4+WWW+Search+Strategies

Module 4 WWW Search Pathfinder By Jonene Cook Spring 2010 – Oklahoma State University – EDTC 5103
 * Homonyms, Homophones & Other Commonly Confused Words Pathfinder **

In teaching English, one of the most challenging issues for many students is homonyms – words that sound alike, but are spelled differently – and other words that are often confused. Non-readers, especially seem to struggle with when to use //their,// versus when to use //they’re// or //there//. Even readers struggle with the nuances in deciding when to use //who// or //whom// or //I// or //me// in their writing//.// In my class we call these “Commonly Confused Words”, because they are.

The following resources have been collected as a source for anyone teaching English, or anyone who merely wants to use the English language good – I mean well.


 * Key Terms: homonyms, homophones, confusing words, sound alike, writing issues, grammar

Search Strategies (computer searches): Dogpile.com: grammar + homonym + usage Google.com: commonly confused words in English +homonym Scholar.google.com: “homonyms” English (Interestingly, there have been very few articles written in the last decade dealing with homonyms. A few were from the 1990’s and 1980’s, and discussed business-English topics, but most of the articles that were found were from the 1950’s through the 1970’s and dealt with desegregation language issues and immigrant language issues.)

Call Number: 410 Linguistics, 415 Grammar, 425 English Grammar ||

Note: Although many of the books listed are children’s books, I have found that presenting this type of content through a children’s book can make the topic less threatening and, because of the images, the memory connections are often stronger than just presenting the information.
 * Resources **
 * Books: **

Cleary, B. P. (2007). //How much can a bare bear bear?: What are homonyms and homophones? (Words// //are categorical).// Minneapolis, MN: First Avenue Editions. This children’s book uses rhymes to illustrate the relationships between homonyms and homophones. Commonly confused words are set in pairs and each grouping are colorfully illustrated to aid in memorization.

Fogarty, M. (2008). //Grammar girl’s quick and dirty tips for better writing.// New York, NY: Holt Paperbacks. Realistically approached and written, Fogarty uses stories and mnemonics to help readers remember differences between commonly confused words and pick up on grammatical structures to produce better writing. The author emphasizes differences in learning styles, as opposed to how most were taught ala the one way the classroom teacher knew, allowing readers to find a method that works for them.

Lederer, R., & Dowis, R. (2001). //Sleeping dogs don’t lay*: Practical advice for the grammatically// //challenged (*and that’s no lie)//. New York, NY: St. Martin’s Griffin. This grammar guide goes beyond homonyms, but provides a number of tips and explanations on the subject.

Loewen, N. (2007). //If you were a homonym or homophone (Word fun).// Minneapolis, MN: Picture Window Books. Vivid pictures accompany explanations and examples of several homonyms. This text also includes activities, a glossary, and an index for easy reference.

O’Conner, P. (2009). //Woe is I: The grammarphobe’s guide to better English in plain English (3rd ed.).// New York, NY: Penguin Books. This may be described as a grammar guide for non-grammarians. Chapters are clearly divided and topics are explained where they are understandable, basing explanations on real situations and examples. Additionally, many topics provide mnemonic trick to stick the idea, concept, or word in the reader’s memory.

O’Conner, P. (2007). //Woe is I Jr.: The younger grammarphobe’s guide to better English in plain English.// New York, NY: Penguin Books. This is another great resource book, but is written and illustrated for children. Using humor, games, familiar characters, and comic-strip-style illustrations, lessons are more accessible to elementary school and middle-school users. Again, the book’s sole focus is not homonyms, but they are addressed.

Presson, L. (1997). //A dictionary of homophones.// Hauppauge, NY: Barron’s//.// Cartoon illustrations add to the robust content of this book. It is a dictionary, so students and adults alike can quickly and easily access the word in question. Each of the hundreds of entries also provides the part-of-speech and a short definition Web pages and web portals: ** Bell, V., et al. (2007). //Words commonly confused.// Retrieved from [] Each set of commonly confused words links to a brief explanation of each word in question and a short quiz. Feedback on quizzes is immediate, but only indicates the correct answer, not an explanation or trick to remember the word’s proper use.

