My Clippings

Nicholas Nickleby (Dickens, Charles, 1812-1870)
- Your Highlight at location 12021-12025 | Added on Saturday, 23 July 2016 12:32

:53
His reflections were interrupted by a grey-haired man of a very remarkable, thou
gh far from prepossessing appearance, who, coming stealthily towards him, solici
ted relief. Newman, still cogitating deeply, turned away; but the man followed h
im, and pressed him with such a tale of misery that Newman (who might have been
considered a hopeless person to beg from, and who had little enough to give) loo
ked into his hat for some halfpence which he usually kept screwed up, when he ha
d any, in a corner of his pocket-handkerchief.
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:54
The subject is at an end for the present, said the old gentleman, wiping his face.
Dont revive it by a single word.
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:24
But how the graces and elegancies which she had dispersed about the poorly-furni
shed room went to the heart of Nicholas! Flowers, plants, birds, the harp, the o
ld piano whose notes had sounded so much sweeter in bygone times; how many strug
gles had it cost her to keep these two last links of that broken chain which bou
nd her yet to home! With every slender ornament, the occupation of her leisure h
ours, replete with that graceful charm which lingers in every little tasteful wo
rk of womans hands, how much patient endurance and how many gentle affections wer
e entwined! He felt as though the smile of Heaven were on the little chamber; as
though the beautiful devotion of so young and weak a creature had shed a ray of
its own on the inanimate things around, and made them beautiful as itself; as t
hough the halo with which old painters surround the bright angels of a sinless w
orld played about a being akin in spirit to them, and its light were visibly bef
ore him.
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- Your Highlight at location 12897-12900 | Added on Tuesday, 26 July 2016 12:46:
31
It was with a very sad and heavy heart, oppressed by many painful ideas, that Ni
cholas retraced his steps eastward and betook himself to the counting-house of C
heeryble Brothers. Whatever the idle hopes he had suffered himself to entertain,
whatever the pleasant visions which had sprung up in his mind and grouped thems
elves round the fair image of Madeline Bray, they were now dispelled, and not a
vestige of their gaiety and brightness remained.
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30
and fair and admiration of her great and noble spirit, all seemed to raise her f
ar above his reach, and, while they imparted new depth and dignity to his love,
to whisper that it was hopeless.
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21
In this pensive, wayward, and uncertain state, people are apt to lounge and loit
er without knowing why, to read placards on the walls with great attention and w
ithout the smallest idea of one word of their contents, and to stare most earnes
tly through shop-windows at things which they dont see. It was thus that Nicholas
found himself poring with the utmost interest over a large play-bill hanging ou
tside a Minor Theatre which he had to pass on his way home,
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42
preferring the cool air and twilight out of doors to the mingled perfume of gas,
orange-peel,
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31
Many and many a time in after years did Nicholas look back to this period of his
life, and tread again the humble quiet homely scenes that rose up as of old bef
ore him. Many and many a time, in the twilight of a summer evening, or beside th
e flickering winters fire but not so often or so sadly then would his thoughts wa
nder back to these old days, and dwell with a pleasant sorrow upon every slight
remembrance which they brought crowding home.
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25
there was Mr Tim Linkinwater (who had never made half-a-dozen other acquaintance
s in all his life, and who took such delight in his new friends as no words can
express) constantly coming and going in his evening walks, and stopping to rest;
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07
and, keeping aloof from the talkers, sat at the window watching the shadows as t
he evening closed in, and enjoying the quiet beauty of the night,
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35
said appropriate to a summer evening, and no doubt they are best said in a low v
oice, as being most suitable to the peace and serenity of the hour; long pauses,
too, at times, and then an earnest word or so, and then another interval of sil
ence which, somehow, does not seem like silence either, and perhaps now and then
a hasty turning away of the head, or drooping of the eyes towards the ground, a
ll these minor circumstances, with a disinclination to have candles introduced a
nd a tendency to confuse hours with minutes, are doubtless mere influences of th
e time, as many lovely lips can clearly testify.
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02
that their lives are spent, from day to day, at least among the waving trees, an
d not in the midst of dreadful engines which make young children old before they
know what childhood is, and give them the exhaustion and infirmity of age,
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- Your Note at location 13461 | Added on Tuesday, 26 July 2016 17:17:44
how to bedgin stiry
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44
Of the gambling-booths there was a plentiful show, flourishing in all the splend
our of carpeted ground, striped hangings, crimson cloth, pinnacled roofs, gerani
um pots, and livery servants. There were the Strangers club-house, the Athenaeum
club-house, the Hampton club-house, the St Jamess club-house, and half a mile of
club-houses to play IN; and there were ROUGEETNOIR, French hazard, and other games
to play AT. It is into one of these booths that our story takes its way.
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53
Fields, trees, gardens, hedges, everything looked very beautiful; the young man
scarcely seemed to have noticed them before, though he had passed the same objec
ts a thousand times. There was a peace and serenity upon them all, strangely at
variance with the bewilderment and confusion of his own half-sobered thoughts,
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11
How can I hope to save her? Hope to the last! said Newman, clapping him on the back
. Always hope; thats a dear boy. Never leave off hoping; it dont answer. Do you min
d me, Nick? It dont answer. Dont leave a stone unturned. Its always something, to k
now youve done the most you could. But, dont leave off hoping, or its of no use doi
ng anything. Hope, hope, to the last!
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12
Every hope connected with her that he had suffered himself to form, or had enter
tained unconsciously, seemed to fall at his feet, withered and dead. Every charm
with which his memory or imagination had surrounded her, presented itself befor
e him, only to heighten his anguish and add new bitterness to his despair. Every
feeling of sympathy for her forlorn condition, and of admiration for her herois
m and fortitude, aggravated the indignation which shook him in every limb, and s
welled his heart almost to bursting.
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46
But, if Nicholass own heart embarrassed him, Newmans came to his relief. There was
so much earnestness in his remonstrance, and such sincerity and fervour in his
manner, odd and ludicrous as it always was, that it imparted to Nicholas new fir
mness, and enabled him to say, after he had walked on for some little way in sil
ence:
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- Your Highlight at location 14392-14393 | Added on Wednesday, 27 July 2016 12:3
4:35
She was gone. Nicholas, staggering from the house, thought of the hurried scene
which had just closed upon him, as if it were the phantom of some wild, unquiet
dream.
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3:39
lived in the beautiful little thatched white house one story high, covered all o
ver with ivy and creeping plants, with an exquisite little porch with twining ho
nysuckles and all sorts of things: where the earwigs used to fall into ones tea o
n a summer evening, and always fell upon their backs and kicked dreadfully, and
where the frogs used to get into the rushlight shades when one stopped all night
, and sit up and look through the little holes like Christians
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9:44
view. At one time, she was all cordiality and ease; at another, all stiffness an
d frigidity.
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1:00
Now, she would seem to open her whole heart to her unhappy victim; the next time
they met, she would receive him with the most distant and studious reserve, as
if a new light had broken in upon her, and, guessing his intentions, she had res
olved to check them in the bud; as if she felt it her bounden duty to act with S
partan firmness, and at once and for ever to discourage hopes which never could
be realised.
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:59
Lets be a comfortable couple, and take care of each other! And if we should get d
eaf, or lame, or blind, or bed-ridden, how glad we shall be that we have somebod
y we are fond of, always to talk to and sit with! Lets be a comfortable couple.
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:08
I shouldnt have had the heart to put on gentlemans clothes. They would have remind
ed me of old times and made me miserable. I am another man now, Nick. My dear bo
y, I cant speak. Dont say anything to me. Dont think the worse of me for these tear
s. You dont know what I feel today; you cant, and never will!
