Tag Archives: professional development

Term of Art: Adjective

“adjective: Defined traditionally as a word added to a noun, which characteristically denotes a property of whoever or whatever is referred to. One function therefore is as a modifier: e.g. tall in tall men is an adjective modifying men. Another is in predicative position: e.g. that of tall in These men are tall.

Adjectives were included in antiquity in the same part of speech as nouns. Distinguished in the later Middle Ages, as ‘nouns adjective’ in contrast to ‘nouns substantive’; and so called, still, in the early decades of the 20th century.

An adjectival element is on either forming or having the role of adjectives: e.g. -less in clueless is an adjectival affix; English participial adjectives in -ed, such as interested in very interested, have been called ‘adjectival passives.”

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

Term of Art: Antonym

“Antonym: One of two words or other expressions that have opposite meanings: fast and slow, hot and cold. Some words are antonymous in some contexts but not others: straight is the opposite of bent/curved, but is the antonym of gay in the context of homosexuality. Linguists identify three different types of antonymy: (1) Gradable antonyms, which operate on a continuum: (very) big, (very) small. Such pairs often occur in binomial phrases with and: (blow) hot and cold, (search) high and low. (2) Complementary antonyms, which express an either/or relationship: dead or alive, male or female. (3) Converse or relational antonyms, expressing reciprocity: borrow or lend, buy or sell, wife or husband.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005

Book of Answers: Willing Suspension of Disbelief

“Who coined the term ‘willing suspension of disbelief’? Samuel Taylor Coleridge in his critical treatise Biographia Literaria (1817). Coleridge used the term to refer to the ‘poetic faith’ of a reader in accepting imaginary elements in a literary work.”

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

David Hume

Like most of the material on philosophy you’ll find on this website, I wrote this reading on David Hume and its accompanying vocabulary-building and comprehension worksheet for one of three students I served over the years who took a keen interest in philosophy. Hume is an important figure in the history of philosophy, which was the primary criterion as I labored to produce material that would keep said student or students engaged.

These documents, however, may be useful for professional development. Hume did, after all, write on issues of importance to educators, particularly in An Enquiry Concerning Human Understanding. And for our own purposes, and perhaps for students with an interest in it, Hume’s work on skepticism is not only important to an understanding of teaching and learning, but also a cornerstone of the Enlightenment.

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.

Term of Art: Expository Writing

“expository writing: A term that refers to informational writing typically given during the first year of college to prepare first-year students for academic writing. Generally, entering first-year students will take at least one semester of expository writing. Some colleges require a two-semester sequence of expository writing courses.

In some cases, students with writing problems may be required to complete developmental or basic writing courses before they can enter the expository writing course.

Expository writing includes description, comparison/contrast, definition, classification, argument, process analysis, and cause-and-effect. These types of writing or rhetorical strategies may be taught using models and examples, and as ends in themselves, or as strategies to use within informational essays that include a number of different patterns.

In general, the goal of teaching these types of writing patterns is to provide a foundation for the kinds of text-based writing required in specific academic disciplines.

Expository writing may be contrasted with expressive writing or the personal essay, in which students are allowed to focus on their own experience, perceptions, and memories. Much more than expressive writing, expository writing may pose problems for individuals with learning disability who may find it difficult to organize ideas, support main ideas with details, or apply paragraph and essay structures.”

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

Term of Art: Academic Freedom

“academic freedom: The freedom of educators to teach and to conduct research without fear of political reprisal, as well as the freedom of students to learn without fear of indoctrination or intimidation. Academic freedom for scholars involves both rights and responsibilities. Professors who assert their rights and freedoms have a responsibility to base their conclusions on competent scholarship and to present them in a dignified manner. Although they may express their own opinions, they are duty-bound to set forth the contrasting opinions of other scholars and to introduce their students to the best published sources on the topics at issue. In other words, professors may express their own views, but they must do so in a spirit of impartial scholarly inquiry, without imposing them on their students. Correlatively, students have the right to study under the guidance of qualified and unbiased faculty and to express their views without fear of any form of retribution.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Accent

“accent: A variety of speech differing phonetically from other varieties: thus, as in ordinary usage, ‘a Southern accent.’ ‘Scottish accent,’ ‘Scottish accents.’ Normally restricted by linguists to cases where the differences are at most in phonology: further differences, e.g. in syntax, are said to be between dialects.”

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

Alexander Pope on Education

“Tis education forms the common mind/Just as the twig is bent, the tree’s inclined.”

Alexander Pope, Moral Essays: Epistle to Richard Boyle, Earl of Burlington

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

4 Degrees of Attachment

“Secure * Anxious and Preoccupied * Avoidant and Dismissive * Disorganized

These human characteristics, which can already be assessed by the time a child is 18 months old, are based around four major observational themes: Proximity, Maintenance, Safe Haven, Secure Base, and Separation Distress. At their root they are but measures of the successful exchange of comfort, warmth, and pleasure between an infant and its parents that was first conceived by Sigmund Freud and greatly extended by the work of John Bowlby.”

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.

Holy Roman Empire

Holy Roman Empire: A loose confederation of German states ruled by various royal German houses who claimed the authority of ancient Rome. The butt of generations of joking students (it was neither Holy, Roman, nor an Empire), the Holy Roman Empire lasted in name for over one thousand years (800-1806). It began when Charlemagne was crowned emperor by Pope Leo III and ended when Francis II (Francis I of Austria) abdicated. While the power of the emperor and the cohesion of the empire always existed more in theory than in practice, the Holy Roman Empire did give a certain unity to the many German states.

The first German emperor was Henry the Fowler, who was crowned in 919. Since the title was not hereditary, the emperor being elected by seven electors, the crown was held at various times by nearly all the royal German houses. The uninterrupted line of Hapsburg emperors began in 1438. The power and prestige of the Austrian Hapsburgs reflected on the empire as well. Under Maximilian I and Charles V the empire had its greatest strength. After Charles relinquished the crown in 1556, there began the steady decline that ended in 1806 with the empire’s extinction.”

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