider distribution as the verb in an infinitive construction: (1) It may be a subject (To meet you was a great pleasure), though a variant with postponed subject is more usual: It was a great pleasure to meet you. (2) It may be the object in various types of verb complementation: I hope to see Judith and Percy soon; I asked John and Joyce to come to my party; Jeffrey and Rosalind want me to be there. (3) It may be introduced by a wh word: Anton and Stella asked me what to advise their elder son. (4) It may function in various semantic classes of adverbial: To set the alarm, press four digits; He grew up to be a fine man; To be frank, the meeting was boring.”

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