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.

Daniel Willingham on Vocabulary and Reading

“We have a pretty low tolerance for reading unknown words. And writers use a lot of words, many more than speakers do. If I’m talking about my cheap friend, I might use the word cheap three times within a few sentences. But writers like to mix things up, so my friend will be ‘frugal,’ ‘stingy,’ ‘thrifty,’ and ‘tight.’ Texts that students typically encounter in school have about 85,000 different words. Somehow we need to ensure that children have a broad enough vocabulary so that they are not constantly colliding with unknown words.”

Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.

Mari Evans on Education

“Education is the jewel casting brilliance into the future.”

Mari Evans

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

5 Freedoms of Psychoanalysis

“Unimportant * Irrelevant * Nonsensical * Embarrassing * Distressing

Patients undergoing Freudian psychoanalysis must be free to say whatever comes into their head, however unimportant, irrelevant, nonsensical, embarrassing, or distressing it might seem to be, and yet be sure of receiving the same level of intent listening from their analyst.”

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.

Alfred North Whitehead on Instructional Procedure

“This discussion rejects the doctrine that students should first learn passively, and then, having learned, should apply knowledge. It is psychological error. In the process of learning, there should be present, in some sense or other, a subordinate activity or application. In fact, the applications are part of the knowledge. For the very meaning of things known is wrapped up in their relationships beyond themselves. Thus, unapplied knowledge is knowledge is knowledge shorn of its meaning.”

Alfred North Whitehead

Essays in Science and Philosophy

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

Term of Art: Apercu

Apercu (AA PER SUE): The term would be used by an analyst in a structure such as ‘The writer here presents, as apercu, that women, on the average, are shorter than men.’ That is to say, the comment is that the writer does not present her statement merely as an observation, but instead as if it were an insight, as if it were a particularly astute perception. ‘And then it came to me, women are shorter than men.” This example is deliberately unsubtle because what I mean to stress is that to describe a presentation as apercu is to talk about the manner of presentation rather than to make a comment on the actual ‘insightfulness’ of the comment itself. Like objectivity, apercu describes a rhetorical pose rather than confers a positive evaluation. See also EPIPHANY.

A second meaning of apercu is as a name for a summary, outline, or synopsis.

Excerpted from: Trail, George Y. Rhetorical Terms and Concepts: A Contemporary Glossary. New York: Harcourt Brace, 2000.

Rotten Reviews: A Tom Wolfe Omnibus

The Kandy-Kolored, Tangerine-Flake, Streamlined Baby (1965)

One want to say to Mr. Wolfe; you’re so clever, you can write so well, tell us something interesting.

Saturday Review

The Painted Word (1975)

There is plenty of hot air in this particular balloon, but I don’t see it going anywhere.

John Russell, New York Times Book Review

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

E.H. Gombrich on Humans and Their Propensity to Change

“Now let’s take a look at these people (these earliest humans) dressed in skins, as they paddle their boats made of hollowed-out tree trunks towards their village of huts on stilts, bringing grain, or perhaps salt in the mountains. They drink from splendid pottery vessels, and their wives and daughter wear jewelry made of colored stones and even gold. Do you think much has changed since then? They were people just like us. Often unkind to one another. Often cruel and deceitful. Sadly, so are we. But even a mother might sacrifice her life for her child and friends might die for each other. No more but also no less often than people do today. And how could it be otherwise? After all, we’re only talking about things that happened between three and ten thousand years ago. There hasn’t been enough time for us to change.”

Excerpted from: Gombrich, E.H. Trans. Caroline Mustill. A Little History of the World. New Haven: Yale University Press, 2005.

Anglo-Saxons

Anglo-Saxons: A compound name used from the early c5 AD after movements of the Angles and Saxons from their homelands led to a merging of their separate identities. This took place in the Elbe-Weser region of the North Sea coast, whence they crossed to settle in England after the breakdown of Roman rule. Other Germanic peoples who part in the migrations, such as the Jutes and the Frisians, have become included under this name. The language, culture, and settlement pattern of medieval and later England can be traced directly to them.

The movement probably began in c4 with the arrival of barbarian Foederati to serve with the Roman army, a situation mirrored in the legendary invitation of Vortigern to Hengist and Horsa to settle in Thanet in exchange for their military support. The main immigration began in the middle of c5. Bede, writing early in c8, gives the only reliable historical record for this period, though incidental information can be found in the Old English literature, particularly in the poem of Beowolf.

By late in c6 this movement was coming to an end and the English kingdoms were taking shape. Though they were traditionally seven in number (the Heptarchy) there were more than this to begin with, the less powerful gradually being absorbed by Northumbria, Mercia, and Wessex. East Anglia and Kent retained their independence longest. The increasing number of detailed contemporary documents shows the varying fortunes of these kingdoms. Wessex became the nucleus of an increasingly unified England between 886 and 927. In 1016, however, the kingdom fell to the Danes under Canute, and then to William of Normandy in 1066, the date generally accepted as marking the end of the Anglo-Saxon period.

Archaeologically, the period can divided into three, not counting the poorly documented preliminary phase overlapping the Roman occupation. The Early or Pagan Saxon period ends with the general acceptance of Christianity in c7, following the arrival of St Augustine at Canterbury in 597 and St Aidan at Lindisfarne in 635. Its remains are limited largely to burial deposits, these often being very rich. Burial was by cremation in urns, or by inhumation in cemeteries of trench graves or occasionally under barrows. Grave goods often include knives, a sword or spear, a shield boss, and occasional brooches and buckles with the men, brooches, beads, girdle-hangers and pottery with the women. Recently villages have come light, such as at West Stow, Suffolk, and Mucking, Essex.

The Middle Saxon period is less well known since the practice of burying grave goods with the dead went out with the advent of Christianity, Few buildings have yet been identified, the most outstanding being the royal palaces in Yeavering in Northumberland.

The invasion of the Vikings or Danes in C9 introduce the Late Saxon period. Grave goods are again not found but more is known of the doubtless commoner and more substantial dwellings. Large timber-built town houses have been studied at Thetford, Winchester, and Southampton, with some stone-built churches survive (Bradford -on-Avon, Earl’s Barton, Escomb, etc). The pottery of the period is also beginning to be understood, with the recognition of distinct fabrics made by industry based on St Neots, Thetford, and Stamford.”

Excerpted from: Bray, Warwick, and David Trump. The Penguin Dictionary of Archaeology. New York: Penguin, 1984.

Term of Art: Ellipsis

ellipsis: The omission of one or more elements from a construction, especially when they are supplied by the context. E.g. if A asks Have you seen my glasses? B might answer eliptically I’m afraid I haven’t, with the remainder of the construction (seen your glasses) to be understood from the question. Hence ‘to ellipt’: thus seen your glasses would be ‘ellipted’ in B’s answer.

Also, in some usage, whenever a null element is posited. E.g. in I am afraid [he left], a subordinate clause (in brackets) might be said to begin with a null complementizer, representing an ‘ellipsis’ of the overt complementizer in I am afraid [that he left]. The way the term is applied may also depend in part on where words are described as pro-forms. Thus in John DID, with emphasis on did, one might say that a part of the construction is missing: compare John DID see them. Therefore there is no ellipsis. But where the stress is on John, one might be tempted to argue that there is no ellipsis: JOHN did, but not, with a similar expansion, JOHN did see them. Instead did might be described as a pro-form which completes the sentence on its own.”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

The Devil’s Dictionary: Grammar

“Grammar, n. A system of pitfalls thoughtfully prepared for the feet of the self-made man, along the path by which he advances to distinction.”

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