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:59
stopping to admire the thriving look of cottage or garden either,
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Hurford, Heasley & Smith (2007) Semantics - A Coursebook
- Your Highlight on page 47-47 | Added on Saturday, 6 August 2016 16:07:55
The PREDICATOR of a simple declarative sentence is the word (sometimes a (partia
l) group of words) which does not belong to any of the referring expressions and
which, of the remainder, makes the most speci c contribution to the meaning of th
e sentence. Intuitively speaking, the predicator describes the state or process
in which the referring expressions are involved
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The semantic analysis of simple declarative sentences reveals two major semantic
roles played by di erent subparts of the sentence. These are the role of predicat
or, illustrated above, and the role(s) of argument(s), played by the referring e
xpression(s). Juan is Argentinian predicator: Argentinian, argument: Juan Juan a
rrested Pablo predicator: arrest, arguments: Juan, Pablo Juan took Pablo to Rio
predicator: take, arguments: Juan, Pablo, Rio In the following sentences, indica
te the predicators and arguments as in the Example Practice above examples: (1)
Dennis is a menace predicator: .........argument(s): .........(2) Fred showed Ja
ne his BMW Predicator: .........argument(s): .........(3) Donald is proud of his
family predicator: .........argument(s): .........(4) The hospital is outside t
he city predicator: .........argument(s): ......... Feedback (1) pred: menace, a
rg: Dennis (2) pred: show, args: Fred, Jane, his BMW (3) pred: proud, args: Dona
ld, his family (4) pred: outside, args: the hospital, the city Comment The seman
tic analysis of a sentence into predicator and argument(s) does not correspond i
n most cases to the traditional grammatical analysis of a sentence into subject
and predicate, although there is some overlap between the semantic and the gramm
atical analyses, as can be seen from the examples above. We shall be concerned a
lmost exclusively in this book with the semantic analysis of sentences, and so w
ill not make use of the notion grammatical predicate (phrase). But we will use the
term predicate in a semantic sense, to be de ned below, developed within Logic. Def
inition A PREDICATE is any word (or sequence of words) which (in a given single
sense) can function as the predicator of a sentence. Example hungry, in, crook,
asleep, hit, show, bottle, are all predicates; and, or, but, not, are not predic
ates. Practice Are the following predicates? (1) dusty Yes / No (2) drink Yes /
No48
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The DEGREE of a predicate is a number indicating the number of arguments it is n
ormally understood to have in simple sentences
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The DEGREE of a predicate is a number indicating the number of arguments it is n
ormally understood to have in simple sentences. Example Asleep is a predicate of
degree one (often called a one-place predicate) Love (verb) is a predicate of d
egree two (a two
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- Your Highlight on page 90-90 | Added on Friday, 12 August 2016 09:53:21
The REFERENT of a referring expression is the thing picked out by the use of tha
t expression on a particular occasion of utterance. The EXTENSION of a predicate
is the complete set of all things which could potentially (i.e. in any possible
utterance) be the referent of a referring expression whose head constituent is
that predicate. A PROTOTYPE of a predicate is a typical member of its extension
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- Your Highlight on page 103-103 | Added on Friday, 12 August 2016 12:01:42
The sense of an expression can be thought of as the sum of its sense properties
and sense relations. Sense properties of sentences include those of being analyt
ic, synthetic, and a contradiction
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The Giver Quartet Omnibus (Lois Lowry)
- Your Highlight at location 640-641 | Added on Thursday, 18 August 2016 20:45:1
4
Like the Matching of Spouses and the Naming and Placement of newchildren, the As
signments were scrupulously thought through by the Committee of Elders.
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- Your Highlight at location 839-839 | Added on Thursday, 22 September 2016 20:4
7:59
passed over
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- Your Note at location 839 | Added on Thursday, 22 September 2016 20:48:10
1
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- Your Highlight at location 1085-1086 | Added on Thursday, 6 October 2016 18:21
:40
All of them talked at once, interrupting each other, hastily making the required
apology for interrupting, then forgetting again in the excitement of describing
the new experiences.
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:43
We relinquished color when we relinquished sunshine and did away with difference
s.
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:19
But now that I can see colors, at least sometimes, I was just thinking: what if w
e could hold up things that were bright red, or bright yellow, and he could choo
se? Instead of the Sameness. He might make wrong choices.
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:47
Jonas glanced around at the astonishing array of volumes. From time to time, now
, he could see their colors. With their hours together, his and The Givers, consu
med by conversation and by the transmission of memories, Jonas had not yet opene
d any of the books. But he read the titles here and there, and knew that they co
ntained all of the knowledge of centuries, and that one day they would belong to
him.
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:47
But it certainly made them aware of how they need a Receiver to contain all that
pain. And knowledge. But you have to suffer like that all the time, Jonas pointed
out. The Giver nodded. And you will. Its my life. It will be yours.
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- Your Note at location 1337 | Added on Friday, 14 October 2016 08:41:52
activity writing yiur best cgerusged memory
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- Your Highlight at location 1336-1337 | Added on Friday, 14 October 2016 08:41:
52
The Giver ended the afternoon with a color-filled memory of pleasure: a brisk sa
il on a blue-green lake; a meadow dotted with yellow wildflowers; an orange suns
et behind mountains.
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29
Jonas realized something. That means, he said slowly, that you have memories of des
truction. And you have to give them to me, too, because I have to get the wisdom
. The Giver nodded. But it will hurt, Jonas said. It wasnt a question. It will hurt t
erribly, The Giver agreed.
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15
Jonas began to remember the wonderful sail that The Giver had given him not long
before: a bright, breezy day on a clear turquoise lake, and above him the white
sail of the boat billowing as he moved along in the brisk wind.
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activuty
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0:57
didnt
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2:07
JONAS DID NOT want to go back. He didnt want the memories, didnt
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9:03
Sixteen JONAS DID NOT want to go back. He didnt want the memories, didnt want the
honor, didnt want the wisdom, didnt want the pain. He wanted his childhood again,
his scraped knees and ball games. He sat in his dwelling alone, watching
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9:57
Sixteen JONAS DID NOT want to go back. He didnt want the memories, didnt want the
honor, didnt want the wisdom, didnt want the pain. He wanted his childhood again,
his scraped knees and ball
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16
JONAS ASKED the next afternoon, Do you ever think about release? Do you mean my own
release, or just the general topic of release? Both, I guess. I apologiI mean I sh
ould have been more precise. But I dont know exactly what I meant. Sit back up. No
need to lie down while were talking. Jonas, who had already been stretched out on
the bed when the
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hello
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55
think about it occasionally, The Giver said. I think about my own release when Im i
n an awful lot of pain. I wish I could put in a request for it, sometimes. But Im
not permitted to do that until the new Receiver is trained. Me, Jonas said in a de
jected voice. He was not looking forward to the end of the training, when he wou
ld become the new Receiver. It was clear to him what a terribly difficult and lo
nely life it was, despite the honor. I cant request release either, Jonas pointed o
ut. It was in my rules. The Giver laughed
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23
GIVER, JONAS ASKED the next afternoon, Do you ever think about release? Do you mean m
y own release, or just the general topic of release? Both, I guess. I apologiI mean
I should have been more precise. But I dont know exactly what I meant. Sit back up
. No need to lie down while were talking. Jonas, who had already been stretched ou
t on the bed when the question came to his mind, sat back up. I guess I do think
about it occasionally, The Giver said. I think about my own release when Im in an a
wful lot of pain. I wish I could put in a request for it, sometimes. But Im not p
ermitted to do that until the new Receiver is trained. Me, Jonas said in a dejected
voice. He was not looking forward to the end of the training, when he would bec
ome the new Receiver. It was clear to him what a terribly difficult and lonely l
ife it was, despite the honor. I cant request release either, Jonas pointed out. It
was in my rules. The Giver laughed harshly. I know that. They hammered out those r
ules after the failure ten years ago. Jonas had heard again and again now, refere
nce to the previous failure. But he still did not know what had happened ten yea
rs before. Giver, he said, tell me what happened. Please. The Giver shrugged. On the
surface, it was quite simple. A Receiver-to-be was selected, the way you were. T
he selection went smoothly enough. The Ceremony was held, and the selection was
made. The crowd cheered, as they did for you. The new Receiver was puzzled and a
little frightened, as you were. My parents told me it was a female. The Giver nodd
ed. Jonas thought of his favorite female, Fiona, and shivered. He wouldnt want hi
s gentle friend to suffer the way he had, taking on the memories. What was she li
ke? he asked The Giver. The Giver looked sad, thinking about it. She was a remarka
ble young woman. Very self-possessed and serene. Intelligent, eager to learn. He
shook his head and drew a deep breath. You know, Jonas, when she came to me in th
is room, when she presented herself to begin her training Jonas interrupted him wi
th a question. Can you tell me her name? My parents said that it wasnt
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- Your Highlight at location 1764-1766 | Added on Thursday, 3 November 2016 07:2
8:54
With an odd, shocked feeling, Jonas recognized the gestures and posture and expr
ession. They were familiar. He had seen them before. But he couldnt remember wher
e.
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9:19
still.
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9:27
limp.
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9:32
motionless.
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Harry Potter and the Philosopher s Stone (J.K. Rowling)
- Your Highlight at location 1661-1661 | Added on Friday, 18 November 2016 08:17
:20
I would like to say a few words. And here they are: Nitwit! Blubber! Oddment! Tw
eak!
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:27
I would like to say a few words. And here they are: Nitwit! Blubber! Oddment! Tw
eak! Thank you!
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:49
Harry told the turban he didnt want to be in Slytherin; it got heavier and heavie
r; he tried to pull it off but it tightened painfully and there was Malfoy, laug
hing at him as he struggled with it then Malfoy turned into the hook-nosed teach
er, Snape, whose laugh became high and cold there was a burst of green light and
Harry woke, sweating and shaking. He rolled over and fell asleep again, and whe
n he woke next day, he didnt remember the dream at all.
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:25
He spoke in barely more than a whisper, but they caught every word like Professo
r McGonagall, Snape had the gift of keeping a class silent without effort.
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:18
But from that moment on, Hermione Granger became their friend. There are some th
ings you cant share without ending up liking each other, and knocking out a twelv
e-foot mountain troll is one of them. CHAPTER ELEVEN Quidditch As they entered N
ovember, the weather turned very cold.
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- Your Highlight at location 2998-3000 | Added on Saturday, 19 November 2016 18:
47:19
The evening air had never smelled so sweet. He walked over the damp grass, reliv
ing the last hour in his head, which was a happy blur: Gryffindors running to li
ft him on to their shoulders;
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00:39
They walked in silence, their eyes on the ground. Every now and then a ray of mo
onlight through the branches above lit a spot of silver blue blood on the fallen
leaves.
