Put in a Good Word for Me

Explanation of the Vocabulary Project

WHAT THIS ASSIGNMENT TEACHES: The vocabulary project is designed, as you might guess, to help you
increase your vocabulary. The reason? The more a students vocabulary approaches the college level, the
more his or her writing is likely to reflect that same level of education. Therefore, the goal of the vocabulary
project is, quite simply, to push you toward college-level words.
INSTRUCTIONS: To complete the project, you will utilize various periodicals. (I suggest titles such as The
Dallas Morning News, Time, Newsweek, or U.S. News and World Report.) Your job is to find new words
in the articles you encounter. For each word, youll complete the following tasks:
1)
2)
3)
4)
5)

the word youre trying to master and identify its part of speech,
provide a definition expressed in your own words,
explain the context in which the word was used,
re-write the original sentence in which you found the word, and
compose a new sentence which uses the word correctly.

Youll be learning twelve new words. In the scheme of things, thats not so many, but its a

start toward an important goal. Before you submit your work, you are encouraged to schedule a
conference to discuss your words with me. At this conference, you should have at least six of the
words typed up according to the instructions.
I will announce a specific due date in class, but you will have almost three weeks to complete the
project. The idea behind giving you so much time (even for so few words) is to pace you. The over-time
approach makes for better retention of the words. (Research tells us that one-time or quickly-done vocabulary
exercises are ineffective because people forget the words theyve learned within very short time periods.
Slower, more systematic approaches to vocabulary-building are better because people tend to remember the
new words on a more permanent basis.)
As with all major assignments, you should submit vocabulary segments typed (double spaced). You
should also follow the format presented in the model included later in these instructions.
HINTS AND EXAMPLES: What follows is some very sound and important-to-follow vocabulary-building
advice. There is also information regarding to-be-avoided mistakes.
1. PAY ATTENTION TO THE CONTEXT IN WHICH YOU ENCOUNTER A WORD. Often the document a new word
comes from or the conversation in which it was used can provide you with an understanding not only of
what the word means but also about how it is typically used. Despite advice you sometimes hear to
the contrary, though, its not wise to rely on contextual clues alone for learning the meaning of a word.
That strategy fails as often as it works.
2. LOOK THE WORD UP IN THE DICTIONARY. Looking up a word can reinforce your sense of the words
spelling, give you its pronunciation, identify its part of speech, and outline the official definition(s) for
you. Again, one cannot rely on the dictionary alone, though, for even though dictionaries are
wonderful tools, their entries frequently present incomplete pictures of words. Many people do not
know how to use dictionaries properly and arent aware of how their complicated layout provides
specialized clues to the meanings and usage of words. Another weakness stems from the definitions
themselves. The phraseology dictionaries use tends to be difficult to understand. Then, too, there can
be a problem when words have multiple meanings. The dictionary isnt good at sorting those
meanings out for you. Neither do dictionaries discuss a words usual context, nor do most give
examples of its use.
3. GET SOMEBODY WHO ALREADY KNOWS THE WORD TO EXPLAIN IT TO YOU. A brief conversation can do
wonders to help you fully understand a new word. (Dont be afraid to admit your unfamiliarity with a

