Tag Archives: diction/grammar/style/usage

The Weekly Text, 4 August 2023: Styling Sentences Lesson 2, A Series with a Variation with an Excursus on the Conjunction And.

Another week has passed, so it’s time for this week’s Text, which is the second lesson of the Styling Sentences Unit, this one, as above, on a sentence structure that includes a series with a variation, with an excursus on using the conjunction and.

I begin this lesson with this Cultural Literacy worksheet on the Latinism non sequitur. It means, as the text of the document begins,  “A thought that does not logically follow what has just been said.” It’s probably a concept and practice students should know before they set off on writing long, complicated declarative sentences. Finally, here is the worksheet with mentor texts that is the work of this lesson. There are no modified cloze exercises in this document; students work from the mentor texts to produce their own sentences in the form displayed.

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.

Concepts in Sociology: Altruism

Here is a worksheet on the concept of altruism that I developed on the fly last spring. This is a full-page worksheet with a three-sentence reading and three comprehension questions. I ended up not using this, because if I had I probably would have adapted it some: the reading contains some terms of art from sociology that require amplification and explanation. Also, I think there are some critical questions to ask about altruism–how does it benefit society? for starters–that I didn’t get around to writing.

This is more of a skeleton than a fully fleshed-out worksheet. Like almost everything on this website, however, it is formatted in Microsoft Word. You can, therefore, adapt it to your classroom’s needs.

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.

Immanuel Kant

Here is a reading on Immanuel Kant along with its attendant vocabulary-building and comprehension worksheet. Over the years, I’ve published a number of documents posts on various figures in western philosophy; at my first posting in New York City, at a school in the South Bronx, I found myself in the company of a student who had improbably–but certainly not implausibly, as he demonstrated with the skill and enthusiasm with which he dealt with these materials–conceived an interest in the major figures in continental philosophy.

In other words, I used these documents once, with one student. It was worth it. But I am under no illusions about the level of demand for this material, which will be low if it exists at all.

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.

Cajole (vt)

OK, last but not least on this blessedly cool late-July morning, here is a context clues worksheet on the verb cajole. It means “to persuade with flattery or gentle urging especially in the face of reluctance,” “coax,” “to obtain from someone by gentle persuasion,” and “to deceive with soothing words or false promises.”

This isn’t, I will stipulate, a high-frequency word in English. It is, however, a useful one. This verb is only used transitively, do don’t forget your direct object: The teacher cajoled his students into reading Immanuel Kant’s Critique of Pure Reason.

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: Yoga

Here is a Cultural Literacy worksheet on yoga. This is a half-page worksheet with a one-sentence reading and one comprehension question. The sparest, which is not to say ineffective, introduction to this regimen of physical culture.

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.

Common Errors in English Usage: Later (adj/adv), Latter (adj)

Here is a worksheet on differentiating and using the adjectives later and latter. This full-page worksheet (adapted, as always with documents under the header above, from Paul Brians’ book Common Errors in English Usage, to which he generously allows open, free-of-charge access at his Washington State University web page) presents a four-sentence reading from Professor Brians’ book followed by ten modified cloze exercises.

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.

Abide (vi), Abide (vt)

Lately, I have been working slowly on a notebook full of Merriam-Webster’s Words of the Day that I compiled during the COVID quarantine. In general, most of these aren’t high frequency words in English, so I feel little pressure to work on them. Over time, I will complete them all and you will find them here.

One of the words that popped up as I paged through my notebook was the verb abide. It presents with moderately challenging polysemy; it means slightly different things in its intransitive and transitive forms. So, here is a worksheet on the verb abide used intranstively, and another as it is used transitively. To break this down (and you can find more under the first hyperlink in this paragraph), abide used intransitively (i.e. with no direct object) means “to remain stable or fixed in a state” and “to continue in a place.” To put this another way, as The Stranger (played by Sam Elliot) says, in The Big Lebowski, “The Dude abides.” As a transitive verb (direct object required), abide means “to wait for,” “await,” “to endure without yielding,” “withstand,” “to bear patiently,” “tolerate,” and “to accept without objection.” The worksheet is keyed principally to the first two meanings, particularly “to bear patiently.” Camilla abides her dentist’s office waiting room.

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.

Common English Verbs Followed by an Infinitive: Fail

Finally, this morning, here is a worksheet on the verb fail when used with an infinitive. He fails to see the merit in this particular 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.

Cultural Literacy: Zeno’s Paradox

Moving right along this morning, here is a Cultural Literacy worksheet on Zeno’s paradox. This is a half-page document with a three-sentence reading and three comprehension questions. The first sentence of the reading does a nice job of defining paradox; however, beware the third sentence, which in forty-nine words (!) explains Zeno’s paradox of the arrow.

If I were a betting man, I would wager that emergent readers and learners of English of a new language will experience some challenges with either the turgid length of this sentence, or the relatively complicated ideas within it. In other words, caveat emptor, and get your editing pencil ready to prepare a shorter and more comprehensible version of this final sentence. I think you will probably end up with at least two, and possibly three sentences.

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, 28 July 2023: Styling Sentences Lesson 1, A Series without a Conjunction with an Excursus on the Colon, Lists, and the Serial Comma

This week’s Text is a the first lesson of fifteen in the Styling Sentences unit, this one on a series without a conjunction with an excursus on the colon, lists, and the serial comma. This lesson opens with this Cultural Literacy worksheet on the grammatical concept of subordination, something, I think it’s fair to say, that anyone who needs to write well should know. Finally, here is the worksheet with comprehensive examples of the sentence structure under study.

Unlike most of the materials related to writing instruction you will find on this blog, this material is relatively unsupported. There are no modified cloze exercises (though, in reviewing this material, I understood how to go about preparing some, a maneuver that stymied me when I first contrived this unit), simply mentor sentences from the text from which I derived much of the material in this unit to guide students in composing sentences of their own.

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.