Tag Archives: readings/research

Cross of Gold Speech

Here is a Cultural Literacy worksheet on William Jennings Bryan’s “Cross of Gold speech,” delivered to the audience at the 1896 national convention of the Democratic Party. Bryan is often used as a metaphor for the 19th-century American Populist movement–known as the People’s Party–and indeed the party nominated Bryan as its candidate in the 1896 presidential election.

The speech itself is both a representative ideological screed of populism, but also one of the classic pieces of American rhetoric. Bryan was a gasbag, so this speech is a stem-winder. As an illustration of certain tendencies in American political discourse, this speech is nonpareil.

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.

Problem of Induction

“problem of induction: Problem of justifying the inference from the characteristics of observed instances of a general concept to unobserved instances of the same concept. For example, if all emeralds I have ever seen have been green, what entitles me to draw the inference that all emeralds are green, given that my past observations do not strictly entail (or deductively imply) that are emeralds are green? May we infer that the characteristics of a sample taken from a population are characteristics of the entire population? A quality-control engineer who looks at a sample of 100 lightbulbs produced by a particular manufacturing process and finds that five are defective may conclude that 5% of all bulbs that  have been and will be produced by the process are defective. For the engineers inference to be justified, two criteria that must be met are (1) that the sample be random (i.e. every subset of 100 bulbs has an equal chance of being selected for the examination), and (2) that the sample be sufficiently large (in a mathematically precise sense). See also statistics.”

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

Truth

Here is a reading on truth along with its accompanying vocabulary-building and comprehension worksheet. This is an Intellectual Devotional reading on truth as a problem in philosophy; like most of the readings I’ve developed into avenues of inquiry, this is a good general introduction to the problem of truth. But make no mistake: truth is a complex and often tendentious topic in philosophical discussions. Student interested in the topic will soon need something more substantial than this set of documents.

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.

Bessie Smith

“Bessie Smith: (originally Elizabeth) U.S. blues and jazz singer, one of the most distinctive stylists of classic blues and the most successful black entertainer of her time. Born in Chattanooga, Tennessee, Smith sang popular songs as well as blues on the minstrel and vaudeville stage. She began recording in 1923 and appeared in the 1929 film St. Louis Blues. Her interpretations represent the fully realized tradition of the rural folk tradition of the blues to its urbane structure and expressiveness. A bold, supremely confident artist with a powerful voice and precise diction, she became known as ‘Empress of the Blues.’ She died from injuries sustained in a car crash, having apparently been refused treatment for reasons of racial prejudice.”

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

The Weekly Text, 17 June 2022: Summer of Soul Lesson 3

If you’ve been following along for the past couple of Fridays, then here is the third lesson plan of the Summer of Soul unit I wrote last spring to take advantage of high interest in that superb documentary and the events it records and assesses. To carry out this lesson, the third of four, I begin with this short reading with three comprehension questions on the Baby Boomer generation as a do-now exercise. The primary work of this lesson involves this truncated reading on Woodstock and its accompanying discussion guide and note-taking worksheet.

If you would prefer longer-form materials on Woodstock, you’ll find those here. Otherwise, that’s it for another week.

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.

Chasten (vt)

This context clues worksheet on the transitive verb chasten was Merriam-Webster’s Word of the Day at some point. This isn’t a particularly high-frequency word in English–nor is its noun, chaste–which is too bad, as these are useful words. For the purposes of this document, chasten means “to correct by punishment or suffering.” Remember that this verb is used only transitively, so don’t forget your direct object: the subject of your sentence must chasten something or someone.

(Incidentally, if you’re interested, chasten also means “discipline,” “purify,” “to prune (as a work or style of art) of excess, pretense, or falsity,” “refine,” “to cause to be more humble or restrained,” and “subdue.”)

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.

Rhetorical Irony

“Rhetorical Irony: A form of irony in which the attitude and tone of the speker or writer is the exact opposite of what is expressed. Such irony is common in the work of Swift, Voltaire, Samuel (Erewhon) Butler, and Antatole France.”

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

Rotten Reviews: Doris Grumbach on Mary McCarthy

“On television I see Mary McCarthy taking about her Vassar friend, the poet Elizabeth Bishop. I notice Mary’s instant icy smile, so often present when I interviewed her in Paris in 1966 for a book. George Grosz saw the same smile on Lenin’s face. ‘It doesn’t mean a smile,’ he said. I am fascinated by it. It represents, I think, an unsuccessful attempt to soften a harsh, bluntly stated judgement. Last summer, twenty-two years after the book I wrote about her, which she so disliked, appeared, I encountered Mary for the first time in an outdoor market in Blue Hill.

 ‘Hello Mary,’ I said. ‘Do you remember me?’

 Her smile flashed and then, like a worn-out bulb, disappeared instantly.

 ‘Unfortunately,’ she said.

 It didn’t mean a smile.”

 Doris Grumbach

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

The Thin Man

The Thin Man: A comedy-mystery film (1934), starring William Powell and Myrna Loy as the ever-bantering and happily tippling husband-and-wife team Nick and Nora Charles, who, with the aid of their wire-haired terrier Asta, investigate the disappearance of the tall, eccentric inventor Clyde Wynant (Edward Ellis), who is the ‘Thin Man’ of the title. The screenwriters Albert Hackett and Frances Goodrich based their sparkling script on the novel The Thin Man (1932) by Dashiell Hammett (1894-1961), who is said to have based the wisecracking and mutual teasing of Nick and Nora on his own relationship with the playwright Lillian Hellman (1905-84). There were several more Thin Man films, generally less successful than the first.”

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

Rhetorical Figure

“Rhetorical Figure: An artful arrangement of words to achieve a particular emphasis and effect, as in apostrophe, chiasmus, and zeugma. A rhetorical figure does not alter the meanings of words as a metaphor may do. The repetitions in these lines from Gerard Manley Hopkins’sSt Winefred’s Well” are rhetorical in their emphasis and echoing:

‘T. What is it, Gwen, my girl? Why do you hove and haund me?

W. You came by Caerwys, sir?

V.                                 I came by Caerwys

W.                                                   There

Some messenger there might have met/met you from my uncle.

T. Your uncle met the messenger-/met me; and this is the message:

Lord Bueno comes to night./

W.                                                To night, sir!'”

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