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.

Term of Art: Exegesis

“Exegesis: In Roman times the exegetes were professional and official interpreters of charms, omens, dreams, sacred law and oracular pronouncements. Thus the term has come to mean an explanation or interpretation and is often applied to biblical studies. As far as literature is concerned, it covers critical analysis and the elucidation of difficulties in the text. A variorum edition (q.v.), for example, contains a great deal of exegesis.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Write It Right: All Of

“All of. ‘He gave me all of his property.’ The words are contradictory: an entire thing cannot be of itself. Omit the preposition.”

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

Term of Art: Weltanschauung

“Weltanschauung: A German term which refers to the ‘world-view’ or ‘philosophy of life’ of different groups within society. For example, it is sometimes argued that the long-term unemployed have a fatalistic outlook, the middle classes an individualistic approach to life, while members of the working class hold a set of beliefs and attitudes which emphasize collectivism. Sociologists have posed a number of interesting questions around this topic. Do particular social groups actually adhere to identifiable world-views? If so, how do individuals come to hold specific images of society, and what is the relationship between membership of a group and an individual’s subjective representations of it? The major problem confronting sociologists who address these issues is that of defining and describing a world-view itself. What beliefs and values may be said to constitute a world-view? Should we even expect people to hold to consistent world-views, given that (for example) research on class imagery suggests that, more often than not, people’s attitudes and values are inconsistent or ambiguous, and rarely form a coherent whole? In short, use of this term usually points to a certain imprecision in an argument, and almost invariably indicates that data appropriate to the particular case are wanting.”

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

A Lesson Plan on the Timelines of World History

I was all but certain that I had previously posted this lesson plan on the timeline of global history, but I can’t find it anywhere on Mark’s Text Terminal. So, here is a context clues worksheet on the noun chronology with which I open this lesson. Here is the reading, which is really a list of significant dates in world history; here also are the questions to answer in worksheet form. Finally, here are is the teacher’s copy of the worksheet, i.e. the answers.

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.

Term of Art: Autarky

“Autarky (deriv. Gk autarkeia, self sufficient). In economic terms, a policy aimed at total home-production to the exclusion of imported goods. Pre-World War II Germany’s search for a blockade-proof economy provides a good example of economic autarky.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

Fabliaux

“Fabliaux: 12th-14th centuries) Short humorous tales, often ribald or scurrilous. Highly popular in the Middle Ages, they are situation comedies burlesquing the weaknesses of human nature; women, priests, and gullible fools are often the butts of the buffoonery, which sometimes becomes savagely bitter. The material derives from the oral folk tradition of bawdy anecdotes, practical jokes, and clever tricks of revenge, but the term fabliau was first specifically applied to a medieval French literary form, a narrative of three hundred to four hundred lines in octo-syllabic couplets. About 150 of these are still extant. Similar prose tales became popular all over Europe, as in Boccaccio’s Decameron. Apparently only a few narratives in the style of the fabliau were written in England; the most notable are the ones Chaucer included in his Canterbury Tales, such as the Miller’s, the Reeve’s, the Friar’s, the Summoner’s, and the Shipman’s tales.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

The Algonquin Wits: Franklin Pierce Adams on the Perils of Artificial Cheer

“Every time we tell anybody to cheer up, things might be worse, we run away for fear we might be asked to specify how.”

Franklin Pierce Adams

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

Wiggins and McTighe on Learning Ideas

Dewey’s genius grasped the educational principles underlying such sequences. Coming to understand an established idea in school must be made more like discovering a new idea than like hearing adult knowledge explained point by point. We learn complex and abstract ideas through a zigzag sequence of trial, error, reflection, and adjustment. As the facets tell us, the student needs to interpret, apply, see from different points of view, and so forth, all of which imply different sequences than those found in a catalog of existing knowledge. We cannot fully understand an idea until we retrace, relive, or recapitulate some of its history—how it came to be understood in the first place. The young learner should be treated as a discoverer, even if the path seemed inefficient. That’s why Piaget argued ‘to understand is to invent.’”

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Term of Art: Project-Based Learning

[As school closures, and therefore homebound children, mount during this COVID19 crisis, I cannot think of a better time to post this squib on the way I was educated in high school and college, and a particularly sound method of education for children in our current circumstances.]

“project-based learning: A teaching technique in which students learn by doing, engaging in activities that lead to the creation of products based on their own experiences. The project method was first described in 1918 by William Heard Kilpatrick of Teachers College, Columbia University, who hoped to replace subject-matter teaching with real-life projects chosen by students.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Use a Dash to Set Off an Abrupt Break or Interruption and to Announce a Long Appositive or Summary

[If you would prefer this document as a learning support in Microsoft Word, it’s under that hyperlink.]

8. Use a dash to set off an abrupt break or interruption and to announce a long appositive or summary.

A dash is a mark of separation stronger than a comma, less formal than a colon, and more relaxed than parentheses.

His first thought on getting out of bed—if he had any thought at all—was to get back in again.

The rear axle began to make a noise—a grinding, chattering, teeth-gritting rasp.

The increasing reluctance of the sun to rise, the extra nip in the breeze, the patter of shed leaves dropping—all evidences of fall drifting into winter were clearer each day.

Use a dash only when a more common mark of punctuation seems inadequate.

Her father’s suspicions proved well-founded—it was not Edward she cared for—it was San Francisco.

Her father suspicions proved well-founded. It was not Edward she cared for, it was San  Francisco.

 Violence—the kind you see on television—is not honestly violent—there lies its harm.

 Violence, the kind you see on television, is not honestly violent. There lies its harm.

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