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: Study Skills

“study skills: Learning strategies that help and individual organize time, materials, and information. Special educators long ago recognized the importance of teaching study skills to students with learning disabilities; such skills have recently become a part of many school curricula starting in the elementary grades.

While some students seem to succeed in school with only basic study skills, many learning-disabled students benefit greatly from being taught ideas such as how to maintain a notebook and how to organize materials in each class. Time management is another essential study skill needed to complete long and short assignments on time as well as to schedule time for appointments, friends, and work. Note-taking and active reading strategies are also important study skills for all students, including those with learning disabilities.”

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

Protagonist

“Protagonist: (Greek ‘first combatant’) The first actor in a play; thence the principal actor or character. In Greek tragedy the playwright was limited to the protagonist (first actor), deuteragonist (second actor) and tritagonist (third actor). It is probable that in the first place Greek drama consisted of a Chorus and the leader of the Chorus. Thespis (6th century BC) is believed to have added the first actor to give greater variety to the dialogue and action. The second and third were added by Aeschylus and Sophocles respectively. The protagonist has come to be the equivalent of the hero.”

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

The Doubter’s Companion: Anti-Intellectualism

Anti-Intellectualism: A self-validation ritual created by and for intellectuals.

There is no reason to believe that large parts of any population wish to reject learning or those who are learned. People want the best for their society and themselves. The extent to which a populace falls back on superstition or violence can be traced to the ignorance in which their elites have managed to keep them, the ill-treatment they have suffered, and the despair into which a combination of ignorance and suffering have driven them.

Given the opportunity, those who know and have less want themselves or their children to know and have more. They understand perfectly that learning is central to general well-being. The disappearance of the old working-class in Germany, France, and northern Italy between 1945 and 1980 is a remarkable example of this understanding.

Yet political movements continue to capitalize on the sark side of populism. Throughout the 1980s and early 1990s a number of groups gathered national support—Jean-Marie Le Pen and his Front National in France, Ross Perot in the United States, the new German Right, the Reform Party and the Bloc Quebecois in Canada, the Northern League, Silvio Berlusconi’s Forza Italia and the neo-Fascist movement in Italy. These movements share the same message, each in their local way. It combines a simplistic as opposed to straightforward approach to public affairs with the ability to tap the public’s disgust over the established elites.

The conclusion drawn by the Platonists—who account for most of our elites—us that the population constitutes a deep and dangerous well of ignorance and irrationality; if our civilization is in crisis the fault must lie with the populace which is not rising to the inescapable challenges. And yet civilizations do not collapse because the citizenry are corrupt or lazy or anti-intellectual. These people do not have the power or influence to either lead or destroy. Civilizations collapse when those who have power fail to do their job. Ross Perot was created by Harvard, not by illiterate farmers.

Our elites are concerned by what they see as intellectual Luddism all around them—television, films and music prospering at the lowest common denominator; spreading functional illiteracy; a lack of public appreciation for the expertise which the elites see as guiding all aspects of human life. It appears to them as if the populace is stubbornly refusing to fill an appropriate role in a corporatist society.

Perhaps this is because the anti-intellectualism over which the elites make such a fuss is in fact the reply of the citizenry to both the elites’ own pretension of leadership and their failure to lead successfully. This profoundly pyramidal model of leadership takes the form of obscure language, controlled information and the reduction of individual participation at almost all levels to one of pure function.

The elites have masked their failures by insisting that the population is lazy, reads junk, watches television and is badly educated. The population has responded by treating the elites with a contempt reminiscent of the attitudes of the pre-modern underclasses.

If economics are rendered incomprehensible except to experts and in addition are unable to deal with our economic problems, why should anyone respect economists? If the corporate managerial elites cannot explain in a non-dogmatic, reasonable manner what they are doing and why, is there any good reason to believe that their decisions will serve the general good? If those who create the tools of public communication—such as fiction—write novels that do not communicate, why should the public consider these works relevant or important?

It’s not that everyone must understand everything; but those who are not experts must see that they are part of the process of an integrated civilization. They will understand and participate to the best of their ability. If excluded they will treat the elites with an equal contempt.

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994. 

Articulate

“Articulate (adjective): Presented in syllables or words, so as to be utterable or meaningful; intelligible; having the power of speech; capable of or showing competence, clarity, or effectiveness of expression. Adv. articulately; n. articulation, articulateness, articulator; v. articulate.

‘His long black hair reached down his neck. He looked partly like a jazz musician, partly like an eighteenth-century composer. He was complicated, anguished, and absolutely articulate.’ Anne Roiphe, Torch Song”

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

Oscar Wilde on Morality

“Morality is simply the attitude we adopt toward people we personally dislike.”

Oscar Wilde

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

Topology

“topology: In mathematics, the study of the property of a geometric object that remains unchanged by deformations such as bending, stretching, or squeezing but not breaking. A sphere is topologically equivalent to a cube because, without breaking them, each can be deformed into the other as if they were made of modeling clay. A sphere is not equivalent to a doughnut, because the former would have to be broken to put a hole in it. Topological concepts and methods underlie much of modern mathematics, and the topological approach has clarified very basic structural concepts in many of its branches. See also algebraic topology.”

Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Simile

“Simile: (Latin neuter of similis ‘like’) A figure of speech in which one thing is likened to another, in such a way as to clarify and enhance an image. It is an explicit comparison (as opposed to the metaphor, q.v., where the comparison is implicit) recognizable by the use of the words ‘like’ or ‘as.’ It is equally common in prose and verse and is a figurative device of great antiquity. The following example comes from Graham Greene’s Stamboul Train:

‘The great blast furnaces of Liege rose along the line like ancient castles burning in a border raid.’

And this instance in verse from Ted Hughes’ poem February:

‘The wolf with its belly stitched full of big pebbles;

Nibelung wolves barbed like black pine forest

Across a red sky, over blue snow…’

See also EPIC SIMILE.”

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

A Learning Support on Verbs and Objects

Here is a learning support on verbs and objects, or using direct objects with verbs. This is one-third page of text from what I consider the best grammar manual going, particularly for high-school students, Grant Barrett’s Perfect English Grammar: The Indispensable Guide to Excellent Writing and Speaking (Berkeley: Zephyros Press, 2016).

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 Lost Weekend

The Lost Weekend: A film (1945) adapted by director Billy Wilder and Charles Brackett from a 1944 novel by Charles R. Jackson about a struggling writer who surrenders to alcoholism one weekend after he falls victim to writer’s block. Starring Ray Milland, the film caused a considerable stir: representatives of the liquor industry offered $5 million of the negative, so that it could be destroyed, fearing the effect it would have upon sales of alcohol, and members of the temperance movement also tried to have the films stopped, suspecting that it might actually encourage people to drink. The novel and film popularized the phrase ‘lost weekend’ for any period spend in dissolute living or drunkenness.”

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

A Learning Support on Infinitives and Whether or Not to Split Them

Here is a learning support on infinitives and whether or not to split them. This is a reading of about two-thirds of a page adapted from a current grammar manual.

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.