Tag Archives: foreign languages/linguistics

Ubiquitous (adj)

It’s Merriam-Webster’s Word of the Day today, so, like Pavlov’s dog, I got out an index card and wrote this context clues worksheet on the adjective ubiquitous. It’s of solid, if distant classical origin–ubique means everywhere in Latin–and found its way into English in this form in 1830. Ubiquitous means “existing or being everywhere at the same time : constantly encountered : WIDESPREAD.”

This is an adjective that tends, in any case, to show up in educated discourse.

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.

Modernismo

“Modernismo: A literary movement that arose in Spanish America in the late 19th century and was subsequently transmitted to Spain, In their quest for pure poetry, the modernists displayed a dazzling technical virtuosity and technical perfection that revolutionized Spanish literature.

According to some critics, the publication of Jose Marti’s Ismaelillo (1882) marks the beginning of the movement. Others assert that, while Marti exerted enormous influence on Spanish-American writing and thought, his poetry is so individual that he cannot be considered even a precursor of modernism. There is no disagreement, however, as to the dominant role of Ruben Dario, whose work defined and stimulated modernism in America and in Spain. The publication of his Azul (1888) is sometimes said to signify the birth of modernism, and Prosas profanas (1896) is held to show modernism at its zenith. Other early modernist poets (often considered precursors of this movement) were Manuel Gutierrez Najera, Jose Ascuncion Silva, and Julian del Casal, the Cuban. Modernists of the later, post-1896 phase include Leopoldo Lugones, Jose Enrique Rodo, Julio Herrera y Reissig, Jose Santo Chocano, Amado Nervo, and Rufino Blanco Fombona.

In rebellion against romanticism, from which, however, they were not always able to free themselves, the modernists drew their initial inspiration and technique from European, particularly French, sources. From French Parnassians and symbolists, such as Gautier, Coppee, and Verlaine, came their pessimism and melancholy, their belief in art for art’s sake, their zeal for technical excellence and musicality, their love of exotic imagery and a vocabulary in which swans (one of Dario’s favorite symbols), peacocks, gems, and palaces abound. Another distinctive characteristic of the modernists was their unceasing experimentation with old and new verse forms, In their desire to escape from the sordidness of reality, the early modernists usually shunned political and native themes. Their successors, however, inspired no doubt by impassioned verses that Dario hurled at Theodore Roosevelt in his ode to Argentina, turned increasingly to American subjects, as exemplified by Chocano’s Alma America (1906). In prose writing, particularly the essay, modernismo fostered a new simplicity and elegance, the finest examples of which are to be found in the works of Rodo.”

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

Word Root Exercise: Lith/o

Here is a worksheet on the Greek word root lith/o. It means stone and rock. Simple enough, and useful if you happen to be teaching geology in particular or earth science in general.

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.

Matriculate (vi/vt)

Here is a context clues worksheet on the verb matriculate, which is used both intransitively and transitively. This is the last of the Words of the Day from Merriam-Webster while I was away for the Labor Day weekend. 

Teachers, especially high school teachers, as well as guidance counselors, will agree, I hope, that students ought to know this word as they proceed toward their graduation days. It’s probably worth mentioning, for linguistic purposes, that after students matriculate, work for four years, then graduate, their relationship with their college is characterized by the noun alma mater, i.e. “nourishing mother.” These words stem from the Latin word roots matr, matri, and mater, which mean “mother.” 

In fact, I’ll link to this word root exercise on matr, matri, and mater in the event you want to take this inquiry a bit further.

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.

Word Root Exercise: Arium, Orium and Ary

Can you use this worksheet on the Latin word roots arium, orium and ary? They mean, simply, “a place for.” When you consider words like aquarium, emporium, and aviary, you begin to see just how productive this word root is in English.

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.

Word Root Exercise: Aqua

Here is a worksheet on the Latin word root aqua. Do I need to tell you it means water? It is an extremely productive root in English as well as the all the Romance languages.

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.

A Short Exercise on the Greek Word Root Ornith/o

Last but not least, today, here is a short worksheet on the Greek word root ornith/o, which means, of course, bird. If you’ve downloaded other word-root worksheets from Mark’s Text Terminal, please be advised that this one is a much shorter exercise. Its purpose is as a do-now exercise, something short to start off a class period.

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.

Forte (n)

Over the years, I’ve set out several times to write a context clues worksheet for the noun forte, and then never finished. So when it popped up as Merriam-Webster’s Word of the Day a few days back, I resolved to finally complete what should be a fairly mundane task. After all, forte is in fairly common use, isn’t it?

So I’m not sure why I heretofore struggled with writing this context clues worksheet on the noun forte. It means “one’s strong point” for the purposes of this worksheet and it’s the only way I use it in speech. But it has other meanings, including, as a noun, “the part of a sword or foil blade that is between the middle and the hilt and that is the strongest part of the blade.” Also as a noun, in the context of music, it means “a tone or passage played forte : a musical tone or passage played loudly.” So it is subtly polysemous.

I’ve always pronounced it “for-tay.” But there is contention about that. I’ll spare you the details, other than the topic sentence from a lengthy excursus from Merriam-Webster’s Collegiate Dictionary, 11th Edition, on pronouncing forte: “In forte we have a word derived from French that in its ‘strong point’ sense has no entirely satisfactory pronunciation.”

Whatever the case, this is a word educated people use in discourse, so our students should learn it for that reason alone.

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.

Book of Answers: Beowulf

“How many monsters does Beowulf kill? Three—Grendel, Grendel’s mother, and a dragon. The Old English poem Beowulf is thought to date from the eighth century.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Word Root Exercise: Hexa, Hex

This worksheet on the Greek roots hexa– and hex builds students’ English vocabulary with words based on these two roots, which means six. Needless to say, these two roots are very productive in English, especially producing words used in science and mathematics education, as this document will demonstrate for you and your students.

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.