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.

Jerome Bruner II: On Avoiding Inundation in Curriculum Design

“Let me suggest one answer [to the problem of going into depth and avoiding excessive coverage] that grew from what we have done. It is the use of the organizing conjecture. They serve two functions, one of them obvious: putting perspective back into the particulars. The second is less obvious and less surprising. The questions often seemed to serve as criteria for determining where [students] were getting and how well they were understanding.”

Jerome Bruner

Beyond the Information Given: Studies in the Psychology of Knowing

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

Jerome Bruner I: On Instructional Design

[In late 2002, as I considered entering the teaching profession, I was running an internet-based used and rare book business–also named Mark’s Text Terminal. It happened that I had several of Jerome Bruner’s books in stock, so I read them all. Encountering the quote below a second time, 16 years later, in my current rereading of Grant Wiggins and Jay McTighe’s Understanding by DesignI was reminded of how resonant it was in the context of the way I was educated, and how it appeared to summarize the act of instructional design and delivery. Here it is for your consideration.]

“The curriculum of a subject should be determined by the most fundamental understanding that can be achieved of the underlying principles that give structure to a subject…. Teaching specific topics or skills without making clear their context in the broader fundamental structure of a field of knowledge is uneconomical…. An understanding of fundamental principles and ideas appears to be the main road to adequate transfer of training. To understand something as a specific instances of a more general case–which is what understanding a more fundamental structure means–is to have learned not only a specific thing but also a model for understanding other things like it that one may encounter.”

Jerome Bruner

The Process of Education

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

A Worksheet and Learning Support on Forming the Plurals of Nouns

This combination worksheet and learning support on forming the plurals of nouns is something I’ve very nearly dumped several times. Instead, I reformatted it and cleaned up various design errors. I think it could very easily be converted into a simple learning support by supplying students with the declined plurals.

In fact, there are a number of ways this document could be rearranged for classroom use. I’m confident readers of this blog will figure them out.

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.

The Devil’s Dictionary: Adage

“Adage, n. [1.] Boned wisdom for weak teeth. [2.] A hoary-headed platitude that is kicked along the centuries until nothing is left of it but its clothes. A ‘saw’ which has worn out its teeth on the human understanding.”

Ambrose Bierce

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

John Locke on Education and Educated People

“Certain subjects yield to a general power that may applied in any direction and should be studied by all.”

John Locke (1632-1704)

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

Term of Art: Ambiguity

Ever since William Empson published Seven Types of Ambiguity (1930) this term has had some weight and importance in critical evaluation. In brief, Empson’s theory was that things are not often what they seem, that words connote at least as much as they denote—and very often more.  Empson explained thus: ‘We call it ambiguous…when we recognize that there should be a puzzle as to what the author meant, in that alternative views might be taken without sheer misreading….An ambiguity, in ordinary speech, means something very pronounced, and as a rule witty or deceitful.’ He uses every word in an extended sense and finds relevance in any ‘verbal nuance, however slight, which gives room for alternative reactions to the same piece of language.’ ‘The machinations of ambiguity,’ he says, ‘are among the very roots of poetry.’

He distinguishes seven main types, which may summarized as follows:

  1. When a detail is effective in several ways simultaneously.
  2. When two or more alternative meanings are resolved into one.
  3. When two apparently unconnected meanings are given simultaneously.
  4. When alternative meanings combine to make clear a complicated state of mind in the author.
  5. A kind of confusion when a writer discovers his idea while actually writing. In other words, he has not apparently preconceived the idea but come upon it during the act of creation.
  6. Where something appears to contain a contradiction and the reader has to find interpretations.
  7. A complete contradiction which shows that the author was unclear as to what he was saying.

In varying degrees, Gerard Manley Hopkins’s poem The Bugler’s First Communion exemplifies all seven types.”

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

Rotten Rejections: Esther Waters

“We like the story ourselves but there are scenes in it such as childbirth in a hospital with full accounts of labor pains, etc., which would hardly go down here and it certainly would excite surprise if published by us.”

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

Holly Hollywood Presents: Up A Creek

Because Linda Rockstroh, the author of this charming and clever little book taught me English in high school, I take particular pleasure in offering a review of it. As you will doubtlessly infer from the synopsis and, injunctions against the practice aside, the cover of the book, this is a mystery story conceived and written for younger readers.

That said, and because I am a teacher who focuses on issues of basic literacy, if I taught younger children—8-to -12-year old kids are probably this book’s intended audience—I would buy 40 copies of this book posthaste for use in my classroom.

Conventionally, this is a mystery. The ten-year-old protagonist, Holly Stone, aka the Holly Hollywood of the title, moves from Hollywood, California to the small town of Lebanon, Indiana. There she immediately and more or less simultaneously becomes involved in two new friendships—which earn her the “Hollywood” moniker—and a mystery. You’ll need to buy the book to resolve the mystery because I find synopsizing an annoying exercise that too easily gives up spoilers.

What I can tell you about this book is that although it is a genre (again: mystery) story, it nicely incorporates some vocabulary-building devices that I think any teacher or parent will welcome. One such technique is as simple as it is elegant. Because Holly is a budding cinematographer, each chapter is titled with a term of art from the world of film production. Ms. Rockstroh—a filmmaker herself, incidentally—underwrites each chapter heading with a brief and edifying definition of the named term, which is a difficult balance to achieve. She also uses Holly’s internal dialogue to define appositively the words she uses in the dialogue. For example, on page 14, Holly, who speaks to the reader in the first person, relates that obsession is her “new favorite word” and defines that abstract noun as “…something you’re hung up on and can’t get out of your head.” That’s a tried and true strategy for vocabulary building, but also tricky. As you can see, it’s done well in this book. However, it doesn’t take too many uses of this device for it to become tedious. In the hands of this author, happily, no such overuse occurs here.

Another fictional device that is stock in mysteries is the cliffhanger at the end of a chapter. This is another technique used with just about perfect restraint in this book; again, my own tendency would be to yield to this strategy because of its ease, and write a book characterized by the tedium of its chapter conclusions. Again, you’ll no such excess in this novel.

One of the great sins, in my estimation, that writers commit when producing material for children is writing overly precocious characters. One sees in this in family-oriented situation comedies: a child makes an ambiguous, often ribald remark which canned laughter then backstops. That’s a precious affectation, usually inauthentic and insincere, and mostly annoying and off-putting. Ms. Rockstroh commits no such errors of literary judgement in her book. That makes Holly Hollywood a relatable and genuine character for young people reading this book or for educators designing lessons around it.

At the price for which this book was on offer at Amazon when I bought it ($5.99 in early April of 2019), this book is a great value and therefore well worth a chance. Even at full retail (I assume a corporate publishing house would charge between eight and fifteen bucks for a book this size) this book provides great value for parents and their children–who will all but certainly enjoy it.

Tea and Sympathy

“A play (1953) by the US writer Robert Anderson about the problems faced by a sensitive teenage boy at an elite New England boarding school who is accused of homosexuality. The ‘tea and sympathy’ in question is provided by the housemaster’s wife. A bowdlerized film version followed in 1956.

All you’re supposed to do is every once in a while give the boys a little tea and sympathy.

Robert Anderson: Tea and Sympathy (1953). I

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

Metaphysical Art

“The movement pittura metafisica founded by Giorgio de Chirico, Carlo Carra, and F. de Pisis in 1917. Now seen as a bridge between certain forms of Romantic painting and Surrealism. Metaphysical painters created haunting images with dreamlike fusions of reality and unreality. The movement ended by 1920.

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