Category Archives: Quotes

As every second post on this site is a quote. You’ll find a deep and broad variety of quotes under this category, which overlap with several other tags and categories. Many of the quotes are larded with links for deeper reading on the subject of the quote, or connections between the subject of the quotes and other people, things, or ideas. See the Taxonomies page for more about this category.

Term of Art: Achievement Motivation

achievement motivation: Defined as the need to perform well or the striving for success, and evidenced by persistence and effort in the face of difficulties, achievement motivation is regarded as a central human motivation. Psychologist David McClelland (The Achieving Society, 1961) measured it by analyzing respondent’s narratives; rather more controversially he hypothesized that was related to economic growth. Lack of achievement motivation was, for a period during the 1950s and 1960s, a fashionable explanation for lack of economic development in the Third World–notably among certain American modernization theorists. This thesis was much criticized by dependency theorists such as Andre Gunder Frank (Latin America: Underdevelopment or Revolution, 1969).”

Excerpted from: Matthews, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Lacquer

“A resinous varnish that, when applied in several layers, attains a high polish. True lacquer comes from the Japanese lac tree. Characteristically oriental, lacquer work spread to Europe in the early 18th century. Usually decorated.”

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

What’s Worth Fighting for Out There?

“Among the many purposes of schooling, four stand out to us as having special moral value: to love and care, to serve, to empower and, of course, to learn.”

Andy Hargreaves and Michael Fullan What’s Worth Fighting For Out There? (1998)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Write It Right: Action for Act

“Action for Act. ‘In wrestling, a blow is a reprehensible action.’ A blow is not an action but an act. An action may consist of many acts.”

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

Book of Answers: Who Eighty-Sixed Scott and Zelda Fitzgerald?

“What hotel threw out newlyweds F. Scott Fitzgerald and Zelda Sayre? The Biltmore Hotel in New York City, following their wedding on April 3, 1920. The management asked them to leave because of their unseemly behavior.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Rotten Reviews: A Midsummer Night’s Dream by William Shakespeare

“The most insipid, ridiculous play that I ever saw in my life.”

 Samuel Pepys, Diary

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

A Learning Support on Three Rhetorical Terms: Ethos, Pathos, and Logos

Several years ago I became interested in the Trivium both as a concept and as a potential framework for a unit, in this case a unit on writing. I actually began developing the unit, put together the first three lessons, and offered it as a special institute class at the high school in which I was serving. Ultimately, alas, I was unable to bring the unit to fruition due to institutional disinterest.

When I arrived at the school in which I presently serve, I noticed that the English teachers required in writing assignments that students use the rhetorical moves of ethos, pathos, and logos to argue their case. Since rhetoric is one of the three subjects in the trivium–logic and grammar are the others–I found this interesting.

Which is why I developed this learning support on ethos, logos, and pathos in case the students in my literacy classroom needed it. Unfortunately, I was never able to use it.

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.

Term of Art: Magnum Opus

“Magnum Opus: A great work of art or literature, especially a writer’s culminating and greatest achievement; masterpiece. Plural: magna opera, magnum opuses,

‘It was the magnum opus of a fat spoiled rich boy who could write like an angel about landscape and like an adolescent about people.’ Norman Mailer, Cannibals and Christians”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Ben Hecht on History, Chronology, and Journalism

“Trying to determine what is going on in the world by reading newspapers is like trying to tell the time by watching the second hand of a clock.”

Ben Hecht

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

The Mozart Effect

[N.B. that this quote contains an apparent error, to wit that number 488 in the Kochel Catalogue is not a sonata for two pianos, but rather the composer’s 23rd piano concerto.]

Mozart effect: A finding, first reported in the journal Nature in 1993, that listening to compositions by Mozart increases scores on tests of spatial ability for a short while. In the original experiment, college students were given various tests after experiencing each of the following for ten minutes: listening to Mozart’s sonata for two pianos in D major K488, listening to a relaxation tape, or silence. Performance on the paper-folding subtest of the Stanford-Binet intelligence scale was significantly better after listening to Mozart than after the other two treatments, but the effect dissipated after about 15 minutes, and other (non-spatial) tasks were unaffected. The finding has been contested by other researchers and has been widely misinterpreted to imply that listening to Mozart (or listening to classical music) increases one’s intelligence. Several independent research studies have shown that children who receive extensive training in musical performance achieve significant higher average scores on tests of spatial ability, but that long-term consequence is not the Mozart effect.

[Named after the Austrian composer Wolfgang Amadeus Mozart (1756-9100]”

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.