Tag Archives: diction/grammar/style/usage

Smithsonian Institution

Here is a reading on the Smithsonian Institution along with its attendant vocabulary-building and comprehension worksheet. I can’t think of much to say about this: it’s a reading from the Intellectual Devotional series (of which you’ll find a great many on this website) with a basic vocabulary-building and comprehension worksheet (which, like the reading itself, is in Microsoft Word, so you may revise and adapt it for your particular pedagogical circumstances and priorities) I prepared to accompany it.

And that is about 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.

Isocephaly

“Isocephaly: A method of composing groups of figures in such a way that all are shown at the same height, regardless of posture and purpose. Characteristic of classical Greek art.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Cultural Literacy: Bee in One’s Bonnet

Here is a Cultural Literacy worksheet on the idiom “a bee in one’s bonnet.” This is a half-page worksheet with a reading of one long compound sentence and three comprehension questions. A quick drive by a useful abstraction, in other words.

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.

24 Angulas Make a Forearm…And 24 Palms Make a Man

“24 Angulas Make a Forearm…

“Twenty-four angulas make one hasta, which is one of the universal measurement units of mankind—the length of forearm measured out to the extended middle finger. The hasta is a unit of measurement devised by the Harappan (the most ancient of India’s urban civilizations along the Indus) and akin to the cubit used in Sumeria (the most ancient urban culture of Iraq) and ancient Egypt.

It seems that the basic Harappan unit was formed from the width of eight barley grains placed side by side, which was found to be equal to a finger’s width (roughly 1.76cm). Twelve of these finger-widths/barley rows made an angula, while a dhanus (the length of a bow) was assessed as 108 of these finger-width/barley rows. Anything with ‘108’ in it was deemed to be very propitious in India and the East and so it was a favorite unit in which to design a citadel or a wall.

The use of barley as the ultimate foundation stone of measurement appears to be another universal element (alongside the forearm, the foot, and the breadth of a finger), so that, for instance, you will find it underwriting the system of measurements used by the Vikings. But there has always been room for financial manipulation and speculation, especially from the great rival of barley, the slightly lighter wheat seed. Four wheat seeds equal three of barley, which are themselves considered to be on par with the seed from a carob tree.”

…And 24 Palms Make a Man

Four fingers make a palm, and six palms make a cubit, and four cubits make a man who should therefore be twenty-four palms in height. The other rule of male proportion is that, like the Emperor Charlemagne and King Edward I of England, we should stand six times the length of our foot. Half the length of the foot is also the extent of the average erect penis—which comes in at an average of just under six inches. A much greater mystery is whether the navel or the base of the penis is the center of a man.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Inertia (n)

Here is a context clues worksheet on the noun inertia. It means, of course, “a property of matter by which it remains at rest or in uniform motion in the same straight line unless acted upon by some external force,” “an analogous property of other physical quantities (as electricity),” and  “indisposition to motion, exertion, or change.” This might be useful material for you physics teachers out there.

And, as long as I am here and at it, here is another context clues worksheet on the adjective inert. It means “lacking the power to move,” “very slow to move or act, sluggish,” and, for you science teachers, “deficient in active properties; especially: lacking a usual or anticipated chemical or biological action.”

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.

Cant

“Cant (noun): Language that is hypocritical or wearisomely hollow and predictable, such as stereotypical political jargon, repetitious promotional claims, or pious religious clichés, transparent, rote idiom or stock phrases; whining, singsong speech, such as that used by importuning beggars; argot of a group or lower social class. Adj. canting; v. cant.

‘But the official language of the United States is now cant. As I said at the beginning, the condition of the real language is critical.’ Jean Stafford, Saturday Review”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

The Weekly Text, 26 August 2022: Concrete (adj), Abstract (adj)

This week’s Text is a context clues worksheet on the use of concrete as an adjective. For the purposes of the context of the sentences here, students are looking for a meaning of “characterized by or belonging to immediate experience of actual things or events,” “specific,” “particular,” “real,” and  “tangible.”

Opposing concrete, both in this post and in meaning, is this context clues worksheet on the adjective abstract. The sentences in this document provide context for an understanding of the definition of this word as “disassociated from any specific instance,” “difficult to understand,” “insufficiently factual,” : “expressing a quality apart from an object <the word poem is concrete, poetry is ~>,”  “dealing with a subject in its abstract aspects,” and “having only intrinsic form with little or no attempt at pictorial representation or narrative content.”

These are obviously important learning words across domains of knowledge–and particularly in the humanities. I cannot imagine teaching poetry, to offer one obvious example, without students understanding fully the meanings of these two words–and what they represent in the use of language.

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 Gerunds: Recall

Here is a worksheet on the verb recall when used with a gerund. I recall thinking several times while developing this material that it was a fool’s errand.

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.

Static Electricity

Some years ago, I worked with a student who lived on one of those apartments where every time he touched something or someone, he received a mild electric shock. He didn’t much like this, and wanted to find a way to stop it. I don’t know if this reading on static electricity and its accompanying vocabulary-building and comprehension worksheet, which I prepared for him, helped with reducing shocks, but he was quite interested in the subject.

Otherwise, I am not sure why this document exists or what possible utility it might have. If you use it, I sure would appreciated hearing how and why.

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: Battle of Hastings

Here is a Cultural Literacy worksheet on the Battle of Hastings in 1066. This is a half-page worksheet with a three-sentence reading and three comprehension questions. In other words, a concise introduction to what is a seminal event in the history of Western Europe (and the basis for the hilarious 1066 and All That by W.C. Sellar and R.J. Yeatman).

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.