“portmanteau: A single form which realizes two or more successive grammatical units, Typically of a morph, called a ‘portmanteau morph,’ seen as realizing morphemes: e.g. in French au theatre ‘to the theater,’ au is a single morph ([o]) which simultaneously realizes a preposition (elsewhere a) and the definite article (elsewhere le).”
Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.
“Exposition: At the beginning of his play the dramatist is often committed to giving a certain amount of essential information about the plot and the events which are to come. He may also have to give information about what has “already happened”. All this comes under the heading of exposition. A skillful dramatist is able to introduce this material without holding up the action of the play and without recourse to the obvious devices of narrative. See also PROSTATIC CHARACTER.”
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, Social Sciences
“recall: Political process similar to reselection, except that the local party can demand a representative to appear before it and explain its actions whenever it chooses, that is, during the lifetime of a parliament and not only at the end of his term of office.”
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
“differentiated instruction: A form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. Educators may vary learning activities and materials by difficulty, so as to challenge students at different readiness levels; by topic, in response to students’ interests; and by students’ preferred way of learning or expressing themselves. Differentiated teaching assumes that classrooms will be grouped heterogeneously, mixing students of different levels of ability in the same class, although the strategy may also be used in classes for gifted students. Advocates of differentiated instruction say that it helps students progress by meeting their diverse, individual needs. Critics say that planning multiple learning experiences is time-consuming and that it requires extensive training. In addition, teachers of mixed-ability classes containing students of widely divergent abilities sometimes find the instructional burden to be overwhelming. Some parents of high-ability students in such classes complain that their children are neglected or not sufficiently challenged.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“Heuristic (adjective): Serving as the discovery of truth or furthering investigation, as in the case of a useful and stimulating (if not logical or conclusive) method, presentation, or argument, and especially one used by a student to learn for himself. Adverb: heuristically; noun: heuristic.
‘My coarse distinctions between two kinds of fiction are useful heuristically, but they give a damaging impression of clear boundaries and a misleading impression of two armed camps.’ Annie Dillard, Living by Fiction”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
“Antagonist: In drama or fiction, the antagonist opposes the hero or protagonist (q.v.). In Othello, Iago is the antagonist to the Moor. In The Mayor of Casterbridge, Farfrae is antagonist to Henchard.”
Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.
“Youth: Typically regarded in sociology as an ascribed status, or socially constructed label, rather than simply the biological condition of being young. The term is used in three ways: very generally, to cover a set of phases in the life-cycle from early infancy to young adulthood; in preference to the rather unsatisfactory term adolescence, to denote theory and research on teenagers, and the transition to adulthood; and, less commonly now, for a set of supposed emotional and social problems associated with growing up in an urban industrial society.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
“Affectation (noun): Mannered or unnatural speech or writing, or adoption of a style unsuitable to the style or occasion; a stylistic artifice or mannerism.
‘…nor is there in the hall any affectation of language, nor that worn-out rhetoric which reminds you of a broken-winded barrel-organ playing a che la morte, bad enough in prose, but when set up in blank verse awful and shocking in its more than natural deformity….’ George Moore, Confessions of a Young Man”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference, Social Sciences
“The awareness and knowledge of an individual’s own mental processes; the ability to think about thinking, Metacognition refers to one’s understanding of what strategies are available for learning and what strategies are best used in which situations, It involves the ability to select and manage cognitive strategies effectively. Ordinarily these abilities develop in childhood; children learn that mental activities go along with decision making. They know when they know something and when they do not.
Metacognition skills are directly related to reading, writing, problem solving, and any process that requires error monitoring. Students must be able to examine how they learn best and what resources they can draw upon in order to set and achieve academic goals.
One of the reasons individuals with learning disabilities tend to have academic difficulties is a lack of skills in selecting and managing task-appropriate strategies. Many theorists and educators believe these skills can be intentionally taught and developed.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“Divergent thinking: Imaginative thinking, characterized by the generation of multiple possible solutions to a problem, often associated with creativity. The concept was introduced in 1946 by the US psychologist J(oy) P(aul) Guilford (1897-1987) and is one of the five different types of mental operations in Guilford’s cube.”
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
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