Monthly Archives: November 2019

Term of Art: Anticlimax

Anticlimax: According to Dr. Johnson’s definition (and he appears to have been the first to record the word) it is “a sentence in which the last part expresses something lower than the first.” In fact, a bathetic declension from a noble tone to one less exalted. The effect can be comic and is often intended to be so. A good example occurs in Fielding’s burlesque (q.v.), Tom Thumb:

King [Aruther, to his queen Dolallola]

…Whence flow those tears fast down thy blubber’d cheeks,

Like swoln Gutter, gushing through the streets?

The effect can also be unintentionally comic. There is a well-known example in Crashaw’s Saint Mary Magdelene, or the Weeper:

And now where e’er He Strays,

Among the Galilean Mountains,

Or more unwelcome ways,

He’s followed by two faithful fountains;

Two walking baths, two weeping motions;

Portable & compendious oceans.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Word Root Exercise: Para

Here’s a worksheet on the Greek root para. It means, variously, beside, beyond, abnormal, variation, and assistant. If you’re serving a special needs population, chances are you’re working with a paraprofessional who works in parallel with you. And if you’re teaching science, especially, you know and probably even use paradigm in your classroom.

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.

Kieran Egan on Narrative as Compelling Pedagogy

“A model for teaching that draws on the power of the story, then, will ensure that we set up a conflict or sense of dramatic tension at the beginning of our lessons and unit. Thus, we create some expectation that we will satisfy at the end. It is this rhythm of expectation and satisfaction that will give us a principle for precisely selecting content…. We need, then, to be more conscious of the importance of beginning with a conflict or problem whose resolution at the end can set such a rhythm in motion.”

Kieran Egan

Teaching as Story-Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Cultural Literacy: Armenian Massacre

Because the events it records have been in the news lately, or perhaps belatedly might be the better adverb here, this seems like a good time to post this Cultural Literacy worksheet on the Armenian massacres of 1915. Many historians regard this as the first modern genocide; it certainly set a grim tone for the bloody twentieth century.

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 Devil’s Dictionary: Functionary

“Functionary, n. A person entrusted with certain official duties. That great and good man, the late President Buchanan, once unluckily mentioned himself with commendable satisfaction as ‘an old public functionary.’ The description fitted him like a skin and he wore it to his grave. When he appeared as the Judgement Seat, and his case was called, the Recording Angel ran his finger down the index to the Book of Doom and read off the name: ‘James Buchanan, O.P.F.’ ‘What does that mean?’ inquired the Court. And with that readiness of resource which in life had distinguished it from a garden slug, that truthful immortal part replied: ‘Oncommonly phaultless filanthropist.’ Mr. Buchanan was admitted to a seat in the Upper House.”

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000.

Abstruse (adj), Recondite (adj)

While I’m not sure it is necessarily a word high schoolers ought to know (although every time I qualify a blog post with those words, I find myself wondering if there is any word a high schooler doesn’t need to know), here nonetheless is a context clues worksheet on the adjective abstruse. It means, simply, “difficult to comprehend.”

If that doesn’t quite cover conceptually what you mean students to understand, then perhaps this worksheet on the adjective recondite will supply the needed depth of understanding. It means “hidden from sight, concealed,” “difficult or impossible for one of ordinary understanding or knowledge to comprehend,” and “of, relating to or dealing with something little known or obscure.”

Incidentally, I have always been impressed by the fact, and have tried to impress students with it as well, that the great rapper Guru (who died in 2010, I was sad to learn while writing this post) managed to work recondite into his song “Jazz Thing” in reference to the late, great Thelonious Monk.

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: Apposition

Apposition: Two consecutive, juxtaposed nouns or noun phrases are in apposition when they refer to the same person or thing, and when either can be omitted without seriously changing the meaning or the grammar of a sentence. Mrs. Thatcher and the British Prime Minister are in apposition in Mrs. Thatcher, the British Prime Minister, became leader of the Tory party in 1975. Here, both Mrs. Thatcher became leader…and The British Prime Minister became leader…could serve equally well alone. The term is often used when these criteria only partly apply, some grammarians using terms like partial or weak apposition to distinguish various types of lesser acceptability: ‘The heir to the throne arrived, Prince Charles’ (where only the second noun phrase can be omitted).

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Measles

Here is a reading on measles and its accompanying vocabulary-building and comprehension worksheet if for some reason you can use them.

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: Raymond Carver

“There is nothing here to appease a reader’s basic literary needs.”

Atlantic Monthly

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

Write it Right: Allude to for Mention

Allude to for Mention. What is alluded to is not mentioned, but referred to indirectly. Originally, the word implied a playful, or sportive reference. That meaning is gone out of it.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.