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01:16
They walked past a mossy tree-stump. Harry could hear running water; there must
be a stream somewhere close by.
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04:23
Good evening, Hagrid, I hope you are well? Well enough. Look,
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06:51
At last, a great crunching noise announced Hagrids return.
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- Your Highlight at location 3994-3995 | Added on Sunday, 20 November 2016 11:05
:17
Dumbledore now became very interested in a bird out on the window-sill, which ga
ve Harry time to dry his eyes on the sheet.
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:18
my youth to come across a vomit-flavoured one, and since then Im afraid Ive rather
lost my liking for them but I think Ill be safe with a nice toffee, dont you?
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:10
He had been held up by Madam Pomfreys fussing-about, insisting on giving him one
last check-up, so the Great Hall was already full. It
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:45
Another year gone! Dumbledore said cheerfully. And I must trouble you with an old m
ans wheezing waffle before we sink our teeth into our delicious feast. What a yea
r it has been! Hopefully your heads are all a little fuller than they were you h
ave the whole summer ahead to get them nice and empty before next year starts
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:44
There are all kinds of courage, said Dumbledore, smiling. It takes a great deal of
bravery to stand up to our enemies, but just as much to stand up to our friends.
I therefore award ten points to Mr Neville Longbottom.
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Harry Potter and the Chamber of Secrets (J.K. Rowling)
- Your Highlight at location 391-393 | Added on Sunday, 20 November 2016 19:26:5
3
Harry couldnt believe it he was free. He wound down the window, the night air whi
pping his hair, and looked back at the shrinking rooftops of Privet Drive. Uncle
Vernon, Aunt Petunia and Dudley were all hanging, dumbstruck, out of Harrys wind
ow.
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4
look like a kind, thoughtful and sensitive boy.
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6
The teapot went berserk and squirted boiling tea all over the place and one man e
nded up in hospital with the sugar tongs clamped to his nose.
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4
A faint pinkish glow was visible along the horizon to the east. Fred brought the
car lower and Harry saw a dark patchwork of fields and clumps of trees.
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2
The edge of a brilliant red sun was now gleaming through the trees.
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5
The clock on the wall opposite him had only one hand and no numbers at all. Writ
ten around the edge were things like Time to make tea, Time to feed the chickens and
Youre late. Books were stacked three deep on the mantelpiece, books with titles li
ke Charm Your Own Cheese, Enchantment in Baking and One Minute Feasts Its Magic!
And unless Harrys ears were deceiving him, the old radio next to the sink had jus
t announced that coming up was Witching
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2
Yawning and grumbling, the Weasleys slouched outside with Harry behind them. The
garden was large and, in Harrys eyes, exactly what a garden should be. The Dursl
eys wouldnt have liked it there were plenty of weeds, and the grass needed cuttin
g but there were gnarled trees all around the walls, plants Harry had never seen
spilling from every flowerbed and a big green pond full of frogs.
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2
Just so you could carry on tinkering with all that Muggle rubbish in your shed!
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0
Harry stepped over a pack of Self-Shuffling playing cards on the floor and looke
d out of the tiny window. In the field far below he could see a gang of gnomes s
neaking, one by one, back through the Weasleys hedge. Then he turned to look at R
on, who was watching him almost nervously, as though waiting for his opinion.
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- Your Highlight at location 949-949 | Added on Monday, 21 November 2016 08:20:5
7
they shot straight into the low woolly clouds and everything
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2
fluffy cloud, the sky a bright, endless blue under the blinding white sun. All wev
e got to worry about now are
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2
hours later still, as the sun started to sink into their floor of cloud, stainin
g it a deep pink.
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3
and louder as the sky became steadily darker. Stars were blossoming in the black
ness.
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- Your Highlight at location 1022-1022 | Added on Monday, 21 November 2016 08:34
:45
the grassy slope, towards the great oak
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- Your Highlight at location 1627-1628 | Added on Tuesday, 22 November 2016 11:3
7:52
Raindrops the size of bullets thundered on the castle windows for days on end; t
he lake rose, the flowerbeds turned into muddy streams and Hagrids pumpkins swell
ed to the size of garden sheds.
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- Your Highlight at location 1648-1650 | Added on Tuesday, 22 November 2016 11:4
4:32
It is with the greatest regret, therefore, that I must inform you that you do no
t fulfil our requirements. With very best wishes, Sir Patrick Delaney-Podmore.
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30:10
So, with Fang scampering around them, sniffing tree roots and leaves, they enter
ed the Forest. By
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13:18
No ones ever understood me like you, Tom Im so glad Ive got this diary to confide i
n Its like having a friend I can carry round in my pocket
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13:26
Its very boring, having to listen to the silly little troubles of
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26:03
The bird stopped singing. It sat still and warm next to Harrys cheek, gazing stea
dily at Riddle.
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31:26
Never trust anything that can think for itself if you cant see where it keeps its
brain.
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32:57
There has been no lasting harm done, said Dumbledore. Mrs Weasley led Ginny out, a
nd Mr Weasley followed, still looking deeply shaken.
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34:40
mightily
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39:43
It is our choices, Harry, that show what we truly are,
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Harry Potter and the Prisoner of Azkaban (J.K. Rowling)
5
said Harry, who knew Diagon Alley very well by now.
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5
The witch behind the counter was already advising a wizard on the care of double
-ended newts, so Harry, Ron and Hermione waited, examining the cages.
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8
Its my rat, he told the witch. Hes been a bit off-colour ever since I brought him bac
k from Egypt.
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- Your Highlight at location 1384-1386 | Added on Wednesday, 30 November 2016 16
:39:52
We will be covering the basic methods of Divination this year. The first term wil
l be devoted to reading the tea leaves. Next term we shall progress to palmistry
. By the way, my dear, she shot suddenly at Parvati Patil, beware a red-haired man
.
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:43:06
helping and instructing.
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:57:20
crestfallen.
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- Your Highlight at location 2490-2491 | Added on Saturday, 3 December 2016 07:0
7:33
Get too near a Dementor and every good feeling, every happy memory, will be suck
ed out of you.
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7:49
Ron, an expression of ecstasy on his face, mounted the broom and zoomed off into
the gathering darkness while Harry walked around the edge of the pitch, watchin
g him. Night had fallen before Madam Hooch awoke with a start, told Harry and Ro
n off for not waking her, and insisted that they go back to the castle.
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0:31
He had a very strange dream. He was walking through a forest, his Firebolt over
his shoulder, following something silvery white. It was winding its way through
the trees ahead, and he could only catch glimpses of it between the leaves. Anxi
ous to catch up with it, he sped up, but as he moved faster, so did his quarry.
Harry broke into a run and ahead, he heard hooves gathering speed. Now
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- Your Highlight at location 4167-4169 | Added on Sunday, 4 December 2016 20:09:
27
Even the weather seemed to be celebrating; as June approached, the days became c
loudless and sultry, and all anybody felt like doing was strolling into the grou
nds and flopping down on the grass with several pints of iced pumpkin juice, per
haps playing a casual game of Gobstones or watching the giant squid propel itsel
f dreamily across the surface of the lake.
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48
forced to remain inside the castle, trying to bully their brains into concentrat
ing while enticing wafts of summer air drifted in through the windows.
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52
Exam week began and an unnatural hush fell over the castle.
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30
himself on the floor with his back against the wall, listening to a fly buzzing
in the sunny window, his mind across the grounds with Hagrid.
==========
21
No! said Harry again, wanting more than ever to leave the room and the heat. It loo
ks fine, its flying away
==========
03
Im so sorry, dear boy, she said dreamily. The heat of the day, you know I drifted of
f for a moment
==========
- Your Note at location 4339 | Added on Sunday, 4 December 2016 21:40:40
a dream (look at last 5 highlkghts) where some unkniw spirit has asked me to go
down the stream where the willows stand in order to find a past aquaintance
==========
40
they crossed the Hall on tiptoe beneath the Cloak, then walked down the stone fr
ont steps into the grounds. The sun was already sinking behind the Forbidden For
est, gilding the top branches of the trees.
==========
54
them, they crossed the Hall on tiptoe beneath the Cloak, then walked down the st
one front steps into the grounds. The sun was already sinking behind the Forbidd
en Forest, gilding the top branches of the trees. They reached Hagrids cabin and
knocked. He was a minute in answering, and when he did, he looked all around for
his visitor, pale-faced and trembling.
==========
39
Hagrid was not crying, nor did he throw himself upon their necks. He looked like
a man who did not know where he was or what to do. This helplessness was worse
to watch than tears. Wan some tea? he said. His great hands were shaking as he reac
hed for the kettle.
==========
09
Hagrid was not crying, nor did he throw himself upon their necks. He looked like
a man who did not know where he was or what to do. This helplessness was worse
to watch than tears. Wan some tea? he said. His great hands were shaking as he reac
hed for the kettle. Wheres Buckbeak, Hagrid? said Hermione hesitantly. I I took him
outside, said Hagrid, spilling milk all over the table as he filled up the jug.
==========
29
In front was Albus Dumbledore, his silver beard gleaming in the dying sun.
