Tag Archives: glossary

Addendum (n)

“Addendum (noun) Something added or to be added, as a subsequent comment, note, or insertion; appended supplement. Plural: addenda.

‘The public is probably not deceived about the quality of most of these books. If the question of quality is brought up, the answer is likely to be: not, they are not ‘literature.’ But there is an unexpressed addendum: and perhaps they are all the better for not being imaginative, for not being literature—they are not literature, they are reality, and in a time like this what we need is reality in large doses.’ Lionel Trilling, The Liberal Imagination.”

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

Cultural Literacy: Acronym

I’m not sure is there is much of a demand for it, but if there is, here is a cultural literacy worksheet the concept of the acronym.

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.

Craft (n)

“In traditional art history the line between art and craft was sharply defined. Crafts were always practical, if sometimes beautiful, objects produced by a skilled tradesman. Until the 16th century, both craftsmen and artists were paid according to the labor expended in making an item; with the rise in the status of the artist, however, artworks came to be viewed primarily aesthetically. This division is breaking down as more design and once-practical objects are adopted by the ever-expanding definition of art (e.g., Shaker craft and art, automobile design) and as artists turn to methods once exclusively those of craftspeople (e.g., quiltmaking, as seen in the AIDS memorial quilt or African-American artists working in the quilt medium; furniture design).”

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

Term of Art: Readability

“A measure of how easy it is to comprehend a text depending on a number of variables. These include vocabulary, sentence complexity, format, writing style, and topic, plus the reading comprehension level, interest, background information, and decoding skills of the reader.

Some methods of predicting the readability of a text are used to gauge whether an individual can successfully read and comprehend a passage. One such method is to read a section of a passage and count the number of words that are unfamiliar to the reader. If, for example, the reader encounters more than three unfamiliar words, the readability may be too difficult.

In educational settings, a text’s readability is often measured in grade level. For example, a history textbook with a readability of 9.3 means an average ninth grade, third month student should be able to read and comprehend it.”

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

A Learning Support on the Parts of Speech

OK, here is a short glossary of the parts of speech adapted from The Elements of Style.

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.

Book of Answers: Cento

“What is a ‘cento?’ From the Latin for ‘patchwork,’ a cento is a poem or other literary work composed of lines or passages from other, more famous works, with the meaning altered. Centos were a favorite form in late antiquity. An example is the Cento Vergilianus by Proba Falconia (fourth century), which used bits of Vergil to recount sacred history.”

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

Cultural Literacy: Archetype

Here is a Cultural Literacy worksheet on archetype as it is generally conceptualized; it’s nice to see–however brief–the excursus on Carl Jung’s psychology in this passage.

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.