Welcome to Lit Trivia, the Book Review’s regular quiz about literary culture. This week’s installment tests your knowledge of the global evolution of books themselves. In the five multiple-choice questions below, tap or click on the answer you think is correct. After the last question, you’ll find links to further reading on the topic.
When Have You Challenged Yourself?
Think about a challenge that you chose to undertake, whether it was academic, athletic or anything else. Perhaps it took a lot of planning or practice. Along the way, you may have had to get beyond something: stage fright, social anxiety, fear of failure, running out of time, not reaching the finish line. You may have had to work hard to stay focused and in the right mental space.
When it was over, how did you feel? Proud, disappointed, exhausted, triumphant — or something else? What did you learn about yourself?
In “22 Miles on Foot, 10 Minutes on a Tram: An ‘Extraordinary’ Day Hike,” Dina Mishev writes about hiking the Cactus to Clouds trail in California, which Backpacker magazine calls the fifth-hardest hike in America, and takes between 12 and 16 hours to complete. She begins:
The steep trail near the top of the Palm Springs Aerial Tramway was covered in inches of spongy fallen needles and peppered with ankle-twisting pine cones. It was also shady, which felt remarkable after the first seven miles of the grueling Cactus to Clouds hike offered little more than a brittlebush leaf’s worth of relief.
I had already hiked up 7,549 vertical feet and still had about 3,000 to go to the top of Mount San Jacinto, a granite crag towering just west of Palm Springs, Calif.
For this, my third Cactus to Clouds hike, I had chosen a mid-November day, and the conditions were perfect. The 22-mile hike slopes continuously, relentlessly uphill for its first 16 miles, rising from the desert floor to the 10,834-foot summit, then six miles and 2,400 vertical feet down to the top of the tram, culminating in a ride back down that’s well worth the $14 ticket.
I started my trek near the Palm Springs Art Museum at an elevation of 482 feet just after sunrise at 6:41 a.m., carrying enough water to last until the first water source, a ranger station at 8,400 feet, and I had packed several jackets to deal with the wild temperature swings from bottom to top.
People have a variety of reasons to attempt Cactus to Clouds: It’s one of the most biodiverse day hikes in the country. It’s an unusual wilderness experience on the edge of an urban area. But maybe above all, there’s the sheer audacity of the hike. In my previous ascents, each following a significant emotional or physical trauma — diagnosis of multiple sclerosis, divorce, completion of treatment for Stage 3 breast cancer — I was motivated by the idea that committing myself to this challenge would leave me with little energy to feel sorry for myself. And if I made it? Well, that was proof I could handle anything.
Students, read the entire article and then tell us:
Have you ever intentionally pursued a challenging feat? Was it something physical, like Ms. Mishev’s hike of Cactus to Clouds? Or was it something more intellectual or even emotional? Did anything in the article remind you of your own experience?
What motivated you to take on that challenge? Ms. Mishev says she attempted the hike to forget about her worries and prove she “could handle anything.” Do those ideas resonate with you?
In the end, what did you learn from that experience? Is it something you would try again? Why or why not?
Ms. Mishev writes later on in the article that pain in one of her feet convinced her to stop at the hike’s midpoint and complete the remainder the next day. Have you ever had to regroup or change direction while pursuing a goal? What happened? What did you gain or lose from doing so?
In general, are you someone who likes to challenge yourself and do difficult things? Or do you prefer an easier and gentler approach to life? Why?
Have you ever gone hiking? Would you want to hike Cactus to Clouds? Why or why not? What do you think you might enjoy about it? What would be hard?
Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.
Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.
Word of the Day: fortify
The word fortify has appeared in 263 articles on NYTimes.com in the past year, including on Nov. 21 in “36 Hours in Tucson, Ariz.” by Abbie Kozolchyk:
Stop by Barista del Barrio to fortify yourself with a breakfast burrito — another contender for Tucson’s best — then time-travel on Tucson Bike Tours’ 9 a.m. historic city tour — an approximately two-hour, nine-mile route through several storied neighborhoods and landmarks.
Daily Word Challenge
Can you correctly use the word fortify in a sentence?
Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.
If you want a better idea of how fortify can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.
If you enjoy this daily challenge, try our vocabulary quizzes.
Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.
The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.
Do You Have a Vibrant and Healthy Social Life?
How long has it been since you’ve had a meaningful face-to-face interaction with a friend?
When you’re alone, is your first instinct usually to grab your phone to catch up on news or social media?
Are you friendly with your next-door neighbors — and do you make an effort to say hello whenever you see them?
These are just some of the questions designed to assess the quality of your social interactions in “How Healthy Is Your Social Biome? Take Our Quiz.” Catherine Pearson introduces the quiz:
We interact with people every day: A brief nod to a neighbor. A friendly chat in the school pick-up line. A heart-to-heart with a friend.
