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Articles about Language arts
I recently witnessed one of those lightbulb illuminating moments when someone suddenly "got it." What this language learner "got" was the difference between adjectives and nouns prefixed with un-, and verbs prefixed with un-. The adjective/noun becomes negative, but the verb typically has its action reversed: unusual vs. unwrap, for example.
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Some writing students are taught that there is a four letter word that they should avoid using in their writing: S-A-I-D. They are cautioned that if they repeat the use of said (or say) for attributing quotes or for introducing dialogue, that this repetition will bog down their writing and bore their readers.
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Topics:
Language arts
In this Wordshop article, Susan Ebbers helps readers to distinguish between words ending in the suffix "-ish" and other types of "-ish" words. Ebbers then provides teachers with some creative suggestions for introducing students to the suffix "-ish."
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Topics:
Language arts
WordshopVocab activities for your classroom
Better Off Banished?
A guide to scrubbing student writing of overused words.
Lake Superior State University released its 2012 List of Banished Words this month — a collection of words they deem as "Banished from the Queen's English for Misuse, Overuse and General Uselessness." Teachers, if you shared this news with your students, however, they probably wouldn't recognize this list of words and phrases as "overused."
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Topics:
Language arts
What happens when nouns turn into verbs, and how can language arts educators use these "verbings" as teachable moments? Fitch O'Connell, a longtime teacher of English as a foreign language, takes a look at this "trending" topic.
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A dictionary definition is a place to start (or end); it cannot capture a word's essence or connotation. Students need to learn that words — like people — have personalities. Some get along with everybody. Some only get along with other select words. Some are comfortable everywhere, while some have special hangouts or niches.
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Topics:
Language arts
I recently watched John Pollack's YouTube video of his "pun safari" where he combed the streets of New York City trying to spot images of puns (such as the restaurant sign "Ciao for Now" and the waitress's "Bored of Education" T-shirt). Even though I find this kind of humor a bit painful, the video did support Pollack's call for awareness that "puns are everywhere." The video also made me think about how useful it could be to challenge students to take their own "word safaris" to document the prevalence of the words they are learning.
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Topics:
Language arts
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