Tag Archives: readings/research

The Weekly Text, 16 September 2022, Hispanic Heritage Month Week I: Francisco Goya

Yesterday began Hispanic Heritage Month 2022, which occurs every year between September 15 and October 15. This year’s month contains five Fridays, so there will be five Weekly Texts such as today’s–i.e. readings and comprehension worksheets. Unfortunately, and to my chagrin, this will exhaust my supply of materials for this month where Weekly Texts are concerned. I have developed a number of shorter exercises to post while I figure something out for Fridays–i.e. Weekly Text day.

For now, here is a reading on Francisco Goya along with its accompanying vocabulary-building and comprehension worksheet.

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.

Term of Art: Teacher-Directed Classroom

“teacher-directed classroom: A classroom in which the teacher is in charge and makes all the important decisions about the content and pace of instruction; also known as the teacher-dominated classroom. The teacher-directed classroom is sometimes used as a derogatory term compared unfavorably with the learner-centered classroom, where students are in charge of their own learning. See also teacher-centered instruction. Contrast child-centered education; learner-centered classroom.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Modern Art

“Modern Art: In strict historical terminology, modern art began in the middle of the 19th century with the realism of Gustave Courbet. At that time, art began to free itself from the strict requirements of subject matter and developed increasingly toward preoccupation with form. In general, it also repudiated many of the techniques of pleasing the viewer devised by past canonical artists.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Cubism

Here is a reading on Cubism along with its accompanying vocabulary-building and comprehension worksheet. I can’t think of anything more to say about this–other than the audience for this, given the state of arts education in our schools these days, might end up being entirely self-selected.

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: John Calvin and Calvinism

Here is a Cultural Literacy worksheet on John Calvin and his doctrine, Calvinism. This is a half-page worksheet that contains two readings from The New Dictionary of Cultural Literacy. They are separated. The first is on John Calvin the man, and is two-sentences; the second is on the doctrine of Calvinism, and is four-sentences long. Three comprehension questions follow both of these readings. I don’t know if you’re aware of this, but a recent Secretary of Education of the United States apparently believed all that nonsense about predestination in Calvinist doctrine.

As with virtually everything on Mark’s Text Terminal, this is a Microsoft Word document, so you can manipulate it for the needs of your students. I thought these combine well, but they also might be better off separated into two separate documents. You can do with it as you wish.

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, 9 September 2022: Common Errors in English Usage, Imply (vt), Infer (vi/vt)

This week’s Text is a worksheet on the use of the verbs imply and infer. This is a full-page worksheet with a reading of three longish compound sentences, and ten modified cloze exercises. The text derives from Paul Brians’ fine book Common Errors in English Usage–to which he allows cost-free access at his Washington State University website.

I myself was uncertain about the use of these two words until I saw the 1988 remake of the estimable 1959 film noir D.O.A. Dennis Quaid plays Professor Dexter Cornell (Edmond O’Brien played this character as Frank Bigelow in the original). At one point in the film, Professor Cornell is dealing with a preternaturally cheap hoodlum named Bernard. Bernard says to Cornell, “I don’t think I like what you’re inferring Mr. Cornell.” Cornell sneers at Bernard, “Implying. When I say it, that’s implying. How you take it, that’s inferring.” Bernard replies, “I see. Infer this.” Then true to form for a knuckle-dragger like Bernard, he punches Cornell in the mouth.

Lawrence Block, in his novel Small Town (page 301 in the William Morrow hardcover edition), which I believe was his last, Block has the august New York Times commit a similar error, using infer where imply is required. True to its form, the Times prints a correction the next day.

Why am I on about this, as they say in Great Britain? Because these are two important conceptual words which describe an extremely common, if elliptical, form of communication. In fact, if you want to teach literature at all, these are two words students must understand well, and therefore be able to use well–and, for heaven’s sake, accurately. One more time: so much of human communication occurs by implication and inference (to trot out the nouns) that it seems to me unlikely to overstate the importance of understanding these words and the concepts in communication they represent.

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.

Rotten Reviews: A Moveable Feast

“Judging by this memoir, it would seem the Hemingway estate is prepared to dribble out some very small beer indeed in the name of the master. This book was apparently completed in Cuba in 1960 and, for all the good it is likely to do Hemingway’s reputation, it could very well have stayed there—permanently.”

Geoffrey Wagner, Commonweal

Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.   

James Dean

Here is a reading on James Dean along with its accompanying vocabulary-building and comprehension worksheet. Does James Dean register with young people anymore? To my mind, Rebel Without a Cause is one of the great movies on adolescent angst. To my surprise, I learned while researching the fundamentals of this post that Rebel Without a Cause was actually released about a month after James Dean’s death on 30 September 1955.

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.

Manifesto

“Manifesto: A term closely associated with the Avant-Garde Modernists and used primarily during the 20th century. Often the work of writers rather than artists, manifestos were published to proclaim new or revolutionary movements that spanned the arts, as in the Futurist and Surrealist manifestos.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

The Weekly Text, 2 September 2022: A Lesson Plan on the Crime and Puzzlement Case “The Big Bang”

This week’s Text is a lesson plan on the Crime and Puzzlement case “The Big Bang.” This lesson opens with this Cultural Literacy worksheet on dogma: it’s a half-page document with a two-sentence reading and two comprehension questions. This is one of the better of these things I’ve produced over the years–it’s strength is clearly in its economy. Two sentences, it turns out, is all the subject needs if the writer is sufficiently concise.

You’ll need this PDF of the illustration and questions to use as evidence to investigate the offense against good order the case represents. To bring the alleged misdemeanant or felon to justice, you and your students will also need this typescript of the answer key.

That’s it. And by “that’s it,” I mean that this is the last of these lessons I have to publish here. That also means that there are 72 Crime and Puzzlement lessons on this blog now. Help yourself!

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.