Together, these moments add up to your “social biome,” a term coined by the communication researchers Andy Merolla, of the University of California, Santa Barbara, and Jeffrey Hall, of the University of Kansas, to describe the complex ecosystem of relationships that can shape your quality of life.
In their new book, “The Social Biome,” Dr. Merolla and Dr. Hall argue that there are several key elements that contribute to a vibrant, healthy social biome.
Our daily routines and rhythms are different, the researchers acknowledge, and there is no one right or best way to boost social well-being. But this 15-question quiz can help you take stock of your habits, and the results will offer simple suggestions to strengthen your social biome.
Don’t overthink it. Social patterns can change over time, so just pick the answer that feels right for you now.
Students, take the quiz and then tell us:
How vibrant and healthy is your social biome, according to the quiz? Do the results seem accurate? Why or why not?
How do you think knowing your social biome can benefit you and the quality of your daily interactions? Do you think the biome is a useful concept?
How satisfied are you with your social interactions overall? Do you think your ties could be stronger or more meaningful? Do you wish you had more social connection in general — or perhaps less?
How helpful were the suggestions to improve or deepen your social well-being after the quiz? Do you think you might try some of the recommendations in the future?
What advice do you have for other teenagers who are looking to change or enhance their social biomes?
Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.
Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.
Hold On!
Use your imagination to write the opening of a short story or poem inspired by this photo, or describe a memory from your own life that this image makes you think of.
Tell us in the comments, and then read the related article to learn more.
Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.
Word of the Day: salinity
The word salinity has appeared in 26 articles on NYTimes.com in the past year, including on March 25 in “Salty Suburban Roads Are Clouding the Future of N.Y.C. Drinking Water” by Hilary Howard:
The study, released last week by the city’s Department of Environmental Protection, found that while salt was edging upward throughout New York’s vast watershed, it was especially pronounced in the New Croton Reservoir, just north of the city.
In that supply, which provides about 10 percent of the city’s drinking water, levels of chloride — a chemical found in salt and an indicator of salinity — tripled over the last 30 years.
Daily Word Challenge
Can you correctly use the word salinity in a sentence?
Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.
If you want a better idea of how salinity can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.
If you enjoy this daily challenge, try our vocabulary quizzes.
Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.
The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.
What Students Are Saying About ‘College for All’
I agree with the author that doubt about the value of college has increased. I find this partly to do with social media showing people that there are ways to get money without a degree, as well as the ridiculous financial strain going to college can put on you and your family, in which you might drop out, and aren’t even guaranteed a well-paying job and secure financial situation after graduating, as although having a degree is good, it doesn’t guarantee a job.
Several shared their plans to pursue paths that don’t require a four-year degree.
I don’t expect to go to college, nor have I ever wanted to. After high school I have always wanted to enlist in the military. My dad respects my decision, as he volunteered for the Brazilian military, but my mom does not fully agree with it. Some of the motivation behind my choice is the benefits you can get from serving, and if I did decide to go to college, I would have varying levels of assistance from programs like the Post 9/11 bill which covers tuition and other expenses if you serve for 36 months, and you can even pass it on to a spouse or dependent. The career I have in mind is police officer, but I feel this could change in the future.
For me, a successful life is earning the right amount for my daily living plus some money to spend for my hobby. To reach my goal, going to college is not necessary. In Korea, some people choose to be a civil servant and prepare for it from their middle school or high school age. Some drop out from high school, deciding not to go to college and focus on the civil servant exam. Civil servants usually earn 2000 usd per month, even in their first year. Like this, without going to college, people can live a stable and successful life.
A career, dream career even, that I’ve had in mind is to become a Funeral Director. Not every teenager’s dream job, but I know exactly what I want to do. I’m already in an early college program, taking prerequisites for the funeral service program. Once I’m 18, I’ll apply to become a crime scene cleaner. A bit of a turn-around, but I want exposure to an environment where I am helping others with something they are not able to do themselves, where the atmosphere is filled with grief, and it’s my job to clean, and prepare the place for the loved ones. Once I have enough money saved to pursue the Funeral Service Program, I’ll pursue my license, take my exam, and that’s about all I can plan. I haven’t had the most help trying to plan out my life. I’ve been told to choose another career, but I’ve had my heart set on this for a long time.
A lot of people, including my family and friends, think I’m smart and should go to college, but I don’t feel like it’s right for me. I’ve never really been into the idea of spending more years in school. I’d rather do something that lets me learn by actually doing stuff. That’s why I’m joining the Civil Air Patrol. I’ve always wanted to be a pilot, and this program gives me a chance to work on my engineering skills and learn how to fly. It feels like a way better fit for me than just going to college for a few more years. I think the article made me realize that there’s more than one way to succeed, and college isn’t the only option for everyone.
From Catalog to Compass: Introducing Personalized Recommendations to Guide Career Growth
By Mustafa Furniturewala, Chief Technology Officer, Coursera
Today, I’m excited to announce the launch of a new way to explore and discover content on Coursera. Learners can now more easily explore 60 in-demand roles, receive personalized guidance from Coursera Coach (our AI-powered guide), and have a clearer path to advancing in their careers.