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word; most people are likely to be impressed with the fact that youre trying to expand your
vocabulary.) Once youve found someone, ask not only for a definition but also to hear the word used
in a sentence. Ask where you would be likely find the wordin a newspaper article about the stock
market, for example, in a lease you might sign, or in a movie review. Ask if the word is restricted in any
way. Some words, for example, are used to describe animals, but not people. Others can describe
either. Some only describe inanimate objects. For example, lucid is a word that means clear, but it
could not really be used to describe a cloudless sky. More typically, the word is used to describe an
idea or someones speech or writing. Anyone who knows the word could tell you that. A friend might
also be able to tell you about a words connotative associationslike whether a word tends to be
viewed as an insult, if its slang, or if its an old-fashioned or archaic term.
Before you end your conversation, try to think of a sentence based upon your understanding of the
word and ask your person if youve used the word correctly. (Later you should formalize this practice
sentence by putting it in writing. For this step, though, a verbal, off-the-cuff sentence will do.)
Use a bit of common sense here: dont turn to people with weak vocabularies for this type of help.
Also, consider asking a couple of folks just in case the first individual is mistaken in his or her
understanding of the word in question.
4. MAKE A CONSCIOUS EFFORT TO USE THE NEW WORD. Its important to apply the lessons you learn.
Vocabulary is no exception. Try using the words you learnboth in conversation and in writing. Do
this even if you feel a little funny about it because, without this effort, you are far more likely to forget
the words you worked to acquire, maybe even in a matter of days.
The advice thats been delineated above is good advice (and its actually fairly simple to follow), but doing so
takes a little time. Sometimes, students are tempted to ignore the advice so they can complete the vocabulary
project more quickly. Unfortunately, that instinct frequently causes students to make serious mistakes on this
assignment. These mistakes not only lower their grade but also rather quickly reduce or eliminate the purpose
behind the project. Hopefully, you can forestall problems by understanding the pitfalls outlined in the
paragraphs that follow.
The first problem Ill discuss is the one that crops up when a student misunderstands a word's part of
speech. You may need to review a grammar book to refresh your understanding of the concept of parts of
speech. A dictionary will identify a words part of speech, but it is often more helpful to simply pay attention to
the function your word plays in the sentence in which you found it. This is because there are words which can
serve as different parts of speech. The word light, for instance, can be either a noun (e.g., "turn off the light") or
a verb (e.g., "please light a fire"). So, again, you ought to take note of how a word is used. You can make
adjustments if you need toin terms of changing a words form (say from present to past tense, or from
singular to plural), but it is very important to get its part of speech correct in the sentence you write. If you
dont, you could end up writing awkward and syntactically incorrect sentences like "He stared at his exgirlfriend with indifferently." (Here the problem is that the adverb indifferently is being misused as a noun. The
sentence should either read "He stared at his ex-girlfriend with indifference or "He stared at his ex-girlfriend
indifferently.)
A second problem is even more common. It involves the over-reliance upon dictionary definitions.
Reviewing dictionary definitions is fine, but you actually learn words more readily when, instead of parroting the
dictionary, you articulate its meaning in your own words. So . . . even an awkward-sounding definition
indicating that spatial means "how things are physically arranged, especially where they are" demonstrates
more understanding than a copied dictionary definition succinctly stating that the word means "relating to
space." Cloudy definitions like the latter one employ circular reasoning and can be confusing to people trying
to learn new words. They can also lead people to simply latch onto the simplest word they recognize in the
dictionary definition. Hence for spatial, a student might write I enjoyed reading about astronomy and other
spatial things. This sentence doesnt really make any sense, for it distorts the meaning of spatial. Sometimes
sentences like this are written in haste by students unwilling to take the time to heed the advice to talk to
somebody about their vocabulary words. (A better sentence might read The spatial symmetry in the painting
appealed to my sense of style.)

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Context errors are a third big problem, which, like the last problem, tends to affect the work of those
who try to rush through this project by zipping through a dictionary. I affectionately refer to this problem as the
close-but-no-cigar syndrome. Here a student simply tries to plug in the new word for an older, more familiar
one. Take the student who is reading about a young executives hectic lifestyle and encounters the word
agenda. He looks the word up in a dictionary and learns that an agenda is a type of schedule. Therefore, he
figures that the word agenda will fit anywhere the word schedule would fit. So, since the student knows
Because my work schedule changed, I had to drop one of my classes is an okay sentence, he might not see
anything wrong with this sentence: Changes to my work agenda caused me to drop one of my classes. But
there is something wrong with that second sentence! Its as though the student here doesnt recognize that
although an agenda is a sort of schedule, the two words arent interchangeable. An agenda is a special type of
schedule, and his sentence must reflect that uniqueness. Hence, it should be fairly clear from the students
sentence that an agenda isnt just any ol schedule but the type of schedule that represents a pre-planned
timetable outlining what will be done at a meeting or large gathering. With a little more effort, perhaps the
student in this example might have written, After glancing at the agenda the chairman had passed out, I
settled in for what I knew would be a long, boring meeting.
Sometimes, context is colored by cultural and socioeconomic influences. This is why non-native
speakers of English and those outside the cultural mainstream have the most difficulties with context errors.
(Its also why I advise such students to take extra care in seeking out people to talk to about their new words.)
My favorite example of a mistake in this area involves a shy foreign exchange student named Sing and the
word lurk. Using the dictionary only, Sing correctly concluded that lurking means "hiding or hanging about in a
sneaky way." However, she wrote, "My friends who planned my surprise party lurked behind the couch,
waiting for me to come through the door." I had to ask Sing to revise her sentence. At first, she didnt
understand why she had to re-do it, but then we had a conference, and I was able to explain that party-goers
do not "lurk" so much as they simply "hide." The dictionary had not made it clear to Sing that the sneaky part
of lurks definition suggests ill will, not simple surprise. Muggers and other bad guys "lurk;" people involved in
something so innocent and wholesome as a surprise party are not lurking.
A fourth mistake students make with this projectand actually the most common one--is to write short,
unsophisticated sentences that leave their understanding of their vocabulary words open to question. Writing
Harry is frivolous, for example, doesnt really illustrate that you know that frivolous means trivial or
irresponsible. Harrys purchase of a $125 leather bombers jacket was a frivolous waste of money,
especially when you consider how he always is so strapped for cash is a much better sentence. (Now,
understand the point here: the goal isnt to write exceptionally long sentences but to construct sentences that
provide evidence that you understand your new word.)
I feel compelled to point out that a single visit to an English professor or reading teacher could help
you avoid all four problems outlined above--plus some! I, for one, volunteer my services, for I am always glad
to discuss your vocabulary words with you. (Clearly, I dont know every word and expression in the English
language, but I should be able to help you with most of the words youll encounter.) The colleges Writing
Centers are another good source to turn to before you turn in your work. The tutors there can help you polish
up your sentences and avoid both grammar errors and context problems. If nothing else, they can tell you
whether your sentences make sense.
BONUS POINTS: I will award up to five extra credit points for students who can, at the end of the semester,
correctly use their vocabulary words in sentences. (You will not have to use them all: I will randomly pick two
to three from your list of ten.) If you are interested in earning this extra credit, please include a separate sheet
of paper that lists all your new words. Make sure it has you name on it (along with your course and section
number) and label it Extra Credit Vocabulary Words.

