Tag Archives: diction/grammar/style/usage

Entrepot (n)

Although it doesn’t appear often in texts in secondary school texts (I did encounter it frequently in text while working on my undergraduate degree), entrepot might pop up once or twice. While I realize that might be a relatively thin rationale for the existence of this context clues worksheet on the noun entrepot, I offer it to you nonetheless.

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 Weekly Text, June 22, 2018: A Lesson Plan on Developing Thesis Statements

This week’s Text is a lesson plan on postulating theses, i.e developing thesis statements, I wrote for somewhat more advanced students in our Wednesday afternoon institute class. Here is the worksheet that attends the lesson and the teacher’s copy of the worksheet. I wrote this last fall, and used it once; if ever you felt inclined to comment on Mark’s Text Terminal, I would enthusiastically welcome your comments on these documents. The unit of which they are a part is still in the developmental stage.

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: Rubicon

The expression “crossing the Rubicon” is a commonplace in educated discourse, in the sense that one has arrived at a point of no return. This is of course its figurative meaning, and here is a Cultural Literacy worksheet on the Rubicon River that will help your students understand the literal meaning of this expression–you know, Julius Caesar and all that.

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.

Lou Gehrig

Lou Gehrig was born, to reiterate, on June 19, 1903–115 years ago. You may know that he was felled by the same disease that recently claimed Stephen Hawking, to wit Amyotrophic lateral sclerosis (ALS), which, not coincidentally, is known as “Lou Gehrig’s Disease.” Mr. Gehrig famously delivered what is known as “baseball’s Gettysburg Address” on July 4, 1939, making a dignified exit from the game, and cementing his legend with that simple, eloquent address.

Here is a reading on Lou Gehrig along with a comprehension worksheet to accompany 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.

Revolve (v)

If memory serves, I wrote this context clues worksheet on the verb revolve last fall to attend a lesson on the French Revolution, so that students could understand what happens to governments and societies in revolutionary situations. Of course, there are any number of uses for this document.

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.

Auxiliary Verb

“A category of VERB that regularly accompanies full verbs such as write, run, shoot, is in is writing, has in has run, may in may be shooting. In English, auxiliary verbs are customarily divided into: (1) The primary auxiliaries be, have, do. (2) The modal auxiliaries or MODAL VERBS can, could, may, might, shall, should, will, would, must. The marginal modal auxiliaries are also called semi-modals, are dare, need, ought to, used to. They are called marginal because they do not share all the properties of the others or do not do so regularly. Auxiliaries have four properties: (1) They are used with the negative not to make a sentence negative: Frank may buy me a sweater/may not buy me a sweater. (2) They form questions by changing positions with the subject: Wendy has invited me/Has Wendy invited me? (3) To avoid repetition they can occur without a full verb: Has Jonathan written to you yet?—Yes, he has. (4) They can emphasize the positive, in which case they carry the accent: David may not be there—His mother told he WILL be there. The same properties apply to be as a full verb (Jonathan isn’t tired) and particularly in British English as an alternative to have as a full verb (I haven’t a headache). In the absence of any other auxiliary verb do is introduced for these functions: Leslie didn’t tell Doreen; Did Leslie tell Doreen?: Yes, he did; he DID tell her.

The auxiliary be is used to form, with a following –ing participle, the progressive (is employing, may have been proving) and with a following –ed participle the passive (is employed, may have been proved). The auxiliary have is used with the a following -ed participle to form the perfect (has employed, may have been proved). The modal auxiliaries convey notions such as possibility, obligation, and permission. They are the only verbs not to have a distinctive third-person form in the present: He can/They can contrasts with He is/They are, He has/They have, He sees, They see. Like auxiliary do they are always the first verb in a verb phrase (should have apologized, could be making, did tell) and are followed by the bare infinitive. In standard English, two modal auxiliaries cannot co-occur, but they can in some non-standard varieties, such as Appalachian English, They might could dance.”

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

The Weekly Text, June 22, 2018: A Lesson Plan on Using Adverbs to Modify Verbs

Today’s Text is a complete lesson plan on using adverbs to modify adverbs. I start this lesson with this short exercise on the idiom “money burning a hole in one’s pocket.” Should this lesson go into a second day, here is a second short exercise, this one a on the homophones pore, poor, and pour. The mainstay of this lesson is this scaffolded worksheet on using adverbs to modify adverbs. Depending on the students you’re serving, they may need this learning support, which is a word bank to use with the cloze exercises on the worksheet. Finally, here is the teacher’s copy-answer key of the worksheet.

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.

Omen (n)

Over the years, I’ve found that I can take little for granted in terms of the prior knowledge that my students possess, a fact that moved me to write this context clues worksheet on the noun omen.

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: Meter

Here is a Cultural Literacy worksheet on poetic meter that might be useful if you’re teaching students poetry.

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.

Inscrutable (adj)

You might find this context clues worksheet on the adjective inscrutable useful. It’s a good word to know when discussing the motivations of people, particularly characters in literature.

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.