Tag Archives: readings/research

Taino

“Taino: Arawak Indians of the island of Hispaniola in the Caribbean Sea. They also inhabited Puerto Rico and the eastern tip of Cuba. The grew cassava and corn, hunted birds and small animals, and fished. They were skillful at working stone and wood. Their society consisted of three tiers—nobles, commoners, and slaves—and they were ruled by hereditary chiefs and subchiefs. Their religious beliefs centered on a hierarchy of nature spirits and ancestors. They became extinct within 100 years of the Spanish conquest.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Pablo Picasso on God as an Artist

“God is really only another artist. He invented the giraffe, the elephant, and the cat. He has no real style. He just goes on trying other things.”

Pablo Picasso, quoted in Francoise Gilot and Carlton Lake, Life with Picasso (1964)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Jose (Raul) Capablanca

“Jose (Raul) Capablanca: (1888-1942) Cuban chess master. He learned chess from his father at 4 and beat Cuba’s best player at 12. He defeated Emanuel Lasker to become world champion in 1921; in 1927 he was defeated by Alexander Alekhine (1892-1946). From 1916 to 1924 he did not lose a game. In 1921 he published an instruction manual, Chess Fundamentals.

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

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.