Boyd, T. (2009). //Challenge board: homographs.// Retrieved from [] Although homographs are spelled the same but have different meanings or pronunciations, this quiz-style game for homographs (geared toward grades 1-5). Can be a one- or two-player game, but questions are repeated, so the game is a one-time review or an idea-generator for teachers.

Fogarty, M. (2010). //Grammar girl: Quick and dirty tips for better writing.// Retrieved from [] Weekly entries address a single grammar concern, such as “Between Versus Among” and “’Who’ Versus ‘Whom,’ Advanced”. Entries include written and verbal explanations, links to podcasts and other resources, references, and a quiz section.

Hacker, D. (2009). //Commonly misused words and phrases.// Retrieved from [] Like other sites, this one provides a basic list of homonyms and their definitions. This one however, includes “Problem phrases” also. Information from __A Writer’s Reference__ by Diana Hacker.

Inman, M. - Oatmeal. (2009). //Ten words you need to stop misspelling.// Retrieved from [|tp://theoatmeal.com/comics] This is a poster of commonly misused words with hints and drawings to help remember (albeit some are not so nice). Loaded with humor (of sorts), the visual elements are memorable, but may not be appropriate for all audiences. A quiz on commonly “mistweeted” words is also available. Some content may be down-right offensive.

Internet accuracy project. (2010). //Commonly confused words – frequently misspelled words.// Retrievedfrom [] This site contains a basic list with definitions and sentence-usage examples, but also has a special section for “ie” and “ei” words and other commonly misspelled words. Commonly confused words and commonly misspelled words are alphabetized for easy access.

Internet TESL Journal. (2009). //English vocabulary quizzes – difficult.// Retrieved from [] The quizzes on this site may be designed for ESL, but they are useful for reinforcement for anyone. Quizzes on opposites, idioms, homonyms/homophones, slang, and other grammar issues are scaled to difficulty – Levels 1 & 2, Levels 3 & 4, and Levels 5 & 6. Self-check is used for quizzes, so these would be useful for large-group (class) reviews as well.

Lyndseydavis. (2010). //How to use the grammar detective to choose which homonym is correct.// Retrieved from [] This may be a user-submitted article, but it is a well-written, well-explained user-submitted article. The article lists steps to remembering the proper use of commonly confused words “to”, “too”, and “two”. Steps include explanations and examples for each of the words, as well as tricks to help readers remember which word to use for their situation. The lesson concludes with tips and warnings. This selection’s tip encourages proofreading, citing typing errors; its warning reminds the reader to use mnemonics as a memory aid.

Lyndseydavis. (2010). //How to use the grammar detective to know the homonym usage for “there”////“they’re” and “their”.// Retrieved from [] Teaches the differences between these often-confused words, but more importantly (in my opinion), the site teaches mnemonic devices (what I call “hooks” in my class) to help students remember which word to use in given situations. Examples are provided for incorrect as well as correct situations. The site also provides “Tips & Warnings” for students to be aware of, such as stressing the importance of proofreading and links to other sites, such as the Purdue Online Writing Lab, which is a fantastic resource.

Lyndseydavis. (2010). //How to use the grammar detective to use homonyms “poor” “pore” and “pour”////properly.// Retrieved from [] Another focused lesson for homonyms. The structure is the same as the other “lyndseydavis” entries with definitions of each of the words, explanations of the uses, and tricks to test for each. It also offers editing tips, like proofreading backwards.

Lyndseydavis. (2010). //How to use the grammar detective to use “its” and “it’s” properly.// Retrieved from [] Homonyms focus is on the proper use of “its” and “it’s”. Design of the lesson is definitions, examples, and tricks for remembering how to place each commonly confused word.

