Vocabulary Review Quotes

(D)on't seek great reviews from small minds. They have neither the character nor the vocabulary for them.

Poshlust,” or in a better transliteration poshlost, has many nuances, and evidently I have not described them clearly enough in my little book on Gogol, if you think one can ask anybody if he is tempted by poshlost. Corny trash, vulgar clichés, Philistinism in all its phases, imitations of imitations, bogus profundities, crude, moronic, and dishonest pseudo-literature—these are obvious examples. Now, if we want to pin down poshlost in contemporary writing, we must look for it in Freudian symbolism, moth-eaten mythologies, social comment, humanistic messages, political allegories, overconcern with class or race, and the journalistic generalities we all know. Poshlost speaks in such concepts as “America is no better than Russia” or “We all share in Germany’s guilt.” The flowers of poshlost bloom in such phrases and terms as “the moment of truth,” “charisma,” “existential” (used seriously), “dialogue” (as applied to political talks between nations), and “vocabulary” (as applied to a dauber). Listing in one breath Auschwitz, Hiroshima, and Vietnam is seditious poshlost. Belonging to a very select club (which sports one Jewish name—that of the treasurer) is genteel poshlost. Hack reviews are frequently poshlost, but it also lurks in certain highbrow essays. Poshlost calls Mr. Blank a great poet and Mr. Bluff a great novelist. One of poshlost’s favorite breeding places has always been the Art Exhibition; there it is produced by so-called sculptors working with the tools of wreckers, building crankshaft cretins of stainless steel, Zen stereos, polystyrene stinkbirds, objects trouvés in latrines, cannonballs, canned balls. There we admire the gabinetti wall patterns of so-called abstract artists, Freudian surrealism, roric smudges, and Rorschach blots—all of it as corny in its own right as the academic “September Morns” and “Florentine Flowergirls” of half a century ago. The list is long, and, of course, everybody has his bête noire, his black pet, in the series. Mine is that airline ad: the snack served by an obsequious wench to a young couple—she eyeing ecstatically the cucumber canapé, he admiring wistfully the hostess. And, of course, Death in Venice. You see the range.

some of the first words a child learns are brand names, because they don’t have to sound them out. It becomes part of your environmental vocabulary [Whitney Curry Wimbish & Sarah Gerard, "The Binary Companion," LA Review of Books, January 22, 2015].

(a) A writer always wears glasses and never combs his hair. Half the time he feels angry about everything and the other half depressed. He spends most of his life in bars, arguing with other dishevelled, bespectacled writers. He says very ‘deep’ things. He always has amazing ideas for the plot of his next novel, and hates the one he has just published. (b) A writer has a duty and an obligation never to be understood by his own generation; convinced, as he is, that he has been born into an age of mediocrity, he believes that being understood would mean losing his chance of ever being considered a genius. A writer revises and rewrites each sentence many times. The vocabulary of the average man is made up of 3,000 words; a real writer never uses any of these, because there are another 189,000 in the dictionary, and he is not the average man. (c) Only other writers can understand what a writer is trying to say. Even so, he secretly hates all other writers, because they are always jockeying for the same vacancies left by the history of literature over the centuries. And so the writer and his peers compete for the prize of ‘most complicated book’: the one who wins will be the one who has succeeded in being the most difficult to read. (d) A writer understands about things with alarming names, like semiotics, epistemology, neoconcretism. When he wants to shock someone, he says things like: ‘Einstein is a fool’, or ‘Tolstoy was the clown of the bourgeoisie.’ Everyone is scandalized, but they nevertheless go and tell other people that the theory of relativity is bunk, and that Tolstoy was a defender of the Russian aristocracy. (e) When trying to seduce a woman, a writer says: ‘I’m a writer’, and scribbles a poem on a napkin. It always works. (f) Given his vast culture, a writer can always get work as a literary critic. In that role, he can show his generosity by writing about his friends’ books. Half of any such reviews are made up of quotations from foreign authors and the other half of analyses of sentences, always using expressions such as ‘the epistemological cut’, or ‘an integrated bi-dimensional vision of life’. Anyone reading the review will say: ‘What a cultivated person’, but he won’t buy the book because he’ll be afraid he might not know how to continue reading when the epistemological cut appears. (g) When invited to say what he is reading at the moment, a writer always mentions a book no one has ever heard of. (h) There is only one book that arouses the unanimous admiration of the writer and his peers: Ulysses by James Joyce. No writer will ever speak ill of this book, but when someone asks him what it’s about, he can’t quite explain, making one doubt that he has actually read it.

