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.

On Juneteenth 2023, a Prescription from Isabel Wilkerson

“Our era calls for a public accounting of what caste has cost us, a Truth and Reconciliation Commission, so that every American can know the true history of our country, wrenching though it may be. The persistence of caste and race hostility, and the defensiveness about anti-black sentiment in particular, make it literally unspeakable to many in the dominant caste. You cannot solve anything that you do not admit exists, which could be why some people may not want to talk about it: it might get solved.

‘We must make every effort [to ensure] that the past injustice, violence, and economic discrimination will be made known to the people,’ Einstein said in an address to the National Urban League. ‘The taboo, the “let’s-not-talk-about-it” must be broken. It must be pointed out time and again that the exclusion of a large part of the colored population from active civil rights by the common practice is a slap in the face of the Constitution of the nation.’

The challenge for our era is not merely the social construct of black and white but seeing through the many layers of a caste system that has more power than we as humans should permit it to have. Even the most privileged of humans in the Western word will join a tragically disfavored caste if they live long enough. They will belong to the last caste of the human cycle, that of old age, people who are among the most demeaned of all citizens in the Western world, where youth is worshipped to forestall thoughts of death. A caste system spares no one.”

Excerpted from: Wilkerson, Isabel. Caste: The Origins of Our Discontent. New York: Random House, 2020.

Jeanne Chall on Educational Theory, Practice, and Reform

“As I begin to consider whether some educational practices resulted in higher educational achievement, I began to think in terms of patterns, types, and syndromes. Can educational practices, philosophies, and beliefs be classified into broad patterns and types? Do some students learn better when exposed to one pattern or another?

I thought this was a particularly appropriate time to ask such questions. The number of proposed educational reforms seems to be at an all-time high. And precisely when we need stability, we seem to be investing our hopes in one educational change after another—with little evidence that any one of them will improve student achievement levels. Whether because we have too little supporting evidence or simply fail to use that which we have, we go about debating the merits of one or another practice as though we were in an intellectual vacuum relative to our own past experience.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

Bowdlerize

“bowdlerize: To expurgate a book. In 1818 an English physician, Thomas Bowdler (1754-1825), gave to the world a ten-volume edition of Shakespeare’s works ‘in which nothing is added to the original text; but those words and expressions are omitted which cannot with propriety be read aloud in a family.’ Bowdler later treated Gibbon’s Decline and Fall in the same way. Hence, we have the words bowdlerist, bowdlerizer, bowdlerism, bowdlerization, etc.”

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

Term of Art: Space Perception

“space perception: The ability to understand on a perceptual level the way in which objects are facing or placed, the direction in which they are moving, and the relation of objects to each other, both in distance and orientation.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Metal Cut

“Metal Cut: A relief process for producing prints which differ from woodcut mainly in the use of a metal plate rather than a block of wood. Introduced about 1500, metal cut never found wide use.”

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

A Pair of Learning Supports on Ellipsis Points

As I mentioned in a post last week, a recent editing job caused me to develop some learning supports on punctuation; this week’s is a pair of learning supports on using ellipsis points. The text is drawn, as with the previous week’s post on using slashes, from June Casagrande’s The Best Punctuation Book, Period. (Berkeley: Ten Speed Press, 2014) and Susan Thurman’s The Only Grammar Book You’ll Ever Need (Avon, MA: Adams Media, 2003).

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.

Coda

“Coda (noun): A concluding part of a literary work, often as a set piece that rounds out or brings another; culminating passage; peroration.

‘The message was the same each time—learn to love thyself—and was usually tacked on as abruptly as those codas that once concluded episodes of Father Knows Best. Frank Rich, The New York Times.'”

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

Write It Right: Defalcation for Default

“Defalcation for Default. A defalcation is a cutting off, a subtraction. A default is a failure in duty.”

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

A Pair of Learning Supports on Using Slashes and Backslashes

Recently, I edited a the fourth iteration of a privately published book that I have worked with on and off for about twenty-five years. In this most recent edition, I thought the author relied too heavily on slashes where he should have been using coordinating conjunctions. So, I prepared these two learning supports on using slashes and backslashes. These texts are drawn from June Casagrande’s The Best Punctuation Book, Period, (Berkeley: Ten Speed Press, 2014) and, from Susan Thurman’s book The Only Grammar Book You’ll Ever Need (Avon, MA: Adams Media, 2003).

Incidentally, the slash is also known as a virgule and solidus. But for our vernacular? Slash (in spite of its complicated polysemy) and backslash are the right words to describe these punctuation marks.

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.

Seth’s 73 Accomplices

“Although we do not know their names, the god Seth enlisted seventy-three accomplices when he tricked his brother-god Osiris. He enticed Osiris into coming to a feast, then, as an after-dinner game, the seventy-three joyfully took their turn in trying to fit into a cedar box. They all failed, for it had been manufactured to fit exactly the frame of Osiris, who—once he had entered—was held fast in a vice that allowed his brother to slam down the lid, seal the box and throw him into the Nile. There, he sailed out into the wide sea and was eventually washed ashore on the coast of Lebanon at Beirut.”

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.