==========
- Your Note at location 4375 | Added on Sunday, 4 December 2016 21:45:59
finding the special aqyajntance
==========
59
In front was Albus Dumbledore, his silver beard gleaming in the dying sun. Next
to him trotted Cornelius Fudge. Behind them came the feeble old Committee member
and the executioner, Macnair. Yeh gotta go, said Hagrid. Every inch of him was tr
embling. They mustn find yeh here go on, now
==========
20
Harry felt strangely unreal,
==========
02
They started up the sloping lawn towards the castle. The sun was sinking fast no
w; the sky had turned to a clear, purple-tinged grey, but to the west there was
a ruby-red glow.
==========
- Your Highlight at location 4704-4705 | Added on Monday, 5 December 2016 08:00:
51
Under their influence, I became less dangerous. My body was still wolfish, but m
y mind seemed to become less so while I was with them.
==========
Harry Potter 4 - Harry Potter and The Goblet of Fire (Rowling, J.K.)
- Your Highlight at location 15-16 | Added on Tuesday, 6 December 2016 19:05:05
Fifty years before, at daybreak on a fine summer s morning when the Riddle House
had still been well kept and impressive, a maid had entered the drawing room to
find all three Riddles dead.
==========
was nearing his seventy-seventh birthday now, very deaf, his bad leg stiffer tha
n ever, but could be seen pottering around the flower beds in fine weather, even
though the weeds were starting to creep up on him, try as he might to suppress
them.
==========
1
Harry s lamp seemed to grow dimmer as the cold gray light that precedes sunrise
slowly crept into the room. Finally, when the sun had risen, when his bedroom wa
lls had turned gold, and when sounds of movement could be heard from Uncle Verno
n and Aunt Petunia s room, Harry cleared his desk of crumpled pieces of parchmen
t and reread his finished letter.
==========
- Your Note at location 319 | Added on Tuesday, 6 December 2016 21:32:31
remevering what ari said
==========
1
Harry s lamp seemed to grow dimmer as the cold gray light that precedes sunrise
slowly crept into the room. Finally, when the sun had risen, when his bedroom wa
lls had turned gold, and when sounds of movement could be heard from Uncle Verno
n and Aunt Petunia s room, Harry cleared his desk of crumpled pieces of parchmen
t and reread his finished letter. Dear Sirius,
==========
- Your Highlight at location 824-826 | Added on Wednesday, 7 December 2016 11:01
:56
Mr. Weasley conjured up candles to light the darkening garden before they had th
eir homemade strawberry ice cream, and by the time they had finished, moths were
fluttering low over the table, and the warm air was perfumed with the smells of
grass and honeysuckle.
==========
- Your Highlight at location 1221-1224 | Added on Wednesday, 7 December 2016 20:
54:12
A sense of excitement rose like a palpable cloud over the campsite as the aftern
oon wore on. By dusk, the still summer air itself seemed to be quivering with an
ticipation, and as darkness spread like a curtain over the thousands of waiting
wizards, the last vestiges of pretence disappeared: the Ministry seemed to have
bowed to the inevitable and stopped fighting the signs of blatant magic now brea
king out everywhere.
==========
33:39
windbut then the music started, and Harry stopped worrying about them not being h
uman - in fact, he stopped worrying about anything at all. The veela had started to
dance, and Harry s mind had gone completely and blissfully blank. All that matte
red in the world was that he kept watching the veela, because if they stopped da
ncing, terrible things would happen.
==========
39:29
The great shamrock dissolved, the leprechauns drifted down onto the field on the
opposite side from the veela, and
==========
- Your Highlight at location 2170-2171 | Added on Thursday, 8 December 2016 20:4
8:21
Crookshanks took quite a while to recover from the fireworks, and by the time th
ey entered London, Harry, Ron, and Hermione were all severely scratched.
==========
2:42
They shared a wish, a hope, a dream, They hatched a daring plan To educate young
sorcerers Thus Hogwarts School began.
==========
6:08
The buzz of chatter filling the Hall ceased almost at once, so that only the how
ling wind and pounding rain could be heard.
==========
- Your Highlight at location 3268-3269 | Added on Friday, 9 December 2016 19:34:
42
As she stepped into the light flooding from the entrance hall, she was revealed
to have a handsome, olive-skinned face; large, black, liquid-looking eyes; and a
rather beaky nose. Her
==========
- Your Note at location 3268 | Added on Friday, 9 December 2016 19:35:22
goiknmg back hokme met by myg dolg
==========
49
They stood, shivering slightly now, waiting for the Durmstrang party to arrive.
Most people were gazing hopefully up at the sky. For a few minutes, the silence was
broken only by Madame Maxime s huge horses snorting and stamping. But then - Can you
hear something? said Ron suddenly. Harry listened; a loud and oddly eerie noise was d
rifting toward them from out of the darkness: a muffled rumbling and sucking sou
nd, as though an immense vacuum cleaner were moving along a riverbed. The lake! yell
Lee Jordan, pointing down at it. Look at the lake!
==========
my search for the forest fairy who wants to be free
==========
32
Goylebut then, as they drew nearer, walking up the lawns into the light streaming
from the entrance hall,
==========
42
Dumbledore! he called heartily as he walked up the slope. How are you, my dear fell
ow, how are you? Blooming, thank you, Professor Karkaroff, Dumbledore replied. Karka
f had a fruity, unctuous voice; when he stepped into the light pouring from the
front doors of the castle they saw that he was tall and thin like Dumbledore, bu
t his white hair was short, and his goatee (finishing in a small curl) did not e
ntirely hide his rather weak chin. When he reached Dumbledore, he shook hands wi
th both of his own. Dear old Hogwarts, he said, looking up at the castle and smiling;
his teeth were rather yellow, and Harry noticed that his smile did not extend to
his eyes, which remained cold and shrewd. How good it is to be here, how good.Vik
tor, come along, into the warmthyou don t mind, Dumbledore? Viktor
==========
- Your Highlight at location 3566-3569 | Added on Saturday, 10 December 2016 14:
13:53
A light rain had started to fall by midafternoon; it was very cozy sitting by th
e fire, listening to the gentle patter of the drops on the window, watching Hagr
id darning his socks and arguing with Hermione about house-elves - for he flatly
refused to join S.P.E.W. when she showed him her badges. It d
==========
07:08
though they did laugh rather unpleasantly when one of the Bouncing Bulbs wriggle
d free from Harry s grip and smacked him hard in the face.
==========
14:12
Snape examined Goyle, whose face now resembled something that would have been at
home in a book on poisonous fungi.
==========
- Your Highlight at location 4679-4680 | Added on Sunday, 11 December 2016 21:49
:34
Harry felt oddly separate from everyone around him, whether they were wishing hi
m good luck or hissing We ll have a box of tissues ready, Potter as he passed.
==========
:18
Time was behaving in a more peculiar fashion than ever, rushing past in great do
llops, so that one moment he seemed to be sitting down in his first lesson, Hist
ory of Magic, and the next, walking into lunchand then (where had the morning gon
e? the last of the dragon-free hours?), Professor McGonagall was hurrying over t
o him in the Great Hall. Lots of people were watching.
==========
:38
He felt much more aware of his body than usual; very aware of the way his heart
was pumping fast, and his fingers tingling with fearyet at the same time, he seem
ed to be outside himself, seeing the walls of the tent, and hearing the crowd, a
s though from far away.
==========
:35
Harry, he said, very seriously, whoever put your name in that goblet - I - I reckon
they re trying to do you in! It was as though the last few weeks had never happened
- as though Harry were meeting Ron for the first time, right after he d been mad
e champion. Caught on, have you? said Harry coldly. Took you long enough. Her
vously between them, looking from one to the other. Ron opened his mouth uncerta
inly. Harry knew Ron was about to apologize and suddenly he found he didn t need
to hear it. It s okay, he said, before Ron could get the words out. Forget it.
shouldn t ve - Forget it, Harry said. Ron grinned nervously at him, and Harry
. Hermione burst into tears. There s nothing to cry about! Harry told her, bewi
are so stupid! she shouted, stamping her foot on the ground, tears splashing down
her front. Then, before either of them could stop her, she had given both of th
em a hug and dashed away, now positively howling. Barking mad, said Ron, shaking his
ead. Harry, c mon, they ll be putting
==========
- Your Highlight at location 7286-7292 | Added on Wednesday, 14 December 2016 10
:37:40
Harry leaned on the windowsill, looking out at the grounds, at the dark, rustlin
g treetops of the Forbidden Forest, and the rippling sails of the Durmstrang shi
p. An eagle owl flew through the coil of smoke rising from Hagrid s chimney; it
soared toward the castle, around the Owlery, and out of sight. Looking down, Har
ry saw Hagrid digging energetically in front of his cabin. Harry wondered what h
e was doing; it looked as though he were making a new vegetable patch. As he wat
ched, Madame Maxime emerged from the Beauxbatons carriage and walked over to Hag
rid. She appeared to be trying to engage him in conversation. Hagrid leaned upon
his spade, but did not seem keen to prolong their talk, because Madame Maxime r
eturned to the carriage shortly afterward. Unwilling to go back
==========
:38:03
Harry watched Hagrid digging until the darkness swallowed him and the owls aroun
d Harry began to awake, swooshing past him into the night.
==========
:47:21
Harry noticed Madame Maxime watching them out other carriage window.