Focus intently and beat procrastination.    Use the Pomodoro Technique (remove distractions, focus for 25 minutes, take a break).    Avoid multitasking unless you find yourself needing occasional fresh perspectives.    Create a ready-to-resume plan when an unavoidable interruption comes up.    Set up a distraction-free environment.    Take frequent short breaks. Overcome being stuck.    When stuck, switch your focus away from the problem at hand, or take a break to surface the diffuse mode.    After some time completely away from the problem, return to where you got stuck.    Use the Hard Start Technique for homework or tests.    When starting a report or essay, do not constantly stop to edit what is flowing out. Separate time spent writing from time spent editing. Learn deeply.    Study actively: practice active recall (“retrieval practice”) and elaborating.    Interleave and space out your learning to help build your intuition and speed.    Don’t just focus on the easy stuff; challenge yourself.    Get enough sleep and stay physically active. Maximize working memory.    Break learning material into small chunks and swap fancy terms for easier ones.    Use “to-do” lists to clear your working memory.    Take good notes and review them the same day you took them. Memorize more efficiently.    Use memory tricks to speed up memorization: acronyms, images, and the Memory Palace.    Use metaphors to quickly grasp new concepts. Gain intuition and think quickly.    Internalize (don’t just unthinkingly memorize) procedures for solving key scientific or mathematical problems.    Make up appropriate gestures to help you remember and understand new language vocabulary. Exert self-discipline even when you don’t have any.    Find ways to overcome challenges without having to rely on self-discipline.    Remove temptations, distractions, and obstacles from your surroundings.    Improve your habits.    Plan your goals and identify obstacles and the ideal way to respond to them ahead of time. Motivate yourself.    Remind yourself of all the benefits of completing tasks.    Reward yourself for completing difficult tasks.    Make sure that a task’s level of difficulty matches your skill set.    Set goals—long-term goals, milestone goals, and process goals. Read effectively.    Preview the text before reading it in detail.    Read actively: think about the text, practice active recall, and annotate. Win big on tests.    Learn as much as possible about the test itself and make a preparation plan.    Practice with previous test questions—from old tests, if possible.    During tests: read instructions carefully, keep track of time, and review answers.    Use the Hard Start Technique. Be a pro learner.    Be a metacognitive learner: understand the task, set goals and plan, learn, and monitor and adjust.    Learn from the past: evaluate what went well and where you can improve.

No writer ever knows enough words but he doesn’t have to try to use all that he does know. Tests would show that I had an enormous vocabulary and through the years it must have grown, but I never had a desire to display it in the way that John Updike or William Buckley or William Safire do to such lovely and often surprising effect. They use words with such spectacular results; I try, not always successfully, to follow the pattern of Ernest Hemingway who achieved a striking style with short familiar words. I want to avoid calling attention to mine, judging them to be most effective as ancillaries to a sentence with a strong syntax. My approach has been more like that of Somerset Maugham, who late in life confessed that when he first thought of becoming a writer he started a small notebook in which he jotted down words that seemed unusually beautiful or exotic, such as chalcedony, for as a novice he believed that good writing consisted of liberally sprinkling his text with such words. But years later, when he was a successful writer, he chanced to review his list and found that he had never used even one of his beautiful collection. Good writing, for most of us, consists of trying to use ordinary words to achieve extraordinary results. I struggle to find the right word and keep always at hand the largest dictionary my workspace can hold, and I do believe I consult it at least six or seven times each working day, for English is a language that can never be mastered.* [*Even though I have studied English for decades I am constantly surprised to find new definitions I have not known: ‘panoply’ meaning ‘a full set of armor’, ‘calendar’ meaning ‘a printed index to a jumbled group of related manuscripts or papers’. —Chapter IX “Intellectual Equipment”, page 306

Nevertheless, Michael Erard’s (2012) review of the cases of some of history’s most successful learners of multiple languages shows that their unusual talent was also associated with a willingness to work hard at tasks that many would consider too boring or difficult, such as using word cards to study vocabulary.

