“Kylix (Cylix): A wide, shallow Greek drinking cup with two handles set horizontally and with or without a slender stem. The inside of the bowl was a field for vase painting.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
Posted in English Language Arts, Quotes, Reference
Here is a context clues worksheet on the verb feign, which is used both intransitively and transitively. Intransitively, it means “pretend” and “dissemble.” Transitively, and it is this definition toward which the context clues in this document point, it means “to give a false appearance of,” “induce as a false impression,” “to assert as if true,” and, again, “pretend.”
I would think this is a word students ought to know before they graduate high school. But what do you think?
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.
“Bully Pulpit Use of high office, power in media, or similar station to exhort of moralize to the people, as in the case of the presidency or an influential, prestigious newspaper. See also JAWBONE
‘And Moyers, unlike most newscasters, has something to say; he has abiding beliefs about what is right and wrong. And the CBS Evening News is, as they say, a bully pulpit.’ James Traub, United Mainliner”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
“Ideology:Tendentious arguments which advance a world view as absolute truth in order to win and hold political power.
A god who intervenes in human affairs through spokesmen who generally call themselves priests; a king who implements instructions received from God; a predestined class war which requires the representatives of a certain class to take power; a corporatist structure of experts who implement truth through fact-based conclusions; a racial unit which because of its blood ties has a destiny as revealed by nationalist leaders; a world market which, whether anyone likes it or not, will determine the shape of every human life, as interpreted by corporate executives—all of these and more are ideologies.
Followers are caught up in the naïve obsessions of these movements. This combination ensures failure and is prone to violence. That’s why the decent intentions of the Communist Manifesto end up in gulags and murder. Or the market-place’s promise of prosperity in the exploitation of cheap, often child, labor.
There are big ideologies and little ones. They come in international, national, and local shapes. Some require skyscrapers, others circumcision. Like fiction they are dependent on the willing suspension of disbelief, because God only appears in private and before his official spokespeople, class leaders themselves decide the content and pecking order of classes, experts choose their facts judiciously, blood-ties aren’t pure and the passive acceptance of a determinist market means denying 2,500 years of Western civilization from Athens and Rome through the Renaissance to the creation of middle-class democracies.
Which is ideology/ Which not? You shall know them my their assertion of truth, their contempt for considered reflection and their fear of debate.
Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.
“task-based instruction: An instructional approach that relies on specific activities to teach students the skills and knowledge they need in the ‘real world.’ The curriculum designer or teacher identifies specific needs—such as taking part in a job interview, applying for a credit card, ordering from a menu, or finding one’s way in an unfamiliar city—and builds the daily activities of the classroom around these tasks. See also scientific management; Taylorism.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“By the worldly standards of public life, all scholars in their work are of course oddly virtuous.”
Jacob Bronowski in a lecture at the Massachusetts Institute of Technology (1953)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
Posted in English Language Arts, Quotes, Reference, Social Sciences
“Quintilian Latin Marcus Fabius Quintilianus: (AD35?-after 96) Latin teacher and writer. Born in Spain, Quintilian was probably educated and trained in oratory in Rome. From about 68 to 88 he taught rhetoric, becoming Rome’s leading teacher and was an eminent advocate in the law courts. His Institutio oratoria is a practical survey of rhetoric in 12 books and a major contribution to educational theory and literary criticism, His dual emphasis on intellectual and moral training appealed to humanists of the 15th-16th centuries and through them influenced the modern view of education as all around character training to equip a student for life.”
Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.
“bell, book, and candle: A reference to features of the solemn ritual of major excommunication, as performed in the medieval Church of Rome. The decree of anathema, the official curse of excommunication, was read from the book of church ritual; the attendant priests held candles, which were dashed to the ground, symbolizing the extinction of grace and joy in the soul of the accused; and a bell was tolled, perhaps to simulate the tolling for the dead.
The phrase bell, book, and candle appears in Shakespeare’s King John (III, 3): ‘Bell, book, and candle shall not drive me back/ When gold and silver becks me to come on.’ Here, as in general usage, it represents the power and authority of Christianity.
Bell, Book, and Candle (1950) is also the title of a play by John Van Druten (1901-57), about a beautiful present-day witch who falls in love with a man and loses her powers as a sorceress.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
I recently found myself in receipt of The Uncollected Essays of Elizabeth Hardwick, published by The New York Review of Books for its fine series of “Classics.” I couldn’t help but notice, and feel a need to transcribe for future use, this essay on reading, titled, simply, “Reading.” There is a great deal in these 2,158 words to provoke thought–especially for teachers.
But what do you think?
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.
“Broadside (noun): A verbal attack or denunciation, especially in a publication; adverse critique; tirade.
‘Constantine Curran, who was now editing St. Stephen’s, the University College magazine, asked Joyce to send him something he could not market elsewhere, but was staggered when Joyce disingenuously submitted a new and scabrous broadside, “The Holy Office.”’ Richard Ellman, James Joyce”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
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