“Dependent Clause: A group of words that includes a subject and verb but is subordinate to and independent clause in a sentence. Dependent clauses begin with either a subordinating conjunction, such as if, because, since, or a relative pronoun, such as who, which, that. When it gets dark, we’ll find a restaurant that has music.”
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
Posted in English Language Arts, Quotes, Reference
“analogy: A comparison between two different but related things. The ability to comprehend and create analogies is an important component of critical reasoning capabilities. For example, an analogy might compare the biological process of a tree growing from a small seed to a tall oak, to the human process of development from infancy to adulthood. This analogy would be written;
SEED : OAK AS INFANT : ADULT
Another type of analogy is the visual analogy. For example, in a 2 X 2 cell grid, the two cells on the left might contain blue strs, and the top cell on the right might contain a green square. The person taking the test must then select which of several presented figures (including the correct green square) mts go in the empty cell.
For some students with learning disabilities, understanding analogies may be very difficult. They may process information in fairly concrete ways, and miss more subtle connections between dissimilar things.
Often, however, the ability to reason analogically is a relative strength for students with learning disabilities.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“Paean: (Greek ‘striking’ from paiein ‘to strike’) A song or hymn of joy, exultation or praise, In ancient Greece it was an invocation (q.v.) or thanksgiving addressed to Apollo the Striker, ‘one who strikes blows in order to heal mankind.'”
Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.
Posted in English Language Arts, Quotes, Reference
Tagged philosophy/religion, poetry, term of art
“Contraction: A shortened form of a word or group of words: can’t for cannot; they’re for they are.”
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
Posted in English Language Arts, Quotes, Reference
“canonical: Characteristic or most frequent, either in a particular language of across languages in general. Thus a canonical form of words or syllables is a phonological pattern to which they typically conform; a canonical clause, as defined e.g. by Huddleston and Pullum CGEL, is declarative and active, as opposed to a ‘non-canonical’ interrogative or passive.
Also in the sense of ‘simplest’ or ‘most straightforward.’ Thus a pattern e.g. of ‘one form one meaning’ might be called ‘canonical’ in that the description of other patterns is more complex.”
Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged professional development, term of art
“Balkanization Fragmentation of a geopolitical region into a patchwork of antagonistic states, often the clients of outside powers as in the pre-World War I Balkans, where two successive wars in 1912 and 1913 involved shifting alliances and mutual suspicion.”
Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged term of art
“Subordinate Clause, also dependent clause. A clause that cannot function independently as a sentence.”
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
Posted in English Language Arts, Quotes, Reference
“Subordination: In grammatical theory, a relationship between two units in which one is a constituent of the other or dependent on it. The subordinate unit is commonly a subordinate clause organized ‘under’ a superordinate clause. Such organization can be described in two ways: the subordinate unit as a constituent of the superordinate unit and the subordinate unit as dependent on but distinct from the superordinate unit. In the sentence, They did it when they got home, the subordinate when-clause may be either a constituent of its superordinate main clause, which begins with They and is coextensive with the entire sentence, or dependent on a more limited main clause They did it. There is in principle no limit (apart from comprehensibility and practicality) to the subordination of clauses one under another. In the sentence, They saw that I was wondering who won the competition, the subordinate who-clause is a constituent of or dependent on its superordinate that-clause (which ends with the competition), while the that-clause is also a subordinate clause, in turn a constituent of or dependent on its superordinate clause beginning with They. Subordinate clauses may also be constituents of or dependent on phrases: in What’s the name of the woman who’s winning the competition?, the who-clause modifies the noun woman.”
Form. Traditionally, part of a sentence can only be classed as a subordinate clause if it contains either an identifiable or an ‘understood’ finite verb. In contemporary grammatical analysis, however, subordinate clauses may be classed as: finite (‘I think that nobody is in’); nonfinite (‘He used to be shy, staying on the fringes at parties’); verbless (‘She will help you, if at all possible’), Traditionally, the second category would be classed as a participial phrase and the third as a clause with the verb ‘understood’ (it is). Finite subordinate clauses are usually marked as subordinate either by an initial subordinating conjunction (after in He got angry after I started to beat him at table-tennis) or by an initial wh-word that also functions within the clause (who in Most Iranians are Indo-Europeans who speak Persian, where who is the subject of the subordinate clause). These subordination markers sometimes introduce nonfinite clauses (while in I listened to the music while revising my report), and verbless clauses (if in If necessary, I’ll phone you).
Function. Subordinate clauses fall into four functional classes: nominal, relative, adverbial, comparative. Nominal or noun classes function to a large extent like noun phrases: they can be subject of the sentence (‘That he was losing his hearing did not worry him unduly’) or direct object (‘He knew that he was losing his hearing’). Relative or adjective/adjectival clauses modify nouns: the that-clause modifies star in ‘She saw a star that she had not seen before.’ Adverbial of adverb clauses function to a large extent like adverbs: the adverb there could replace the where-clause in ‘You should put it back where you found it.’ Comparative clauses are used in comparison and are commonly introduced by then or as: ‘The weather is better than it was yesterday’; ‘The weather is just as nice as it was yesterday.
All such clauses occur in complex sentences. Subordination contrasts with coordination, in which the units, commonly the clauses of a compound sentence, have equal status: the clauses joined by but in We wanted to see the cathedral first, but the children wanted to see the castle straight away. Sentences in which both subordinate and coordinate clauses occur are compound-complex sentences: with before and but in We wanted to visit the cathedral before we did anything else, but the children wanted to see the castle straight away.”
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
“Orthography: [Through French and Latin from Greek orthographia correct writing]. 1. A term for correct or accepted writing and spelling and for a normative set of conventions for writing and especially spelling. In the 15th and 16th centuries, there was considerable variety and uncertainty in the writing and printing of English. Advocates of standardized spelling emphasized the importance of regularization by referring to it as trewe ortografye, trew orthographie, etc. 2. The study of letters and how they are used to express sounds and form words, especially as a traditional aspect of grammar; the spelling system of a language, whether considered ‘true’ and ‘correct’ or not. In linguistics, however, the name for the study of the writing system of a language and for the system itself is more commonly graphology, a level of language parallel to phonology. The earlier, prescriptive sense of the term continues to be used, but the later, more neutral sense is common among scholars of language. The orthography of English has standardized on two systems, British and American. While far from uniform in either system, it allows for much less variation than is possible, for example, in the orthography of Scots.”
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
“Conjunction: A word that joins words, phrases, clauses, or sentences. The coordinating conjunctions, and, but, or, not, yet, so, for, join grammatically equivalent elements. Correlative conjunctions (both, and; either, or; neither, nor) join the same kinds of elements.”
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
Posted in English Language Arts, Quotes, Reference
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