Among the factors that make new vocabulary more easily learnable by second language learners is the frequency with which the word is seen, heard, and understood. Paul Nation (2001) reviews a number of studies suggesting that a learner needs to have many meaningful encounters with a new word before it becomes firmly established in memory. The estimates range as high as 16 times in some studies. Even more encounters may be needed before a learner can retrieve the word in fluent speech or automatically understand the meaning of the word when it occurs in a new context. The ability to understand the meaning of most words without focused attention is essential for fluent reading as well as for fluent speaking.

Research on vocabulary learning through reading without focused instruction confirms that some vocabulary can be learned without explicit instruction (see Chapter 6, Study 17). On the other hand, Jan Hulstijn and Batia Laufer (2001) and others provide evidence that vocabulary development is more successful when learners are fully engaged in activities that require them to attend carefully to the new words and even to use them in productive tasks. Izabella Kojic-Sabo and Patsy Lightbown (1999) found that effort and the use of good learning strategies, such as keeping a notebook, looking words up in a dictionary, and reviewing what has been learned were associated with better vocabulary development. Cheryl Boyd Zimmerman (2009) provides many practical suggestions for teaching vocabulary and also for helping learners to continue learning outside the classroom.

All of this told of harm done, of a drug that made a child depressed, lonely, and filled with a sense of inadequacy, and when researchers looked at whether Ritalin at least helped hyperactive children fare well academically, to get good grades and thus succeed as students, they found that it wasn’t so. Being able to focus intently on a math test, it turned out, didn’t translate into long-term academic achievement. This drug, Sroufe explained in 1973, enhances performance on “repetitive, routinized tasks that require sustained attention,” but “reasoning, problem solving and learning do not seem to be [positively] affected.”26 Five years later, Herbert Rie was much more negative. He reported that Ritalin did not produce any benefit on the students’ “vocabulary, reading, spelling, or math,” and hindered their ability to solve problems. “The reactions of the children strongly suggest a reduction in commitment of the sort that would seem critical for learning.”27 That same year, Russell Barkley at the Medical College of Wisconsin reviewed the relevant scientific literature and concluded “the major effect of stimulants appears to be an improvement in classroom manageability rather than academic performance.”28 Next it was James Swanson’s turn to weigh in. The fact that the drugs often left children “isolated, withdrawn and overfocused” could “impair rather than improve learning,” he said.29 Carol Whalen, a psychologist from the University of California at Irvine, noted in 1997 that “especially worrisome has been the suggestion that the unsalutary effects [of Ritalin] occur in the realm of complex, high-order cognitive functions such as flexible problem-solving or divergent thinking.”30 Finally, in 2002, Canadian investigators conducted a meta-analysis of the literature, reviewing fourteen studies involving 1,379 youths that had lasted at least three months, and they determined that there was “little evidence for improved academic performance.”31

your vocabulary is limited by your obsessions. It doesn’t bother me that the word ‘stone’ appears more than thirty times in my third book, or that ‘wind’ and ‘gray’ appear over and over in my poems to the disdain of some reviewers. If I didn’t use them that often I’d be lying about my feelings, and I consider that unforgivable. In fact, most poets write the same poem over and over. Wallace Stevens was honest enough not to try to hide it. Frost’s statement that he tried to make every poem as different as possible from the last one is a way of saying that he knew it couldn’t be.

Jed Fernandez is also excellent for classroom teaching. Teachers can engage students in a classroom vocabulary or grammar review. Jed Fernandez is suitable for intermediate and advanced esl learners. It can be used to energize a dull class, to review work that was done or simply as a reward for good classroom work. Have fun teaching and learning English. jedfernandezimages.blogspot.com

