Tag Archives: term of art

Term of Art: Virtue

“A virtue is a trait of character that is to be admired: one rendering its possessor better, either morally, or intellectually, or in the conduct of specific affairs. Both Plato and Aristotle devote much time to the unity of the virtues, or the way in which possession of one in the right way requires possession of the others; another central concern is the way in which possession of virtue, which might seem to stand in the way of self-interest, in fact makes possible the achievement of self-interest properly understood, or eudaimonia. But different conceptions of moral virtue and its relation to other virtue characterize Platonic, Aristotelian, Stoic, Christian, Enlightenment, Romantic, and 20th-century ethical writing. These divisions reflect central preoccupations of their time and needs of the cultures in which they gain predominance: the humility, charity, patience, and chastity of Christianity would have been unintelligible as ethical virtues to classical Greeks, whereas the ‘magnanimity‘ of the great-souled man of Aristotle is hard for us to read as an unqualified good, Syntheses of Christian and Greek conceptions are attempted by many, including Aquinas, but a resolute return to an Aristotelian conception has been impossible since the emergence of generalized benevolence as a leading virtue. For Hume a virtue is a trait of character with the power of producing love or esteem of others, or pride in oneself, by being ‘useful or agreeable’ to its possessors and those affected by them. In Kant, virtue is purely a trait that can act as a handmaiden to the doing of duty, having no independent, ethical value, and in utilitarianism, virtues are traits of character that further pursuit of the general happiness.”

Excerpted from: Blackburn, Simon. The Oxford Dictionary of Philosophy. New York: Oxford University Press, 2008.

Term of Art: Infinitive

“The non-finite verb that has the uninflected form of the verb: be, say, dig, make. The form may be used alone (the BARE INFINITIVES I made him tell the truth). The bare infinitive is commonly used after a modal auxiliary verb (be after the modal may in We may be late) and after the auxiliary verb do (I did answer your letter, They do know the difference). It is also found in the complementation of a small number of main verbs such as have, let, make, see, and hear (I had Tom paint the fence; The soldiers let us pass; They need us to leave). In some instances, either type of infinitive may be used: Steven helped Susan (to) teach the children good manners; What Sidney did was (to) help Justin with his homework. The to- infinitive has a wider distribution as the verb in an infinitive construction: (1) It may be a subject (To meet you was a great pleasure), though a variant with postponed subject is more usual: It was a great pleasure to meet you. (2) It may be the object in various types of verb complementation: I hope to see Judith and Percy soon; I asked John and Joyce to come to my party; Jeffrey and Rosalind want me to be there. (3) It may be introduced by a wh word: Anton and Stella asked me what to advise their elder son. (4) It may function in various semantic classes of adverbial: To set the alarm, press four digits; He grew up to be a fine man; To be frank, the meeting was boring.”

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

Term of Art: Appositive

Indicating close, adjacent, or equivalent relation, such as a following noun that further describes of specifies, e.g., ‘it’s near Chat’s Last Stand, the fast food place.’”

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

Term of Art: Scaffolding

“Coaching or modeling provided by a teacher to increase students’ likelihood of success as they develop new skills or learn new concepts. Scaffolding in education is analogous to scaffolding in construction: just as a building’s scaffolding is a temporary framework that is withdrawn when the structure is is strong enough to stand on its own, so too is scaffolding on the classroom removed when students achieve competence in the targeted area. In any classroom, the teacher’s goal is to enable students to perform tasks on their own, with a minimum of adult aid. Effective scaffolding occurs when the teacher explains an assignment, brings the task to an appropriate level of difficulty, breaks the task into a doable sequence of operations, provides feedback, and helps students gain mastery of new knowledge. Good teachers have always employed scaffolding, even if they never heard of the term.”

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

Term of Art: Neuropsychology

“The study of the relationship between brain function and behavior. This field includes neuropsychologists who work in experimental and clinical settings; experimental neuropsychologists who work with both human and animal models; and clinical neuropsychologists who look for procedures that will help people with neurologically based disorders by studying brain and behavior relationships.”

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

Term of Art: Logogram

A character in writing which represents a word as a whole. Distinguished especially from a phonogram, which represents a sound or group of sounds; also from a pictogram or an ideogram, which represent an object or idea independently of words.”

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

Term of Art: Anticlimax

“A critical term, the first recorded definition of which comes from Dr. Samuel Johnson: ‘a sentence in which the last part expresses something lower than the first.’ It is often used deliberately for comic effect to create an ironical letdown by descending from a noble tone or image to a trivial or ludicrous one. For example, in Henry Fielding’s burlesque The Tragedy of Tragedies (1931), Lord Grizzle addresses Huncamunca: ‘Oh! Huncamunca, Huncamunca, Oh!/ Thy pouting breasts, like Kettle-Drums of Brass,/Beat everlasting loud Alarms of joy….’ Bathos is an unintentional anticlimax.”

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

Term of Art: Grapheme

A minimal unit of grammar into which a sentence or a word within a sentence can be divided. E.g. Come inside can be divided into the minimal units come, in, and side; distasteful into dis, taste, and ful.”

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

Term of Art: Grammar

Any systematic account of the structure of the language; the patterns that it describes; the branch of linguistics concerned with such patterns.

Often restricted to the study of units that can be assigned a meaning. Distinguished in that light from phonology, e.g. singing is a grammatical unit as are sing and –ing, while s or the syllable si are phonological. Also opposed, thought not always, to a dictionary or the lexicon. E.g. the meanings of sing belong to its entry in the lexicon; the functions of -ing to grammar, where they are described for verbs in general. When limited in both of those ways, the study of grammar reduces to that of morphology and syntax.

Chomsky’s term in the 1960s for the knowledge of a language developed by a child who learns to speak it. A grammar in the widest sense was thus at once a set of rules (32) said to be internalized by members of a speech community, and account, by a linguist, of such a grammar. This internalized grammar is effectively what was later called I-language.”

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

Term of Art: Gerund

A nominal form of verbs in Latin: e.g. pugnando (“fight-gerund-abl.sg”) “by fighting.” Hence a term available for verb forms with a noun-like role in other languages: e.g. English fighting is traditionally a gerund in Fighting used to be fun, as opposed to the participle, also in –ing but with a different syntactic role, in people fighting.”

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