==========
- Your Highlight at location 8389-8390 | Added on Friday, 16 December 2016 07:27
:21
As the enchanted ceiling overhead began to fade from blue to a dusky purple, Dum
bledore rose to his feet at the staff table, and silence fell.
==========
:29
hundreds of students filed into their seats. The sky was a deep, clear blue now,
and the first stars were starting to appear.
==========
:50
The cheers and applause sent birds from the Forbidden Forest fluttering into the
darkening sky.
==========
:18
The towering hedges cast black shadows across the path, and, whether because the
y were so tall
==========
:09
The maze was growing darker with every passing minute as the sky overhead deepen
ed to navy.
==========
:53
mist, which twinkled innocently at him in the moonlight.
==========
Make It Stick (Brown, Peter C.)
- Your Highlight at location 111-112 | Added on Friday, 16 December 2016 23:02:5
4
Trying to solve a problem before being taught the solution leads to better learn
ing, even when errors are made in the attempt.
==========
8
If youre just engaging in mechanical repetition, its true, you quickly hit the lim
it of what you can keep in mind. However, if you practice elaboration, theres no
known limit to how much you can learn. Elaboration is the process of giving new
material meaning by expressing it in your own words and connecting it with what
you already know. The more you can explain about the way your new learning relat
es to your prior knowledge, the stronger your grasp of the new learning will be,
and the more connections you create that will help you remember it later. Warm
air can hold more moisture than cold air; to know that this is true in your own
experience, you can think of the drip of water from the back of an air condition
er or the way a stifling summer day turns cooler out the back side of a sudden t
hunderstorm.
==========
3
Putting new knowledge into a larger context helps learning. For example, the mor
e of the unfolding story of history you know, the more of it you can learn. And
the more ways you give that story meaning, say by connecting it to your understa
nding of human ambition and the untidiness of fate, the better the story stays w
ith you. Likewise, if youre trying to learn an abstraction, like the principle of
angular momentum, its easier when you ground it in something concrete that you a
lready know, like the way a figure skaters rotation speeds up as she draws her ar
ms to her chest.
==========
0
People who learn to extract the key ideas from new material and organize them in
to a mental model and connect that model to prior knowledge show an advantage in
learning complex mastery.
==========
9
Understanding that this is so enables you to see failure as a badge of effort an
d a source of useful informationthe need to dig deeper or to try a different stra
tegy. The need to understand that when learning is hard, youre doing important wo
rk.
==========
5
To understand that striving and setbacks, as in any action video game or new BMX
bike stunt, are essential if you are to surpass your current level of performan
ce toward true expertise. Making mistakes and correcting them builds the bridges
to advanced learning.
==========
6
Many teachers believe that if they can make learning easier and faster, the lear
ning will be better. Much research turns this belief on its head: when learning
is harder, its stronger and lasts longer.
==========
4
Its widely believed by teachers, trainers, and coaches that the most effective wa
y to master a new skill is to give it dogged, single-minded focus, practicing ov
er and over until youve got it down. Our faith in this runs deep, because most of
us see fast gains during the learning phase of massed practice. Whats apparent f
rom the research is that gains achieved during massed practice are transitory an
d melt away quickly.
==========
1
About the middle of day five, Matt said, they flash a schematic of the fuel system
on the screen, with its pressure sensors, shutoff valves, ejector pumps, bypass
lines, and on and on, and youre struggling to stay focused. Then this one instruc
tor asks us, Has anybody here had the fuel filter bypass light go on in flight? Th
is pilot across the room raises his hand. So the instructor says, Tell us what ha
ppened, and suddenly youre thinking, Whoa, what if that was me? So, this guy was at
33,000 feet or something and hes about to lose both engines because he got fuel
without antifreeze in it and his filters are clogging with ice. You hear that st
ory and, believe me, that schematic comes to life and sticks with you.
==========
2
Learning is stronger when it matters, when the abstract is made concrete and per
sonal.
==========
7
Here, Matt described the kind of active engagement that leads to durable learnin
g, as the pilots had to grapple with their aircraft to demonstrate mastery of st
andard operating procedures, respond to unexpected situations, and drill on the
rhythm and physical memory of the movements that are required in the cockpit for
dealing with them. A flight simulator provides retrieval practice, and the prac
tice is spaced, interleaved, and varied and involves as far as possible the same
mental processes Matt will invoke when hes at altitude. In a simulator, the abst
ract is made concrete and personal. A simulator is also a series of tests, in th
at it helps Matt and his instructors calibrate their judgment of where he needs
to focus to bring up his mastery.
==========
9
Belief in the power of rereading, intentionality, and repetition is pervasive, b
ut the truth is you usually cant embed something in memory simply by repeating it
over and over. This tactic might work when looking up a phone number and holdin
g it in your mind while punching it into your phone, but it doesnt work for durab
le learning.
==========
3
Mastering the lecture or the text is not the same as mastering the ideas behind
them. However, repeated reading provides the illusion of mastery of the underlyi
ng ideas. Dont let yourself be fooled. The fact that you can repeat the phrases i
n a text or your lecture notes is no indication that you understand the signific
ance of the precepts they describe, their application, or how they relate to wha
t you already know about the subject.
==========
2
Could he look at a concept like conditioned stimulus, define it, and use it in a p
aragraph? While he was reading, had he thought of converting the main points of
the text into a series of questions and then later tried to answer them while he
was studying? Had he at least rephrased the main ideas in his own words as he r
ead? Had he tried to relate them to what he already knew? Had he looked for exam
ples outside the text? The answer was no in every case.
==========
1
a failure to know the areas where their learning is weakthat is, where they need
to do more work to bring up their knowledgeand a preference for study methods tha
t create a false sense of mastery.
==========
:51
Mastery requires both the possession of ready knowledge and the conceptual under
standing of how to use it.
==========
:37
who charge that emphasis on testing favors memorization at the expense of a larg
er grasp of context or creative ability; that testing creates extra stress for s
tudents and gives a false measure of ability; and so on. But if we stop thinking
of testing as a dipstick to measure learningif we think of it as practicing retr
ieval of learning from memory rather than testing, we open ourselves to another po
ssibility: the use of testing as a tool for learning.
==========
:50
Consider an eighth grade science class. For the class in question, at a middle s
chool in Columbia, Illinois, researchers arranged for part of the material cover
ed during the course to be the subject of low-stakes quizzing (with feedback) at
three points in the semester. Another part of the material was never quizzed bu
t was studied three times in review. In a test a month later, which material was
better recalled? The students averaged A- on the material that was quizzed and
C+ on the material that was not quizzed but reviewed.
==========
:58
In effect, retrievaltestinginterrupts forgetting. Consider an eighth grade science
class. For the class in question, at a middle school in Columbia, Illinois, res
earchers arranged for part of the material covered during the course to be the s
ubject of low-stakes quizzing (with feedback) at three points in the semester. A
nother part of the material was never quizzed but was studied three times in rev
iew. In a test a month later, which material was better recalled? The students a
veraged A- on the material that was quizzed and C+ on the material that was not
quizzed but reviewed.
==========
:02
various forms of retrieval practice, such as low-stakes quizzing and self-testin
g, spacing out practice, interleaving the practice of different but related topi
cs or skills, trying to solve a problem before being taught the solution, distil
ling the underlying principles or rules that differentiate types of problems, an
d so on. In
==========
:13
Id go home that night thinking about what happened and what could I do, for examp
le, to improve the way a suturing went. How can I take a bigger bite with my nee
dle, or a smaller bite, or should the stitches be closer together? What if I mod
ified it this way or that way? Then the next day back, Id try that and see if it
worked better. Or even if it wasnt the next day, at least Ive thought through this
, and in so doing Ive not only revisited things that I learned from lectures or f
rom watching others performing surgery but also Ive complemented that by adding s
omething of my own to it that I missed during the teaching process.
==========
:59
Retrieval ties the knot for memory. Repeated retrieval snugs it up and adds a lo
op to make it fast.
==========
:13
Pitting the learning of basic knowledge against the development of creative thin
king is a false choice. Both need to be cultivated. The stronger ones knowledge a
bout the subject at hand, the more nuanced ones creativity can be in addressing a
new problem. Just as knowledge amounts to little without the exercise of ingenu
ity and imagination, creativity absent a sturdy foundation of knowledge builds a
shaky house.
==========
:17
After reading passages on the history of slavery, for example, his students are
asked to write down ten facts about slavery they hadnt known before reading the p
assages. You dont need electronic gadgetry to practice retrieval.
==========
:42
The class syllabus included two big tests, a midterm and a final. Looking for so
me way to leverage attendance, Sobel replaced the big tests with nine pop quizze
s. Because the quizzes would determine the course grade and would be unannounced
, students would be well advised to show up for class.
==========
:01
Like the course, the quizzes were cumulative, and the questions were similar to
those on the exams he used to give, but the quality of the answers he was gettin
g by midsemester was much better than he was accustomed to seeing on the midterm
s. Five years into this new format, hes sold on it. The quality of discussions in
class has gone way up. I see that big a difference in their written work, just b
y going from three exams to nine quizzes.
==========
:51
I now recognize that as good a teacher as I might think I am, my teaching is onl
y a component of their learning, and how I structure it has a lot to do with it,
maybe even more.
