Tag Archives: fiction/literature

The Weekly Text, 1 August 2025: Lesson Six of a Unit on Writing Reviews

Here, in this Weekly Text, is sixth lesson plan, the penultimate lesson of the a seven-lesson unit on writing reviews. This lesson opens with this Cultural Literacy worksheet on cliche, the utility of which in a lesson on writing reviews I’ll assume needs no explanation. There are two worksheets for this lesson: the first is a mentor text on outlining; the second is a structured outlining worksheet.

And that it’s for this week. Come back next week for the final lesson in this unit.

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: Parody

OK, moving right along this morning, here is a Cultural Literacy worksheet on parody. This is a half-page worksheet with a one-sentence reading and one comprehension question. A spare, useful definition of this literary concept–and a word that might appear in reviews of a great deal of comedy.

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: Narrator

Here is a Cultural Literacy worksheet on the narrator in storytelling. This is a half-page worksheet with a reading of three sentences and three comprehension questions. This is a relatively straightforward exercise, but I can’t help wonder if it doesn’t offer a possibility for instantiation: What is a movie, TV show, or story that you like? Who is the narrator?

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.

50 Argonauts

Jason * Orpheus (the lyre-playing musician) * Mopsus the seer * Heracles and his male love of the moment, the handsome young Hylas (who gets kidnapped by water nymphs) * Pollux the champion boxer who kills the king of the Bebyrycians * Shape-shifting Periclymenus * Fast-footed Euphemus * Winged Calais and Zetes (sons of the North Wind who repel the Harpies) * and 40 more

The Argo, which had a magical keel crafted out of a sacred oak from the oracle of Dodona, was crewed by fifty heroes of ancient Greece—the Argonauts. Jason was the leader of this warrior band (sometimes referred to as the ‘Minyans’) sent on what was presumed to be a suicidal quest by King Pelias, his usurping half-uncle. Their mission was to sail to Colchis (Georgia) and seize possession of the Golden Fleece of a divine ram what hung from a tree in a grove sacred to Ares, god of war, guarded by a sleepless dragon.

Every city in Greece liked to imagine that they contributed a hero to this mythical band, which means that the list has had to grow in number, though if you examine the text of Apollonius of Rhodes, written in third-century Alexandria, it is easy enough to identify all the named Argonauts. Even this cast, however, numbers fifty-five, though by juggling who comes on, as others go off, the good ship Argo, it is just about possible to keep to fifty.

If you add other famous names and such ubiquitous heroes such as Bellerophon, Nestor, Perseus, Atalanta, and Theseus, you can grow the crew to eighty, which has a hidden harmony with the text of Apollonius, who has embedded eighty aitia in his epic. These are short verse sequences which give the mythical origins or such curious things as the sacred water-carrying race held on the island of Aegina or how the island of Thira is linked with Libya. The final text comprise 6,000 lines, which can be recited in one day to reasonably alert ancient theater audience.”

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.

The Weekly Text, 18 July 2025: Lesson Four of a Unit on Writing Reviews

This week’s Text, as headlined above, is the fourth lesson plan of seven lessons and planning materials, for a total of eight consecutive Weekly Texts. This is a lesson on aesthetics and establishing aesthetic criteria for preparing reviews. So, unsurprisingly, the do-now exercise for this lesson is this Cultural worksheet on aesthetics. This is a half-page worksheet with a reading of two sentences (the second one of which is a longish compound that might best be turned into two sentences for emerging readings and users of English as a second language) and three comprehension questions. It is a short but effective introduction to the concept of aesthetics.

This reading as worksheet is basically a summary of the procedures outlined in the lesson plan. This graphic organizer blank in landscape layout helps students organize their aesthetic criteria for reviews; you might find the teacher’s copy of same useful. Finally, here are six glossaries of aesthetic terms for movies, music, video games, books, graphic novels, and television shows.

And that’s it for another week. I hope you’re enjoying the summer.

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.

Critique

“Critique (noun): A critical appraisal or commentary, especially of a literary work; an acute review or evaluation, generally with respect to an understood standard or interested public; report. Verb: critique.

‘The New Yorker recently observed, in a memorial note about the late Wolcott Gibbs, that if his written editorial opinions ‘could be released to the world (as they most assuredly can’t be), they would make probably a funnier and sounder critique of creative writing in the late twenties and early thirties than has ever been assembled.’ John Fischer, in Writing in America”

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

Corruption

“Corruption (noun): Change of an unfamiliar term or form to one more familiar, or departure form correct of standard word use; debased or unorthodox word form; perverted wording of a text or document. Adjective: corrupt; verb. Also BASTARDIZATION

‘His voice was polite again; he even chuckled. ‘After the first shock of seeing the Scrolls destroyed, we realized you’d actually given us a unique opportunity. All the texts are corrupt, you know, even these—copies of copies of copies, full of errata and lacunae—but we never could agree on a common reading, and of course the old Scrolls acquired a great spurious authority for sentimental reasons, even thought the contradict each other and themselves.’ John Barth, Giles Goat-Boy”

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

Nancy Mitford on Aristocracy

“An aristocracy in a republic is like a chicken whose head has been cut off: it may run about in a lively way, but in fact it is dead.”

Nancy Mitford

Excerpted from: Sherrin, Ned, ed. The Oxford Dictionary of Humorous Quotations. New York: Oxford University Press. 1996.

Elizabeth Barrett Browning

“Elizabeth Barret Browning: (1806-1861) English poet. In childhood she suffered a spinal injury and, until her meeting with Robert Browning, seemed to be doomed to invalidism and seclusion from the world. Barrett and Browning’s courtship under the eyes of her jealous, tyrannical father, their elopement, and subsequent happy married life in Italy form one of the most celebrated of literary romances. Hawthorne describe Mrs. Browning as ‘a pale, small person scarcely embodied at all,’ and this ethereality of her physical appearance is reflected by the palpitating fervor and unworldly tenderness and purity of her work. Often, however, these qualities decline into stridency, diffuseness, and confusion. Her themes were dictated by her broad humanitarian interests; a deep if unorthodox religious feeling, her affection for her adopted country, Italy; and her love for Browning. Her greatest work, Sonnets from the Portuguese, a sequence of love sonnets addressed to her husband, remains an extraordinary and living achievement. Her other works include Essay on Mind, with Other Poems (1826), a translation of Aeschylus’ Prometheus Bound (1833), The Seraphim and Other Poems (1838), Poems (1844), Casa Guidi Windows (1851), Aurora Leigh (1856), Poems before Congress (1860), and Last Poems (1862). See THE CRY OF THE CHILDREN, LADY GERALDINE’S COURTSHIP.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

The Weekly Text, 28 March 2025, Women’s History Month Week IV: A Reading and Comprehension Worksheet on Edith Wharton

For the fourth and final Friday of Women’s History Month 2025, here is a reading on Edith Wharton with its accompanying vocabulary-building and comprehension worksheet.

And that is it for Women’s History Month for 2025.

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.