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Excerpt from VOCABULARY PROJECT

WORD / PART OF SPEECH: liaison / noun
IN-MY-OWN-WORDS DEFINITION: a connection between two people; its often a special business or diplomatic
relationship, but it can also be a sexual relationship
CONTEXT: a letter to the editor commenting on an article about Thomas Jeffersons love affair with one of
his slaves (U.S. News and World Report November 23, 1998 p. 6)
ORIGINAL SENTENCE: The Jefferson-Hemming intimate liaison of two centuries ago is worthy of a U.S.
News cover story, in part, because we still struggle with our individual and collective sense of American
identity.
MY SENTENCE: A married man who pursues a liaison with a single woman risks not only his marriage but also
his relationship with his children.

WORD / PART OF SPEECH: beleaguered / adjective

IN-MY-OWN-WORDS DEFINITION: to have been picked on or be tired of being picked on
CONTEXT: an article about how anti-gun forces have taken to suing gun dealers and gun manufacturers ( U.S.
News and World Report November 23, 1998 p. 28)
ORIGINAL SENTENCE: For Americas beleaguered firearms industry, the struggle against litigation is
turning into a draining, multi-front war.
MY SENTENCE: The beleaguered coach resigned before the press could write one more scathing article
about his teams 28-game losing streak.
WORD / PART OF SPEECH: pipsqueak / noun
IN-MY-OWN-WORDS DEFINITION: a slang term for someone whos little, weak, or annoying
CONTEXT: an article about how Microsofts competitors are trying to compete (Dallas Morning News
November 25, 1998 Section C, Page 2)
ORIGINAL SENTENCE: Linux is still a pipsqueak in Microsofts world, but its steadily gaining strength.
MY SENTENCE: Before I began my weight-lifting program, the girls I knew viewed me as a pipsqueak theyd
never want to date.

WORD / PART OF SPEECH: reconfiguration / noun

IN-MY-OWN-WORDS DEFINITION: a reorganization, usually of a business, or maybe a plan
CONTEXT: an article about how Microsofts competitors are trying to compete (Dallas Morning News
November 25, 1998 Section C, Page 3)
ORIGINAL SENTENCE: Analysts predict that the recent reconfiguration in Linuxs Board of Directors will
strengthen stockholder confidence.
MY SENTENCE: I had to reconfigure my budget three times before I could see a way to afford the car I
wanted to buy.

WORD / PART OF SPEECH: vacillate / verb

IN-MY-OWN-WORDS DEFINITION: to go back and forth when making a decision
CONTEXT: an article about planning vacations http://news.yahoo.com/s/nm/2008131/od_nm/cruise_mania_1)
ORIGINAL SENTENCE: Many people vacillate about buying trip insurance, but its a good idea for those whose
health or business often interferes with their travel plans.
MY SENTENCE: The prospective bride vacillated between an ornate arrangement of tropical flowers and a simple
bouquet of daisies.

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