Tag Archives: foreign languages/linguistics

Tower of Babel

“Tower of Babel: A structure erected after the Flood by the descendants of Noah when they reached Babylonia. According to Gen. 11, the plan was to build a tower that would reach to heaven, but Jehovah, displeased by the arrogance and presumption of the builders, “confounded their speech” so they could not understand one another and “scattered them abroad from thence upon the face of all the earth.” The story provides a biblical explanation for the diversity of languages around the world. Tower of Babel has come to signify an ambitious or visionary scheme; the word babel has become associated with a confused uproar in which nothing can be heard but the hubbub.”

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

Leo Tolstoy

Here is a reading on Leo Tolstoy and its accompanying vocabulary-building and comprehension worksheet.

Do high school students read Tolstoy–or any of the big Russian authors, for that matter? I prepared these documents last week after a high school chum of mine mentioned in correspondence that he’d read Anna Karenina at our high school. Ours was a somewhat unusual (and unusually small) school, but not that far out of the mainstream–though I did read Richard Brautigan for the first time there.

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.

The Weekly Text, January 22, 2021: A Lesson Plan on the Predicate Adjective

It’s an important syntactical structure and area of English usage, so I have written several lessons on the predicate adjective; I want students to have this sentence structure and its parts, especially linking verbs, down cold. So, this week’s Text is yet another lesson plan on the predicate adjective.

I open this lesson with this worksheet on the Latinism N.B., or nota bene. The first time I saw this abbreviation on a piece of my Russian language homework in college, I looked it up and mastered its use. It is a phrase students ought to know. This is the scaffolded worksheet on using the predicate adjectives at the center of the lesson, and here is the teacher’s copy of the worksheet for ease of teaching this lesson.

There are two learning supports (ultimately, I’d plan to make four, for, again, scaffolded teaching and learning). The first one is organized to provide extra support for students who need it; the second one is less organized and structured and therefore places greater demand on heuristics and the ability to search for just the right word.

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.

Word Root Exercise: Dent, Denti

Here is a worksheet on the Latin word roots dent and denti. Would you be terribly surprised that they mean, respectively, tooth and teeth?

This is a very productive root in English, and one particularly useful for student considering healthcare careers, especially, uh, dentistry.

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, January 15, 2021: A Lesson Plan on the Latin Word Root Medi-

The Weekly Text from Mark’s Text Terminal for Friday, January 15, 2021, is a lesson plan on the Latin word root medi. It means middle; unless I miss my guess, you already recognize this as an extremely productive root in English, as well as across the Romance Languages.

I open this lesson with this context worksheet on the noun intermediary. This is a commonly used word in English. Its adjectival form, intermediate, shows up on this scaffolded worksheet on this word root that is the principal work of this lesson.

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.

Accede (vi)

Here is a context clues worksheet on the verb accede. It’s used only intransitively, and relatively rarely, in my experience, despite its stemming from a solid Latin root at the base of many other commonly used words in English. It means “to become a party (as to an agreement),” “to express approval or give consent, give in to a request or demand.” and “to enter upon an office or position.” A near synonym is assent–another intransitive verb meaning “to agree to something esp. after thoughtful consideration.”

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.

Ad Nauseam

“Ad Nauseam To the point of vomiting: to a sickening or wearisome degree, unrelievedly.

‘Henry Miller couldn’t feel anything and dug graves for a living. William Burroughs was an exterminator, Carl Sandburg was a janitor, Faulkner had to run rum, and so on, ad nauseam.’ Robert Hendrickson, The Literary Life”

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

Word Root Exercise: Acro

Here’s a worksheet on the Greek word root acro, which means high, extremity, and tip.

As you’ll see if you review or use this document–I’m fairly certain I’ve never used it in the classroom–this root produces some relatively specialized words in English. The most common among the assortment are acronym (presumably because one only uses the tips or extremities of words to form acronyms), acrobat (for obvious reasons), and acrophobia, which means, of course, “abnormal dread of being in a high place”, or more simply, “fear of heights.”

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.

Term of Art: Excursus

“Excursus: (Latin ‘running out’) A detailed examination and analysis of a point often added as an appendix to a book. An incidental discussion or digression.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Common Errors in English Usage: Sick (adj), Sic (vt)

Here is an English usage on the adjective sick and the transitive verb sic. Sick needs little elaboration; sic, on the other hand, does, which the reading passage clarifies by pointing up its common use as a transitive verb, generally used in the imperative form when saying to one’s dog, “Sic ’em Rollo!”

However, comprehensively and helpfully, the reading passage in this document explains the use of the Latinism sic, which means thus. If you read, you’ve encountered this (usually in italic type and often with an exclamation point for added ridicule) after a quote that contains errors of fact or lapses in style. Merriam-Webster’s defines the adverb sic as “intentionally so written — used after a printed word or passage to indicate that it is intended exactly as printed or to indicate that it exactly reproduces an original <said he seed [~] it all>.” I think if I were teaching this document to more advanced learners, I would take the time to make sure they understood sic as an editorial annotation so that they might use it in their own writing.

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.