“A term used to distinguish anything out of its proper time. Shakespeare’s references to cannons in King John, a play which takes place before cannons came into use, to clocks in Julius Caesar, and to billiards in Antony and Cleopatra, are examples of anachronisms. In literature, anachronisms are sometimes used deliberately as comic devices to emphasized universal timelessness.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
If you teach writing and want to supply your students with the tools for creating good prose, you might find this short bibliography of writers’ manuals a helpful handout.
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.
“What is the riddle of the Sphinx? What animal walks on four legs in the morning, two at noon, and three at night?” the sphinx asks Oedipus, the hero of Sophocles’ play Oedipus Rex (426 B.C.). Oedipus answers that it is man (crawling as an infant, walking erect as an adult, and walking with a staff or cane in old age).”
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
Posted in English Language Arts, Quotes, Reference
Here, on a rainy Saturday morning, is a learning support on using adverbs of time.
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 learning support on the primary Roman deities. If you teach anything related to classical mythology, you might find this useful.
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 reading on the birth and growth of the Internet with a comprehension worksheet to accompany it. For the right student, I suspect, this will be some relatively high interest material. In fact, it might work well with this material on the ARPAnet, which was the precursor to Internet we all use today.
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.
How was Cotton Mather related to Increase Mather? Increase (1639-1723) was the father of Cotton (1663-1728). Both were clergymen, theologians, and prolific writers in Puritan New England.
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
Here’s a learning support for differentiating between restrictive and non-restrictive clauses that I use when I teach this particular element of good style in 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.
“The intentional or unintentional expression of a word or idea that implies more than one meaning and usually leaves uncertainty in the reader. William Empson, in his Seven Types of Ambiguity (1930), outlined and defined seven different kinds of verbal nuance. He maintained that language functioning with artistic complexity connotes as much and often more than it denotes.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Posted in English Language Arts, Quotes, Reference
Several years ago, when I had just started dealing with the problem of homophone confusion among the students I serve, I whipped up this basic learning support on three of the most commonly misused homophones, to wit, two, too and to; your and you’re; and there their, and they’re. I need to emphasize the modifier basic here, because this is about as basic as it gets. Over time I will post more sophisticated versions of this.
In fact, I almost just tossed this. But since I have 13 GB of storage on this website, and only a little over 2 GB of accumulated material (which is nonetheless about 14,000 documents), I figure I can afford to duplicate a few things, and place a few things that haven’t exactly reached the peak of their development. In fact, that’s exactly what you have 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.
Posted in English Language Arts, Independent Practice, Reference
Tagged homophones, learning supports
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