==========
:57
delayed feedback is a more awkward but effective way of acquiring a skill than t
rial and correction through immediate feedback; immediate feedback is like the t
raining wheels on a bicycle: the learner quickly comes to depend on the continue
d presence of the correction.
==========
:43
repeated retrieval strengthens memory, empirical research shows us that the test
ing effect is realthat the act of retrieving a memory changes the memory, making
it easier to retrieve again later.
==========
:00
It increases studying before class (because students know theyll be quizzed), inc
reases attentiveness during class if students are tested at the end of class, an
d enables students to better calibrate what they know and where they need to bon
e up. Its an antidote to mistaking fluency with the text, resulting from repeated
readings, for mastery of the subject.
==========
:24
Frequent low-stakes testing helps dial down test anxiety among students by diver
sifying the consequences over a much larger sample: no single test is a make-or-
break event. And this kind of testing enables instructors to identify gaps in st
udents understanding and adapt their instruction to fill them.
==========
:15
Why is spaced practice more effective than massed practice? It appears that embe
dding new learning in long-term memory requires a process of consolidation, in w
hich memory traces (the brains representations of the new learning) are strengthe
ned, given meaning, and connected to prior knowledgea process that unfolds over h
ours and may take several days. Rapid-fire practice leans on short-term memory.
Durable learning, however, requires time for mental rehearsal and the other proc
esses of consolidation. Hence, spaced practice works better.
==========
:33
massing is embedded in the textbook: each chapter is dedicated to a particular k
ind of problem, which you study in class and then practice by working, say, twen
ty examples for homework before you move on. The next chapter has a different ty
pe of problem, and you dive into the same kind of concentrated learning and prac
tice of that solution. On you march, chapter by chapter, through the semester. B
ut then, on the final exam, lo and behold, the problems are all mixed up: youre s
taring at each one in turn, asking yourself Which algorithm do I use? Was it in
chapter 5, 6, or 7? When you have learned under conditions of massed or blocked
repetition, you have had no practice on that critical sorting process. But this
is the way life usually unfolds: problems and opportunities come at us unpredict
ably,
==========
:18
He is experimenting with requiring students to write daily or weekly summaries o
f what they did, how it worked, and what they might do differently next time to
get better results. He speculates that daily reflection, as a form of spaced ret
rieval practice, is probably just as critical in the real-world application of m
edicine as quizzing and testing are in building competencies in medical school.
==========
- Your Highlight at location 946-949 | Added on Sunday, 18 December 2016 07:29:2
5
making her more effective in the future. The common term is learning from experie
nce. Some people never seem to learn. One difference, perhaps, between those who
do and dont is whether they have cultivated the habit of reflection. Reflection i
s a form of retrieval practice (What happened? What did I do? How did it work ou
t?), enhanced with elaboration (What would I do differently next time?). As Doug
Larsen
==========
:51
Knowledge is more durable if its deeply entrenched, meaning that you have firmly
and thoroughly comprehended a concept, it has practical importance or keen emoti
onal weight in your life, and it is connected with other knowledge that you hold
in memory.
==========
:01
Following an experience where you are practicing new knowledge or skills, you mi
ght ask: What went well? What could have gone better? What might I need to learn
for better mastery, or what strategies might I use the next time to get better
results?
==========
:07
One form of reflection that is gaining currency in classroom settings is called w
rite to learn. In essence, students reflect on a recent class topic in a brief wr
iting assignment, where they may express the main ideas in their own words and r
elate them to other concepts covered in class, or perhaps outside class.
==========
:45
Students generated their own written summaries of the key ideas, for example res
tating concepts in their own words and elaborating on the concepts by generating
examples of them.
==========
:06
After struggling unsuccessfully with the problems, half of the kids received a t
en-minute lesson in which they were taught that difficulty is a crucial part of
learning, errors are natural and to be expected, and practice helps, just as in
learning to ride a bicycle.
==========
:49
He argued that perseverance in the face of failure is the key to success.
==========
:11
Bonnies success shows how struggling with a problem makes for strong learning, an
d how a sustained commitment to advancing in a particular field of endeavor thro
ugh trial-and-error effort leads to complex mastery and greater knowledge of the
interrelationships of things.
==========
:33
building stone walls; digging and wiring water features; putting a cupola on the
garage; building paths, stairs, and gates; ripping out a Gothic picket fence an
d reusing the wood to create something more open and with stronger horizontal li
nes to pull down the soaring verticality of her three-story Victorian house and
connect it with the gardens that surround it; making the outdoor spaces airier a
nd more easily seen from the street, while still circumscribed, so as to impart
that essential sense of privacy that makes a garden a room of its own.
==========
:36
But as she thrashed around, working to achieve in dirt the magical spaces that d
anced in her mind, she came to Latin and Linnaeus despite herself.
==========
:25
Cognitive scientists know from empirical studies that testing, spacing, interlea
ving, variation, generation, and certain kinds of contextual interference lead t
o stronger learning and retention.
==========
:31
Clearly, impediments that you cannot overcome are not desirable. Outlining a les
son in a sequence different from the one in the textbook is not a desirable diff
iculty for learners who lack the reading skills or language fluency required to
hold a train of thought long enough to reconcile the discrepancy. If your textbo
ok is written in Lithuanian and you dont know the language, this hardly represent
s a desirable difficulty. To be desirable, a difficulty must be something learne
rs can overcome through increased effort.
==========
:29
When practice conditions are varied or retrieval is interleaved with the practic
e of other material, we increase our abilities of discrimination and induction a
nd the versatility with which we can apply the learning in new settings at a lat
er date. Interleaving and variation build new connections, expanding and more fi
rmly entrenching knowledge in memory and increasing the number of cues for retri
eval. Trying to come up with an answer rather than having it presented to you, o
r trying to solve a problem before being shown the solution, leads to better lea
rning and longer retention of the correct answer or solution, even when your att
empted response is wrong, so long as corrective feedback is provided.
==========
:14
AT THE ROOT of our effectiveness is our ability to grasp the world around us and
to take the measure of our own performance. Were constantly making judgments abo
ut what we know and dont know and whether were capable of handling a task or solvi
ng a problem. As we work at something, we keep an eye on ourselves, adjusting ou
r thinking or actions as we progress.
==========
:01
Monitoring your own thinking is what psychologists call metacognition (meta is G
reek for about). Learning to be accurate self-observers helps us to stay out of bl
ind alleys, make good decisions, and reflect on how we might do better next time
. An important part of this skill is being sensitive to the ways we can delude o
urselves.
==========
:19
Good judgment is a skill one must acquire, becoming an astute observer of ones ow
n thinking and performance.
==========
:03
One is that when were incompetent, we tend to overestimate our competence and see
little reason to change. Another is that, as humans, we are readily misled by i
llusions, cognitive biases, and the stories we construct to explain the world ar
ound us and our place within it. To become more competent, or even expert, we mu
st learn to recognize competence when we see it in others, become more accurate
judges of what we ourselves know and dont know, adopt learning strategies that ge
t results, and find objective ways to track our progress.
==========
:00
System 1 gives us the survival reflex in moments of danger, and the astonishing
deftness earned through thousands of hours of deliberate practice in a chosen fi
eld of expertise. In the interplay between Systems 1 and 2the topic of Malcolm Gl
adwells book Blinkyour instantaneous ability to size up a situation plays against
your capacity for skepticism and thoughtful analysis. Of course, when System 1s c
onclusions arise out of misperception or illusion, they can steer you into troub
le. Learning when to trust your intuition and when to question it is a big part
of how you improve your competence in the world at large and in any field where
you want to be expert. Its not just the dullards who fall victim. We all do, to v
arying degrees. Pilots, for example, are susceptible to a host of perceptual ill
usions. They are trained to beware of them and to use their instruments to know
that theyre getting things right.
==========
:48
How is it that incompetent people fail to learn through experience that they are
unskilled? Dunning and Kruger offer several theories. One is that people seldom
receive negative feedback about their skills and abilities from others in every
day life, because people dont like to deliver the bad news. Even if people get ne
gative feedback, they must come to an accurate understanding of why the failure
occurred. For success everything must go right, but by contrast, failure can be
attributed to any number of external causes: its easy to blame the tool for what
the hand cannot do.
==========
:22
The answer to illusion and misjudgment is to replace subjective experience as th
e basis for decisions with a set of objective gauges outside ourselves, so that
our judgment squares with the real world around us. When we have reliable refere
nce points, like cockpit instruments, and make a habit of checking them, we can
make good decisions about where to focus our efforts, recognize when weve lost ou
r bearings, and find our way back again.
==========
:52
Most important is to make frequent use of testing and retrieval practice to veri
fy what you really do know versus what you think you know. Frequent low-stakes q
uizzes in class help the instructor verify that students are in fact learning as
well as they appear to be and reveal the areas where extra attention is needed.
==========
:18
As a learner, you can use any number of practice techniques to self-test your ma
stery, from answering flashcards to explaining key concepts in your own words, a
nd to peer instruction (see below).
==========
:55
If you watch other people, you often find there are different ways to do things;
there are better ways to do things. Im not as good as I thought I was, but I have
something to work on. Think of the kids lining up to join the softball teamwould
you be picked?