Eighty-five percent of Coursera learners enroll to develop skills for career growth, according to the Coursera Learner Outcomes Report—yet nearly two-thirds aren’t sure which skills they need to reach their goals.
This update serves as a compass, helping learners explore careers on Coursera with personalized content recommendations aligned to their aspirations.
Over the past six months, we’ve been piloting and testing these improvements, and results show that learners who receive personalized recommendations are more likely to enroll in a learning program. By removing the guesswork, Coursera makes it easier for learners to move forward in their careers with confidence.
Here’s how it works:
- Upon signing up, learners complete a short career quiz, indicating their current role, desired role, and education.
- Learners then receive a series of content recommendations based on their desired role, along with a “top recommendation.”
- Learners can click on a “Why was this recommended for me” and begin a conversation with Coursera Coach, an AI-powered guide.
- Salary and job posting data is available for each role, and is localized for 39 countries, including the US, Mexico, Brazil, the UK, Germany, Spain, India, Singapore, the UAE, and Qatar.
Recommendations are based on how closely a piece of content teaches the most critical skills needed in a particular role.
Learners can currently choose from 60 roles, with at least 20+ more to come before the end of the year. Roles were selected based on a variety of factors, including learner interest, job market demand, and content on Coursera that covers the key skills for each role.
Explore this new experience. Register now to receive your personalized recommendations today, and take the next step toward your career goals.
FEATURED EDUCATOR: Alison Stone
How do use the science of learning in your classroom? Describe one activity in detail so other educators can use it too!
Both biology and anatomy and physiology are vocabulary rich courses. Without the foundational vocabulary, it is difficult for students to gain true understand of the big concepts. At the beginning of each unit students receive a list of vocabulary words that they will be responsible for knowing by the end of the unit.
I supply students with teacher created Quizlet decks rather than having them create their own. I don’t want students searching for their own definitions and studying a definition that might not fit within our context. Additionally, making flashcards feels like work to students, often, it is time consuming but not cognitively interactive. Most students tend to mindlessly copy down definitions which isn’t useful for learning. At the beginning of the year, I explicitly teach students about retrieval and about the common mistakes students make when using flashcards (like turning a card over before they’ve struggled to remember the term). I encourage students to use the test and learn function in Quizlet because those functions encourage retrieval.
I have also developed a low stakes retrieval vocabulary quiz that I give toward the end of each unit. In AP Biology, this quiz is composed of 30 definitions. Students have 10 minutes to complete the quiz. Initially, students are not provided a word bank, and I instruct students to use a pencil. Every correct vocabulary term the write in pencil is worth 2 points. When students feel like they’ve answered as many questions as they can without a word bank they come up to my desk and trade in their pencil for a colorful pen and I hand them a word bank that contains all the vocabulary in the unit. Students return to their seat, and continue the quiz, now with the word bank. Any words they write in pen are worth 1 point. The maximum possible points a student could receive are 60 (if they did not need the word bank at all). However, when I calculate their grade, I calculate it out of 45 and then ultimately convert it to a 10-point formative assessment grade (minimal in the gradebook). Any student who scores over 45 points receives a 10/10.
28 Ways to Teach and Learn About Poetry With The New York Times
“Like virtually everything else in the Trump era, poetry has gotten sharply political these days,” wrote The Times in 2017. The article continues:
Writers are responding to this turbulent moment in the country’s history with a tsunami of poems that address issues like immigration, global warming, the Syrian refugee crisis, institutionalized racism, equal rights for transgender people, Islamophobia and health care.
…Poets are using social media to respond quickly to the news, posting new verses online. Hours after the election results came in on Nov. 8, Danez Smith, a 27-year-old poet in Minneapolis, wrote a poem about losing faith in the country, titled “You’re Dead, America.” It was published on BuzzFeed on Nov. 9, and includes the verses, “on the TV/ is the man from TV/ is gonna be president/ he has no word/ & hair beyond simile/ you’re dead, America.” Smith, who identifies with neither gender and prefers no courtesy title, has also written poems about health care and police violence, which have been used on signs and read aloud at Black Lives Matter protests.
How might your students use poetry to express their reactions to what is happening in the world today? What published poetry can they find that helps them make sense of it?
One possibility: reading the work of the United States poet laureate, Tracy K. Smith, or listening to her podcast, The Slowdown. In an essay on politics and poetry, she writes that political poetry has become a means of owning up to the complexity of our problems, and introduces the reader to some, like Justin Phillip Reed and Evie Shockley, who are doing it well. She writes:
Poems willing to enter into this fraught space don’t merely stand on the bank calling out instructions on how or what to believe; they take us by the arm and walk us into the lake, wetting us with the muddied and the muddled, and sometimes even the holy.
Invite your students to find or create political poems that address the issues they think are important — and that do so in a way that “take us by the arm and walk us into the lake.”