Lyndseydavis. (2010). //How to use the grammar detective to use the homonyms “your” and “you’re”////correctly.// Retrieved from [] One of the most often misused homonym sets – “your” and “you’re” – is addressed. Included in the tips for this entry is keeping a list of homonyms to watch for in your own writing, a good tip for writers who struggle with the same homonyms repeatedly in their writing.

Oxford Dictionaries: Better Writing. (2010). //Commonly confused words.// Retrieved from [] The Oxford Dictionaries site provides more than basic words that are commonly confused. In addition to explanations for “your” and “you’re”, this site also provides explanations for selections like “venal” and “venial”, and “perspicuous” and “perspicacious”, among other less-common commonly confused word pairs. The site also contains links to other grammar issues, including tips for when to use who or whom and lie or lay.

Vorfeld, J. (n.d.). //Homonyms, homophones, homographs & heteronyms.// Retrieved from [] Defines differences and provides examples of homonyms, homophones, homographs, and heteronyms. This site also provides links to other homophone/homonym sites; informational note: some are linked to UK English sites, so the spelling and/or pronunciation are not always accurate for American-English users (jail/gaol). Organizations: ** n.a. (2009). //The correct usage of “you’re”, “your”, “there”, “their”, and “they’re”.// Facebook fan page at [|http://www.facebook.com/home.php?#!/pages/The-correct-usage-of-Youre-Your-There-Their-and-Theyre/367120365296?v=wall] Podcasts: ** Fogarty, M. (2010). //Grammar girl: Quick and dirty tips for better writing.// Retrieved from [] Emphasizing Fogarty’s versatility and belief in multiple learning styles, the grammar lessons from the website are also available via podcast for auditory learners. Articles: ** Faherty, J. (2007). ‘Grammar girl’ podcast rules online//. USAToday online/The Arizona Republic.// Retrieved from [] The article emphasizes the necessity for good grammar in writing, no matter the profession. Faherty quotes fans of “Grammar Girl” in their desire for better grammar, and the positive, accessible way the website/podcasts teach each lesson.
 * Adult-language


 * Awareness: ** My name is Jonene, and I'm a Google addict. It seems like I use google for the majority of my searches, and although I //know // about operating terms, I find I get frustrated with finding appropriate, usable resources on the topic(s) I'm researching before I think, "Oh, yeah. If I set limiters, I'll stop getting links to //nude //beaches as opposed to //family // beaches. In still filtering out the junk, there is a lot of it out there, but using good search terms allows me to get rid of some of it and make the results I get more manageable. I love compiling the resources into one location. In my first pathfinder (which is also located on my wiki), I did not provide annotations. Now, when I look over the resources, I wonder which one is which. The annotation is a must, not only for myself, but it makes the resources more accessible when I’m sharing with teachers, homeschooling parents, and students.


 * Exploration & Filtration: **I need to be more willing to go to other or additional search engines. I need to use limiters and more qualifying terms. I, too, teach my students how to find good, reliable, appropriate resources and am always looking for good “bad” examples. Compiling all the examples into one pathfinder would be another good way to effectively organize examples (look, applying knowledge from the last week!) and be able to readily access them when I need them, as opposed to searching through files, both physical and computer, to find the right ones.


 * Learning: **I am stubborn and complacent. I need to practice what I preach and start getting out to different search engines if I want to find the very best resources. I refreshed my views on Pathfinders and see the need to update old formats to have the Pathfinders I use more accessible to myself and others. Through searching for resources to put on my Pathfinder, I also discovered several activities and resources I can put into immediate use in my classrooms.

  http://learninginprogress.wikispaces.com/4+WWW+Search+Strategies 
 * Application: **My Pathfinder is on words that are commonly confused/misused in writing. I go over five new pairs of commonly confused words each class period in my basic composition class and at least one pair each class in Comp I due to misuse. With this Pathfinder, I can direct students to additional resources easily and can access additional activities as checkpoints (quizzes) quickly.