Category Archives: Reference

These are materials for teachers and parents, and you’ll find, in this category, teachers copies and answer keys for worksheets, quotes related to domain-specific knowledge in English Language Arts and social studies, and quotes on issues of professional concern. See the Taxonomies page for more about this category.

Elocution

“Elocution: The study and practice of oral delivery, including control of breath, voice, pronunciation, stance, and gesture (Has he taken elocution lessons?); the way in which someone speaks or reads aloud, especially in public (flawless elocution). An early meaning of the term was literary style as distinct from content, and relates to the Latin meaning of elocutio (‘speaking out’), one of the canons or departments of rhetoric. Elocution training in how to speak ‘properly’ (as in taking elocution lessons) was a feature of education, particularly for girls, in the 18th and 19th century. Shaw, who gave an extended dramatic treatment to elocution in Pygmalion (1912), added to his will in 1913 a clause giving some of the residue of his estate to ‘The substitution or a scientific training in phonetics for the makeshifts of so-called elocution lessons by actors and others who have hitherto prevailed in the teaching of oratory.””

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

Characterization

“Characterization (noun): Portrayal or description so as to distinguish; the creation and representation of characters in fiction; delineation; the use in journalism of descriptive or categorical words as modifiers, sometimes irrelevantly (physical value judgments) and sometimes prejudicially (subtly moralistic or pejorative words). Adjective: characterizable; verb: characterize.

‘Characterization, too, can border on opinion, and should be excluded from the news columns. A paragraph about the President’s conference contained this sentence: “The ambiguity of his replies sent some men away convinced that the major policy change was indeed in prospect, but the White House later took pains to explain that this was not the case.” Strike out the words “the ambiguity of” and your retain the same meaning without the editorial flavor.’ Theodore Bernstein, Watch Your Language”

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

Term of Art: Visual Perception Disabilities

“visual perception disabilities: Students with visual perception disabilities have trouble making sense out of what they see, not because they have poor eyesight but because their brains process visual information differently.

Children with this problem have trouble organizing, recognizing, interpreting, or remembering visual images. This means that they will have trouble understanding the written and picture symbols they need in school—letters, words, numbers, math symbols, diagrams, maps, charts, and graphs.

Because this type of visual problem is subtle, it is often undiscovered until the child starts having problems in school. Visual perception problems include the ability to recognize images a person has seen before and attach meaning to them; to discriminate among similar images or words, and to separate significant features from background details; and to recognize the same symbol in different forms (understanding, for example, that the letter ‘D’ is the letter ‘D’ whether it is uppercase or lowercase, in different colors or fonts). Sequences are another important visual perception skill; a child with a visual sequencing problem may not understand the difference between the words ‘saw’ and ‘was.’

Students with visual perception problems are usually slow to learn letters and numbers, and often make mistakes, omissions, and reversals. They often have trouble with visual memory and visualization and may be extremely slow readers.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

William Bennett on the Responsibility of Elementary Schools

“The elementary school must assume as its sublime and most solemn responsibility the task of teaching every child in it to read. Any school that does not accomplish this has failed.”

William J. Bennett “Report on Condition of Elementary Schools” (1986)

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

Write It Right: Chivalrous

“Chivalrous. The word is popularly used in the Southern States only, and commonly has reference to men’s manner toward women. Archaic, stilted, and fantastic.”

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

The Devil’s Dictionary: Acquaintance

“Acquaintance, n. A person whom we know well enough to borrow from, but not well enough to lend to. A degree of friendship called slight when its object is poor to obscure, and intimate when he is rich and famous.” 

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

Oxymoron

“Oxymoron: (Greek ‘pointedly foolish’) A figure of speech which combines incongruous and apparently contradictory words and meanings for special effect. As in Lamb’s celebrated remark: ‘I like a smuggler. He is the only honest thief.’

It is a common device, closely related to antithesis and paradox (qq.v), especially in poetry, and is of considerable antiquity. There are many splendid instances in English poetry. It was particularly popular in the late 16th century and during the 17th. A famous example occurs in Romeo and Juliet, when Romeo jests about love:

“Here’s much to do with hate, but more with love.

Why then, O brawling love! O loving hate!

O anything! of nothing first create!

O heavy lightness! serious vanity!

Mis-shapen chaos of well-seeming forms!’

Other well-known examples are Milton’s description of hell in Paradise Lost:

‘No light, but rather darkness visible.’

And Pope’s reference to man in Essay on Man:

‘Plac’d on this isthmus of a middle state,

A being darkly wise, and rudely great.’

Goldsmith has some striking ones in The Deserted Village:

 ‘Where grey-beard mirth and smiling toil retired

The toiling pleasure sickens into pain.’

A particularly well-known example comes in Tennyson’s Lancelot and Elaine:

‘The shackles of an old love straiten’d him

His honour rooted in dishonor stood,

And faith unfaithful kept him falsely true.’

Almost as well known are these lines in Francis Thompson’s The Hound of Heaven:

‘I tempted all His servitors, but to find

My own betrayal in their constance,

In faith to him their fickleness to me,

Their traitorous trueness, and their loyal deceit.’

And a very arresting one in Gerard Manley Hopkins’s The Wreck of the Deutschland:

‘[She] Was calling ‘O Christ, Christ, come quickly’:

The cross to her she call Christ to her, christens her

wild-worse Best.’

Probably the most famous instance of a sustained oxymoron is Sir Thomas Wyatt’s version of Petrarch’s 134th sonnet, which begins:

“I find no peace, and all my war is done;

I fear and hope, I burn and freeze like ice;

I flee above the wind, yet can I not arise;

And nought I have and all the world I season.’

Other English poets who have used the figure extensively are Keats and Crashaw. The Italian Marino and the Spaniard Gongora also had a predilection for it.”

Design

“Design: The composition or general conception of a total work of art, or a part of it. Since the 19th century, applied also to the creation of pleasing and well-formed useful objects.”

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

Book of Answers: Tom Brown’s School Days

“Who wrote Tom Brown’s School Days (1857)? Thomas Hughes, English jurist. The book for boys tells of  young Tom Brown’s adventures at Rugby. Hughes also wrote a sequel, Tom Brown at Oxford (1861).”

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

3 Goddesses of the Judgement of Paris

“Hera * Athena * Aphrodite

As the story goes, the trio were distracted upon being offered an apple labelled to be the ‘fairest of all.’ They each sought to influence the judge—the prince-shepherd Paris of Troy—with the gifts of power, intelligence, of the love of the world’s most beautiful (mortal) woman. Paris chose the latter and set out to seduce Helen. She was, of course, married to Menelaus—and unfortunate detail that sparked the Trojan War.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.