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.

Anathema

“Anathema (noun) An ecclesiastical pronouncement that damns, bans, or excommunicates the person so denounced; solemn curse or declaration of obloquy; unyielding condemnation; person or thing regarded as accursed, detestable, or to be excluded at all costs. N. anathemization; v. anathemize

‘Confiscate! The mere word was anathema to him, and he stormed back and forth in excoriating condemnation, shaking a piercing finger of rebuke in the guilt-ridden faces of Captain Cathcart, Colonel Korn, and the poor battle-scarred captain with the submachine gun who commanded the M.P.s.’ Joseph Heller Catch 22″

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

A Trio of Rotten Reviews: George Bernard Shaw

George Bernard Shaw I, Arms and the Man

Shaw may one day write a serious and even an artistic play, if he will only repress his irreverent whimsicality, try to clothe his character conceptions in flesh and blood, and realize the difference between knowingness and knowledge.”

William Archer, World

George Bernard Shaw II, Major Barbara

“There are no human beings in Major Barbara: only animated points of view.

William Archer, World

George Bernard Shaw III, Man and Superman

“I think Shaw, on the whole, is more bounder than genius…I couldn’t get on with Man and Superman: it disgusted me.”

Bertrand Russell, letter to G.L. Dickinson

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

Book of Answers: Philip Freneau

“Who is known as the “poet of the American Revolution”? Philip Freneau (1752-1832), whose poems include “American Liberty” (1775) and “The Indian Burying Ground” (1788). He was a favorite of Thomas Jefferson’s.”

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

The Devil’s Dictionary: Benevolence

“Benevolence, n. Subscribing five dollars towards the relief of one’s aged grandfather in the alms house, and publishing it in the newspaper.” 

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

Romanticism

“Romanticism: (romantic art): A style prevalent in the first half of the 19th century, particularly in painting, in which imagination played the dominant role. Referring more to a state of mind then to a style, romanticism was a marked reaction against the rationalism associated with Neoclassicism. One of the chief concerns of the romantic artist was the illustration of literary themes, often derived from contemporary romantic writings. Leading romantic artists included Eugene Delacroix, William Turner, and Caspar David Friedrich.”

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

Russell Baker on Progress

“Usually, terrible things that are done with the excuse that progress requires them are not really progress at all, but just terrible things.”

Russell Baker

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

Ralph Tyler on Organizing Curricula

“In identifying important organizing principles, it is necessary to note that the criteria, continuity, sequence, and integration apply to the experiences of the learner and not to the way in which these matters may be viewed by someone already in command of the elements to be learned. Thus, continuity involves the recurring emphasis in the learner’s experience upon these particular elements; sequence refers to the increasing breadth and depth of the learner’s development; and integration refers to the learner’s increased unity of behavior in relating to the elements involved.”

Ralph W. Tyler

Basic Principles of Curriculum and Instruction

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

Learning Support: The Possessive Singular of Nouns

“Form the possessive singular of nouns by adding ‘s.

Follow this rule whatever the final consonant. Thus write,

Charles’s friend

Burns’s Poems

The witch’s malice

Exceptions are the possessives of ancient proper names ending in –es and ‘is, the possessive Jesus’, and such forms as for conscience’ sake, for righteousness sake. But such forms as Moses’ Laws, Isis’ temple are commonly replaced by

The laws of Moses

The temple of Isis

The pronominal possessives hers, its, theirs, yours and ours have no apostrophe. Indefinite pronouns, however, use the apostrophe to show possession.

One’s rights

Somebody else’s umbrella

A common error is to write it’s for its, or vice versa. The second is possessive.

It’s a wise dog that scratches its own fleas.”

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

Term of Art: Cognitive Dissonance

“Cognitive Dissonance: A major cognitive theory propounded by Leon Festinger in A Theory of Cognitive Dissonance (1957). The theory addresses competing, contradictory, or opposing elements of cognition and behavior: for example, why do people continue smoking, when they know that smoking damages health? Festinger suggests that individuals do not believe so much out of logic as out of psychological need—a kind of psycho-logic. He argues that, striving for harmony and balance, there is a drive towards consonance amongst cognitions. Dissonance reduction may happen either through a change in a person’s behavior or a shift in attitude; thus, in the example cited above, either they stop smoking, or else modify their knowledge, for example, to the belief that ‘most people who smoke don’t die young and so aren’t really at risk.’ The theory is almost tautological in postulating some inner need for consistency, and has been criticized for ambiguity, but it has been enormously influential.”

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

Write It Right: Proposition for Proposal

“Proposition for Proposal. ‘He made a proposition.” In current slang almost anything is a proposition. A difficult enterprise is a ‘tough proposition,’ an agile wrestler, ‘a slippery proposition,’ and so forth.”

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