“Theism: A term which refers to the belief in the existence of a divine being, especially in the existence of a single God, who is thought to be personal and who is the Creator of the universe. Theism involves the idea of divine revelation, and consequently is contrasted with deism, the rational belief in divinity independent of faith in a revealed truth.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged philosophy/religion, term of art
Here’s an English usage worksheet on using more and most properly in the various grammatical constructions where they are needed.
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.
“Adjective: A word that modifies, quantifies, or otherwise qualifies a noun or pronoun: Drizzly November; midnight dreary; only requirement.”
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
Posted in English Language Arts, Quotes, Reference
“Subjunctive: Indicating expression of something not actual or real but rather a desire, demand, plan, doubt, requirement, conception, etc., e.g., ‘Were I your sister….’”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference
“The fundamental fact is that LD [learning disabilities] is a topic largely ignored, displaced, or believed invalid by many members of the composition field. Any effort to make research within the field useful to the study of writing problems of students with learning disabilities, and possible solutions to these problems, must necessarily extrapolate from work done with other populations in mind, The questions of how to understand the writing difficulties of students with learning disabilities, and how best to serve them in the writing classroom or tutorial, are fundamentally marginalized.”
Gander, MacLean, and Stuart Strothman. Teaching Writing to Students with Learning Disabilities: A Landmark College Guide. Putney, VT: Landmark College, 2001.
“Sgraffito: (It., scratched; pl. sgraffiti) A technique of decorating stuccoed surfaces, in which a layer of colored plaster is laid over a dry underlayer and then incised with designs while still damp—making use of the contrasting color of the underlayer. Also, a drawing or words hastily scratched or written on a wall.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
“Relative: Indicating reference to or dependence on an antecedent word, phrase, or clause, or introducing a subordinate clause, e.g., ‘which,’ ‘who,’ ‘whatever.’”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference
“Social Work: The generic term applied to the various applied methods for promoting human welfare through the prevention and relief of suffering. In the late nineteenth century, social work was largely voluntary (notably as a charitable activity on the part of middle-class women), and aimed primarily at the alleviation of material poverty. In the period since the Second World War, social work practice has become increasingly professionalized, and now has a much wider remit embracing emotional and mental as well as economic well-being.
Contemporary social work tends to suffer from a lack of differentiation from the various other social services which comprise the modern welfare state. In Britain, for example, social workers have no legal obligation (and no practical resources) to deal with issues of unemployment, housing, and poverty—all of which are responsibility of other social services. What they are expected to deal with are the wide range of problems which diminish the ‘quality of inner life’; for example, problems and crises associated with adoption, fostering of the young and old, marital reconciliation, sexual and physical abuse, and people’s relationships with one another generally.
There are several models of social work practice. The ‘problem-solving’ approach involves the social worker in reinforcing the client’s emotional and organizational resources to deal with his or her difficulties. The various ‘psycho-social therapies’ stress the need for prior psycho-social diagnosis as a prerequisite for psycho-social treatment. Partly as a reaction against the deterministic and mechanical view of action implied in these approaches, ‘functionalists’ have emphasized the role of the social worker in helping (rather than treating) the client, by sustaining an appropriate supporting relationship with him or her. Other models are oriented towards behavior-modification, crisis-intervention, and short-term task-centeredness. In reality, practice tends to be characterized by eclectic pragmatism, rather than adherence to a specific method. Strong recent influences include feminist theory and anti-oppressive practice. Good recent overviews are Malcolm Payne, Modern Social Work Theory (1991) for Britain, and J. Heffernan et al., Social Work and Social Welfare (2nd edn., 1992) for the United States.
Not surprisingly, many outside observers have expressed concern at the periodic psychotherapeutic takeover of social work; similarly, given its inherently moral character, social work practice has been subject to repeated controversy involving those who view it as primarily a political tool—either for promoting or hindering social justice.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
“Reflexive: Indicating an action or the agent or grammatical subject upon itself, that is, with the subject and object being the same person or thing, e.g., ‘She feeds herself’ or (implicitly reflexive) ‘She keeps in shape.’”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference
This week’s Text, is a lesson plan on the simple past tense of verbs. I begin this lesson after a class change with this Cultural Literacy worksheet on the famous proverb “Hell Hath No Fury Like a Woman Scorned” (I’ve often heard this expression attributed to Shakespeare, but it actually comes from a play by Restoration dramatist William Congreve, “The Mourning Bride“). If circumstances necessitate a second day for this lesson, then here is another do-now exercise, this one a homophones worksheet on the worksheet on the adjectives veracious and voracious. You’ll need this scaffolded worksheet which is the primary work of this lesson; you and your students might also find useful this learning support and word bank. Finally, here is teacher’s copy of the worksheet.
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.
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