Tag Archives: term of art

Term of Art: Anecdote

“A brief account of or a story about an individual or an incident. The anecdotal digression is a common feature of narrative in prose and verse. In the history of English literature and of literary characters the anecdote has a specific importance. In his Dictionary Samuel Johnson defined the term as “something yet unpublished; secret history”. During the 18th century and interest in “secret histories increased steadily, and no doubt there is some connection between this and the growing popularity of –ana, table-talk and biography (qq.v) at that time. During the second half of the 18th century there was almost a craze for “secret” histories. In the last thirty years of it over a hundred books of anecdotage were published in England. Isaac Disraeli, father of Benjamin, became one of the best known and most assiduous gleaners of anecdotes. In 1791 he published three volumes titled Curiosities of Literature, consisting of Anecdotes, Characters, Sketches, and Observations, Literary, Historical, and Critical. These he followed with other collections: Calamities of Authors (1812-1813) in two volumes, and Quarrels of Authors (1814) in three volumes. In 1812 John Nichols published the first of nine volumes in a series titled Literary Anecdotes of the 18th Century. Such works remained popular during the Victorian period. Nor is the appetite for collections of anecdotes assuaged. In 1975 there was The Oxford Book of Literary Anecdotes.”

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

Term of Art: Rapport

rapport n.: A sympathetic or harmonious relationship or state of mutual understanding. The word was introduced into psychology by the Viennese physician Franz Anton Mesmer (1734-1815), and the French psychologist and neurologist Pierre Janet (1859-1947) confined its meaning specifically to the relationship between a hypnotist and a hypnotized subject; then Sigmund Freud (1856-1939) eventually widened its meaning and described it as the prototype (2) of  the transference.

[From French rapporter, to bring back, from re-again and apportare, to carry to, from Latin apportare to bring to, from, ad to + portare to bring or carry]”

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

Term of Art: Orthographic Awareness

orthographic awareness: An individual’s command of the sound-letter relationship,. As children learn to write, their approaches to spelling change as they become more aware of sounds and letters. In the beginning, children often spell very simply (such as ‘bt’ for ‘boat’). As they get older they may apply conventions of spelling but still misspell (‘bote’ for ‘boat’).

With more exposure to written language, as they become more proficient readers and learn specific spelling patterns, young writers begin to apply more sophisticated spelling patterns (‘boat’ for ‘boat’). Individuals with learning disabilities who have underdeveloped orthographic awareness often have problems with spelling.”

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

Thomas Kuhn on “Normal Science”

“‘Normal science’ means research firmly based upon one or more past scientific achievements, achievements that some particular scientific community acknowledges for a time as supplying the foundation for its further practice.”

Thomas Kuhn

The Structure of Scientific Revolutions ch.2 (1962)

Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Term of Art: Invented Spelling

invented spelling: A unique spelling of a word created by a child who has not yet learned the correct spelling. Proponents of invented spelling believe that it encourages students  to express their ideas in writing before they have learned to spell. Critics worry that it introduces poor habits early in the learning process. Invented spelling is also referred to as temporary spelling, on the assumption that at some point students will learn how to spell the words accurately.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Lexicon

“A lexicon is a collection, or stock, of words. This stock may be characteristic of an individual, a profession, a philosophy, or a ‘style’ (such as, say, a sermon), or it may be as unrestricted as an unabridged dictionary. A lexicon is usually to be distinguished from a glossary in being less focused and less restrictive. It could be argued, for instance, that this glossary need not, even ought not, contain the word lexicon in that, as is the case with many or the words discussed here, it is not a word with a special meaning within the analysis of rhetoric. I would respond that insofar as it is a word used to describe the range of vocabulary from which a given discipline or individual chooses, it is a word that can be useful to the rhetor. See ARGOT.”

Excerpted from: Trail, George Y. Rhetorical Terms and Concepts: A Contemporary Glossary. New York: Harcourt Brace, 2000.

Term of Art: Orthography

orthography: The formal name for spelling–the system for representing spoken language in written form. The spelling of English can be difficult to learn due to so many irregular spelling patterns. For example, ‘do,’ ‘due,’ and ‘dew’ are all pronounced the same way. English has 44 sounds, but it has only 26 letters.

The letter-sound correspondence is essential for reading, as is the sound-letter correspondence for correct spelling. Difficulties in these relationships can result in language disabilities.”

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

Term of Art: Critical Thinking

critical thinking: The trained ability to think clearly and dispassionately. Critical thinking is logical thinking based on sound evidence, involving the ability to gather and and analyze information and solve problems; it is the opposite of biased, sloppy thinking. A critical thinker can accurately and fairly explain a point of view that he or she does not agree with. Critical thinking requires close attention to facts, evidence, knowledge, and how knowledge is used, particularly in situations in which the facts are in conflict or the evidence permits more than one interpretation. This kind of reasoning is especially relevant for democratic life. Critics of the term think that educators have turned it into an empty cliche, since there is a tendency to refer to any sort of thinking as critical thinking.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Badinage

“Badinage (noun): Lighthearted, teasing talk; playful conversation; banter.

‘The movie is blatantly cartoonish, but that doesn’t mean it isn’t saying anything. I think we’re meant to believe that its profane badinage and even its most exaggerated racial animosity have a deep, gritty truth in them, and that because it’s a comedy it can go deeper than “serious” movies.’” Pauline Kael, The New Yorker

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Term of Art: Cognate

“cognate: (Languages, words, etc.) that have developed from a common ancestor. E.g. English beam is cognate with German; likewise English beam is cognate with German Baum ‘tree.’”

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