Tag Archives: term of art

Term of Art: Clause

clause: A part of a sentence whose structure is itself like that of a sentence. Thus, in particular, one which includes a verb and elements that can and must accompany it.

In older treatments one clause was described as following another; e.g. in I said I saw her a main clause I said would be followed by a subordinate clause I saw her. As now defined, the main clause is the sentence as a whole and the subordinate clause is said to be included in it: thus, with brackets around each, [I said [I saw her]]. Clauses are distinguished in most accounts from phrases, by criteria which may vary, however, from one to another.

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

Term of Art: Metamer

“Metamer: Either of a pair of colors that appear identical but have different spectral compositions and are therefore composed of different wavelengths. A mixture of two non-complementary colors produces a color that appears identical to a pure color intermediate on the color circle between the component colors of the mixture but that has a different spectral composition from the pure color.

[From Greek meta beside + English (iso)mer, from Greek isos equal or the same + meros a part]”

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.

Terms of Art: Classroom Interaction, Classroom Behavior

“Classroom Interaction, Classroom Behavior: Describes the form and content of behavior or social interaction in the classroom. In particular, research on gender, class, and ‘race’ in education has examined the relationship between teacher and students in the classroom. A variety of methods have been used to investigate the amount and type of ‘teacher-time’ received by different groups of students. Much of the research has then sought to relate this to different educational experiences and outcomes among particular groups. For example, some studies showed that boys received a disproportionate amount of the teachers’ time, sat in different places in the classroom, and were more highly regarded by teachers, which may go some way towards explaining the educational differential between men and women. More recently, focus has shifted to examining the role of the school as a whole on student experiences as well as behavior outside the classroom, such as bullying and racial and sexual harassment.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Term of Art: Experiential Learning

“experiential learning: Learning based on experiences, rather than lectures or reading. Experiential learning, also referred to as hands-on learning, can be especially helpful to students with a learning disability since it allows them to learn without being hindered by difficulties in reading or writing. An experiential approach to education and learning is based on the belief that students are more motivated and will remember concepts better when they have a direct physical experience.

Experiential learning also may have a strong basis in the nature of memory, especially for individuals with learning disabilities or attention deficit disorders. For many students, learning techniques that incorporate sight and touch are much easier for them to remember and retrieve. Evidence suggests that many individuals with learning disabilities or attention deficit hyperactivity disorder have a hard time remembering concepts, rules, and verbal information (semantic memory), while finding it much easier to remember events, people, places, and experience (episodic memory).

To some degree, experiential learning activities may provide a means of bridging those two basic forms of memory, and for enabling individuals to use strengths in one area to compensate in one area for weaknesses in another.”

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

Book of Answers: The Size of a Book

“What is the difference between a folio and a quarto? An octavo and a duodecimo? All of these terms refer to book sizes. In the first centuries of printing, book pages were of a standard size—13½  inches by 17 inches. These ‘foolscap’ sheets, when folded one or more times, produced a ‘signature,’ a section that was bound with other signatures to produce the book. A folio was a signature of two leaves, a quarto four leaves, an octavo eight leaves, and a duodecimo twelve leaves.”

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

Term of Art: Rhetorical Question

“Rhetorical Question: A question that expects no answer. The answer may be self-evident (If she doesn’t like me why should I care what she thinks?) or immediately provided by the questioner (What should be done? Well, first we should…). The question is often asked for dramatic effect. Rhetorical questions are sometimes announced with such a phrase as I ask you (when nothing is in fact being asked): ‘Garn! I ask you, what kind of a word is that? / It’s Ow and Garn that keep her in her place / Not her wretched clothes and dirty face’ (Alan Jay Lerner, My Fair Lady, 1956).”

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

Cultural Literacy: Act of God

Here’s a Cultural Literacy worksheet on the “act of god” as a legal concept. Since there is a pretty good chance that your students will purchase insurance some time in their lives, this is a term–and concept–they definitely should know.

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.