==========
:58
In many fields, the practice of peer review serves as an external gauge, providi
ng feedback on ones performance. Most medical practice groups have morbidity/mort
ality conferences, and if a doctor has a bad patient outcome, it will be present
ed there. The other doctors will pick it apart, or say You did a good job, it was
just a bad situation. Mike Ebersold argues that people in his field should pract
ice as a part of a group. If there are other neurosurgeons around you, its a safeg
uard. If youre doing something thats not acceptable, theyll call you to task for it
.
==========
:16
Sometimes the most powerful feedback for calibrating your sense of what you do a
nd dont know are the mistakes you make in the field, assuming you survive them an
d are receptive
==========
:59
These achievers and others, when asked, told their stories of overcoming adversi
ty. All had trouble in school and with the accepted methods of learning, most we
re mislabeled low IQ, some were held back or shunted into classes for the mental
ly retarded, and nearly all were supported by parents, tutors, and mentors who b
elieved in them.
==========
:29
Each of us has a large basket of resources in the form of aptitudes, prior knowl
edge, intelligence, interests, and sense of personal empowerment that shape how
we learn and how we overcome our shortcomings.
==========
:36
These children, who are doing the math required in order to run successful busin
esses, cannot do the same math when the problems are presented in an abstract, p
aper-and-pencil format. Sternberg argues that this result makes sense when viewe
d from the standpoint of developing expertise: the children live in an environme
nt that emphasizes practical skills, not academic, and its the practical exigenci
es that determine the substance and form of the learning.
==========
:33
Dynamic testing has three steps. Step 1: a test of some kindperhaps an experience
or a paper examshows me where I come up short in knowledge or a skill. Step 2: I
dedicate myself to becoming more competent, using reflection, practice, spacing
, and the other techniques of effective learning. Step 3: I test myself again, p
aying attention to what works better now but also, and especially, to where I st
ill need more work.
==========
:16
The upper limits of your performance in any cognitive or manual skill may be set
by factors beyond your control, such as your intelligence and the natural limit
s of your ability, but most of us can learn to perform nearer to our full potent
ial in most areas by discovering our weaknesses and working to bring them up.12
==========
:09
that cultivating the habit of reflecting on ones experiences, of making them into
a story, strengthens learning. The theory of structure building may provide a c
lue as to why: that reflecting on what went right, what went wrong, and how migh
t I do it differently next time helps me isolate key ideas, organize them into m
ental models, and apply them again in the future with an eye to improving and bu
ilding on what Ive learned.
==========
:13
Like those with dyslexia who have become high achievers, develop workarounds or
compensating skills for impediments or holes in your aptitudes.
==========
:10
Like those with dyslexia who have become high achievers, develop workarounds or
compensating skills for impediments or holes in your aptitudes. Dont rely on what
feels best: like a good pilot checking his instruments, use quizzing, peer revi
ew, and the other tools described in Chapter 5 to make sure your judgment of wha
t you know and can do is accurate, and that your strategies are moving you towar
d your goals. Dont assume that youre doing something wrong if the learning feels h
ard. Remember that difficulties you can overcome with greater cognitive effort w
ill more than repay you in the depth and durability of your learning.
==========
- Your Highlight at location 2460-2461 | Added on Monday, 19 December 2016 18:46
:12
In one of the early experiments, she ran a workshop for low-performing seventh g
raders at a New York City junior high school, teaching them about the brain and
about effective study techniques.
==========
:29:00
suddenly full of the swishing of cloaks. Between graves, behind the yew tree, in
every shadowy space, wizards were Apparating. All
==========
- Your Note at location 8743 | Added on Wednesday, 21 December 2016 19:29:47
cats co.mjng out of a bole
==========
:29:47
The air was suddenly full of the swishing of cloaks. Between graves, behind the
yew tree, in every shadowy space, wizards were Apparating. All of them were hood
ed and masked. And one by one they moved forwardslowly, cautiously, as though the
y could hardly believe
==========
:42:30
the Lestranges will be honored beyond their dreams.
==========
:54:08
convinced Bertha Jorkins to accompany him on a nighttime stroll.
==========
:36:11
I know. Harry told the music, I know I mustn tbut no sooner had he thought it, than t
he thing became much harder to do. His wand began to vibrate
==========
Harry Potter and the Order of the Phoenix (J. K. Rowling)
6
as a sultry, velvety night fell around him, the air full of the smell of warm, d
ry grass and the only sound that of the low grumble of traffic on the road beyon
d the park railings.
==========
:25
Every time Harry heard her approaching he tried to question her about the Howler
, but he might as well have interrogated the doorknob for all the answers he got
.
==========
:06
Clear night, grunted Moody, his magical eye scanning the heavens. Couldve done with
a bit more cloud cover.
==========
:10
For a few glorious moments, all his problems seemed to recede into nothing, insi
gnificant in the vast, starry sky.
==========
:14
and Ginny, who had lured Crookshanks out from under the dresser, was sitting cro
ss-legged on the floor, rolling butterbeer corks for him to chase. Nearly time fo
r bed, I think,
==========
:25
so that the tinkling hiss of falling water was added to the pops and cracks of A
pparators and the clatter of footsteps as hundreds of witches and wizards, most
of whom
==========
:34
I had gone out to buy cat food from the corner shop at the end of Wisteria Walk,
shortly after
==========
:42
Again, however, Dumbledore seemed oblivious to Harrys attempt to catch his eye.
==========
:51
Again, however, Dumbledore seemed oblivious to Harrys attempt to catch his eye. H
e continued to look up at the benches where the entire Wizengamot had fallen int
o urgent, whispered conversations.
==========
:29
He had expected the hearing to last longer than this. He was not at all sure tha
t he had made a good impression. He had not really said very much. He ought to h
ave explained more fully about the dementors, about how he had fallen over, abou
t how both he and Dudley had nearly been kissed.
==========
:47
Twice he looked up at Fudge and opened his mouth to speak, but his swollen heart
was now constricting his air passages and both times he merely took a deep brea
th and looked back at his shoes.
==========
:59
Then the whispering stopped. Harry wanted to look up at the judges, but found th
at it was really much, much easier to keep examining his laces.
==========
- Your Highlight at location 2356-2356 | Added on Tuesday, 27 December 2016 12:3
8:58
Fudge acted as though Mr. Weasley and Harry were part of the wall, but again, th
e witch looked almost appraisingly at Harry as she passed.
==========
5:57
But I sometimes think Rons mums right, and Sirius gets confused about whether youre
you or your father, Harry. So you think hes touched in the head? said Harry heatedl
y. No, I just think hes been very lonely for a long time, said Hermione simply.
==========
for arisdn
==========
6:16
yourselves. But I sometimes think Rons mums right, and Sirius gets confused about
whether youre you or your father, Harry. So you think hes touched in the head? said H
arry heatedly. No, I just think hes been very lonely for a long time, said Hermione
simply.
==========
8:25
Neville and Ron both gave Harry its-his-problem-not-yours looks,
==========
9:05
Been having a nice little chat with her about whether or not Im a lying, attention
-seeking prat, have you? Harry said loudly.
==========
9:22
No, said Hermione calmly, I told her to keep her big fat mouth shut about you, actu
ally.
==========
1:08
His gift for spreading discord and enmity is very great. We can fight it only by
showing an equally strong bond of friendship and trust
==========
3:41
They had reached the foot of the marble staircase. A line of fourth-year Ravencl
aws was crossing the entrance hall; they caught sight of Harry and hurried to fo
rm a tighter group, as though frightened he might attack stragglers.
==========
6:23
long-winded
==========
6:29
suspected Angelinas pep talks might not be as long-winded as Oliver Woods had been
, which could only be an improvement.
==========
2:34
said Harry listlessly, because Ron and Hermione were bickering too loudly to hea
r it. They did not stop arguing all the way down to Snapes dungeon, which gave Ha
rry plenty of time to reflect that between Neville and Ron he would be lucky eve
r to have two minutes conversation with Cho that he could look back on without wa
nting to leave the country.
==========
plese remember the god times and not the ones...
==========
4:01
Thats the bell, said Harry listlessly, because Ron and Hermione were bickering too
loudly to hear it. They did not stop arguing all the way down to Snapes dungeon,
which gave Harry plenty of time to reflect that between Neville and Ron he would
be lucky ever to have two minutes conversation with Cho that he could look back
on without wanting to leave the country.
==========
4:46
yet she was talking to him in a perfectly friendly way, not as though she though
t him mad, or a liar, or in some horrible way responsible for Cedrics death. Yes,
she had definitely chosen to come and talk to him, and that made the second tim
e in two days and at this thought, Harrys spirits rose.
==========
5:06
yet she was talking to him in a perfectly friendly way, not as though she though
t him mad, or a liar, or in some horrible way responsible for Cedrics death. Yes,
she had definitely chosen to come and talk to him, and that made the second tim
e in two days and at this thought, Harrys spirits rose. Even the ominous sound of
Snapes dungeon door creaking open did not puncture the small, hopeful bubble tha
t seemed to have swelled in his chest.
==========
4:11
The anger that had just flared so unexpectedly still blazed inside him, and the
vision of Ron and Hermiones shocked faces afforded him a sense of deep satisfacti
on. Serve them right, he thought. Why cant they give it a rest? Bickering all the
time Its enough to drive anyone up the wall.
