Thee, Thy, Thou, Thine - Archaic pronouns simplified!

by Derek Spencer

I've spent some time on the internet (some might say too much), and one thing that's stuck with me is how often internet denizens misuse the pronouns "thou," "thee," "thy," and "thine."

I was lucky, I suppose — I learned these archaic words while playing Dragon Warrior, a classic role-playing video game for the Nintendo Entertainment System. Back then, games like Dragon Warrior contained thousands of lines of text, so being a strong reader was essential. Still, I lost the game many times; I became quite familiar with the words "Thou art dead," which the game displayed each time I was defeated by a red slime, scorpion, or other nasty.

But that repetition drilled the proper use of thou, thee, thy, and thine into my young mind, and I thought the words were pretty cool. Many of you probably know how to use these pronouns already, but just in case, here's a quick primer.

Thou

"Thou" is a subjective (or nominative) second-person singular pronoun — equivalent to "you" in modern English. So, you can plug "thou" in wherever "you" can serve as the subject of a sentence.

• Modern: "Could you please deliver this delicious pizza for me?"
• Old School: "Couldst thou please deliver this delicious pizza for me?"

Thee

While "thou" is subjective, "thee" is objective — if a person is being acted upon by the subject of a sentence, you can substitute "thee" for that person's name.

• Modern: ". . . from hell's heart I stab at you [Moby Dick, you big jerk]"
• Old School: ". . . from hell's heart I stab at thee" (much more literary, eh?)

Thy/Thine

Here, I have to admit that I wasn't always entirely sure what the difference between "thy" and "thine" was. They seemed to me to be interchangeable, but this is not the case! As a general rule, both "thy" and "thine" indicate possession, but there are some special rules for these two pronouns.

In predicative constructions, you *must* use "thine" — "thy" simply will not do. So, you could write, "that bag is thine," but not, "that bag is thy." More examples:

• "Thou art incorrect to attribute the error resulting in this driving accident to me; the fault is thine"
• "Thou ruffian! Thou hast spilled cranberry juice upon my doublet! Justice shall be mine, ignominy thine!"

When used as part of a genitive construction (in which a noun modifies another noun, often to indicate possession), the rules change a bit. Use "thine" before words beginning with vowels or the letter 'h'; use "thy" in all other cases. A couple examples:

• "Depart now and seek thine enjoyment of sport elsewhere, thou supporter of my most hated baseball squadron."
• "Thy words are as empty as thy soul."
• "I shall strike thee about thine ears should I hear such grotesque slander spout from thy mouth again!"

So, there you have it. Follow those simple rules, and you'll always use these fun archaic pronouns correctly. One way to make learning these words fun for students might be to have them write some example sentences of their own — Twitter would be perfect for this sort of thing.

Shouldst thou require assistance with archaic pronouns, get thee to this link for thine edification: http://t.co/uQ3dAfc4sR
— Prestwick House (@prestwickhouse) October 23, 2013

How do you teach students to navigate these archaic pronouns? We'd love to hear from you!

Derek Spencer is a Marketing Communications Associate at Prestwick House.

Three keys to writing great free-response prompts

by Derek Spencer

Writing great free-response prompts is tough. If they aren't worded just so, you might get some strange, short, or incomplete answers from students — so creating clear, concise, and complete writing prompts is an essential skill. Here are three tips to help you get the most out of your writing prompts.

A look into the past of grammar criticism

by Derek Spencer

Language changes — this is a fact with which we're all acquainted. It seems also that for as long as humans have used language, humans have decried each subsequent generation's mangling of the written word. Some commentators have discussed the "decline" of the English language in strident tones; others have taken a more measured, thoughtful tack.

As for the question of whether Geoffrey Nunberg is in the former or latter camp, well, we'll leave you to decide. In this sweeping article, written nearly thirty years ago, Nunberg discusses the history of grammatical analysis and compares the approaches taken by prescriptivists (those who insist that grammatical rules are hard and fast) and descriptivists (those who hold that rules depend on practical usage by the speaking and writing population). Here's a link to the article:

http://www.theatlantic.com/past/docs/issues/97mar/halpern/nunberg.htm

The history lesson is probably the most fascinating part of the piece, but also of interest are the author's examples of language misuse from his time. Thirty years is a relatively short time, but some of the uses the author identifies as improper are now firmly cemented within standard English.

What do you think? Do you side more with the linguists who believe that language is flexible and that's fine, or do you place your trust in the prescriptive grammarians?

Derek Spencer is a Marketing Communications Associate at Prestwick House.

Review: "Socrates Jones: Pro Philosopher" -- A gem of a critical thinking game

by Derek Spencer

I don't know about you, but I think looking at logical arguments and probing for weaknesses is a pretty good time. It's also the sort of thing that keeps critical thinking skills sharp.

In Socrates Jones: Pro Philosopher, a flash-based game you can play in your web browser, you play as the titular character (who, it turns out, is actually an accountant) as you dissect the arguments of some of history's greatest philosophers in search of the true source of morality.

But you won't go it alone! Socrates' daughter, Ariadne, a philosophy student herself, will be by your side to offer advice and help you focus your inquiries.

Writing good multiple-choice questions

by Derek Spencer

Here's the thing: writing good multiple-choice questions is hard. I'm sure those of you who have spent hours creating your own tests can attest to that.

