Tag Archives: readings/research

Term of Art: Homonymy

“homonymy: The relation between words whose forms are the same but whose meanings are different and cannot be connected: e.g. between pen ‘writing instrument’ and pen ‘enclosure.’ Homonyms are words related in this way.

Distinguished from polysemy in that the meaning of one homonym is not seen as deriving from that of the other: in that light, the words are different lexical units. Homonymy can also be distinguished from cases of conversion: e.g. that of either of the nouns ‘pen’ into a corresponding verb. Also from syncretism, which is between inflections of the same lexical unit. The term may be restricted further to homonymy, as in this example, both in the sounds of words and in their spelling: hence the more specific homograph, homophone.”

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

Watergate

As I write this, the United States approaches one of the most consequential elections in its history. This is not a political blog, but I cannot help but reflect on the growth of cynicism in my lifetime. This reading on the Watergate scandal and its attendant vocabulary-building and comprehension worksheet narrate and record a scandal that, when I was a high school student myself, brought down a presidency. Compared to some of the conduct of the current administration, Watergate appears in retrospect a triviality.

And that is not a good thing.

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.

Ernest Hemingway

If you’re teaching Hemingway’s fiction, this reading on Ernest Hemingway and its accompanying vocabulary-building and comprehension worksheet might serve as an introduction to the author himself. I wrote it for that purpose, to support students who were about to start with The Old Man and the Sea–a novella which, despite its plaintive prose, can baffle struggling and emergent readers.

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.

Art for Art’s Sake

“Art for Art’s Sake: English equivalent of the French l’art pour l’art, which is embodied in The Poetic Principle by Edgar Allan Poe:

There neither exists nor can exist any work more thoroughly dignified…than the poem which is a poem and nothing more—the poem written solely for the poem’s sake.

 The doctrine which this represents, that the aim of art should be creation and the perfection of technical expression rather than the service of a moral, political, or didactic end, has been evolving ever since the romantic period. It was adumbrated by Coleridge and given early expression by Poe in the above treatise, flowered among the French symbolist poets and their English associate Walter Pater, and reached its culmination in the aesthetic theory of I.A. Richards. It was the dominant theory of art and especially of poetry until the 1930s, when the proletarian and Marxist movements in literature threatened for a time to revive the 18th-century didactic theories. After the beginning of World War II in 1939, the latter movements began to lose much of their influence.”

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

Central Park in New York City

OK, for my erstwhile and possibly future colleagues in New York City, or anyone with students interested in plants, gardening, landscape architecture, the history of leisure time, the concept of public goods or the philosophy of the commons–or any of the numerous areas of inquiry it might stimulate, here is a reading on Central Park and its attendant vocabulary-building and comprehension worksheet.

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.

Sun Spots and Solar Flares

Just now, I was asked in a Zoom meeting job interview if I could teach science. Like everything else I do in the classroom, I would and have used the subject to build literacy in general and literacy in the content area in particular. One example of that, if you can use it, is this reading on sunspots and solar flares and its accompanying vocabulary-building and comprehension worksheet.

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: Boycott

boycott: Refusal by a body of people to have any dealings with a person or persons. The term is derived from Capt. C.C. Boycott (1832-97) who, having incurred hostility for a series of evictions, was made the victim of a conspiracy by the Irish Land League, preventing him from making any purchases or holding any social intercourse in his district.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

Salman Rushdie

In memory of Samuel Paty, and in honor of teachers everywhere struggling to promote and conduct free and open inquiry, and as a cautionary tale about religious orthodoxy and extremism across the globe, I offer without further comment this reading on Salman Rushdie and its attendant vocabulary-building and comprehension worksheet.

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.

Synthetism

“Synthetism: A Post-Impressionist direction associated with Paul Gauguin, Emile Bernard, and Maurice Denis, which reduced forms to essentials and applied colors as flat, nonshaded fields bounded by strong contour lines.”

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

Book of Answers: The First Book Printed in English

“What was the first book printed in English? The Recuyell of the Historyes of Troye, a prose romance by Raoul Lefevre, printed by William Caxton in 1474 in Bruges, Belgium. Caxton himself translated it from the French. Caxton also printed the first dated book printed in English, Dictes and Sayenges of the Phylosophers, published on November 18, 1477.”

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