We have a friend who used to commute by ferry between Staten Island and Manhattan, in New York City. The trip took nearly half an hour and could have been a frustration in a busy day. But this man, David Wilkerson, used the time on the boat for prayer in tongues. He would start off by thinking of all the things he had to be thankful for. In a reversal of Bob Morris's sequence, he would review them one by one in his mind, in English, praising God for each one. Bit by bit, inside him, he would feel a mounting sense of joy. He was conscious of being loved, being taken care of. He began to glimpse pattern and design in all that was happening to him. And suddenly, in trying to express his gratitude, he would reach a language barrier. English could no longer express what he felt. It was simply inadequate for the Being that he perceived. It was at this point that he would burst through into communication that was not limited by vocabulary. His spirit as well as his mind would start to praise God. Inevitably, by the time David reached the Manhattan pier, a transformation had taken place. He was built up in body and in spirit. He felt emboldened, ready to tackle impossible tasks, invigorated and refreshed, ready to meet whatever the day had to offer. And this was often important, for David Wilkerson is a youth worker among street gangs in the New York slums--a job that brings him into contact with teenage dope addicts, child prostitutes, young killers and some of the most discouraging and intractable problems in the world today.

studies show that “deep sleep,” which is concentrated in the first half of the night, is most valuable for retaining hard facts—names, dates, formulas, concepts. If you’re preparing for a test that’s heavy on retention (foreign vocabulary, names and dates, chemical structures), it’s better to hit the sack at your usual time, get that full dose of deep sleep, and roll out of bed early for a quick review.

The law gave me an entirely new vocabulary, a language that non-lawyers derisively referred to as "legalese." Unlike the basic building blocks- the day-to-day words- that got me from the subway to the office and back, the words of my legal vocabulary, more often than not, triggered flavors that I had experienced after leaving Boiling Springs, flavors that I had chosen for myself, derived from foods that were never contained within the boxes and the cans of DeAnne's kitchen. Subpoenakiwifruit. InjunctionCamembert. Infringementlobster. Jurisdictionfreshgreenbeans. Appellantsourdoughbread. ArbitrationGuinness. Unconstitutionalasparagus. ExculpatoryNutella. I could go on and on, and I did. Every day I was paid an astonishing amount of money to shuffle these words around on paper and, better yet, to say them aloud. At my yearly reviews, the partners I worked for commented that they had never seen a young lawyer so visibly invigorated by her work. One of the many reasons I was on track to make partner, I thought. There were, of course, the rare and disconnecting exceptions. Some legal words reached back to the Dark Ages of my childhood and to the stunted diet that informed my earlier words. "Mitigating," for example, brought with it the unmistakable taste of elementary school cafeteria pizzas: rectangles of frozen dough topped with a ketchup-like sauce, the hard crumbled meat of some unidentifiable animal, and grated "cheese" that didn't melt when heated but instead retained the pattern of a badly crocheted coverlet. I had actually looked forward to the days when these rectangles were on the lunch menu, slapped onto my tray by the lunch ladies in hairnets and comfortable shoes. Those pizzas (even the word itself was pure exuberance with the two z's and the sound of satisfaction at the end... ah!) were evocative of some greater, more interesting locale, though how and where none of us at Boiling Springs Elementary circa 1975 were quite sure. We all knew what hamburgers and hot dogs were supposed to look and taste like, and we knew that the school cafeteria served us a second-rate version of these foods. Few of us students knew what a pizza was supposed to be. Kelly claimed that it was usually very big and round in shape, but both of these characteristics seemed highly improbable to me. By the time we were in middle school, a Pizza Inn had opened up along the feeder road to I-85. The Pizza Inn may or may not have been the first national chain of pizzerias to offer a weekly all-you-can-eat buffet. To the folks of the greater Boiling Springs-Shelby area, this was an idea that would expand their waistlines, if not their horizons. A Sizzler would later open next to the Pizza Inn (feeder road took on a new connotation), and it would offer the Holy Grail of all-you-can-eat buffets: steaks, baked potatoes, and, for the ladies, a salad bar complete with exotic fixings such as canned chickpeas and a tangle of slightly bruised alfalfa sprouts. Along with "mitigating," these were some of the other legal words that also transported me back in time: Egressredvelvetcake. PerpetuityFrenchsaladdressing. Compensatoryboiledpeanuts. ProbateReese'speanutbuttercup. FiduciaryCheerwine. AmortizationOreocookie.

To build and retain foreign vocabulary, scientific definitions, or other factual information, it’s best to review the material one or two days after initial study; then a week later; then about a month later.