The following article lays out some good ground rules for writing multiple-choice questions. Check it out at the link below, then come back for a little commentary.

http://www.edudemic.com/create-valuable-multiple-choice-questions/

Here are some of my thoughts:

The type of multiple-choice question you'll want to use depends completely upon the learning objective you want to meet. Ms. Bartlett lists four types of questions:

• Recall information
• Understand concepts
• Apply knowledge
• Analyze information

Before you start to write your questions, think about the objective you want your students to achieve. If your questions are intended primarily as plot review, for example, then you'll write "recall information" questions. These require lower-order thinking skills, as they require students to comprehend what they've read and relay that to you.

If you're asking students to analyze information, however, you're asking them to use higher-order thinking skills. A question that asks students to show how a specific use of a literary device affects the passage is a question that requires this sort of analysis — and it's more challenging. These are the kinds of questions students are going to encounter on AP English exams, and they'll need practice if they're going to succeed.

All the points under the "Answers should be" section are strong. When you're writing the incorrect answers (we like to call them "distractors" here), they must be plausible in context. If you ask students to read a passage and then answer five multiple-choice questions, the distractors for those questions must make sense in the context of that passage. Using information from a different part of the book for a distractor is, in my opinion, unfair — it's sort of like a trick.

Distractors also need to be consistent. If one distractor is significantly different from the others, it will draw students' attention, and they'll be more likely to choose it (provided it's plausible, of course) than the others.

The "Questions about Behavior" section presents some good ideas for using multiple-choice questions as a diagnostic tool to evaluate your own teaching.

How do you use multiple-choice questions in your classroom? Do you find them useful? Let us know in the comments! Have a great weekend, and we'll see you next time.

Derek Spencer is a Marketing Communications Associate at Prestwick House.

Smarter Balanced reveals accommodations guidelines

by Derek Spencer

The Smarter Balanced testing consortium, which is working on standardized tests based on the Common Core State Standards, has released its guidelines on accessibility accommodations.

The consortium will not allow students in grades 3 through 5 to have passages read to them while they are taking their exams.

Education Week writes about the issue here.

Smarter Balanced will restrict these students from using the read-aloud accomodation because the consortium's analysis of the Common Core State Standards indicates that students in grades 3 – 5 are being tested on their text-decoding skills. States may elect to use the read-aloud accommodations anyway, but the test results for those students will be deemed invalid.

Interestingly, older students will be afforded read-aloud accommodations, as Smarter Balanced believes these students are being tested on reading skills other than text-decoding. 

You can read Smarter Balanced's Accommodations Guidelines here. There are some particularly interesting comments on test design at the end of the document.

Derek Spencer is a Marketing Communications Associate at Prestwick House.

Free Vocabulary Power Plus White Paper

by Derek Spencer

Want to know more about the kind of research that informed the creation of our best-selling Vocabulary Power Plus series?

Click this link to download a free white paper that discusses the benefits of direct vocabulary instruction compared against learning new words from context while reading. The latter is serviceable, but the former helps students learn more words in less time.

A sample:

Students must spend a large amount of time reading or listening in order to encounter new words often enough to understand their meanings. In “Teaching Vocabulary to Improve Reading Comprehension,” William Nagy cites a study that finds that uninstructed students have a one-in-twenty chance of incidentally learning a new word only from context (1988). Students reading a ten-page short story that contains twenty new words, therefore, will be fortunate to fully retain one vocabulary word from the text.

You'll also learn how Vocabulary Power Plus uses several instructional techniques that increase the probability your students will truly learn the words in the program — not merely use them to pass a test and forget them soon after. Finally, there's a handy Common Core State Standards alignment guide for your convenience.

If you have any questions about Vocabulary Power Plus, don't hesitate to get in touch! Give us a call Monday – Friday from 8 AM to 6 PM Eastern. Here's our number: (800) 932-4593. Hope to hear from you soon!

Derek Spencer is a Marketing Communications Associate at Prestwick House.

A "Genius Hour" primer: Time for student-directed learning!

by Derek Spencer

© Copyright Roger Morris and licensed for reuse under this Creative Commons Licence

The idea behind the "Genius Hour" (also called "20% Time") is simple: give students one class period per week to work on a project of their choosing.

The argument in favor of the Genius Hour is that if students are allowed to direct their own learning, they'll be more engaged and interested in what they're trying to learn. This reinforces to students that curiosity is a good thing and may spur them to take more of an interest in the rest of their education.

If students are particularly interested in a topic they study in class, they might use their Genius Hour time to delve deeper into that topic — and that would be a big win.

Why rhetoric matters to the modern student

by Derek Spencer

Rhetoric is an ancient art, one whose roots reach farther back in time than the Ancient Greeks, widely considered the culture that codified the techniques that would help a speaker make a clear and powerful argument to his audience.

Good ideas can last for thousands of years — so it is with rhetoric, the study of which can impart some valuable lessons to the modern student.

Welcome back, educators!

by Derek Spencer

Original photo by viviandnguyen_ @flickr.com

Many of you have begun the school year already and met your new students, and some of you will start the year shortly after Labor Day. Whether you fall into the former or latter group, we at Prestwick House would like to wish you a happy return to the most important job in the world!

Your job isn't easy. Far from it. You will be challenged — whether by your students, new standards, preparing for standardized tests, or something else altogether — but you're prepared. You've been preparing ever since the previous school year ended. You're serious about ELA education. And we're all better for it.

Thank you for all the work you do every day to help the next generation become more thoughtful, empathetic, discerning, and bright.

If there's anything we can do to help you achieve your goals for this school year, please don't hesitate to get in touch. Leave a comment and we'll have someone on our expert staff contact you. Or if you'd prefer, give us a call at 800-932-4593 and we'll work together to find a solution. We'd love to hear from you.

Thanks for reading, and have a wonderful Labor Day weekend!

Derek Spencer is a Marketing Communications Associate at Prestwick House.