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.

Catch-22

Catch-22: “A novel (1961) by Joseph Heller (1923-1999) about the experiences of Captain Yossarian of the 256th (Army) bombing squadron in Italy during the Second World War. Yossarian’s main aim is to avoid getting killed. ‘Catch-22’ has become part of everyday speech to indicate a ‘no-win’ situation. Heller originally defined Catch-22 in chapter 5 of the novel:

‘There was only one catch and that was Catch-22, which specified the concern for one’s own safety in the face of dangers that were real and immediate was the process of a rational mind. Orr was crazy and could be grounded. All he had to do was to ask; and as soon as he did. He would no longer be crazy have to fly more missions and sane if he didn’t, but if he was sane he had to fly them. If he flew them he was crazy and didn’t have to; but if he didn’t want to he was sane and had to’ 

Heller’s original title had been Catch 18, but his editor Robert Gottlieb pointed out that they were publishing Leon Uris’s Mila 18 in the same season. Heller later recalled:

‘I thought of Catch-Eleven, because it’s the only other number to start with an open vowel sound, I guess we doubled that.’

A film version (1970) with Alan Arkin as Yossarian was directed by Mike Nichols. Heller’s novel Closing Time (1994) features some of the same characters in later life.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

The Devil’s Dictionary: Censor

“Censor, n. A person of certain governments, employed to suppress the works of genius. Among the Romans the censor was an inspector of public morals, but the public morals of modern nations will not bear inspection.” 

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

Write It Right: Antecedents for Personal History

“Antecedents for Personal History. Antecedents are predecessors.”

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

David Letterman on Statistics

“USA Today has come out with a new survey; apparently, three out of every four people make up 75 percent of the population.”

David Letterman

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

Deaccessioning

“Deaccessioning: In the late 1980s the art market experienced an enormous book and prices skyrocketed for all artworks, but especially for Impressionist and Modern paintings. Acquisition budgets at most museums could not keep up with the new prices. In order to acquire new and important works, some museums resorted to the sale of what were considered secondary or redundant works in their collections. The auctioning off of several works then supplied the funds to buy one or two paintings which could fill gaps in the existing collection. Deaccessioning was controversial, raising questions as to whether such decisions reflected current tastes and would stand the test of time.”

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

Term of Art: Adaptive Skills

adaptive skills: Daily living skills that a person needs to be able to live, work, and play independently. There are 10 skills that are included in this area: communication, self-care, home living, social skills, leisure,, health and safety, self-direction, functional academics, community use, and work.

Adaptive skills are assessed in the person’s typical environment, in all aspects of an individual’s life. A person with limited intellectual functioning but who does not have have limits in adaptive skill areas may not be diagnosed as having mental retardation. By law, such a person is not retarded.”

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

Term of Art: Indefinite Pronoun

“Indefinite Pronoun: A pronoun that refers to an unspecified person (anybody) or thing (something).”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

Decorative Arts

“Decorative Arts: Imprecise collective term for such art forms as ceramics, enamels, furniture, glass, ivory, metalwork, and textiles, especially when they take forms used as interior decoration. Sometimes designated the ‘minor arts’ to distinguish them from the ‘major arts’ of architecture, sculpture, and painting. See APPLIED ARTS, CRAFT, ‘LOW’ ART.”

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

Rotten Rejections: The Clan of the Cave Bear

“We are very impressed with the depth and scope of your research and the quality of your prose. Nevertheless, the length presents a unique problem, for production costs are rising and the reading public are reluctant to buy expensive novels unless the author has an established reputation such as the one enjoyed by James Michener. In any case, we don’t thing we could distribute enough copies to satisfy you or ourselves.”

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

Term of Art: Context Clues

“context clues: Using information in a sentence or paragraph surrounding a new term to help the reader understand that term. There are several items to look for when searching for context clues, including

  • a punctuation mark (such as a comma or dash) that may signal that information is being presented about the new term
  • key words: words such as or and that is may signal that definition is to follow.
  • Definition: sometimes the meaning of a new word may be made clear by reading the entire paragraph in which it appears.

Learning to use context clues to gain meaning is an important reading skill. A student who is able to use the context to identify an unknown word, grasp the meaning of a word, or comprehend a passage read, will become a good reader.”

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