==========
5:58
A thin woman, heavily draped in shawls and glittering with strings of beads, she
always reminded Harry of some kind of insect, with her glasses hugely magnifyin
g her eyes.
==========
6:33
A thin woman, heavily draped in shawls and glittering with strings of beads, she
always reminded Harry of some kind of insect, with her glasses hugely magnifyin
g her eyes. She was busy putting copies of battered, leather-bound books on each
of the spindly little tables with which her room was littered when Harry entere
d the room, but so dim was the light cast by the lamps covered by scarves and th
e low-burning, sickly-scented fire that she appeared not to notice him as he too
k a seat in the shadows.
==========
7:54
and Harry broke off, feeling both annoyed and slightly ashamed of himself again.
==========
5:26
It was desperately dull, quite as bad as listening to Professor Binns. He felt h
is concentration sliding away from him; he had soon read the same line half a do
zen times without taking in more than the first few words.
==========
0:17
desk, frowning at Harry. Then she said, Have a biscuit, Potter. Have what? Have a bis
cuit,
==========
:25:43
I know it is, Harry, so will you please stop biting my head off? said
==========
:44:05
The sky still appeared unable to make up its mind whether it wanted to rain or n
ot.
==========
:56:51
What dyou reckon are the odds of Umbridge letting you off on Friday? said Ron skept
ically, as they sat down at the Gryffindor table. Less than zero, said Harry gluml
y, tipping lamb chops onto his plate and starting to eat. Better try, though, had
nt I? Ill offer to do two more detentions or something, I dunno.
==========
:07:38
Darkness fell outside Umbridges window.
==========
:29:13
though exhausted, go to bed, but opened his books and began Snapes moonstone essa
y. It was half-past two by the time he had finished it. He knew he had done a po
or job, but there was no help for it; unless
==========
:30:22
Thursday passed in a haze of tiredness.
==========
:39:27
He had managed to have an entire conversation with her and not embarrassed himse
lf once. You were really brave standing up to her like that. She had called him
brave. She did not hate him for being alive. Of course, she had preferred
==========
- Your Highlight at location 5109-5111 | Added on Thursday, 29 December 2016 09:
17:33
Just you and Ron, yeah? Well, said Hermione, now looking a mite anxious again. Well n
ow, dont fly off the handle again, Harry, please. But I really think you ought to
teach anyone who
==========
- Your Highlight at location 5387-5389 | Added on Thursday, 29 December 2016 11:
31:12
although this could hardly be called fun, the last burst of autumn sunshine pers
isted, so rather than sitting hunched over tables in the common room, they took
their work outside and lounged in the shade of a large beech tree on the edge of
the lake.
==========
:51
Their robes billowed and swirled around them as they splashed across the flooded
vegetable patch to double Herbology, where they could hardly hear what
==========
:02
Their robes billowed and swirled around them as they splashed across the flooded
vegetable patch to double Herbology, where they could hardly hear what Professo
r Sprout was saying over the hammering of raindrops hard as hailstones on the gr
eenhouse roof.
==========
:30
October extinguished itself in a rush of howling winds and driving rain and Nove
mber arrived, cold as frozen iron, with hard frosts every morning and icy drafts
that bit at exposed hands and faces. The skies and the ceiling of the Great Hal
l turned a pale, pearly gray, the mountains around Hogwarts became snowcapped, a
nd the temperature in the castle dropped so far that many students wore their th
ick protective dragon skin gloves in the corridors between lessons.
==========
:38
The morning of the match dawned bright and cold.
==========
:53
Howre you feeling? Ginny asked Ron, who was now staring into the dregs of milk at t
he bottom of his empty cereal bowl as though seriously considering attempting to
drown himself in them.
==========
rvetting my messaged
==========
:14
scarves, gloves, and rosettes. Howre you feeling? Ginny asked Ron, who was now star
ing into the dregs of milk at the bottom of his empty cereal bowl as though seri
ously considering attempting to drown himself in them.
==========
:20
Ron seemed to come to himself slightly as they walked back across the Great Hall
. He touched the spot on his face where Hermione had kissed him, looking puzzled
, as though he was not quite sure what had just happened.
==========
:20
Harry stared miserably at the dark window. Snow was falling. The Snitch he had c
aught earlier was now zooming around and around the common room; people were wat
ching its progress as though hypnotized and Crookshanks was leaping from chair t
o chair, trying to catch it.
==========
- Your Highlight at location 7481-7482 | Added on Monday, 2 January 2017 12:57:3
8
Harry was pleased and relieved to see that he was propped up on several pillows
and reading the Daily Prophet by the solitary ray of sunlight falling onto his b
ed. He looked around as they walked toward him and, seeing whom it was, beamed.
==========
- Your Highlight at location 7684-7685 | Added on Monday, 2 January 2017 14:09:2
0
His heart swelled with happiness and relief, and he felt like joining in as they
heard Sirius tramping past their door toward Buckbeaks room, singing God Rest Ye
Merry, Hippogriffs at the top of his voice.
==========
- Your Highlight at location 8533-8536 | Added on Wednesday, 4 January 2017 22:2
2:11
Nah, it was Puddlemere United, I saw him at the World Cup last year. Oh, I saw you
there too, remember? We were on the same campsite. It was really good, wasnt it? T
he subject of the Quidditch World Cup carried them all the way down the drive an
d out through the gates. Harry could hardly believe how easy it was to talk to h
er, no more difficult, in fact, than talking to Ron and Hermione,
==========
- Your Highlight at location 8917-8921 | Added on Thursday, 5 January 2017 15:37
:57
Im really, really sorry. That interview was so brave it made me cry. He was sorry t
o hear she had shed even more tears over it, but very glad they were on speaking
terms again, and even more pleased when she gave him a swift kiss on the cheek
and hurried off again. And unbelievably, no sooner had he arrived outside Transf
iguration than something just as good happened: Seamus stepped out of the queue
to face him.
==========
:59
He wished very much that he could have talked to Sirius about it, but that was o
ut of the question, so he tried to push the matter to the back of his mind.
==========
:04
Harry received two more Ds in Potions, was still on tenterhooks that Hagrid might
get the sack,
==========
:17
Harry did not have time to gather himself together and attempt to clear his mind
, for Snape had already cried Legilimens! He was hurtling along the corridor towar
d the Department of Mysteries, past the blank stone walls, past the torches the
plain black door was growing ever larger; he was moving so fast he was going to
collide with it, he was feet from it and he could see that chink of faint blue l
ight again The door had flown open! He was through it at last, inside a black-wa
lled, black-floored circular room lit with blue-flamed candles, and there were m
ore doors all around him he needed to go on but which door ought he to take ? POT
TER! Harry opened his eyes. He was flat on his back again with no memory of havin
g gotten there; he was also panting as though he really had run the length of th
e Department of Mysteries corridor, really had sprinted through the black door a
nd found the circular room. Explain yourself! said
==========
:57
The classroom floor had become springily mossy and trees were growing out of it;
their leafy branches fanned across the ceiling and windows, so that the room wa
s full of slanting shafts of soft, dappled, green light.
==========
:18
The students who had already arrived were sitting on the earthy floor with their
backs resting against tree trunks or boulders, arms wrapped around their knees
or folded tightly across their chests, looking rather nervous.
==========
:22
and as he did so, the light in the room dimmed, so that they now seemed to be si
tting in a forest clearing by twilight, and stars emerged upon the ceiling. Ther
e
==========
:43
Lie back upon the floor, said Firenze in his calm voice, and observe the heavens. H
ere is written, for those who can see, the fortune of our races.
==========
:19
Sunshine was streaming through the high windows onto the bent heads, which shone
chestnut and copper and gold in the bright light.
==========
:28
They stopped in the shade of the very same beech tree on the edge of the lake wh
ere Harry, Ron, and Hermione had spent a Sunday finishing their homework, and th
rew themselves down on the grass.
==========
:10
The sunlight was dazzling on the smooth surface of the lake, on the bank of whic
h the group of laughing girls who had just left the Great Hall were sitting with
shoes and socks off, cooling their feet in the water.
==========
- Your Highlight at location 10081-10082 | Added on Friday, 6 January 2017 17:11
:47
staring out on a truly glorious morning. The sky was a clear, misty, opalescent
blue. Directly ahead of him, Harry could see the towering beech tree below which
his father had once tormented Snape.
==========
:39
Could ony travel by nigh an through wild country an stuff.
==========
:17
They looked up into his startlingly huge face, which resembled a gray full moon
swimming in the gloom of the clearing.
==========
:33
The castle grounds were gleaming in the sunlight as though freshly painted; the
cloudless sky smiled at itself in the smoothly sparkling lake, the satin-green l
awns rippled occasionally in a gentle breeze:
==========
- Your Highlight at location 11694-11695 | Added on Saturday, 7 January 2017 15:
58:19
Harry saw small collections of lights as they passed over more villages, then a
winding road on which a single car was beetling its way home through the hills.
==========
58:55
Twilight fell: The sky turned to a light, dusky purple littered with tiny silver
stars, and soon it was only the lights of Muggle towns that gave them any clue
of how far from the ground they were or how very fast they were traveling.
==========
01:42
streams of headlights like luminous insect eyes, squares of pale yellow that wer
e windows.
==========

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