Here is a learning support on using a comma to separate clauses. This is the fourth of a total of fifteen learning supports on using the comma forthcoming on Mark’s Text Terminal. (You can find an excursus on this choice of publishing practice here.)
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.
Here is a worksheet on the Latin word root junct. It means “to join.” As you have probably noticed, this is a robustly productive root in English, growing such relatively high-frequency words as conjunction, injunction, junction, and juncture.
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.
“Banality (noun): An insipidly dull or obvious remark; dreary commonplace. Adj. banal; adv, banally.
‘At moments, in the bar afterwards, I let the rank maleness of my fellows blow through me, and try to think their wrinkled whiskery jowls, their acrid aromas, their urgent and bad-breathed banalities, into some kind of Stendhalian crystallization.’ John Updike, A Month of Sundays”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Here is a learning support on the use of a comma after an introductory word or phrase. This is the third of fifteen learning supports on using the comma forthcoming on this blog. (You can find an excursus on this choice of publishing practice here.)
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.
Here is a Cultural Literacy worksheet on the United States Selective Service System. This is a half-page worksheet with a two-sentence reading and three comprehension questions. If you teach high school. this might be a quick introduction to a civic obligation–right or wrong–that young people must heed in order to receive a number of other rights.
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.
Here is a context clues worksheet on the verb equivocate. This verb is used only intransitively–so not only is a direct object not required, it would be an error to use one with equivocate. This document’s context clues are keyed to the definition “to avoid committing oneself in what one says.”
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.
“Anachronism: [Stress: “a-NA-kronizm’] In rhetoric, the appearance of a person or thing in the wrong epoch, such as the clock in Shakespeare’s Julius Caesar. Linguistic anachronisms are generally a matter of awareness, context, and expectation: for example, the archaism wight (person, man) may be appropriate at a seminar on the Elizabethan poet Spenser, but is incongruous and probably unintelligible elsewhere. Similarly, a character in a period novel who says OK long before the phrase was current rings false for anyone who knows (or senses) that its time is out of joint.”
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
Here is a learning support on using commas in a series. This is the second of fifteen posts of learning supports on using commas. (You can find an excursus on this choice of publishing practice here.)
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.
Here is a Cultural Literacy worksheet on Maximilien Robespierre, one of the avatars of the French Revolution whose name has gathered increasing notoriety even in my relatively short lifetime. This is a full-page worksheet with a four-sentence reading and six comprehension questions. It is a basic, if tepid, introduction to a controversial historical figure. As such, it might be better augmented or used in tandem or combination with other documents. Since it is a Microsoft Word document (as are most things on Mark’s Text Terminal), you can adapt it to your 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.
“Anagram: A word or phrase made by rearranging the letters of another word or phrase: mad policy from diplomacy. Anagrams are used mainly in games and puzzles, especially crosswords, where a clue like ‘a confused tailor in Venice’ leads to Rialto, an anagram of tailor.”
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
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