Tag Archives: diction/grammar/style/usage

Write It Right: Individual

“Individual. As a noun, this word means something that cannot be considered as divided, a unit. But it is incorrect to call a man, woman, or child an individual, except with reference to mankind, to society, or to a class of persons. It will not do to say ‘An individual stood in the street,’ when no mention of allusion has been made, nor is going to be made, to some aggregate of individuals considered as a whole.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Cultural Literacy: John Calvin and Calvinism

Here is a Cultural Literacy worksheet on John Calvin and his doctrine, Calvinism. This is a half-page worksheet that contains two readings from The New Dictionary of Cultural Literacy. They are separated. The first is on John Calvin the man, and is two-sentences; the second is on the doctrine of Calvinism, and is four-sentences long. Three comprehension questions follow both of these readings. I don’t know if you’re aware of this, but a recent Secretary of Education of the United States apparently believed all that nonsense about predestination in Calvinist doctrine.

As with virtually everything on Mark’s Text Terminal, this is a Microsoft Word document, so you can manipulate it for the needs of your students. I thought these combine well, but they also might be better off separated into two separate documents. You can do with it as you wish.

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.

Catchword

“Catchword (noun): A word associated with a particular person or thing or crystallizing an issue; identifying slogan; in printing, a guideword at the top of the page; as in a dictionary, to indicate the first or last word on that page; a striking, catchy, attention-getting word heading an advertisement.

‘As he turned away, I saw the Daily Wire sticking out of his shabby pocket. He bade me farewell in quite a blaze of catchwords, and went stumping up the road.’ G.K. Chesterton, in The Man Who Was Chesterton.

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

The Weekly Text, 9 September 2022: Common Errors in English Usage, Imply (vt), Infer (vi/vt)

This week’s Text is a worksheet on the use of the verbs imply and infer. This is a full-page worksheet with a reading of three longish compound sentences, and ten modified cloze exercises. The text derives from Paul Brians’ fine book Common Errors in English Usage–to which he allows cost-free access at his Washington State University website.

I myself was uncertain about the use of these two words until I saw the 1988 remake of the estimable 1959 film noir D.O.A. Dennis Quaid plays Professor Dexter Cornell (Edmond O’Brien played this character as Frank Bigelow in the original). At one point in the film, Professor Cornell is dealing with a preternaturally cheap hoodlum named Bernard. Bernard says to Cornell, “I don’t think I like what you’re inferring Mr. Cornell.” Cornell sneers at Bernard, “Implying. When I say it, that’s implying. How you take it, that’s inferring.” Bernard replies, “I see. Infer this.” Then true to form for a knuckle-dragger like Bernard, he punches Cornell in the mouth.

Lawrence Block, in his novel Small Town (page 301 in the William Morrow hardcover edition), which I believe was his last, Block has the august New York Times commit a similar error, using infer where imply is required. True to its form, the Times prints a correction the next day.

Why am I on about this, as they say in Great Britain? Because these are two important conceptual words which describe an extremely common, if elliptical, form of communication. In fact, if you want to teach literature at all, these are two words students must understand well, and therefore be able to use well–and, for heaven’s sake, accurately. One more time: so much of human communication occurs by implication and inference (to trot out the nouns) that it seems to me unlikely to overstate the importance of understanding these words and the concepts in communication they represent.

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: Regret

Finally on this Friday morning, here is a worksheet on the verb regret as it is used with a gerund. I regret spending so much time on this project.

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.

James Dean

Here is a reading on James Dean along with its accompanying vocabulary-building and comprehension worksheet. Does James Dean register with young people anymore? To my mind, Rebel Without a Cause is one of the great movies on adolescent angst. To my surprise, I learned while researching the fundamentals of this post that Rebel Without a Cause was actually released about a month after James Dean’s death on 30 September 1955.

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: Blue-Collar

As I prepared this Cultural Literacy worksheet on the concept of “blue-collar” work, it occurred to me that this is not an adjective I hear much used anymore. I certainly remember it well from my childhood and young adulthood, particularly the latter period, when I did quite a lot of blue-collar work myself.

Should your students stumble across Paul Schrader’s excellent film Blue Collar (as I did at age 19), this document may assist students in understanding its title. Otherwise, well, I’m not sure about this worksheet’s currency. If you use it, as always, I would be interested in hearing how.

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.

Catchphrase

“Catchphrase (noun): A common or appealing phrase in popular, often unthinking,, usage; watchword or slogan. ‘…American style…overworks its catchphrases until the become not merely meaningless playtalk, like English catchphrases, but sickening, like overworked popular song.’ Raymond Chandler, Raymond Chandler Speaking”

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

Invest (vi/vt)

Here is a context clues worksheet on the verb invest. It is used both intransitively and transitively, and the sentences in this document point to both meanings with their context clues. Intransitively, invest means simply “to make an investment.” Transitively, which is where this verb comes to life, invest means “to commit (money) in order to earn a financial return,” “to make use of for future benefits or advantages <~ed her time wisely>,” and “to involve or engage, especially emotionally.” Because I worked at a economics- and finance-themed high school for ten years, you won’t be surprised to hear that it’s the first of those three definitions that students should infer from these sentences.

Incidentally, invest as a transitive verb also carries the definitions “to array in the symbols of office or honor,” “to furnish with power or authority,” and “to grant someone control or authority over.” You’ll see invest used this way to describe the ascent to power of political officials, particularly monarchs.

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, 2 September 2022: A Lesson Plan on the Crime and Puzzlement Case “The Big Bang”

This week’s Text is a lesson plan on the Crime and Puzzlement case “The Big Bang.” This lesson opens with this Cultural Literacy worksheet on dogma: it’s a half-page document with a two-sentence reading and two comprehension questions. This is one of the better of these things I’ve produced over the years–it’s strength is clearly in its economy. Two sentences, it turns out, is all the subject needs if the writer is sufficiently concise.

You’ll need this PDF of the illustration and questions to use as evidence to investigate the offense against good order the case represents. To bring the alleged misdemeanant or felon to justice, you and your students will also need this typescript of the answer key.

That’s it. And by “that’s it,” I mean that this is the last of these lessons I have to publish here. That also means that there are 72 Crime and Puzzlement lessons on this blog now. Help yourself!

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.